Online Training for Paraeducators to Support the Communication of Young Children

Sarah N. Douglas, David McNaughton, Janice Light

Research output: Contribution to journalArticlepeer-review

22 Scopus citations

Abstract

Paraeducators are frequent sources of support for young children with disabilities in early childhood settings. However, they typically have limited training in providing communication opportunities for children with complex communication needs (CCN). The impact was investigated of providing training in a communication interaction strategy to three paraeducators working with young children with diagnoses of autism and developmental delay. The training included interactive online components as well as opportunities to use and ask questions about the strategy, and reflection on strategy use. After participating in the training activities, the paraeducators were observed to provide a greater number of appropriate communication opportunities during play interactions with the young children. The children with CCN also showed increases in the number of communication acts performed. In addition, paraeducator responses (including comments on child behaviors) increased. Results of social validity and generalization measures are reported. Limitations of the study are also discussed.

Original languageEnglish (US)
Pages (from-to)223-242
Number of pages20
JournalJournal of Early Intervention
Volume35
Issue number3
DOIs
StatePublished - Sep 2013

All Science Journal Classification (ASJC) codes

  • Pediatrics, Perinatology, and Child Health
  • Developmental and Educational Psychology
  • Psychiatry and Mental health

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