Teacher-Delivered Training to Promote Paraprofessional Implementation of Systematic Instruction

Autor/inn/en	Walker, Virginia L.; Douglas, Karen H.; Brewer, Chelsea
Titel	Teacher-Delivered Training to Promote Paraprofessional Implementation of Systematic Instruction
Quelle	In: Teacher Education and Special Education, 43 (2020) 3, S.257-274 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0888-4064
DOI	10.1177/0888406419869029
Schlagwörter	Paraprofessional School Personnel; Special Education Teachers; Teacher Education; Training; Evidence Based Practice; Students with Disabilities; Multiple Disabilities; Coaching (Performance); Feedback (Response); Teaching Methods; Fidelity; Accuracy; Instructional Effectiveness; Elementary School Teachers + Suchen Sie Ihr Suchwort? Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Lehrerausbildung; Lehrerbildung; Ausbildung; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Multiple disability; Mehrfachbehinderung; Teaching method; Lehrmethode; Unterrichtsmethode; Unterrichtserfolg; Elementary school; Grundschule; Volksschule
Abstract	As paraprofessionals gain more instructional responsibilities for individual students, feasible training strategies must be established to promote effective delivery of instruction. This train-the-trainer study was designed to teach paraprofessionals how to implement an evidence-based instructional practice under the direction of the classroom teacher. After receiving training from a university researcher, a special education teacher trained three paraprofessionals to implement constant time delay while teaching three students with multiple disabilities. The paraprofessional training consisted of a workshop, video modeling, and coaching with performance feedback. A single-case multiple baseline across paraprofessionals design was used to evaluate the effectiveness of the teacher-delivered training package. All paraprofessionals implemented the systematic instructional procedures with high levels of fidelity and accuracy after training. The special education teacher and paraprofessionals shared their perceptions on the highly effective training and value of the study through social validity surveys. Implications and limitations of the study are discussed. (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