Training paraprofessionals to implement a discrete trial language intervention for children with autism

Abstract

Scope and Method of Study: This study investigated training outcomes when paraprofessionals were trained to implement discrete trial communication therapy in schools, supplemental to existing speech-language services the child receives at school. The aim of this study was to address how many hours of training are necessary for paraprofessionals to achieve mastery criterion with discrete trial training procedures. Additionally, it was determined whether paraprofessionals could implement DTT procedures with accuracy and integrity to produce positive growth outcomes in the functional communication skills of nonverbal or low language ability children with Autism. A subsequent aim of this study attempted to establish both classroom teachers' and paraprofessionals perceptions about utilizing DTT procedures in the classroom.

Findings and Conclusions: This study demonstrated that paraprofessionals could be trained within a reasonable amount of time (maximum of 3 hours 46 minutes) to implement discrete trial training procedures. When the paraprofessionals implemented the intervention at the desired accuracy criterion of 85%, all five student participants obtained positive growth slopes in their functional communication skills that were being addressed, although the extent of growth outcomes varied for each student. The paraprofessional and teacher participants provided acceptability ratings of the overall discrete trial procedures indicating their willingness to implement this intervention in the future with other students, targeting various behaviors. This study has contributed to the current literature in that it demonstrates paraprofessionals can be trained to implement discrete trial procedures in a naturalistic setting.