Abstract

This case study describes the actions and processes of implementing Behavior Support Coaching for Paraprofessionals (BSC-P) with a kindergarten teacher and paraprofessional to support the implementation of behavior support plans with three students in a high-poverty elementary school. BSC-P consists of eight, 40-min coaching sessions using direct observational data to select, implement, and monitor behavior interventions. Results indicate high levels of paraprofessional intervention fidelity and positive effects on students’ rates of academic engagement (effect sizes [ESs] by students range from 0.10 to 4.42) and off-task behaviors (ESs by student range from 0.30 to 2.87). Increased paraprofessional support and reduced stress were reported. BSC-P was rated as a highly acceptable form of professional development. Implications and future research are discussed.

摘要

本案例研究描述了与幼儿园教师和专业辅助人员一起实施辅助专业人士行为支持辅导 (BSC-P) 的行动和过程，以支持一所高贫困小学的三名学生实施行为支持计划。BSC-P 包括八次 40 分钟的辅导课程，使用直接观察数据来选择、实施和监控行为干预。结 据报道，辅助专业支持的增加和压力的减轻。BSC-P 被评为高度可接受的专业发展形式。