Play to Teach: Coaching Paraeducators to Facilitate Communication in the Preschool Classroom

Paraeducators are ideal candidates for delivering communication interventions to children with developmental disabilities and delays (DD) because they spend a significant amount of time with these children. However, professional development is often inadequate and limited research supports best prac...

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Bibliographic Details
Published inAmerican journal on intellectual and developmental disabilities Vol. 124; no. 6; pp. 497 - 510
Main Authors Frantz, Rebecca, Hansen, Sarah G, Erturk, Buket, Machalicek, Wendy, Squires, Jane, Raulston, Tracy J
Format Journal Article
LanguageEnglish
Published United States American Association on Intellectual and Developmental Disabilities 01.11.2019
American Association of Intellectual & Developmental Disabilities
Subjects
Autistic children
Behavior modification
Camcorders
Classrooms
Coaching (Performance)
Communication
Communication Skills
Developmental Delays
Developmental Disabilities
Inservice training
Intervention
Paraprofessional School Personnel
Preschool children
Preschool Education
Program Effectiveness
Staff Development
Students
Students with Disabilities
Teaching
Teaching Methods
Training
Young Children
preschool classroom
paraeducators
coaching
developmental delays
communication
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Summary:Paraeducators are ideal candidates for delivering communication interventions to children with developmental disabilities and delays (DD) because they spend a significant amount of time with these children. However, professional development is often inadequate and limited research supports best practices. Additionally, paraeducators work with multiple children with varying skill levels. Little research has been conducted on the use of existing strategies with multiple children. This single-case study examines the effect of a training package on paraeducators' fidelity of intervention implementation with a child dyad and subsequent child outcomes. Results suggest that formal coaching contributed to improved fidelity of intervention implementation. Furthermore, paraeducators were able to use intervention strategies with children with varying communication skills and goals. Variable increases in child communication were also detected.
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ISSN:1944-7515
1944-7558
DOI:10.1352/1944-7558-124.6.497