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dc.contributor.advisor Kemper, Dr. Talya
dc.creator Kropp, Kristie Louise
dc.date 2018-08-01
dc.date.accessioned 2018-08-29T18:34:34Z
dc.date.available 2018-08-29T18:34:34Z
dc.date.issued 2018-08-29
dc.identifier.uri http://hdl.handle.net/10211.3/205866
dc.description.abstract Instructional assistants need adequate training and supervision to support students with moderate to severe disabilities in adaptive tasks throughout the school day in a full inclusion setting. In this study, a professional development package comprised of empirical training and coaching strategies was designed and led by the special education teacher to teach four instructional assistants to follow a prompt delivery schedule. Instructional assistants were expected to implement the prompt delivery schedules with fidelity for the purpose of fading the amount of adult support required for students to complete adaptive tasks. Results showed the package was effective for teaching instructional assistants to follow a prompt delivery schedule and a relationship was established between implementation fidelity and student outcomes. In addition, generalization and retention measures of the targeted skill used by instructional assistants were positive. Teacher designed and led professional development can be an effective way for instructional assistants to receive the training in the skills required to serve students with moderate to severe disabilities in a full inclusion setting. en_US
dc.language English en_US
dc.subject Coaching en_US
dc.subject Inclusive education en_US
dc.subject Instructional assistants en_US
dc.subject Paraprofessionals en_US
dc.subject Professional development en_US
dc.subject Prompting en_US
dc.title Effects of Professional Development for Instructional Assistants on Student Independence in an Inclusive Setting en_US
dc.type Thesis en_US
dc.contributor.primaryAdvisor McCollow, Dr. Meaghan
thesis.degree.name Master of Science in Special Education en_US

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