Paraeducators, who increasingly serve as implementers for students in special education, can struggle with intervention fidelity. Special educators, often responsible for providing paraeducators with support, receive limited supervision training. From organizational behavior management, the Performance Diagnostic Checklist-Human Services (PDC-HS) is a checklist to detect reasons for poor workplace performance and identify aligned support. Utilizing a multiple baseline design, this study evaluated the impact of PDC-HS indicated implementation support on the intervention fidelity of five paraeducators implementing six behavior intervention plans for students receiving special education services. The PDC-HS indicated that all paraeducators would benefit from behavior skills training and visuals of the plans, in addition to other specific supports for individual paraeducators (e.g., prompts, feedback). These implementation supports were effective in improving intervention fidelity for four paraeducators, whereas one paraeducator (across two students) did not respond to these supports. Changes in student outcomes (i.e., academic engagement, disruptive behavior) were inconsistent, suggesting that the behavior intervention plans may have needed to be revised. Usability data suggested that the PDC-HS and indicated supports were generally acceptable, but revisions may be warranted. The implications of this study for school-based implementation support research are discussed.

辅助教育者越来越多地充当特殊教育学生的实施者，可能会与干预保真度作斗争。通常负责为辅助教育工作者提供支持的特殊教育工作者接受的监督培训有限。从组织行为管理来看，绩效诊断清单 - 人力服务 (PDC-HS) 是一个清单，用于检测工作场所绩效不佳的原因并确定一致的支持。本研究利用多基线设计，评估了 PDC-HS 指示实施支持对五名辅助教育者为接受特殊教育服务的学生实施六项行为干预计划的干预保真度的影响。PDC-HS 表示所有辅助教育者都将受益于行为技能培训和计划的视觉效果，除了对个别辅助教育者的其他特定支持（例如，提示、反馈）。这些实施支持有效地提高了四名辅助教育者的干预保真度，而一名辅助教育者（跨越两名学生）对这些支持没有反应。学生成果的变化（即学术参与、破坏性行为）不一致，表明可能需要修改行为干预计划。可用性数据表明 PDC-HS 和指定的支持通常是可以接受的，但可能需要进行修订。讨论了本研究对校本实施支持研究的影响。而一名辅助教育者（跨越两名学生）没有对这些支持做出回应。学生成果的变化（即学术参与、破坏性行为）不一致，表明可能需要修改行为干预计划。可用性数据表明 PDC-HS 和指定的支持通常是可以接受的，但可能需要进行修订。讨论了本研究对校本实施支持研究的影响。而一名辅助教育者（跨越两名学生）没有对这些支持做出回应。学生成果的变化（即学术参与、破坏性行为）不一致，表明可能需要修改行为干预计划。可用性数据表明 PDC-HS 和指定的支持通常是可以接受的，但可能需要进行修订。讨论了本研究对校本实施支持研究的影响。