scholarly journals Short-Dosage Video Training and Brief Coaching for Paraprofessionals

2021 ◽  
Author(s):  
Kary Zarate ◽  
Daniel Maggin ◽  
Eryn Van Acker ◽  
Christerralyn Brown ◽  
Brandi Walton
Keyword(s):  
Students With Disabilities ◽  
Skill Acquisition ◽  
Behavioral Interventions ◽  
Student Behavior ◽  
Single Case ◽  
Video Training ◽  
Coaching Model ◽  
Behavior Specific Praise ◽  
Training Modalities ◽  
Support Students

Paraprofessionals are increasingly utilized to support students with intensive needs, yet they often lack the training and skills to provide evidence-based academic and behavioral interventions. Since on-the-job training is the primary method of skill acquisition for this group of school support staff, efficient and feasible training modalities are necessary. In the current study, we implemented a video training and brief coaching model to instruct paraprofessionals on the use of behavior specific praise (BSP). We employed a single-case withdrawal design to examine the effects of the training package on paraprofessionals’ praise rates and student disruption and task engagement. Results indicated the presence of a functional relationship for paraprofessional praise rates and variable effects for student behavior. The paper concludes with recommendations for research and practice as it pertains to preparing paraprofessionals to support students with disabilities

Utilizing Positive Behavioral Interventions and Supports to Reinforce Therapeutic Practices in the Schools

2015 ◽  
Vol 16 (1) ◽  
pp. 4-10 ◽  
Author(s):  
Lyndsey Zurawski
Keyword(s):  
Students With Disabilities ◽  
Behavioral Interventions ◽  
Classroom Setting ◽  
Behavior Interventions ◽  
Behavioral Strategies ◽  
Speech Language Pathologists ◽  
Positive Behavior Interventions ◽  
Positive Behavioral Interventions ◽  
Therapeutic Services ◽  
Support Students

Speech-language pathologists (SLPs) are faced with providing therapeutic services to students with a variety of disorders. Students with disorders such as speech and language impairments, autism, and intellectual disabilities can demonstrate behaviors within the classroom setting. Speech-language pathologists are a part of a collaborative team responsible for providing supports or interventions. Often, SLPs are unaware of behavioral strategies/interventions that correlate to school-wide expectations. This article provides examples of positive behavior interventions and supports (PBIS) that can be utilized to support students with disabilities in and out of the classroom.

scholarly journals Persistent Classroom Management Training Needs of Experienced Teachers

2015 ◽  
Vol 15 (5) ◽  
pp. 36-48 ◽  
Author(s):  
Laura M. Stough ◽  
Marcia L. Montague ◽  
Leena Jo Landmark ◽  
Kendra Williams-Diehm
Keyword(s):  
Classroom Management ◽  
Students With Disabilities ◽  
Behavioral Interventions ◽  
Student Behavior ◽  
Management Strategies ◽  
Management Training ◽  
Training Needs ◽  
Preservice Training ◽  
Significant Difference ◽  
Classroom Management Training

Experienced special education teachers (n=62) were surveyed on their professional preparation to become effective classroom managers. Despite having received extensive preservice training, over 83% of the sample reported being underprepared in classroom management and behavioral interventions. No statistically significant difference was found with respect to the type of classroom management theoretical approach used to train these teachers. Of those (74.2%) who received classroom management training post-graduation, the majority (64%) reported needing still further training in dealing with student behavior. Specific training desired was in whole-class management strategies, as well as in managing behaviors of students with disabilities. Results suggest that teachers’ training needs in classroom management may persist throughout their professional careers, even following intensive preservice training.

A Meta-Analysis of Paraprofessional-Delivered Interventions to Address Challenging Behavior Among Students With Disabilities

2020 ◽  
pp. 109830072091114
Author(s):  
Virginia L. Walker ◽  
Megan E. Carpenter ◽  
Kristin J. Lyon ◽  
Lindsey Button
Keyword(s):  
Students With Disabilities ◽  
Challenging Behavior ◽  
Behavioral Interventions ◽  
Single Case ◽  
Meta Analysis ◽  
Challenging Behaviors ◽  
Autism Spectrum ◽  
Future Research ◽  
School Environments ◽  
Wide Range

Paraprofessionals report spending a substantial amount of time addressing challenging behavior in a range of school environments, yet identify behavioral intervention as a high-priority training area. The purpose of this meta-analysis was to systematically review and summarize single-case intervention studies involving paraprofessional-delivered behavioral interventions for students with disabilities. Descriptive findings suggest that, among the reviewed studies, paraprofessionals primarily provided behavioral support to students with autism spectrum disorder, intellectual disability, and multiple disabilities who engage in a wide range of challenging behaviors in both inclusive and noninclusive school environments. Overall, training largely was delivered by researchers and resulted in positive paraprofessional implementation outcomes. Likewise, paraprofessional-implemented behavioral interventions contributed to desirable changes in student challenging and appropriate behavior, with effect size estimates significantly higher for interventions delivered to early childhood–age students and within inclusive school settings. Implications for practice, limitations, and future research directions are described.

A Meta-Analysis of School-Based Group Contingency Interventions for Students With Challenging Behavior: An Update

2017 ◽  
Vol 38 (6) ◽  
pp. 353-370 ◽  
Author(s):  
Daniel M. Maggin ◽  
James E. Pustejovsky ◽  
Austin H. Johnson
Keyword(s):  
General Education ◽  
Students With Disabilities ◽  
Systematic Reviews ◽  
Challenging Behavior ◽  
Student Behavior ◽  
Visual Analysis ◽  
Single Case ◽  
Meta Analysis ◽  
Group Contingency ◽  
Group Contingencies

Group contingencies are recognized as a potent intervention for addressing challenging student behavior in the classroom, with research reviews supporting the use of this intervention platform going back more than four decades. Over this time period, the field of education has increasingly emphasized the role of research evidence for informing practice, as reflected in the increased use of systematic reviews and meta-analyses. In the current article, we continue this trend by applying recently developed between-case effect size measures and transparent visual analysis procedures to synthesize an up-to-date set of group contingency studies that used single-case designs. Results corroborated recent systematic reviews by indicating that group contingencies are generally effective—particularly for addressing challenging behavior in general education classrooms. However, our review highlights the need for more research on students with disabilities and the need to collect and report information about participants’ functional level.

Supporting Students With Disabilities With Positive Behavioral Interventions and Supports in the Classroom: Lessons Learned From Research and Practice

2021 ◽  
pp. 107429562110218
Author(s):  
Katherine Meyer ◽  
Sandra Sears ◽  
Robert Putnam ◽  
Crystal Phelan ◽  
Alicia Burnett ◽  
...  
Keyword(s):  
Students With Disabilities ◽  
Behavioral Interventions ◽  
Lessons Learned ◽  
Social Emotional ◽  
Positive Behavioral Interventions ◽  
The Social ◽  
Poor Outcomes ◽  
Support Students ◽  
Behavioral Growth ◽  
Key Questions

Positive behavioral interventions and supports (PBIS) is a widely adopted framework to support the social, emotional, and behavioral growth of all students. This article addresses two key questions related to supporting students with disabilities through PBIS: (a) Why focus on universal classroom PBIS practices?—without support, students with disabilities experience poor outcomes—and (b) How do you implement PBIS in classrooms that support all students?—differentiate and intensify supports.

Including Students With Disabilities in Positive Behavioral Interventions and Supports: Experiences and Perspectives of Special Educators

2016 ◽  
Vol 19 (3) ◽  
pp. 143-157 ◽  
Author(s):  
Brooke C. Shuster ◽  
Jenny R. Gustafson ◽  
Abbie B. Jenkins ◽  
Blair P. Lloyd ◽  
Erik W. Carter ◽  
...  
Keyword(s):  
Students With Disabilities ◽  
Behavioral Interventions ◽  
Student Behavior ◽  
Special Educators ◽  
Research And Practice ◽  
Potential Barriers ◽  
Positive Behavioral Interventions ◽  
High Incidence ◽  
Low Incidence ◽  
High Incidence Disabilities

As interest in proactive and systematic approaches to supporting positive student behavior grows, important questions remain about the ways in which special education staff and their students participate in school-wide Positive Behavioral Interventions and Supports (PBIS). We report findings from a statewide study of 849 special educators addressing (a) their involvement in their school’s PBIS framework, (b) the ways their students with disabilities participate, (c) potential barriers to such participation, and (d) the topics and avenues through which they desire professional development. Special educators rarely participated in school-wide PBIS teams, reported variability in the extent to which their students with disabilities participated in aspects of the school’s framework, indicated that they implemented some features of the framework in their classroom more than others, and highlighted salient barriers to student involvement. The views and actions of special educators working primarily with students with low-incidence disabilities differed from those of teachers working with students with high-incidence disabilities. We discuss implications for research and practice aimed at enhancing the implementation and impact of school-wide PBIS on students with disabilities.

Proactively Pivot: Guidance on Adapting the PBIS Framework in Response to Crises to Support Students With Disabilities

2021 ◽  
pp. 004005992110383
Author(s):  
Katharine Clemens ◽  
Luke Borowski ◽  
Mary Donovan ◽  
Katherine Meyer ◽  
Kathryn Dooley ◽  
...  
Keyword(s):  
Students With Disabilities ◽  
Behavioral Interventions ◽  
Leadership Teams ◽  
Lessons Learned ◽  
Core System ◽  
Positive Behavioral Interventions ◽  
Tiered System ◽  
System Data ◽  
Learning Modes ◽  
Support Students

Schools that employ evidence-based multi-tiered system of supports (MTSS) frameworks, like Positive Behavioral Interventions and Supports (PBIS), invest in core system, data, and practice features to support students, families, and educators. A strong framework enables settings to enhance and adjust their implementation to meet the needs of all students, including students with disabilities, in a range of contexts. Importantly, as schools pivoted among remote, hybrid, and in-person learning modes throughout 2020 and 2021, effective leadership teams used their PBIS framework to successfully navigate these transitions. Based on lessons learned during this period, we present three key recommendations to adapt implementation in response to crises: (1) leverage existing systems, (2) use data to guide decision-making, and (3) pivot practices. To illustrate these recommendations, we describe PBIS implementation in an alternative setting supporting students with disabilities and share examples of how educators used the PBIS framework to meet the challenges presented by new contexts.

Motivation Matters: Three Strategies to Support Motivation and Engagement in Mathematics

2021 ◽  
pp. 105345122199480
Author(s):  
Stephanie Morano ◽  
Andrew M. Markelz ◽  
Kathleen M. Randolph ◽  
Anna Moriah Myers ◽  
Naomi Church
Keyword(s):  
Academic Success ◽  
Students With Disabilities ◽  
Mathematics Classroom ◽  
Self Regulation ◽  
Token Economy ◽  
Self Monitoring ◽  
High Preference ◽  
Motivation And Engagement ◽  
Behavior Specific Praise ◽  
Attentive Behavior

Motivation and engagement in mathematics are important for academic success and are sometimes compromised in students with disabilities who have experienced a history of frustration and failure. This article explains how general and special education teachers can implement three research-supported strategies for boosting motivation and engagement for elementary students with or at risk of emotional and behavioral disorders (EBD) in the mathematics classroom. The strategies include (a) reinforcing engagement and motivation in mathematics using behavior-specific praise and token economy systems; (b) teaching self-monitoring and self-regulation strategies to promote attentive behavior and academic achievement; and (c) using the high-preference strategy to build behavioral momentum and support completion of nonpreferred tasks.

Three-Level Meta-Analysis of Single-Case Data Regarding the Effects of Peer Tutoring on Academic and Social-Behavioral Outcomes for At-Risk Students and Students With Disabilities

2019 ◽  
pp. 074193251985507 ◽  
Author(s):  
Mariola Moeyaert ◽  
David A. Klingbeil ◽  
Emily Rodabaugh ◽  
Merve Turan
Keyword(s):  
Social Behavior ◽  
Students With Disabilities ◽  
Peer Tutoring ◽  
Academic Outcomes ◽  
Single Case ◽  
Meta Analysis ◽  
Treatment Phase ◽  
Evidence Based ◽  
Behavior Outcomes ◽  
Study Heterogeneity

Meta-analysis of single-case experimental designs may further knowledge about evidence-based practices for students needing remedial or special education. To contribute to evidence-based practice, a multivariate multilevel meta-analysis was used to synthesize the effectiveness of peer tutoring interventions on both academic and social-behavior outcomes. In total, 46 single-case studies met all inclusion criteria. Peer tutoring had a statistically significant effect on both academic and social-behavior outcomes, with a slightly larger effect on academic outcomes. Peer tutoring also had a significant effect on the trend in academic outcomes during the treatment phase (indicating that the intervention becomes more effective over time), but the effect on trends was slightly less than for social outcomes. Including moderators such as gender, age, disability type, and study quality reduced the amount of between-case and between-study heterogeneity. Limitations and implications of these findings are discussed.

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