Paraprofessionals are increasingly being hired to support students with special needs in schools and are key implementers of behavior interventions for students. However, research is limited on how paraprofessionals perceive the management of student behavior. Using a mixed-methods design approach, the current investigation assesses paraprofessionals’ perceptions of common student behavior problems in elementary school classrooms. Results indicate coached paraprofessionals had a greater likelihood of reporting operationally defined behavior concerns than controls. A qualitative constant comparative method of analysis of paraprofessionals’ behavior reports revealed themes of disruptive academic behaviors (off task, peer/verbal interactions, physical interference), aggressive behaviors (physical aggression toward people/objects, verbal aggression), noncompliance (physical/verbal refusal), and “other” behaviors (unclear/opposite or positive actions). Implications for practice and future research are discussed.

越来越多地聘请超专业人士来支持学校中有特殊需求的学生，他们是学生行为干预的主要实施者。但是，有关准专业人士如何看待学生行为的管理研究有限。当前的调查采用混合方法设计方法，评估了准专业人士对小学课堂中常见学生行为问题的看法。结果表明，与对照组相比，执教的准专业人士更有可能报告操作定义的行为问题。一种定性的，持续的比较方法来分析准专业人士的行为报告，揭示了以下主题：破坏性的学术行为（任务外，同伴/语言交互，身体干扰），攻击行为（对人/物的身体攻击，言语攻击），不遵守（肢体/语言拒绝）和“其他”行为（不清楚/相反或积极的行为）。讨论了对实践和未来研究的意义。