Improving Paraeducator Mand Training for Students with Autism Spectrum Disorder through a Brief Performance Feedback Intervention

Ampuero, Miguel; Robertson, Rachel

doi:10.1007/s43494-021-00068-w

Cited by 4 publications

(2 citation statements)

References 52 publications

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“…By including only demonstration designs, we are able to directly compare the consistency and magnitude of effects across studies. Comparative designs, such as alternating treatment designs, were only included if the intervention was contrasted to a control condition within an experimental design (e.g., Ampuero, 2020).…”

Section: Inclusion Criteriamentioning

confidence: 99%

“…If studies included training on procedures other than systematic prompting (e.g., preference assessments; Lerman et al, 2008), success estimates are provided only for the systematic prompting procedure targeted. Success estimates for comparative designs were calculated using each alternation of intervention as an opportunity to demonstrate an effect (e.g., Ampuero, 2020). For randomized-controlled trials, we summarized effects using a standardized mean effect size.…”

Section: Study Effectsmentioning

confidence: 99%

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A Systematic Review of Training Educators to Implement Response Prompting

Shawbitz

Brock

2022

Teacher Education and Special Education: The Journal of the Tea

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Systematic prompting is a versatile evidence-based practice that can improve a range of outcomes for students with disabilities, but many teachers and paraeducators are not familiar with systematic prompting or may struggle with implementation. In this systematic review, the authors identified 28 articles that evaluated training practices for school practitioners implementing systematic prompting procedures in school settings. Fifteen studies focused on paraeducators and 13 on teachers, with an increased focus on paraeducators in more recently published studies. The authors found that a variety of training approaches were effective, and that all studies included two core strategies: didactic instruction and performance feedback. These two strategies represent only a subset of recommended practices from the broader staff training literature but may be sufficient for training basic practices like systematic prompting. Future research is needed to directly compare training approaches and identify the most efficient means for enabling educators to implement systematic prompting with fidelity.

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Section: Inclusion Criteriamentioning

confidence: 99%

Section: Study Effectsmentioning

confidence: 99%