Effects of a Manualized Teacher-Led Coaching Intervention on Paraprofessional Use of Behavior-Specific Praise

Autor/inn/en	Sallese, Mary Rose; Vannest, Kimberly J.
Titel	Effects of a Manualized Teacher-Led Coaching Intervention on Paraprofessional Use of Behavior-Specific Praise
Quelle	In: Remedial and Special Education, 43 (2022) 1, S.27-39 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0741-9325
DOI	10.1177/07419325211017298
Schlagwörter	Paraprofessional School Personnel; Coaching (Performance); Positive Reinforcement; Staff Development; Rural Schools; Elementary Schools; Self Management; Feedback (Response); Goal Orientation; Modeling (Psychology); Special Education Teachers; Student Behavior + Suchen Sie Ihr Suchwort? Personnel development; Personalentwicklung; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Elementary school; Grundschule; Volksschule; Selbstmanagement; Zielorientierung; Zielvorstellung; Modeling; Modelling; Modellierung; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Student behaviour; Schülerverhalten
Abstract	Paraprofessionals are an essential part of special education. School districts increasingly rely on paraprofessional support to meet students' needs, but formal professional development opportunities vary. A lack of training in effective instructional strategies is potentially problematic for the efficacy of support staff. A multiple-baseline across participants single-case research design examined the effects of a manualized teacher-to-paraprofessional coaching intervention to increase the rate of behavior-specific praise by paraprofessionals. Participant dyads (paraprofessionals and special education teachers) taught in a rural public elementary school serving third- through fifth-grade students. The collaborative multicomponent training program included self-monitoring, performance feedback, goal setting, modeling, and action planning. Analyses encompassed primary author visual analysis, masked visual analysis by three independent raters, and nonparametric statistical analysis. The intervention resulted in increased use of behavior-specific praise across all four paraprofessionals and participants indicated good social validity. Discussions include implications for future research and practice. (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