Impact of a Teacher-as-Coach Model: Improving Paraprofessionals Fidelity of Implementation of Discrete Trial Training for Students with Moderate-to-Severe Developmental Disabilities
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.
KeywordsParaprofessionals Developmental disabilities Autism Coaching Discrete trial training
This study was supported by the Institute of Educational Sciences #R305H140048. The information or content and conclusions are those of the author and should not be construed as the official position or policy of, nor should any endorsements be inferred by IES or the U.S. Government.
Study Conception and Design by RAM, AGS, HPW, DMK, DB; Analysis and Interpretation of Design by RAM, AGS, RR; Drafting of Manuscript by RAM, AGS, RR; Critical Revision by RAM, HPW, AGS, DMK, DB.
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