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Although paraprofessionals are pivotal for the educational success of learners with autism, limited professional learning opportunities are provided resulting in inadequate application of evidence-based practices in their work. In this participatory action research study, thirty-six paraprofessionals participated in professional learning utilizing workshops and a commercially available professional learning platform, Rethink. The study included didactic training, video-based modeling and applied practice activities in the classroom. Paraprofessionals improved their knowledge and self-efficacy in the application of evidence-based practices. Supporting classroom teacher’s social validity also reported improved paraprofessional performance. These findings suggest a possible avenue for supporting paraprofessional professional learning via integrating web-based technology to access video models paired with traditional professional learning methods to improve the application of evidence-based practices in the classroom environment.
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