Literaturnachweis - Detailanzeige
| Autor/inn/en | Brock, Matthew E.; Cannella-Malone, Helen I.; Seaman, Rachel L.; Andzik, Natalie R.; Schaefer, John M.; Page, E. Justin; Barczak, Mary A.; Dueker, Scott A. |
|---|---|
| Titel | Findings across Practitioner Training Studies in Special Education: A Comprehensive Review and Meta-Analysis |
| Quelle | (2017), (39 Seiten)
PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) |
| Zusatzinformation | Weitere Informationen |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| DOI | 10.1177/0014402917698008 |
| Schlagwörter | Disabilities; Educational Practices; Educational Research; Elementary Secondary Education; Fidelity; Literature Reviews; Meta Analysis; Paraprofessional School Personnel; Special Education; Special Education Teachers; Training |
| Abstract | Existing reviews answer important questions about subsets of practitioner training studies in special education, but leave important questions about the broader literature unanswered. In this comprehensive review, we identified 118 peer-reviewed single-case design studies in which researchers tested the efficacy of practitioner training on implementation of educational practices to students with disabilities. We found publication of studies has proliferated in recent years, and most studies involved a multiple baseline or probe design, researchers as training agents, in-service special education teachers or paraprofessionals as trainees, and students with learning disabilities or autism as recipients of intervention. Through visual analysis, we detected 521 effects out of 626 opportunities across studies. The mean DHPS effect size was d = 2.48. Behavioral skills training was associated with the most consistent improvement of implementation fidelity. We found statistically significant associations between implementation fidelity and modeling, written instructions for implementation, and verbal performance feedback. [This article was published in "Exceptional Children," v84 n1 p7-26 Oct 2017 (EJ1158174).] (As Provided). |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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