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Training Paraeducator: Didactic Instruction or Performance Feedback?
This document summarizes a presentation on research into effective training methods for paraeducators. It discussed: 1. Background on the increasing role of paraeducators and lack of training. 2. A study that compared the effectiveness of didactic instruction versus performance feedback for training paraeducators to use positive behavior support strategies. 3. The results showed that performance feedback led to immediate and sustained usage of strategies, while effects of didactic instruction decreased over time.
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Training Paraeducator: Didactic Instruction or Performance Feedback?
- 1. Training Paraeducators: Didactic Instruction or Performance Feedback? EmilySobeck, MEd University of Pittsburgh National Resource Center for Paraeducators 33rd Annual Conference Chicago, IL 4.1.2016 10:00-11:30am
- 2. About Me Education/Certifications Teaching Experience Current Position Research Interests Paraeducator Training
- 3. Agenda Background onParaeducator Training Problem Why Didactic Instruction & Performance Feedback? What has been studied in the past? Recent study Methods & Procedures Results Conclusions Future Directions for Research Implications for Practice/Action Steps Summary Questions
- 4. What does paraeducatortraining look like at your school? What has your experience been with paraeducator training?
- 5. Background Many schoolsuse paraeducator support to help meet the needs of students with disabilities (Fisher & Pleasants, 2012), making the use of paraeducators a common practice (Hall et al., 2010). Over last 10 years, number of paraeducators has increased 123% (McCulloch and Noonan, 2013). Focus in both legislation and school practice on providing services to students in inclusive settings as redefined the role of paraeducators (Giangreco et al., 2001). Large part of their role focuses on providing behavior support and implementing behavior management plans (Carter et al., 2009; Fisher & Pleasants, 2011; Giangreco & Broer, 2005; Carlson et al., 2000)
- 6. Problem No educationalrequirements, many paraeducators have no formal education beyond high school (Fisher & Pleasants, 2012). Training tends to be unavailable or deficient (Hall, 2010). No specific guidance from legislation on how to prepare and train paraeducators (IDEA, 2004l NCLB, 2002; PA School Code, 2008). The lack of training has been shown to negatively affect the students they support (Brown et al., 1999). Current literature suggests additional training, but is less clear on how such trainings should be structured and delivered (Brock & Carter, 2013). Paraeducator training is one of the least experimentally investigated areas of special education (Giangreco et al., 2001).
- 7. Why DI &PF? With the paraeducator training research being limited, led to the examination of teacher training literature. Didactic instruction alone is not sufficient (Hans & Weiss, 2005) PF is and evidence-based practice (Kratochwill et al., 2010; Fallon et al., 2015) Training packages that include performance feedback have shown promising effects (Duchaine, Jolivette, & Fredrick, 2011; Hawkins & Heflin, 2011). Didactic instruction still has a strong presence within the training practices of school districts (Sobeck & Robertson, Under Review).
- 8. Do paraeducators inyour school receive performance feedback? If so, how often and who usually provides this feedback?
- 9. Current Literature 11Experimental studies on training paraeducators to implement social or behavioral strategies. Focus on student need Individualized strategies (1, 5, 7, 8, 9, 11) Social interaction strategies (2, 4, 6) Only 2 focused on universal strategies (PRT; 3, 10) 6 inclusive setting (2, 3, 4, 6, 10, 11) Academic instruction (2, 6) Overall, 2 studies looked at universal strategies in an inclusive setting- PRT 2 studies looked at training paraeducators to use strategies during academic instruction (2, 6). No studies examined training paraeducators on universal behavior support strategies used during academic class instruction in an inclusive setting
- 10. The Effects ofDidactic Instruction and Performance Feedback on Paraeducators’ Use of Positive Behavior Support Strategies in Inclusive Settings 1. What effect does didactic instruction have on paraeducators’ use of positive behavior support strategies? 2. What effect does performance feedback have on paraeducators’ use of positive behavior support strategies? 3. Is there a difference in paraeducators’ immediate and sustained use of positive behavior support strategies when trained using didactic instruction or performance feedback?
- 11. Setting Rural schooldistrict south of Pittsburgh, PA 2,355 students in district 18% of students have an IEP 35% are given a free or reduced lunch 94.3% of students are Caucasian, 3.1% African-American, 1.8% Multiracial, and .4% Hispanic 4 classrooms across 3 buildings 2 middle school classrooms 8th grade Pre-biology 7th grade world geography 2 elementary classrooms 4th grade social studies 5th grade science
- 12. Participants 4 femaleCaucasian paraeducators Ages: 47-58 Years as a paraeducator: 7-18 Education level: some college (N=3), bachelors degree (N=1) Para A: 6 students in middle school pre-biology Para B: 7 students in middle school world geography Para C: 7 students in elementary social studies Para D: 2 students in elementary science
- 13. Study Design Adapted AlternatingTreatments Design replicated across 4 paraeducators 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 Frequency Sessions Baseline MaintenanceIntervention
- 14. Dependent Variables OTR EICBSP • An academic question delivered by a paraeducator that attempts to evoke an oral, gestural, or written response. • 5 Steps: • Gain attention • Deliver one academic question • Clear & concise • Affirmative or neutral affect • Wait time- 3 seconds • A behavioral instruction that includes a “do” or “action” command. • 5 Steps: • Gain attention • Deliver 1-3 “do” command(s) • Clear & concise • Affirmative or neutral affect • Wait time-3 seconds • A verbal statement of approval or praise that identifies the behavior being reinforced. • 5 Steps: • Gain attention • Deliver praise • Identifies behavior • Affirmative or neutral affect • Wait time- 3 seconds
- 15. Independent Variables Didactic InstructionPerformance Feedback • Mimic “typical” in-service training • One OTR session & one BSP session • Nicholls, G. (2002). Developing teaching and learning in higher education. • Department of Education’s PPTs for school districts to use to train paraeducators. • 180 minutes • Presentation-style workshop (18) • Examples & Non-examples • Large group & small group discussions • Video examples • Scenarios • Hands-on activities • Question & answer • Paraeducators got PF on the DV that they did not get didactic instruction on. • One 10-minute strategy review • Handout, discussion, questions • Nine 20-minute sessions • 15-minute observation • 5-minute feedback by PI • Meet at the end of class period • During observation evaluated the paraeducators’ use of one strategy. • Feedback session included: • Minimum of two strengths • Minimum of two areas of improvement • A time for questions • Visual display of graphed data
- 16. Procedures Baseline: videosuploaded by paraeducators Interventions: • Didactic Instruction- 180 minutes (OTR & BSP) • Performance Feedback- Strategy review & nine 20-minute sessions • Paraeducators uploaded videos each day PF is given • 2 paraeducators had didactic instruction on OTR and performance feedback on BSP • 2 other paraeducators had didactic instruction on BSP and performance feedback on OTR • EIC served as control Maintenance • All interventions withheld • Paraeducators upload videos 2x a week for 5 weeks
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- 20. Results Coding Classroomsare never the same each day! Each video coded and scanned for a 20-minute period of time Included teacher presentation, guided practice and independent/group work. Tried to have 20-minute videos that included similar class activities per day.
- 21. Paraeducator A Supported 6students in an 8th grade pre-biology classroom
- 22. Paraeducator B Supported 7students in a 7th grade world geography classroom
- 23. Paraeducator C Supported 7students in a 4th grade social studies classroom
- 24. Paraeducator D Supported 2students in a 5th grade pre-biology classroom
- 25. Conclusions Immediate increaseduse of strategies after didactic instruction. Higher rates of performance demonstrated after performance feedback began. All paraeducators maintained or increased their level of performance of the skills taught with PF, while the skill taught with didactic instruction gradually decreased. PF produced better effects than didactic instruction across all 4 paraeducators. Maintenance data indicated that the strategy taught using PF maintained at a higher level than the strategy taught using didactic instruction.
- 26. Conclusions Research Question#1: What effect does didactic instruction have on paraeducators’ use of positive behavior support strategies? Some effect on strategy use Increase then a gradual decrease or variable performance Maintenance- continued to perform at low levels Does not produce sustained effects (Hans & Weiss (2005)
- 27. Conclusions Research Question#2: What effect does performance feedback have on paraeducators’ use of positive behavior support strategies? Considerable immediate increase in strategy use Higher than strategies taught using didactic instruction Maintained at a similar or higher level in maintenance
- 28. Conclusions Research Question#3: Is there a difference in paraeducators’ immediate and sustained use of positive behavior support strategies when trained using didactic instruction or performance feedback? PF was superior training approach for these 4 paraeducators PF out performed didactic instruction across all 4 paraeducators Both during intervention and maintenance Paraeducators reported preference for PF over didactic instruction
- 29. Limitations Paraeducator C-2 baseline data points Several gaps in data due to scheduling conflicts Foundational difference in delivery of approaches OTR coded as questions only Controlled for time, paraeducators moved from intervention to maintenance based on time, not stable responding Varying technology issues prevented some instances of the DVs from being coded
- 30. Implications for Research 1.Replication of current study 1. Feasibility and sustainability of a PF training program for paraeducators. Deliver less frequently, technology, schedule-friendly 2. Cost-to-Benefit Analysis Positive outcomes, but do benefits outweigh time/costs? 3. Paraeducator/Teacher Dyad Training Strengthen classroom partnership (Jones et al., 2012) Improve working relationship (Fisher & Pleasants, 2012)
- 31. Implications for Practice Importance of incorporating PF Significant level of improvement PF may produce better immediate and sustained effects than didactic instruction alone Consider most efficient way to use the little amount of training time allocated for paraeducators
- 32. Action Steps Determine“who” Figure out “what” Design program that best fits schedule and funds Initial overview Number of PF sessions Format: in-person, video, duration, small group, e-mail Time for reflection and perspective (survey) Re-evaluate for following semester Keep it simple!
- 33. Summary Roles andresponsibilities of paraeducators have dramatically changed. Effective training must become a priority. Professional development that addresses these new responsibilities is needed. Didactic instruction alone does not produce sustained improvement. Must find ways to incorporate PF when training paraeducators. Determine what works for you and start simple!
- 34. Questions Emily Sobeck, MEd DoctoralCandidate University of Pittsburgh Currently, [email protected] August, 2016 [email protected]
- 35. 1 Brock, M.E.,& Carter, E.W. (2013). Effects of a professional development package to prepare special education paraprofessionals to implement evidence-based practice. The Journal of Special Education, XX(X), 1-13. Brown, L., Farrington, K., Knight., T, Ross., C, & Ziegler, M. (1999). The need for fewer paraprofessionals and more teachers and therapists. Journal of the Association for Persons With Severe Handicaps, 24, 249-252. Byiers, B.J., Reichle, J., & Symons, F.J. (2012). Single-subject experimental design for evidence- based practice. American Journal of Speech-Language Pathology, 21, 397-414.. Carlson, E., Brausen, M., Klein, S., Schroll, K., Willig (2002). Study of personnel needs in special education. U.S. Department of Education. Office of Special Education Programs. Carter, E., O’Rourkem L., Sisco, L.G., & Pelsue, D. (2009). Knowledge, responsibilities, and training needs of paraprofessionals in elementary and secondary schools. Remedial and Special Education, 30(6), 344-359. 2 Causton-Theoharis, J., & Malmgren, K. W. (2005). Increasing peer interactions for students with severe disabilities via paraprofessional training. Exceptional Children, 71(4), 431-444. 3 Feldman, E.K., & Matos, R. (2012). Training paraprofessionals to facilitate social interactions between children with autism and their typically developing peers. Journal of Positive Behavior Interventions, 15(3), 169-179. Fisher, M. & Pleasants, S.L. (2011). Roles, responsibilities, and concerns of paraeducators: findings from a statewide survey. Remedial and Special Education, 33(5), 287-297. Giangreo, M.F., & Broer, S.M. (2005). Questionable utilization of paraprofessionals in inclusive schools: Are we addressing symptoms or causes? Focus on Autism and other Developmental Disabilities, 20(1), 10-26. Giangreco, M.F., Edelman, S.W., Broer, S.M., & Doyle, M.B. (2001). Paraprofessional support of students with disabilities: Literature from the past decade. Council for Exceptional Children, 68(1), 45-63. References
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- 37. References Nicholls, G. (2002).Developing teaching and learning in higher education. Psychology Press. 9 Quilty, K. M. (2007). Teaching paraprofessionals how to write and implement social stories for student with autism spectrum disorders. Remedial and Special Education, 28(3), 182-189. 10 Robinson, S. E. (2011). Teaching paraprofessionals of students with autism to implement pivotal response treatment in inclusive school settings using a brief video feedback training package. Focus on Autism and Other Developmental Disabilities, 26(2), 105-118. Sindelar, P.T., Rosenberg, M.S., & Wilson, R.J. (1985). An adapted alternating treatments design for instructional research. Education & Treatment of Children, 8(1), 67-76. 11 Toelken S., & Miltenberger R.G. (2012). Increasing independence among children diagnosed with autism using a brief embedded teaching strategy. Behavioral Intervention, 27, 93-104.