Using e-mail as performance feedback to teach paraprofessionals to implement constant time delay with braille words

Abstract

Equipping paraprofessionals to implement evidence-based instructional practices with fidelity can enhance the education of students with visual impairments. We used a multiple probe across participants design to evaluate the ability of paraprofessionals to follow constant time delay procedures with high fidelity when teaching braille words. We delivered performance feedback by e-mail and examined student learning outcomes. All three paraprofessionals achieved 100% correct implementation of constant time delay and maintained this high level of implementation over time. All three students successfully learned the targeted words. The combination of the training and support with e-mail feedback was effective at equipping them to deliver an evidence-based practice. Paraprofessionals affirmed the social validity of the intervention and considered e-mail performance feedback as an easy-to-understand way of receiving much-needed guidance. E-mail feedback is a cost-effective and simple tool for providing constructive feedback, while also ensuring paraprofessionals deliver instruction with high fidelity.

A Systematic Review of Training Educators to Implement Response Prompting

“…Effects were demonstrated 39 times (85%). Most studies demonstrated experimental effects for student outcomes, with the exceptions of Brock et al (2021; 0/5), Brock et al (2020b; 0/3), Kropp (2018; 1/4), Lindsey (2013; 0/4), and Rhoads (2019; 1/3). In many cases, students did improve their performance over time, but researchers did not establish stable student performance in baseline because they were focusing on practitioner fidelity as the primary dependent variable.…”

Paraprofessionals’ Implementation of Constant Time Delay Procedures With Elementary Students With High-Intensity Behavioral Support Needs

“…For the best possible learning outcomes, students need to develop a strong and positive relationship with each adult in the classroom. Yet, more studies are needed to evaluate the impact of interventions implemented by paraprofessionals with whom students have established relationships (Rhoads & Carter, 2023). To accomplish this goal, paraprofessionals must be trained in best practices for working with students who have high-intensity behavioral support needs.…”