The Job Coaching Academy for Transition Educators: A Preliminary Evaluation

Autor/inn/en	Gilson, Carly B.; Thompson, Christopher G.; Ingles, Kristina E.; Stein, Kaitlyn E.; Wang, Naike; Nygaard, Malena A.
Titel	The Job Coaching Academy for Transition Educators: A Preliminary Evaluation
Quelle	In: Career Development and Transition for Exceptional Individuals, 44 (2021) 3, S.148-160 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Gilson, Carly B.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2165-1434
DOI	10.1177/2165143420958607
Schlagwörter	Coaching (Performance); Job Training; Students with Disabilities; Intellectual Disability; Developmental Disabilities; Pilot Projects; Transitional Programs; Labor Force Development; Labor Legislation; Federal Legislation; Employment Services; Self Efficacy; School Districts; Supported Employment; Professional Development; Texas + Suchen Sie Ihr Suchwort? Berufsqualifizierender Bildungsgang; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Intellect; Verstand; Entwicklungsstörung; Pilot project; Modellversuch; Pilotprojekt; Arbeitskräftebestand; Labor law; Arbeitsrecht; Bundesrecht; Employment service; Arbeitsvermittlung; Self-efficacy; Selbstwirksamkeit; School district; Schulbezirk; Arbeitsförderungsmaßnahme
Abstract	There is a growing urgency to equip transition-age students with intellectual and developmental disabilities for competitive, integrated employment. Prior research demonstrates the positive effects of job coaching, yet no known training exists for educators to learn how to provide appropriate employment-related supports to promote student independence and social integration. We conducted a stratified quasi-experimental design to evaluate the efficacy and social validity of a professional development pilot program for 46 transition educators across three school districts. Our findings indicate the Job Coaching Academy contributed to increased feelings of self-efficacy related to job coaching and modest growth in educators' coaching behaviors. We share implications for practice and research in expanding targeted training opportunities for transition educators. (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01