CHAPTER II LITERATURE REVIEW
Extension 4: Distance Performance Feedback and Coaching The fourth and final extension of this study was to evaluate the effects of
delivering feedback and coaching from a distance to participants who did not reach the performance criterion. In previous studies, performance feedback and coaching was delivered in person. However, in person feedback and coaching may not always be practical and/or feasible. If a school district is to pay a consultant to deliver feedback,
providing feedback from a distance can reduce the cost and travel time allowing the professional to deliver feedback to more paraprofessionals in a short period of time. The results of this study demonstrate that feedback and coaching can effectively be delivered from a distance—although the results of participant integrity scorings were variable. Following two sessions of live feedback, Danielle reached the performance criterion of 90% accuracy. Jody only required one live feedback session and check-in feedback was delivered via email. Candy and Poppi’s integrity increased following feedback sessions but performance was still below criterion. Thus a session of extended feedback and coaching was provided from a distance and they both reached about 80% proficiency. This is seen as an acceptable performance criterion in other studies, however a more stringent performance standard was selected in this study because integrity errors can effect a student’s acquisition of targeted skills. Although all participants increased their integrity of implementation of DTI components, some participants, such as Nancy, may require more intensive training methods (e.g., motivational or consequence based interventions) in order to accept and implement feedback to reach proficient levels.
Implications and Summary
In summary, school districts tend to rely heavily on traditional face-to-face training methods and the classroom teachers to train paraprofessionals, which may have little impact on the performance of paraprofessionals. One benefit of ICT is that trainees can access the training on their own time and complete it at their own pace. ICT can incorporate the BST training components of instruction, modeling, and feedback into an
engaging training package. From previous studies, ICT appeared to be an effective teaching tool. Due to the increase in complexity of DTI skills, new population, and direct implementation with a student, it is unknown which variable or combination of variables contributed to lower success in the current study. However, performance feedback and coaching delivered from a distance was successful in increasing procedural integrity and has been documented as a critical component for transfer of skills (Joyce & Showers, 2002). Because several feedback checks were needed for some participants, future researchers may want to investigate the effects of training classroom teachers to proficiency and then evaluating the effects of teachers delivering the additional performance feedback and coaching components. ICT can provide participants with foundational knowledge, but some accountability and feedback will likely also be needed. ICT may still be a potential solution to the current challenges school districts face with training paraprofessionals on effective teaching strategies. Additional research in this area is need to learn more about the boundaries of using ICT in order to serve the populations these training methods are intended. In addition, more research is need on training other behavior analytic interventions and skills that can be used in the classroom such as promoting compliance and pivotal response training.
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Appendix A
Research Name: _____________________
Participant Background Information Form
Directions: Please fill out this form to the best of your ability. Please do not write your name or any other identifying information on the form.
1. Age: ________ 2. Sex: Male Female
3. Highest degree obtained:
high school diploma some college associate degree bachelors graduate schools 4. Total number of years as a paraprofessional: ________
Appendix B