Ed. Tech.

Abstract

This pre-employment assessment is designed to evaluate the foundational competencies required for paraprofessionals working in educational and healthcare settings with adolescents aged 12 to 18. The assessment synthesizes empirically validated measures, including the Difficulties in Emotion Regulation Scale (DERS) (Gratz & Roemer, 2004), the Interpersonal Communication Competence Scale (ICCS) Short-Form (Rubin & Martin, 1994), and standardized literacy and numeracy questions derived from 10th-grade Common Core Language Arts and 8th-grade Common Core Mathematics.

The assessment framework is informed by best practices in paraprofessional training and role expectations, drawing from sources such as Mann & Whitworth’s (2000) "Responsibilities and Training of Paraprofessionals in Alternative Schools: Implications for Practice", the Council for Exceptional Children's Core Competencies for Special Education Paraeducators (CEC, 2017), and McQuillin et al.'s (2021) "Paraprofessional Youth Mentoring: A Framework for Integrating Youth Mentoring with Helping Institutions and Professions" (American Journal of Community Psychology, 2021, 0:1–20).

From these sources, a synthesized model of paraprofessional responsibilities was developed to address key roles, including but not limited to teacher’s aides, behavioral health technicians, and peer support workers. Based on the required competencies for these roles, the assessment prioritizes the following eight domains:

1. Emotional Regulation & Stress Tolerance

   • Measured via the DERS, this domain assesses an individual's ability to manage emotional distress, maintain composure in high-stress environments, and apply adaptive emotion regulation strategies. As paraprofessionals often work with emotionally dysregulated youth, a strong capacity for emotional regulation is a fundamental prerequisite for success in these roles.

2. Communication & Active Listening

   • Assessed through the ICCS Short-Form, this domain evaluates an individual's ability to engage in clear, empathetic, and adaptive interpersonal communication. Active listening and verbal de-escalation are critical skills in paraprofessional roles that require collaboration with both adolescents and interdisciplinary teams.

3. Ethical & Professional Boundaries

   • Evaluated through integrity-based testing, this section measures adherence to ethical guidelines, reliability, and the ability to maintain professional boundaries. As paraprofessionals often work in settings where boundary violations can lead to ethical and legal concerns, assessing these competencies pre-employment is essential.

4. Basic Literacy & Numeracy

   • Derived from Common Core Standards, these assessments ensure that candidates possess the fundamental reading comprehension and mathematical reasoning skills necessary to engage with professional documentation, behavior tracking, and communication with multidisciplinary teams. Deficiencies in literacy and numeracy can impede the ability to learn on the job and adapt to evolving workplace expectations.

5. Behavior Management & De-Escalation

   • Measured via Situational Judgment Tests (SJTs), this domain assesses a candidate’s ability to respond appropriately to behavioral challenges in real-world scenarios. Effective behavior management is a trainable skill, but candidates must demonstrate a baseline aptitude for recognizing escalation patterns and implementing basic de-escalation strategies.

6. Trauma-Informed Care & Mental Health Awareness

   • Assessed using the Trauma-Informed Care Self-Assessment Tool, this domain evaluates awareness of trauma-informed principles and mental health literacy. Given the high prevalence of adverse childhood experiences (ACEs) among at-risk youth, paraprofessionals must be equipped with a foundational understanding of trauma-sensitive engagement strategies.

7. Data Collection & Progress Monitoring

   • Measured through a Basic Computer Skills Test, this domain ensures that candidates possess the ability to document student progress, maintain electronic records, and engage in data-driven decision-making. While paraprofessionals are not expected to perform advanced data analysis, proficiency in basic data entry and interpretation is necessary for supporting evidence-based interventions.

8. Disability Awareness (IDEA Compliance)

   • Evaluated using a Disability Awareness Questionnaire, this section assesses familiarity with the Individuals with Disabilities Education Act (IDEA) and its implications for accommodations and support services. While formal training in IDEA compliance can be provided on the job, candidates must demonstrate a willingness to engage with the principles of inclusive education.

While Ethical & Professional Boundaries, Behavior Management & De-Escalation, Trauma-Informed Care & Mental Health Awareness, Data Collection & Progress Monitoring, and Disability Awareness can be explicitly taught in structured training programs, Emotional Regulation & Stress Tolerance, Communication & Active Listening, and Basic Literacy & Numeracy represent foundational competencies that must be well-developed prior to employment. These core capacities influence an individual’s ability to acquire additional job-specific skills and to function effectively within a high-stress, emotionally demanding work environment.

This assessment serves as an empirically grounded tool to assist hiring professionals in identifying candidates who possess the requisite skills for success in paraprofessional roles while also pinpointing areas where further training and professional development may be needed. A full technical report on the assessment methodology, scoring, and validation processes will be provided in a forthcoming publication.