Paraprofessionals are an essential part of special education. School districts increasingly rely on paraprofessional support to meet students’ needs, but formal professional development opportunities vary. A lack of training in effective instructional strategies is potentially problematic for the efficacy of support staff. A multiple-baseline across participants single-case research design examined the effects of a manualized teacher-to-para coaching intervention to increase the rate of behavior-specific praise by paraprofessionals. Participant dyads (paraprofessionals and special education teachers) taught in a rural public elementary school serving third- through fifth-grade students. The collaborative multicomponent training program included self-monitoring, performance feedback, goal setting, modeling, and action planning. Analyses encompassed primary author visual analysis, masked visual analysis by three independent raters, and nonparametric statistical analysis. The intervention resulted in increased use of behavior-specific praise across all four paraprofessionals and participants indicated good social validity. Discussions include implications for future research and practice.

辅助专业人员是特殊教育的重要组成部分。学区越来越依赖辅助专业支持来满足学生的需求，但正式的专业发展机会各不相同。缺乏有效教学策略方面的培训可能会影响支持人员的效率。跨参与者的多基线单案例研究设计检查了手动教师对辅助教练干预的效果，以提高辅助专业人员对行为特定的表扬率。参与者二人组（辅助专业人员和特殊教育教师）在一所农村公立小学任教，为三年级至五年级学生提供服务。协作式多组件培训计划包括自我监控、绩效反馈、目标设定、建模和行动计划。分析包括主要作者视觉分析、三位独立评估者的隐蔽视觉分析和非参数统计分析。干预导致所有四名辅助专业人员更多地使用行为特定的赞美，参与者表现出良好的社会效度。讨论包括对未来研究和实践的影响。