Performance feedback, paraeducators, and literacy instruction for students with significant disabilities

Area of Science:

• Special Education
• Applied Behavior Analysis
• Literacy Instruction

Background:

• Literacy is crucial for students with significant disabilities, impacting communication, social interaction, and future opportunities.
• Educators often lack training in evidence-based literacy instruction for this population.
• Paraeducators frequently deliver literacy instruction to students with significant disabilities.

Purpose of the Study:

• To examine the impact of performance feedback on paraeducator instructional skills.
• To assess the effects of feedback on specific delivery skills during literacy instruction for students with significant disabilities.

Main Methods:

• A single-subject design was employed.
• Performance feedback was provided to paraeducators.
• Targeted skills included planned student responses and accurate academic responses during systematic and explicit literacy instruction.

Main Results:

• Performance feedback increased the pacing of instruction.
• Feedback led to higher accuracy in student responses.
• Student attainment of literacy skills improved following feedback delivery.

Conclusions:

• Performance feedback is an effective tool for enhancing paraeducator instructional delivery.
• Feedback can improve literacy outcomes for students with significant disabilities.
• This approach has implications for professional development and evaluation of instructional practices.