Impact of a Teacher-as-Coach Model: Improving Paraprofessionals Fidelity of Implementation of Discrete Trial Training for Students with Moderate-to-Severe Developmental Disabilities.

The team asked special-education teachers to coach their own paraprofessionals. First the paras watched short online lessons about discrete trial training. Then their teacher gave live Practice-Based Coaching: model the step, watch the para try it, give quick feedback, repeat until fluent.

Researchers tracked DTT fidelity across several staff using a multiple-baseline design. They wanted to know if the teacher-as-coach layer was the piece that actually moved scores.

Online modules alone barely budged fidelity. Once teachers started coaching, every para’s score jumped and stayed high. The gains lasted after coaching ended, showing the teacher-as-coach model works and sticks.

Downs et al. (2008) already showed that a few minutes of oral plus written feedback can push instructor accuracy above 97%. Bao et al. (2017) now pinpoints who can give that feedback: the classroom teacher already on payroll.

Shin et al. (2021) and de Souza et al. (2023) used the same BST package—instruction, model, role-play, feedback—but trained parents and Brazilian staff. Their positive results widen the lens: coaching works across languages and job titles.

Zhao et al. (2024) replaced in-person coaching with remote train-the-trainer webinars and still lifted teacher fidelity. Together the studies draw a clear line: brief coaching, not the medium, is the active ingredient.

You no longer need an outside expert hovering in the classroom. Train the teacher once, then let them coach paras during natural prep periods. The study gives you a ready-made sequence: online primer → live model-practice-feedback → weekly brief checks. One trained teacher can keep an entire aide team above mastery, saving consultant hours and district money.