Rethink: Leveraging Technologyto Disseminate Evidence-Based Interventions

Background:  There are dozens of established, effective interventions for individuals with Autism Spectrum Disorder (ASD) (Wong et al, 2015) However these evidence-based practices are difficult to implement in community based settings such as schools (Stahmer et al, 2015; Suhreinrich, 2013). Access to effective intervention is even more difficult for children of poverty and for those in rural settings (Elder, Brasher & Alexander, 2016). Public educators require significant training and time to learn to deliver evidence-based practices (Stahmer et al, 2015). There are more than 400,000 FTE paraprofessionals engaged in the education of special education students (U.S. Department of Education, 2010). The vast majority of special education paraprofessionals, 97%, report providing one-to-one instruction to students with disabilities (Carter, O’Rourke, Sisco, & Pelsue, 2009). Unfortunately, many paraprofessionals do not receive adequate training to meet the high demands of this profession (However, Ghere and York-Barr (2007). Video modeling has been determined to be an effective method to support educators in learning to implement evidence-based practices (Catania & Reed, 2009; Moore & Fisher, 2007).

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.