Print Referencing Virtual Coaching for Paraeducators: A Single-Case Experimental Design

Purpose: Paraeducators (i.e., speech-language pathology assistants and paraprofessionals) are often primary service providers who can engage in shared book reading (SBR) activities with young children. However, paraeducators do not typically have extensive training in supporting early language and literacy skills. We examined the effect of virtual practice-based coaching (PBC) on paraeducators' ability to implement print referencing strategies during SBR. Method: A multiple-baseline-across-behaviors design was used to evaluate the effects of virtual PBC on paraeducators' implementation of three specific print referencing strategies: print concepts (e.g., title, author, print direction), print meaning (e.g., speech bubbles, changes in font size, color, or shape), and letter and word knowledge (e.g., features of letters, letters make up words). Three paraeducator/child dyads participated (one speech-language pathology assistant and two paraprofessionals). Results: All three paraeducators increased their use of the three targeted print referencing strategies, after PBC was implemented. For all three, these strategies continued to be employed during the maintenance phase, once coaching support was faded. Conclusions: Our results indicate that, preliminarily, virtual PBC may be an effective method for training paraeducators on the implementation of print referencing strategies. Future work can consider various SBR strategies, such as expanding vocabulary or phonological awareness, with larger samples. Supplemental Material: https://doi.org/10.23641/asha.30067345