Literaturnachweis - Detailanzeige
| Autor/inn/en | Da Fonte, M. Alexandra; Capizzi, Andrea M. |
|---|---|
| Titel | A Module-Based Approach: Training Paraeducators on Evidence-Based Practices |
| Quelle | In: Physical Disabilities: Education and Related Services, 34 (2015) 1, S.31-54 (24 Seiten)
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| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| Schlagwörter | Paraprofessional School Personnel; Best Practices; Research; Staff Development; Training; Learning Modules; Positive Reinforcement; Prompting; Special Education; Special Schools; Time Factors (Learning); Program Effectiveness; Coding; Teaching Methods; Video Technology; Observation; Intervention; Feedback (Response) |
| Abstract | Paraeducators are on the front lines in special education settings, providing support to teachers and students with significant disabilities and specific health-care needs. The important role they play demands efficient and cost-effective training in core skills. This study utilized a multiple-baseline across behaviors design to evaluate a module-based training program for paraeducators targeting three instructional strategies that are commonly used in the education of students with a wide range of disabilities: praise, pause, and prompts. Results demonstrated variability in accurate and consistent use of these practices across participants after completion of the modules. Implications for future research and practice are discussed. (As Provided). |
| Anmerkungen | Division for Physical, Health, and Multiple Disabilities, Council for Exceptional Children. 1110 North Glebe Road Suite 300, Arlington, VA 22201. Tel: 888-232-7733; Fax: 703-264-9494; e-mail: barbara.kulik@csun.edu; Web site: http://www.cec.sped.org |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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