Teaching Paraprofessionals to Implement And Generalize Mathematics Instruction Using System of Least Prompts
Open Access
Author:
Brown, Michele
Graduate Program:
Special Education
Degree:
Doctor of Philosophy
Document Type:
Dissertation
Date of Defense:
June 03, 2022
Committee Members:
Pamela Wolfe, Chair & Dissertation Advisor Chad Shenk, Outside Unit & Field Member David Lee, Major Field Member Richard Kubina, Major Field Member David Lee, Professor in Charge/Director of Graduate Studies
Keywords:
paraprofessionals system of least prompts online modules distance education
Abstract:
Paraprofessionals frequently are responsible for delivering instruction to students with disabilities but often do not have training related to how to implement instructional strategies accurately and effectively. In this experiment online modules were created to increase the accuracy of paraprofessional implementation of system of least prompts (SLP) with students having ID for a math task. The online modules included information about SLP, video models, self-checks, and quizzes as well as a delayed feedback component. Specific content included defining prompts and prompt systems, how to implement SLP, and how to deliver reinforcement. Accuracy of implementation of SLP and the extension of implementation to a novel mathematics task was evaluated. The results suggest that paraprofessionals learned how to implement SLP after completing the online modules and receiving delayed feedback. Further, paraprofessionals were able to extend accurate implementation of SLP to a novel/related math task. These results suggest that online modules that include relevant content, effective instructional design elements, and feedback may be an effective way to increase accurate implementation of evidence-based practices such as SLP to students with ID. Limitations, implications, and suggestions for future research are discussed.
