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

Patricia I. Wright; Rosalind Prescott

Vol. 10 No. 3 (2018) Special Issue: Educational Psychology, Special Education and Counseling

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

Patricia I. Wright
Rosalind Prescott

Published January 4, 2018 | Pages: 331-337 | Views: 708

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Abstract

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.

<p>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.</p>

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Keywords

Autism spectrum disorder, video modeling, paraprofessionals, special education, professional learning, professional development, technology in education

Affiliations

Patricia I. Wright

Rethink

Rosalind Prescott

Rethink

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How to Cite

Wright, P. I., & Prescott, R. (2018). Utilizing Technology for Professional Learning in the Dissemination of Evidence–Based Practices to Paraprofessionals Working in Public Education. International Electronic Journal of Elementary Education, 10(3), 331–337. Retrieved from https://www.iejee.com/index.php/IEJEE/article/view/413