CSClassroom Support AcademyMy learning

Bibliography & media credits

Explore the sources behind the training. Each course page identifies its relevant references; the full citations are collected here.

How we use evidence

We distinguish research studies and reviews from professional guidance, law, and our own program design. Evidence for an underlying practice does not demonstrate that this particular course improves classroom outcomes. Pilot findings will be reported separately.

Dialogue, scenarios, assessments, estimated seat times, and pilot targets are original program material unless attributed otherwise. Example wording illustrates a practice; it is not quoted from a study. Customer procedures and student-specific plans determine local implementation.

We use author–date references, direct source links, and section locators where available. “n.d.” means no publication date is specified here; it does not mean the source has been checked indefinitely. Each entry lists its actual reference-review date. The bibliography is maintained as content changes.

Full bibliography

  1. California law

    California Legislature. (n.d.). California Education Code § 49005.8. Current codified section on prohibited restraint and seclusion practices; consult the full statutory framework and local procedures.

    California restrictions. A citation to this section is not approval to use a physical intervention and does not establish compliance in other states.

    Read original source: California Education Code § 49005.8

    Reference reviewed: September 19, 2026.

  2. California law

    California Legislature. (2024). California Education Code § 49006. Amended by Stats. 2023, Ch. 582, § 1 (AB 1466), effective January 1, 2024; subdivisions (a)–(d).

    LEA collection, annual reporting, and public posting of restraint and seclusion data. This provision does not itself specify every aide's immediate notification duty; follow separately applicable requirements and assigned local procedures. No intervention authorization is granted by this course.

    Read original source: California Education Code § 49006

    Reference reviewed: September 28, 2026.

  3. Evidence-informed practice guide

    Center on PBIS. (2025). Supporting and Responding to Students’ Social, Emotional, and Behavioral Needs: Evidence-Based Practices for Educators. Version 2, April 2025. University of Oregon.

    Positive, proactive classroom support and responses. This is a guide to the evidence, not an evaluation of this course or its fictional scripts.

    Read original source: Supporting and Responding to Students’ Social, Emotional, and Behavioral Needs: Evidence-Based Practices for Educators

    Reference reviewed: September 19, 2026.

  4. Professional standard

    Council for Exceptional Children. (2022). Core Competencies for Special Education Paraeducators. Updated March 16, 2022. Competency areas 1–7.

    Role boundaries, supervised practice, communication, and support for independence. These competencies do not authorize a locally restricted task.

    Read original source: Core Competencies for Special Education Paraeducators

    Reference reviewed: September 21, 2026.

  5. Licensing guidance

    Creative Commons. (n.d.). The Creative Commons licenses. License overview; consult each asset's exact license and other applicable rights.

    Commercial reuse and attribution conditions vary by license. Citing a source does not grant permission to reproduce its media.

    Read original source: The Creative Commons licenses

    Reference reviewed: September 19, 2026.

  6. Research review

    Darling-Hammond, L., Hyler, M. E., & Gardner, M.. (2017). Effective Teacher Professional Development. Learning Policy Institute.

    Models, active practice, feedback, collaboration, and sustained professional learning. Applying teacher-PD findings to aides requires evaluation.

    Read original source: Effective Teacher Professional Development

    Reference reviewed: September 21, 2026.

  7. Research synthesis

    National Academies of Sciences, Engineering, and Medicine. (2018). How People Learn II: Learners, Contexts, and Cultures. National Academies Press. Chapter 5, Knowledge and Reasoning. DOI: 10.17226/24783.

    Prior knowledge, retrieval, and spaced practice inform our learning design. Exact lesson durations and review intervals are program choices.

    Read original source: How People Learn II: Learners, Contexts, and Cultures

    Reference reviewed: September 19, 2026.

  8. Professional framework

    National Child Traumatic Stress Network. (2017). Creating, Supporting, and Sustaining Trauma-Informed Schools: A System Framework. School systems framework.

    Schoolwide trauma-informed principles. This framework does not diagnose a student or establish that a particular behavior was caused by trauma.

    Read original source: Creating, Supporting, and Sustaining Trauma-Informed Schools: A System Framework

    Reference reviewed: September 19, 2026.

  9. Experimental study

    Roediger, H. L., III, & Karpicke, J. D.. (2006). Test-enhanced learning: Taking memory tests improves long-term retention. Psychological Science, 17(3), 249–255. DOI: 10.1111/j.1467-9280.2006.01693.x.

    Delayed retention in experimental prose-learning tasks. Retrieval success is not itself proof of classroom competence.

    Read original source: Test-enhanced learning: Taking memory tests improves long-term retention

    Reference reviewed: September 19, 2026.

  10. Federal agency guidance

    StopBullying.gov. (n.d.). Report Cyberbullying. Documentation and reporting guidance.

    Preserving relevant evidence and reporting online harm. This does not authorize aides to search devices or copy material to personal accounts.

    Read original source: Report Cyberbullying

    Reference reviewed: September 19, 2026.

  11. Federal agency guidance

    StopBullying.gov. (n.d.). Respond to Bullying. Guidance for adult responses to bullying situations.

    Calm response, immediate safety, separate follow-up, and appropriate help. Follow locally assigned roles and safety procedures.

    Read original source: Respond to Bullying

    Reference reviewed: September 19, 2026.

  12. Federal regulation

    U.S. Department of Education. (n.d.). 34 C.F.R. § 300.156: Personnel qualifications. Individuals with Disabilities Education Act regulations; see paragraph (b)(2)(iii).

    Training and supervision of paraprofessionals under applicable state law, regulation, or written policy; not a universal list of permitted duties.

    Read original source: 34 C.F.R. § 300.156: Personnel qualifications

    Reference reviewed: September 19, 2026.

  13. Federal agency guidance

    U.S. Department of Education, Student Privacy Policy Office. (n.d.). Under FERPA, may an educational agency or institution disclose education records to any of its employees without consent?. Protecting Student Privacy, frequently asked questions.

    The legitimate-educational-interest condition for employee access to education records. Local confidentiality duties may extend beyond this specific FERPA question.

    Read original source: Under FERPA, may an educational agency or institution disclose education records to any of its employees without consent?

    Reference reviewed: September 19, 2026.

  14. Accessibility standard

    World Wide Web Consortium. (n.d.). Web Content Accessibility Guidelines (WCAG) 2.2. Current W3C Recommendation at the linked URL.

    Accessibility requirements used for review; listing this standard is not a claim that the platform has passed a conformance audit.

    Read original source: Web Content Accessibility Guidelines (WCAG) 2.2

    Reference reviewed: September 19, 2026.

  15. Accessibility guidance

    World Wide Web Consortium, Web Accessibility Initiative. (2024). Making Audio and Video Media Accessible. Updated September 17, 2024.

    Captions, descriptions, transcripts, and accessible media players. Following guidance must be verified in the finished experience.

    Read original source: Making Audio and Video Media Accessible

    Reference reviewed: September 19, 2026.

Media credits and permissions

Research references identify the basis for instruction. Permission to reproduce a video, image, voice, or worksheet is a separate requirement. See Creative Commons for the differences among common licenses.

The initial original video demonstration is in script and storyboard development; no finished demonstration video is presented as part of this release. Each published instructional media asset will carry its creator, source, applicable license or permission, and any adaptation credit. Realistic synthetic demonstrations will be identified.

The teacher–aide handoff text model and plain-text job aid are Classroom Support Academy original, AI-assisted material (September 21, 2026; CSA-TEXT-001 and CSA-JOB-001). They use fictional adult dialogue, with no third-party footage, performers, voice recordings, or copied research figures. Participants may keep and print the job aid for their classroom-team use. Research links support the principles, not the exact script. The proposed video remains a separate, unproduced asset.

Captions and descriptive transcripts will include the same evidence references and media credits as the associated lesson. Refer to W3C media guidance for the accessibility basis.