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The Irvine Paraprofessional Program: promising practice for serving students with ADHD
1Department of Pediatrics, University of California at Irvine 92612, USA.
Journal of Learning Disabilities
|November 14, 1998
Summary
The Irvine Paraprofessional Program (IPP) effectively supports elementary students with attention-deficit/hyperactivity disorder (ADHD) in general classrooms. Specially trained paraprofessionals deliver interventions, leading to positive, lasting behavioral changes.
Area of Science:
- Educational Psychology
- Child Psychiatry
Background:
- Attention-deficit/hyperactivity disorder (ADHD) presents significant challenges for elementary students in general education settings.
- Effective interventions are crucial to support academic and social success for children with ADHD.
Purpose of the Study:
- To describe the Irvine Paraprofessional Program (IPP) as a model for serving elementary students with ADHD.
- To highlight the components and preliminary efficacy of the IPP.
Main Methods:
- The IPP is a 12-week intensive intervention program.
- Key components include direct paraprofessional intervention, teacher consultation on classroom management, school-based reinforcement, and social skills training.
Main Results:
- Preliminary studies indicate that paraprofessionals can facilitate positive behavioral changes in children with ADHD.
- These improvements are shown to be maintainable by the classroom teacher after the paraprofessional's involvement concludes.
Conclusions:
- The IPP demonstrates promise as an effective model for integrating and supporting students with ADHD within general education classrooms.
- Paraprofessional-led interventions, combined with teacher support, can yield significant and lasting benefits for children with ADHD.
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