| Title |
Impact of a Teacher-as-Coach Model: Improving Paraprofessionals Fidelity of Implementation of Discrete Trial Training for Students with Moderate-to-Severe Developmental Disabilities
|
|---|---|
| Published in |
Journal of Autism and Developmental Disorders, March 2017
|
| DOI | 10.1007/s10803-017-3086-4 |
| Pubmed ID | |
| Authors |
Rose A. Mason, Alana G. Schnitz, Howard P. Wills, Raia Rosenbloom, Debra M. Kamps, Darcey Bast |
| Abstract |
Ensuring educational progress for students with moderate-to-severe developmental disabilities requires exposure to well executed evidence-based practices. This necessitates that the special education workforce, including paraprofessionals, be well-trained. Yet evidence regarding effective training mechanisms for paraprofessionals is limited. A multiple baseline design across five teachers was used to evaluate the impact of online instructional modules and a Practice-Based Coaching (PBC) model with teacher-as-coach on their paraprofessionals' fidelity of discrete trial training (DTT). Implementation of the instructional modules yielded little to no change in paraprofessionals' DTT fidelity, however, a clear functional relation between PBC and improvement in paraprofessionals' fidelity of implementation of DTT was demonstrated. Implications for future research and practice are discussed. |
X Demographics
The data shown below were collected from the profiles of 2 X users who shared this research output. Click here to find out more about how the information was compiled.
Geographical breakdown
| Country | Count | As % |
|---|---|---|
| United States | 2 | 100% |
Demographic breakdown
| Type | Count | As % |
|---|---|---|
| Members of the public | 2 | 100% |
Mendeley readers
The data shown below were compiled from readership statistics for 123 Mendeley readers of this research output. Click here to see the associated Mendeley record.
Geographical breakdown
| Country | Count | As % |
|---|---|---|
| Unknown | 123 | 100% |
Demographic breakdown
| Readers by professional status | Count | As % |
|---|---|---|
| Student > Ph. D. Student | 27 | 22% |
| Student > Master | 15 | 12% |
| Student > Doctoral Student | 12 | 10% |
| Researcher | 9 | 7% |
| Professor > Associate Professor | 6 | 5% |
| Other | 17 | 14% |
| Unknown | 37 | 30% |
| Readers by discipline | Count | As % |
|---|---|---|
| Social Sciences | 27 | 22% |
| Psychology | 24 | 20% |
| Medicine and Dentistry | 7 | 6% |
| Arts and Humanities | 5 | 4% |
| Nursing and Health Professions | 3 | 2% |
| Other | 12 | 10% |
| Unknown | 45 | 37% |
Attention Score in Context
This research output has an Altmetric Attention Score of 2. This is our high-level measure of the quality and quantity of online attention that it has received. This Attention Score, as well as the ranking and number of research outputs shown below, was calculated when the research output was last mentioned on 28 May 2017.
All research outputs
#15,514,245
of 23,867,274 outputs
Outputs from Journal of Autism and Developmental Disorders
#3,829
of 5,240 outputs
Outputs of similar age
#186,016
of 310,680 outputs
Outputs of similar age from Journal of Autism and Developmental Disorders
#82
of 108 outputs
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