부산대학교 도서관

Paraeducators often support students with the most intensive academic, life, and behavioral needs, which includes students with intellectual and other developmental disabilities (IDD; e.g., autism spectrum disorder; ASD), yet they typically enter the classroom with inadequate preparation to perform their roles effectively. Using a multiple-baseline research design replicated across participants, we evaluated the effects of job-embedded bug-in-ear (BIE) coaching delivered by the teacher on paraeducators' use of behavior specific praise (BSP) while teaching transition-age students with ASD. Findings confirmed each of the three paraeducators immediately increased the percentage of occurrence and rate per minute in which they offered BSP. They sustained these high levels during fading. Further, the special education teacher, who served as the eCoach, and the paraeducators reported BIE was an effective form of paraeducator professional development. Finally, changes in expressive social and communicative behaviors were observed in student participants as a result of the intervention. These results extend literature on BSP and also help establish BIE coaching as an evidence-based practice for paraeducators.