Bridging the Gap: Effective Training for Paraprofessionals Supporting Social-Emotional Development in Students with SLD and High-Leverage Practices for Inclusive Environments

Abstract As inclusive education becomes increasingly prevalent, the roles of paraprofessionals in supporting students with Specific Learning Disabilities (SLD) have evolved significantly. Effective paraprofessional support hinges not only on daily assistance but also on meaningful training rooted in research-based strategies. High-Leverage Practices (HLPs)—core instructional, behavioral, and collaborative approaches—have emerged as essential tools in ensuring students with disabilities, including those with SLD, experience academic and social-emotional success. These students often require tailored support due to comorbid conditions such as attention difficulties, executive functioning challenges, and emotional-behavioral regulation issues (Chieffo et al., 2023; Al-Dababneh & Al-Zboon, 2018). However, the literature consistently points to a training gap that must be addressed to empower paraprofessionals in inclusive settings (Moran, 2022; Griswold, 2022). This capstone project focused on the essential role of paraprofessionals in inclusive classrooms and the need for targeted, evidence-based training to support their effectiveness. Informed by a comprehensive literature review, the project identified key practices—such as high-leverage instructional strategies, social-emotional learning, behavior management, and collaborative teaming—that enable paraprofessionals to better support students with disabilities. Based on these findings, a professional development training was designed to provide paraprofessionals with practical tools and role clarity. The project highlighted the importance of bridging research and practice to empower paraprofessionals as active, confident contributors to student success

Unlocking Reading Success: Addressing the Literacy Crisis in the United States

This white paper addresses the literacy crisis in the United States. Currently, in the educational system, millions of children lack access to research-based reading instruction and, as a result, struggle to become proficient readers. Despite decades of academic and reform efforts, national reading achievement has been declining. This literacy crisis can be traced back to outdated or inconsistent instructional practices, socioeconomic background, lack of research-based instructional curricula, as well as inconsistent and ineffective implementation of these approaches. Based on recent research and national data, this white paper advocates for aligning teacher education and professional development with the Science of Reading. High-quality, evidence-based training and support, based on explicit, systematic phonics instruction and grounded in coaching and practice, has the power to move schools from a place of remediation to one of prevention, and help all students receive the literacy instruction they need. Based on recent research and national data, this white paper advocates for aligning teacher education and professional development with the Science of Reading. High-quality, evidence-based training and support, based on explicit, systematic phonics instruction and grounded in coaching and practice, has the power to move schools from a place of remediation to one of prevention, and help all students receive the literacy instruction they need

Advancing Literacy Instruction: Bridging Evidence-Based and Culturally Responsive Practices to Serve All Learners

As Minnesota\u27s student population becomes increasingly diverse, persistent literacy achievement gaps among students of color, multilingual learners, and students from low-income backgrounds demand urgent attention. While the state\u27s READ Act mandates structured, evidence-based literacy instruction grounded in the Science of Reading, its successful implementation must not overshadow the equally vital need for culturally and linguistically responsive pedagogy. This white paper argues for a comprehensive, dual-framework approach that integrates both evidence-based literacy practices and culturally affirming instructional strategie

Analysis of Self: My Journey to Healing and Helping

The Analysis of Self led me to take an inventory of who I am as a person and a professional, and what led me to where I am today as a Clinical Mental Health Counselor. This project satisfies the requirements of the graduate program. Besides taking an in-depth overview of my personal history, I also included assessments such as the Myers-Briggs Type Indicator (MBTI) and the Strong’s Interest Inventory (SII) to uncover various aspects of my personality, strengths and qualities. Interventions that align with my counseling style are Cognitive Behavioral Therapy, Trauma-Focused Cognitive Behavioral Therapy, and Person-Centered Therapy because of their evidence-based success and because of the population I intend to work with.. Interviews were conducted to gain an outsider’s view into my growth and counseling style

Effective Strategies for Addressing Behaviors in Infants and Toddlers

Supporting behavioral development in early childhood education settings requires collaboration between caregivers, interventionists, and service providers, as well as strategies tailored to the unique needs of young children. Challenging behaviors in infants and toddlers with special needs, such as biting, hitting, throwing, and pushing, can delay developmental progress and place a strain on both families and Interventionists. These behaviors often emerge during a critical period of growth and learning, making early and targeted intervention essential. The field of special education increasingly recognizes the importance of implementing evidence-based strategies from a child’s birth through age two as tools for improving a child’s long-term outcomes (Fox, Dunlap, Hemmeter, Joseph, & Strain, 2003). Despite the availability of research-backed interventions, families and educators frequently lack access to practical tools that translate theory into everyday practice. This capstone project focused on bridging the gap between research and practice through the development of informative brochures for parents and teachers. The brochures were designed as accessible, user-friendly resources to support behavioral intervention efforts for infants and toddlers in early intervention. The project included a comprehensive literature review that examined effective behavioral supports, function-based interventions, preventative strategies, and the importance of parent-teacher collaboration. The findings from this review guided the creation of materials that promoted structured, early, and collaborative approaches to managing challenging behaviors. The brochures aimed to empower families and educators with evidence-based tools that enhance behavioral outcomes and developmental growth in young children

The Influence of Social Media on Speech-Language Pathology Practices

With social media’s presence growing beyond personal use, speech-language pathology as a professional field is affected by social media as well. This study examined how social media is influencing clinical practice trends and evidence-based decision-making in speech-language pathology (SLP). A mixed-methods study including a survey (98 participants) to assess social media’s impact on SLP practices in the tri-state area (Minnesota, North Dakota, and South Dakota), as well as a focus group (five participants) was used. Participants primarily used social media to build a community of practice, which included connecting with others, accessing materials and resources, and building educational knowledge. These were identified as integral to their sense of community and a primary benefit for using social media in the field. Influences on clinical practice trends included a variety of topics (e.g., ASHA Big Nine areas of practice, community issues, diagnostic decision making, and professional issues). Additionally, client/caregiver access to social media had positive influences resulting in consumers being well informed. Related negative factors influencing social media use were polarizing views and influence of social media algorithms creating potential source of bias. An identified challenge was that clients/caregivers occasionally have misconceptions about the diagnostic process. When utilizing social media resources, clinical decision-making was found to be predominantly guided by clinical expertise, experience and subjective judgement, rather than explicit vetting of quality using external evidence. Most SLPs (70% of the survey) verified claims from social media never-to-sometimes while only 30% verified claims often or always. Verifying with external evidence was identified as an additional challenge, with time constraints, paywalls, and uncertainty of quality of posts being primary barriers

Alexithymia: A Review of Existing Literature and a Prospective Route for Future Training

Alexithymia, a trans-diagnostic construct characterized by a disability to identify and articulate emotions, has received increasing attention within the medical and psychiatric communities due to its profound, negative impact on treatment outcomes. This paper provides insight into its complex and pervasive nature, its conceptualization and assessment, underlying neurobiological mechanisms and acquisition, extensive comorbidities, treatment implications, clinical manifestations, clinical considerations, and analysis of the existing body of research. While previous research assumed Alexithymia to be largely untreatable, recent publications have indicated its ability to be affected by emotional-awareness skill building and relationally based interventions, though no specific treatments for Alexithymia currently exist. As such, an increase in clinical awareness is necessary to spread knowledge and understanding of this construct to allow for additional research to take place. To address this gap in awareness, a comprehensive training is included which provides an overview of Alexithymia and its importance within the mental health field. Keywords: alexithymia, emotional awareness, alexithymia trainin

Satisfaction and Hopefulness Among Temporary Part-Time English Faculty Teaching at Minnesota State Community Colleges in the Twin Cities: A Phenomenological Inquiry

Community colleges across the United States have increasingly relied on adjunct faculty. With approximately 77% of community college faculty being part-time instructors (Center for Community College Student Engagement, 2014, as cited in Pons et al., 2017, p. 43), understanding their experiences is crucial for employee retention and satisfaction. This phenomenological study aimed to examine the lived experiences of temporary part-time community college English faculty and to see if their hopefulness for future full-time employment has been impacted over time. Using possible selves theory as a theoretical framework, this study sought to reflect on the impact of unsuccessfully seeking full-time employment and its impact on self-perception. To assess this, temporary part-time English community college faculty at campuses within 25 miles of the Twin Cities were asked to participate in a survey that included fifteen questions about their work experience and seven demographic questions. 19 people responded to this survey. In addition to gathering information about their experiences, this survey was used to identify a purposive sample of temporary part-time faculty to participate in the 60-minute focus group, which included two questions related to participants’ connection to campus working conditions, two questions related to participants’ perceptions of work conditions, and three questions related to participants’ hope for future full-time teaching employment. Five people participated in the focus group. The goal of this study was to identify solutions for improving retention and satisfaction among this population to inform future recommendations and employment practices

Horrible Harry in Room 2B Bibliotherapy

The goal of this assignment was for preservice teachers to practice writing a chain of questions that focused on the social and/or emotional needs of young learners. Bibliotherapy is therapeutic in nature to help individuals understand themselves and the world around them through guided reading experiences (American Library Association, 2025; Delisle & Galbraith, 2002). Further, bibliotherapy allow individuals to identify a personal problem mirrored by a character in a book. As the reader connects with the character, the reader experiences the emotions expressed by the character. Finally, the reader applies the character’s experience to their own personal problem (American Library Association, 2025; Delisle & Galbraith, 2002). This bibliotherapy reader’s guide focuses on friendship using the short chapter book, Horrible Harry in Room 2B by Suzy Kline

What Makes Me the Counselor I Am?

Throughout this self-analysis, I evaluate relevant background information, various experiences, personality assessments, and counseling theories, and reflect on how they have shaped me as the person and counselor I am today. Bowlby’s Attachment Theory and Piaget\u27s Developmental Stage Theory are mentioned throughout most of this self-reflection piece, as well as an in-depth reflection on interviews with important people in my life. Taking the time to delve into deep levels of self-exploration has proven to be difficult, yet very rewarding. The impact of this type of internal work is infinite, and my increase in self-awareness was accomplished. A plan for continuous individual and professional development is provided