Coaching with live observation and immediate performance feedback is an effective means to train paraprofessionals, but might not always be feasible. We used a multiple baseline across participants design with six paraprofessionals who taught elementary students with severe disabilities to test the efficacy of two innovations designed to improve the feasibility of delivering feedback. We found a functional relation between delayed, video-based performance feedback and paraprofessional implementation fidelity of two systematic prompting strategies. Observing a colleague receive feedback did result in some improvement, but did not enable all paraprofessionals to meet the training criterion. These findings suggest that delayed, video-based feedback is an effective and feasible training tool, but only observing a colleague receive feedback might be insufficient.

中文翻译：

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基于视频的延迟反馈和观察反馈对严重残疾学生循证实践的辅助专业实施的影响

通过实时观察和即时绩效反馈进行指导是培训辅助专业人员的有效手段，但可能并不总是可行的。我们使用了跨参与者设计的多重基线，其中六名辅助专业人员教授严重残疾的小学生，以测试旨在提高提供反馈的可行性的两项创新的功效。我们发现了延迟的、基于视频的绩效反馈与两种系统提示策略的辅助专业实施保真度之间的函数关系。观察同事收到反馈确实带来了一些改进，但并没有让所有的辅助专业人员都达到培训标准。这些发现表明，基于视频的延迟反馈是一种有效且可行的培训工具，