Training paraprofessionals to use behavioral strategies when educating learners with autism spectrum disorders across environments

By L. J. Hall, G. Grundon, Catherine Pope, A. Romero. 2009

103 citations recorded by the source corpus.

Subfields: Clinical Psychology, Education, Safety Research

View Paper: https://www.semanticscholar.org/paper/3035d990374030532c3d1d077f5eb2e149108542

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Clinical Psychology

1. Matthew E. Brock
2. E. Carter

In Education

1. Matthew E. Brock
2. E. Carter
3. Catriona Elek
4. J. Page

In Safety Research

1. Matthew E. Brock
2. E. Carter

Citations in the corpus

• Critical features of effective coaching for early childhood educators: a review of empirical research literature (2019, background): “In 25% of cases, written feedback was offered instead of, or in addition to, oral feedback (n = 13) (e.g. Pianta et al. 2008, Lyon et al. 2009, Hall et al. 2010, Artman-Meeker and Hemmeter 2013, Dennis and Horn 2014).”
• Statewide Assessment of Professional Development Needs Related to Educating Students With Autism Spectrum Disorder (2014, background): “Yet, a number of experimental studies indicate single-event training workshops have a very limited impact on practitioner behavior (e.g., Brock & Carter, 2013; Hall et al., 2010; Smith et al., 1992).”
• Effects of a Professional Development Package to Prepare Special Education Paraprofessionals to Implement Evidence-Based Practice (2015, methodology): “The logic of stand-alone training workshops mistakenly presumes practitioners will correctly generalize content from the training to practice context independently without follow-up training or support (Hall et al., 2010).”