Efficacy of a Teacher Training a Paraprofessional to Promote Communication for a Student with Autism and Complex Communication Needs

Autor/inn/en	Wermer, Lauryn; Brock, Matthew E.; Seaman, Rachel L.
Titel	Efficacy of a Teacher Training a Paraprofessional to Promote Communication for a Student with Autism and Complex Communication Needs
Quelle	In: Focus on Autism and Other Developmental Disabilities, 33 (2018) 4, S.217-226 (10 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1088-3576
DOI	10.1177/1088357617736052
Schlagwörter	Autism; Pervasive Developmental Disorders; Communication Problems; Communication Strategies; Program Effectiveness; Training; Paraprofessional School Personnel; Elementary School Students; Correlation; Evidence Based Practice; Augmentative and Alternative Communication; Adjustment (to Environment); Behavior Rating Scales; Vineland Adaptive Behavior Scales + Suchen Sie Ihr Suchwort? Autismus; Kommunikationsbarriere; Kommunikationsstrategie; Ausbildung; Korrelation
Abstract	Students with complex communication needs require well-designed supports to communicate effectively in school settings. Although paraprofessionals are often charged with supporting these students, they are rarely trained in how to promote communication, and there is limited research on how they might be trained. In this study, we used a multiple baseline across behaviors design to test the efficacy of a teacher-implemented training package to train a paraprofessional to provide opportunities for an elementary student with autism to respond, set up opportunities for her to initiate, and implement a systematic prompting hierarchy. We demonstrated a functional relation between the teacher-implemented training and paraprofessional acquisition of the strategies, and paraprofessional implementation coincided with increased student communication. This study replicates previous findings that paraprofessionals can be trained to implement evidence-based practices to promote use of alternative/augmentative communication, and extends this literature by demonstrating that a classroom teacher can deliver paraprofessional training effectively. (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 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	2020/1/01