Paraprofessional-Delivered Video Prompting to Teach Academics to Students with Severe Disabilities in Inclusive Settings

Federal law allows for paraprofessionals to provide instruction to students with developmental disabilities if they are adequately trained and supervised, but how to best provide this training and support remains unclear. In this paper, we update a systematic review of experimental studies that test the efficacy of paraprofessional‐implemented interventions for students with developmental disabilities. We identified 36 studies published 2012–2019. An exciting development is that some researchers are shifting to testing teacher‐implemented training, therefore beginning to address important questions about the feasibility of widespread implementation under real‐world conditions. Based on findings across studies, recommendations for practice include that (a) paraprofessional roles be well‐defined and focused on the implementation of evidence‐based practices; (b) paraprofessional training should feature modeling, an implementation checklist, and performance feedback that is sustained over time; and (c) administrators should ensure that teachers have the time and support that are required for effective paraprofessional training and supervision.

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“… a Studies that did not describe training components (i.e., Diorio et al, 2018; Knight et al, 2018) are not included in this table.…”

Section: Resultsmentioning

confidence: 99%

“…Two studies did not provide adequate description of paraprofessional training to code training format (i.e., Diorio, Bray, Sanetti, & Kehle, 2018; Knight, Kuntz, & Brown, 2018). In the remaining 34 studies, 29 (85%) involved training that was conducted exclusively in a 1‐to‐1 training format.…”

Section: Resultsmentioning

confidence: 99%

Training paraprofessionals who work with students with intellectual and developmental disabilities: What does the research say?

Brock

Anderson

2020

Psychology in the Schools

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“…Most of the studies described the setting with sufficient detail. A total of 15 studies took place in a resource or a special education classroom (7 of those followed a oneto-one instructional format), but 5 studies were conducted in a general or inclusive classroom [41,42,45,47,53]. Some studies took place within the tutor room or in other settings, such as college (outdoor campus) or computer lab [56,57,60].…”

Section: Settingmentioning

confidence: 99%

A Systematic Review of Single-Case Research on Science-Teaching Interventions to Students with Intellectual Disability or Autism Spectrum Disorder

Iatraki

Soulis

2021

Disabilities

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The present study records and evaluates science-teaching interventions for students with intellectual disability (ID) or Autism Spectrum Disorder (ASD) at all education levels, for better access to the general curriculum. We conducted a systematic review of the primary research literature published from 2008 to 2018. A total of 24 single-case designs were identified through determined inclusion criteria. The articles were coded based on specific variables, and they were analyzed as a descriptive synthesis. A synthesis was then approached and the PND effect size was calculated. The study concludes that using systematic instruction with supplemental practices and technology support in teaching science to students with ID or ASD will allow them to make more meaningful natural-world connections through their learning. In addition, designing postsecondary programs for this population will contribute to building a society with equal participation and progress. The necessity for continuous research in teaching science to students with ID or ASD is also emphasized.

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“…Also, by preparing video models for special educators in advance, researchers were able to demonstrate that special education teachers will implement complex STEM projects with their students with ASD. This preparation of video models helped to overcome two commonly reported obstacles for using VP, namely, the effortfulness of VP creation and technophobia (Knight, Kuntz, & Brown, 2018). Future research into STEM education for students with ASD should include prepared video models alongside the task analyses to gain buy-in from special educators to increase implementation of STEM activities in special education or inclusive classrooms.…”

Section: Implications For Practice and Researchmentioning

confidence: 99%

Video Prompting to Teach Robotics and Coding to Middle School Students With Autism Spectrum Disorder

Wright

Knight

Barton

et al. 2019

J Spec Educ Technol

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Video-based modeling is an evidence-based practice for teaching social and communication skills, functional and daily living skills, and some academic skills (i.e., math) to students with autism spectrum disorder. The efficacy of video-based modeling, however, has not yet been established for STEM skills related to science, technology, or engineering. Drawing on findings from a systematic review of video-based modeling to teach academic skills to students with autism spectrum disorder and/or intellectual disability, researchers used a single-case study design to examine the efficacy of video-based modeling for teaching robotics and coding to students with autism spectrum disorder. Specifically, researchers used a multiple probe across skills single-case research design replicated across three middle school participants to teach block-based coding of robots. This afforded three intraparticipant replications and three interparticipant replications. A functional relation between the use of systematic video prompting and mastery of robotics coding skills was demonstrated. Further, to substantiate the social and ecological validity of video-based modeling interventions for public school settings, a special education teacher implemented the intervention in a special education classroom. Additionally, questionnaires were disseminated to study participants and public school special educators naive to the study purpose and outcomes to assess the social validity (i.e., feasibility and effectiveness) of the intervention.

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Paraprofessional-Delivered Video Prompting to Teach Academics to Students with Severe Disabilities in Inclusive Settings

Cited by 29 publications

References 24 publications

Training paraprofessionals who work with students with intellectual and developmental disabilities: What does the research say?

Training paraprofessionals who work with students with intellectual and developmental disabilities: What does the research say?

A Systematic Review of Single-Case Research on Science-Teaching Interventions to Students with Intellectual Disability or Autism Spectrum Disorder

Video Prompting to Teach Robotics and Coding to Middle School Students With Autism Spectrum Disorder

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