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VIDBE-Q Volume 63 Issue 4
paraprofessional to be knowledgeable about the appropriate skill; however, there would
be no correction and/or redirection should the observed skill be inappropriate.
Reinforcing was defined as involving observation of the student by the
paraprofessional, subsequent reporting to the O&M specialist about the student's
progress, and could include correction and/or redirection should the observed skill be
inappropriate. Effective reinforcing of a skill by a paraprofessional would require the
paraprofessional to be knowledgeable about the appropriate skill and possess the ability
to display the skill accurately.
In Round 1, the responses organized into two major categories for the training
needs of paraprofessionals: O&M specific training needs and special-education-related
(non-O&M) specific training needs. O&M specific training needs were defined as any
subject matter that was unique to the field of O&M and would subsequently require a
credentialed O&M to provide the training. These types of training needs would serve a
paraprofessional specifically within the context of providing support to a student's O&M
needs. Special-education-related (non-O&M) specific training needs were defined as
subject matter that was more general and common across multiple disciplines of special
education. These types of training needs could be addressed by both a credentialed
O&M and/or other credentialed members in the special education field. These types of
training needs would serve a paraprofessional in a variety of contexts when he or she is
supporting a student.
In Round 1, the responses organized into two major categories for the
supervision needs of paraprofessionals: supervision by O&M and/or supervision by
other. Supervision by O&M was defined as the O&M being responsible for supervising
