Project Activities
Research plan
The PI developed a two-tiered paraprofessional training model that is grounded in features of effective staff training identified through the literature and conducted a series of studies to refine and test the model. The PI began by developing the primary group training, which includes opportunities for paraprofessionals to practice and receive feedback on implementation of instructional strategies, develop implementation plans, and share data on self-monitoring of their implementation. Next, the PI pilot tested the primary training to determine whether it would improve paraprofessional implementation fidelity and subsequent targeted student goals using a randomized controlled trial. The PI then focused on more intensive training for paraprofessionals that did not respond to the primary level of training. This secondary training involves two one-to-one coaching sessions. The PI tested this protocol in two single-case design studies. Next the PI tested the efficacy of their entire tiered model in two single-case design studies. In the first study, a research team member implemented the primary training and a teacher implemented the coaching. In the second study, teachers implemented all training to paraprofessionals.
Career plan
Through a career development plan, the PI (1) developed expertise in randomized controlled trials with growth modeling, (2) developed expertise in single-case design and analysis, (3) established an independent publication record, (4) developed a successful IES grant proposal, and (5) built relationships with colleagues with shared research interests. Specifically, the PI engaged in monthly meetings with mentors, conferences, courses in longitudinal data analysis, intensive summer institutes for cluster-randomized trials and single-case design, and grant-writing workshops.
Key outcomes
The main findings of the research, as reported by the principal investigator, are as follows:
- The two-tiered training model resulted in improved paraprofessional adherence to implementation steps and implementation quality and student progress on Individualized Education Program goals that focused on academic outcomes or daily living skills (Brock, Barczak, Anderson, & Bordner-Williams, 2021; Brock, Barczak, & Dueker, 2020a; Brock, Barczak & Dueker, 2020b).
- Most (90-92%) paraprofessionals acquired implementation fidelity with the primary group training alone, and the majority (64-67%) generalized their implementation to new teaching situations with group training alone (Brock et al., 2021; Brock et al., 2020a).
- Teachers were able to effectively deliver the tiered training model and provided positive feedback about its feasibility (Brock et al., 2021).
People and institutions involved
IES program contact(s)
Project contributors
Products and publications
Publications:
ERIC Citations: Find available citations in ERIC for this award here.
Select publications:
Brock, M. E., Barczak, M. A., Anderson, E. J., & Bordner-Williams, N. M. (2021). Efficacy of Tiered Training on Paraeducator Implementation of Systematic Instructional Practices for Students with Severe Disabilities. Exceptional Children, 87(2): 217–235. doi:10.1177/0014402920947641
Brock, M. E., Barczak, M. A., & Dueker, S. A. (2020a). A Randomized Evaluation of Group Training for Paraprofessionals to Implement Systematic Instruction Strategies with Students with Severe Disabilities. Teacher Education and Special Education, 44(3): 206–220. doi:10.1177/0888406420923769
Brock, M. E., Barczak, M. A., & Dueker, S. A. (2020b). Effects of Delayed Video-Based Feedback and Observing Feedback on Paraprofessional Implementation of Evidence-Based Practices for Students with Severe Disabilities. Focus on Autism and Other Developmental Disabilities, 35(3): 153–164. doi:10.1177/1088357620902492
Brock, M. E., Cannella-Malone, H. I., Seaman, R. L., Andzik, N. R., Schaefer, J. M., Page, E. J., Barczak, M. A., & Dueker, S. A. (2017). Findings Across Practitioner Training Studies in Special Education: A Comprehensive Review and Meta-Analysis. Exceptional Children, 84(1): 7–26. doi: 10.1177/0014402917698008
Brock, M. E. (2021). A Tiered Approach for Training Paraeducators to Use Evidence-Based Practices for Students with Significant Disabilities. TEACHING Exceptional Children. Advance online publication. doi: 10.1177/00400599211006745
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