A Comparison of Two Data Analysis Training Methods for Paraprofessionals in an Educational Setting

Implementation and Intervention Practices to Facilitate Communication Skills for a Child With Complex Communication Needs

“…A. Snyder et al, 2015). Behavior skills training (BST) is a paradigm that includes all of these components (Miltenberger, 2012) and has been used for (a) teaching interventionists to implement individualized behavioral supports (Love, Carr, LeBlanc, & Kisamore, 2013), (b) improving paraprofessional analysis and use of student data to make informed decisions about educational programming (Matthews & Hagopian, 2014), and (c) improving special education teachers’ use of specific instructional practices (Lerman, Vorndran, Addison, & Kuhn, 2004). Ongoing coaching—which is referred to as practice or rehearsal with performance feedback in the BST literature—has been shown to be a critical component of PD (Casey & McWilliam, 2011; Parsons, Rollyson, & Reid, 2012).…”

A Module-Based Approach: Training Paraeducators on Evidence-Based Practices

“…In addition, prompting strategies (e.g., Petscher & Bailey, 2006), coaching (e.g., Duchaine, Jolivette, & Fredrick, 2011), self-monitoring (e.g., Kalis, Vannest, & Parker, 2007), and performance feedback (e.g., Reinke, Lewis-Palmer, & Merrell, 2008) have been used to enhance paraeducator use of various instructional techniques. Didactic instruction, when combined with feedback, has shown more positive outcomes in use and maintenance of skills (e.g., Koegel, Kim, & Koegel, 2014) than when used in isolation (e.g., Matthews & Hagopian, 2014). Beyond these methods of training, various forms of technology (e.g., web-based instruction, Microsoft PowerPoint™ slides, video and audio-streaming) have also been employed to supplement instruction, decrease costs, and expand delivery of training (e.g., Brock & Carter, 2013;Feldman & Matos, 2013;Maggin et al, 2012;McCulloch & Noonan, 2013).…”