Date of Award:
5-2010
Document Type:
Thesis
Degree Name:
Master of Science (MS)
Department:
Special Education and Rehabilitation Counseling
Department name when degree awarded
Special Education and Rehabilitation
Committee Chair(s)
Timothy Slocum
Committee
Timothy Slocum
Committee
Kimberly Snow
Committee
Ben Lignugaris/Kraft
Abstract
In schools, didactic training is a common method for promoting intervention fidelity. Despite its prevalence, however, a number of literature reviews suggest that didactic training alone is not an effective way to promote intervention fidelity. Training seems to be more effective when coupled with daily or weekly performance feedback in applied settings. However, given the level of resources in typical public schools, this amount of performance feedback for all teachers and paraprofessionals may not be feasible. Therefore, there is a need to explore additional means of promoting intervention fidelity. The current study examines the effects of fluency training on intervention fidelity by paraprofessionals in an applied setting. Results suggest that systematic fluency training can improve intervention fidelity, even when the interventions are complex and are being conducted by paraprofessionals with limited formal education. The study's findings also suggest that ongoing monitoring of implementation fidelity is necessary, because maintenance of these effects is idiosyncratic.
Checksum
3b54f0c4626342e1a9b71f03f07aedc3
Recommended Citation
Magnusson, Renee, "The Effects of Fluency Training on the Fidelity with which Paraprofessionals Implement a Reading Intervention" (2010). All Graduate Theses and Dissertations, Spring 1920 to Summer 2023. 576.
https://digitalcommons.usu.edu/etd/576
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