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<p>Paraeducators play a critical role in the educational success of students with autism spectrum disorder (ASD) and/or other intellectual disabilities, and their training to implement interventions for their students is a key component of that success. Performance feedback is the most widely researched procedure to improve implementation deficiencies among school personnel. When combined with other procedures, performance feedback has been established as effective when training paraeducators. Despite their effectiveness, such approaches may be time and resource intensive, thus compromising paraeducator training relevant to their classroom practices. Therefore, this literature review assessed the state of the research base related to the efficacy and efficiency of brief performance feedback interventions during the training of paraeducators who support students diagnosed with ASD in educational and therapeutic settings. Following the search and data extraction procedures, 12 studies met the inclusion criteria. Overall, brief feedback-based interventions appear as equally effective and perhaps more time efficient than other multicomponent training approaches. A discussion of the efficacy and efficiency of brief performance feedback interventions during paraeducator training and implications related to important aspects of training delivery for paraeducators (e.g., training mode, intervention component variations, training time) follow a description of the findings.</p>

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The Effectiveness of Brief Performance Feedback Training Strategies for Paraeducators Supporting Students with Autism: A Systematic Review of Single Case Research

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2026年7月29日

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  • Miguel E. Ampuero,
  • Rachel E. Robertson,
  • Kasey S. Fitzgerald,
  • Carly Warbington

摘要

Paraeducators play a critical role in the educational success of students with autism spectrum disorder (ASD) and/or other intellectual disabilities, and their training to implement interventions for their students is a key component of that success. Performance feedback is the most widely researched procedure to improve implementation deficiencies among school personnel. When combined with other procedures, performance feedback has been established as effective when training paraeducators. Despite their effectiveness, such approaches may be time and resource intensive, thus compromising paraeducator training relevant to their classroom practices. Therefore, this literature review assessed the state of the research base related to the efficacy and efficiency of brief performance feedback interventions during the training of paraeducators who support students diagnosed with ASD in educational and therapeutic settings. Following the search and data extraction procedures, 12 studies met the inclusion criteria. Overall, brief feedback-based interventions appear as equally effective and perhaps more time efficient than other multicomponent training approaches. A discussion of the efficacy and efficiency of brief performance feedback interventions during paraeducator training and implications related to important aspects of training delivery for paraeducators (e.g., training mode, intervention component variations, training time) follow a description of the findings.