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ERIC Number: EJ1238264
Record Type: Journal
Publication Date: 2020-Feb
Pages: 11
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0022-4669
EISSN: N/A
Available Date: N/A
The Effects of Didactic Instruction and Performance Feedback on Paraeducator Implementation of Behavior Support Strategies in Inclusive Settings
Sobeck, Emily E.; Robertson, Rachel; Smith, Jesse
Journal of Special Education, v53 n4 p245-255 Feb 2020
Many paraeducators have no formal education beyond high school and are provided with minimal training once on the job. Furthermore, as more schools turn to inclusionary practices, the impetus for highly qualified paraeducators becomes more important. However, little research has examined efficient ways to train paraeducators who work in inclusive classrooms. Through an adapted alternating treatments design (AATD), the general and comparative effects of two prominent training approaches were assessed: didactic instruction and performance feedback. Analysis of these approaches on paraeducators' use of positive behavior support strategies in inclusive settings revealed that with an equal amount of training time for each approach, performance feedback consistently produced stronger immediate and maintained effects than didactic instruction.
SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com.bibliotheek.ehb.be
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Junior High Schools; Middle Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: Office of Special Education Programs (ED/OSERS)
Authoring Institution: N/A
Identifiers - Location: Pennsylvania
Grant or Contract Numbers: H325D110001
Author Affiliations: N/A