week 9

With the rapid increase of autism diagnoses, there is a growing need for educators to use evidence-based practices (EBP). The train-the-trainer (TTT) model, which involves training classroom teachers to train paraprofessionals, may be a cost-effective and efficient option for training staff. Although research supports time sampling methods such as partial interval (PIR) data recording, dissemination to schools has been difficult. This proposed study will assess the benefits if utilizing TTT to train paraprofessionals in PIR data recording. A multiple baseline design will be conducted across training groups consisting of three special education teachers, six paraprofessionals, and 22 students. Teachers will conduct training sessions with high adherence to the TTT protocol on the collection of PIR data using video-modeling and feedback. The proposed study will indicate the success of teachers training paraprofessionals to collect PIR data using video-modeling and feedback. A follow-up will be conducted to assess whether the paraprofessional maintained the data collection skill. Ideally, the proposed study will indicate that TTT is a cost-effective and efficient method of training paraprofessionals in data collection procedures.

Key Terms: partial interval data recording, train-the-trainer model, evidence-based procedures, paraprofessionals, autism

The Effects of Teacher and Paraprofessional Training on Student Success

Chapter I: Introduction

            According to The Centers for Disease Control and Prevention (CDC), one in 59 children is diagnosed with autism (CDC, 2018). This has increased in the last 20 years from one in 150 children. Some of this is due to a better understanding and diagnostic criteria of the spectrum disorder. Regardless of the reasons for the increase, classrooms are flooded with students on the spectrum. School districts across the country are struggling to provide services to best meet this population of students’ needs. Training teachers and paraprofessionals is not only a necessary step for the success of their students but it is also best practice. 

There is a great need for high-quality training designed to increase the use of evidence-based practices (EBP) for teachers working with individuals with autism (Suhrheinrich, 2015; Fennell & Dillenburger, 2016). EBPs are widely referred to as best practices for educators and Board Certified Behavior Analysts (BCBA) as it is based on empirical research (Wong et al., 2015). Undergraduate programs for education do a great job providing a broad overview of behavior management strategies but usually is not geared to any specific population. Numerous studies have been conducted on the effects of teacher and paraprofessional training and feedback have on the social and academic success of school-age children and adolescents with autism. 

Researchers have explored the train-the-trainer (TTT) method to train pivotal response training (PVT) with great success (Suhrheinrich, 2015). The study indicated that the TTT method was a cost-effective, time-efficient, and sustainable method for training PVT (Suhrheinrich, 2015). However, research related to the TTT model regarding training data collection procedures is limited. The proposed research study is designed to train teachers to train paraprofessionals in the collection of partial interval recording (PIR) data. The purpose of this research is to answer the question, “What are the effects of a fourth-grade classroom teacher training paraprofessionals to collect PIR data using video-modeling and feedback?” In order to advance the knowledge base related to TTT in the field of applied behavior analysis (ABA) researchers need to conduct more studied using the TTT method to train other skills including but not limited to data collection procedures.

Several themes were identified when conducting a literature review regarding the topic. First and foremost, teachers and paraprofessionals are in need of high-quality training geared to the specific population of students they serve. EBPs are the gold standard when designing and implementing treatment plans as they are behavior analytic and empirical in nature (Wong et al., 2015). There are laws in place to ensure the EBPs are being used in school systems. No Child Left Behind (NCLB, 2001) and the Individuals with Disabilities Education Act (IDEIA, 2004) require teachers to utilize EBPs when educating individuals with disabilities (Alexander, Ayres, & Smith, 2015).

The purposed research is a quantitative, experimental design. This study focuses on three fourth-grade classrooms consisting of three special education teachers, six paraprofessionals, and 22 students diagnosed with autism spectrum disorder (ASD). Teachers will complete with mastery the TTT program prior to training paraprofessionals in PIR data collection. Baseline data will be collected prior to training and intervention. Training will consist of video-modeling paired with feedback. When the paraprofessionals meet mastery they will begin collecting PIR data with students in the classroom. Scored interval interobserver agreement (IOA) will be collected each time. IOA data will be displayed on a multiple baseline design across participants. The percentages will allow the researchers to assess if the training package in successful in training paraprofessionals to collect PIR data. Follow will be conducted six weeks post training.

Expected results from the study indicate that TTT is a cost-effective and sustainable method for training paraprofessional in data collection. Results will indicate an increase of fidelity by the paraprofessional in the collection of PIR data post training.

This study will advance research as utilizing the TTT method with video-modeling paired with feedback to train paraprofessionals in data collection procedures is a novel idea. The TTT model is an inexpensive and sustainable approach to training. This will allow researchers to explore using the TTT model to train teachers to train other skills to paraprofessionals. Expanding the use of the TTT model will allow for more training that is specifically tailored to the students the teachers and paraprofessionals serve. Accurate data collection procedures will directly affect the students of the study as behavior plans rely heavily on data (Cooper, Heron, & Heward, 2007).

References

Alexander, J., Ayres, K., & Smith, K. (2015). Training teachers in evidence-based practice for individuals with autism spectrum disorder: a review of the literature. Teacher Education and Special Education, 38(1), 13-27. DOI: 10.1177/0888406414544551