Utilizing Technology for Professional Learning in the Dissemination of Evidence–BasedPractices to Paraprofessionals Working in Public Education

Abstract

Although paraprofessionals are pivotal forthe educational success of learners with autism, limited professional learning opportunities are provided resulting in inadequate application of evidence-based practices in their work. In this participatory action research study, thirty-six paraprofessionals participated in professional learning utilizing workshops and a commercially available professional learning platform, Rethink. The study included didactic training, video-based modeling and applied practice activities in the classroom. Paraprofessionals improved their knowledge and self-efficacy in the application of evidence-based practices. Supporting classroom teacher’s social validity also reported improved paraprofessional performance. These findings suggest a possible avenue for supporting paraprofessional professional learning via integrating web-based technology to access video models paired with traditional professional learning methods to improve the application of evidence-based practicesin the classroom environment.

Keywords

• Autism spectrum disorder
• video modeling
• paraprofessionals
• special education
• professional learning
• professional development
• technology in education