Effects of a Coaching Intervention on Paraeducator Use of Aided Language Modeling in Classroom Settings: A Pilot Investigation
Saved in:
| Title: | Effects of a Coaching Intervention on Paraeducator Use of Aided Language Modeling in Classroom Settings: A Pilot Investigation |
|---|---|
| Language: | English |
| Authors: | Kashinath, Shubha, Dukhovny, Elena, Polit, Prema |
| Source: | Communication Disorders Quarterly. Nov 2022 44(1):33-44. |
| Availability: | SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 12 |
| Publication Date: | 2022 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Coaching (Performance), Intervention, Teacher Aides, Augmentative and Alternative Communication, Models, Staff Development |
| DOI: | 10.1177/15257401211046871 |
| ISSN: | 1525-7401 1538-4837 |
| Abstract: | Paraeducators are the most frequent communication partners during the school day for students who use augmentative and alternative communication (AAC), yet they often lack training in AAC best practices. This intervention study examined the effect of an in-class coaching intervention on the aided language modeling (ALM) skills of paraeducators who work with students who use AAC. An intervention protocol using evidence-based coaching strategies was used to support paraeducator implementation of ALM in typical classroom activities. The multiple-baseline single-subject design measured the use of ALM by four paraeducators. Data were analyzed visually and by calculating Tau-U and gain scores. Results suggest a strong effect from the coaching intervention on ALM skills for each of the paraeducators. Challenges and benefits of paraeducator-focused interventions in classroom settings are presented. |
| Abstractor: | As Provided |
| Entry Date: | 2022 |
| Accession Number: | EJ1352691 |
| Database: | ERIC |
| Abstract: | Paraeducators are the most frequent communication partners during the school day for students who use augmentative and alternative communication (AAC), yet they often lack training in AAC best practices. This intervention study examined the effect of an in-class coaching intervention on the aided language modeling (ALM) skills of paraeducators who work with students who use AAC. An intervention protocol using evidence-based coaching strategies was used to support paraeducator implementation of ALM in typical classroom activities. The multiple-baseline single-subject design measured the use of ALM by four paraeducators. Data were analyzed visually and by calculating Tau-U and gain scores. Results suggest a strong effect from the coaching intervention on ALM skills for each of the paraeducators. Challenges and benefits of paraeducator-focused interventions in classroom settings are presented. |
|---|---|
| ISSN: | 1525-7401 1538-4837 |
| DOI: | 10.1177/15257401211046871 |
