Training Paraeducators to Implement a Group Contingency Protocol: Direct and Collateral Effects

• Published in: Behavioral disorders Vol. 38; no. 1; pp. 18 - 37
• Main Authors: Maggin, Daniel M., Fallon, Lindsay M., Sanetti, Lisa M. Hagermoser, Ruberto, Laura M.
• Format: Journal Article
• Language: English
• Published: Los Angeles, CA Council for Children with Behavioral Disorders 01.11.2012; SAGE Publications; Sage Publications, Inc; SAGE PUBLICATIONS, INC
• Subjects: Academic Achievement; Academic Failure; Aggression; Behavior disorders; Behavior Modification; Behavior Problems; Behavioral disorders; Classroom Environment; Classroom management; Classroom observations; Contingency Management; Developmental Disabilities; Emotional disorders; Feedback (Response); Fidelity; Group Activities; Intervention; Middle Schools; Mood disorders; Observational research; Paraprofessional School Personnel; Program Effectiveness; Program Implementation; School Personnel; Self Contained Classrooms; Special education; Student Behavior; Student Role; Students; Students with Disabilities; Study and teaching; Teacher Role; Teachers; Teaching Methods; Team Teaching; Trainees; Training; Training Methods
• ISSN: 0198-7429; 2163-5307
• DOI: 10.1177/019874291203800103

The present study investigated the effects of an intensive training protocol on levels of paraeducator fidelity to a group contingency intervention used to manage the classroom behavior of students with EBD. A multiple baseline design across classrooms was used to determine whether the training was associated with initial and sustained increases in treatment fidelity. Data were also collected on the effects of paraeducator use of the group contingency program on rates of paraeducator, teacher, and student behavior. Results indicated that the training package was associated with immediate increases in paraeducator fidelity, which were subsequently sustained following the removal of systematic performance feedback on paraeducator adherence to the protocol. The implementation of the group contingency program by paraeducators also led to increases in the rates of interactions between paraeducators and students, increases in the rates of teacher instruction, and decreases in the rates of aggressive behavior by students. Findings of the study are discussed within the context of developing effective training methods for paraeducators working alongside students with EBD.