Dissertation/Thesis Abstract

Using E-mail as Performance Feedback to Teach Paraprofessionals to Implement Constant Time Delay with Braille Words
by Rhoads, Carlie Renee, Ph.D., Vanderbilt University, 2019, 75; 13813770
Abstract (Summary)

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.

Indexing (document details)
Advisor: Carter, Erik W.
Commitee: Barton, Erin E., Ledford, Jennifer R., Wild, Tiffany
School: Vanderbilt University
Department: Special Education
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
Publication Number: 13813770
ISBN: 9781088336960
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