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Gepubliceerd in: Journal of Autism and Developmental Disorders 6/2017

14-03-2017 | Original Paper

Impact of a Teacher-as-Coach Model: Improving Paraprofessionals Fidelity of Implementation of Discrete Trial Training for Students with Moderate-to-Severe Developmental Disabilities

Auteurs: Rose A. Mason, Alana G. Schnitz, Howard P. Wills, Raia Rosenbloom, Debra M. Kamps, Darcey Bast

Gepubliceerd in: Journal of Autism and Developmental Disorders | Uitgave 6/2017

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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.
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Metagegevens
Titel
Impact of a Teacher-as-Coach Model: Improving Paraprofessionals Fidelity of Implementation of Discrete Trial Training for Students with Moderate-to-Severe Developmental Disabilities
Auteurs
Rose A. Mason
Alana G. Schnitz
Howard P. Wills
Raia Rosenbloom
Debra M. Kamps
Darcey Bast
Publicatiedatum
14-03-2017
Uitgeverij
Springer US
Gepubliceerd in
Journal of Autism and Developmental Disorders / Uitgave 6/2017
Print ISSN: 0162-3257
Elektronisch ISSN: 1573-3432
DOI
https://doi.org/10.1007/s10803-017-3086-4