Special Needs Assistants (SNAs) serve an essential role to support children with disabilities; thus, they need efficient training. The one-on-one coaching following a workshop was compared with a control group that only received a workshop. A quasi-experimental study was conducted in two of the five public special education schools in Zaragoza (Spain); seventeen paraprofessionals and thirty-seven children participated voluntarily. The Canadian Occupational Performance Measure (COPM) was administered pre and post-intervention to evaluate changes in the participation of children with disabilities. Questionnaires for assessing competencies and needs were issued for both groups of SNAs, and the kinds of goals and the adaptations required were analysed. The intervention was guided by an occupational therapist (OT). Children in the intervention group showed significant gains in goals identified by assistant and therapist. However, both groups of SNAs indicated they had improved their skills. Through collaboration with OTs, SNAs can implement practices that enhance children' participation in activities of daily living in natural environments. SNAs' training should be carried out according to their real demands and the needs of the children they support.