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Related Experiment Video

Updated: Jan 19, 2026

Behavioral Adaptations: Communication Between Animals

Behavioral Adaptations: Communication Between Animals

Practitioner Implementation of Communication Intervention With Students With Complex Communication Needs.

Natalie R Andzik¹, Helen I Cannella-Malone¹

¹Natalie R. Andzik, Northern Illinois University; and Helen I. Cannella-Malone, The Ohio State University.

American Journal on Intellectual and Developmental Disabilities

|September 13, 2019

Summary

This summary is machine-generated.

This study shows a pyramidal training model effectively trained teachers to teach paraeducators. This approach significantly increased opportunities to initiate (OTI) for students with intellectual and developmental disabilities.

Keywords:

communication complex communication needs intervention paraeducator pyramidal training

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Published on: February 26, 2017

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Last Updated: Jan 19, 2026

Behavioral Adaptations: Communication Between Animals

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Communication

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Single-cell Microinjection for Cell Communication Analysis

Single-cell Microinjection for Cell Communication Analysis

Published on: February 26, 2017

Area of Science:

Special Education
Applied Behavior Analysis
Disability Studies

Background:

Paraeducators require effective training to support students with intellectual and developmental disabilities.
Opportunities to Initiate (OTI) is a critical skill for students with developmental disabilities.
Pyramidal training models can be efficient for disseminating evidence-based practices.

Purpose of the Study:

To evaluate a pyramidal training approach where expert trainers teach teachers to train paraeducators.
To assess the impact of this training on paraeducators' implementation of Opportunities to Initiate (OTI) and least to most prompting strategies.
To measure the fidelity and rate of paraeducator-delivered interventions.

Main Methods:

A multiple baseline design across participants was employed.
Three special education teachers were trained to train four paraeducators.
Data were collected on the rate and fidelity of paraeducator-delivered OTI and prompting.

Main Results:

Paraeducator-delivered OTI increased from 0 to an average of 0.58 instances per minute.
Fidelity of implementation for OTI and prompting strategies improved from 0% to an average of 94.5%.
Maintenance of skills was observed in three paraeducators.

Conclusions:

The pyramidal training model is a cost- and time-effective method for training paraeducators.
This approach successfully increased the provision of OTI for students with intellectual and developmental disabilities.
Educational institutions should consider implementing this training model to enhance staff capacity and student outcomes.