Paraprofessionals Use of Group School-Based Instrumental Mentoring: Examining Process and Preliminary Outcomes

Autor/inn/en	Strait, Gerald G.; Turner, Jenna; Stinson, Diana; Harrison, Samanthia; Bagheri, Rojan; Perez, Tanya; Smith, Bradley H.; Gonzalez, Jorge; Anderson, Jacqueline R.; Simpson, Jill; McQuillin, Sam D.
Titel	Paraprofessionals Use of Group School-Based Instrumental Mentoring: Examining Process and Preliminary Outcomes
Quelle	In: Psychology in the Schools, 57 (2020) 9, S.1492-1505 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Strait, Gerald G.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-3085
DOI	10.1002/pits.22417
Schlagwörter	Mentors; Paraprofessional Personnel; Intervention; Cost Effectiveness; Comparative Analysis; Program Implementation; School Psychology; Graduate Students; Grade 6; Middle School Students; Learner Engagement; Undergraduate Students; Groups; Grades (Scholastic); Program Effectiveness; Student Attitudes; Supervisors + Suchen Sie Ihr Suchwort? Laienhelfer; Kosten-Nutzen-Analyse; Kosten-Nutzen-Denken; Schulpsychologie; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; School year 06; 6. Schuljahr; Schuljahr 06; Middle school; Middle schools; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Notenspiegel; Schülerverhalten
Abstract	Many schools use paraprofessionals to implement and monitor interventions. Though paraprofessionals are cost-effective, many questions remain about the training and skills they need to implement a wide array of school-based interventions. In this study, we compare paraprofessionals' (i.e., undergraduates) implementation of the Group-Academic Mentoring Program for Education Development (Group-AMPED) to school psychology graduate students' implementation of Group-AMPED. Ten paraprofessionals and five school psychology graduate students provided approximately eight sessions of Group-AMPED to 35 sixth-grade students. Results indicated no significant differences between middle school students' engagement when groups were led by either school psychology graduate students or paraprofessionals. Similarly, self-reports of fidelity and supervisor postsession implementation confidence indicated no difference between paraprofessionals and graduate students' implementation of Group-AMPED. Follow-up measures indicated that mentors and proteges perceived Group-AMPED as feasible, acceptable, and understandable. Most importantly, middle school students participating in Group-AMPED had significantly higher second-semester grades in comparison to a small control group. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01