Utilizing Technology for Professional Learning in the Dissemination of Evidence–Based Practices to Paraprofessionals Working in Public Education

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Patricia I. Wright Rosalind Prescott


Although paraprofessionals are pivotal for the educational success of learners with autism, limited professional learning opportunities are provided resulting in inadequate application of evidence-based practices in their work. In this participatory action research study, thirty-six paraprofessionals participated in professional learning utilizing workshops and a commercially available professional learning platform, Rethink. The study included didactic training, video-based modeling and applied practice activities in the classroom. Paraprofessionals improved their knowledge and self-efficacy in the application of evidence-based practices. Supporting classroom teacher’s social validity also reported improved paraprofessional performance. These findings suggest a possible avenue for supporting paraprofessional professional learning via integrating web-based technology to access video models paired with traditional professional learning methods to improve the application of evidence-based practices in the classroom environment.


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WRIGHT, Patricia I.; PRESCOTT, Rosalind. Utilizing Technology for Professional Learning in the Dissemination of Evidence–Based Practices to Paraprofessionals Working in Public Education. International Electronic Journal of Elementary Education, [S.l.], v. 10, n. 3, p. 331-337, jan. 2018. ISSN 1307-9298. Available at: <https://www.iejee.com/index.php/IEJEE/article/view/413>. Date accessed: 22 may 2019.


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