The purpose of this study was to examine the effects of special educators’ delivery of training that included an initial training session and follow-up coaching on paraprofessional implementation of an evidence-based practice for students with autism spectrum disorder (ASD). Three special educators each trained a paraprofessional in their classroom to implement functional communication training (FCT) to address the challenging behavior of a student with ASD. The training procedures incorporated the following aspects of behavioral skills training: instruction, modeling, rehearsal, and feedback. Training from special educators resulted in high levels of paraprofessional FCT implementation that maintained over time for two paraprofessionals. Special educators and paraprofessionals found the training to be practical and effective. We present implications for practice and future research directions for paraprofessional training models focused on challenging behavior interventions.

这项研究的目的是检验特殊教育者提供的培训的效果，其中包括针对自闭症谱系障碍（ASD）学生进行基于专业的循证实践的初步培训课程和后续教练。三名特殊的教育工作者在他们的教室里分别培训了一名准专业人士，以实施功能性沟通训练（FCT），以解决ASD学生的挑战性行为。培训过程包括以下行为技能培训方面：指导，建模，演练和反馈。来自特殊教育者的培训导致了高水平的准专业FCT实施，并随着时间的推移保持了两名准专业人员的工作。特殊的教育者和准专业人士认为培训是切实有效的。