There are efforts being made on all grounds to provide support to people with intellectual and developmental disabilities but it is important to use evidence-based interventions for the best results.

Through the results obtained in it was observed that coaching has been shown to improve the use of EBIPs, but relatively few studies have been conducted to assess the effectiveness of coaching for adults belonging to minority groups and paraprofessionals in public elementary school settings. To fulfill this research gap this study was done. It was a multiple probe design across participants was used to assess the effectiveness of coaching and the provision of feedback and associated practices for three adults supporting three young students with autism in a self-contained elementary school setting.

The study concluded through its findings that the use of evidence-based instructional practices by the paraprofessionals improved the use of target practices and increased student engagement. More research is needed regarding the training and coaching of teaching teams and the use of evidence-based coaching and feedback practices to assist paraprofessionals in implementing EBIPs with small groups of students and in a variety of educational settings.