The Autism Society Event and Education Recordings Archive

There are dozens of established, effective interventions for individuals with Autism Spectrum Disorder (ASD) (Wong et al, 2015) However these evidence ­based practices are difficult to implement in community based settings such as schools (Stahmer et al, 2015; Suhreinrich, 2013). Access to effective intervention is even more difficult for children of poverty and for those in rural settings (Elder, Brasher & Alexander, 2016). Public educators require significant training and time to learn to deliver evidence ­based practices (Stahmer et al, 2015). There are more than 400,000 FTE paraprofessionals engaged in the education of special education students (U.S. Department of Education, 2010). The clear majority of special education paraprofessionals, 97%, report providing one ­to ­one instruction to students with disabilities (Carter, O’Rourke, Sisco, & Pelsue, 2009). Unfortunately, many paraprofessionals do not receive adequate training to meet the high demands of this profession Ghere and York-­Barr (2007). Video modeling has been determined to be an effective method to support educators in learning to implement evidence­ based practices (Catania & Reed, 2009; Moore & Fisher, 2007).

This session will share the outcomes of a two unique professional development projects implemented in school districts to provide comprehensive paraprofessional training. Pre-post surveys were conducted for content knowledge and application of the evidence ­based practices for paraprofessionals. Social validity was assessed regarding the utilization of the video models for adult learning with paraprofessionals. Supporting classroom teachers completed a pre-­post measure regarding paraprofessional performance in the classroom and participated in a social validity assessment. Paraprofessionals participating in the project demonstrated increased knowledge of evidence ­based practices on the post assessment. Social validity measures reported that the practices were effective in changing instructional behavior in the classroom and that the method of professional development was acceptable for adult learners. Supporting classroom teachers reported that paraprofessionals were more effective in their delivery of instruction and that the utilization of the short video models is an effective method of providing professional development to paraprofessionals.

This session will provide a go-to strategy for effective paraprofessional professional development. This session will provide an overview of the model and strategy used, quantitative outcome data and qualitative narratives regarding the impact and success of these professional development initiatives.

Learning Objectives:

1. Participants will describe an effective model for training paraprofessionals utilizing a blended approach of on-demand video modeling and on-site coaching
2. Participants will discover specific strategies for the delivery of district-wide training of paraprofessional staff
3. Participants will evaluate specific qualitative case studies and quantitative outcome data from the field of effective paraprofessional training

Suggested Participants:

1. RBTs, BCABAs, BCBAs working in educational settings
2. Paraprofessionals
3. Educators