dc.creator | Rhoads, Carlie Renee | |
dc.date.accessioned | 2020-08-22T00:30:24Z | |
dc.date.available | 2019-04-09 | |
dc.date.issued | 2019-04-09 | |
dc.identifier.uri | https://etd.library.vanderbilt.edu/etd-04092019-121759 | |
dc.identifier.uri | http://hdl.handle.net/1803/12096 | |
dc.description.abstract | Paraprofessionals need support in successfully implementing literacy interventions to students with visual impairments. This study used a multiple-probe-across-participants design to evaluate the effectiveness of using performance feedback delivered by e-mail to increase paraprofessionals’ implementation of constant time delay to teach braille words. Participants were three dyads, each consisting of a paraprofessional and a student with a visual impairment. Paraprofessionals were given a brief training on how to implement constant time delay, and then supported with e-mail feedback. The addition of e-mail feedback increased their fidelity of implementation with the intervention of constant time delay. Implications are offered related to the use of e-mail feedback and directions for future research. | |
dc.format.mimetype | application/pdf | |
dc.subject | e-mail feedback | |
dc.subject | performance feedback | |
dc.subject | constant time delay | |
dc.subject | braille literacy | |
dc.subject | visual impairments | |
dc.title | Using E-mail as Performance Feedback to Teach Paraprofessionals to Implement Constant Time Delay with Braille Words | |
dc.type | dissertation | |
dc.contributor.committeeMember | Jennifer Ledford | |
dc.contributor.committeeMember | Tiffany Wild | |
dc.contributor.committeeMember | Erin Barton | |
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 | 2019-04-09 | |
local.embargo.lift | 2019-04-09 | |
dc.contributor.committeeChair | Erik Carter | |