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Abstract
High-quality professional development can lead to increased and sustained implementation of evidence-based practices. This study examined the effects of practice-based coaching paired with scripted supports on a paraeducator’s use of shared book reading strategies. Indirectly evaluated were impacts on the expressive and receptive vocabulary knowledge of one preschool child with a language delay. Employing a single-case design method, the paraeducator was trained on three strategies (i.e., question/evaluate, expansions, and repeat) embedded within the context of shared book reading. Results indicated the paraeducator implemented the strategies with fidelity, corresponding child-level data was also positive. The paraeducator reported feeling more confident in her ability to implement the strategies. Implications for future research are discussed.
Disclosure statement
No potential conflict of interest was reported by the authors.
Additional information
Notes on contributors
Lindsay Dennis
Dr. Lindsay Dennis is an associate professor of special education at Florida State University. Her research interests include designing interventions to support preschool with or at-risk with disabilities.
Dr. Jennifer Eldridge has worked as an educator and administrator for over 12 years in three states across many grade levels, preschool through 7th grade. With experience teaching in public, private, online, and brick and mortar, her transition to Assistant Professor of Special Education includes her passion for reaching pre-service teachers through action-based instruction that bridges the content to practice gap. Research interests include early intervention, mindfulness, and alternative certification for teachers.
Dr. Nanette Hammons’ primary research interests include interventions related to mathematics instruction for students with autism spectrum disorder (ASD) in the primary and secondary grades. Additional research interests include the implementation and use of augmentative and alternative communication (AAC) for communication and instruction with students in the classroom.
Audrey Robbins, PhD. is a Clinical Assistant Professor in early childhood special education at the University of Utah.
Dr. Taryn Wade teaches at Florida State University and works as a school psychologist in Florida and Georgia. She is a nationally certified school psychologist (NCSP), a licensed school psychologist in the state of Florida, and a board-certified behavior analyst (BCBA). Her research interests include teaching math vocabulary or social-emotional vocabulary in the context of a shared reading routine to preschool children at risk for or with identified language delays.