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Journal of Autism and Developmental Disorders

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Gepubliceerd in:

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

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.

vorige artikel Characterizing Sleep in Adolescents and Adults with Autism Spectrum Disorders

volgende artikel Aging and Autism Spectrum Disorder: A Naturalistic, Longitudinal Study of the Comorbidities and Behavioral and Neuropsychiatric Symptoms in Adults with ASD

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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

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