| dc.description.abstract | In a multi-year randomized control trial, paraeducators received targeted coaching and professional development to implement an individualized intervention for elementary or middle school students with intellectual and developmental disabilities (IDD). Paraeducators in the study’s two treatment conditions delivered an early literacy intervention and paraeducators in the study’s control condition implemented an early numeracy intervention. In this exploratory study, I conducted a correlational analysis and a multiple regression analysis to determine the predictors of early literacy intervention response for students randomly assigned to the treatment conditions (n = 37). The analyzed predictors of early literacy intervention response included student performance on pretest measures, intervention session dosage data, intervention fidelity data, and variables related to instructional coaching session support. There were statistically significant correlations between total intervention sessions, total intervention minutes, mean overall quality score for intervention fidelity, instructional coaching sessions attended and cumulative duration of instructional coaching sessions and the criterion variable of lesson completed in the early literacy intervention. The predictors in the multiple regression model explained 65.5% of the adjusted variance, and the variables that explained a significant amount of variance were performance on a reading comprehension pretest measure, total number of intervention weeks, and the total number of intervention sessions. This exploratory study aimed to identify the characteristics of students that responded to intervention, as well as the intervention-related supports that were associated with positive student outcomes. I also examined implications for research and practice. | |
