Date of Award

2026

Document Type

Scholarly Project

Degree Name

Doctor of Occupational Therapy (OTD)

Department

Occupational Therapy

First Advisor

Dr. Andrea Young

Abstract

Background: Students with individualized education programs (IEPs) in rural school settings often experience challenges related to sensory processing and emotional regulation, which can impact their ability to engage in classroom routines and academic activities. Paraprofessionals play a significant role in supporting these students throughout the school day, however, many report limited access to formal training, practical strategies, and clear guidance for addressing sensory and behavioral needs. These gaps can lead to inconsistent support and decreased opportunities for student participation in educational occupations and classroom activities.

Purpose: The Paraprofessional Sensory and Regulation Training Program was developed to increase paraprofessional knowledge, confidence, and access to practical, sensory-informed strategies that support student regulation and engagement. The program aims to enhance consistency of classroom support, improve collaboration among educational team members, and promote student participation in meaningful school-based activities. This project addresses these needs through the development of a user-friendly manual, digital resource platform, and training materials that provide quick-reference strategies, activity ideas, and data collection tools grounded in occupational therapy practice.

Methodology: The development of this program was guided by the Person- Environment-Occupation (PEO) model and Self-Determination Theory (SDT), emphasizing the interaction between individual capacity, environmental supports, and meaningful role engagement (Law et al., 1996; Ryan & Deci, 2020). A comprehensive literature review and needs assessment were conducted, including classroom observations, a questionnaire to gather informal information, and collaboration with educators and occupational therapy staff. Findings informed the creation of training materials and resources designed to be practical, accessible, and applicable within daily classroom routines. Principles of adult learning theory were integrated to ensure the materials support immediate application and ongoing skill development for paraprofessionals (Knowles et al., 2015).

Conclusion: This project addresses a critical need for accessible paraprofessional training in rural school settings by providing practical, sensory-informed resources that support student regulation and participation. By increasing paraprofessional competence and confidence, the program promotes more consistent, proactive support strategies and enhances collaboration within the educational team. The long-term goal of this project is to increase paraprofessional competence and confidence that supports student participation in educational occupations.

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