Implementation of paraprofessional behavior support coaching: A study of behavior concerns and interventions used in elementary schools

IF 1.8 3区心理学 Q3 PSYCHOLOGY, EDUCATIONAL

Psychology in the Schools Pub Date : 2024-07-12 DOI:10.1002/pits.23256

Joelle Fingerhut, Linda A. Reddy, Adam Lekwa, Christopher Dudek

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引用次数: 0

Abstract

Limited research has been conducted on coaching of paraprofessionals who serve students with disruptive behaviors. This study builds upon a randomized controlled trial investigating the intervention effects of the Behavior Support Coaching for Paraprofessionals model by examining the specific behavior concerns, coaching goals, and interventions used during behavior support coaching implementation. This study consists of 83 elementary school paraprofessionals who received behavior support coaching and served 163 elementary school students from 27 schools. Behavior support coaches used observational data to identify student behavior needs, set goals, prioritize intervention supports, and monitor progress toward goals. Results revealed inappropriate physical and verbal behaviors were most often targeted as behavior goals. Coaches and paraprofessionals and classroom teachers utilized a broad range of research‐based behavior interventions, with token economy and behavioral contract most often implemented. Results indicated significant change in observed student nonengagement and inappropriate physical behaviors when these are targeted as behavior goals. Implications of these findings for research and school practice are presented.

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实施辅助专业行为支持辅导：关于小学中的行为问题和干预措施的研究

针对为有破坏性行为的学生提供服务的教辅人员的辅导研究十分有限。本研究以一项随机对照试验为基础，通过研究行为支持辅导实施过程中的具体行为问题、辅导目标和干预措施，调查行为支持辅导辅助人员模式的干预效果。这项研究包括 83 名接受行为支持辅导的小学辅助人员，他们为来自 27 所学校的 163 名小学生提供服务。行为支持教练通过观察数据来确定学生的行为需求、设定目标、确定干预支持的优先次序，并监控实现目标的进展情况。结果显示，不恰当的肢体和言语行为最常被作为行为目标。教练、辅助人员和班级教师采用了广泛的基于研究的行为干预措施，其中最常实施的是代币经济和行为契约。结果表明，当把不参与和不恰当的肢体行为作为行为目标时，观察到的学生不参与和不恰当的肢体行为有了明显的改变。本文介绍了这些发现对研究和学校实践的启示。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Psychology in the Schools PSYCHOLOGY, EDUCATIONAL-

CiteScore

3.00

自引率

5.00%

发文量

200

期刊介绍： Psychology in the Schools, which is published eight times per year, is a peer-reviewed journal devoted to research, opinion, and practice. The journal welcomes theoretical and applied manuscripts, focusing on the issues confronting school psychologists, teachers, counselors, administrators, and other personnel workers in schools and colleges, public and private organizations. Preferences will be given to manuscripts that clearly describe implications for the practitioner in the schools.