Comparing the Effectiveness and Efficiency of Behavioral Skills Training and Brief Performance Feedback Interventions During the Training of Paraeducators Supporting Students with Autism Spectrum Disorders
Year: 2020
Type: article
Abstract: Due to the increasing number of students in need of special education services and the shortages of licensed special education personnel, paraeducators have become a critical component in the education of students with autism in school settings. Due to this, the training of paraeducators is a critical concern for human service as well as educational settings. The literature has suggested performance feedback as the most widely researched intervention to address implementation deficiencies among educators and non-professional staff in schools. In addition, performance feedback in combination with other strategies has been established as effective when training paraprofessionals. However, despite their effectiveness, such approaches may require increased time and resources, thus compromising the feasibility of paraprofessional training in school settings. Therefore, the purpose of the following study aimed to demonstrate and extend the research base regarding the effectiveness of a brief performance feedback intervention. Further, this study attempted to evaluate the efficiency of brief performance feedback interventions when compared with more comprehensive, behaviorally based training approaches (i.e., Behavioral Skills Training). Finally, this study sought to strengthen the current literature base related to the training of paraeducators by improving areas of methodological weaknesses addressed in the presented review of the available literature. Results of present study suggested similar levels of effectiveness between the brief performance feedback intervention and Behavioral Skills Training and increased time efficiency of the brief performance feedback intervention over Behavioral Skills Training. Limitations of the current study and recommendations for future research and practice are also discussed.
Author: Miguel E. Ampuero
Language: English
Subfield: Developmental and Educational Psychology
Field: Psychology
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W3034571014