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Effects of Delayed Video-Based Feedback and Observing Feedback on Paraprofessional Implementation of Evidence-Based Practices for Students with Severe Disabilities
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Brock, Matthew E.; Barczak, Mary A.; Dueker, Scott A. – Focus on Autism and Other Developmental Disabilities, 2020
Coaching with live observation and immediate performance feedback is an effective means to train paraprofessionals, but might not always be feasible. We used a multiple baseline across participants design with six paraprofessionals who taught elementary students with severe disabilities to test the efficacy of two innovations designed to improve…
Descriptors: Feedback (Response), Video Technology, Evidence Based Practice, Paraprofessional School Personnel
Effects of Delayed Video-Based Feedback and Observing Feedback on Paraprofessional Implementation of Evidence-Based Practices for Students with Severe Disabilities
Peer reviewed Peer reviewed
PDF on ERIC Download full text
Direct linkDirect link
Brock, Matthew E.; Barczak, Mary A.; Dueker, Scott A. – Grantee Submission, 2020
Coaching with live observation and immediate performance feedback is an effective means to train paraprofessionals, but might not always be feasible. We used a multiple baseline across participants design with six paraprofessionals who taught elementary students with severe disabilities to test the efficacy of two innovations designed to improve…
Descriptors: Feedback (Response), Video Technology, Evidence Based Practice, Paraprofessional School Personnel
Two Effective Approaches for Helping Poor Readers.
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Burdett, Linda – British Journal of Special Education, 1986
Paired reading (with a helper) and an individualized approach employing a "pause, prompt, and praise" strategy were found equally effective in a comparison study involving 48 elementary students in Hong Kong with reading problems. Both forms of treatment produced greater gains than normal classroom instruction received by a control…
Descriptors: Elementary Education, Foreign Countries, Individual Instruction, Individualized Instruction
Increasing Peer-Tutoring Behaviors in a Third Grade Classroom.
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Jason, Leonard A.; Frasure, Susan – 1979
The use of prompting to increase peer-tutoring skills in an entire third grade classroom was investigated. A multiple baseline design was used in establishing three tutoring components: praise corrective feedback, and re-presenting the question. Results indicated that all three tutoring behaviors increased after prompting. During the last…
Descriptors: Behavior Patterns, Classroom Research, Elementary Education, Elementary School Students