
Amanda Michelle BoroshPurdue University West Lafayette | Purdue · Department of Educational Studies
Amanda Michelle Borosh
Master of Education
About
6
Publications
2,560
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14
Citations
Introduction
Experienced special educator turned behavior analyst and doctoral student, with research interests in the application of principles of Organizational Behavior Management (OBM) and implementation science in public schools supporting students with disabilities and challenging behavior. I'm particularly interested in the preparation of special education teachers to train, coach & supervise paraeducators' implementation of evidence-based practice.
Additional affiliations
August 2020 - present
July 2017 - August 2020
Position
- Coordinator - Specialized Behavioral Support + Strategy
Description
- Provided training and coaching to public school professionals supporting students with disabilities and severe challenging behavior. Conducted Functional Behavior Assessments (FBAs) and assisted teams in developing Behavior Intervention Plans (BIPs). Utilized Behavioral Skills Training, coaching and feedback to train staff to implement function-based behavior plans. Responsible for researching and presenting district-wide professional development.
August 2016 - July 2017
Position
- Special Education Teacher
Description
- Special education teacher for students 5th-8th grade with severe, profound, and multiple disabilities. Conducted academic, functional, and behavioral assessments. Developed and implemented Individualized Education Programs (IEPs). Trained and monitored five paraprofessionals.
Publications
Publications (6)
Caregivers of young children with neurodevelopmental disabilities report a need for training and support in reducing their children’s challenging behavior at home. The purpose of this study was to evaluate a telehealth caregiver training program comprised of online modules and weekly practice-based coaching on caregiver implementation fidelity of f...
Schools rely heavily on paraeducators to support the delivery of special education services for students with disabilities (SWDs). However, paraeducators often lack formal training in implementing evidence-based practices. Traditional methods of professional development are not effective at producing long-term changes in classroom staff. Prior rese...
Objectives
Prior research has established assessment methodologies, such as functional analysis to identify specific contexts in which restricted and repetitive behavior (RRB) occurs, and measures of heart rate variability (HRV) to index the level of autonomic arousal in individuals with autism spectrum disorder (ASD). Yet, a gap remains in integra...
Students with significant support needs (SSN) are often at an increased risk of demonstrating challenging behaviors compared with their peers without disabilities. As a result, students engaging in these behaviors typically experience fewer opportunities for inclusive education, strained relationships with educators, and increased likelihood of exp...
Although there is a consensus regarding the positive effects of self-monitoring interventions on improving on-task behaviors of students with disabilities, the findings for maintenance and generalization have not been shown to be consistent across studies (i.e., Cook & Sayeski, 2020; Wood et al., 2002). The current study aimed to assess the researc...