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Direct linkHamberger, Rachel J.; Evmenova, Anya S.; Coogle, Christan Grygas; Regan, Kelley S. – Topics in Early Childhood Special Education, 2022
We examined whether there was a functional relation between BIE eCoaching with parents of young children with language disorders and parent provision of natural communication opportunities and whether parents maintained their provision of natural communication opportunities when the intervention was faded. Data also were collected to assess the…
Descriptors: Assistive Technology, Coaching (Performance), Parent Education, Training
Hamberger, Rachel – ProQuest LLC, 2021
Language disorders are the most common developmental delay, impacting up to 40% of children under the age of five. Delays in language can lead to academic, social, and behavioral difficulties. Early intervention is essential for building language skills and decreasing potential impacts on other areas of development. Research indicates that the…
Descriptors: Parent Education, Training, Coaching (Performance), Parent Participation
Walker, Virginia L.; Douglas, Karen H.; Brewer, Chelsea – Teacher Education and Special Education, 2020
As paraprofessionals gain more instructional responsibilities for individual students, feasible training strategies must be established to promote effective delivery of instruction. This train-the-trainer study was designed to teach paraprofessionals how to implement an evidence-based instructional practice under the direction of the classroom…
Descriptors: Paraprofessional School Personnel, Special Education Teachers, Teacher Education, Training
Suhrheinrich, Jessica; Rieth, Sarah R.; Dickson, Kelsey S.; Stahmer, Aubyn C. – Exceptional Children, 2020
Classroom pivotal response teaching (CPRT) is an evidence-based practice (EBP) adapted for classroom use. A recent effectiveness trial of CPRT involved training 98 special education classrooms in Southern California. The Exploration, Planning, Implementation, and Sustainment (EPIS) conceptual framework illustrates the impact of inner- and…
Descriptors: Teaching Methods, Evidence Based Practice, Instructional Effectiveness, Special Education Teachers
Download full textMurphy, Adria; Robinson, Suzanne Elaine; Cote, Debra L.; Karge, Belinda Dunnick; Lee, Trissie – Journal of Special Education Apprenticeship, 2016
Research has shown that students with moderate-severe disabilities need direct and frequent social instruction in order to communicate and play with their peers. At the same time, there is little commensurate support for the paraprofessionals tasked with providing this support. It is imperative, then, that paraprofessionals have effective…
Descriptors: Paraprofessional School Personnel, Behavior Modification, Video Technology, Interpersonal Relationship
Chung, Man Sum – ProQuest LLC, 2016
Given that more paraprofessionals are hired to deliver one-on-one intervention to children with Autism Spectrum Disorder (ASD) under the auspices of behavioral health agencies, it is important that these paraprofessionals receive adequate supervision to support their implementation of high quality intervention while often working alone without…
Descriptors: Training, Outcomes of Treatment, Electronic Mail, Feedback (Response)
