A Tiered Approach for Training Paraeducators to Use Evidence-Based Practices for Students With Significant Disabilities. (January 2022)

• Record Type: Journal Article
• Authors: Brock, Matthew E.
• Is Part Of: Teaching exceptional children. Volume 54:Number 3(2022)
• Page Start: 224
• Page End: 233
• Publication Date: 2022-01
• Subjects: Special education -- Periodicals; 371.905
• DOI: 10.1177/00400599211006745
• Languages: English
• ISSNs: 0040-0599

Abstract

Paraeducators play an important role in the education of students with significant disabilities. They can best contribute to improving student outcomes when they are skilled in using evidence-based practices. Tiered training is a practical and promising solution for how teachers can train teams of paraeducators to use evidence-based practices. Like a Response to Intervention (RTI) model for students, tiered staff training involves providing initial training for groups of paraeducators, monitoring their performance, and then providing follow-up coaching to only the paraeducators who need extra support. In this article, each step of tiered training is described with examples. This step-by-step guide is informed by a series of research studies in which tiered training was tested with more than 60 paraeducators who serve students with significant disabilities in public schools.