The limitations and challenges of paraprofessional training are well documented. These issues are magnified by the increasing reliance on paraprofessionals to provide vital support for students with emotional and behavioral disorders (EBD). Despite evidence supporting self-monitoring for improving teacher and paraprofessional skills, there are limited demonstrations of how paraprofessionals improve their use of evidence-based strategies through self-monitoring. This study examined the effects of self-monitoring on paraprofessionals’ total use of praise and behavior-specific praise. A first exploratory item included the extent to which any increases in praise covaried with paraprofessional use of reprimands. A second exploratory item determined whether any changes in praise covaried with the engagement and disruptive behavior of their students with EBD. Self-monitoring was associated with increased total praise, a moderately increased use of behavior-specific praise, and improvements in student engagement along with decreases in student disruptive behavior. Implications for behavioral interventions for students with EBD are discussed.

中文翻译：

---

自我监控对情绪和行为障碍学生的辅助专业人员表扬率的影响

辅助专业培训的局限性和挑战是有据可查的。由于越来越依赖辅助专业人员为患有情绪和行为障碍 (EBD) 的学生提供重要支持，这些问题变得更加严重。尽管有证据支持自我监控以提高教师和辅助专业人员的技能，但关于辅助专业人员如何通过自我监控改进他们对循证策略的使用的证据有限。本研究考察了自我监控对辅助专业人员对表扬和行为特定表扬的总体使用的影响。第一个探索性项目包括任何赞美的增加与非专业使用谴责的共变程度。第二个探索性项目确定表扬的任何变化是否与患有 EBD 的学生的参与和破坏性行为相关。自我监控与总表扬的增加、特定行为表扬的使用适度增加、学生参与度的提高以及学生破坏性行为的减少有关。讨论了行为干预对 EBD 学生的影响。