Effects of Immediate Feedback Using Bug-in-Ear With Paraeducators Working With Students With Autism

Mary Catherine Scheeler, Stephanie Morano, David L. Lee

Research output: Contribution to journalArticlepeer-review

24 Scopus citations

Abstract

In today’s autistic-support classrooms, paraeducators are tasked with working with our neediest students yet report that they are unprepared for their roles despite attempts at training. The special education teachers who are tasked with coaching and supervising several paraeducators at a time in their classrooms report that they too are unprepared to work with paraeducators in this capacity. In this study, the authors examine the effects of the special education teacher providing immediate feedback via bug-in-ear to the paraeducator on increasing a specific teaching behavior, providing contingent specific praise. Two special education teachers and four paraeducators working in two separate autistic-support classrooms participated in the multiple-baseline across participants study. When immediate feedback from the teacher was introduced in the intervention condition, percentage of occurrences of contingent specific praise increased for all paraeducators and continued at high levels even when the intervention was faded. Rate of occurrences also increased. In addition, the special education teachers and paraeducators all rated the intervention as a beneficial technique they liked using and found motivating and helpful. Implications for classroom use are discussed.

Original languageEnglish (US)
Pages (from-to)24-38
Number of pages15
JournalTeacher Education and Special Education
Volume41
Issue number1
DOIs
StatePublished - Feb 1 2018

All Science Journal Classification (ASJC) codes

  • Education

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