Paraprofessional-Implemented Systematic Instruction for Students with Disabilities: A Systematic Literature Review

Autor/inn/en	Walker, Virginia L.; Douglas, Karen H.; Douglas, Sarah N.; D'Agostino, Sophia R.
Titel	Paraprofessional-Implemented Systematic Instruction for Students with Disabilities: A Systematic Literature Review
Quelle	In: Education and Training in Autism and Developmental Disabilities, 55 (2020) 3, S.303-317 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2154-1647
Schlagwörter	Paraprofessional School Personnel; Students with Disabilities; Teaching Methods; Program Effectiveness; Systems Approach; Time; Prompting; Elementary Secondary Education; Training; Communication Skills; Interpersonal Competence; Behavior Modification; Academic Ability; Daily Living Skills; Autism; Pervasive Developmental Disorders; Intellectual Disability; Multiple Disabilities + Suchen Sie Ihr Suchwort? Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Teaching method; Lehrmethode; Unterrichtsmethode; Systemischer Ansatz; Zeit; Benutzerführung; Ausbildung; Kommunikationsstil; Interpersonale Kompetenz; Behaviour modification; Verhaltensänderung; Alltagsfertigkeit; Autismus; Intellect; Verstand; Multiple disability; Mehrfachbehinderung
Abstract	The purpose of this systematic literature review was to summarize single-case intervention studies involving paraprofessional-implemented systematic instruction for students with disabilities. In the 19 reviewed studies, 60 paraprofessionals received training to implement systematic instruction with most learning naturalistic language strategies, least-to-most prompting, pivotal response training, or discrete trial training. Researchers delivered paraprofessional training in a majority of cases using both didactic and experiential training methods. Paraprofessionals primarily taught students with autism spectrum disorder and focused on social/communication skills in a one-to-one instructional arrangement. The majority of studies demonstrated positive effects on paraprofessional implementation of systematic instruction and student outcomes. Implications for practice, limitations, and areas for future research are addressed. (As Provided).
Anmerkungen	Division on Autism and Developmental Disabilities, Council for Exceptional Children. DDD, P.O. Box 3512, Fayetteville, AR 72702. Tel: 479-575-3326; Fax: 479-575-6676; Web site: http://www.daddcec.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01