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Print Referencing Virtual Coaching for Paraeducators: A Single-Case Experimental Design.

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Summary
This summary is machine-generated.

Virtual practice-based coaching (PBC) effectively trained paraeducators in using print referencing strategies during shared book reading (SBR) with young children. These skills were maintained after coaching concluded, showing promise for early literacy development.

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Area of Science:

  • Speech-language pathology
  • Early childhood education
  • Applied behavior analysis

Background:

  • Paraeducators, including speech-language pathology assistants and paraprofessionals, are key in delivering services to young children.
  • They often lack specialized training in early language and literacy skill development.
  • Shared book reading (SBR) is a crucial activity for fostering these skills.

Purpose of the Study:

  • To investigate the effectiveness of virtual practice-based coaching (PBC) for enhancing paraeducators' use of print referencing strategies during SBR.
  • To assess the impact of virtual PBC on paraeducators' implementation of specific print referencing techniques.

Main Methods:

  • A multiple-baseline-across-behaviors design was employed.
  • Virtual PBC was used to train paraeducators on print concepts, print meaning, and letter/word knowledge strategies.
  • Three paraeducator/child dyads participated in the study.

Main Results:

  • All participating paraeducators demonstrated an increase in the use of targeted print referencing strategies post-PBC.
  • The learned strategies were consistently applied during the maintenance phase, even after coaching support was withdrawn.

Conclusions:

  • Virtual PBC shows potential as an effective training method for paraeducators in implementing print referencing strategies.
  • Further research with larger samples could explore other SBR strategies like vocabulary expansion and phonological awareness.