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Training paraprofessionals to use behavioral strategies when educating learners with autism spectrum disorders across environments
5 references·6 citing·43 second hop
Training paraprofessionals to use behavioral strategies when educating learners with autism spectrum disorders across environments (2009)Training paraprofessionals to use behavio…Applied Behavior Analysis (2008)Applied Behavior AnalysisImproving Discrete Trial Instruction by Paraprofessional Staff through an Abbreviated Performance Feedback Intervention (2005)Improving Discrete Trial Inst…Preparing Teachers in Evidence-Based Practices for Young Children With Autism (2004)Preparing Teachers in Evidenc…No Child Left Behind: A Guide for Professionals (2004)No Child Left Behind: A Guide…Current Issues in Staff Training 11The author is grateful to Drs. Willy-Tore Mørch and Ivar Lovaas for their helpful comments at earlier stages of the preparation of this manuscript. Special thanks are also extended to Heidi Aase and Christoffer Rezende for invaluable assistance in editing this manuscript. (1998)Current Issues in Staff Train…Implementation Science, Behavior Analysis, and Supporting Evidence-based Practices for Individuals with Autism (2019)Implementation Science, Behav…Critical features of effective coaching for early childhood educators: a review of empirical research literature (2018)Critical features of effectiv…Exploring a School-University Model for Professional Development with Classroom Staff: Teaching Trauma-Informed Approaches (2015)Exploring a School-University…Efficacy of Teachers Training Paraprofessionals to Implement Peer Support Arrangements (2015)Efficacy of Teachers Training…Empirically Supported Staff Selection, Training, and Management Strategies (2013)Empirically Supported Staff S…A Systematic Review of Paraprofessional-Delivered Educational Practices to Improve Outcomes for Students with Intellectual and Developmental Disabilities (2013)A Systematic Review of Parapr…THE TOKEN ECONOMY: AN EVALUATIVE REVIEW1 (1972)Teaching Developmentally Disabled Children: The Me Book (1981)Treatment of childhood disorders (1989)Training staff serving clients with intellectual disabilities: A meta-analysis of aspects determining effectiveness (2008)Teaching Paraprofessionals of Students With Autism to Implement Pivotal Response Treatment in Inclusive School Settings Using a Brief Video Feedback Training Package (2011)A Survey of Staff Training and Performance Management Practices: the Good, the Bad, and the Ugly (2015)PYRAMIDAL TRAINING: A LARGE‐SCALE APPLICATION WITH INSTITUTIONAL STAFF (1982)An Objective Review of the Effectiveness and Essential Characteristics of Performance Feedback in Organizational Settings (1985-1998) (2001)TEACHER ACQUISITION OF FUNCTIONAL ANALYSIS METHODOLOGY (2002)Training paraprofessionals to implement interventions for people autism spectrum disorders: A systematic review (2011)Qualitative research and case study applications in education (1998)Three Approaches to Qualitative Content Analysis (2005)The qualitative content analysis process (2008)A Scoping Review of School-Based Efforts to Support Students Who Have Experienced Trauma (2020)Summarizing Single-Subject Research (1998)Single Subject Research Methodology in Behavioral Sciences (2009)Handbook of Peer Interactions, Relationships, and Groups (2011)Promoting Inclusion, Social Connections, and Learning Through Peer Support Arrangements (2015)Are Peer Support Arrangements an Evidence-Based Practice? A Systematic Review (2017)From the Frontlines: Perceptions of Paraprofessionals’ Roles and Responsibilities (2020)The Use of Single-Subject Research to Identify Evidence-Based Practice in Special Education (2005)Handbook of socialization theory and research (2007)Education and Treatment of Children (2008)Maslow’s Hammer: teacher assistant research and inclusive practices at a crossroads (2021)Qualitative Data Analysis: An Expanded Sourcebook (1994)Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research (2001)Improving Impact Studies of Teachers’ Professional Development: Toward Better Conceptualizations and Measures (2009)Developing Early Childhood Teacher Confidence to Implement Classroom Music and Movement Activities: Key Professional Learning Features (2024)Verbal behavior. (1957)Diagnostic and Statistical Manual of Mental Disorders(DSM) (2008)Diagnostic and Statistical Manual of Mental Disorders (2013)Evidence-Based Assessment in Special Education Research: Advancing the Use of Evidence in Assessment Tools and Empirical Processes (2023)A COMPARISON OF TWO APPROACHES FOR IDENTIFYING REINFORCERS FOR PERSONS WITH SEVERE AND PROFOUND DISABILITIES (1992)EVALUATION OF A MULTIPLE‐STIMULUS PRESENTATION FORMAT FOR ASSESSING REINFORCER PREFERENCES (1996)FURTHER EVALUATION OF A BRIEF, INTENSIVE TEACHER‐TRAINING MODEL (2008)Education and Treatment of Children (2014)Training Teachers in Evidence-Based Practice for Individuals With Autism Spectrum Disorder (2014)Literacy learning and pedagogical purpose in Vivian Paley’s ‘storytelling curriculum’ (2005)A “top-down” analysis of high school teacher motivation (2007)Pentop Computers as Tools for Teaching Multiplication to Students with Mild Intellectual Disabilities (2009)A review of empirical support for differential reinforcement of alternative behavior (2008)A Contextual Consideration of Culture and School-Wide Positive Behavior Support (2011)Applied Behavior Analysis is a Science and, Therefore, Progressive (2015)
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References

  • 2008Applied Behavior Analysis1,174 cited
  • 2004Preparing Teachers in Evidence-Based Practices for Young Children With Autism162 cited
  • 2005Improving Discrete Trial Instruction by Paraprofessional Staff through an Abbreviated Performance Feedback Intervention131 cited
  • 1998Current Issues in Staff Training 11The author is grateful to Drs. Willy-Tore Mørch and Ivar Lovaas for their helpful comments at earlier stages of the preparation of this manuscript. Special thanks are also extended to Heidi Aase and Christoffer Rezende for invaluable assistance in editing this manuscript.117 cited
  • 2004No Child Left Behind: A Guide for Professionals69 cited

Cited by

  • 2018Critical features of effective coaching for early childhood educators: a review of empirical research literature128 cited
  • 2013A Systematic Review of Paraprofessional-Delivered Educational Practices to Improve Outcomes for Students with Intellectual and Developmental Disabilities118 cited
  • 2015Efficacy of Teachers Training Paraprofessionals to Implement Peer Support Arrangements89 cited
  • 2015Exploring a School-University Model for Professional Development with Classroom Staff: Teaching Trauma-Informed Approaches75 cited
  • 2019Implementation Science, Behavior Analysis, and Supporting Evidence-based Practices for Individuals with Autism73 cited
  • 2013Empirically Supported Staff Selection, Training, and Management Strategies49 cited

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