Document Type
Article
Publication Date
9-2000
Publication Title
Journal of Positive Behavior Interventions
Publisher
Sage Journals
DOI
https://doi.org/10.1177/1098300720957995
Abstract
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.
Recommended Citation
Please use the publisher's recommended citation.
Included in
Special Education and Teaching Commons, Teacher Education and Professional Development Commons