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Special Educators as Coaches to Support Paraprofessional Implementation of Functional Communication Training
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Walker, Virginia L.; Carpenter, Megan E.; Clausen, Amy; Ealer, Katherine; Lyon, Kristin J. – Journal of Positive Behavior Interventions, 2021
The purpose of this study was to examine the effects of special educators' delivery of training that included an initial training session and follow-up coaching on paraprofessional implementation of an evidence-based practice for students with autism spectrum disorder (ASD). Three special educators each trained a paraprofessional in their…
Descriptors: Special Education Teachers, Teacher Role, Paraprofessional School Personnel, Coaching (Performance)
Events That Help and Hinder Family-Teacher Communication within SWPBIS: A Qualitative Analysis
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Strickland-Cohen, M. Kathleen; Kyzar, Kathleen B. – Journal of Positive Behavior Interventions, 2019
To explore family-professional partnership within schoolwide positive behavioral interventions and supports (SWPBIS), we conducted a qualitative analysis of the perceptions of family members of students with Tier 1 and Tier 2 behavior support needs related to events that impact the quality of their communication with teachers. Family member…
Descriptors: Family School Relationship, Partnerships in Education, Positive Behavior Supports, Intervention
Perceptions of Contextual Features Related to Implementation and Sustainability of School-Wide Positive Behavior Support
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McIntosh, Kent; Predy, Larissa K.; Upreti, Gita; Hume, Amanda E.; Turri, Mary G.; Mathews, Susanna – Journal of Positive Behavior Interventions, 2014
The purpose of this study was to assess the perceived importance of specific contextual variables for initial implementation and sustainability of School-Wide Positive Behavior Support (SWPBS). A large, national sample of 257 school team members completed the "School-Wide Universal Behavior Sustainability Index: School Teams", a…
Descriptors: Behavior Modification, Educational Environment, Behavior Problems, Student Behavior
Behavior Support Strategies in Early Childhood Settings: Teachers' Importance and Feasibility Ratings
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Stormont, Melissa; Lewis, Timothy J.; Covington Smith, Sandra – Journal of Positive Behavior Interventions, 2005
The current study investigated early childhood professionals' opinions regarding the use of behavioral supports for children with challenging behavior. Participants included early childhood special education teachers, Title I teachers, speech and language pathologists, instructional aids and paraprofessionals, physical therapists, and school…
Descriptors: School Psychologists, Disabilities, Young Children, Special Needs Students