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A Systematic Review of Training Educators to Implement Response Prompting
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Shawbitz, Kara N.; Brock, Matthew E. – Teacher Education and Special Education, 2023
Systematic prompting is a versatile evidence-based practice that can improve a range of outcomes for students with disabilities, but many teachers and paraeducators are not familiar with systematic prompting or may struggle with implementation. In this systematic review, the authors identified 28 articles that evaluated training practices for…
Descriptors: Prompting, Students with Disabilities, Teacher Aides, Staff Development
Training Paraprofessionals Who Work with Students with Intellectual and Developmental Disabilities: What Does the Research Say?
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Brock, Matthew E.; Anderson, Eric J. – Psychology in the Schools, 2021
Federal law allows for paraprofessionals to provide instruction to students with developmental disabilities if they are adequately trained and supervised, but how to best provide this training and support remains unclear. In this paper, we update a systematic review of experimental studies that test the efficacy of paraprofessional-implemented…
Descriptors: Paraprofessional School Personnel, Developmental Disabilities, Intervention, Role
Teaching Academic Skills to Students with Significant Intellectual Disabilities: A Systematic Review of the Single-Case Design Literature
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Cannella-Malone, Helen I.; Dueker, Scott A.; Barczak, Mary A.; Brock, Matthew E. – Journal of Intellectual Disabilities, 2021
Students with significant intellectual and developmental disabilities deserve access to instruction on academic skills in addition to functional skills. Many teachers, however, report challenges with identifying appropriate evidence-based practices to teach academics to these students. The purpose of this systematic review was to summarize and…
Descriptors: Students with Disabilities, Severe Intellectual Disability, Moderate Intellectual Disability, Developmental Disabilities
Are Peer Support Arrangements an Evidence-Based Practice? A Systematic Review
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Brock, Matthew E.; Huber, Heartley B. – Journal of Special Education, 2017
Peer support arrangements involve peers without disabilities providing academic and social support to students with severe disabilities (i.e., students eligible for their state's alternate assessment) in general education classrooms. We conducted a systematic literature review of studies published through 2016 to determine whether peer support…
Descriptors: Evidence Based Practice, Severe Disabilities, Peer Relationship, Regular and Special Education Relationship