Paraprofessionals are often tasked with providing instruction to students with severe disabilities despite little or no training in evidence-based practices. Previous studies have demonstrated that specific strategies (i.e., didactic instruction, modeling, and immediate performance feedback) in a 1-to-1 format can enable paraprofessionals to implement practices with fidelity; however, training all paraprofessionals exclusively in a 1-to-1 format with immediate feedback is not feasible. We tested two modifications to improve feasibility: delivery in a group and delayed performance feedback from video recordings. We randomized 17 paraprofessionals to a control condition or group training condition focused on simultaneous and least-to-most prompting. Paraprofessionals in the training condition implemented the prompting strategies with better adherence to steps (d = 0.91 and d = 1.56), better implementation quality (d = 0.60), and their students made more progress (d = 0.29). These findings provide evidence that effective coaching strategies can be utilized in a group context.

尽管很少或没有基于证据的实践培训，但辅助专业人士经常被赋予向严重残疾学生提供指导的任务。先前的研究表明，一对一格式的特定策略（例如，教学指导，建模和即时绩效反馈）可以使准专业人士忠实地实施实践；但是，仅以一对一的形式对所有辅助专业人员进行即时反馈培训是不可行的。我们测试了两项改进措施以提高可行性：分组交付和延迟从视频录制中获得性能反馈。我们将17名辅助专业人员随机分为对照条件或小组训练条件，重点放在同时提示和最少提示。d = 0.91和d = 1.56），更好的实施质量（d = 0.60）和他们的学生取得了更大的进步（d = 0.29）。这些发现提供了有效的教练策略可以在小组中使用的证据。