Paraprofessionals often assist teachers in providing instruction to students with autism spectrum disorder (ASD) and require training to help students achieve the goal of independence (Ledford et al., 2018). However, there is a lack of quality training among paraprofessionals when implementing evidence-based teaching practices (Jones & Zarcone, 2014). The problem explored is the lack of quality training paraprofessionals receive in the use of prompts when they implement transition plans for students with ASD (Brock, 2022). The purpose of this qualitative phenomenological study was to explore the lived experiences of high school paraprofessionals in New Jersey state-approved private schools related to the training they receive on the use of prompts when they implement transition plans for high school students with ASD. Nine participants employed in state-approved private schools in New Jersey, who used prompting as an instructional method and received training in prompting within the past year, participated in individual semistructured interviews. Through data analysis, three emergent themes informed these findings: paraprofessionals (a) have a negative view of the quality and quantity of their training, (b) prefer more frequent, hands-on training, and (c) view collaboration as essential among school professionals. The implications suggest that school administrators need to be aware that a lack of training and understanding exists among paraprofessionals regarding how to implement prompts for high school students with ASD. Consequently, students may become dependent on prompts, which could limit their access to community experiences after graduation.
","abstract_html":"<p>Paraprofessionals often assist teachers in providing instruction to students with autism spectrum disorder (ASD) and require training to help students achieve the goal of independence (Ledford et al., 2018). However, there is a lack of quality training among paraprofessionals when implementing evidence-based teaching practices (Jones & Zarcone, 2014). The problem explored is the lack of quality training paraprofessionals receive in the use of prompts when they implement transition plans for students with ASD (Brock, 2022). The purpose of this qualitative phenomenological study was to explore the lived experiences of high school paraprofessionals in New Jersey state-approved private schools related to the training they receive on the use of prompts when they implement transition plans for high school students with ASD. Nine participants employed in state-approved private schools in New Jersey, who used prompting as an instructional method and received training in prompting within the past year, participated in individual semistructured interviews. Through data analysis, three emergent themes informed these findings: paraprofessionals (a) have a negative view of the quality and quantity of their training, (b) prefer more frequent, hands-on training, and (c) view collaboration as essential among school professionals. The implications suggest that school administrators need to be aware that a lack of training and understanding exists among paraprofessionals regarding how to implement prompts for high school students with ASD. Consequently, students may become dependent on prompts, which could limit their access to community experiences after graduation.</p>","abstract_has_math":false,"creators":["Galvez, Candace"],"institution":null,"degree_name":"Doctor of Education (EdD)","degree_level":"Dissertation","degree_discipline":"Education","degree_department":null,"school":null,"contributors":["Evelyn J. Thomas","Rachel Walsh-Peterson"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":null,"date_issued":"","date_published":null,"updated_at":"2026-07-24T05:21:42Z","subjects":["Autism Spectrum Disorder","paraprofessionals","post-school outcomes","prompt dependency","transition plans","Education","Special Education and Teaching","Teacher Education and Professional Development"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://dune.une.edu/edu_diss/63","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Evelyn J. Thomas","Rachel Walsh-Peterson"]},{"key":"dc:creator","label":"Author","values":["Galvez, Candace"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"thesis:degree_discipline","label":"Discipline","values":["Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Education (EdD)"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Autism Spectrum Disorder","paraprofessionals","post-school outcomes","prompt dependency","transition plans","Education","Special Education and Teaching","Teacher Education and Professional Development"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://dune.une.edu/edu_diss/63"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["Paraprofessionals often assist teachers in providing instruction to students with autism spectrum disorder (ASD) and require training to help students achieve the goal of independence (Ledford et al., 2018). However, there is a lack of quality training among paraprofessionals when implementing evidence-based teaching practices (Jones & Zarcone, 2014). The problem explored is the lack of quality training paraprofessionals receive in the use of prompts when they implement transition plans for students with ASD (Brock, 2022). The purpose of this qualitative phenomenological study was to explore the lived experiences of high school paraprofessionals in New Jersey state-approved private schools related to the training they receive on the use of prompts when they implement transition plans for high school students with ASD. Nine participants employed in state-approved private schools in New Jersey, who used prompting as an instructional method and received training in prompting within the past year, participated in individual semistructured interviews. Through data analysis, three emergent themes informed these findings: paraprofessionals (a) have a negative view of the quality and quantity of their training, (b) prefer more frequent, hands-on training, and (c) view collaboration as essential among school professionals. The implications suggest that school administrators need to be aware that a lack of training and understanding exists among paraprofessionals regarding how to implement prompts for high school students with ASD. Consequently, students may become dependent on prompts, which could limit their access to community experiences after graduation.
"]},{"key":"dc:title","label":"Title","values":["Exploring Perceptions Of High School Paraprofessionals Regarding Training On The Use Of Prompts When Implementing Transition Plans For High School Students With Autism Spectrum Disorder"]}]}],"canonical_facts":{"dc:contributor":["Evelyn J. Thomas","Rachel Walsh-Peterson"],"dc:creator":["Galvez, Candace"],"dc:description.abstract":["Paraprofessionals often assist teachers in providing instruction to students with autism spectrum disorder (ASD) and require training to help students achieve the goal of independence (Ledford et al., 2018). However, there is a lack of quality training among paraprofessionals when implementing evidence-based teaching practices (Jones & Zarcone, 2014). The problem explored is the lack of quality training paraprofessionals receive in the use of prompts when they implement transition plans for students with ASD (Brock, 2022). The purpose of this qualitative phenomenological study was to explore the lived experiences of high school paraprofessionals in New Jersey state-approved private schools related to the training they receive on the use of prompts when they implement transition plans for high school students with ASD. Nine participants employed in state-approved private schools in New Jersey, who used prompting as an instructional method and received training in prompting within the past year, participated in individual semistructured interviews. Through data analysis, three emergent themes informed these findings: paraprofessionals (a) have a negative view of the quality and quantity of their training, (b) prefer more frequent, hands-on training, and (c) view collaboration as essential among school professionals. The implications suggest that school administrators need to be aware that a lack of training and understanding exists among paraprofessionals regarding how to implement prompts for high school students with ASD. Consequently, students may become dependent on prompts, which could limit their access to community experiences after graduation.
"],"dc:identifier":["https://dune.une.edu/edu_diss/63"],"dc:subject":["Autism Spectrum Disorder","paraprofessionals","post-school outcomes","prompt dependency","transition plans","Education","Special Education and Teaching","Teacher Education and Professional Development"],"dc:title":["Exploring Perceptions Of High School Paraprofessionals Regarding Training On The Use Of Prompts When Implementing Transition Plans For High School Students With Autism Spectrum Disorder"],"thesis:degree_discipline":["Education"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Doctor of Education (EdD)"]},"updated_at":"2026-07-24T05:21:42Z"}