Evaluating the Effects of a Paraprofessional Mediated Intervention to Teach Soft Skills to High School Students with Disabilities

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dc.ada.noteFor Americans with Disabilities Act (ADA) accommodation, including help with reading this content, please contact scholarshare@temple.edu
dc.contributor.advisorTincani, Matt
dc.contributor.committeememberTravers, Jason C.
dc.contributor.committeememberDowdy, Arthur
dc.contributor.committeememberHantula, Donald A.
dc.creatorHillemeyer, Alexander
dc.creator.orcid0000-0003-3998-6199
dc.date.accessioned2022-05-26T18:13:37Z
dc.date.available2022-05-26T18:13:37Z
dc.date.issued2022
dc.date.updated2022-05-11T16:09:06Z
dc.description.abstractIn this study, a paraprofessional delivered video modeling intervention to teach soft skills was evaluated using a multiple probe across behaviors design. Three soft skills were targeted that were required for successful future employment of high school students with disabilities. The three dependent variables consisted of sending a work related email, leaving a voice message, and creating work related calendar entry. Five paraprofessionals and four high school students with disabilities participated in this study. We evaluated the degree to which the intervention was successful, the degree of procedural fidelity by the paraprofessionals, and the social validity of the study. The results supported the intervention. All four students showed improvements in their soft skills. A functional relation was established for two out of four student participants. The paraprofessionals maintained a high level of procedural fidelity. Paraprofessional and student participants reported high level of satisfaction with the goals, procedures, and outcomes of the study. Maintenance data collected demonstrated that participants maintained their skills following the conclusion of the video modeling intervention. There were limitations related to the implementation of the research design, partially due to constraints of the Covid-19 pandemic.
dc.description.degreePh.D.
dc.description.departmentSpecial Education
dc.embargo.lift05/11/2024
dc.format.extent188 pages
dc.identifier.filenameHillemeyer_temple_0225E_14787.pdf
dc.identifier.proqst14787
dc.identifier.urihttp://hdl.handle.net/20.500.12613/7698
dc.language.isoeng
dc.publisherTemple University. Libraries
dc.relation.doihttp://dx.doi.org/10.34944/dspace/7670
dc.relation.ispartofTheses and Dissertations
dc.rightsIN COPYRIGHT- This Rights Statement can be used for an Item that is in copyright. Using this statement implies that the organization making this Item available has determined that the Item is in copyright and either is the rights-holder, has obtained permission from the rights-holder(s) to make their Work(s) available, or makes the Item available under an exception or limitation to copyright (including Fair Use) that entitles it to make the Item available.
dc.rights.urihttp://rightsstatements.org/vocab/InC/1.0/
dc.subjectSpecial education
dc.subjectHigh school
dc.subjectParaprofessional
dc.subjectStudents with disabilities
dc.subjectTransition
dc.subjectVideo modeling
dc.titleEvaluating the Effects of a Paraprofessional Mediated Intervention to Teach Soft Skills to High School Students with Disabilities
dc.typeText
dc.type.genreThesis/Dissertation
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