As of 2007, 718,119 instructional assistants were employed in the United States (National Center for Education Statistics, 2009b). Of those instructional assistants, 373,466 were classified as full-time special education instructional assistants (Data Accountability Center, 2009a). As the employment of instructional assistants continues to grow, particularly in special education, so does the inclusion of students with disabilities into general education classrooms (U.S. Department of Education, Office of Special Education and Rehabilitative Services, & Office of Special Education Programs, 2005). Although much of the United States continues to see increases in both the employment of instructional assistants and the inclusion of students with disabilities, existing training protocols do not adequately prepare instructional assistants to support these students (Causton-Theoharis & Malmgren, 2005; Giangreco, Broer, & Edelman, 2002; Petscher & Bailey, 2006; Pickett, Likins, & Wallace, 2003; Schepis, Reid, Ownbey, & Parsons, 2001). Effective and efficient instructional assistant training is critically needed to reduce the detrimental effects of inexperienced and untrained instructional assistants on disabled students in general education classrooms. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]