The V3 Discovery Process
Why the focus on Employment?
• Employment results in
– Potential need for further education
– Need / ability to need, access and afford housing
– Access to a social network that can be expanded
• What is meant by employment?
– INTEGRATED
– Minimum / equivalent wage
– Hours per week?
– Volunteer?
• Job Shadow; Job Sampling; Internship
Engagement in education, employment, or training after leaving school
Other health impairment
Learning disability
Speech / language
impairment
Hearing impairment
Emotional disturbance
Traumatic brain injury
Visual impairment
Orthopedic impairment
Mental impairment
Multiple disabilities
Autism
0
NLTS2, 2009
20
40
60
Percentage
80
100
120
Predictors / Outcomes
Education
Employment
Indep. Living
Career Awareness
P (Potential)
P
---------------
Community Experience
---------------
P
---------------
Exit Exam Requirements / High
School Diploma Status
---------------
P
---------------
Inclusion in
General Education
M (Moderate)
M
M
Interagency Collaboration
P
P
---------------
Occupational Courses
P
P
---------------
Paid Employment /
Work Experience
M
M
P
Parental Involvement
---------------
P
---------------
Program of Study
---------------
P
---------------
Self Advocacy / Self Determination
P
P
---------------
Self Care / Independent Living
P
P
M
Social Skills
P
P
---------------
Student Support
P
P
P
Transition Program
M
P
---------------
Vocational Education
M
M
---------------
Work Study
---------------
M
---------------
National Secondary Transition Technical Assistance Center (NSTTAC)
Cimera & Cowen (2009)
The Cost of Services and Employment Outcomes
Achieved by Adults with Autism in the US
• VR Review
• Students with ASD more likely to be denied
services because “too severely disabled”
<Lauer>
• Cost significantly more to serve—Why?
– Speculated—complexity of ASD
– Likely—staff not understanding ASD
– Solution—better job matches
What Predicts Post-School Employment?
• Primary:
– Family Preference
– Paid work during school
• Secondary:
– Community mobility skills
– Self-management skills
Center on Transition for Youth with Disabilities
(www.transitionemployment.org)
Employment is Therapeutic!
Vanderbilt University / U of Wisconsin-Madison (5 year study)
Journal of Autism and Developmental Disorders
The greater the vocational independence
and engagement:
– Lower rates of behaviors related to ASD
(e.g. restricted interests; repetitive
behaviors)
– Reduced behavioral challenges
– Increased rates of communication and
social interaction skills
“The potential of individuals
with ASD to become employed
and engaged adults is limited
more by the failure of the
systems charged with
supporting them than by the
challenges associated with
being on the spectrum.”
Peter Gerhardt; Current State of Services for
Adults with Autism 2009
Project SEARCH: Research Support
• Participants:
– 40Ss ASD (Dx or SpEd) (24 in treatment, 16 in control)
– Independent in self care (e.g. dressing, hygiene, eating)
– Capable of providing consent
• PS plus ASD Supports
– Onsite intensive systematic instruction (using ABA)
– Onsite support and consultation from ABA or ASD specialist
– Intensive staff training in ASD and PS model
• Outcomes:
– 21 in treatment group employed (24% above minimum wage;
78%maintained 12 and 24 mo. post participation)
– 1 in control group employed
• Reasons for Success:
– Collaboration (monthly meetings)
– Training
– ASD Specific Supports
Competitive Employment for Youth with ASD, 2013
Walgreens Research
Creating an Inclusive Workplace & Integrating Employees with Disabilities
into a Distribution Center (DC) Environment (Kaletta, et.al, 2012)
• Higher turn over rates for individuals WITHOUT Dx
(4DCs)
• Productivity rates statistically insignificant between
those with and without Dx (31 locations / 3 DCs)
• Success?
– Workplace environment accommodations & training
– Welcoming and accepting culture
– Training in skills other than the job due to poor job histories
(e.g. timeclock)
– Re-create job site for practice
– Specific productivity expectations & goals
www.asse.org; www.walgreensoutreach.com
Dad opens a car wash….
Other National Trends
• Elimination of Sheltered Workshops
(Oregon, Maine, New Jersey)
• Feds Hiring Mandate: March 2014 for
Federal Contractors:
– People with disabilities should make up
7% of workforce (not firm quota) or lose
contracts (Disability Scoop, 2013)
• Increase Project Search Sites
Post-Secondary Transition Outcomes
EMPLOYMENT GUIDING PRINCIPLES
• Allen Anderson: www.employmentoutcomes.com
– “Abandon no one to unemployment.”
• Griffin – Hammis Associates:
– “All people have contributions to make in the
marketplace.”
• Mark Gold & Associates:
– “All people have interests that provide motivation
for employment.”
The Spectrum of ASD
Inclusive Employment Options
Callahan, Michael (2009). Supported
Employment / Customized
Employment Matrix: Is “Competitive
the new “Independent.” Mark Gold &
Associates
Competitive / Demand
Employment
Customized
Employment / SelfEmployment
Natural Supports /
Reasonable
Accommodations
Does not need either SE
or CE to become / stayed
employed.
Needs CE to become
employed; Does not need
SE to stay employed
Supported
Employment / Natural
Supports
Does not need CE to
become employed; Needs
SE to stay employed
Needs both CE to
become employed and
SE to stay employed.
An Alternative Age-Appropriate Assessment
V3 Discovery
• Vision:
– Aligned with the principles of selfdetermination and person-centered planning
• Vocational Profile:
– Conditions for employment
– Contributions to potential employers
– Brain Blizzard / Social Capital Map
• Visual Resume / State ID
HISTORY / Resources in DISCOVERY
• Mark Gold, & Associates / Michael Callahan
– http://www.marcgold.com/
• Griffin & Hammis, Associates
– http://www.griffinhammis.com/
• Nila Benito, USF
– Collaboration on Discovery and Innovation and
Employment (CODIE);
– Florida Center for Inclusive Communities
RESOURCES
http://www.marcgold.com/
What is DISCOVERY?
Webster’s Dictionary:
To gain insight or knowledge of something
previously unseen or unknown; to notice or
realize; to make known, reveal, disclose.
Discovery: The 4C’s
Translates Daily Life / Experiences into Variables
• Choices (interests & preferences)
• Contributions (skills)
• Conditions (frame challenges)
• Connections (social capital)
The V3 Discovery Steps
1. Preparation
2. Interviews & Surveys
3. Observations
4. V3 Discovery Summary
5. Employment Development
V3 Discovery Tools
• V3 Discovery Checklist
– GUIDING DOCUMENT
– Assigned steps as part of the BYF IT
• Sample Calendar / Meeting Agenda
• Step 1 Tools:
– Student Information Form
– Team Information Form
– Records Review Documentation
• Step 2 Interview / Survey Tools
– Discovery Short Survey
– Detailed Discovery Survey / Interview
– Peer Survey
V3 Discovery Tools
• Step 3 ICIE Guide and Documentation Tools
– ICIE Observation Notes Form
– Home Visit & Neighborhood Tour Form
• Step 4 Tools: V3 Discovery Summary –
– PRIMARY DOCUMENT
• Section 1: Vision
• Section 2: Vocational Profile & Brain Blizzard
• Section 3: Visual Resume
• Step 5 Tools: Employment Development
– Employer Needs Analysis
• Action Plan form
V3 Discovery Summary – Step 5
Employment Development
 Contact Potential Employers from Brain
Blizzard for an interview / tour.
 Conduct an Employer Needs
Analysis (interview & tour)
 Identify the Match---match student’s
Choices (interests / preferences),
Contributions (strengths & stills), and
Conditions for success with the needs
of employers.
 Negotiate a position with Employers
Three Relevant Questions
• Do you have any unmet workplace
needs or tasks that need to get done
but often are not?
• Do you have individual tasks or
aspects of larger tasks performed by
highly paid employees that could be
performed by entry level workers? If
so, what tasks?
• Do you have tasks that would benefit
from specific productivity or quality
enhancement based on specific
competencies of job seekers?
Other Relevant Considerations
•
What is the culture of the business?
– Dress Code:
– Commonly Used Language (e.g. slang, acronyms):
– Work Hours:
– Break Times:
– Lunch Procedures:
– Initiation for New Hires:
– Social Interactions:
– Transportation (e.g. carpooling):
– Disclosure of Disability Considerations:
•
For each job in the business, outline the following:
– Job Tasks (task analyze the responsibilities of the job)
– Tools Required
– Performance Expectations
– Quality Measures
– Supervision and Instruction
•
Blueprint for Employment
Job Seeker:
Job Developer:
Employer:
Date Job Begins:
Choices (interests & preferences)
1.
2.
3.
4.
Available Not Avail
_______
_______
_______
_______
_______
_______
_______
_______
Contributions (strengths & skills)
1.
2.
3.
4.
_______
_______
_______
_______
_______
_______
_______
_______
Conditions for Success
1.
2.
3.
4.
_______
_______
_______
_______
_______
_______
_______
_______
The Push