job assessment recommendations and team decisions · 2020-02-26 · intensive job coaching. level...

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Job Assessment Recommendations and

Team Decisions

>www.dpw.state.pa.us >www.dhs.pa.gov

BSASP Provider [email protected]

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Review Service Definitions

Vocational Assessment & Vocational Profile

Team Decisions


Services

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SSD:Systematic

Skill Building

SSD:Community

Support

Total combined hours for Community Support, Day Habilitation,

Transitional Work Services and Supported Employment services are limited to 50 hours/ wk


Conduct a thorough and comprehensive assessment

• Informal (Indirect) data: Interviews and inventories

• Formal (Direct) data: Job tryouts or situational assessments (based upon preferences)


Synthesize the outcome and recommendations into the Vocational Profile

Forward the Vocational Profile to the SC for entry into HCSIS.

*IF THIS IS THE STAFF’S FIRST VOCATIONAL ASSESSMENT, THEY WILL NEED TO SUBMIT THE PROFILE INTO MYODP IN ORDER TO GET A PASSING GRADE AND BECOME QUALIFIED TO PROVIDE THIS SERVICE AND WRITE THE ASSESSMENT. ONCE QUALIFIED, THEY SEND THE PROFILE DIRECTLY TO THE SC WHEN COMPLETED.


Secure an employment position based on the:

• Needs of the EMPLOYER

• Desired and needs of the INDIVIDUAL

*VTT: “Employer Development, NOT Job Development”


CUSTOMIZED EMPLOYMENT

• Discovery Process

• Customized Job Development

• Systematic Instruction


One service. Two levels.

Level one: Intensive Job Coaching

Level two: Extended Employment Supports


Level one: Intensive Job Coaching

• More then 20% of the work week

• 6 months to 18 months

Level two: Extended Employment Supports

• Less then 20% of the work week

• Up to 416 hours per year

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• Maintain employment position and skills

• Skill Acquisition and Maintenance

• -20%• Indefinite

• Intensive on the job training and supports

• +20%• Limited Intensive

Job Coaching

CREATE TRANSITION

PLAN

TEAMING

Extended Employment

Supports

EVALUATE PROGRESS

REDETERMINE NEEDAND NEXT STEPS

*VTT: “Best Instructional Practices for Job Coaches”

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Job Coaching

CREATE TRANSITION

PLAN

TEAMING

Extended Employment

Supports

EVALUATE PROGRESS


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Job Coaching

CREATE TRANSITION

PLAN

TEAMING

Extended Employment

Supports

EVALUATE PROGRESS


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• Skill Building• +20%• Limited

Intensive Job

Coaching

CREATE TRANSITION

PLAN

TEAMING

Extended Employment

Supports

EVALUATE PROGRESS


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Intensive Job

Coaching

CREATE TRANSITION

PLAN

TEAMING

Extended Employment

Supports

EVALUATE PROGRESS


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Intensive Job

Coaching

CREATE TRANSITION

PLAN

TEAMING

Extended Employment

Supports

EVALUATE PROGRESS


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Intensive Job

Coaching

CREATE TRANSITION

PLAN

TEAMING

Extended Employment

Supports

EVALUATE PROGRESS



The intention of Supported Employment is to provide temporarytraining and supports…

always having a plan in place to transition and fade

those supports with the ultimate goal

of participant independence


Designed for individuals with little to no previous work experience

Options include:

Mobile work forceA Work Station in IndustryAffirmative Industry Enclave


Systematic Skill Building (SSB)

Employment & Volunteer settings

Community Support (CS)

Volunteer setting


WHY CHOOSE VOLUNTEER OVER COMPETIVE PAID EMPLOYMENT?

To teach requisite skills

May be a good alternative for those: in need more job exploration• have no desire for competitive employment• would like to do concurrent with competitive

employment situation

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SCENERIO 1

An individual already has a job and would like to keep it and improve their skills, while looking for something else

Vocational Assessment

Job Finding

Supported Employment


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Individual realizes they didn’t like the job as much as they thought

OR

The SE staff realizes the job is not a good match


Vocational Assessment

Job Finding

SCENERIO 2

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Individual is in need of a lot of one on one support. He would like to do something with his time but does not feel he is ready to pursue employment

Community Support (CS): Volunteer


SCENERIO 3

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An individual is very self aware of their strengths and abilities and knows exactly what job they are wanting to be placed in

Job Finding

SCENERIO 4

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A participant is working on building foundational skills and has no previous work experience. But, is expressing a desire to begin working

Transitional Work Services


Community Support (CS)

SCENERIO 5


at Vocational Assessment


Responsibility of a Vocational Assessment Provider

• Conduct informal assessments

• Conduct formal assessments

• Conduct Job tryouts/ situational assessments

• Synthesize information/ data obtained through assessment process

• Report information/ data to SC


General Observations and Information

Joe would like to have a job where he can get paid hourly. Joe would like to work day hours, is able to take public transportation and is available to work at any time. He is not particular as to the pay scale of the job. He does like working with animals. Joe does not like to be rushed and has no issue with gross or fine motor skills. He does not like to be around a lot of noises and “commotion” and is able to navigate his community independently. Joe is verbal and reported that he does not have many friends outside of his family. It was observed at the job trial that he did not make eye contact with the manager when he demonstrated the job duties. He also seemed to shy away from any customer that walked by him when he was working. It was not observed not reported that Job had any behavioral difficulties that would impact his work.


Situational Assessment Data

This information should be collected during job tryouts at location that are as closely matched to the participant’s preferences and desires, as possible. It should also include:

General observations of participant’s response to environment before, during and after job trial

Job and tasks (with specific steps involved) Data: of independence across opportunities Other important information that highlights participant's

performance and skills associated with work environment and the job/ task


Job Trials/ Situation Assessments Expectations

- *3 completed- They are NOT to be completed at any of the following:

• The Employment provider’s setting or location• Workshop• Or sheltered employment situation

- Need to align with the participant’s preferences


Situational Assessment Example• ☒ Situational Vocational Assessment: Location St. Marys Track and Field, St. Marys• Brief synthesis: At St. Marys Track and Field (Saturday from 6a-1p), Christos was on the managerial team. At first, he was not

pleased with the responsibilities associated with this, but became excited when he realized the majority of his work would beconducted outside as long as the weather was nice. The work environment required him to concentrate a lot more then City Cycle since it was outside where he enjoyed looking around and could be distracted by the louder sounds around him. His first task was to collect all of the garbage from the 6 outside garbage cans, combine the bags, and then take them to the dumpster. The first 3 times, he had forgotten his next steps and had to go back to the team leader and ask him what he should do next. On the third time, theteam leader had Christos write down the steps on a piece of paper. On the 4th garbage can, he was prompted to read his list whenhe asked what he should do next and then was able to complete garbage 5 and 6 independently. Finally, he combined the bags and took them to the dumpster with no prompts needed because he was using his list.

• The next task was Christos identified as his least favorite: cleaning out the three bathrooms and stocking them with paper towels, toilet paper, and fresh towels. For this task, a task analysis was developed for him. Using the task analysis as a self-monitoring tool, Christos was able to complete an average of 9 out of the 13 steps completely independently with only needing a total of 6 prompts across three bathrooms.

• Since the self-monitoring tool worked so well during the bathroom cleaning, he also utilized one on the last task to use a broom and dust pan to pick up the garbage and cigarette butts around the track. This task analysis only required 8 steps in which Christoscompleted 6 out of 8 steps independently, needing only 4 prompts total for this task.

• During this assessment, Christos completed tasks that he knew how to complete within his home and was able to transfer these skills to a new environment with minimal prompts. Using a task analyses as a self-monitoring tool was extremely helpful ad Christos even stated he liked having it to help. He stated he did not like some aspects of the job (cleaning the bathrooms) while he did enjoy others (being able to be outside). He stated even though he could receive less hours when the weather was not as nice, that this was a job he definitely enjoyed.


Final Recommendations

What supports need to be in place to address the participant’s desires for employment and needs?

Examples: Jon is very vocal about wanting a job and wanting money. Specific to

the job tryout doing landscaping. Jon needed many verbal reminders throughout the time on site to remain on task…

While Erin is motivated and would like to have a job and earn money, she has limited experiences our of her home environment…


Final Recommendations

Examples: Based upon this assessment, if Joe had 1:1 support as he learned

the tasks required of him, he would most likely excel in job situations that are highly preferred. Joe would need a great deal of reminders and guidance to learn new routines and tasks. Further, Joe would also need to be placed in a situation where time was not a factor and where there are minimal social pressures placed on him.


Remember…

THERE IS NO SUCH THING AS UNEMPLOYABLE!

Rather, “What supports need to be in place to address the participant’s needs

and desire for employment?


Team

Decision

Time!


Is the participant ready for exploring competitive job options?

YES• Job Finding

• Supported Employment

• Specialized Skill Building (SSB)

NO• Transitional Work

Services

• Community Support (CS)



Does the participant need more experience to be more successful in a competitive job situation?

NO• Job Finding

• Supported Employment


YES• Transitional Work

Services

• Community Support (CS)



Does the participant need to address other skills that may impede success in a competitive job situation?

YES• Identify what those skills are (e.g., hygiene, use

of public transportation)• Develop a goal• Identify which service will best meet this goal• KEEP DESIRED JOB OUTCOME IN MIND AND

CONSIDER A TRANSITION PLAN!!


Resource list


Thank you all! Have a wonderful rest of your day!

job assessment recommendations and team decisions · 2020-02-26 · intensive job coaching. level...

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