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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
Effects of Delayed Video-Based Feedback and Observing Feedback on Paraprofessional Implementation of Evidence-Based Practices for Students with Severe Disabilities
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Brock, Matthew E.; Barczak, Mary A.; Dueker, Scott A. – Focus on Autism and Other Developmental Disabilities, 2020
Coaching with live observation and immediate performance feedback is an effective means to train paraprofessionals, but might not always be feasible. We used a multiple baseline across participants design with six paraprofessionals who taught elementary students with severe disabilities to test the efficacy of two innovations designed to improve…
Descriptors: Feedback (Response), Video Technology, Evidence Based Practice, Paraprofessional School Personnel
Effects of Delayed Video-Based Feedback and Observing Feedback on Paraprofessional Implementation of Evidence-Based Practices for Students with Severe Disabilities
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Brock, Matthew E.; Barczak, Mary A.; Dueker, Scott A. – Grantee Submission, 2020
Coaching with live observation and immediate performance feedback is an effective means to train paraprofessionals, but might not always be feasible. We used a multiple baseline across participants design with six paraprofessionals who taught elementary students with severe disabilities to test the efficacy of two innovations designed to improve…
Descriptors: Feedback (Response), Video Technology, Evidence Based Practice, Paraprofessional School Personnel
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