Social inclusion for students with ASD 27for students with ASD (Etscheidt, 2005), however most are not adequately trained
and often provide too much or too little social support.
The literature suggests that paraeducators can be trained to fidelity to imple-
ment effective social interventions during non-academic periods (Feldman and
Matos, 2013; Koegel, Kim, and Koegel, 2014; Licciardello, Harchik, and Luiselli,
2008; Robinson, 2011). For example, Robinson (2011) trained four paraeducators
via video-feedback modeling to implement Pivotal Response Treatment (PRT)
during lunch recess. Specifically, a trainer modeled the correct implementation of
PRT in the natural setting for three consecutive days. The trainer then videotaped
the paraeducators implementing PRT. After the session, the trainer and each par-
aeducator watched the video clip together while the trainer provided feedback
to the paraprofessional. As a result of the training, the paraeducators’ involvement
and implementation of PRT increased while hovering decreased. In addition, the
students made positive gains in their individualized target goals related to social
communication and demonstrated either maintained or improved affect. The study
also found large and rapid improvements in the paraeducators’ performance, and
the author noted that this may be partially attributed to the training taking place
in the natural setting.
Feldman and Matos (2013) also trained three paraeducators to facilitate social
interactions between students with ASD and typically developing peers using PRT
during non-academic periods. The multi-component training consisted of a work-
shop, a field manual, and three days of on-site training. If a paraeducator did not
meet fidelity of implementation they were trained for an additional three days or
until they met fidelity. After training, paraeducators were able to appropriately and
successfully facilitate social interactions between students with ASD and typically
developing peers.
Finally, Koegel, Kim, and Koegel (2014) trained three paraeducators to fidel-
ity to implement specialized lunch club activities during non-academic periods
(i.e., lunch-recess). Specifically, paraeducators were trained to stand in an appro-
priate proximity, provide cooperative arrangements, and incorporate the preferred
interests of the student with ASD. The authors found that after the paraeducators
received training, they were able to provide an inclusive social environment to
students with ASD during lunch-recess. The authors also found that as a result
of training paraeducators, the social engagement for students with ASD greatly
improved. These studies demonstrate that with appropriate training paraeducators
may be ideal school personnel for developing and providing an inclusive social
experience for students with ASD.
Future directions
While the current literature on social inclusion for students with ASD offers some
optimism for practitioners and researchers that social skills of students with ASD can
improve, additional research in this area is warranted. The majority of the research
on social inclusion has been conducted with younger children. To date, there is