Paraprofessionals as job coaches: Supporting students with extensive support needs during community-based work experiences

Brenner, Hannah Rose

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https://hdl.handle.net/2142/124260 Copy

Description

Title

Paraprofessionals as job coaches: Supporting students with extensive support needs during community-based work experiences

Author(s)

Brenner, Hannah Rose

Issue Date

2024-04-12

Director of Research (if dissertation) or Advisor (if thesis)

Dymond, Stacy K

Doctoral Committee Chair(s)

Dymond, Stacy K

Committee Member(s)

• Strauser, David R
• Schutz, Michele
• Tarconish, Emily

Department of Study

Special Education

Discipline

Special Education

Degree Granting Institution

University of Illinois at Urbana-Champaign

Degree Name

Ph.D.

Degree Level

Dissertation

Keyword(s)

• community-based work experiences
• paraprofessional
• job coach
• extensive support needs
• transition to work

Abstract

Paraprofessionals who serve as job coaches play a critical role in helping students with extensive support needs (ESN) access community-based work experiences (CBWEs); however, little research has been conducted on paraprofessionals’ involvement in these experiences. Therefore, the purpose of this exploratory qualitative study was to understand what paraprofessionals view as their role with CBWEs and how they support students with ESN during CBWEs. Five paraprofessionals each participated in two interviews and were observed three times while supporting student(s) with ESN at a community worksite. Inductive qualitative analysis using constant comparative methods was used to analyze interview transcripts and observation field notes. The following four themes were generated regarding paraprofessionals’ perceived roles with CBWEs: (a) instructor, (b) supervisor, (c) conduit, and (d) improvisor. Paraprofessional supports for students during CBWEs include (a) use of instructional strategies, (b) promoting independence and efficiency, (c) helping students meet social/behavioral demands, and (d) provision of supplementary supports. Findings from this study demonstrate that paraprofessionals view their role with CBWEs positively and believe that they can make a strong impact on students by supporting them during work experiences. Findings also have practical implications for schools’ designation of paraprofessionals for CBWEs and particular areas for training to promote the use of effective practices and workplace supports during CBWEs.

Graduation Semester

2024-05

Type of Resource

Thesis

Copyright and License Information

Copyright 2024 Hannah Rose Brenner

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