Experimental Analysis of Competency-based Training for Paraprofessionals in Canadian Public Schools
Notice bibliographique
Résumé
Behaviour analytic interventions are highly effective approaches for addressing the needs of individuals with autism spectrum disorder (ASD). However, despite its strong evidence base, applied behaviour analysis (ABA) is not commonly integrated into regular classrooms where a growing number of students receive instruction. In Canada, reliance on paraprofessionals to provide intervention, support, and direct instruction for students with ASD is widespread, yet paraprofessionals in public education report a lack of training to support students with challenging behaviour. Staff training in schools typically entails didactic workshops, producing brief behaviour change at best; in contrast, training using effective components such as modeling, role-play, and performance-based feedback produces positive gains. To prepare paraprofessionals to support students with behavioural needs, the current research utilized a randomized control design to examine the effectiveness of a competency-based program aligned with the BACB’s Registered Behaviour Technician (RBT) standards. Two training groups were offered in a single academic year and 30 paraprofessionals were randomly assigned to either Fall (treatment) or Winter (service as usual) groups. The paraprofessionals individually supported students with ASD, Grades K-3, with significant support requirements in language, socialization, and challenging behaviour. Data collection occurred across three time periods in the 10-month school year: baseline (Time 1); 4 months post-training (Time 2); and a 3-4-month follow-up for the treatment group only (Time 3). Classroom observations, structured interviews, and surveys were used to assess paraprofessional performance, student behaviour, and perceptions of student success and teamwork. Data were analyzed using a mixed ANOVA and revealed statistically significant group by time interaction effects (p < .05) for paraprofessional use of proactive and reactive strategies; student challenging behaviour; student cooperation with academic tasks; frequency of challenging routines; and paraprofessional ratings of student success. Probing of these interactions showed significant and substantial improvements for the treatment group, but not comparison group, from Time 1 to Time 2. Furthermore, a within-subjects ANOVA at Time 3 indicated maintenance of outcomes for all dependent variables for the treatment group. These findings provide strong support for the effectiveness and social acceptability of competency-based staff training models based on the principles of ABA in public schools.
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Comment cette classification a été obtenuedéplier
Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,003 | 0,001 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,001 | 0,000 |
| Bibliométrie | 0,003 | 0,006 |
| Études des sciences et des technologies | 0,002 | 0,000 |
| Communication savante | 0,000 | 0,000 |
| Science ouverte | 0,001 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,001 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,006 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule tête enseignante, pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».