Many paraeducators have no formal education beyond high school and are provided with minimal training once on the job. Furthermore, as more schools turn to inclusionary practices, the impetus for highly qualified paraeducators becomes more important. However, little research has examined efficient ways to train paraeducators who work in inclusive classrooms. Through an adapted alternating treatments design (AATD), the general and comparative effects of two prominent training approaches were assessed: didactic instruction and performance feedback. Analysis of these approaches on paraeducators’ use of positive behavior support strategies in inclusive settings revealed that with an equal amount of training time for each approach, performance feedback consistently produced stronger immediate and maintained effects than didactic instruction.

中文翻译：

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包容性环境下教学方式和绩效反馈对行为支持策略的悖论者实施的影响

许多教育工作者在高中之后就没有正规教育，而且一旦工作就得到很少的培训。此外，随着越来越多的学校转向包容性实践，培养高素质的教育者的动力变得越来越重要。但是，很少有研究检查有效的方法来培训在包容性教室中工作的教育工作者。通过改编的交替治疗设计（AATD），评估了两种主要训练方法的一般效果和比较效果：教学指导和性能反馈。对这些方法的分析表明，在包容性的环境中，教育者使用积极的行为支持策略，每种方法的培训时间相同，绩效反馈始终比教学指导产生更强的即时性和持续性效果。