Dissertation/Thesis Abstract

Tiered Consultation to Support Paraprofessionals Implementing Pivotal Response Teaching
by James, Brittany, M.A., Southern Illinois University at Edwardsville, 2019, 61; 13877617
Abstract (Summary)

Paraprofessionals who work in special education settings have seen large increases in their job duties in recent years; however, training for these new responsibilities has been lacking. Students with ASD benefit most when evidence-based interventions (EBIs) are implemented accurately and consistently. Paraprofessionals are often not trained on the proper procedures to carry out these EBIs, which may cause slower progression for students with Autism Spectrum Disorder (ASD). Consultation may assist paraprofessionals to implement EBIs with integrity. A multiple-baseline across behaviors study will examine the relationship between a tiered approach to consultation and implementation integrity of Pivotal Response Teaching (PRT) for paraprofessionals.

Indexing (document details)
Advisor: McKenney, Elizabeth
Commitee: Hupp, Stephen, Jewell, Jeremy
School: Southern Illinois University at Edwardsville
Department: Psychology
School Location: United States -- Illinois
Source: MAI 58/06M(E), Masters Abstracts International
Subjects: Behavioral psychology, Educational psychology, Special education
Keywords: Autism spectrum disorder, Consultation, Paraprofessionals, Pivotal response teaching
Publication Number: 13877617
ISBN: 978-1-392-27880-2
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