Improving the Use of Evidence-Based Instructional Practices for Paraprofessionals / Jennifer R. LEDFORD in Focus on Autism and Other Developmental Disabilities, 33-4 (December 2018)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 33-4 (December 2018) . - p.206-216 Titre : Improving the Use of Evidence-Based Instructional Practices for Paraprofessionals Type de document : texte imprimé Auteurs : Jennifer R. LEDFORD, Auteur ; Kathleen N. ZIMMERMAN, Auteur ; Emilee R. HARBIN, Auteur ; Sarah E. WARD, Auteur Année de publication : 2018 Article en page(s) : p.206-216 Langues : Anglais (eng) Mots-clés : coaching  multiple baseline design  implementation  paraprofessionals Index. décimale : PER Périodiques Résumé : Coaching has been shown to improve the use of evidence-based instructional practices (EBIPs), but relatively few studies have been conducted to assess the effectiveness of coaching for adults belonging to minority groups and paraprofessionals in public elementary school settings. In this study, a multiple probe design across participants was used to assess the effectiveness of coaching and the provision of feedback on the use of prompting procedures and associated practices for three adults supporting three young students with autism in a self-contained elementary school setting. Results showed improved use of target practices and increased student engagement. More research is needed regarding the training and coaching of teaching teams and the use of evidence-based coaching and feedback practices to assist paraprofessionals in implementing EBIPs with small groups of students and in a variety of educational settings. En ligne : http://dx.doi.org/10.1177/1088357617699178 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=372 [article] Improving the Use of Evidence-Based Instructional Practices for Paraprofessionals [texte imprimé] / Jennifer R. LEDFORD, Auteur ; Kathleen N. ZIMMERMAN, Auteur ; Emilee R. HARBIN, Auteur ; Sarah E. WARD, Auteur . - 2018 . - p.206-216. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 33-4 (December 2018) . - p.206-216 Mots-clés : coaching  multiple baseline design  implementation  paraprofessionals Index. décimale : PER Périodiques Résumé : Coaching has been shown to improve the use of evidence-based instructional practices (EBIPs), but relatively few studies have been conducted to assess the effectiveness of coaching for adults belonging to minority groups and paraprofessionals in public elementary school settings. In this study, a multiple probe design across participants was used to assess the effectiveness of coaching and the provision of feedback on the use of prompting procedures and associated practices for three adults supporting three young students with autism in a self-contained elementary school setting. Results showed improved use of target practices and increased student engagement. More research is needed regarding the training and coaching of teaching teams and the use of evidence-based coaching and feedback practices to assist paraprofessionals in implementing EBIPs with small groups of students and in a variety of educational settings. En ligne : http://dx.doi.org/10.1177/1088357617699178 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=372

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