dc.creator | Sinclair, Anne Campbell | |
dc.date.accessioned | 2020-08-21T21:01:38Z | |
dc.date.available | 2019-02-19 | |
dc.date.issued | 2019-02-19 | |
dc.identifier.uri | https://etd.library.vanderbilt.edu/etd-02142019-120237 | |
dc.identifier.uri | http://hdl.handle.net/1803/10571 | |
dc.description.abstract | Though researchers are developing effective literacy practices for students with intellectual disabilities, educators often struggle to implement evidence-based practices (EBPs) with fidelity. Professional development opportunities for paraprofessionals are often insufficient, even as paraprofessionals are tasked with providing direct academic instruction on a more frequent basis. Training for paraprofessionals is often didactic with little to no follow-up support. The implementation of multi-tiered or targeted professional development models has been investigated to support educators’ implementation of instructional practice at varying levels of need. This multiple-baseline across participants study was designed to evaluate the effect of a multi-tiered targeted professional development model on improving the fidelity with which paraprofessionals deliver a reading intervention for students with intellectual disabilities. The targeted professional development model included levels of didactic training, supervisory performance feedback, and real-time performance feedback delivered via video-conferencing technology. Most participating paraprofessionals responded to supervisory performance feedback, eliminating the need for more intensive real-time performance feedback. Questions related to future research and practice are discussed.
Keywords: paraprofessional, targeted professional development, real-time performance feedback, multi-tiered professional development | |
dc.format.mimetype | application/pdf | |
dc.subject | multi-tiered professional development | |
dc.subject | real-time performance feedback | |
dc.subject | paraprofessional | |
dc.subject | targeted professional development | |
dc.title | The Effect of Targeted Professional Development on Paraprofessional Fidelity to an Evidence-Based Reading Intervention | |
dc.type | dissertation | |
dc.contributor.committeeMember | Kimberly Paulsen, Ed.D. | |
dc.contributor.committeeMember | Heather J. Johnson, Ph.D. | |
dc.contributor.committeeMember | Erin E. Barton, Ph.D. | |
dc.type.material | text | |
thesis.degree.name | PHD | |
thesis.degree.level | dissertation | |
thesis.degree.discipline | Special Education | |
thesis.degree.grantor | Vanderbilt University | |
local.embargo.terms | 2019-02-19 | |
local.embargo.lift | 2019-02-19 | |
dc.contributor.committeeChair | Christopher J. Lemons, Ph.D. | |