Promoting Paraeducators’ Use of Evidence-Based Practices for Students With Autism

Pub Date : 2022-11-09 DOI:10.1177/00144029221135572

Ann M. Sam, Jessica R Steinbrenner, S. Odom, Sallie W. Nowell, V. Waters, Y. Perkins, Mary White, H. Swaminathan, H. Rogers

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引用次数: 1

Abstract

The purpose of this study was to examine the efficacy of a teacher-implemented professional development program to increase the fidelity with which paraeducators use evidence-based practices (EBPs) in instruction for children with autism. Employing a modified multiple-probe design, investigators implemented the Autism Focused Intervention Resources and Modules for Paraprofessionals (AFP) program in four special education and four inclusive classrooms enrolling students with autism. As the teacher initiated features of the AFP program focusing on individual EBPs, level changes in paraeducators’ EBP fidelity increased markedly, with replications across paraeducators demonstrating experimental control. Statistical analyses produced large effect sizes, Goal Attainment Scale scores indicated student progress, and participants’ ratings reflected strong social validity. School closure due to the COVID-19 pandemic prevented the completion of the study, but the pattern of effects suggests the efficacy of the AFP program as a program of professional development for paraeducators providing instruction for children with autism.

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促进辅助教育工作者对自闭症学生使用循证实践

本研究的目的是检验教师实施的专业发展计划的有效性，以提高辅助教育工作者在自闭症儿童教学中使用循证实践(ebp)的保真度。采用改进的多探针设计，研究者在4个特殊教育和4个自闭症学生的包容性教室中实施了以自闭症为重点的干预资源和模块(AFP)计划。当教师启动AFP项目的特点，重点关注个体EBP时，辅助教育工作者的EBP保真度的水平变化显著增加，跨辅助教育工作者的重复显示出实验控制。统计分析产生了较大的效应量，目标实现量表得分反映了学生的进步，参与者的评分反映了强烈的社会效度。由于COVID-19大流行，学校关闭阻止了这项研究的完成，但效果的模式表明，AFP项目作为为自闭症儿童提供指导的辅助教育工作者的专业发展项目的有效性。

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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