An Examination of Paraprofessional Involvement in Supporting Inclusion of Students with Autism Brooke Young, Richard L. Simpson, Brenda Smith Myles, and Debra M. Kamps This study was designed to monitor behaviors of three elementary-age students with autism in inclusionary settings relative to paraprofessional proximity and classroom activity. Results are presented for students' on-task behavior, in-seat behavior, self- stimulatory responses, and inappropriate vocalizations based on paraprofessional proximity and instructional activity. Data are also presented for interactions initiated by paraprofessionals, teachers, and the students. Findings are discussed in relation to the use and training of paraprofessionals who are involved in inclusion programs for stu- dents with autism as they pertain to study results. P araprofessionals assigned to pro- grams for children with disabili- ties, including those with autism, are the fastest-growing personnel seg- ment in special education (Blalock, 1991; Boomer, 1994). Indeed, there has been an enormous recent increase in the use of special education paraprofession- als (Jones & Bender, 1993). Pickett (1986) observed that when paraprofes- sionals were first introduced into the educational system they were given pri- marily clerical and housekeeping assign- ments. However, today paraprofessionals are more likely to hold a variety of re- sponsibilities related to providing direct services to students, including behavior management, tutoring, implementing and evaluating treatment and interven- tion programs, and other instructional and skill-development roles (French & Cabell, 1993). Increased reliance on special educa- tion paraprofessionals and their changing roles are both thought to be fueled by the popular trend to include students with disabilities in general education classrooms (Kauffman & Hallahan, 1995). Thus, as ever-increasing numbers of students with autism and other dis- abilities enter general education class- rooms, they receive support from para- professionals, who are perceived to be an efficient, effective, and economical re- source (Myles & Simpson, 1989). In fact, French and Cabel (1993) and Kaplan (1987) observed that paraprofes- sionals are often the primary contact with students with disabilities and fre- quently are the school-based adults most responsible for the students' learning. However, there is a paucity of research that relates student achievement and so- cial outcomes to the use of paraprofes- sionals. In an analysis of paraprofessional use and student growth, Jones and Bender (1993) were able to identify only one study that focused on this topic. They concluded that the relationship be- tween paraprofessional use and student outcomes warranted additional study, es- pecially in the context of the inclusion movement. Similarly, Fuchs, Fuchs, Dul- lan, Roberts, and Fernstrom (1992) reported that research related to para- professionals focused on professionals' perceptions of paraprofessional effective- ness and related attitudinal factors, rather than on student outcomes. Re- search on this topic is especially impor- tant in view of suggestions that over- reliance on paraprofessionals or use of poorly trained paraprofessionals may ac- tually impede student growth and devel- opment (Boomer, 1994; Hall, McClan- nahan, & Krantz, 1995). To date there has been no research- based evidence on the relationship be- tween paraprofessional behavior and stu- dents' classroom performance. The purpose of this study was to investigate the impact of paraprofessionals' proxim- ity to students with autism in general education classrooms. Student outcomes monitored in the study included on- task behavior, in-seat behavior, self- stimulatory responses, inappropriate FOCUS ON AUTISM AND OTHER DEVELOPMENTAL DISABILITIES VOLUME 12, NUMBER 1, SPRING 1997 PAGES 31-38, 48