Abstract
Many of the behavioral interventions that students receive within the schools are provided by paraprofessionals, but there is little research related to their ability to provide interventions with acceptable fidelity of implementation. The purpose of this study was to examine whether paraprofessionals can provide behavioral intervention to students with adequate fidelity of implementation when provided with a short training and performance feedback through email. An ABC with replication design was utilized to examine the effect performance feedback on fidelity of implementation. Fidelity of implementation was measured using direct observation by the consultant as well as self-report of fidelity of implementation by the paraprofessionals. Fidelity of implementation was highest when graphical performance feedback through email was utilized when compared to other phases. Paraprofessionals were able to provide behavioral interventions to students with high fidelity of implementation when they were provided with a short training session and performance feedback was utilized.
Advisor
Carlos J. Panahon
Committee Member
Kevin J. Filter
Committee Member
Daniel D. Houlihan
Committee Member
Sean T. Wachsmuth
Date of Degree
2015
Language
english
Document Type
Dissertation
Degree
Doctor of Psychology (PsyD)
Department
Psychology
College
Social and Behavioral Sciences
Recommended Citation
Shea, D. N. (2015). Increasing Paraprofessional Fidelity of Implementation Through Performance Feedback [Doctoral dissertation, Minnesota State University, Mankato]. Cornerstone: A Collection of Scholarly and Creative Works for Minnesota State University, Mankato. https://cornerstone.lib.mnsu.edu/etds/519/
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