6 recherche sur le mot-clé 'Paraprofessional'

The Exploration of a Low-Intensity Paraprofessional-Delivered Peer Training in Inclusive High School Classrooms / Karen H. DOUGLAS in Focus on Autism and Other Developmental Disabilities, 38-4 (December 2023)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 38-4 (December 2023) . - p.223-233 Titre : The Exploration of a Low-Intensity Paraprofessional-Delivered Peer Training in Inclusive High School Classrooms Type de document : Texte imprimé et/ou numérique Auteurs : Karen H. DOUGLAS, Auteur Article en page(s) : p.223-233 Langues : Anglais (eng) Mots-clés : paraprofessional  peer training  social communication  inclusion  high school Index. décimale : PER Périodiques Résumé : Social competence is an essential skill that can be promoted in inclusive high school classrooms. For high school students with developmental disabilities, peer-mediated interventions have shown promise for increasing social communication with feasible implementation. This study focused on increasing the appropriate peer interactions of three high school students with autism or intellectual disabilities in inclusive general education classrooms. We used a single-case multiple probe design to evaluate the effectiveness of a low-intensity peer-mediated intervention delivered by a paraprofessional to six peer partners. Our visual analysis of the data resulted in determining a functional relation between the intervention and students' appropriate peer interactions. The peer partners and educators found the goals, procedures, and outcomes to be beneficial, important, and practical. We also discuss the implications, limitations, and ideas for future research. En ligne : https://dx.doi.org/10.1177/10883576221137906 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=515 [article] The Exploration of a Low-Intensity Paraprofessional-Delivered Peer Training in Inclusive High School Classrooms [Texte imprimé et/ou numérique] / Karen H. DOUGLAS, Auteur . - p.223-233. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 38-4 (December 2023) . - p.223-233 Mots-clés : paraprofessional  peer training  social communication  inclusion  high school Index. décimale : PER Périodiques Résumé : Social competence is an essential skill that can be promoted in inclusive high school classrooms. For high school students with developmental disabilities, peer-mediated interventions have shown promise for increasing social communication with feasible implementation. This study focused on increasing the appropriate peer interactions of three high school students with autism or intellectual disabilities in inclusive general education classrooms. We used a single-case multiple probe design to evaluate the effectiveness of a low-intensity peer-mediated intervention delivered by a paraprofessional to six peer partners. Our visual analysis of the data resulted in determining a functional relation between the intervention and students' appropriate peer interactions. The peer partners and educators found the goals, procedures, and outcomes to be beneficial, important, and practical. We also discuss the implications, limitations, and ideas for future research. En ligne : https://dx.doi.org/10.1177/10883576221137906 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=515

Training a Paraprofessional to Implement Video Prompting With Error Correction to Teach a Vocational Skill / Rachel L. SEAMAN-TULLIS in Focus on Autism and Other Developmental Disabilities, 34-2 (June 2019)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 34-2 (June 2019) . - p.107-117 Titre : Training a Paraprofessional to Implement Video Prompting With Error Correction to Teach a Vocational Skill Type de document : Texte imprimé et/ou numérique Auteurs : Rachel L. SEAMAN-TULLIS, Auteur ; Helen I. CANNELLA-MALONE, Auteur ; Matthew E. BROCK, Auteur Article en page(s) : p.107-117 Langues : Anglais (eng) Mots-clés : video prompting  paraprofessional  intellectual disability  vocational skill  staff training  developmental disabilities  autism spectrum disorder Index. décimale : PER Périodiques Résumé : Very few individuals with autism spectrum disorder (ASD) have been trained in the vocational skills needed to obtain gainful employment. Moreover, although there is an abundance of research evaluating the practice of training practitioners of students with ASD to use evidence-based practices to teach a wide variety of skills, there have been few that apply this training to the acquisition of vocational tasks. This study uses a multiple-baseline-across-behaviors design to evaluate the training methods used to train a paraprofessional in the preparation and implementation of video prompting and error correction with his student with ASD. Furthermore, the behavior and learning of both the paraprofessional and student are measured. Results indicate that the training package resulted in increased video prompting implementation behavior for the paraprofessional, as well as corresponding, increased vocational skill behavior for the student. En ligne : http://dx.doi.org/10.1177/1088357618794914 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=397 [article] Training a Paraprofessional to Implement Video Prompting With Error Correction to Teach a Vocational Skill [Texte imprimé et/ou numérique] / Rachel L. SEAMAN-TULLIS, Auteur ; Helen I. CANNELLA-MALONE, Auteur ; Matthew E. BROCK, Auteur . - p.107-117. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 34-2 (June 2019) . - p.107-117 Mots-clés : video prompting  paraprofessional  intellectual disability  vocational skill  staff training  developmental disabilities  autism spectrum disorder Index. décimale : PER Périodiques Résumé : Very few individuals with autism spectrum disorder (ASD) have been trained in the vocational skills needed to obtain gainful employment. Moreover, although there is an abundance of research evaluating the practice of training practitioners of students with ASD to use evidence-based practices to teach a wide variety of skills, there have been few that apply this training to the acquisition of vocational tasks. This study uses a multiple-baseline-across-behaviors design to evaluate the training methods used to train a paraprofessional in the preparation and implementation of video prompting and error correction with his student with ASD. Furthermore, the behavior and learning of both the paraprofessional and student are measured. Results indicate that the training package resulted in increased video prompting implementation behavior for the paraprofessional, as well as corresponding, increased vocational skill behavior for the student. En ligne : http://dx.doi.org/10.1177/1088357618794914 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=397

A Survey of the Experiences of Paraprofessionals With Roles, Training, and Communication When Working With Students With Autism / Kristi L. MORIN in Focus on Autism and Other Developmental Disabilities, 37-2 (June 2022)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 37-2 (June 2022) . - p.96-107 Titre : A Survey of the Experiences of Paraprofessionals With Roles, Training, and Communication When Working With Students With Autism Type de document : Texte imprimé et/ou numérique Auteurs : Kristi L. MORIN, Auteur ; Sallie W. NOWELL, Auteur ; Jessica STEINBRENNER, Auteur ; Ann M. SAM, Auteur ; Victoria WATERS, Auteur ; Samuel L ODOM, Auteur Article en page(s) : p.96-107 Langues : Anglais (eng) Mots-clés : paraprofessional  special education  autism spectrum disorder  professional development  survey Index. décimale : PER Périodiques Résumé : Paraprofessionals are critical members of instructional teams for students with autism; however, little is known about their job preparation and professional development needs. This study addressed the gap in the literature by surveying 325 paraprofessionals in public school settings in the United States and Guam who reported working with students with autism. Data were gathered on paraprofessionals? (a) roles and responsibilities, (b) applied knowledge from different types of professional development, (c) perceived barriers to professional development, and (d) types and timing of communication with their supervising teachers. The results of this study have direct implications for individuals interested in developing a model of professional development that will meet the unique needs of paraprofessionals who work with students with autism. En ligne : https://doi.org/10.1177/10883576211066897 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=474 [article] A Survey of the Experiences of Paraprofessionals With Roles, Training, and Communication When Working With Students With Autism [Texte imprimé et/ou numérique] / Kristi L. MORIN, Auteur ; Sallie W. NOWELL, Auteur ; Jessica STEINBRENNER, Auteur ; Ann M. SAM, Auteur ; Victoria WATERS, Auteur ; Samuel L ODOM, Auteur . - p.96-107. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 37-2 (June 2022) . - p.96-107 Mots-clés : paraprofessional  special education  autism spectrum disorder  professional development  survey Index. décimale : PER Périodiques Résumé : Paraprofessionals are critical members of instructional teams for students with autism; however, little is known about their job preparation and professional development needs. This study addressed the gap in the literature by surveying 325 paraprofessionals in public school settings in the United States and Guam who reported working with students with autism. Data were gathered on paraprofessionals? (a) roles and responsibilities, (b) applied knowledge from different types of professional development, (c) perceived barriers to professional development, and (d) types and timing of communication with their supervising teachers. The results of this study have direct implications for individuals interested in developing a model of professional development that will meet the unique needs of paraprofessionals who work with students with autism. En ligne : https://doi.org/10.1177/10883576211066897 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=474

Paraeducator Perspectives on Supporting Students With Autism Spectrum Disorder: Implications for Improving Paraeducator Training and Supervision / Virginia L. WALKER in Focus on Autism and Other Developmental Disabilities, 39-4 (December 2024)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 39-4 (December 2024) . - p.238-248 Titre : Paraeducator Perspectives on Supporting Students With Autism Spectrum Disorder: Implications for Improving Paraeducator Training and Supervision Type de document : Texte imprimé et/ou numérique Auteurs : Virginia L. WALKER, Auteur ; Christan COOGLE, Auteur ; Ann MICKELSON, Auteur ; Andy B. MASUD, Auteur Article en page(s) : p.238-248 Langues : Anglais (eng) Mots-clés : paraeducator  paraprofessional  autism spectrum disorder  ASD Index. décimale : PER Périodiques Résumé : The number of students with autism spectrum disorder (ASD) in PreK-12 schools has increased over time. However, paraeducators supporting students with ASD typically receive limited training and are unprepared for their roles. As part of a larger survey study, we conducted a content analysis of responses by paraeducators in one U.S. state across three open-ended survey items focused on their skills, training, and challenges specific to supporting students with ASD. Despite reporting limited preparation and training, paraeducators described a variety of knowledge, skills, and dispositions related to supporting students with ASD, many of which resulted from their practical experiences as opposed to school-based training and supervision. Our findings also confirm that paraeducators face a number of challenges in collaborating with other educational professionals and families and supporting students with ASD across settings due to limited training and preparation. We present implications for developing paraeducator training programs in the area of ASD and future research directions. En ligne : https://dx.doi.org/10.1177/10883576241232887 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=539 [article] Paraeducator Perspectives on Supporting Students With Autism Spectrum Disorder: Implications for Improving Paraeducator Training and Supervision [Texte imprimé et/ou numérique] / Virginia L. WALKER, Auteur ; Christan COOGLE, Auteur ; Ann MICKELSON, Auteur ; Andy B. MASUD, Auteur . - p.238-248. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 39-4 (December 2024) . - p.238-248 Mots-clés : paraeducator  paraprofessional  autism spectrum disorder  ASD Index. décimale : PER Périodiques Résumé : The number of students with autism spectrum disorder (ASD) in PreK-12 schools has increased over time. However, paraeducators supporting students with ASD typically receive limited training and are unprepared for their roles. As part of a larger survey study, we conducted a content analysis of responses by paraeducators in one U.S. state across three open-ended survey items focused on their skills, training, and challenges specific to supporting students with ASD. Despite reporting limited preparation and training, paraeducators described a variety of knowledge, skills, and dispositions related to supporting students with ASD, many of which resulted from their practical experiences as opposed to school-based training and supervision. Our findings also confirm that paraeducators face a number of challenges in collaborating with other educational professionals and families and supporting students with ASD across settings due to limited training and preparation. We present implications for developing paraeducator training programs in the area of ASD and future research directions. En ligne : https://dx.doi.org/10.1177/10883576241232887 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=539

Sustained Community Implementation of JASPER Intervention with Toddlers with Autism / Stephanie Y. SHIRE in Journal of Autism and Developmental Disorders, 49-5 (May 2019)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 49-5 (May 2019) . - p.1863-1875 Titre : Sustained Community Implementation of JASPER Intervention with Toddlers with Autism Type de document : Texte imprimé et/ou numérique Auteurs : Stephanie Y. SHIRE, Auteur ; W. SHIH, Auteur ; Y. C. CHANG, Auteur ; Suzanne BRACAGLIA, Auteur ; M. KODJOE, Auteur ; Connie KASARI, Auteur Article en page(s) : p.1863-1875 Langues : Anglais (eng) Mots-clés : Autism  Community partnered  Implementation  Intervention  Paraprofessional  Sustainability Index. décimale : PER Périodiques Résumé : Intervention research is increasingly conducted in community settings, however it is not clear how well practices are sustained locally or how children progress once external research support is removed. Two school-year cohorts of toddlers with autism (year 1: n = 55, year 2: n = 63) received Joint Attention, Symbolic Play, Engagement, and Regulation (JASPER) intervention from teaching assistants (TAs) with external support in year 1 and local, internal support in year 2. TAs sustained intervention strategies with more modest maintenance of high-level skills. Children in both years 1 and 2 made similar gains in initiations of joint attention during independent assessment. Year 1 children made significantly greater play gains. JASPER sustained into year 2, however advancing play may require additional supports. En ligne : http://dx.doi.org/10.1007/s10803-018-03875-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=393 [article] Sustained Community Implementation of JASPER Intervention with Toddlers with Autism [Texte imprimé et/ou numérique] / Stephanie Y. SHIRE, Auteur ; W. SHIH, Auteur ; Y. C. CHANG, Auteur ; Suzanne BRACAGLIA, Auteur ; M. KODJOE, Auteur ; Connie KASARI, Auteur . - p.1863-1875. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 49-5 (May 2019) . - p.1863-1875 Mots-clés : Autism  Community partnered  Implementation  Intervention  Paraprofessional  Sustainability Index. décimale : PER Périodiques Résumé : Intervention research is increasingly conducted in community settings, however it is not clear how well practices are sustained locally or how children progress once external research support is removed. Two school-year cohorts of toddlers with autism (year 1: n = 55, year 2: n = 63) received Joint Attention, Symbolic Play, Engagement, and Regulation (JASPER) intervention from teaching assistants (TAs) with external support in year 1 and local, internal support in year 2. TAs sustained intervention strategies with more modest maintenance of high-level skills. Children in both years 1 and 2 made similar gains in initiations of joint attention during independent assessment. Year 1 children made significantly greater play gains. JASPER sustained into year 2, however advancing play may require additional supports. En ligne : http://dx.doi.org/10.1007/s10803-018-03875-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=393

Training Paraprofessionals to Improve Socialization in Students with ASD / Robert L. KOEGEL in Journal of Autism and Developmental Disorders, 44-9 (September 2014)  

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