Performance feedback, paraeducators, and literacy instruction for students with significant disabilities

Abstract

Literacy skills are fundamental for all learners. For students with significant disabilities, strong literacy skills provide a gateway to generative communication, genuine friendships, improved access to academic opportunities, access to information technology, and future employment opportunities. Unfortunately, many educators lack the knowledge to design or implement appropriate evidence-based literacy instruction for students with significant disabilities. Furthermore, students with significant disabilities often receive the majority of their instruction from paraeducators. This single-subject design study examined the effects of performance feedback on the delivery skills of paraeducators during systematic and explicit literacy instruction for students with significant disabilities. The specific skills targeted for feedback were planned opportunities for student responses and correct academic responses. Findings suggested that delivery of feedback on performance resulted in increased pacing, accuracy in student responses, and subsequent attainment of literacy skills for students with significant disabilities. Implications for the use of performance feedback as an evaluation and training tool for increasing effective instructional practices are provided.

Disability in children and adolescents: the extent of the impact on psychiatric disorders and educational deficits

“…10 Experts have recommended using assistive technology resources that allow adaptations to learning tasks and changing the school syllabus according to the specific characteristics of the student. 11 Moreover, a higher prevalence of anxiety, depression and ADHD was identified among children/adolescents with ID, in line with earlier studies. 1 These results emphasize that identification of/care for psychiatric symptoms has been neglected in this population, on the assumption that they would be intrinsically associated with ID, however they must be specifically treated to promote adaptive functioning, especially in the school context, 12 and there should be increased education and skills training for professionals and parents.…”

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

“…The number of paraprofessionals included in each study ranged greatly, with four single‐case studies including only a single paraprofessional (e.g., Wermer, Brock, & Seaman, 2017), and one randomized‐controlled trial including 42 paraprofessionals (i.e., Carter et al, 2016). When reported by authors, years of experience ranged from 0 (i.e., Scheeler, Morano, & Lee, 2018) to 28 (i.e., Westover & Martin, 2014). When highest level of education was reported, paraprofessionals had a high school diploma ( n = 36; 51%), associate's degree ( n = 7; 10%), bachelor's degree ( n = 23; 33%), or master's degree ( n = 4; 6%).…”

A Systematic Review of Single-Case Research on Video Analysis as Professional Development for Special Educators

“…Video analysis has been successfully implemented in general education settings (e.g., Ahuja, 2000), self-contained classrooms (e.g., Bingham et al, 2007), resource rooms or pull-out settings (e.g., Capizzi et al, 2010), and inclusive classrooms (e.g., Bose-Deakins, 2006). Video analysis has also been successfully implemented in a variety of grade levels, including preschool (e.g., Bishop, Snyder, & Crow, 2015), elementary (e.g., Westover, 2011), and middle/secondary levels (e.g., Capizzi et al, 2010), as well as with different student groupings including during whole group (e.g., Englund, 2011), small group (e.g., Carnine & Finke, 1978), and individual instruction (e.g., Lindsey, 2014). The wide variation of video analysis implementation parameters further demonstrates the flexibility of this professional development approach, but clarity regarding best practices in video analysis that will lead to positive outcomes for educators and their students is lacking.…”