Document Type
Article
Publication Title
Behavioral Disorders
Publication Date
2024
Keywords
paraprofessionals, emotional or behavioral, disorders/disabilities, single-case, experimental design, individualized, instruction, evidence-based practices, interventions, elementary, age group
Abstract
Paraprofessionals play a significant role in the education system. However, they often need more training on specific instructional strategies to use with the students they work with. In this study, we trained two paraprofessionals working in a self-contained elementary classroom for students with high-intensity behavioral support needs. Each paraprofessional used constant time delay to support students’ learning to read grade-level sight and science words. Paraprofessionals also gathered maintenance and generalization sessions using individualized social stories created by the classroom teacher. Not only did the four student participants meet mastery of their personalized word sets but paraprofessionals also implemented all phases with high fidelity. We discuss limitations, implications for practice, and recommendations for future research.
Funding Source
This article was published Open Access thanks to a transformative agreement between Milner Library and Sage.
DOI
10.1177/01987429241231793
Recommended Citation
Kroesch, A. M., Southall, S., Welsh-Young, N., & Peeples, K. N. (2024). Paraprofessionals’ Implementation of Constant Time Delay Procedures with Elementary Students with High-Intensity Behavioral Support Needs. Behavioral Disorders, 0(0). https://doi.org/10.1177/01987429241231793.
Supplemental Tables
Comments
First published in Behavior Disorders (2024). https://doi.org/10.1177/01987429241231793.
This is an Open Access article distributed under the terms of the Creative Commons Attribution-NonCommercial License (http://creativecommons.org/licenses/by-nc/4.0/), which permits non-commercial re-use, distribution, and reproduction in any medium, provided the original work is properly cited.