A Module-Based Approach: Training Paraeducators on Evidence-Based Practices

Main Article Content

M. Alexandra Da Fonte
Andrea M. Capizzi

Abstract

Paraeducators are on the front lines in special education settings, providing support to teachers and students with significant disabilities and specific health-care needs. The important role they play demands efficient and cost-effective training in core skills. This study utilized a multiple-baseline across behaviors design to evaluate a module-based training program for paraeducators targeting three instructional strategies that are commonly used in the education of students with a wide range of disabilities: praise, pause, and prompts. Results demonstrated variability in accurate and consistent use of these practices across participants after completion of the modules. Implications for future research and practice are discussed.

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Article Details

How to Cite
Da Fonte, M. A., & Capizzi, A. M. (2015). A Module-Based Approach: Training Paraeducators on Evidence-Based Practices. Research, Advocacy, and Practice for Complex and Chronic Conditions, 34(1), 31–54. https://doi.org/10.14434/pders.v34i1.13823
Section
Advocacy and Policy
Author Biography

M. Alexandra Da Fonte, Vanderbilt Univeristy

M. Alexandra Da Fonte, Ph.D. is an Assistant Professor of the Practice of Special Education in the Department of Special Education at Peabody College of Education and Human Development at Vanderbilt University. Her primary research interests are in the areas of teacher training, bridging research to practice, working with students with complex communication needs, augmentative and alternative communication, and collaboration with paraeducators.