[article]
| Titre : |
Impact of a Teacher-as-Coach Model: Improving Paraprofessionals Fidelity of Implementation of Discrete Trial Training for Students with Moderate-to-Severe Developmental Disabilities |
| Type de document : |
texte imprimé |
| Auteurs : |
Rose A. MASON, Auteur ; Alana G. SCHNITZ, Auteur ; Howard P. WILLS, Auteur ; Raia ROSENBLOOM, Auteur ; Debra M. KAMPS, Auteur ; Darcey BAST, Auteur |
| Article en page(s) : |
p.1696-1707 |
| Langues : |
Anglais (eng) |
| Mots-clés : |
Paraprofessionals Developmental disabilities Autism Coaching Discrete trial training |
| Index. décimale : |
PER Périodiques |
| Résumé : |
Ensuring educational progress for students with moderate-to-severe developmental disabilities requires exposure to well executed evidence-based practices. This necessitates that the special education workforce, including paraprofessionals, be well-trained. Yet evidence regarding effective training mechanisms for paraprofessionals is limited. A multiple baseline design across five teachers was used to evaluate the impact of online instructional modules and a Practice-Based Coaching (PBC) model with teacher-as-coach on their paraprofessionals’ fidelity of discrete trial training (DTT). Implementation of the instructional modules yielded little to no change in paraprofessionals’ DTT fidelity, however, a clear functional relation between PBC and improvement in paraprofessionals’ fidelity of implementation of DTT was demonstrated. Implications for future research and practice are discussed. |
| En ligne : |
http://dx.doi.org/10.1007/s10803-017-3086-4 |
| Permalink : |
https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=308 |
in Journal of Autism and Developmental Disorders > 47-6 (June 2017) . - p.1696-1707
[article] Impact of a Teacher-as-Coach Model: Improving Paraprofessionals Fidelity of Implementation of Discrete Trial Training for Students with Moderate-to-Severe Developmental Disabilities [texte imprimé] / Rose A. MASON, Auteur ; Alana G. SCHNITZ, Auteur ; Howard P. WILLS, Auteur ; Raia ROSENBLOOM, Auteur ; Debra M. KAMPS, Auteur ; Darcey BAST, Auteur . - p.1696-1707. Langues : Anglais ( eng) in Journal of Autism and Developmental Disorders > 47-6 (June 2017) . - p.1696-1707
| Mots-clés : |
Paraprofessionals Developmental disabilities Autism Coaching Discrete trial training |
| Index. décimale : |
PER Périodiques |
| Résumé : |
Ensuring educational progress for students with moderate-to-severe developmental disabilities requires exposure to well executed evidence-based practices. This necessitates that the special education workforce, including paraprofessionals, be well-trained. Yet evidence regarding effective training mechanisms for paraprofessionals is limited. A multiple baseline design across five teachers was used to evaluate the impact of online instructional modules and a Practice-Based Coaching (PBC) model with teacher-as-coach on their paraprofessionals’ fidelity of discrete trial training (DTT). Implementation of the instructional modules yielded little to no change in paraprofessionals’ DTT fidelity, however, a clear functional relation between PBC and improvement in paraprofessionals’ fidelity of implementation of DTT was demonstrated. Implications for future research and practice are discussed. |
| En ligne : |
http://dx.doi.org/10.1007/s10803-017-3086-4 |
| Permalink : |
https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=308 |
|  |
Impact of a Teacher-as-Coach Model: Improving Paraprofessionals Fidelity of Implementation of Discrete Trial Training for Students with Moderate-to-Severe Developmental Disabilities in Journal of Autism and Developmental Disorders, 47-6 (June 2017)
