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.
|Commitee:||Hupp, Stephen, Jewell, Jeremy|
|School:||Southern Illinois University at Edwardsville|
|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|
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