Efficacy of Teachers Supporting Paraeducators to Implement Functional Communication Training

Autor/inn/en	Ogden, Nicolette; Walker, Virginia L.; Tapp, Melissa C.; Carpenter, Megan E.
Titel	Efficacy of Teachers Supporting Paraeducators to Implement Functional Communication Training
Quelle	In: Focus on Autism and Other Developmental Disabilities, 38 (2023) 4, S.211-222 (12 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Walker, Virginia L.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1088-3576
DOI	10.1177/10883576221130715
Schlagwörter	Teacher Role; Paraprofessional School Personnel; Communication Skills; Training; Behavior Modification; Prompting; Program Implementation; Functional Behavioral Assessment; Autism Spectrum Disorders; Students with Disabilities; Special Education Teachers; Program Effectiveness; Augmentative and Alternative Communication + Suchen Sie Ihr Suchwort? Lehrerrolle; Kommunikationsstil; Ausbildung; Behaviour modification; Verhaltensänderung; Benutzerführung; Autism; Autismus; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende
Abstract	Functional communication training (FCT) is an evidence-based practice for individuals with autism spectrum disorder (ASD) that can be implemented by practitioners in school settings. However, few studies have explored effective and sustainable training approaches to support paraeducators in their implementation of FCT. The purpose of this study was to evaluate the effectiveness of special education teacher-delivered training on paraeducator implementation of FCT for students with ASD. Paraeducator FCT implementation included delivery of a teacher-identified response prompting system to teach a predetermined functionally equivalent communicative response. All paraeducators delivered FCT with high levels of implementation after receiving training, with two paraeducators requiring additional follow-up coaching to meet the criteria for mastery. We present implications for practice and future research directions as it relates to developing effective training systems for paraeducators who support students with ASD. (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: https://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01