Short-Dosage Video Training and Brief Coaching for Paraprofessionals

Abstract

Paraprofessionals are increasingly utilized to support students with intensive needs, yet they often lack the training and skills to provide evidence-based academic and behavioral interventions. Since on-the-job training is the primary method of skill acquisition for this group of school support staff, efficient and feasible training modalities are necessary. In the current study, we implemented a video training and brief coaching model to instruct paraprofessionals on the use of behavior specific praise (BSP). We employed a single-case withdrawal design to examine the effects of the training package on paraprofessionals’ praise rates and student disruption and task engagement. Results indicated the presence of a functional relationship for paraprofessional praise rates and variable effects for student behavior. The paper concludes with recommendations for research and practice as it pertains to preparing paraprofessionals to support students with disabilities