14-03-2017 | Original Paper | Uitgave 6/2017
Impact of a Teacher-as-Coach Model: Improving Paraprofessionals Fidelity of Implementation of Discrete Trial Training for Students with Moderate-to-Severe Developmental Disabilities
- Tijdschrift:
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Journal of Autism and Developmental Disorders
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Uitgave 6/2017
- Auteurs:
- Rose A. Mason, Alana G. Schnitz, Howard P. Wills, Raia Rosenbloom, Debra M. Kamps, Darcey Bast
Abstract
Ensuring educational progress for students with moderate-to-severe developmental disabilities requires exposure to well executed evidence-based practices. This necessitates that the special education workforce, including paraprofessionals, be well-trained. Yet evidence regarding effective training mechanisms for paraprofessionals is limited. A multiple baseline design across five teachers was used to evaluate the impact of online instructional modules and a Practice-Based Coaching (PBC) model with teacher-as-coach on their paraprofessionals’ fidelity of discrete trial training (DTT). Implementation of the instructional modules yielded little to no change in paraprofessionals’ DTT fidelity, however, a clear functional relation between PBC and improvement in paraprofessionals’ fidelity of implementation of DTT was demonstrated. Implications for future research and practice are discussed.