Special Educators as Coaches to Support Paraprofessional Implementation of Functional Communication Training

IF 1.4 3区 心理学 Q3 EDUCATION, SPECIAL
V. Walker, Megan E. Carpenter, A. Clausen, Katherine Ealer, K. Lyon
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引用次数: 5

Abstract

The purpose of this study was to examine the effects of special educators’ delivery of training that included an initial training session and follow-up coaching on paraprofessional implementation of an evidence-based practice for students with autism spectrum disorder (ASD). Three special educators each trained a paraprofessional in their classroom to implement functional communication training (FCT) to address the challenging behavior of a student with ASD. The training procedures incorporated the following aspects of behavioral skills training: instruction, modeling, rehearsal, and feedback. Training from special educators resulted in high levels of paraprofessional FCT implementation that maintained over time for two paraprofessionals. Special educators and paraprofessionals found the training to be practical and effective. We present implications for practice and future research directions for paraprofessional training models focused on challenging behavior interventions.
特殊教育工作者作为教练,支持辅助专业人员实施功能沟通培训
本研究的目的是检验特殊教育工作者提供的培训的效果,包括对自闭症谱系障碍(ASD)学生实施循证实践的初步培训课程和后续辅导。三名特殊教育工作者分别在课堂上培训了一名准专业人员,以实施功能沟通培训(FCT),解决自闭症谱系障碍学生的挑战性行为。培训程序包括行为技能培训的以下方面:指导、建模、排练和反馈。经过特殊教育工作者的培训,两名准专业人员的FCT实施水平很高。特殊教育工作者和辅助专业人员认为培训是切实有效的。我们提出了以挑战性行为干预为重点的准专业培训模式的实践意义和未来研究方向。
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来源期刊
CiteScore
4.90
自引率
14.30%
发文量
10
期刊介绍: ...offers sound, research-based principles of positive behavior support for use in school, home and community settings with people with challenges in behavioral adaptation. Regular features include empirical research; discussion, literature reviews, and conceptual papers; programs, practices, and innovations; forum; and media reviews.
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