Impact of a Teacher-as-Coach Model: Improving Paraprofessionals Fidelity of Implementation of Discrete Trial Training for Students with Moderate-to-Severe Developmental Disabilities
| Autor: | Rose A. Mason, Alana G. Schnitz, Debra Kamps, Darcey Bast, Raia Rosenbloom, Howard P. Wills |
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| Rok vydání: | 2017 |
| Předmět: |
Adult
Male Models Educational Discrete trial training Evidence-based practice Developmental Disabilities media_common.quotation_subject Fidelity Special education Coaching Pedagogy Developmental and Educational Psychology medicine Humans 0501 psychology and cognitive sciences Child Students media_common Medical education business.industry 05 social sciences 050301 education Middle Aged medicine.disease Multiple baseline design Education Special Evidence-Based Practice Workforce Autism Female School Teachers business Psychology 0503 education 050104 developmental & child psychology |
| Zdroj: | Journal of Autism and Developmental Disorders. 47:1696-1707 |
| ISSN: | 1573-3432 0162-3257 |
| Popis: | 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. |
| Databáze: | OpenAIRE |
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