Coaching Paraprofessionals to Promote Engagement and Social Interactions During Small Group Activities

Ledford, Jennifer R.; Zimmerman, Kathleen N.; Chazin, Kate T.; Patel, Natasha M.; Morales, Vivian A.; Bennett, Brittany P.

doi:10.1007/s10864-017-9273-8

Cited by 16 publications

(11 citation statements)

References 32 publications

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“…Twenty studies included only children with autism. In the remaining studies, one included students at risk of autism (Hall, Grundon, Pope, & Romero, 2010) and the other two included students with emotional disturbance or health impairment (Goodman, Brady, Duffy, Scott, & Pollard, 2008;Ledford, Zimmerman, Chazin, et al, 2017). Children's age ranged from 3-15 years old.…”

Section: General Findingsmentioning

confidence: 99%

“…Five studies used two types of measure (Artman-Meeker et al, 2017;Hall et al, 2010;Neely et al, 2016;Scheeler et al, 2018). Percentage of correct steps/components was used in thirteen studies that typically involved a teaching procedure with discrete steps, including five studies of DTT/DTI (Cardinal et al, 2017;Gilligan et al, 2007;Hall et al, 2010;, three studies of instructional strategies (Arco, 1997;Ledford, Zimmerman, Chazin, et al, 2017;Ledford, Zimmerman, Harbin, et al, 2017), two studies of BSP/BIP (Hagermoser Sanetti et al, 2007;Madzharova et al, 2018), one study of IT , one study of error correction (Pantermuehl & Lechago, 2015), and one study of FCT (Artman-Meeker et al, 2017).…”

Section: Measures Of Dependent Variablementioning

confidence: 99%

“…Fidelity. Eleven studies (48%) reported treatment fidelity of the interventions used in the studies, which were either performance feedback or a combination of performance feedback and other components (Artman-Meeker et al, 2017;Barton & Wolery, 2007;Coogle et al, 2015;Coogle et al, 2016;Hagermoser Sanetti et al, 2007;Huskens et al, 2012;Ledford, Zimmerman, Chazin, et al, 2017;Ledford, Zimmerman, Harbin, et al, 2017;Madzharova et al, 2018;Neely et al, 2016;Scheeler et al, 2018). Across the studies, fidelity was evaluated for over 20% of the sessions, and the reported mean fidelity was over 90%.…”

Section: Measures Of Dependent Variablementioning

confidence: 99%

“…studies included one open-ended question to collect extra comments or suggestions from the participants (Artman-Meeker et al, 2017;Coogle et al, 2016;Ledford, Zimmerman, Chazin, et al, 2017;Neely et al, 2016;. All studies with social validity measures reported an overall positive result.…”

Section: Measures Of Dependent Variablementioning

confidence: 99%

“…Immediate and delay feedback may be used simultaneously, which was identified in four studies (Arco, 1997;Goodman et al, 2008;Ledford, Zimmerman, Chazin, et al, 2017;Ledford, Zimmerman, Harbin, et al, 2017). All four studies investigated the effects of performance feedback on improving treatment integrity of instructional strategies.…”

Section: Features Of Performance Feedback Interventionmentioning

confidence: 99%

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A comparison of two types of remote performance feedback on treatment integrity

Jing¹

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Thesis Supervisor: Associate Professor Allison Bruhn Copyright by JING ZHU 2019 All Rights Reserved ii ACKNOWLEDGEMENTS Throughout my four years of study and the completion of this dissertation, I have received a great deal of support and assistance from my professors, colleagues, family, and friends. First and foremost, I would like to express the deepest appreciation to my advisor, Dr. Allison Bruhn. Thank you for guiding me through this difficult process in becoming a scholar; thank you for always being available whenever I needed suggestions; thank you for all the positivity to lift me up when my confidence was down. The past year has been wonderful and absolutely memorable in my life, and I truly wish the completion of my dissertation is not the end of our collaboration but a start of our new journey. With great continuing gratitude, I wish to thank those professors with whom I have worked with during the last four years in various capacities: Dr. Youjia Hua, for his guidance in the formulation of the research topic and methodology in particular, for his continued support even after he changed to a new job; Dr. Matthew O'Brien and Dr. Linda Cooper-Brown, for all the meaningful and inspiring discussions of how to apply knowledge into practice; Dr. Shawn Datchuk, Dr. Stewart Ehly, and Dr. Armeda Wojciak for their time and support through this study. Special thanks to my colleagues Neil Burton and Ashley Rila. Thank you for assisting me through the writing process and helping me to improve my writing skills. I am grateful to many of my friends and colleagues: I appreciated all the inspiring conversations and have learned from all of you. Most importantly, I want to thank my parents for their understanding, support, and unconditional love. The faith that they hold on me gives me the confidence to continue with this journey, to make my dream come true.iii ABSTRACT Treatment integrity has a direct impact on early intensive behavioral intervention (EIBI) outcomes for children with autism. Research suggests that providing feedback can improve treatment integrity in EIBI. The purpose of this study was to compare the effects of two remote feedback methods, videoconference feedback and email feedback, on treatment integrity.Participants included six teachers who were providing EIBI to children with autism in China.Using a single-case alternating treatment design, each feedback method was associated with a specific teaching procedure, either discrete trial training or incidental teaching. The teachers implemented the two teaching procedures daily but only received feedback during intervention.Results showed that videoconference feedback produced faster mastery of the teaching procedures and better treatment integrity sustainability after the intervention was removed than email feedback. Treatment integrity deterioration was observed during maintenance and follow up.Results of generalization were mixed. In social validity evaluations, teachers expressed preference of videoconference feedback over email feedback in terms ...

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Section: General Findingsmentioning

confidence: 99%

Section: Measures Of Dependent Variablementioning

confidence: 99%

Section: Measures Of Dependent Variablementioning

confidence: 99%

Section: Measures Of Dependent Variablementioning

confidence: 99%

Section: Features Of Performance Feedback Interventionmentioning

confidence: 99%

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A comparison of two types of remote performance feedback on treatment integrity

Jing¹

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Training paraprofessionals who work with students with intellectual and developmental disabilities: What does the research say?

Brock

Anderson

2020

Psychology in the Schools

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Federal law allows for paraprofessionals to provide instruction to students with developmental disabilities if they are adequately trained and supervised, but how to best provide this training and support remains unclear. In this paper, we update a systematic review of experimental studies that test the efficacy of paraprofessional‐implemented interventions for students with developmental disabilities. We identified 36 studies published 2012–2019. An exciting development is that some researchers are shifting to testing teacher‐implemented training, therefore beginning to address important questions about the feasibility of widespread implementation under real‐world conditions. Based on findings across studies, recommendations for practice include that (a) paraprofessional roles be well‐defined and focused on the implementation of evidence‐based practices; (b) paraprofessional training should feature modeling, an implementation checklist, and performance feedback that is sustained over time; and (c) administrators should ensure that teachers have the time and support that are required for effective paraprofessional training and supervision.

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Conditioning Tendency Among Preschool and Primary School Children: Cross-Sectional Research

Coşkun

2019

Interchange

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Coaching Paraprofessionals to Promote Engagement and Social Interactions During Small Group Activities

Cited by 16 publications

References 32 publications

A comparison of two types of remote performance feedback on treatment integrity

A comparison of two types of remote performance feedback on treatment integrity

Training paraprofessionals who work with students with intellectual and developmental disabilities: What does the research say?

Conditioning Tendency Among Preschool and Primary School Children: Cross-Sectional Research

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