Effects of Delayed Video-Based Feedback and Observing Feedback on Paraprofessional Implementation of Evidence-Based Practices for Students With Severe Disabilities

2020 ◽  
Vol 35 (3) ◽  
pp. 153-164
Author(s):  
Matthew E. Brock ◽  
Mary A. Barczak ◽  
Scott A. Dueker
Keyword(s):  
Performance Feedback ◽  
Effective Means ◽  
Functional Relation ◽  
Implementation Fidelity ◽  
Severe Disabilities ◽  
Multiple Baseline ◽  
Evidence Based ◽  
Evidence Based Practices ◽  
Training Tool ◽  
Students With Severe Disabilities

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.

Multicomponent Training of Teachers of Students With Severe Disabilities

2014 ◽  
Vol 37 (4) ◽  
pp. 347-362 ◽  
Author(s):  
Phillip Brown ◽  
Jennifer Stephenson ◽  
Mark Carter
Keyword(s):  
Performance Feedback ◽  
Special Educators ◽  
Role Play ◽  
Severe Disabilities ◽  
Evidence Based ◽  
Feedback Process ◽  
Evidence Based Practices ◽  
School Based ◽  
Specific Performance ◽  
Students With Severe Disabilities

Over the last decade, the obligation of general and special educators to utilize evidence-based instructional practices has become more prominent. Research increasingly suggests the failure of didactic teacher training alone to ensure implementation with fidelity of these practices by teachers in their classrooms. Multicomponent training (MCT) strategies utilizing didactic presentations, followed by coaching with role-play and specific performance feedback, offer a useful strategy for training teachers of students with severe disabilities in the evidence-based practices of their field. This pilot study successfully demonstrated the efficiency, feasibility, and acceptability of a school-based MCT strategy in the training of four teachers of students with severe disabilities in the use of simultaneous prompting (SP). The MCT strategy utilized demonstrated the efficacy of a research-based performance feedback process. Implications for the comprehensive and rigorous training of teachers of students with severe disabilities are discussed.

Efficacy of Tiered Training on Paraeducator Implementation of Systematic Instructional Practices for Students With Severe Disabilities

2020 ◽  
pp. 001440292094764
Author(s):  
Matthew E. Brock ◽  
Mary A. Barczak ◽  
Eric J. Anderson ◽  
Nichole M. Bordner-Williams
Keyword(s):  
Functional Relation ◽  
Implementation Fidelity ◽  
Training Model ◽  
Severe Disabilities ◽  
Performance Criterion ◽  
Performance Criteria ◽  
Probe Design ◽  
Group Training ◽  
Students With Severe Disabilities ◽  
Multiple Probe

Existing approaches for training paraeducators rely heavily on intensive one-to-one coaching and may not be feasible in practice. In this study, we test a tiered training model in which all paraeducators first received group training, and then coaching was provided only for the subset who did not meet performance criteria after group training. Using a concurrent multiple-probe design staggered across classrooms, we demonstrated a functional relation between the tiered model and implementation fidelity of two systematic prompting strategies across 13 paraeducators in five schools. Nine paraeducators achieved the performance criterion for both practices with group training alone, and the remaining four met the criterion after teacher-delivered coaching. In addition, paraeducators generalized implementation to new situations, and students with severe disabilities who received instruction made progress on individualized goals. Based on these findings, a tiered training model is a feasible and promising means to train paraeducators.

Scientifically Based Research and Students with Severe Disabilities: Where do Educators Find Evidence-Based Practices?

2005 ◽  
Vol 24 (1) ◽  
pp. 60-63 ◽  
Author(s):  
Shawnee Collins ◽  
Charles Salzberg
Keyword(s):  
No Child Left Behind ◽  
Rural Communities ◽  
Small Schools ◽  
Severe Disabilities ◽  
Current Evidence ◽  
Evidence Based ◽  
Evidence Based Practices ◽  
Scientifically Based Research ◽  
Left Behind ◽  
Students With Severe Disabilities

No Child Left Behind (NCLB) requires that all teachers use scientifically based research (SBR) in their classrooms. Teachers are referred to the What Works Clearinghouse (WWC), which has developed standards to review and rate research to identify evidence-based practices. This article defines SBR under NCLB, summarizes current evidence standards, provides questions to help educators identify SBR and evidence-based practices, discusses the implications of evidence-based practices for rural schools, and briefly discusses why students with severe disabilities need to be included in SBR. It seems that the methodologies preferred by the WWC to determine if a practice is scientifically based are problematic for educators of students with severe disabilities, and even more so for small schools in rural communities.

Promoting Learning for a Student with a Severe Disability Through Paraprofessional Training

2017 ◽  
Vol 42 (4) ◽  
pp. 211-224 ◽  
Author(s):  
Matthew E. Brock ◽  
Rachel L. Seaman ◽  
Courtney Downing
Keyword(s):  
Performance Feedback ◽  
Challenging Behavior ◽  
Student Outcomes ◽  
Positive Reinforcement ◽  
Implementation Fidelity ◽  
Severe Disabilities ◽  
Severe Disability ◽  
Elementary Student ◽  
Evidence Based ◽  
Paraprofessional Training

Most paraprofessionals are not well trained to implement evidence-based practices that can improve student outcomes. In this study, we trained a paraprofessional to use evidence-based instructional practices with an elementary student with a severe disability who exhibited challenging behavior. Through functional analysis, we determined the function of the student’s problem behavior was to escape instructional demands. We used a multiple probe across behavior design to test the efficacy of video modeling and performance feedback on the paraprofessional’s implementation of three evidence-based instructional plans that incorporated high rates of positive reinforcement. Training strategies resulted in high rates of paraprofessional implementation fidelity, and paraprofessional implementation translated into improved student outcomes. These results provide an illustration of how effective paraprofessional training can promote learning for a student with severe disabilities and challenging behavior.

Peer Support Interventions in Inclusive Classrooms

2021 ◽  
pp. 137-148
Author(s):  
Erik W. Carter
Keyword(s):  
Peer Support ◽  
Academic Engagement ◽  
Severe Disabilities ◽  
Learning Opportunities ◽  
Inclusive Classrooms ◽  
Evidence Based ◽  
The Core ◽  
Students With Severe Disabilities ◽  
Implementation Steps ◽  
Core Features

Supporting students with severe disabilities to access the myriad social and learning opportunities that exist within inclusive classrooms can be a challenge. Peer support arrangements are an evidence-based intervention for increasing social interactions and academic engagement while decreasing heavy reliance on individually assigned paraprofessionals. This chapter addresses the core features of this intervention and its anticipated outcomes. It also includes implementation steps and recommendations for intervention, as well as applications to diverse students and settings.

The Cascading Coaching Model for Supporting Service Providers, Caregivers, and Children

2019 ◽  
Vol 54 (2) ◽  
pp. 113-125 ◽  
Author(s):  
Hedda Meadan ◽  
Moon Y. Chung ◽  
Michelle M. Sands ◽  
Melinda R. Snodgrass
Keyword(s):  
Professional Development ◽  
Service Providers ◽  
Single Case ◽  
Change Agents ◽  
Functional Relation ◽  
Development Program ◽  
Evidence Based ◽  
Evidence Based Practices ◽  
Coaching Model ◽  
Young Children With Disabilities

Teaching caregivers to support their young children’s language development is recommended as an effective early language intervention, and caregiver-implemented interventions are recognized as evidence-based. However, as the natural change agents for training and coaching caregivers, early intervention (EI) service providers are in need of professional development to effectively coach caregivers to use interventions with their child. The purpose of this study was to examine the Coaching Caregivers Professional Development program (CoCare PD) in which researchers train and coach EI service providers via telepractice in caregiver coaching, a set of skills useful in nurturing partnerships with families to support caregivers’ use of evidence-based practices with their young children with disabilities. A single-case research study across four EI service providers was conducted and findings support a functional relation between training and coaching EI service providers via telepractice and providers’ use of coaching practices with families on their caseload.

Teaching Parents Enhanced Milieu Teaching With Words and Signs Using the Teach-Model-Coach-Review Model

2016 ◽  
Vol 36 (4) ◽  
pp. 192-204 ◽  
Author(s):  
Courtney A. Wright ◽  
Ann P. Kaiser
Keyword(s):  
Parent Training ◽  
Single Case ◽  
Functional Relation ◽  
Multiple Baseline ◽  
Evidence Based Practices ◽  
Baseline Design ◽  
Milieu Teaching ◽  
Review Model ◽  
Communication Interventions ◽  
Enhanced Milieu Teaching

Measuring treatment fidelity is an essential step in research designed to increase the use of evidence-based practices. For parent-implemented communication interventions, measuring the implementation of the teaching and coaching provided to the parents is as critical as measuring the parents’ delivery of the intervention to the child. Both levels of measurement are important in translating research into effective practice. In a single-case multiple-baseline design, the effectiveness of the teach-model-coach-review model for teaching Enhanced Milieu Teaching (EMT) Words and Signs to parents of young children with Down syndrome was evaluated. Implementation of parent training was completed with high fidelity. In addition, there was a functional relation between the implementation of the parent training and parents’ use of the specific EMT intervention strategies. The findings of this study replicate and extend previous studies suggesting systematic teaching and coaching can be effective in improving parent use of naturalistic communication strategies.

Are Peer Support Arrangements an Evidence-Based Practice? A Systematic Review

2017 ◽  
Vol 51 (3) ◽  
pp. 150-163 ◽  
Author(s):  
Matthew E. Brock ◽  
Heartley B. Huber
Keyword(s):  
General Education ◽  
Secondary Students ◽  
Peer Support ◽  
Academic Engagement ◽  
Evidence Based Practice ◽  
Severe Disabilities ◽  
Alternate Assessment ◽  
Evidence Based ◽  
Exceptional Children ◽  
Students With Severe Disabilities

Peer support arrangements involve peers without disabilities providing academic and social support to students with severe disabilities (i.e., students eligible for their state’s alternate assessment) in general education classrooms. We conducted a systematic literature review of studies published through 2016 to determine whether peer support arrangements meet Council for Exceptional Children (CEC) criteria as an evidence-based practice. From our review of 11 studies, we found that peer support arrangements are an evidence-based practice for promoting social interactions for secondary students with severe disabilities in both core academic and elective classes. Evidence for increased academic engagement of students with severe disabilities is mixed, and evidence for other outcomes is promising—including increased academic engagement for peers who provide support. We provide recommendations for teachers.

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