Project Activities
The research team used an iterative process to develop Para-Impact, beginning with feedback from focus groups to generate the initial instructional modules, coaching materials, training manuals, and supporting tools. Next, the research team determined the intervention's feasibility and usability through a series of single-case design studies. Lastly, they conducted a randomized controlled trial to evaluate the promise of Para-Impact for improving teacher, paraprofessional, student, and classroom outcomes.
Structured Abstract
Setting
The research took place in elementary schools in Indiana, Kansas, Virginia, and Missouri in urban, suburban, and rural settings.
Sample
A total of 21 paraprofessionals, 14 teachers, and 9 administrators participated in the focus groups in the first 2 years. In addition, a team of content and school-based experts comprised of researchers (in the areas of implementation science, evidence-based practices for students with autism, nonverbal students, paraprofessional training, and coaching) and district personnel participated in the development of the intervention. For the feasibility and usability studies, the sample included three teacher-paraprofessional dyads and five of their students with MSDD. For the pilot study, the sample included 18 teachers and 20 paraprofessionals and 20 of their students with MSDD.
Para-Impact is designed to train teachers to implement PBC as a mechanism to train, provide feedback, and monitor the progress of paraprofessionals' delivery of systematic instruction (which includes data collection, reinforcement, prompting, and error correction) to students with MSDD. With PBC, an educator and a coach collaborate to improve implementation of practices and problem solve through shared goals and action planning, focused observation, and reflection and feedback. Para-Impact includes the following components for supervising teachers: (1) web-based learning modules on how to implement PBC; (2) supporting materials, such as case studies and video exemplars; (3) progress monitoring tools to assess paraprofessionals' fidelity of implementation; and (4) a coaching manual. In addition, Para-Impact includes the following components for paraprofessionals: (1) web-based instructional modules on how to provide systematic instruction and (2) supporting materials, such as case studies and video exemplars to show how implementation of systematic instruction may vary across settings and students. For the purpose of the project, supervising teachers were trained in PBC by completing learning modules and meeting with a PBC coach (project staff). Paraprofessionals were enrolled by supervising teachers and completed the online modules. Teachers were coached by a trained PBC coach around implementing PBC with fidelity and, in turn, they provided coaching and feedback to paraprofessionals around implementing systematic instruction with fidelity. Teachers faded coaching for skills that paraprofessionals mastered and continued to monitor them over time.
Research design and methods
The initial version of Para-Impact—including the instructional modules, coaching materials, training manuals, and supporting tools—was developed based on input from teachers, paraprofessionals, school administrators, and a team of content and school-based experts. The research team developed prototypes of modules and obtained feedback through focus groups with teachers, paraprofessionals, and school administrators. Modules were further revised based on feedback and presented to a team of content and school-based experts for additional feedback. The revised modules were then presented in a second round of focus groups and final revisions were made before the creation of the web-based versions. Next, three single-case design studies were conducted to evaluate the feasibility, usability, and preliminary promise of Para-Impact and inform further revisions. Focus groups and interviews were conducted with participating teachers and paraprofessionals at the end of the studies to obtain additional feedback on the feasibility. The intervention was revised based on this feedback and results of the single-case design studies. Finally, a randomized controlled trial was conducted to assess the promise of Para-Impact for improving (1) teachers' coaching fidelity; (2) paraprofessionals' implementation of systematic instruction and overall instruction; (3) students' active engagement, academic responding, on-task behavior, and progress on individualized educational goals; and (4) classroom climate and teacher-paraprofessional collaboration.
Control condition
For the pilot study, teacher-paraprofessional dyads in the control condition participated in a group training on systematic instruction.
Key measures
Teachers' coaching fidelity and paraprofessionals' implementation of systematic instruction were assessed using researcher-developed measures of fidelity. Paraprofessionals' overall instruction was assessed by the Multi-Option Observation System for Experimental Studies (MOOSES). Students' behavioral outcomes were measured by the MOOSES and students' progress toward meeting individualized education goals was assessed using Goal Attainment Scales (GAS). Teachers and paraprofessionals completed the Classroom Team Survey to provide information on their level of collaboration. Teachers and paraprofessionals also provided information on the feasibility, acceptability, and usability of the intervention through researcher-developed surveys, interviews, and focus groups.
Data analytic strategy
Focus group and interview data were analyzed using content analysis to identify themes. Quantitative data from feedback surveys were analyzed descriptively. Single-case design data were analyzed through descriptive statistics and visual analysis. Data from the pilot study were analyzed using multilevel modeling to determine whether the intervention showed promise for improving teacher, paraprofessional, student, and classroom outcomes.
Key outcomes
The main findings of this project, as reported by the principal investigator, are as follows:
- All three single-case studies indicated a functional relation between implementation of Para-Impact and improvements in paraeducators’ fidelity of implementing systematic instruction to students with MSDD.
- Implementation of Para-Impact resulted in higher fidelity of implementation of systematic instruction relative to the control group.
- Students receiving instruction from paraeducators in the treatment group demonstrated greater improvement on their IEP objectives than those receiving instruction from paraeducators in the control group.
- Average responses from teachers and paraeducators on the social validity measure indicated Para-Impact was contextually relevant, feasible, and effective.
People and institutions involved
IES program contact(s)
Project contributors
Products and publications
Project website:
Publications:
ERIC Citations: Find available citations in ERIC for this award here and here.
Select Publications:
Lory, C., Smith, J. E., Mason, R. A., Gregori, E., Matijevic, J., & Rispoli, M. (2023). Effects of individualized coaching on teacher implementation Fidelity of systematic instruction with students with developmental disabilities. Education and Training in Autism and Developmental Disabilities, 58(1), 74-88.
Additional project information
This grant was awarded to another institution before being transferred to the current awardee.
Questions about this project?
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