38
VIDBE-Q Volume 63 Issue 4
curricula and activities, supported and reinforced by all individuals connected with the
student (Griffin-Shirley et al., 2000).
This research aligned with or agreed with the literature in that part of an O&M
roles and responsibilities are that of both instructor/consultant and family/community
educator with an expected focus on providing training and supervision regarding role-
released O&M skills to individuals who interact with students daily. This research added
to the literature by providing the beginning of a framework or template for developing
paraprofessional in-service models and trainings in O&M. Variations of the trainings
framework and template are dependent on the clinical expertise of the O&M providing
the training.
Students should receive direct instruction for any new skills from a certified O&M
specialist. Paraprofessionals should receive direct instruction for supporting students
from a certified O&M specialist. Two immediate variations of the framework uncovered
differ in the inclusion of a focus on direct correction/intervention, which, in turn,
intensifies the level of involvement of a paraprofessional support in the instruction (see
Table 13).
Table 13
First Variation of the Framework
No direct correction Direct correction
No direct correction/intervention provided
by paraprofessional (monitoring)
O&M skills on campus
Proper cane mechanics on campus
Report
Concerns to O&M
Progress to O&M
Direct correction/intervention provided by
paraprofessional (reinforcement)
O&M skills on campus
Proper cane mechanics on campus
Concept development
Skills taught on campus
Concepts and techniques after receiving
training
