Special Educators as Coaches to Support Paraprofessional Implementation of Functional Communication Training

Autor/inn/en	Walker, Virginia L.; Carpenter, Megan E.; Clausen, Amy; Ealer, Katherine; Lyon, Kristin J.
Titel	Special Educators as Coaches to Support Paraprofessional Implementation of Functional Communication Training
Quelle	In: Journal of Positive Behavior Interventions, 23 (2021) 3, S.174-184 (11 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1098-3007
DOI	10.1177/1098300720957995
Schlagwörter	Special Education Teachers; Teacher Role; Paraprofessional School Personnel; Coaching (Performance); Evidence Based Practice; Students with Disabilities; Autism; Pervasive Developmental Disorders; Communication Skills; Training; Reinforcement; Interpersonal Communication; Functional Behavioral Assessment; Augmentative and Alternative Communication; Program Effectiveness; Behavior Modification + Suchen Sie Ihr Suchwort? Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Lehrerrolle; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Autismus; Kommunikationsstil; Ausbildung; Positive Verstärkung; Interpersonale Kommunikation; Behaviour modification; Verhaltensänderung
Abstract	The purpose of this study was to examine the effects of special educators' delivery of training that included an initial training session and follow-up coaching on paraprofessional implementation of an evidence-based practice for students with autism spectrum disorder (ASD). Three special educators each trained a paraprofessional in their classroom to implement functional communication training (FCT) to address the challenging behavior of a student with ASD. The training procedures incorporated the following aspects of behavioral skills training: instruction, modeling, rehearsal, and feedback. Training from special educators resulted in high levels of paraprofessional FCT implementation that maintained over time for two paraprofessionals. Special educators and paraprofessionals found the training to be practical and effective. We present implications for practice and future research directions for paraprofessional training models focused on challenging behavior interventions. (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01