SUPERVISORY TRAINING FOR TEACHERS - MULTIPLE, LONG-TERM EFFECTS IN ANEDUCATION-PROGRAM FOR ADULTS WITH SEVERE DISABILITIES

We evaluated a means of training special education teachers in supervi sory strategies for improving specific teaching-related performances o f their paraprofessional, teacher assistants. Using classroom-based in struction and on-the-job monitoring and feedback, seven teachers were trained to systematically observe the data collection and teaching per formances of their assistants as well as to provide contingent feedbac k. The supervisory training for teachers, evaluated using a multiple-p robe design across groups of assistants, was accompanied by improvemen ts in data collection performances among seven of eight assistants. Im provement in other teaching skill applications also occurred. The impr oved performance among the assistants was maintained across a 17-month follow-up period. The supervisory training seemed to have multiple be nefits in that the teachers' own teaching-related performances improve d once teachers were trained to systematically observe and provide fee dback to their assistants. The need for continued research is discusse d to evaluate the benefits of supervisory training to improve and,main tain other important areas of staff performance. (C) 1998 Elsevier Sci ence Ltd.