Coaching paraeducators to implement functional communication training involving augmentative and alternative communication for students with autism spectrum disorder

Paraeducators play an important role in assisting teachers and other professionals to support students with autism spectrum disorder (ASD), including delivering positive behavioral supports to those students who engage in persistent challenging behavior. The purpose of this multiple baseline design...

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Bibliographic Details
Published in:Augmentative and alternative communication 2021-06, Vol.37 (2), p.129-140
Main Authors: Walker, Virginia L., Carpenter, Megan E., Lyon, Kristin J., Garcia, Michelle, Johnson, Holly
Format: Article
Language:English
Subjects:
Augmentative and Alternative Communication
Autism
Autism Spectrum Disorder
Autism Spectrum Disorders
Behavior disorders
Behavior Problems
behavioral intervention
Classroom communication
coaching
Coaching (Performance)
Communication
Communication Aids for Disabled
Communication Disorders
Elementary Schools
Fidelity
Functional Behavioral Assessment
functional communication training
High Schools
Humans
Mentoring
paraeducator
Paraprofessional School Personnel
Positive Behavior Supports
Professional development
Program Implementation
Special Education
Student teacher relationship
Students
Students with Disabilities
Training
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Summary:Paraeducators play an important role in assisting teachers and other professionals to support students with autism spectrum disorder (ASD), including delivering positive behavioral supports to those students who engage in persistent challenging behavior. The purpose of this multiple baseline design across participants study was to support paraeducators to implement functional communication training (FCT) to address challenging behavior among three students with ASD who used augmentative and alternative communication (AAC). Paraeducators implemented FCT with high levels of fidelity after participating in an initial training session and follow-up coaching and generally found the initial training and coaching strategies to be effective and feasible. Reductions in challenging behavior were variable across student participants. Implications for practice and future research directions are discussed in relation to FCT for students with ASD who use AAC and paraeducator training.
ISSN:0743-4618
1477-3848
DOI:10.1080/07434618.2021.1909650