The current training model for paraeducators traditionally consists of single-day workshops, emails, newsletters, in-service meetings or other similarly isolated and infrequent tips or no training at all. Such practices have caused many paraeducators and teachers to cite a lack of efficient and effective training as one of the major difficulties in their job. The purpose of the study was to establish a causal relationship between the independent variable: the direct instruction of precorrection through modeling and guided practice with bug-in-the-ear feedback and the dependent variable, the performance or nonperformance of positive behavior support strategies in the classroom. The study took place at an urban middle school located in northern Utah. The study's three participants were paraeducators who worked in a self-contained classroom for students with severe disabilities. The intervention consisted of a three-phase lesson for each of the three target skills: (a) a training phase, (b) an independent phase, and (c) a follow up phase. Data indicate a positive functional relation between the intervention and the acquisition and maintenance of the desired skills. On average, participants performed more than 90% of the steps of the desired behaviors across all phases of the intervention and maintained the skills over time in a natural setting after relatively little instruction, no additional time outside of the classroom, and with materials already available at most schools. The success of this training model and its flexible framework further suggest that its use could be expanded in multitudinous ways. As this is the first known study of its kind, there are now numerous avenues of new research possibilities both in the area of paraeducator training, but also teacher training and even training in other work industries. This is an exciting new avenue for research and the improvement of working conditions and the delivery of instruction in schools.

Live (Direct) Supervision has always been key to training therapists. However, little research has been done to determine which type of direct supervision is most effective in changing therapist behavior. This study compared bug-in-the-ear (BITE), phone-in, and computer assisted (CA) supervision. The purpose of this study was to (a) complete functional analysis of each supervision type via an alternating feedback session, to determine each therapists' most effective form of supervision; (b) determine the effect of using the most-effective form of supervision on the therapists' adherence to treatment protocols during follow-up sessions; (c) determine the effect of therapist adherence on client in-session behaviors, and outcome assessments. Results of the functional analysis indicated that phone-in supervisory feedback was the least effective form of supervision. BITE and CA supervision were both found to be effective for at least one therapist. In follow-up sessions BITE supervision did not create sustained changes in overall adherence. CA feedback appeared to maintain overall therapist adherence. In affecting changes to client behavior and outcome scores BITE supervision gave mixed results. CA supervision created desired changes in client behaviors and outcome assessments. For practitioners in the field, this study demonstrates that client behavior does not improve without therapist intervention. Even when client behavior in session appears to be improving, marital distress may increase. This is especially true when therapist adherence does not improve. This study further demonstrates that when the therapists did not intervene appropriately the clients either worsened, or at best, stayed the same. When the therapists made even small improvements client behavior improved. Improving adherence to treatment protocols will always serve the best interest of the client.

Due to a multitude of convergent circumstances, students labeled in the disability category of emotional and behavioral disorders (EBD) experience high rates of academic and behavioral failure. Such failure frequently leads to the students’ dropping out of school, involvement in the judicial system, or a combination of those outcomes. Science is an academic content area that has the potential to enhance behavioral and academic success of students with EBD. Researchers, nonprofits, and business leaders have provided an impetus for nationwide reform in science education. Concurrently, a corpus of legislation has influenced the preparation of new teachers to use evidence-based teaching practices while addressing the needs of an increasingly diverse student population. Using technology is one way that teacher educators are providing in-vivo learning experiences to new teachers during their classroom instruction. A multiple-baseline across-participants research study was used to examine the effectiveness of providing immediate feedback (within three seconds) to novice general science educators to increase their use of an evidence-based teaching strategy, known as a three-term contingency (TTC) trial while they taught. Feedback was delivered via Bug-in-the-Ear (BIE) technology and during whole-class instruction in which students with EBD were included. The teacher participants wore a Bluetooth earpiece, which served as a vehicle for audio communication with the investigator. Teachers were observed via web camera over the Adobe®ConnectTM online conferencing platform. During the intervention, teachers increased iv their percentage of completed TTC trials, opportunities to respond, and praise or error correction. Student responses also increased, and maladaptive behaviors decreased.