Paraprofessionals play a significant role in the education system. However, they often need more training on specific instructional strategies to use with the students they work with. In this study, we trained two paraprofessionals working in a self-contained elementary classroom for students with high-intensity behavioral support needs. Each paraprofessional used constant time delay to support students’ learning to read grade-level sight and science words. Paraprofessionals also gathered maintenance and generalization sessions using individualized social stories created by the classroom teacher. Not only did the four student participants meet mastery of their personalized word sets but paraprofessionals also implemented all phases with high fidelity. We discuss limitations, implications for practice, and recommendations for future research.

中文翻译：

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专业人员辅助人员对有高强度行为支持需求的小学生实施恒定时间延迟程序

辅助专业人员在教育系统中发挥着重要作用。然而，他们通常需要更多关于特定教学策略的培训，以便与他们一起工作的学生一起使用。在这项研究中，我们为有高强度行为支持需求的学生培训了两名在独立的小学教室工作的专业人员。每位专业人员都使用恒定的时间延迟来支持学生学习阅读年级水平的视觉和科学单词。专业辅助人员还利用课堂教师创作的个性化社会故事来收集维护和概括课程。不仅四名学生参与者掌握了他们的个性化单词集，而且专业辅助人员也以高保真度实施了所有阶段。我们讨论局限性、对实践的影响以及对未来研究的建议。