EMERGING PRACTICES JENNIFER KAUT M.ED., BCBA, LBA STATE - - PDF document
11/19/2018 AUTISM AND VOCATIONAL REHABILITATION SERVICES: EMERGING PRACTICES JENNIFER KAUT M.ED., BCBA, LBA STATE NEURODEVELOPMENTAL DISORDERS SPECIALIST VOCATIONAL REHABILITATION | TEXAS WORKFORCE COMMISSION PURPOSE OF VOCATIONAL
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AUTISM AND VOCATIONAL REHABILITATION SERVICES:
JENNIFER KAUT M.ED., BCBA, LBA
STATE NEURODEVELOPMENTAL DISORDERS SPECIALIST VOCATIONAL REHABILITATION | TEXAS WORKFORCE COMMISSION
PURPOSE OF VOCATIONAL REHABILITATION
Remove a barrier to obtaining and/or
maintaining employment for an individual with a disability.
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TEXAS VR FAST FACTS
2 years ago moved to T exas Workforce Commission (formally under Health and Human Services- Division for Rehabilitation Services) and combined with Blind Services Over 700 VR Counselors Over 120 offices (but moving to integrate with our workforce boards) Served almost 75,000 people last year 36,000 had a neurodevelopmental disorder (IDD, AD/HD, Autism, Learning Disabilities)
VOCATIONAL REHABILITATION(VR)
VR PROCESS: ELIGIBILITY
1. A physical or mental impairment 2. The impairment must constitute a substantial impediment to employment; 3. The individual must require VR services to prepare for, enter, engage in or retain gainful employment consistent with the individual’s strengths, resources, priorities, concerns, abilities, capabilities, interests and informed choice and 4. The individual must be capable of achieving an employment Note: Oklahoma is in a OOS (Order of Selection) OOS means you serve the most significant disabilities and availability of services are determined by this.
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VR PROCESS: INDIVIDUAL PLAN OF EMPLOYMENT
IN 2011, A COMPREHENSIVE ANALYSIS SHOWED THESE RESULTS FOR AUTISM
therefore being found ineligible was pervasive
disengaged and eventually drop out of services
Texas VR Autism Numbers
Approximant numbers as reported by Department of Operational Insight (DOI)
1,900 2,300 2,600 3,000 3,600 4,200 5,000 6,000 7,800 2010 2011 2012 2013 2014 2015 2016 2017 2018
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Number of ASD in Schools
Numbers as reported by T exas Education Agency (TEA)
43,200 66,740 2014 2018
EMERGING PRACTICES
WIOA: Changing VR and Autism
WIOA
WORKFORCE INNOVATION AND OPPORTUNITY ACT:
Federal Law passed in 2014, rules published in 2016. Congress found that many students with disabilities are leaving secondary school without competitive integrated employment or being enrolled in postsecondary education, and there is a need to support such students as they transition from school to postsecondary life. Key Points: Rehabilitation Services Administration (RSA) provides guidance and monitors VR programs RSA is housed under the Office of Special Education and Rehabilitation Services(OSER) WIOA requires all state VR programs spent 15% of their funding on pre-employment services
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WHAT WIOA DOES
paid work experiences, internships, summer employment)
school to post secondary options (working with them younger & in the schools)
SERVICES UNDER WIOA FALL IN 1 OF 5 CATEGORIES
1. Job Exploration Counseling, which may include Academic Assessments and Vocational Counseling and Guidance. 2. Work-Based Learning Experiences, On-the-Job Trainings, Apprenticeships, Internships, Summer Work Experiences, Work-Based Trainings, Job Search Assistance, Job Placement Assistance, On-the-Job Supports and Customized Employment. 3. Counseling on Post-Secondary Opportunities, which may include Vocational Counseling and Guidance and Academic Assessments. 4. Workplace Readiness Training for the development of social skills and independent living skills. This may include Job Readiness Training and Life Skills Training. ABA falls under here 5. Training on Self-Advocacy, which may also include Peer Mentoring, Self-Determination Training and Life Skills Training.
EMERGING PRACTICES
Rethink Assessments: Gather relevant information
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RETHINK ASSESSMENTS: PSYCHOLOGICALS
Results were used way too heavily to determine “work ready”. Does it “tell” us what we need to know about employment? Most results showcased the disability, not the abilities. Use a Psychological when:
secondary education Created Autism Batteries instead: nonverbal/low verbal and verbal, utilizes the ADOS 2 for diagnosis- built in extra time for assessment per fee structure
RETHINK ASSESSMENTS: VOCATIONAL EVALUATIONS
Most traditional are conducted with pencil/paper tests in a contrived setting, therefore will not give you the true picture of interests, needs and environmental responses. Use Vocational Evaluations that:
EMERGING PRACTICES
Use Assessments: That require interest exploration
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What do you want to be? Video game designer! Why? Because it is what I do….
RIGID INTERESTS: HOBBY OR CAREER? START WITH “BIG PICTURE” ASSESSMENTS
Use career interest assessments to get a starting point. Customers with Autism typically have the least exposure to work experiences. Interest rigidity can compound this.
BIRKMAN CAREER EXPLORATION
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CAREER EXPLORATION SITES ON TEXAS WORKFORCE WEBSITE
JOBTIPS
EMERGING PRACTICES
Use Assessments: That identify how the Autism will manifest in a work environment
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ENVIRONMENTAL WORK ASSESSMENT
abilities
environment and those variables should be replicated when looking for employment
exas VR, evaluator is an Employment Specialist with the Autism Endorsement, however- the assessment is available for anyone to utilize Click here, then scroll down to VR1877B and download excel sheet
7 ENVIRONMENTALVARIABLES
ARE RATED BY THE CUSTOMER
Lighting Noise Odors Climate Work Pace Social Interaction Required Structure and Predictability
DETERMINES HOW “DEMANDING”
EACH VARIABLE IS TO THE CUSTOMER
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CUSTOMER TAKES THE SELF ASSESSMENT
MEASURES THE PERCEPTION OF THEIR SOCIAL SKILLS
CUSTOMER IS SCORED
BASED ON THE LEVEL OF PROMPTING REQUIRED
SOCIAL SKILLS TESTED
DOMAIN 1: BASIC SOCIAL AND COMMUNICATION
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SOCIAL SKILLS TESTED
DOMAIN 2: PROBLEM SOLVING AND EXECUTIVE FUNCTIONING
SOCIAL SKILLS TESTED
DOMAIN 3: ADVANCED SOCIAL AND COMMUNICATION
SOCIAL SKILLS TESTED
DOMAIN 4: SELF REGULATION AND EMOTIONAL INTELLIGENCE
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SCORES ARE AUTOMATICALLY TALLIED
INTO A TABLE AS SCORES ARE ENTERED ENVIRONMENTS PRODUCING THE MOST SKILL DEFICITS WILL BE RULED OUT
ENVIRONMENT WILL BE SELECTED AS THE “BEST FIT”
SUMMARY PAGE WILL AUTO POPULATE SPECIFIC STRENGTHS AND ANY SKILLS TO TARGET
EMERGING PRACTICES
Create Specialists: Training matters
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SPECIALLY TRAINED
VR COUNSELORS & EMPLOYMENT SPECIALISTS
University of North Texas UNTWISE
EMERGING PRACTICES
Treat Social Skills: For all, but target students with the least opportunities
9 out of 10 are either unemployed or underemployed, regardless of their IQ or education level. (Autism Speaks, 2014)
WHO CAN BE THE HARDEST OF THE SPECTRUM TO EMPLOY?
Level 1: Requiring support Level 2: Requiring substantial support Level 3: Requiring very substantial support Level 1: Requiring support
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Students with Autism graduating on a Regular Degree Plan…are more at risk Focus was on academics, therefore less opportunity in their degree plan for:
Making it even harder, many go straight to college and graduate without experiencing their first job.
EXAMPLES OF COMMON SOCIAL SKILL ISSUES
pragmatics of language
CUSTOMER EXAMPLE: TROUBLE AT WALGREENS
THE WORLD NEEDS TO BE QUIET!!
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WALGREEN’S EXAMPLE: USING FOCUSEDTREATMENT MODEL
Identified 3 MOST important skills needed within the context of Walgreens:
1.
Is able let go of a persistent thought & move on
2.
Is able to “filter” his own thoughts/opinions and “catch” himself
3.
When upset about something, is able to calm himself down
So, Turned Into Let It Roll Off…. Your Shoulder
Targeted Skill: Able to let go a persistent thought First it was, “Let it go” BUT….
How much your dad exercises What you choose to eat How much
If someone can’t sing How you exercise What songs you listen to
Targeted Skill: Is able to “filter” his own thoughts/opinions and “catch” himself
NOT My Business My Business
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T ell yourself its not my business Move away when they sit next to you Smile ,walk away, back to work Make comments in your head
Say, you are burning my eyes Shield your eyes
Targeted Skill: Is able to “filter” his own thoughts/opinions and “catch” himself Targeted Skill: When upset about something, is able to calm himself down
WALGREENS EXAMPLE
Walgreen’s Has Expectations That MUST be met in order to keep my job Walgreen’s EXPECTS These Job Tasks:
Record how many job task expectations you independently completed: Monday Tuesday Wednesday Thursday Friday ___ out of 6 ___ out of 6 ___ out of 6 ___ out of 6 ___ out of 6 Walgreen’s EXPECTS This Professionalism:
10.You Will Treat Customers Nicely, Even If They Do Something You Don’t Like Record how many job professional expectations you independently completed: Monday Tuesday Wednesday Thursday Friday ___ out of 10 ___ out of 10 ___ out of 10 ___ out of 10 ___ out of 10
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How Can I Get Out of Therapy?
If Joe goes 5 consecutive work days doing all 4 expectations with no reminders from anyone at work = Therapy every other week If Joe goes 10 consecutive work days doing all 4 expectations with no reminders from anyone at work = Therapy once a month If Joe goes 25 consecutive work days doing all 4 expectations with no reminders from anyone at work = Therapy may be stopped until needed again. Rules: Joe must get a manager to sign that he or she witnessed you independently do all 4 expectations. However, if your job coach
you do not meet all 4 expectations. (For example, if you do not do all 4 expectations on Day 3, you will start over to Day 1 or if you are on Day 24, you start all the way back to Day 1). Day 1 Day 2 Day 3 Day 4 Day 5 Day 6 Day 7 Day 8 Day 9 Day 10 Day 11 Day 12 Day 13 Day 14 Day 15 Day 16 Day 17 Day 18 Day 19 Day 20 Day 21 Day 22 Day 23 Day 24 Day 25
CUSTOMER EXAMPLE: 40 YEAR OLDS!
COMING BACK TO VR…..
Expectations I, __________________ understand and agree that I need to address the following: 11/19/2018 18
EMERGING PRACTICES
BUT ALWAYS BASED ON RESEARCH PROVEN METHODOLOGIES SUCH AS ABA
Treat Social Skills: Through multiple services and
NON CLINICAL INTERVENTION: ASD SUPPORTS
Learning job tasks is the not the barrier- therefore a service other than job coaching was needed Developed to increase the capacity of the employment specialist-create a one stop shop. However, other qualifications are also permitted to provide the service such as teachers and teaching assistants These are direct supports that can be provided in the home, community and on the job due to the characteristics of Autism The Environmental Work Assessment is commonly used to identify skills to target for ASD Supports
NON CLINICAL INTERVENTION: ASD SUPPORTS
Examples
Difficulty with transition: getting off and on of the bus 20 times
Executive functioning: creating structure in the home
Sensory issues: creating hygiene routine
Social skills: teach the appropriate amount of emails to send to your professor (social skill groups can be formed as well)
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FOCUSES ON THE SYMPTOMS OF AUTISM
Within these 5 Categories: 1. Communication/Social Skills 2. Restrictive, Repetitive Behaviors, Resistance to Change 3. Sensory Abnormality 4. Level of Anxiety 5. Co-Morbidity
PROGRESS IS MEASURABLE AND OBSERVABLE
CLINICAL INTERVENTION: APPLIED BEHAVIOR ANALYSIS
for Autism
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CLINICAL INTERVENTION: APPLIED BEHAVIOR ANALYSIS
EMERGING PRACTICES
Early Work Experience: Work is intervention
THROW OUT “JOB READINESS” -WORK IS INTERVENTION Don’t try to “fix” first- expose to work, earlier the better
Goodman, Nanette & Morris, Michael. (2013). Creating Change with Incremental Steps: Enhancing Opportunities for Early Work Experience: Report. 10.13140/RG.2.1.4812.4963.
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EMERGING PRACTICES
Early Paid Work: T
Only 55.1 percent of young adults with autism held paying jobs during their first six years out of high school, the lowest percentage among the disability categories examined. (Shattuck, 2012)
RESEARCH SHOWS….
If student’s leave high school with paid employment, they need less supports later.
R Benz, Michael & Yovanoff, Paul & Doren, Bonnie. (1997). School-To-Work Components That Predict Postschool Success for Students with and Without Disabilities. Exceptional children. 63. 151-165. 10.1177/001440299706300201. Wehman, Paul & Sima, Adam & Ketchum, Jessica & D West, Michael & Chan, Fong & Luecking,
Youth with
EMERGING PRACTICES
Provide Support and Opportunities: In post secondary education
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POST SECONDARY: COLLEGE AND OTHER OPTIONS
Pioneers in Texas:
Project CASE, T exas T ech University – supporting students enrolled in T exas T ech University or South Plains Community College through WRAP plans and individual learning specialists while promoting socialization Transition Academy, T exas T ech University- intensive 18 month program that provides wrap around social, life and vocational skills. Offered 9-5pm, Monday-Friday for students graduated from high school.
T exas T ech Teaching other universities how to replicate their model
Hirano, Kara & Rowe, D. (2015). A Conceptual Model for Parent Involvement in Secondary Special
IN CLOSING, EMERGING PRACTICES IN VR FOR AUTISM
environmental responses
VR Counselors and Employment Providers
using a focused method based on research
Provide support and opportunities in post secondary education
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JENNIFER.HINES@TWC.STATE.TX.COM
Thank you, any Questions?