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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
Peer reviewed Peer reviewed
PDF on ERIC Download full text
Direct linkDirect link
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
Efficacy of Video Modeling and Brief Coaching on Teacher Implementation of an Evidence-Based Practice for Students with Severe Disabilities
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Brock, Matthew E.; Seaman, Rachel L.; Gatsch, Andrea L. – Journal of Special Education Technology, 2018
Effective professional development strategies are needed to enable special educators to provide evidence-based instruction and support to students with severe disabilities. In this single-case design study, we measured the efficacy of video modeling and brief coaching to enable three elementary special education teachers to implement constant time…
Descriptors: Faculty Development, Special Education, Evidence Based Practice, Teaching Methods