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 classroom to implement functional communication training (FCT) to address the challenging behavior of a student with ASD. The training procedures incorporated the following aspects of behavioral skills training: instruction, modeling, rehearsal, and feedback. Training from special educators resulted in high levels of paraprofessional FCT implementation that maintained over time for two paraprofessionals. Special educators and paraprofessionals found the training to be practical and effective. We present implications for practice and future research directions for paraprofessional training models focused on challenging behavior interventions.
AndzikN. R.Cannella-MaloneH. I.SigafoosJ. (2016). Practitioner-implemented functional communication training: A review of the literature. Research and Practice for Persons with Severe Disabilities, 41(2), 79–89. https://doi.org/10.1177/1540796916633874
2.
AshbakerB. Y.MorganJ. (2015). The paraprofessional’s guide to effective behavioral intervention. Routledge.
3.
BretonW. (2010). Special education paraprofessionals: Perceptions of preservice preparation, supervision, and ongoing developmental training. International Journal of Special Education, 25(1), 34–45.
4.
BrockM. E.AndersonE. J. (2020). Training paraprofessionals who work with students with intellectual and developmental disabilities: What does the research say?Psychology in the Schools Advance online publication. https://doi.org/10.1002/pits.22386
5.
BrockM. E.CarterE. W. (2016). Efficacy of teachers training paraprofessionals to implement peer support arrangements. Exceptional Children, 82(3), 354–371. https://doi.org/10.1177/0014402915585564
6.
BrownF. E.McDonnellJ. J.SnellM. E. (2019). Instruction of students with severe disabilities (9th ed.). Pearson.
7.
CarrE. G.DurandV. M. (1985). Reducing behavior problems through functional communication training. Journal of Applied Behavior Analysis, 18(2), 111–126. https://doi.org/10.1901/jaba.1985.18-111
8.
CarterE.O’RourkeL.SiscoL. G.PelsueD. (2009). Knowledge, responsibilities, and training needs of paraprofessionals in elementary and secondary schools. Remedial and Special Education, 30(6), 344–359. https://doi.org/10.1177/0741932508324399
DavisJ. R.RawanaE. P.CapponiD. K. (1989). Acceptability of behavioral staff management techniques. Behavioral Interventions, 4(1), 23–44. https://doi.org/10.1002/bin.2360040104
11.
DouglasS. N.ChapinS. E.NolanJ. F. (2016). Special education teachers’ experiences supporting and supervising paraeducators: Implications for special and general education settings. Teacher Education and Special Education, 39(1), 60–74. https://doi.org/10.1177/0888406415616443
12.
FisherM.PleasantsS. L. (2012). Roles, responsibilities, and concerns of paraeducators: Findings from a statewide survey. Remedial and Special Education, 33(5), 287–297. https://10.1177/0741932510397762
13.
GohA. E.BambaraL. M. (2012). Individualized positive behavior support in school settings: A meta-analysis. Remedial and Special Education, 33(5), 271–286. https://doi.org/10.1177/0741932510383990
KirkpatrickM.AkersJ.RiveraG. (2019). Use of behavioral skills training with teachers: A systematic review. Journal of Behavioral Education, 28(3), 344–361. https://doi.org/10.1007/s1084-019-09322-z
16.
KretlowA. G.BartholomewC. C. (2010). Using coaching to improve the fidelity of evidence-based practices: A review of studies. Teacher Education and Special Education, 33(4), 279–299. http://doi.org/10.1177/0888406410371643
17.
LedfordJ. R.GastD. L. (2018). Single case research methodology (3rd ed.). Routledge
18.
LermanD. C.LuckK. M.SmothermonS.ZeyB. A.CusterT.SmithL. D. (2019). Training of paraprofessionals by their classroom teachers: A descriptive evaluation of pyramidal training outcomes. Journal of Behavioral Education. Advance online publication. https://doi.org/10.1007/s10864-019-09341-w
19.
MasonR. A.GunerselA. B.IrvinD. W.WillsH. P.GregoriE.AnZ. G.IngramP. B. (2020). From the frontlines: Perceptions of paraprofessionals’ roles and responsibilities. Teacher Education and Special Education. Advance online publication. https://doi.org/10.1177/0888406419896627
20.
MuharibR.PenningtonR. C. (2019). My student cannot wait! Teaching tolerance following functional communication training. Beyond Behavior, 28(2), 99–107. https://doi.org/10.1177/1074295619852106
21.
O’NeillR. E.AlbinR. W.StoreyK.SpragueJ. R.HornerR. H. (2015). Functional assessment and program development for problem behavior: A practical handbook. Cengage Learning.
22.
PaclawskyjT. R.MatsonJ. L.RushK. S.SmallsY.VollmerT. R. (2000). Questions about behavioral function (QABF): A behavior checklist for functional assessment of aberrant behavior. Research in Developmental Disabilities, 21(3), 223–229.
23.
ProbstK.WalkerV. L. (2017). Using the system of least prompts to teach personal hygiene skills to a high school student with comorbid visual impairment and autism spectrum disorder. Journal of Visual Impairment and Blindness, 111(6), 511–525.
24.
ReedF. D.BlackmanA. L.ErathT. G.BrandD.NovakM. D. (2018). Guidelines for using behavioral skills training to provide teacher support. TEACHING Exceptional Children, 50(6), 373–380. https://doi.org/10.1177.0040059918777241
25.
RispoliM.NeelyL.LangR.GanzJ. (2011). Training paraprofessionals to implement interventions for people with autism spectrum disorders: A systematic review. Developmental Neurorehabilitation, 14(6), 378–388. https://doi.org/10.3109/17518423.2011.620577
26.
SobeckE. E.RobertsonR. (2019). Perspectives on current practices and barriers to training for paraeducators of students with autism in inclusive settings. Journal of the American Academy of Special Education Professionals, 151–159.
27.
SteinbrennerJ. R.HumeK.OdomS. L.MorinK. L.NowellS. W.TomaszewskiB.SzendreyS.McIntyreN. S.Yücesoy-ÖzkanS.SavageM. N. (2020). Evidence-based practices for children, youth, and young adults with autism. The University of North Carolina at Chapel Hill, Frank Porter Graham Child Development Institute, National Clearinghouse on Autism Evidence and Practice Review Team. https://ncaep.fpg.unc.edu/sites/ncaep.fpg.unc.edu/files/imce/documents/EBP%20Report%202020.pdf
28.
StokesT. F.BaerD. M. (1977). An implicit technology of generalization. Journal of Applied Behavior Analysis, 10(2), 349–367. https://doi.org/10.1901/jaba.1977.10-349
WalkerV. L.CarpenterM. E.LyonK. J.ButtonL. (2020). A meta-analytic review of paraprofessional-implemented interventions to address challenging behavior among students with disabilities. Journal of Positive Behavior Interventions. Advance online publication. https://doi.org/10.1177/1098300720911147
31.
WalkerV. L.CoogleC.LyonK. J.TurfM. (2020). A meta-analytic review of paraprofessional-implemented interventions for students with autism spectrum disorder. Psychology in the Schools. Advance online publication. https://doi.org/10.1002/pits.22380
32.
WalkerV. L.LyonK. J.LomanS. L.SennottS. (2018). A systematic review of Functional Communication Training (FCT) interventions involving augmentative and alternative communication in school settings. Augmentative and Alternative Communication, 34, 118–129. https://doi.org/10.1080/07434618.2018.1461240
WoodC. L.GoodnightC. I.BethuneK. S.PrestonA. I.CleaverS. L. (2016). Role of professional development and multi-level coaching in promoting evidence-based practice in education. Learning Disabilities: A Contemporary Journal, 14(2), 159–170.
YatesP.ChopraR.SobeckE.DouglasS.MoranoS.WalkerV. L.SchulzeR. (2020). Working with paraeducators: Tools and strategies for planning, performance feedback, and evaluation. Intervention in School and Clinic, 56(1), 43–50. https://doi.org/10.1177/1053451220910740
