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ERIC Number: EJ1141691
Record Type: Journal
Publication Date: 2017
Pages: 14
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0741-9325
A Meta-Analysis of Educator Training to Improve Implementation of Interventions for Students with Disabilities
Brock, Matthew E.; Carter, Erik W.
Remedial and Special Education, v38 n3 p131-144 May-Jun 2017
Teachers and paraprofessionals need effective training to improve their implementation of interventions for students with disabilities. Reviews of the single-case design literature have identified some features associated with effective training for these educators, but the group-design literature has received little attention. This meta-analysis systematically reviews group-design studies testing the efficacy of training to improve implementation of interventions for students with disabilities. The mean effect size of educator training on implementation fidelity was g = 1.08, and results from meta-regression analysis suggest training that involves a combination of two specific training strategies (i.e., modeling and performance feedback) was associated with improved implementation fidelity. Increased duration of training was not associated with larger effects. Considered alongside findings from the single-case design literature, these results suggest that "how" educators are trained is a more important consideration than the number of hours they spend in training.
SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Publication Type: Journal Articles; Reports - Research; Information Analyses
Education Level: Higher Education; Postsecondary Education; Elementary Education; Middle Schools; Secondary Education; Junior High Schools; High Schools
Audience: N/A
Language: English
Sponsor: Office of Special Education Programs (ED/OSERS)
Authoring Institution: N/A
Grant or Contract Numbers: H325D100010