Coaching Paraprofessionals to Promote Engagement and Social Interactions During Small Group Activities

被引：16

作者：

Ledford, Jennifer R. ^{[1
]}

Zimmerman, Kathleen N. ^{[1
]}

Chazin, Kate T. ^{[1
]}

Patel, Natasha M. ^{[1
]}

Morales, Vivian A. ^{[1
]}

Bennett, Brittany P. ^{[1
]}

机构：

[1] Vanderbilt Univ, Peabody Box 228, Nashville, TN 37208 USA

来源：

JOURNAL OF BEHAVIORAL EDUCATION | 2017年 / 26卷 / 04期

关键词：

Engagement; Social interactions; Paraprofessionals; Autism; Multiple baseline; EARLY INTERVENTION; YOUNG-CHILDREN; AUTISM; STAFF; STUDENTS; SKILLS; TEACHERS; TRIAL; MODEL;

D O I：

10.1007/s10864-017-9273-8

中图分类号：

G76 [特殊教育];

学科分类号：

040109 ;

摘要：

Paraprofessionals need adequate training and supports to assist young children with autism spectrum disorders to engage in appropriate social interactions during small group activities with their peers. In this study, we used in situ coaching and brief post-session feedback to improve the use of environmental arrangement, prompting, and praise by three paraprofessionals working in inclusive classrooms. Results suggested the brief coaching intervention was effective for improving target behaviors. In addition, generalized use of behaviors and child outcomes were positive. In situ feedback is a promising practice for improving use of evidence-based practices by non-certified personnel in early childhood settings.

引用

页码：410 / 432

页数：23