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Direct linkZimmerman, Kathleen N.; Ledford, Jennifer R.; Severini, Katherine E. – Focus on Autism and Other Developmental Disabilities, 2019
The effectiveness of a weighted blanket intervention and structured work boxes for improving engagement for a child with autism during math circle time in a general education kindergarten classroom were evaluated relative to baseline using an alternating treatments design. The structured work boxes resulted in higher levels of engagement, and the…
Descriptors: Learner Engagement, Autism, Pervasive Developmental Disorders, Class Activities
Download full textLedford, Jennifer R.; Zimmerman, Kathleen N.; Harbin, Emilee R.; Ward, Sarah E. – Grantee Submission, 2017
Coaching has been shown to improve the use of evidence-based instructional practices (EBIPs), but relatively few studies have been conducted to assess the effectiveness of coaching for adults belonging to minority groups and paraprofessionals in public elementary school settings. In this study, a multiple probe design across participants was used…
Descriptors: Evidence Based Practice, Instructional Improvement, Paraprofessional School Personnel, Elementary Schools
Ledford, Jennifer R.; Zimmerman, Kathleen N.; Chazin, Kate T.; Patel, Natasha M.; Morales, Vivian A.; Bennett, Brittany P. – Journal of Behavioral Education, 2017
Paraprofessionals need adequate training and supports to assist young children with autism spectrum disorders to engage in appropriate social interactions during small group activities with their peers. In this study, we used in situ coaching and brief post-session feedback to improve the use of environmental arrangement, prompting, and praise by…
Descriptors: Paraprofessional School Personnel, Young Children, Autism, Pervasive Developmental Disorders
Ledford, Jennifer R.; Zimmerman, Kathleen N.; Chazin, Kate T.; Patel, Natasha M.; Morales, Vivian A.; Bennett, Brittany P. – Grantee Submission, 2017
Paraprofessionals need adequate training and supports to assist young children with autism spectrum disorders to engage in appropriate social interactions during small group activities with their peers. In this study, we used in-situ coaching and brief post-session feedback to improve the use of environmental arrangement, prompting, and praise by…
Descriptors: Paraprofessional School Personnel, Young Children, Autism, Pervasive Developmental Disorders
