Contextual Coaching Versus Training Workshop for Assistants in Special Education.

University of Zaragoza

Status: Completed

Conditions: Disabled Persons; Caregiver

Treatments: Behavioral: Trainig workshop; Behavioral: contextual one-on-one coaching

Study type: Interventional

Funder types: Other

Identifiers

NCT04747210

COACHvsW

Details and patient eligibility

About

Special Need Assistants/paraprofessionals serve an essential role in special education to support children with multiple disabilities, but they often lack adequate training and supervision. The study aims to examine the effects of the coaching program for assistants compared to a workshop outside working hours and evaluate the outcomes in students and assistants. The second aim is to measure fidelity implementation of coaching practices and if the intervention was participation-based.

Full description

This study addresses the training needs of assistants to minimize participation barriers of the students. The schools will be assigned to one of two groups: both groups will receive a 10 hours training workshop; only the intervention group will receive coaching one-to-one. The duration and number of coaching sessions will depend on the caregivers' time available, daily routines, and goals. Coaching sessions will be recorded for the assessment of treatment fidelity.

Enrollment: 17 patients

Sex: All

Volunteers: Accepts Healthy Volunteers

Inclusion and exclusion criteria

Inclusion Criteria assistants:

• Special Need Assistant of students between 4-21 years of age.
• Speak, read and comprehend Spanish.
• Be available for workshop and one-on-one coaching.
• Able to verbalize changes in their own performance or their students' participation.
• Written consent.

Exclusion Criteria assistants:

• Have no students involved in the program.

Inclusion Criteria students:

• Present difficulties in Activities of Daily Living (ADLs).
• Have an assistant involved in the study.
• Informed consent signature (parents or legal tutors).

Exclusion Criteria students:

• Independence in activities of daily living.
• 70 or more points in the Care Dependency Scale for Pediatrics (CDS-P).

Trial design

Primary purpose: Treatment

Allocation: Non-Randomized

Interventional model: Parallel Assignment

Masking: Single Blind

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17 participants in 2 patient groups

Trainig workshop and Coaching one-on-one

Active Comparator group

Description:

Ten-hour training workshop that was divided into three sessions outside working hours. Coaching one-on-one in the daily routines and natural environment.

Treatment:

Behavioral: contextual one-on-one coaching

Trainig workshop

Active Comparator group

Description:

Assistants receive ten-hour training workshop that was divided into three sessions outside working hours.

Treatment:

Behavioral: Trainig workshop