Effects of a Professional Development Package to Prepare Special Education Paraprofessionals to Implement Evidence-Based Practice

Abstract

Although paraprofessionals have become an increasingly integral part of special education services, most paraprofessionals lack training in evidence-based instructional strategies. We used a randomized contolled experimental design to examine the efficacy of a professional development training package and its individual components to equip 25 paraprofessionals to implement constant time delay. The effect of the training package on implementation fidelity was statistically significant and large in magnitude (d = 2.67; p < .001). Video modeling and coaching components were effective, although the effect of coaching alone (d = 2.23; p < .01) was larger than video modeling alone (d = .55; p = .18). Recommendations for further refining effective professional development opportunities for special education paraprofessionals are offered along with discussion of future research needs.

A Module-Based Approach: Training Paraeducators on Evidence-Based Practices

“…The training modules offered a unique and cost-effective way to train paraeducators in core instructional strategies. The effectiveness of the delivery of these training modules was consistent with suggested methods of training (Brock & Carter, 2013;Feldman & Matos, 2013;Maggin et al, 2012;McCulloch & Noonan, 2013). Unfortunately, the low social validity ratings by the participants may suggest that paraeducators do not value the importance of these practices due to previous exposure, overall experience in the classroom setting, and/or other practices modeled by their supervising teacher.…”

“…The most common training formats that have shown positive training outcomes include: (a) some form of didactic instruction, such as direct instruction, (b) modeling, (c) rehearsal, and (d) feedback (Bolton & Mayer, 2008;Brock & Carter, 2013;Feldman & Matos, 2013;McCulloch & Noonan, 2013). In addition, prompting strategies (e.g., Petscher & Bailey, 2006), coaching (e.g., Duchaine, Jolivette, & Fredrick, 2011), self-monitoring (e.g., Kalis, Vannest, & Parker, 2007), and performance feedback (e.g., Reinke, Lewis-Palmer, & Merrell, 2008) have been used to enhance paraeducator use of various instructional techniques.…”

“…Didactic instruction, when combined with feedback, has shown more positive outcomes in use and maintenance of skills (e.g., Koegel, Kim, & Koegel, 2014) than when used in isolation (e.g., Matthews & Hagopian, 2014). Beyond these methods of training, various forms of technology (e.g., web-based instruction, Microsoft PowerPoint™ slides, video and audio-streaming) have also been employed to supplement instruction, decrease costs, and expand delivery of training (e.g., Brock & Carter, 2013;Feldman & Matos, 2013;Maggin et al, 2012;McCulloch & Noonan, 2013). This evidence suggests that a cost and timeeffective method involving explicit instruction that allows paraeducators to practice, receive coaching and/or modeling, and receive feedback on the strategies they have learned may be an effective means to train paraeducators.…”

Efficacy of Teachers Training Paraprofessionals to Implement Peer Support Arrangements

“…In a recent pilot study (Brock & Carter, 2013), we combined modeling, performance feedback, and accountability into a flexible and replicable training package called Video Modeling Plus Abbreviated Coaching (VMPAC). This training package involves an initial training workshop followed by video modeling and brief on-site performance feedback.…”

“…In a small randomized-controlled trial, Brock and Carter (2013) taught 25 paraprofessionals to implement constant time delay, a simple behavioral intervention for systematically fading prompts.…”