Virginia L. Walker

Assessment and Planning in K-12 Schools: A Social-Ecological Approach

Abstract The Support Needs Assessment and Problem-Solving (SNAP) process is intended to assist educational teams in identifying and implementing supports for children with intellectual disability a...

Training Paraprofessionals to Support Students with Disabilities: A Literature Review

The purpose of this literature review is to describe intervention research studies in which paraprofessionals received training applicable to student with disabilities. Thirty studies were systematically reviewed to identify (a) characteristics of study participants and settings, (b) characteristics of paraprofessional training and paraprofessional-implemented intervention evaluated within these studies, (c) quality of the studies, and (d) implications for practice and areas for future research. Overall, paraprofessional training and subsequent intervention with students yielded positive outcomes. Training sessions typically were delivered by workshops, lectures, or classes and classroom-based training. However, numerous studies failed to demonstrate characteristics of study quality.

Teaching Paraprofessionals to Implement Function-Based Interventions:

The purpose of this study was to evaluate the effects of workshops and coaching on paraprofessional implementation of function-based interventions. The results of indirect and direct functional behavior assessment guided the development of intervention strategies for three students with autism and intellectual disability. Following intervention, students’ appropriate behavior increased and challenging behavior decreased. In general, paraprofessionals implemented strategies with high levels of fidelity and judged both the coaching and workshop training procedures and student intervention strategies as socially valid. Implications for practice, limitations, and suggestions for future research are discussed.

Function-Based Intervention in Inclusive School Settings: A Meta-Analysis

The purpose of this meta-analysis was to summarize single-case intervention research studies in which students with disabilities received function-based intervention (FBI) within inclusive school settings to address challenging behavior. A total of 27 studies were identified and systematically reviewed to determine the overall effect of FBI on challenging and appropriate behavior and whether study characteristics moderated intervention outcomes. In addition, we summarized the following: (a) characteristics of study participants and settings, (b) characteristics of FBI applied within the studies, and (c) quality of the studies. Overall, FBI led to improved behavior in a variety of inclusive school settings. Interventions delivered after a teacher-administered functional behavior assessment and within the context of a whole group instructional arrangement resulted in significant reductions in challenging behavior and improvements in appropriate behavior, respectively. Implications for practice, future directions for research, and limitations are described.

Building Social Competence in Preschool: The Effects of a Social Skills Intervention Targeting Children Enrolled in Head Start

The current study evaluated the peer-to-peer interactions of at-risk children enrolled in Head Start who participated in a social pragmatic intervention targeting skills such as initiations, responses, name use, proximity, and turn-taking skills. Eight Head Start classroom teams received two workshops and two coaching sessions and were taught to use an antecedent-behavior-consequence problem-solving process to develop and implement action plans addressing prevent-teach-respond strategies to improve targeted routines. Nine out of 10 children showed increases in average percentage of interactive play behavior from baseline to intervention. Nine of the 10 children targeted for participation in the social pragmatic intervention showed decreases in average noninteractive play from baseline. Social validity ratings obtained from participants indicated that training materials and procedures were feasible for use in Head Start classrooms and intervention had positive effects on study participants.

Assessing Paraprofessionals' Perceived Educational Needs and Skill Level with Function-Based Behavioral Intervention.

ABSTRACT The purpose of this survey study was to assess the perceived skill level and educational needs of special education paraprofessionals in the area of function-based intervention and to identify paraprofessionals’ preferred training delivery method(s) and any variables that affect paraprofessionals’ preference for these methods. Special education paraprofessionals working during the 2012–2013 school year in the state of Virginia were asked to complete an anonymous online survey. A total of 487 special education paraprofessionals responded to some or all survey items. Findings suggest that a large number of paraprofessionals reported low skill level and high educational needs across 10 domains of function-based intervention. Overall, paraprofessionals preferred training that is delivered within school settings, involves experiential learning, and requires minimal time. Implications for practice, limitations, and suggestions for future research are discussed.

The Evaluation of a Three-Tier Model of Positive Behavior Interventions and Supports for Preschoolers in Head Start

The purpose of this study was to evaluate the overall effectiveness of a three-tier model of positive behavior interventions and supports (PBIS), which was developed and tested in Head Start (HS) programs. Ten HS classrooms from five HS programs participated in the current study. Results indicated that PBIS was effective in improving classroom quality as evidenced by a statistically significant change on the classroom organization domain on the Classroom Assessment Scoring System and the overall score on the Early Childhood Environmental Rating Scale–Revised. We also found that children’s social skills on the Social Skills Rating System significantly increased from the pre- to post-assessment whereas problem behaviors on the Child Behavior Checklist decreased. The data described here are encouraging and add to the expanding database supporting the value of the three-tier model of PBIS.

Promoting the Accessibility of SWPBIS for Students With Severe Disabilities

This study heeds a decade-long call to action to examine the accessibility of Schoolwide Positive Behavioral Interventions and Supports (SWPBIS) for students with severe disabilities. To improve the accessibility of SWPBIS, Universal Design for Learning (UDL) and evidence-based practices were used to teach three students with severe disabilities schoolwide behavior expectations in inclusive schoolwide settings. Special education teachers from three different elementary schools adapted their campus SWPBIS Tier 1 lesson plans with additional visual supports, social narratives, and systematic instructional procedures. All participants showed improvement as evidenced by a reduction in the duration of their problem behavior in schoolwide settings. Implementing teachers found the intervention and corresponding materials to be socially valid.

Examining the Inclusion of Students with Severe Disabilities in School-Wide Positive Behavioral Interventions and Supports

To explore the accessibility of school-wide positive behavioral interventions and supports (SWPBIS) for students with severe disabilities, we conducted a survey of 179 schools implementing SWPBIS during the 2015-2016 school year. Personnel from each school reported the frequency and level of importance of SWPBIS implementation across Likert-type scale items related to the domains of systems procedures, practices, and data collection procedures applicable to students with severe disabilities. Personnel from each school also responded to open-ended items to report barriers to and strategies for including students with severe disabilities in SWPBIS. Overall, school personnel reported high levels of implementation and importance across these SWPBIS domains and a range of barriers and strategies related to SWPBIS accessibility. School characteristics related to grade level, tiers of SWPBIS implementation, and the percentage of students included in general education settings for a majority of the school day contributed to statistically significant differences in ratings of frequency and importance for some aspects of the SWPBIS domains.

Supporting Educators to Implement Mand Training for a Student with Multiple Disabilities

ABSTRACT The purposes of the study were to assess the effects of an online learning module on the implementation of mand training by a classroom team and determine whether training improved manding for a student with multiple disabilities. The classroom team utilized the Support Needs Assessment and Planning (SNAP) process to identify supports and guide implementation of the mand training procedures. The results indicate that both the special education teacher and paraprofessional were able to implement the mand training strategy with fidelity after completing the online module and student manding increased. The classroom team reported that both the online learning module and SNAP process were valuable for planning and implementing research-based supports. Limitations, implications for practice, and future research considerations are addressed.