國立虎尾科技大學 |

Experimental Analysis of Competency-Based Training for Paraprofessionals in Canadian Public Schools.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	Experimental Analysis of Competency-Based Training for Paraprofessionals in Canadian Public Schools./
作者:	Narang, Preetinder.
面頁冊數:	1 online resource (251 pages)
附註:	Source: Dissertations Abstracts International, Volume: 84-01, Section: B.
Contained By:	Dissertations Abstracts International84-01B.
標題:	Behavioral psychology. -
電子資源:	click for full text (PQDT)
ISBN:	9798834061670

Experimental Analysis of Competency-Based Training for Paraprofessionals in Canadian Public Schools.
Narang, Preetinder.

Experimental Analysis of Competency-Based Training for Paraprofessionals in Canadian Public Schools. - 1 online resource (251 pages)

Source: Dissertations Abstracts International, Volume: 84-01, Section: B.

Thesis (Ph.D.)--University of Toronto (Canada), 2022.

Includes bibliographical references

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.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2024

Mode of access: World Wide Web

ISBN: 9798834061670Subjects--Topical Terms:

1179418
Behavioral psychology.
Subjects--Index Terms:

Applied behaviour analysisIndex Terms--Genre/Form:

554714
Electronic books.

Experimental Analysis of Competency-Based Training for Paraprofessionals in Canadian Public Schools.
LDR:04108ntm a22004217 4500 001 1144601
005 20240611104316.5
006 m o d
007 cr mn ---uuuuu
008 250605s2022 xx obm 000 0 eng d
020 $a 9798834061670
035 $a (MiAaPQ)AAI28964827
035 $a AAI28964827
040 $a MiAaPQ $b eng $c MiAaPQ $d NTU
100 1 $a Narang, Preetinder. $3 1469680
245 1 0 $a Experimental Analysis of Competency-Based Training for Paraprofessionals in Canadian Public Schools.
264 0 $c 2022
300 $a 1 online resource (251 pages)
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
500 $a Source: Dissertations Abstracts International, Volume: 84-01, Section: B.
500 $a Advisor: Scott, Katreena.
502 $a Thesis (Ph.D.)--University of Toronto (Canada), 2022.
504 $a Includes bibliographical references
520 $a 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.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2024
538 $a Mode of access: World Wide Web
650 4 $a Behavioral psychology. $3 1179418
650 4 $a Educational psychology. $3 555103
650 4 $a Disability studies. $3 809395
650 4 $a Education. $3 555912
653 $a Applied behaviour analysis
653 $a Autism spectrum disorder
653 $a Behavioural skills training
653 $a Competency-based
653 $a Paraprofessional
653 $a Registered behaviour technician
655 7 $a Electronic books. $2 local $3 554714
690 $a 0515
690 $a 0201
690 $a 0525
690 $a 0384
710 2 $a University of Toronto (Canada). $b Applied Psychology and Human Development. $3 1179697
710 2 $a ProQuest Information and Learning Co. $3 1178819
773 0 $t Dissertations Abstracts International $g 84-01B.
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28964827 $z click for full text (PQDT)