Practice-Based Coaching to Support Paraeducator Implementation of Shared Book-Reading Strategies in Preschool

Artman-Meeker K. Fettig A. Barton E. E. Penney A. Zeng S. (2015). Applying an evidence-based framework to the early childhood coaching literature. Topics in Early Childhood Special Education, 35(3), 183–196. https://doi.org/10.1177%2F0271121415595550

Becker K. D. Domitrovich C. E. (2011). The conceptualization, integration, and support of evidence-based interventions in the schools. School Psychology Review, 40(4), 582–589. https://doi.org/10.1080/02796015.2011.12087531

Chopra R. V. Sandoval-Lucero E. Aragon L. Bernal C. De Balderas H. B. Carroll D. (2004). The paraprofessional role of connector. Remedial & Special Education, 25(4), 219–31. https://doi.org/10.1177/07419325040250040501

Conroy M. A. Sutherland K. S. Vo A. K. Carr S. Ogston S. (2014). Early childhood teachers’ use of effective instructional practices and the collateral effects on young children’s behavior. Journal of Positive Behavior Interventions, 16, 81–92. https://doi.org/10.1177/1098300713478666

Hall L. J. Grundon G. S. Pope C. Romero A. B. (2010). Training paraprofessionals to use behavioral strategies when educating learners with autism spectrum disorders across environments. Behavioral Interventions, 25, 37–51. https://doi.org/10.1002/bin.294

Ledford J. R. Zimmerman K. N. Harbin E. R. Ward S. E. (2018). Improving the use of evidence-based instructional practices for paraprofessionals. Focus on Autism & Other Developmental Disabilities, 33(4), 206–216. https://doi.org/10.1177%2F1088357617699178

Lerman D. C. Luck K. M. Smothermon S. Zey B. A. Custer T. Smith L. D. (2019). Training of paraprofessionals by their classroom teachers: A descriptive evaluation of pyramidal training outcomes. Journal of Behavioral Education, 29, 675–698. https://doi.org/10.1007/s10864-019-09341-w

McCollum J. A. Hemmeter M. L. Hsieh W. Y. (2013). Coaching teachers for emergent literacy instruction using performance-based feedback. Topics in Early Childhood Special Education, 33, 28–37. https://doi.org/10.1177/0271121411431003

Shannon D. K. Snyder P.A. Hemmeter M. L. McLean M. (2020). Exploring coach-teacher interactions within a practice-based coaching partnership. Topics in Early Childhood Special Education. Advance online publication. https://doi.org/10.1177/0271121420910799

Snyder P. Hemmeter M. L. Artman Meeker K. Kinder K. Pasia C. McLaughlin T . (2012). Characterizing key features of the early childhood professional development literature. Infants & Young Children, 25(3), 188–212. https://doi.org/10.1097/IYC.0b013e31825a1ebf

Snyder P. A. Hemmeter M. L. Fox L. (2015). Supporting implementation of evidence-based practices through practice-based coaching. Topics in Early Childhood Special Education, 35(3), 133–143. https://doi.org/10.1177/0271121415594925

Sutherland K. S. Conroy M. A. Vo A. Ladwig C. (2015). Implementation integrity of practice-based coaching: Preliminary results from the BEST in CLASS efficacy trial. School of Mental Health, 7(1), 21–33. https://doi.org/10.1007/s12310-014-9134-8

Towson J. A. Gallagher P. A. Bingham G. E. (2016). Dialogic reading: Language and preliteracy outcomes for young children with disabilities. Journal of Early Intervention, 38, 230–246. https://doi.org/10.1177/1053815116668643

Towson J. A. Green K. B. Abarca D. L. (2020). Reading beyond the book: Educating Paraprofessionals to implement dialogic reading for preschool children with language impairments. Topics in Early Childhood Special Education, 40(2), 68–83. https://doi.org/10.1177/0271121418821