Effects of Teacher-Delivered eCoaching on Paraeducators and Students with Autism Spectrum Disorder

Autor/inn/en	Horn, Annemarie L.; Rock, Marcia L.; Douglas, Karen H.; Bean, Kimberly M.; Layden, Selena J.; Roitsch, Jane
Titel	Effects of Teacher-Delivered eCoaching on Paraeducators and Students with Autism Spectrum Disorder
Quelle	In: Education and Training in Autism and Developmental Disabilities, 57 (2022) 3, S.287-302 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2154-1647
Schlagwörter	Paraprofessional School Personnel; Autism Spectrum Disorders; Students with Disabilities; Job Skills; Coaching (Performance); Positive Reinforcement; Behavior Modification; Program Effectiveness; Staff Development; Student Behavior; Intellectual Disability; Developmental Disabilities; Educational Technology; Special Education Teachers; Attitudes; Tablet Computers + Suchen Sie Ihr Suchwort? Autism; Autismus; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Produktive Fertigkeit; Behaviour modification; Verhaltensänderung; Personnel development; Personalentwicklung; Student behaviour; Schülerverhalten; Intellect; Verstand; Entwicklungsstörung; Unterrichtsmedien; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Attitude; Einstellung; Verhalten; Tablet computer; Tablet PC; Computer; Digitalrechner
Abstract	Paraeducators often support students with the most intensive academic, life, and behavioral needs, which includes students with intellectual and other developmental disabilities (IDD; e.g., autism spectrum disorder; ASD), yet they typically enter the classroom with inadequate preparation to perform their roles effectively. Using a multiple-baseline research design replicated across participants, we evaluated the effects of job-embedded bug-in-ear (BIE) coaching delivered by the teacher on paraeducators' use of behavior specific praise (BSP) while teaching transition-age students with ASD. Findings confirmed each of the three paraeducators immediately increased the percentage of occurrence and rate per minute in which they offered BSP. They sustained these high levels during fading. Further, the special education teacher, who served as the eCoach, and the paraeducators reported BIE was an effective form of paraeducator professional development. Finally, changes in expressive social and communicative behaviors were observed in student participants as a result of the intervention. These results extend literature on BSP and also help establish BIE coaching as an evidence-based practice for paraeducators. (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