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8 recherche sur le mot-clé 'paraprofessionals'




Impact of a Teacher-as-Coach Model: Improving Paraprofessionals Fidelity of Implementation of Discrete Trial Training for Students with Moderate-to-Severe Developmental Disabilities / Rose A. MASON in Journal of Autism and Developmental Disorders, 47-6 (June 2017)
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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 et/ou numérique 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 et/ou numérique] / 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 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)
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Titre : Improving the Use of Evidence-Based Instructional Practices for Paraprofessionals Type de document : Texte imprimé et/ou numérique 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
in Focus on Autism and Other Developmental Disabilities > 33-4 (December 2018) . - p.206-216[article] Improving the Use of Evidence-Based Instructional Practices for Paraprofessionals [Texte imprimé et/ou numérique] / 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 Teaching Paraprofessionals of Students With Autism to Implement Pivotal Response Treatment in Inclusive School Settings Using a Brief Video Feedback Training Package / Suzanne Elaine ROBINSON in Focus on Autism and Other Developmental Disabilities, 26-2 (June 2011)
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Titre : Teaching Paraprofessionals of Students With Autism to Implement Pivotal Response Treatment in Inclusive School Settings Using a Brief Video Feedback Training Package Type de document : Texte imprimé et/ou numérique Auteurs : Suzanne Elaine ROBINSON, Auteur Année de publication : 2011 Article en page(s) : p.105-118 Langues : Anglais (eng) Mots-clés : paraprofessionals autism Pivotal Response Treatment social communication inclusion video feedback Index. décimale : PER Périodiques Résumé : Given that students with autism spend the majority of their days in school settings, largely supported by paraprofessionals, it is important that these paraprofessionals receive adequate training. The author investigated a training package consisting of modeling and video-based feedback as a means of enabling paraprofessionals to implement Pivotal Response Treatment (PRT) in the inclusive school setting. A multiple baseline design across four paraprofessional -focal student pairs was employed. The findings suggest that the training package was effective and efficient in improving paraprofessional PRT implementation and levels of involvement as well as social communication target behaviors of the students with autism. Generalization across activities and students, maintenance, and social validity were also assessed. En ligne : http://dx.doi.org/10.1177/1088357611407063 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=127
in Focus on Autism and Other Developmental Disabilities > 26-2 (June 2011) . - p.105-118[article] Teaching Paraprofessionals of Students With Autism to Implement Pivotal Response Treatment in Inclusive School Settings Using a Brief Video Feedback Training Package [Texte imprimé et/ou numérique] / Suzanne Elaine ROBINSON, Auteur . - 2011 . - p.105-118.
Langues : Anglais (eng)
in Focus on Autism and Other Developmental Disabilities > 26-2 (June 2011) . - p.105-118
Mots-clés : paraprofessionals autism Pivotal Response Treatment social communication inclusion video feedback Index. décimale : PER Périodiques Résumé : Given that students with autism spend the majority of their days in school settings, largely supported by paraprofessionals, it is important that these paraprofessionals receive adequate training. The author investigated a training package consisting of modeling and video-based feedback as a means of enabling paraprofessionals to implement Pivotal Response Treatment (PRT) in the inclusive school setting. A multiple baseline design across four paraprofessional -focal student pairs was employed. The findings suggest that the training package was effective and efficient in improving paraprofessional PRT implementation and levels of involvement as well as social communication target behaviors of the students with autism. Generalization across activities and students, maintenance, and social validity were also assessed. En ligne : http://dx.doi.org/10.1177/1088357611407063 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=127 Effects of Delayed Video-Based Feedback and Observing Feedback on Paraprofessional Implementation of Evidence-Based Practices for Students With Severe Disabilities / Matthew E. BROCK in Focus on Autism and Other Developmental Disabilities, 35-3 (September 2020)
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Titre : Effects of Delayed Video-Based Feedback and Observing Feedback on Paraprofessional Implementation of Evidence-Based Practices for Students With Severe Disabilities Type de document : Texte imprimé et/ou numérique Auteurs : Matthew E. BROCK, Auteur ; Mary A. BARCZAK, Auteur ; Scott A. DUEKER, Auteur Article en page(s) : p.153-164 Mots-clés : paraprofessionals severe disabilities performance feedback observational learning personnel preparation Index. décimale : PER Périodiques Résumé : Coaching with live observation and immediate performance feedback is an effective means to train paraprofessionals, but might not always be feasible. We used a multiple baseline across participants design with six paraprofessionals who taught elementary students with severe disabilities to test the efficacy of two innovations designed to improve the feasibility of delivering feedback. We found a functional relation between delayed, video-based performance feedback and paraprofessional implementation fidelity of two systematic prompting strategies. Observing a colleague receive feedback did result in some improvement, but did not enable all paraprofessionals to meet the training criterion. These findings suggest that delayed, video-based feedback is an effective and feasible training tool, but only observing a colleague receive feedback might be insufficient. En ligne : https://doi.org/10.1177/1088357620902492 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=430
in Focus on Autism and Other Developmental Disabilities > 35-3 (September 2020) . - p.153-164[article] Effects of Delayed Video-Based Feedback and Observing Feedback on Paraprofessional Implementation of Evidence-Based Practices for Students With Severe Disabilities [Texte imprimé et/ou numérique] / Matthew E. BROCK, Auteur ; Mary A. BARCZAK, Auteur ; Scott A. DUEKER, Auteur . - p.153-164.
in Focus on Autism and Other Developmental Disabilities > 35-3 (September 2020) . - p.153-164
Mots-clés : paraprofessionals severe disabilities performance feedback observational learning personnel preparation Index. décimale : PER Périodiques Résumé : Coaching with live observation and immediate performance feedback is an effective means to train paraprofessionals, but might not always be feasible. We used a multiple baseline across participants design with six paraprofessionals who taught elementary students with severe disabilities to test the efficacy of two innovations designed to improve the feasibility of delivering feedback. We found a functional relation between delayed, video-based performance feedback and paraprofessional implementation fidelity of two systematic prompting strategies. Observing a colleague receive feedback did result in some improvement, but did not enable all paraprofessionals to meet the training criterion. These findings suggest that delayed, video-based feedback is an effective and feasible training tool, but only observing a colleague receive feedback might be insufficient. En ligne : https://doi.org/10.1177/1088357620902492 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=430 Efficacy of a Teacher Training a Paraprofessional to Promote Communication for a Student With Autism and Complex Communication Needs / Lauryn WERMER in Focus on Autism and Other Developmental Disabilities, 33-4 (December 2018)
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Titre : Efficacy of a Teacher Training a Paraprofessional to Promote Communication for a Student With Autism and Complex Communication Needs Type de document : Texte imprimé et/ou numérique Auteurs : Lauryn WERMER, Auteur ; Matthew E. BROCK, Auteur ; Rachel L. SEAMAN, Auteur Année de publication : 2018 Article en page(s) : p.217-226 Langues : Anglais (eng) Mots-clés : staff training augmentative/alternative communication paraprofessionals autism performance feedback Index. décimale : PER Périodiques Résumé : Students with complex communication needs require well-designed supports to communicate effectively in school settings. Although paraprofessionals are often charged with supporting these students, they are rarely trained in how to promote communication, and there is limited research on how they might be trained. In this study, we used a multiple baseline across behaviors design to test the efficacy of a teacher-implemented training package to train a paraprofessional to provide opportunities for an elementary student with autism to respond, set up opportunities for her to initiate, and implement a systematic prompting hierarchy. We demonstrated a functional relation between the teacher-implemented training and paraprofessional acquisition of the strategies, and paraprofessional implementation coincided with increased student communication. This study replicates previous findings that paraprofessionals can be trained to implement evidence-based practices to promote use of alternative/augmentative communication, and extends this literature by demonstrating that a classroom teacher can deliver paraprofessional training effectively. En ligne : http://dx.doi.org/10.1177/1088357617736052 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=372
in Focus on Autism and Other Developmental Disabilities > 33-4 (December 2018) . - p.217-226[article] Efficacy of a Teacher Training a Paraprofessional to Promote Communication for a Student With Autism and Complex Communication Needs [Texte imprimé et/ou numérique] / Lauryn WERMER, Auteur ; Matthew E. BROCK, Auteur ; Rachel L. SEAMAN, Auteur . - 2018 . - p.217-226.
Langues : Anglais (eng)
in Focus on Autism and Other Developmental Disabilities > 33-4 (December 2018) . - p.217-226
Mots-clés : staff training augmentative/alternative communication paraprofessionals autism performance feedback Index. décimale : PER Périodiques Résumé : Students with complex communication needs require well-designed supports to communicate effectively in school settings. Although paraprofessionals are often charged with supporting these students, they are rarely trained in how to promote communication, and there is limited research on how they might be trained. In this study, we used a multiple baseline across behaviors design to test the efficacy of a teacher-implemented training package to train a paraprofessional to provide opportunities for an elementary student with autism to respond, set up opportunities for her to initiate, and implement a systematic prompting hierarchy. We demonstrated a functional relation between the teacher-implemented training and paraprofessional acquisition of the strategies, and paraprofessional implementation coincided with increased student communication. This study replicates previous findings that paraprofessionals can be trained to implement evidence-based practices to promote use of alternative/augmentative communication, and extends this literature by demonstrating that a classroom teacher can deliver paraprofessional training effectively. En ligne : http://dx.doi.org/10.1177/1088357617736052 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=372 Paraprofessional-Delivered Video Prompting to Teach Academics to Students with Severe Disabilities in Inclusive Settings / V. F. KNIGHT in Journal of Autism and Developmental Disorders, 48-6 (June 2018)
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PermalinkHybrid implementation model of community-partnered early intervention for toddlers with autism: a randomized trial / Stephanie Y. SHIRE in Journal of Child Psychology and Psychiatry, 58-5 (May 2017)
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PermalinkShort Play and Communication Evaluation: Teachers' assessment of core social communication and play skills with young children with autism / Stephanie Y. SHIRE in Autism, 22-3 (April 2018)
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