Effects of Teacher-Implemented Coaching to Increase the Accuracy of Data Collected by Paraeducators

Mason, Rose A.; Schnitz, Alana G.; Gerow, Stephanie; An, Zhe Gigi; Wills, Howard P.

doi:10.1007/s10864-018-9310-2

Cited by 7 publications

(7 citation statements)

References 34 publications

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“…This study extends previous coaching literature which has examined the use of coaching to improve paraprofessional use of academic interventions (e.g., discrete trial training) and data-collection procedures (Mason et al, 2017(Mason et al, , 2018. The current study demonstrates how coaching can also lead to improvements in paraprofessional fidelity of individualized behavioral interventions.…”

Section: Discussionsupporting

confidence: 72%

“…The coaching intervention, which included video modeling, reflection, and feedback, yielded statistically significant results and in paraprofessional fidelity. Mason et al (2018) evaluated the effects of teacher-implemented coaching on paraprofessional use of momentary time sampling. Coaching meetings consisted of reflection and performance feedback and resulted in an immediate increase in the accuracy of the momentary time sampling data-collection procedure.…”

mentioning

confidence: 99%

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Effects of Teachers as Coaches for Paraprofessionals Implementing Functional Communication Training

Gregori

Rispoli

Lory

et al. 2021

Journal of Positive Behavior Interventions

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Young children with intensive behavioral needs are often served by paraprofessionals, who are typically among the least trained and least supported staff in the school. While professional development opportunities to address challenging behavior are generally limited for special education teachers, such professional growth opportunities are often completely unavailable for paraprofessionals. The purpose of this study was to evaluate a program in which teachers served as coaches for paraprofessionals. Using a multiple-baseline design across paraprofessional-and-child dyads, we evaluated the effects of the teachers-as-coaches program on paraprofessional implementation fidelity and child engagement in challenging behavior and appropriate communication. The results showed that with teacher coaching, paraprofessionals increased their behavior intervention implementation fidelity to 100%. During the maintenance probes, two of the paraprofessionals implemented the intervention with 100% fidelity, and the third paraprofessional implemented the intervention with higher fidelity than baseline. Results also showed corresponding decreases in child challenging behavior and increases in appropriate communication. Implications for research and practice in supporting paraprofessionals are discussed.

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Section: Discussionsupporting

confidence: 72%

mentioning

confidence: 99%

Effects of Teachers as Coaches for Paraprofessionals Implementing Functional Communication Training

Gregori

Rispoli

Lory

et al. 2021

Journal of Positive Behavior Interventions

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“…Alternatively, our unsupported hypothesis regarding the relationship between economic need and greater need for training suggests that regardless of school systems' socioeconomic status, paraprofessionals' training need is largely commensurate with previous research (Wiggs et al, under review). Given the current study's results and that of previous research highlighting inadequate training of paraprofessionals (e.g., Biggs et al, 2019; Hall et al, 2010; Mason et al, 2018; Sobek, 2016), paraprofessionals likely require job‐specific training regardless of the socioeconomic status of the schools in which they work.…”

Section: Discussionmentioning

confidence: 53%

“…When systematic training is provided, it is limited in content and insufficient at addressing every role the paraprofessional adopts in the classroom (Hall et al, 2010). Furthermore, the majority of paraprofessional training occurs on the job and is provided by teacher supervisors who lack the time and resources to provide adequate training (Biggs et al, 2019; Mason et al, 2018). Although years of experience have been found to decrease paraprofessionals' need for training (Carter et al, 2009), experience alone is likely insufficient to enable paraprofessionals to fully address students' complex behavioral and development needs.…”

Section: Introductionmentioning

confidence: 99%

A mixed‐method study of paraprofessional roles, professional development, and needs for training in elementary schools

Wiggs

Reddy

Bronstein

et al. 2021

Psychology in the Schools

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Paraprofessionals are critical school staff often responsible for students with or at risk for academic, behavioral, and social impairments. However, research on paraprofessional roles, professional development, and training needs is very limited. The present mixed‐method study seeks to fill this gap by examining the student populations served, paraprofessionals' reported work setting, available professional development, and training needs. In a sample of 215 paraprofessionals from 62 schools, results indicated that paraprofessionals deliver interventions and supports to individual and small groups of students, often serve students who exhibit disruptive classroom behavior, and students who are eligible for special education services. Work setting consists primarily of a single classroom (general or special education) with multiple students. Paraprofessionals reported receiving 1–2 h of workshop‐based professional development per year which is not job‐embedded in the classroom settings. Nearly all participants reported the need for additional training in one or more topic areas with behavior management strategies, the most frequently identified are of training need. Implications for practice are discussed.

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“…This process will ensure that paraeducators are receiving timely feedback necessary to help them grow in their designated roles and should include both formative and summative assessments. Studies have shown that ongoing feedback, along with modeling and direct instruction, show long-term improvement in the area of performance not only for the teacher but for the paraeducator as well (Mason et al, 2019; Rispoli et al, 2011). Waiting until the end of the year to provide such insight is an outdated practice that must be abandoned.…”

Section: Discussionmentioning

confidence: 99%

Examining the Rural Context: Supporting Paraeducator Training and Development With Limited Resources

Adamson

Nelson

Turner

et al. 2023

Rural Special Education Quarterly

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Supporting the development and training of paraeducators can be complex; however, that support in rural settings can be especially challenging. The unique structure of rural settings, often with limited personnel and available resources, can create challenges for recruiting and retaining quality candidates within the field of paraeducation. This study explored the perceptions and experiences of rural educators who support paraeducators and their training. Participants were interviewed about how their individual classroom and school district training models support paraeducators. Specific questions were targeted at opportunities for and quality of professional development, performance feedback, and models of support for rural paraeducators in rural areas throughout the Midwest. Overall, seven themes emerged from interviews revolving around the need for initial training to be more specific to setting and student needs, creation of cohesive meeting times with intensive training for the most challenging students, the need for structured meetings, and a clearinghouse of resources and support.

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Effects of Teacher-Implemented Coaching to Increase the Accuracy of Data Collected by Paraeducators

Cited by 7 publications

References 34 publications

Effects of Teachers as Coaches for Paraprofessionals Implementing Functional Communication Training

Effects of Teachers as Coaches for Paraprofessionals Implementing Functional Communication Training

A mixed‐method study of paraprofessional roles, professional development, and needs for training in elementary schools

Examining the Rural Context: Supporting Paraeducator Training and Development With Limited Resources

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