Behavior Support Coaching for Paraprofessionals and Students with Externalizing Behavior Disorders: A Case Study in a High-Poverty Elementary School

Autor/inn/en	Wiggs, Nicole B.; Reddy, Linda A.; Glover, Todd A.; Dudek, Christopher M.; Alperin, Alexander; Regan, Patrick
Titel	Behavior Support Coaching for Paraprofessionals and Students with Externalizing Behavior Disorders: A Case Study in a High-Poverty Elementary School
Quelle	In: Journal of Applied School Psychology, 37 (2021) 3, S.221-245 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1537-7903
DOI	10.1080/15377903.2020.1821272
Schlagwörter	Student Behavior; Behavior Disorders; Kindergarten; Preschool Teachers; Paraprofessional School Personnel; Behavior Modification; Elementary School Students; Elementary School Teachers; Poverty; Intervention; Program Implementation; Fidelity; Program Effectiveness; Learner Engagement; Time on Task; Stress Management; Coaching (Performance); Staff Development + Suchen Sie Ihr Suchwort? Student behaviour; Schülerverhalten; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Behaviour modification; Verhaltensänderung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Armut; Zeitaufwand; Stressmanagement; Stressbewältigung; Personnel development; Personalentwicklung
Abstract	This case study describes the actions and processes of implementing Behavior Support Coaching for Paraprofessionals (BSC-P) with a kindergarten teacher and paraprofessional to support the implementation of behavior support plans with three students in a high-poverty elementary school. BSC-P consists of eight, 40-min coaching sessions using direct observational data to select, implement, and monitor behavior interventions. Results indicate high levels of paraprofessional intervention fidelity and positive effects on students' rates of academic engagement (effect sizes [ESs] by students range from 0.10 to 4.42) and off-task behaviors (ESs by student range from 0.30 to 2.87). Increased paraprofessional support and reduced stress were reported. BSC-P was rated as a highly acceptable form of professional development. Implications and future research are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01