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<p>Increased enrollment of students with moderate-to-severe developmental disabilities (MSDD) and shortages of certified special education teachers has resulted in an increase in paraeducators as primary instructors of students with MSDD, despite limited preparation and training. While teachers are required to supervise paraeducators, most report inadequate preparation for this responsibility. The purpose of this study was to evaluate <i>ParaImpact</i>, a professional development teacher-as-coach program on paraeducator implementation of systematic instruction with students with MSDD. This study consisted of a multiple baseline design across behaviors of systematic instruction practices replicated across two teacher–paraeducator dyads. Additionally, a pre–post cohesion measure evaluated changes in the teacher–paraeducator relationship. Results showed a functional relation between <i>ParaImpact</i> and paraeducator systematic instruction implementation fidelity. Only slight changes in teacher–paraeducator cohesion were noted. Social validity measures indicated that teachers and paraeducators found <i>ParaImpact</i> feasible and effective. Implications for future research and practice are discussed.</p>

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ParaImpact: A Professional Development Program to Improve Paraeducator Systematic Instruction Fidelity for Students with Moderate-to-Severe Developmental Disabilities

  • 期刊论文

  • 发表日期：

    2025年7月4日

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  • Rose A. Osnaya,
  • John J. Augustine,
  • Mandy J. Rispoli,
  • Amanda M. Borosh,
  • Jennifer Elaine Smith,
  • Jing Tong Ong

摘要

Increased enrollment of students with moderate-to-severe developmental disabilities (MSDD) and shortages of certified special education teachers has resulted in an increase in paraeducators as primary instructors of students with MSDD, despite limited preparation and training. While teachers are required to supervise paraeducators, most report inadequate preparation for this responsibility. The purpose of this study was to evaluate ParaImpact, a professional development teacher-as-coach program on paraeducator implementation of systematic instruction with students with MSDD. This study consisted of a multiple baseline design across behaviors of systematic instruction practices replicated across two teacher–paraeducator dyads. Additionally, a pre–post cohesion measure evaluated changes in the teacher–paraeducator relationship. Results showed a functional relation between ParaImpact and paraeducator systematic instruction implementation fidelity. Only slight changes in teacher–paraeducator cohesion were noted. Social validity measures indicated that teachers and paraeducators found ParaImpact feasible and effective. Implications for future research and practice are discussed.