Paraprofessionals in Job Coach Roles

1999 ◽  
Vol 24 (4) ◽  
pp. 273-280 ◽  
Author(s):  
Patricia M. Rogan ◽  
Mary Held
Keyword(s):  
Job Coach

Was macht Supported Employment so überlegen?

2013 ◽  
Vol 10 (02) ◽  
pp. 95-101 ◽  
Author(s):  
H. Hoffmann
Keyword(s):  
Vocational Training ◽  
Supported Employment ◽  
Gesetzliche Grundlagen ◽  
Job Coach

ZusammenfassungMit der Einführung des Supported Employment wurde in der beruflichen Wiedereingliede-rung psychisch beeinträchtigter Menschen in die freie Marktwirtschaft ein Paradigmawechsel vollzogen, der sich in den USA und mittlerweile auch in Europa bewährt hat. Die wissenschaftliche Evidenz ist mittels zahlreicher randomisiert kontrollierter Studien erhärtet, weshalb Supported Employment in den Leitlinien als dem pre-vocational Training überlegen und somit als Methode der Wahl vorbehaltlos empfohlen werden kann. Supported Employment leistet zudem einen entscheidenden Beitrag zur Inklusion und Teilhabe psychisch beeinträchtigter Menschen.Für eine erfolgreiche Implementierung und Weiterverbreitung im deutschsprachigen Raum braucht es gewisse Adaptionen, einheitliche Qualitätsstandards, Anreize für die Arbeitgeber sowie noch zu verbessernde gesetzliche Grundlagen und Finanzierungsmodelle, die u.a. die unbefristete Begleitung durch einen Job Coach ermöglichen. Letzteres ist ein zentraler Faktor für den nachhaltigen Erfolg des Supported Employments.

Work performance and support needs analysis of students with intellectual disabilities

2021 ◽  
pp. 1-10
Author(s):  
Hailee Baer ◽  
Kristen Welker ◽  
Carol Cox
Keyword(s):  
Intellectual Disabilities ◽  
Work Performance ◽  
School To Work ◽  
Support Needs ◽  
School To Work Transition ◽  
Employment Supports ◽  
Work Transition ◽  
Job Coach ◽  
Students With Intellectual Disabilities ◽  
Job Coaches

BACKGROUND: School-to-work transition planning for students with intellectual disabilities should include community-based early work experiences to prepare for possible future integrated employment. Employers have noted job performance levels and appropriate use of supports as important for maintaining employment. OBJECTIVE: The purpose of this study was to assess work performance and support needs of students with intellectual disabilities attending a short summer early work experience. METHOD: A small group of secondary-level school students with intellectual disabilities attended a summer-long vocational rehabilitation program where they worked with a job coach at a work setting. Student participants and their job coaches rated their perceptions of the students’ work performance quality and support needs on the Job Observation and Behavior Scale pre-post program. RESULTS: The groups deviated significantly in their pre-assessment and post-assessment ratings. Job coaches and students both reported significant increases in perception of quality of student performance. In addition, job coaches reported students needing significantly less employment supports by program end. Student participants also reported needing less employment supports by program end; however, results were not significant. CONCLUSIONS: When both student and job coach realistically view student work performance and supports needed, the school-to-work transition can be improved.

Supported Employment – Electronic Job-Coach (EJO)

2016 ◽  
pp. 142-149 ◽  
Author(s):  
Carsten Brausch ◽  
Christian Bühler ◽  
Andreas Feldmann ◽  
Miriam Padberg
Keyword(s):  
Supported Employment ◽  
Job Coach

Doing it the Company Way: Using Internal Company Supports in the Workplace

1991 ◽  
Vol 22 (2) ◽  
pp. 32-35 ◽  
Author(s):  
Ellen S. Fabian ◽  
Richard G. Luecking
Keyword(s):  
Supported Employment ◽  
Training Programs ◽  
Severe Disabilities ◽  
Competitive Employment ◽  
Employment Opportunities ◽  
Job Coach ◽  
Workplace Supports ◽  
Training Activities

Recent limitations identified in the job coach model of supported employment have stimulated interest in the use of natural workplace supports as a means of facilitating competitive employment opportunities for individuals with severe disabilities. The authors describe one approach to natural workplace supports called the internal company support approach to supported employment, using existing employer-sponsored training programs in the workplace. Examples of employer-sponsored training activities are provided, as well as implementation suggestions based on the authors' experience.

Natural Supports: Reconceptualizing Job Coach Roles

1993 ◽  
Vol 18 (4) ◽  
pp. 275-281 ◽  
Author(s):  
Pat Rogan ◽  
David Hagner ◽  
Stephen Murphy
Keyword(s):  
Social Support ◽  
Supported Employment ◽  
Work Site ◽  
Case Examples ◽  
Individual Preferences ◽  
Employees With Disabilities ◽  
Natural Supports ◽  
Job Coach ◽  
Personal Connections ◽  
Natural Support

This article presents four case examples that illustrate various strategies used by agency personnel to promote job supports for employees with disabilities while minimizing the intrusion of supported employment personnel. Specific strategies include: (a) using personal connections to enhance social support, (b) matching individual preferences and attributes to work-site social climates, (c) collaborating with work-site personnel to develop adaptations and modifications, (d) facilitating and supporting the involvement of work-site personnel; and (e) providing general consultation focused on person-environment factors that promote both the success of the supported employee and the overall business. Each of these strategies is discussed within a natural support framework in relation to reexamining job coach roles. The implications of the four case examples are discussed and areas for further research are suggested.

scholarly journals How is a Job Coach used in the Return to Work Process?

AAOHN Journal ◽  
2003 ◽  
Vol 51 (7) ◽  
pp. 288-289
Author(s):  
Mary Lou Wassel
Keyword(s):  
Return To Work ◽  
Work Process ◽  
Job Coach

State news: Pennsylvania: Job coach program launched

1986 ◽  
Author(s):  
Carol Turkington ◽  
Keyword(s):  
Job Coach ◽  
Coach Program
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