Efficient and effective training strategies for paraprofessionals in special education settings face many challenges. Interactive computerized training (ICT)-a selfpaced program that incorporates audio narration, video models, interactive activities, and competency checks-is one potential solution. ICT has been successful in training college students and special education teachers to implement discrete trial instruction (DTI), but its effectiveness to train paraprofessionals is unknown. Using a multiple-baseline design, we evaluated the feasibility of ICT, to train six paraprofessionals to implement DTI with an errorless learning procedure. Following ICT, the fidelity of implementation of DTI increased for all participants when implemented with a student in their classroom; however, competency varied. We added additional training components that progressed from low to more intensive feedback delivered remotely in attempt to increase fidelity to 90% or higher implementation. We also evaluated generalization to novel instructional programs and maintenance of instruction in the absence of feedback.

The current study looked at the effects of coaching using behavioral skills training (BST) outlined by Parsons, Rollyson, and Reid. The participant was a young adult with autism spectrum disorder (ASD) enrolled in a preschool practicum course as part of the early childhood special education (ECSE) licensure program at the university that she attended. Impairment in social pragmatics and executive functioning are associated with ASD and are critical for engaging in an evaluative and analytic process necessary for success as an ECSE teacher. Coaching, using the BST model paired with observation and immediate feedback in the practicum environment, was used to systematically address the participant's deficits in social pragmatics and executive functioning as it related to the practicum setting. The current applied study relied on a singlecase demonstration to measure treatment outcomes and inform clinical decision making. Dependent measures in the study included visual scanning, verbal interactions, and engagement with preschool age children. Outcomes included an increase in all dependent variables. The impact of treatment on the participant's success in her preschool practicum will be discussed.

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