Efficacy of Tiered Training on Paraeducator Implementation of Systematic Instructional Practices for Students With Severe Disabilities

Abstract

Existing approaches for training paraeducators rely heavily on intensive one-to-one coaching and may not be feasible in practice. In this study, we test a tiered training model in which all paraeducators first received group training, and then coaching was provided only for the subset who did not meet performance criteria after group training. Using a concurrent multiple-probe design staggered across classrooms, we demonstrated a functional relation between the tiered model and implementation fidelity of two systematic prompting strategies across 13 paraeducators in five schools. Nine paraeducators achieved the performance criterion for both practices with group training alone, and the remaining four met the criterion after teacher-delivered coaching. In addition, paraeducators generalized implementation to new situations, and students with severe disabilities who received instruction made progress on individualized goals. Based on these findings, a tiered training model is a feasible and promising means to train paraeducators.

Multi-tiered systems of educator professional development: A systematic literature review of responsive, tiered professional development models

“…The majority of the trainees were White, female staff in schools (See Table 1). Four studies did not report race/ethnicity data of their trainees (i.e., Brock et al, 2021;Reed, 2014;Simonsen et al, 2014;Tekverk, 2010). Of those who reported demographic variables, 75.6% of trainees identified as White and 17.8% of trainees identified as Black.…”

A Tiered Approach for Training Paraeducators to Use Evidence-Based Practices for Students With Significant Disabilities

“…Paraeducators report that their roles frequently involve providing one-to-one and small-group instruction, supporting students who are included in general education classrooms, and modifying or adapting instructional materials (Carter et al., 2009). For many students with significant disabilities, the quality of their education is heavily impacted by the degree to which paraeducators deliver effective instruction and support (Brock, Barczak, Anderson, et al., 2020).…”

“…Tiered training is a promising and feasible alternative to exclusive reliance on one-to-one coaching (see Figure 1). Like a response-to-intervention (RTI) model for students, tiered staff training involves providing initial training for groups of paraeducators, monitoring their performance, and then providing follow-up coaching to only the paraeducators who need extra support (Brock, Barczak, Anderson, et al., 2020). In this model, most paraeducators are successful after group training alone, and only a small subset requires one-to-one coaching in order to implement an evidence-based practice with fidelity.…”

“…In this model, most paraeducators are successful after group training alone, and only a small subset requires one-to-one coaching in order to implement an evidence-based practice with fidelity. For example, researchers have documented that a team of three paraeducators can implement least-to-most prompting with fidelity after only 75 minutes of group training (Brock, Barczak, Anderson, et al., 2020) and that coaching models can involve multiple hours of training per paraeducator to achieve the same goal (Brock & Anderson, 2020). A tiered model leverages the key ingredients of effective, research-based training: a written step-by-step implementation checklist, explanation of the steps, modeling of the steps, observation of the paraeducator practice, and performance feedback (Brock et al., 2017; see Table 1).…”

“…A tiered model leverages the key ingredients of effective, research-based training: a written step-by-step implementation checklist, explanation of the steps, modeling of the steps, observation of the paraeducator practice, and performance feedback (Brock et al., 2017; see Table 1). When teachers delivered tiered training with paraeducators in research studies, the paraeducators have implemented evidence-based practices with fidelity and students with significant disabilities have made progress toward individualized education program goals (Brock, Barczak, Anderson, et al., 2020).…”