1. Increasing Praise and Student
Response Opportunities with
Fluency Training for
Paraprofessionals
National Resource Center for Paraeducators
National Conference, April 2013
Breda O’Keeffe, Ph.D., University of Utah
1
2. Background
The Issue:
Districtimplementing Response to
Intervention
Paraprofessionals conducting Tier II
reading interventions, pullout
How do we provide adequate
training to Paras to achieve
adequate fidelity?
2
3. Background
What is at stake?
Time
Resources
Response to Intervention
3
4. Training in Teaching Reading
Research on training teachers in
reading interventions:
“An eclectic mix of methods was found
that ranged from macro to micro in their
focus” (p. 5-13, NICHD, 2000).
Research on training
paraprofessionals:
Similarly focused on student
interventions
4
5. Training Staff
Performance feedback
Typical way coaching is done
Time/resource intensive
Intensive training prior to
implementation
Intense, usually many skills, 40 hours, 1
week
e.g., Lerman, Tetreault, Hovanetz, Strobel, & Garro, 2008;
Lerman, Vorndran, Addison, & Kuhn, 2004; Moore &
Fisher, 2007; Slider, Noell, & Williams, 2006
5
6. Fluency Training
Providing paced practice
(i.e., increasing rate with high
accuracy) beyond mastery
Generalization across settings
Bucklin, Dickinson, & Brethower, 2000; Evans &
Evans, 1985; Johnson & Layng, 1992
Maintenance over time
Binder, 1996; Driskell, Willis, & Cooper, 1992;
Ivarie, 1986; Peladeau, Forget, & Gagne, 2003
6
7. Content of Training
Opportunities to Respond (OTR)
Praise
Positive/Negative Ratio
Error Corrections (academic)
Direct Instruction Reading (Corrective
Reading: Decoding)
7
8. Importance of OTR
Carnine (1976)
1st graders struggling in reading
“Slow”: 5 s pause between end of
student response and presentation of
next item
“Fast”: teacher moved quickly
between items
8
19. Context and Setting
District using RTI (response to
intervention)
3 tiers
Tier II: Supplemental instruction in
reading by paraprofessionals;
standard protocol; pullout
Reading coordinators
19
20. Participants
Paraprofessionals (n = 5)
6 months to 5 years teaching
Corrective
Students (n = 5)
1 student from each group
DIBELS ORF: “some risk” or “at risk”
Each has an “individualized literacy
plan”
20
22. Table 3. Teaching Behavior Criteria.
Teaching Behavior Classroom Target Rate Fluency Goal
Presentation rate 15 or more per minute 20 or more per minute
Praise rate 4 or more per minute 6 or more per minute
Error corrections 95% accurate steps 95% accurate steps with
target presentation rate
Positive to Negative 4:1; 80% positive n/a
22
comments
23. Social Validity Measures
Paraprofessionals‟ Teaching Skills
DI experts rated videos
Feasibility of Training
Survey for district reading
coordinators
Acceptability of Training
Survey for paraprofessionals
23
24. Dependent Variables: Students
On-task:
Percent 10s intervals
Word reading accuracy:
Percent first-time correct responses
24
28. Example Activities
2 Parts of a praise statement
A praise word
A description of what was praiseworthy
Vary the praise words
Think of a praise word for each letter of the
alphabet.
Vary the description
Praise different academic & non-academic
behaviors.
Praise different aspects of behavior.
Target things that are challenging for the
student(s).
28
29. Alphabet of praise words…
a. j. s.
b. k. t.
c. l. u.
d. m. v.
e.
n. w.
f.
o. x.
g.
p. y.
h.
i.
q. z.
r.
29
31. Study Design
Multiple baseline across participants
Baseline
Observation of paraprofessionals and
students in classroom setting
Fluency training
Maintenance observations
(Performance Feedback)
31
33. Baseline
What did it look like?
Answering with students EVERY TIME
Speeding through instruction or going
slowly
Few error corrections
Individual turns for words EVERY
WORD
Confusing explanations
Little praise
33
34. Results
Paraprofessionals‟ Presentation
Rate (Opportunities to Respond)
34
35. Ms.
Allen
Ms.
Dean
Ms.
Jones
Ms.
Lewis
Ms. Tate
35
45. Limitations and Future Research
Maintenance limited for some skills
Required PFB for 7 of 20 individuals‟
skills
One participant with higher baseline skills
did not require PFB
RTI for professional development?
Focus on fluency
Effects on student behavior limited
Generalization and maintenance
45
46. Limitations and Future Research
Rule-governed behavior
Anecdotally, paraprofessionals reported
different rules that competed with
intervention fidelity.
46
47. Contact Information
Breda O‟Keeffe, PhD
Assistant Professor
Special Education
University of Utah
1705 E. Campus Ctr. Dr., Rm. 112
Salt Lake City, UT 84112
801-581-8121 (Special Education Office)
breda.okeeffe@utah.edu
47
Editor's Notes
More recent literature (1999-2007) reflects similar lack of systematic research.
Training outside intervention setting that has sufficient intensity and attends to generalization may be effective without requiring a great amount of follow-up:Increased practice with feedback in training setting;Programming common stimuli;Providing adequate exemplars.Lerman, Tetreault, Hovanetz, Strobel, & Garro, 2008; Lerman, Vorndran, Addison, & Kuhn, 2004; Moore & Fisher, 2007; Slider, Noell, & Williams, 2006PFB:Has been shown to be effective at maintaining adequate treatment fidelity;Graphic and spoken feedback to instructional staff appears to be more effective than some other approaches.Disadvantages: Tends to require intense amount of resources to be effective;Amounts to a corrective procedure done after instruction has started;May be less efficient than providing group training.
3 tiers: Tier I: gen. ed.;tier II: Supplemental with a scripted protocol (mostly DI programs); tier III: SPEDSPED placement based on RTI plus IQ discrepancy
Paras. will have received district didactic training and some coaching (typically no more than one time per month).Presentation rate – 6 or fewer items per minute presented accurately; Praise rate – 3 or fewer praise statements per minute; Error corrections – 60% or less correct steps of correction procedure; and/or Positive to negative comments ratio – less than 60% positive feedback to students.Students: 3rd or 4th gradersExplain what “some risk” and “at risk” mean (with low risk).Selection criteria:Were chosen based on literacy coordinator recommendation, and confirmed as having lower than the group’s median on-task performance and/or correct academic responses.
Classroom: During 5 minute observation of word attack.Training probe: During 2 minutes every day after training. Describe procedures for training probePresentation rate: The number of correct presentations of opportunities for students to respond per minutecorrect if the paraprofessional uses a clear and consistent cue, pause, and signal (clearly audible or visible), appropriate wording of the instruction or direction (i.e., does not vary from the script in a way that changes what the students should do, omit an instruction for the students that may cause an error, or include spurious prompts such as additional scaffolding not included in script).Praise rate:The number of positive statements directed to one or more students contingent upon a social, behavioral or academic response per minute;General or specific praise were accepted.Error Corrections:Student error on academic responses: One, some or all students answer with a response that is different than that called for in the teacher presentation book or do not respond to the question within 2 seconds of the teacher signal.Sometimes students provide the correct answer, but answer before or after the signal, or drag out their responses. These errors are considered “signal errors”, and while important to address, will not be counted as errors in this study.StopModelTestSpellTest 2Distracters and RetestPositive to Negative Ratio:Positive feedback = praise as defined above;Negative feedback = telling students what is wrong with a behavior.(in contrast with an error correction that models the correct answer and/or indicates what the student should do in the future). Examples of negative feedback include, “I didn’t hear everyone answer,” “No, that’s incorrect,” or “Stop that!”If the paraprofessional says, “I need everyone to answer,” this will not be counted as negative feedback.
Also during same 5 minute segment of word attackOn task defined. An estimate of the amount of time student is attending to task given.whole interval recording,10 second intervalsFirst-time CorrectsCorrect, incorrect or no response were recorded for each academic item that the target student has not previously seen during that day’s session (i.e., first-time responses)Correct responses will be counted as answers that are the same as those in the teacher’s presentation book or pronunciations that closely match those in the teacher’s guide (i.e., for letter sounds). An error will be recorded if the response is different than in the teacher’s presentation book or pronounced differently than in the teacher’s guide. No response will be counted if the student does not respond within one second of the teacher’s signal. Percent of first-time corrects will be calculated as the number of correct responses divided by the total number of first-time responses (correct, incorrect and no response).
Bring training outlineGenerally follows :Rationale for a skillDemonstration of the skill by trainerAccuracy practice with spoken feedback from trainerFluency practice of skill (e.g., 3 one-minute timings to a criterion)Training probe: Practice of skill with Decoding script using “teaching pace”, Giving adequate think-time, etc.Graphic and spoken feedback based on training probe.Graphic and spoken feedback based on data from training probe.
Note that 2 paras in each school will start at the same time, so there will be 2 sets of multiple baseline data with 3 participants and 3 students each.Include details from contingency plan list.
Participants may have focused too much on speed.
Give examples:One felt that more specific and enthusiastic praise disrupted students’ responding;Two were going to discontinue instruction with a few days to a week left because they did not want to start a new story in the curriculum.