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Rethink: Leveraging Technologyto Disseminate Evidence-Based Interventions
Objectives: Does access to Rethink’s video models of evidence-based practices increase the ability of paraprofessional educators improve instructional practices and their ability to deliver evidence-based instruction to students with ASD?
Methods: A pre-post survey was conducted for content knowledge and application of the evidence-based practices for the paraprofessionals. Social validity was assessed regarding the utilization of the video models for adult learning with paraprofessionals. Supporting classroom teachers completed a pre-post measure regarding paraprofessional performance in the classroom and also participated in a social validity assessment.
Results: Paraprofessionals participating in the project demonstrated increased knowledge of evidence-based practices on the post assessment. Social validity measures reported that the practices were effective in changing instructional behavior in the classroom and that the method of professional development was acceptable for adult learners. Supporting classroom teachers reported that paraprofessionals were more effective in their delivery of instruction and that the utilization of the short video models is an effective method of providing professional development to paraprofessionals.
Conclusions: It is imperative that evidence-based practices move out of the research institutions and into the applied setting of schools and classrooms. Paraprofessionals deliver instruction to learners with ASD, yet they do not receive adequate training. A cost-effective, efficient method of training paraprofessionals may include the use of on-demand video-models. This study demonstrates how one commercially available technology product can be utilized to improve instruction delivered by paraprofessionals in public school classrooms.