Paraprofessionals need support in successfully implementing literacy interventions to students with visual impairments. This study used a multiple-probe-across-participants design to evaluate the effectiveness of using performance feedback delivered by e-mail to increase paraprofessionals’ implementation of constant time delay to teach braille words. Participants were three dyads, each consisting of a paraprofessional and a student with a visual impairment. Paraprofessionals were given a brief training on how to implement constant time delay, and then supported with e-mail feedback. The addition of e-mail feedback increased their fidelity of implementation with the intervention of constant time delay. Implications are offered related to the use of e-mail feedback and directions for future research.
|Advisor:||Carter, Erik W.|
|Commitee:||Barton, Erin E., Ledford, Jennifer R., Wild, Tiffany|
|School Location:||United States -- Tennessee|
|Source:||DAI-A 81/3(E), Dissertation Abstracts International|
|Subjects:||Special education, Disability studies|
|Keywords:||Braille literacy, Constant time delay, E-mail feedback, Performance feedback, Visual impairments|
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