Swipe om te navigeren naar een ander artikel
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.
Log in om toegang te krijgen
Met onderstaand(e) abonnement(en) heeft u direct toegang:
Breton, W. (2010). Special education paras: Perceptions of preservice preparation, supervision, and ongoing developmental training. International Journal of Special Education, 25, 34–45.
Brock, M. E., & Carter, E. W. (2013). A systematic review of paraprofessional delivered educational practices to improve outcomes for students with intellectual and developmental disabilities. Research & Practice for Persons with Severe Disabilities, 38, 211–221. doi: 10.1177/154079691303800401. CrossRef
Browder, D. M., Wood, L., Thompson, J., & Ribuffo, C. (2014). Evidence-based practices for students with severe disabilities (Document No. IC-3). Retrieved from the University of Florida, collaboration for effective educator, development, accountability, and reform center website: http://ceedar.educatoin.ufl.edu/tools/innovation-configurations.
Conroy, M. A., Sutherland, K. S., Algina, J. J., Wilson, R. E., Martinez, J. R., & Whalon, K. J. (2015). Measuring teacher implementation of the BEST in CLASS intervention program and corollary child outcomes. Journal of Emotional and Behavioral Disorders, 23, 144–155. doi: 10.1177/1063426614532949. CrossRef
Garland, K. V., Vasquez, E., & Pearl, C. (2012). Efficacy of individualized clinical coaching in a virtual reality classroom for increasing teachers’ fidelity of implementation of discrete trial teaching. Education and Training in Autism and Developmental Disabilities, 47, 502–515.
Gregson, J. A., & Sturko, P. A. (2007). Teachers as adult learners: Re-conceptualizing professional development. Journal of Adult Education, 36(1), 1–18.
Hemmeter, M. L., Snyder, P. A., Fox, L., & Algina, J. (2016). Evaluating the implementation of the Pyramid Model for promoting social-emotional competence in early childhood classrooms. Topics in Early Childhood Special Education, 36, 133–146. CrossRef
Individuals with Disabilities Education Improvement Act (IDEA) of 2004, PL 108–446, 20 U.S.C. ss 1,400 et seq.
Metz, A., Halle, T., Bartley, L., & Blasberg, A. (2013). The key components of successful implementation. In T. Halle, A. Metz, & I. Martinez-Beck (Eds .) ,Applying implementation science in early childhood programs and systems (pp. 21–42). Baltimore, MD: Brookes.
Ohio Center for Autism and Low Incidence (OCALI). (2012). Autism Internet Modules [Internet Module]. Columbus, OH: OCALI. Retrieved from http://www.autisminternetmodules.org.
West, E. A., McCollow, M., Umbarger, G., Kidwell, J., & Cote, D. L. (2013). Current status of evidence-based practice for students with intellectual disability and autism spectrum disorders. Education and Training in Autism and Developmental Disabilities, 48, 443–455.
Wong, C., Odom, S. L., Hume, K. A., Cox, C. W., Fettig, A., Kurcharczyk, S., Brock, M., Plavnick, J., Fleury, V., & Schultz, T. (2015). Evidence-based practices for children, youth, and young adults with autism spectrum disorder: A comprehensive review. Journal of Autism and Developmental Disorders, 45, 1951–1966. doi: 10.1007/s10803-014-2351-z. CrossRefPubMed
- Impact of a Teacher-as-Coach Model: Improving Paraprofessionals Fidelity of Implementation of Discrete Trial Training for Students with Moderate-to-Severe Developmental Disabilities
Rose A. Mason
Alana G. Schnitz
Howard P. Wills
Debra M. Kamps
- Springer US