Using e-mail as performance feedback to teach paraprofessionals to implement constant time delay with braille words

Abstract

Equipping paraprofessionals to implement evidence-based instructional practices with fidelity can enhance the education of students with visual impairments. We used a multiple probe across participants design to evaluate the ability of paraprofessionals to follow constant time delay procedures with high fidelity when teaching braille words. We delivered performance feedback by e-mail and examined student learning outcomes. All three paraprofessionals achieved 100% correct implementation of constant time delay and maintained this high level of implementation over time. All three students successfully learned the targeted words. The combination of the training and support with e-mail feedback was effective at equipping them to deliver an evidence-based practice. Paraprofessionals affirmed the social validity of the intervention and considered e-mail performance feedback as an easy-to-understand way of receiving much-needed guidance. E-mail feedback is a cost-effective and simple tool for providing constructive feedback, while also ensuring paraprofessionals deliver instruction with high fidelity.