Matthew E Brock

Biographic Data

ID1583929
NAMEMatthew E Brock
GIVEN NAMESMatthew E
FAMILY NAMEBrock
SIGNATUREBROCK M E
AFFILIATIONSThe Ohio State University
ORCID0000-0001-7197-2120
VERIFIEDYes
TOTAL WORKS8
TOTAL CITATIONS1
AUTHOR COUNT8
EDITOR COUNT0
FIRST PUBLICATION YEAR2015
LATEST PUBLICATION YEAR2025
H-INDEX1

  • Teachers Training Paraeducators to Implement Systematic Prompting Practices for Students with Significant Disabilities

    Open AccessMatthew E Brock, Mary A Barczak et al.ARTICLEEducation Sciences2025

    Teachers are often tasked with training paraeducators to deliver instruction to students with significant disabilities, but there is little research that involves teachers training paraeducators. In this single-case design study, we supported teachers to deliver tiered training that first involved group training for teams of paraeducators, and then follow-up coaching for the subset who did not meet criterion-level implementation fidelity. Three t…

  • Preparing Special Educators to Generalize Evidence-Based Practices Across Students and Situations

    Open AccessKara N Shawbitz, Matthew E BrockARTICLERemedial and Special Education2025

    Closing the research-to-practice gap in special education requires high-quality training that enables educators to generalize evidence-based practices (EBPs) across students, settings, and situations. In this systematic review, we identified 52 studies published in 50 articles that measured generalization of teacher, pre-service teacher, or paraeducator fidelity of practices for students with disabilities. Most studies used a combination of didac…

  • Utilizing video prompting with people with severe disabilities

    Open AccessAbdulaziz Alasmari, Abdulaziz M Alasmari et al.ARTICLEChildren and Youth Services Review2024

  • Philosophical Perspectives and Practical Considerations for the Inclusion of Students with Developmental Disabilities

    Open AccessEric Anderson, Eric J Anderson et al.ARTICLEEducation Sciences2022

    Federal law in the United States requires that students with disabilities receive their education alongside their peers without disabilities to the maximum extent appropriate given their individual circumstances. As a result, students with less support needs have enjoyed increasing amounts of time in the regular education classroom, while their peers with developmental disabilities are still largely served in separate educational settings. When t…

  • Efficacy of Paraeducators Facilitating Peer Support Arrangements for Elementary Students With Multiple Disabilities

    Open AccessKelsey J Trausch, Matthew E Brock et al.ARTICLERemedial and Special Education2022

    Previous findings demonstrate peer support arrangements improve academic and social outcomes for secondary students with severe disabilities, but further research is needed to determine (a) the degree to which this practice would benefit younger students, (b) the impact on student independence, and (c) how teachers can best support paraeducator implementation. In this multiple-probe-across-participants design study, a teacher trained five paraedu…

  • Training paraprofessionals who work with students with intellectual and developmental disabilities

    Open AccessMatthew E Brock, Eric Anderson et al.ARTICLEPsychology in the Schools2021

    Federal law allows for paraprofessionals to provide instruction to students with developmental disabilities if they are adequately trained and supervised, but how to best provide this training and support remains unclear. In this paper, we update a systematic review of experimental studies that test the efficacy of paraprofessional‐implemented interventions for students with developmental disabilities. We identified 36 studies published 2012–2019…

  • Self-determination and agency for all

    Matthew E Brock, John M Schaefer et al.ARTICLETheory Into Practice2020Cited by: 1References: 23

    Supporting agency can be complex and challenging, especially when teaching students with severe disabilities (i.e., students with intellectual disability, autism, and/or multiple disabilities who are eligible for their state's alternate assessment). In this article, we compare Bandura's model of agency with constructs from the severe disabilities literature (i.e., self-determination and social role valorization) to identify unique challenges for …

  • Evidence-Based Practices for Children, Youth, and Young Adults with Autism Spectrum Disorder

    Open AccessConnie Wong, Samuel L Odom et al.ARTICLEJournal of Autism and Developmental…2015