Efficacy of Tiered Training on Paraeducator Implementation of Systematic Instructional Practices for Students with Severe Disabilities

Autor/inn/en	Brock, Matthew E.; Barczak, Mary A.; Anderson, Eric J.; Bordner-Williams, Nichole M.
Titel	Efficacy of Tiered Training on Paraeducator Implementation of Systematic Instructional Practices for Students with Severe Disabilities
Quelle	In: Exceptional Children, 87 (2021) 2, S.217-235 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	ORCID (Brock, Matthew E.) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0014-4029
DOI	10.1177/0014402920947641
Schlagwörter	Students with Disabilities; Severe Disabilities; Paraprofessional School Personnel; Training; Group Instruction; Program Effectiveness; Generalization; Models; Special Education Teachers; Individual Characteristics; Professional Development; Individualized Education Programs; Attitudes; Prompting; Program Implementation; Fidelity + Suchen Sie Ihr Suchwort? Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Severe disability; Schwerbehinderung; Ausbildung; Gruppenunterricht; Analogiemodell; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Personality characteristic; Personality traits; Persönlichkeitsmerkmal; Individualized education program; Individualisierendes Lernen; Attitude; Einstellung; Verhalten; Benutzerführung
Abstract	Existing approaches for training paraeducators rely heavily on intensive one-to-one coaching and may not be feasible in practice. In this study, we test a tiered training model in which all paraeducators first received group training, and then coaching was provided only for the subset who did not meet performance criteria after group training. Using a concurrent multiple-probe design staggered across classrooms, we demonstrated a functional relation between the tiered model and implementation fidelity of two systematic prompting strategies across 13 paraeducators in five schools. Nine paraeducators achieved the performance criterion for both practices with group training alone, and the remaining four met the criterion after teacher-delivered coaching. In addition, paraeducators generalized implementation to new situations, and students with severe disabilities who received instruction made progress on individualized goals. Based on these findings, a tiered training model is a feasible and promising means to train paraeducators. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01