Play to teach: Coaching paraeducators to facilitate communication in the preschool classroom

Rebecca Frantz, Sarah G. Hansen, Buket Erturk, Wendy Machalicek, Jane Squires, Tracy J. Raulston

Research output: Contribution to journalArticle

Abstract

Paraeducators are ideal candidates for delivering communication interventions to children with developmental disabilities and delays (DD) because they spend a significant amount of time with these children. However, professional development is often inadequate and limited research supports best practices. Additionally, paraeducators work with multiple children with varying skill levels. Little research has been conducted on the use of existing strategies with multiple children. This single-case study examines the effect of a training package on paraeducators’ fidelity of intervention implementation with a child dyad and subsequent child outcomes. Results suggest that formal coaching contributed to improved fidelity of intervention implementation. Furthermore, paraeducators were able to use intervention strategies with children with varying communication skills and goals. Variable increases in child communication were also detected.

Original languageEnglish (US)
Pages (from-to)497-510
Number of pages14
JournalAmerican Journal on Intellectual and Developmental Disabilities
Volume124
Issue number6
DOIs
StatePublished - Jan 1 2019

Fingerprint

Communication
Developmental Disabilities
Disabled Children
Mentoring
Teaching
Coaching
Practice Guidelines
Research

All Science Journal Classification (ASJC) codes

  • Pediatrics, Perinatology, and Child Health
  • Neuropsychology and Physiological Psychology
  • Developmental and Educational Psychology
  • Arts and Humanities (miscellaneous)
  • Clinical Neurology
  • Psychiatry and Mental health

Cite this

Frantz, Rebecca ; Hansen, Sarah G. ; Erturk, Buket ; Machalicek, Wendy ; Squires, Jane ; Raulston, Tracy J. / Play to teach : Coaching paraeducators to facilitate communication in the preschool classroom. In: American Journal on Intellectual and Developmental Disabilities. 2019 ; Vol. 124, No. 6. pp. 497-510.
@article{9cfcd84c23494b50bcc275766e58a3b1,
title = "Play to teach: Coaching paraeducators to facilitate communication in the preschool classroom",
abstract = "Paraeducators are ideal candidates for delivering communication interventions to children with developmental disabilities and delays (DD) because they spend a significant amount of time with these children. However, professional development is often inadequate and limited research supports best practices. Additionally, paraeducators work with multiple children with varying skill levels. Little research has been conducted on the use of existing strategies with multiple children. This single-case study examines the effect of a training package on paraeducators’ fidelity of intervention implementation with a child dyad and subsequent child outcomes. Results suggest that formal coaching contributed to improved fidelity of intervention implementation. Furthermore, paraeducators were able to use intervention strategies with children with varying communication skills and goals. Variable increases in child communication were also detected.",
author = "Rebecca Frantz and Hansen, {Sarah G.} and Buket Erturk and Wendy Machalicek and Jane Squires and Raulston, {Tracy J.}",
year = "2019",
month = "1",
day = "1",
doi = "10.1352/1944-7558-124.6.497",
language = "English (US)",
volume = "124",
pages = "497--510",
journal = "American Journal on Intellectual and Developmental Disabilities",
issn = "1944-7515",
publisher = "American Association on Intellectual and Developmental Disabilities",
number = "6",

}

Play to teach : Coaching paraeducators to facilitate communication in the preschool classroom. / Frantz, Rebecca; Hansen, Sarah G.; Erturk, Buket; Machalicek, Wendy; Squires, Jane; Raulston, Tracy J.

In: American Journal on Intellectual and Developmental Disabilities, Vol. 124, No. 6, 01.01.2019, p. 497-510.

Research output: Contribution to journalArticle

TY - JOUR

T1 - Play to teach

T2 - Coaching paraeducators to facilitate communication in the preschool classroom

AU - Frantz, Rebecca

AU - Hansen, Sarah G.

AU - Erturk, Buket

AU - Machalicek, Wendy

AU - Squires, Jane

AU - Raulston, Tracy J.

PY - 2019/1/1

Y1 - 2019/1/1

N2 - Paraeducators are ideal candidates for delivering communication interventions to children with developmental disabilities and delays (DD) because they spend a significant amount of time with these children. However, professional development is often inadequate and limited research supports best practices. Additionally, paraeducators work with multiple children with varying skill levels. Little research has been conducted on the use of existing strategies with multiple children. This single-case study examines the effect of a training package on paraeducators’ fidelity of intervention implementation with a child dyad and subsequent child outcomes. Results suggest that formal coaching contributed to improved fidelity of intervention implementation. Furthermore, paraeducators were able to use intervention strategies with children with varying communication skills and goals. Variable increases in child communication were also detected.

AB - Paraeducators are ideal candidates for delivering communication interventions to children with developmental disabilities and delays (DD) because they spend a significant amount of time with these children. However, professional development is often inadequate and limited research supports best practices. Additionally, paraeducators work with multiple children with varying skill levels. Little research has been conducted on the use of existing strategies with multiple children. This single-case study examines the effect of a training package on paraeducators’ fidelity of intervention implementation with a child dyad and subsequent child outcomes. Results suggest that formal coaching contributed to improved fidelity of intervention implementation. Furthermore, paraeducators were able to use intervention strategies with children with varying communication skills and goals. Variable increases in child communication were also detected.

UR - http://www.scopus.com/inward/record.url?scp=85075469146&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=85075469146&partnerID=8YFLogxK

U2 - 10.1352/1944-7558-124.6.497

DO - 10.1352/1944-7558-124.6.497

M3 - Article

C2 - 31756143

AN - SCOPUS:85075469146

VL - 124

SP - 497

EP - 510

JO - American Journal on Intellectual and Developmental Disabilities

JF - American Journal on Intellectual and Developmental Disabilities

SN - 1944-7515

IS - 6

ER -