Providing online professional development for paraprofessionals serving those with ASD: Evaluating a statewide initiative

Layden, Selena J.; Hendricks, Dawn; Inge, Katherine J.; Sima, Adam P.; Erickson, Doug; Avellone, Lauren; Wehman, Paul

doi:10.3233/jvr-180932

Cited by 9 publications

(7 citation statements)

References 20 publications

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“…The lack of structured interaction opportunities between teachers and paraprofessionals coupled with the absence of teacher training in collaboration leaves little room for paraprofessional professional development (PD). To address paraprofessional PD, some states have begun exploring innovative approaches, including the use of online courses (Layden et al, 2018).…”

mentioning

confidence: 99%

Effects of Teachers as Coaches for Paraprofessionals Implementing Functional Communication Training

Gregori

Rispoli

Lory

et al. 2021

Journal of Positive Behavior Interventions

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Young children with intensive behavioral needs are often served by paraprofessionals, who are typically among the least trained and least supported staff in the school. While professional development opportunities to address challenging behavior are generally limited for special education teachers, such professional growth opportunities are often completely unavailable for paraprofessionals. The purpose of this study was to evaluate a program in which teachers served as coaches for paraprofessionals. Using a multiple-baseline design across paraprofessional-and-child dyads, we evaluated the effects of the teachers-as-coaches program on paraprofessional implementation fidelity and child engagement in challenging behavior and appropriate communication. The results showed that with teacher coaching, paraprofessionals increased their behavior intervention implementation fidelity to 100%. During the maintenance probes, two of the paraprofessionals implemented the intervention with 100% fidelity, and the third paraprofessional implemented the intervention with higher fidelity than baseline. Results also showed corresponding decreases in child challenging behavior and increases in appropriate communication. Implications for research and practice in supporting paraprofessionals are discussed.

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mentioning

confidence: 99%

Effects of Teachers as Coaches for Paraprofessionals Implementing Functional Communication Training

Gregori

Rispoli

Lory

et al. 2021

Journal of Positive Behavior Interventions

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“…Passive engagement features can include watching a video or recorded webinar, whereas active engagement requires the user to engage in an action to navigate through activities within the platform, with the objective that attentiveness of content is maintained (Jaffee, 1997). Research suggests engagement features such as (a) recorded audio presentations using video and case study examples, (b) discussion questions prompting paraeducator responses, and (c) activities and assessments (Douglas et al, 2013; Layden et al, 2018) are important considerations. These features promote active methods important for paraeducator learning and lead to more positive consequences on learner outcomes (Trivette et al, 2009).…”

Section: Asynchronous Online Learningmentioning

confidence: 99%

A Systematic Review of Asynchronous Online Learning Opportunities for Paraeducators

et al. 2022

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Due to a variety of factors, many paraeducators receive little to no opportunities to advance their professional skills. Asynchronous online learning opportunities offer a flexible way for districts to provide paraeducators opportunities to advance their knowledge, although little is known about what online resources are available, their features, or their overall quality. A review was conducted of 19 freely available online learning opportunities to evaluate features, alignment with federal legislation and professional standards, active engagement features, and usability. Results indicated that features and quality indicators varied across resources and half of the resources required active user engagement. Limitations, suggestions for future development, and future research directions are discussed with an emphasis on factors related to online delivery.

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“…By the 2000s, the number of studies examining the effects of TAs on students had increased (Hampden- Thompson, Diehl, & Kinukawa, 2007;Minondo, Meyer, & Xin, 2001). More recently, the studies have been conducted on how TAs are evaluated from the perspective of students with an aim to suggest alternative practices to prevent children from being more dependent on TAs (Giangreco, Suter, & Doyle, 2010;Radford, Bosanquet, Webster, & Blatchford, 2015), and to evaluate the professional development and education of TAs (Koegel, Kim, & Koegel, 2014;Layden et al, 2018).…”

Section: İleri Araştırmalara Yönelik öNerilermentioning

confidence: 99%

Kaynaştırma Uygulamalarında Öğretmen Yardımcısının Görevlerine İlişkin Paydaş Görüşleri: Karma Yöntem Çalışması

Özaydın

2020

Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi

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Genel eğitim sınıflarında özel gereksinimli çocukların adil ve eşit eğitim fırsatlarından yararlanması için öğretmen yardımcılarına ihtiyaç vardır. Çalışmanın amacı, kaynaştırma sınıflarında çalışan öğretmen yardımcısının görevleri hakkında paydaşların (öğretmen, öğretmen yardımcısı ve anne) görüşlerini incelemektir. Çalışma nicel ve nitel yöntemlerin bir arada kullanıldığı karma yöntem desenlerinden eş zamanlı desen ile yürütülmüştür. Paydaşların görüşleri öğretmen yardımcısının yeterliklerinden oluşturulan anket ve yarı yapılandırılmış görüşme soruları ile toplanmıştır. Anket katılımcıları (n = 127) ve bireysel görüşme katılımcıları (n = 24) Ankara'nın üç ilçesindeki resmi ve özel anaokulları ile ilkokulların 1. 2. ve 3. sınıflarındaki özel gereksinimli öğrencilerin öğretmenleri, öğretmen yardımcıları ve anneleridir. Çalışmanın bulguları öğretmen yardımcılarının özel gereksinimli öğrencilerin genel eğitim sistemine erişimini ve derslere katılımını sağlama, akranları ile etkileşimini destekleme, problem davranışlarını önleme, güvenlik tedbirleri alma ve özbakım ihtiyaçlarını karşılama görevlerini yaparak öğretmene ve öğrenciye yardımcı, iletişimi kolaylaştırıcı, güvenlikçi ve bakıcı rolünü üstlendiklerini göstermiştir.

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Providing online professional development for paraprofessionals serving those with ASD: Evaluating a statewide initiative

Cited by 9 publications

References 20 publications

Effects of Teachers as Coaches for Paraprofessionals Implementing Functional Communication Training

Effects of Teachers as Coaches for Paraprofessionals Implementing Functional Communication Training

A Systematic Review of Asynchronous Online Learning Opportunities for Paraeducators

Kaynaştırma Uygulamalarında Öğretmen Yardımcısının Görevlerine İlişkin Paydaş Görüşleri: Karma Yöntem Çalışması

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