Play to teach: Coaching paraeducators to facilitate communication in the preschool classroom

Rebecca Frantz, Sarah G. Hansen, Buket Erturk, Wendy Machalicek, Jane Squires, Tracy J. Raulston

Research output: Contribution to journalArticlepeer-review

2 Scopus citations


Paraeducators are ideal candidates for delivering communication interventions to children with developmental disabilities and delays (DD) because they spend a significant amount of time with these children. However, professional development is often inadequate and limited research supports best practices. Additionally, paraeducators work with multiple children with varying skill levels. Little research has been conducted on the use of existing strategies with multiple children. This single-case study examines the effect of a training package on paraeducators’ fidelity of intervention implementation with a child dyad and subsequent child outcomes. Results suggest that formal coaching contributed to improved fidelity of intervention implementation. Furthermore, paraeducators were able to use intervention strategies with children with varying communication skills and goals. Variable increases in child communication were also detected.

Original languageEnglish (US)
Pages (from-to)497-510
Number of pages14
JournalAmerican Journal on Intellectual and Developmental Disabilities
Issue number6
StatePublished - 2019


  • Coaching
  • Communication
  • Developmental delays
  • Paraeducators
  • Preschool classroom

ASJC Scopus subject areas

  • General Medicine


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