Theses and Dissertations

Date of Award

2025

Document Type

Dissertation - NSU Access Only

Degree Name

Doctor of Education (EdD)

Department

Abraham S. Fischler College of Education and School of Criminal Justice

Advisor

Khrystyna Bednarchyk

Committee Member

Christine Reeve

Committee Member

Kimberly Durham

Keywords

behavioral skills training, token economy, first-then token board, applied behavior analysis, autism, paraprofessional training, evidence-based practices

Abstract

This applied dissertation was designed to educate paraprofessionals about the principles for managing challenging behaviors among elementary age students with autism. Despite playing a vital role in supporting students with disabilities, paraprofessionals’ training, supervision, roles, and responsibilities remain an area of concern. Given the essential role of paraprofessionals in supporting students with disabilities in the school setting, a targeted training in evidence-based strategies specific to their roles and responsibilities is an essential step towards improving special education services and professional preparation of paraprofessionals. Behavior skills training is the most effective and widely used training model designed for acquisitions and improvement of skills and knowledge across professionals and paraprofessionals. Relying on the main components of instruction, modeling, role-play/rehearsal, and feedback, with an added emphasis on collaboration and rapport building, paraprofessionals received a targeted training in the principles of token economies and implementation of a first-then token board to manage challenging behaviors of students with autism.

The researcher employed a multiple probe across participants design to train three paraprofessionals in the principles of token economies and implementation of a first-then token board with three elementary age students with autism. Following the delivery of didactic instruction, the paraprofessionals received a targeted coaching that incorporated modeling, role play, and feedback in their respective classroom environments. Relying on the results of a preference assessment, the researcher delivered reinforcers to increase the motivation of paraprofessionals to implement the token board with fidelity.

Data analysis revealed that the three paraprofessionals' knowledge and skills improved as a result of the behavioral skills training. Visual and descriptive analysis of the collected data indicated that the paraprofessionals successfully implemented the first-then token board in the classroom. Analysis of the social validity survey results revealed that the paraprofessionals recognized the importance of professional collaboration and value of the training. Moreover, the paraprofessionals’ knowledge and skills produced a potential collateral effect that was seen in the decrease of the students' challenging behaviors. The study outcomes contribute to the existing literature on the behavioral skills training's effectiveness in teaching paraprofessionals who work with children with disabilities.

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