Effects of a Professional Development Package to Prepare Special Education Paraprofessionals to Implement Evidence-Based Practice

Journal of Special Education

Volumn 49, Issue 1, 2015, Pages 39-51

  Brock, Matthew E ^a   Carter, Erik W ^a  

^a VANDERBILT UNIVERSITY   (United States)

Author keywords

coaching; paraprofessionals; professional development; treatment fidelity; video modeling

Indexed keywords

EID: 84930519173     PISSN: 00224669     EISSN: 15384764     Source Type: Journal    
DOI: 10.1177/0022466913501882     Document Type: Article

References (49)

1. Barnes C. S.,Dunning J. L.,Rehfeldt R. A.An evaluation of strategies for training staff to implement the picture exchange communication system.Research in Autism Spectrum Disorders. 2011;5:1574-1583
2. Bingham M. A.,Spooner F.,Browder D.Training paraeducators to promote the use of augmentative and alternative communication by students with significant disabilities.Education and Training in Developmental Disabilities. 2007;42:339-352
3. Breton W.Special education paraprofessionals: Perceptions of preservice preparation, supervision, and ongoing developmental training.International Journal of Special Education. 2010;25:34-45
4. Brock M. E.,Carter E. W.A systematic review of paraprofessional-delivered interventions to improve outcomes for students with intellectual and developmental disabilities. 2013;:
5. Browder D.,Ahlgrim-Delzell L.,Spooner F.,Mims P. J.,Baker J. N.Using time delay to teach literacy to students with severe developmental disabilities.Exceptional Children. 2009;75:343-364
6. Burns M. K.,Ysseldyke J. E.Reported prevalence of evidence-based instructional practices in special education.The Journal of Special Education. 2009;43:3-11
7. CarlsonE.BrauenM.KleinS. S.SchrollK.WilligS. (2002). The study of personal needs in special education key findings. Retrieved from http://education.ufl.edu/spense/files/2013/06/Key-Findings-_Final_.pdf
8. Carter E. W.,O’Rourke L.,Sisco L. G.,Pelsue D.Knowledge, responsibilities, and training needs of paraprofessionals in elementary and secondary schools.Remedial and Special Education. 2009;30:344-359
9. Carter E. W.,Swedeen B.,Kurkowski C.Friendship matters: Fostering social relationships in secondary schools.TASH Connections. 2008;34:9 14-12
10. Cohen J.Statistical power for the behavioral sciences. 1988. Statistical power for the behavioral sciences (2nd ed.). Hillsdale, NJ: Erlbaum.Hillsdale, NJ: Erlbaum; 1988:
11. Cohen J.A power primer.Psychological Bulletin. 1992;112:155-159
12. Cook B. G.,Odom S. L.Evidence-based practices and implementation science in special education.Exceptional Children. 2013;79:135-144
13. Cook B. G.,Schirmer B. R.What is special about special education? Overview and analysis.The Journal of Special Education. 2003;37:200-205
14. Cook B. G.,Smith G. J.,Tankersley M.APA educational psychology handbook. Harris K. R.Graham S.Urdan T., ed. Washington, DC: American Psychological Association; 2012:495-528.
15. Fisher M.,Pleasants S. L.Roles, responsibilities, and concerns of paraeducators Findings from a statewide survey.Remedial and Special Education. 2012;33:287-297
16. Fixsen D. L.,Naoom S. F.,Blase K. A.,Friedman R. M.,Wallace F.Implementation research: A synthesis of the literature. Tampa: University of South Florida, Louis de la Parte Florida Mental Health Institute, The National Implementation Research Network; 2005:
17. Gersten R.,Fuchs L. S.,Compton D.,Coyne M.,Greenwood C.,Innocenti M. S.Quality indicators for group experimental and quasi-experimental research in special education.Exceptional Children. 2005;71:149-164
18. Giangreco M. F.Critical issues brief: Concerns about the proliferation of one-to-one paraprofessionals. Arlington, VA: Council for Exceptional Children, Division on Autism and Developmental Disabilities; 2009:
19. Giangreco M. F.,Edelman S. W.,Broer S. M.Respect, appreciation, and acknowledgment of paraprofessionals who support students with disabilities.Exceptional Children. 2001;67:485-498
20. Giangreco M. F.,Hurley S. M.,Suter J. C.Special education personnel utilization and general class placement of students with disabilities: Ranges and ratios.Intellectual and Developmental Disabilities. 2009;47:53-56
21. Giangreco M. F.,Suter J. C.,Doyle M. B.Paraprofessionals in inclusive schools: A review of recent research.Journal of Educational and Psychological Consultation. 2010;20:41-57
22. Gilligan K. T.,Luiselli J. K.,Pace G. M.Training paraprofessional staff to implement discrete trial instruction: Evaluation of a practical performance feedback intervention.Behavior Therapist. 2007;30:63-66
23. Hall L. J.,Grundon G. S.,Pope C.,Romero A. B.Training paraprofessionals to use behavioral strategies when educating learners with autism spectrum disorders across environments.Behavioral Interventions. 2010;25:37-51
24. Horner R. H.,Carr E. G.,Halle J.,McGee G.,Odom S.,Wolery M.The use of single-subject research to identify evidence-based practice in special education.Exceptional Children. 2005;71:165-179
25. What does it take to scale up and sustain evidence-based. 2004;:
26. Klingner J. K.,Boardman A. G.,McMaster K. L.What does it take to scale up and sustain evidence-based practices?.Exceptional Children. 2013;79:195-211
27. Kretlow A. G.,Bartholomew C. C.Using coaching to improve the fidelity of evidence-based practices: A review of studies.Teacher Education and Special Education. 2010;33:279-299
28. Lawton K.,Kasari C.Teacher-implemented joint attention intervention: Pilot randomized controlled study for preschoolers with autism.Journal of Consulting and Clinical Psychology. 2012;80:687-693
29. Malmgren K. W.,Causton-Theoharis J. N.Boy in the bubble: Effects of paraprofessional proximity and other pedagogical decisions on the interactions of a student with behavioral disorders.Journal of Research in Childhood Education. 2006;20:301-312
30. McDonnell J.,Johnson J. W.,Polychronis S.,Risen T.Effects of embedded instruction on students with moderate disabilities enrolled in general education classes.Education and Training in Mental Retardation and Developmental Disabilities. 2002;37:363-377
31. McLean M. E.,Snyder P.,Smith B. J.,Sandall S. R.The DEC recommended practices in early intervention/early childhood special education: Social validation.Journal of Early Intervention. 2002;25:120-128
32. Neitzel J.,Wolery M.Implementation checklist for time delay. Chapel Hill, NC: The National Professional Development Center on Autism Spectrum Disorders, Frank Porter Graham Child Development Institute, The University of North Carolina; 2009a:
33. Neitzel J.,Wolery M.Steps for implementation: Least-to-most prompts. Chapel Hill: National Professional Development Center on Autism Spectrum Disorders, Frank Porter Graham Child Development Institute, The University of North Carolina; 2009b:
34. Least-to-most prompts. Chapel Hill: National Professional Development Center on Autism Spectrum Disorders.
35. Odom S. L.,Collet-Klingenberg L.,Rogers S. J.,Hatton D. D.Evidence-based practices in interventions for children and youth with autism spectrum disorders.Preventing School Failure. 2010;54:275-282
36. Odom S. L.,Cox A. W.,Brock M. E.Implementation science, professional development, and autism spectrum disorders.Exceptional Children. 2013;79:233-251
37. Reinke W. M.,Stormont M.,Webster-Stratton C.,Newcomer L. L.,Herman K. C.The incredible years teacher classroom management program: Using coaching to support generalization to real-world classroom settings.Psychology in the Schools. 2012;49:416-428
38. Robinson S. E.Teaching paraprofessionals of students with autism to implement pivotal response treatment in inclusive school settings using a brief video feedback training package.Focus on Autism and Other Developmental Disabilities. 2011;26:105-118
39. Russo A.School-based coaching.Harvard Education Letter. 2004;20:1-4
40. Schuster J. W.,Griffen A. K.,Wolery M.Comparison of simultaneous prompting and constant time delay procedures in teaching sight words to elementary students with moderate mental retardation.Journal of Behavioral Education. 1992;2:305-325
41. Schuster J. W.,Morse T. E.,Ault M. J.,Doyle P. M.,Crawford M. R.,Wolery M.Constant time delay with chained tasks: A review of the literature.Education & Treatment of Children. 1998;21:74-106
42. Snell M. E.Applying research to practice: The more pervasive problem?.Research and Practice for Persons With Severe Disabilities. 2003;28:143-147
43. Snyder P.,Hemmeter M. L.,Meeker K. A.,Kinder K.,Pasia C.,McLaughlin T.Characterizing key features of the early childhood professional development literature.Infants & Young Children. 2012;25:188-212
44. Spooner F.,Knight V. F.,Browder D. M.,Smith B. R.Evidence-based practice for teaching academics to students with severe developmental disabilities.Remedial and Special Education. 2011;33:347-387
45. Stokes T. F.,Baer D. M.An implicit technology of generalization.Journal of Applied Behavior Analysis. 1977;10:349-367
46. Sutherland K. S.,Wehby J. H.The effect of self-evaluation of teaching behavior in classrooms for students with emotional and behavioral disorders.The Journal of Special Education. 2001;35:161-171
47. U.S. Department of Education. (2010). Paraprofessionals employed (FTE) to provide special education and related services to children ages 6 through 21 under IDEA, Part B, by qualifications and state: Fall 2010 [Data file]. Available from http://ideadata.org
48. Wolery M.,Ault M. J.,Doyle P. M.Teaching students with moderate to severe disabilities: Use of response prompting strategies. New York, NY: Longman; 1992:
49. Wolery M.,Holcombe A.,Cybriwsky C.,Doyle P. M.,Schuster J. W.,Ault M. J.,Gast D. L.Constant time delay with discrete responses: A review of effectiveness and demographic, procedural, and methodological parameters.Research in Developmental Disabilities. 1992;13:239-266