DOCUMENT RESUME Stowitschek, Joseph J.; Salzberg, …;. 146. 1,`,',.,'PXV-e-,f. f.ron, U.S...

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Stowitschek, Joseph J.; Salzberg, Charles L.Job Success for Handicapped Youth: A Social ProtocolCurriculum.Council for Exceptional Children, Reston, Va.; ERICClearinghouse on Handicapped and Gifted Children,Reston, Va.Office of Educational Research and Improvement (ED),Washington, DC.ISBN-0-86586-172-287400-84-001069p.The Council for Exceptional Children, PublicationSales, 1920 Association Dr., Reston, VA 20091($11.00, $9.35 members; Publication No. 321).Guides Non-Classroom Use (055) -- InformationAnalyses - ERIC Information Analysis Products (071)

MF01/PC03 Plus Postage.*Disabilities; Education Work Relationship; EmployerAttitudes; Employer Employee Relationship; EmploymentProblems; *Interpersonal Competence; SecondaryEducation; *Social Cognition; *Social Development;*Transitional Programs; *Vocational Adjustment;Vocational Education; Vocational Evaluation

ABSTRACTThe book is intended for use by school- and

nonschool-based professionals in teaching social skills and socialcompetence to handicapped persons in order to promote employmentsuccess. It provides guidelines, procedures, and instrumentation for:(1) assessing client status on socially validated social skillsrequired in both school- and community-based employment settings; (2)using curricular guidelines and scripts for teaching essential socialskills; (3) teaching social skills in actual work settings; and (4)individualizing the instructional process to accommodate both clientattributes and specific setting requirements. Work-at-schoolcurriculum examples for each of 22 identified social-vocationalskills describe the events that occasion social responding, analyzethe kind of responses that are called for, and suggest a focus fortraining. The competitive employment curriculum guide, intended toaid social-vocational skill training on the job, uses the same 22skills embedded in eight scripts that describe ongoing interactionstaking place in five different jobs (automobile cleaner, cafeteriaworker, fast food worker, motel maid, and dishwasher). An appendixcontains master forms designed to be reproduced for use with thesocial protocol curriculum. (VW)

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Reproductions supplied by EDRS are the best that can be madefrom the original document.

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;.'"' 146. 1,`,',.,'PXV-e-,ff.ron,

U.S DEPARTMENT OF EDUCATIONOffice of Educational Research and improvement

EDUCATIONAL RESOURCES INFORMATIONCENTER (ERIC)

hreceived from the Person or organbe

organizationis document has been reproduced as

originating 10 Minor changes have been made to improve

reproduction duality

Points of view or opmionsstated in thisdocument do not necessarily represent officialOERI position or policy

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JOB SUCCESS FORHANDICAPPED YOUTH:

A SOCIAL PROTOCOLCURRICULUM

Joseph J. StowitschekCharles L. Salzberg

3

A Product of the ERIC Clearinghouse on Handicapped and Gifted ChildrenPublished by The Council for Exceptional Children

Library of Congress Cataloging-in-Publication Data

Stowitschek, Joseph J.Job success for handicapped youth.

"A product of the ERIC Clearinghouse on Handicapped and Gifted Children."Bibliography: p.1. HandicappedVocational guidanceUnited States. 2. Handicapped

EmploymentUnited States. 3. Social skillsStudy and teachingUnited States.I. Salzberg, Charles L. II. Council for Exceptional Children. III. ERIC Clearing-house oa Handicapped and Gifted Children. IV. Title.HV1568.5.576 1987 371.91 87-6701ISBN 0-86586-172-2

A product of the ERIC Clearinghouse on Handicapped and Gifted Children.

Published in 1987 by The Council for Exceptional Children, 1920 Associatiun Drive,Reston, Virginia 22091-1589.Stock No. 321 Price $11.00

This publication was prepared with funding from the U.S. Department of Education,Office of Educational Research and Improvement, contract No. 400-84-0010.Contractors undertaking such projects under government sponsorship are encour-aged to express freely their judgment in professional and technical matters. Priorto publication the manuscript was submitted to The Council for ExceptionalChildren for critical review and determination of professional competence. Thispublication has met such standards. Points of view, however, do not necessarilyrepresent the official view or opinions of either The Council for Exceptional Childrenor the Department of Education.

Printed in the United States of America.

4

Contents

Acknowledgments iv

List of Tables and Figures

Foreword vi

Preface vii

1. Introduction 1

2. Assessing Social Skills for Work 5

3. The Curriculum Guides 17

4. Tailoring Social-Vocational Training toIndividual Programs 35

References 49

Appendix: Master Forms for Duplication 53

Acknowledgments

A member of people contributed a great deal of time and effort to thesocial protocol research and training activities represented in this book. Theauthors would like to thank Dr. Sarah Rule and Dr. Marty Agran for theirresearch contributions. Ben Lignugaris/Kraft, Kate McConaughy, MarilynLikins, and Darrell Petross assisted in both the research and instructionaldevelopment activities. We would like to thank the staff of the BrighamCity Adult Skills Center and the Cache Instructional Workshop for theirassistance. Connee Polak's work in the preparation of the manuscript isalso appreciated.

6iv

TAI'LE 4-1

TABLE 4-2

FIGURE 2-1

FIGURE 2-2

FIGURE 2-3

FIGURE 2-4

FIGURE 2-5

FIGURE 2-6

FIGURE 2-7

FIGURE 2-8

FIGURE 2-9

FIGURE 4-3.

FIGURE 4-2

FIGURE 4-3

FIGURE 4-4

FIGURE 4-5

FIGURE 4-6

List of Tables and Figures

Possible continuum of work related social skill training corresponding tocareer/vocational education activitiesHigh school

Choosiag a workable approach for on-the-job social skill deficits

Relationship between assessment purpose and type of assessment

Example of a rank order of students according to preference for hiring

Sample page from a student rating procedure on work-related social skills

Summary of one student's results from the social skill sating procedure

Example of planned incidents to assess social skill rating item no. 24Employeecontinues to work when coworkers grumble or complain

Observation record for incidents pertaining to item no. 24Employeecontinues to work when coworkers grumble or complair.

Completed precision job description

Sample page from an employer interview procedure on work-related social skillsResults depicting significant interactions that occurred during a working observationSocial-vocational teaching module steps

Portions of master example lists used in the teaching module

Portions of dail j training guides used in the teaching module

Example of a tailored lesson plan fox training two social skills in a school cafeteriaExample of list of problems for a dishwasher placement in a restaurantAnalysis of a social skill problem pertaining to a particular job placement

v 7

36

45

6

7

8

9

10

11

12

13

14

38

39

40

41

46

47

Foreword

The importance of social skills and social competenceto employment success for persons with handicappingconditions has been increasingly recognized by a broadspectrum of professionals within special educationaland developmental disabilities. Empirical evidence israpidly accumulating which indicates that job termina-tion of handicapped persons is often associated withan inability to display expected levels of social compe-tence (Chadsey-Rusch, in press; Greenspan & Shoultz,1981; O'Connor, 1983; Salzberg, Likins, McConaughy,& Lignu,garis/Kraft, 1986). Yet, efforts to systemat-ically identify and teach critically important socialskills that underlie acceptable levels of social compe-tence within a range of employment settings have, untilrecently, been conspicuous by their absence.

These authors have produced a thoughtful and verywell written book that addresses this challenge in amost comprehensive fashion. This book will serve asan important resource guide to both school- andnonschool-based professionals who are concerned withthe habilitation and community adjustment of handi-capped youth and adults. The authors have elegantlyanalyzed the current knowledge base on social compe-tence and employment and have provided the readerwith concrete guidelines, procedures, and instrumenta-tion for (a) assessing client status on socially validatedsocial skills required in both school- and community-based employment settings, (b) effective use of curricu-lar guidelines and scripts for teaching essential socialskills, (c) teaching social skill 3 in actual work settings,and (d) individualizing the instructional process toaccommodate both client attribute's and specific settingrequirements. The content of this book provides theprofessional with all of the information necessary toimprove job tenure prospects through the improvementof social competence.

The authors' model of teaching social skills iesubsumed by the term social protocols for employmentwhich incorporates three very important dimensionsessential to successful intervention in this area. These

vi

are conducting ecological analyses of key social skills,identifying the functional effects of such skills across avariety of employment settings, and facilitating gener-alization of effects to nontrained contexts. I believe thisis a most workable and technically adequate model forimproving employment-related social competence.

These authors are to be commended for producingsuch a timely and valuable work as this. This bookshould become an integral part of the professional'srepertoire of tools if he or she is concerned with the jobaccess and tenure of persons with handicappingconditions.

REFERENCESChadsey-Rusch, J. (in press). Identifying and teaching

valued social behaviors in competitive employmentsettings. In F. R. Rusch (Ed.), Competitive employ-ment: Supported work models, methods and issues.Baltimore: Paul H. Brookes.

Greenspan, S., & Shoultz, B. (1981). Why mentallyretarded adults lose their jobs: Social competenceas a factor in work adjustment. Applied Research inMental Retardation, 2, 23-38.

O'Connor, G. (1983). Social support of mentally re-tarded persons. AAMD presidential address. MentalRetardation, 21(5), 187-196.

Salzberg, C., Likins, M., McConaughy, E., & Lignugaris/Kraft, B. (1986). Social competence and employmentof retarded persons. In N. R. Ellis & N. W. Bray(Eds.), International review of research in mentalretardation (Vol. 14, pp. 225-257). New York:Academic Press.

Hill M. WalkerDivision of Special Education

and RehabilitationUniversity of Oregon

Preface

Career education and the transition of handicappedstudents from school to work has long been a primaryconcern of The Council for Exceptional Children. Eversince the early 1970's, when the concept of careereducation was first articulated, special educators havebeen able to depend on CEC for quality, state-of-the-artmaterials in career and vocational education.

In 1978, CEC published two important books invocational education, Vocational Education of Handi-capped StudentsA Guide for Policy Development bySharon Davis and Vocational Education: naching theHandicapped in Regular Classes by Robert Weisgerber.An excerpt from the latter work confirms the longstand-ing need for this, CEC's newest offering.

Surveys show that 80% of persons who have beenclassified as mentally retarded are eventually employedin unskilled or semiskilled jobs (Kirk, 1972). Theevidence seems to indicate the following:

When properly placed, the retarded perform asefficiently as do persons of normal intelligence.On simple or routine tasks, their efficiency oftenexceeds that of nonhandicapped employees, and theytire less quickly.

On routine tasks, the retarded show a high degreeof job satisfaction and have lower rates of tardiness,absenteeism, and job turnover than do employees ofnormal intelligence.Failure on unskilled or semiskilled jobs is usuallyrelated to personal, social, and interpersonalcharacteristics rather than to inability to performassigned tasks.A stable family situation and some contact withrehabilitation agencies greatly enhances the re-tarded person's vocational potential.Vocational failure of retarded persons is frequentlydue to poor personal and social development. Anyserious attempt to prepare the retarded for employ-ment must take this into account.

In 1978, CEC published the first edition of DonnBrolin's Life Centered Career Education: A CompetencyBased Approach, which continues to grow in popularityeach year. The Life Centered Career Education curricu-lum organizes 22 major competencies and 102 subcom-petencies into three domains: Daily Living Skills,Personal-Social Skills, and Occupational Skills.

Job Success for Handicapped Youth: A SocialProt col Curriculum supports many of the compe-tencies set out in the Brolin curriculum in spite of thefact that it grew from a totally separate research base.In all, 23 subcompetencies are directly addressed. Thechart on One following pages shows how the soci-Jprotocol curriculum fits into this broad Life CenteredCareer Education Approach.

For a complete list of CEC's career education/vocational education products for special education,contact Publications Sales, The Council for ExceptionalChildren, 1920 Association Drive, Reston, VA 22091-1589, 703/620-3660.

REFERENCESBrolin, D. E. (1978). Life centered career education: A

competency based approach. Reston, VA: The Councilfor Exceptional Children.

Davis, S. (1978). Vocational education of handicappedstudentsA guide for policy development. Reston,VA: The Council for Exceptional Children.

Kirk, S. (1972). Educating exceptional children. Boston,Mk Houghton Mifflin.

Weisgerber, R. (1978). Vocational education: Thachingthe handicapped in regular classes. Reston, VA: TheCouncil for Exceptional Children.

vii9

Jean N. Nazzaro

Curriculum Area Competency

DailyLivingSkills

Life Centered

Subcompetencies

1. Managing Family Finances

2.Selecting. Managing. andhiaintaning a Home

3.Caring for Personal Needs

4. Raising Children.Enriching Family Living

and Preparing5. BuyingFood

6. Buying and Caring forClothing

7. Engaging in CivicActivities

8. Utilizing Recreationand Leisure

9. Getting around theCommunity (Mobility)

1 Identity money znd 2. Make wise expend--make correct change tures

6 Select adequatehousing

7 Maintain a home

10 Dress appropriately 11. Exhibit propergrooming and hygiene

14 Prepare for adiist- 15 Prepare for raisingment to marriage children (physical care)

18 Demonstrate appro. 19. Plan balanced mealspriate eating skills

24. Wash clothing 25. Iron and storeclothing

28. Generally under-stand local laws &government

29. Generally under-stand FederalGovernment

34. Participate actively 35. Know activities andin group activities available community

resources

Personal-SocialSkills

40. Demonstrate know- 41. Demonstrate knowledge of traffic rules ledge & use of& safety practices various means of

transportation

43 Attain a sense ofbody

48 Express feelings ofworth

44 Identify interestsand abilities

49 Tell how otherssee him/her

59 Know how to make& maintain friendships

63 Understand selforganization

66 Differentiate bipolar 67 Understand the needconcepts for goals

71. Recognize emergency 72. Read at level neededsituations for future goals

OccupationalGuidance &Preparation

17. Knowing & ExploringOccupational Possibilities

18. Selecting & PlanningOccupational Choices

20. Exhibiting SufficientPhysicalanual Skills

21.Obtaining a SpecificOccupational Skill

76. Identify the personalvalues met throughwork

77. Identify the societalvalues met throughwork

82. Identify major occu- 63. Identify major occunational needs national interests

P4. Demonstrate tam- 95. Demonstrate satis-factory balance end factory manualcoordination dexterity

98 Search for a lob 99 Apply for a lob

Note: Screened areas indicate competencies and subcompetencies supported by the sacral protocolcurriculum.

viii10

Career Education Competencies

3. Obtain and use bankar.d credit facilities

4. Keep basic howl. 5. Calculate andcial records say taxes

5 Use basic appliancesand tools

9. Maintain nomeexterior

12 Demonstrate rnow-edge of physical fit

ness, nutrition, &we'gnt control

13. Demonstrate Xn lw-Ledge of common ill-ness prevention andtreatment

16. Prepare fo raisingchildren (psycho-logical care)

17. Practice family safetinn the home

20. Purchase food 21. Prepare meals 22. Clean fot.d pressa-ration areas

23. Store food

26. Perform simplemending

27. Purchase clothing

30. Understand citizen-ship rights andrasponsibilities

31. Understand repsdation and votingprocedures

32. Understand Seteclive Serviceprocedures

33. Understand civilrights & responu-bilities when ques-tioned by the law

36. Understand recre- 37. Use recreationalational ...hies facilities in the

community

38. Plan and chooseactivities wisely

39. Plan vacations

42. Drive a al

, -4 . Identify emotions ,e4lerszrz

itr- 4 ,,:',r ,7. Understand the

physical self..r. -.'"tt-- -1-'1:7-4. nt."t"-- .-7.:.., ---. gnosis.. ., .51.,Aecept coacifin

. '':;. 'r':-. i. . ",.,,,,' =..---.z...

52. Develop confidencein self

55. Develop respect for 56. Recognize authoritythe rights and and follow instruc-pn-perties of others tions

57. Recognize personalroles

60. Establish appro. 61. Know how to estab-priate heterosexual lisp close relation-relationships s ,,as

64. Develop goal 65. Strive toward selfsee/og behavior actualization

68. Look at alternatives 69. Anticipateconsequences

70. Know where tofind good advice

73. Write at the level 74. Souk adequatelyneeded for future for understandinggoals -

75. Understand the sub-Penes of commum-cation

78. Identify the remu- 79. Understand classifi-nerative aspects of cation of jobs intowork different =cups-

twist systems

80. Identify occupational 81. Identify sources ofopportunities avail. occupational infor-able locally minion

84. Identify occuPa 85. Identify require-Pone! aptitudes merits of appropri-

ate and available lobs

86. Make realisticoccupational choices.

89. Work at a sans- 90. Accept supervisionfactory rate

, / 91. Recognize the impor- 92. Meet demands for 93. Demonstrate occu-lance of attendanceand punctuality

quality work petional safety

96. Demonstrate sans- 97. Demonstrate satis-factory stamina factory sensoryand endurance discrimination

100. Interview for a job 101. Adlust to compete-me standards

102. Maintain postschooloccupational

"adjustmentArermeimar w ea

Note: From Life Centered Career Education: A CompetencyBased Approach (pp. 12-13) by Donn E. Brolin (Ed.),1986, Reston, VA: The Council for Exceptional Children. Adapted by permission.

ix 1.1

1. Introduction

Employment is the cornerstone of an independentlife. For handicapped persons, the value of otherindependent living skills may be diminished if they donot earn an income sufficient to support independentliving. We are all well aware of the expense of modernleisure, transportation, and home-living. Of what valueis learning to operate home appliances if you can'tpurchase them or learning to bowl if you lack the lanefee? Participation in the community helps handicappedpersons bring the relationship between working suc-cessfully and enjoying other activities into focus. Inaddition, the fact that employment is itself a beneficialactivity for handicapped persons has been repeatedlynoted. The current initiative ta improve the transitionof handicapped people from student to worker stemsfrom the recognition of the importance of productiveemployment for adult life.

There is considerable knowledge about how to teachhandicapped persons to carry out work tasks. Researchindicates that many handicapped persons can wo..kcompetitively with performance levels approximatingthose of nonhandicapped workers (cf. Cuvo, Leaf, &Borakov, 1978; Gold, 1973; Schneider, Rusch, Hender-son, & Geske, 1982). Despite these advances, analarmingly high percentage of handicapped workersfail in competitive employment placements. For some,additional skill at completing work tasks is needed(Martin, Rusch, Lagomarcino, & Chadsey-Rusch, inpress). However, many lose their jobs for social reasons,not because of their inability to perform work tasks(Greenspan & Shoultz, 1981; Hill & Wehman, 1979;Wehman, 1981). Work placement officers' reports arereplete with accounts of aberrant social behavior ofhandicapped persons on the job. Just as frequently,

these reports describe social deficiancies that concernemployers.

SOCIAL PROTOCOLSWe believe that special educators must study, develop,and teach work-related social skills with the sameintensity that has characterized work task training.This effort should focus on developing curricula alongthree dimensions. The first is identifying the socialbehaviors that are important to work successfully. Thesecond is discriminating the employment contexts inwhich each of these behaviors would be beneficial ordetrimental. The third is extending generalization ofbehaviors to contextual situations that have not beentrained. The term "social protocols of employment" isused to refer to the combination of these threedimensions. A protocol is a code of behavior that definesthe standard for appropriateness in a particularsituation. Handicapped persons must learn the proto-cols for appropriate social behavior at work if they areto be successfully employed.

Developers of social skill curricula have beenplagued by two persistent problems. First, socialdevelopment cannot be treated simply as sets of skillsthat can be taught in isolation from other skills. Rather,social behavior must nearly always be understoodwithin the context of other behaviors (e.g., language,play, work). In mathematics instruction, problems of aparticular type can be presented repeatedly untilmastery is obtained. However, it is rare that socialcurricula can be sequenced or taught in such a manner.For instance, when teaching a child to greet others, itwould be inappropriate to continuously repeat theinstruction when the response is already in the child's

12

2 / INTRODUCTION

repertoire: "We're going to say hello. N,vnen I say hello,you say hello." ('Ibacher) "Hello." (Child) "Hello."

The second problem is the relationship bk tween theconditions under which a social skill is taught and thecondition in which it twist be used. When arithmeticproblems are taught a workbook, they canreasonably be expe, 1,e applied in a checkbookwithout much additi,. training. However, socialskills are rarely applied by handicapped persons underconditions far removed from those in which they weretaught. Of course, some student" will apply skillsbroadly after nearly any condition of learning, but thesestudents typically do not fail in employment. Personswho lose their jobs for social reasons are usually thosewho need to be trained under conditions which closelymatch those of the workplace. L.. -the- words, work-related social skills should be taught, it least in part,in work settings.

The instructional issues just discussed have pro-found implications for the role of the high school specialvocational teacher or the rehabilitation trainer. Somesocial skill instruction can occur within the classroom,but to have a practical impact, that instruction mustbe extended to work settings. The "bottom line" is thatvocational teachers must leave the classroom daily tosupervise their sty ,nts in work settings. Moreover,occasional contact isn't likely to be sufficient forstudents to accept the teacher as the in-work super-visor. The dilemma is that traditionally teachers'responsibilities ha,. e been within a school building,even within one classroom. However, effective socialvocational instruction requires teaching outside theschool or at least outside the classroom. This is not asimple matter because it requires a deviation fromnormal school staffing patterns. If it is not resolved,however, the impact of this social protocol curriculumwill be diminished considerably.

The problem in rehabilitation facilities, such assheltered workshops, is somewhat different. Becausework experiences are common in those facilities andtrairers are often supervisors of work, major formatchanges are not nc "ded. The challenge in thesefacilities is to provide work experiences that approxi-mate Le contextual and working conditions of com-munity employment sites targeted for eventual clientplacement. If only bench-top assembly-disassemblywork conditions are provided, they may be poorapproximations of social and work conditions encoun-tered in outside employment facilities.

The design of the social vocational curricula,tea,' ling methods, and evaluation procedures pre-sented in this book address these problems. Evaluationof employment-related social skills should reflect socialperformance under working conditions. Curriculume.?Aign should generate teaching exemplars that are

practical to use, yet provide sufficient variation topromote generalization to employment conditions.Thachirg methodology must transfer control of thestudent's social responding to naturally occurringsupervisory, coworker, and customer cues that charterize a place of employment.

Research BaseIn light of the general consensus that social skills arenecessary tar successful employment, it is surprisinghow little res.arth knowledge exists about the specificsocial behaviors that are needed for employmentsuccess or how they are best trained. A number ofsurveys have been undertaken to identify social skillsthat are important or relevant for employment (Foss& Peterson, 1981; Johnson & Mithaug, 1978; Mithaug& Hagmeier, 1978; Salzberg, Likins, McConaughy, &Lignugaris/Kraft, 1986), that lead to termination ofemployment (Greenspan & Shoultz, 1981), or that areserious problems at work (LaGreca, Stone, & Bell,1982). There has also been observational research (cf.Berkson & Romer, 1980; Romer & Berkson, 1981;Salzberg, Lignugaris/Kraft, & McCuller, in press)directed toward examining social interactions in shel-tered workshops. However, these studies focused onidentifying affiliative relationships of handicappedpersons, regardless of their work btatus. Researchersare also beginning to investigate training of work-related social skills (Bates, 1980; Warrenfeltz et al.,1981; Kelly, et al., 1984; Breen, Haring, Pitts-Conway,& Gaylord-Ross, 1985; Chadsey-Rusch, Karlan, Riva,& Rusch, 1984).

The social prot col curriculum development andtraining procedures described in succeeding chaptersresulted from a research and development programcarried out over a 3-year period. Research incluLdsurveys and interviews of employers, observationstudies rf nonhandicapped and handicapped personsin work settings, studies on training social vocationalskills, reviews of materials, and field tests of theresulting social vocational skill training packages. Theresearch activities summarized below should providea reference point from which to understand the originof the social protocol employment curriculum.

Identification of Curriculum IhrgetsStudy 1: Sixty work sunervisors for entry level workersin restaurants, gene) al service, and manufacturingbusinesses were surveyed. Supervisors used ratings toindicate how important they felt each of 37 socialbehaviors were to successful employment, how fre-quently they occurred, and how satisfied they were withnew employees in regard to each behavior. Supervisors

13

also selected the five social behaviors that were of "mostconcern" in their deci,"ons to hire, fire, or promoteemployees. Approxim: - 25 social behaviors wereidentified that were of high .:7nnortance, low satisfac-tion, and "most concern" (McC. oaughy, Stowitschek,Salzberg, & Petross, 1985).

Study 2: The same 60 superviscrs described one ormore specific situations that exemplified the five socialbehaviors identified as being of "most concern" in majoremployment decisions. Supervisors also reported howthey typically respond to instances in which importantdesirable social situations were repeatedly mishandled.The interviews provided over 290 descriptions ofemployment-related social events that could be usedin curriculum development and patterns of disciplinaryconsequences that were associated with various inap-propriate social vocational protocols (McConaughy,Stowitschek, Salzberg, & Petross, 1985).

Study 3: Thirty entry level work supervisors and30 sheltered work supervisors first rank ordered theiremployees based on the question "Who would you hirefirst if you were starting your own business? Second?"Next, they rated each worker's competence in regardto each of 27 social-vocational behaviors. It was foundthat few social behaviors, taken in isolation, werehighly correlated with rank orderings of employees.However, some clusters of behaviors (e.g., work-relatedinstructions) were related to the rank orderings(Salzberg, McConaughy, Lignugaris/Kraft, Agran, &Stowitschek, in press; Stowitschek & Salzberg, 1983a).

Study 4: Research has identified many behaviorsthat appear to be related to the employment success ofmentally retarded workers. In this study, competitiveemployment supervisors who were drawn from fiveentry-level occupations judged the importance andfrequency of 23 work-related social behaviors. Differ-ences were found between the jobs in the relativeimportance and frequency of some behaviors. Moreover,a set of important core skills was found to be generallyapplicable across entry-level jobs. The data are dis-cussed in terms of their relevance for developingemployment preparation curricula for entry-level work-ers (Salzberg, Agran, & Lignugaris/Kraft, 1986).

Studies 5, 6, & 7: Mentally retarded and nonhandi-capped coworkers were observed during work andduring breaks. Three different observation systemsyielded information about (a) the frequency anddirection of interaction.:.; (b) who initiated the interac-tions; (c) types of interactions; and (d) the form of thesocial responses. Information was obtained that de-scribed the patterns of social relationships and socialbehavior in work settings (Lignugaris/Kraft, Rule,Salzberg, & Stowitschek, 1986; Lignugaris/Kraft, Salz-berg, Rule, & Stowitschek, in press).

JOB SUCCESS FOR HANDICAPPED YOUTH / 3

Development of Training and AssessmentProceduresStudy 8: The effects of a training program, includingself-instructions, on work related social behavior ofmoderately handicapped persons we.. explored. Fourmentally retarded or behavior disordered clients in asheltered workshop were trained to use self-instruc-tions in either asking for more work or ask.ng forassistance while working. The training resulted inclients' use of the social behaviors during training,following training, and in their regular work sett.ngs(Agran ("' 1zberg, & Stowitschek, in press).

.zy 9: 1n moderately mentally retarded clientsin a work activity center were taught to use socialamenities ("excuse me," or wait for a pause inconversation before interrupting) during work. Aprocess that included reviewing rules for using socialamenities before work and interspersing remindersthroughout the work session resulted in significantimprovement in clients' use of social amenities duringstaged incidents. Although moderate changes in behav-ior were obtained, the group treatment approach waslow in effort and time expenditure (Stowitschek,Lignugaris/Kraft, & Salzberg, 1985).

Systematic Review if Social VocationalInstructional MaterialsStudy 10: Over 145 books, training packages, and othercurriculum materials intended to teach social skills toadolescents and young adults were reviewed. Reviewprocedures were patterned after observation protocolsused to doer -lent children's behavior (Powell & 6towit-schek, 1981). That is, reviewers treated each source asa subject of observation and coded the presence orabsence of a number of features. The sixteen categor;esof features were (1) type of material; (2) medium (book,film, etc.); (3) intended age or grade level; (4) handicap-ping conditions of intended learners; (5) teachertraining incorporated; (6) learner prerequisites; (7) typeof objectives; (8) instructional time; (9) teacher respon-ses; (10) teaching format; (11) evaluation frequency;(12) type of evaluation; (13) research on field tests; (14)learner activities, (15) skills addressed in program; and(16) provision for generalization. Several programswere identified that were cor sidered to represent "bestpractice" in teaching social-vocational skills. However,none directly addressed the training of work-relatedsocial skills in work settings (Rule, Stowitschek,Salzberg, & Lignugaris/Kraft, 1986).

Study 11:Three social-vocational training packagesthat addressed instructions at work, assistance atwork, and criticism at work were field tested withmentally retarded clients in sheltered workshops.

14

4 / INTRODUCTION

Workshop supervisors received training that enabledthem to implement the social-vocational trainingpackages. As a result, their clients significantlyimproved in following and clarifying instructions,giving and getting assistance, and responding appropri-ately to criticism (Stowitschek et al., 1985).

Study 12: The interrater agreement of a socialrating and rank ordering assessment was evaluatedusing 20 pairs of work supervisors and 140 clients insheltered workshops and work activity centers fordevelopmentally disabiad persons. The reference pointfor the rating and rank ordering procedure was drawnfrom the results of Study 3. The pairs of supervisors

ncurrently but independently completed the assess-ment in reference to groups of from 8 to 16 clients.Interrater reliabilities for the rank ordering procedureswere .65 and for the social rating procedure were .86on items selected (Stowitschek et al., 1985).

The research generated by this project should notbe considered comprehensive, nor should it be expectedto provide a definitive description of all the social

requirements of the work place. However, taken withother research in the literature, it lays a foundation fora social-vocational curriculum development effort.

Curriculum ProfileOne important implication from the research is thatone social skill curriculum will not fit all employmentsituations. The most that can reasonably be providedare curriculum guidelines with procedures for tailoringcurricula for specific jobs. This premise has shaped theapproach to assessment, curriculum, and trainingpresented in this book. Not only do specific socialbehaviors contribute differently to work success indifferent jobs, but so do the social contexts (whichemployee initiated the interaction, what the workactivities are, etc.) that control those behaviors. InChapter 3 an index of social behaviors is presentedwith contextual situations that are common to manyjobs.

15

2. Assessing Social Skillsfor Work

Social skills pertaining to employment are difficultto assess. There are problems related to all aspects ofassessment: validity, reliability, interpretability. Be-cause many social skills do not have one but literallyhundreds of conditions which call for a response to occuror not to occur, one simply cannot present a questionor statement as in a test item, obtain a response, andthen expect that item to closely reflect what wouldhappen in an employment situation. Each assessmentapproach that has been discussed in the literature hasits advantages and disadvantages, depending uponone's assessment concerns.

ASSESSMENT INSTRUMENTS

Opinionnaire rankings and ratings of workers regard-ing social skills are relatively simple to use and can beadministered for a large number of workers. They aretypically reliable orly at the upper or lower extremesof a acale and they lack sensitivity to changes in theworker's performance.

Interview procedures, although somewhat more timeconsuming, are still relatively simple to administer andthey can be tailored to the conditions of a particularemployment setting. They also lack sensitivity tochange. Ofteu, the correspondence between employer'sstatements of opinions and subsequent actions takenby the employer is low. Because they tend to besomewhat open-ended, it is difficult to obtain consis-tency in administration.

Direct observations can be used to obtain informa-tion regarding an employee's social skills. They can bemorn sensitive to change in social performance than theother measures discussed. However, they also carryseveral disadvantages. Direct observations in work and

16

break settings car. be highly obtrusive; that is, observerpresence can affect the extent and character of socialinteraction. Direct observation can be highly reliable,but reliability is often difficult to achieve. Finally,because direct observation is time consuming, observa-tion samples are often small and may not represent therange and extent of social behavior exhibited in a worksetting.

Role play assessment can be used as one alternat4veto direct observation in work settings. Its advantage isthat the content of what is to be observed can becontrolled by the observer or trainer. However, a majordisadvantage is that the playing of roles may result ina poor representation of actual work conditions. It ispossible to merge some features of direct observationand role play assessment, as can be seen in theassessment procedure described later.

fists of social co petence (e.g., respondinb totrue/fals:: items regarding work related social situa-tions) are simple to administer if the student or clienthas the necessary language skills. They may be usedto determine, on a preliminary level, social skilldeficiencies. It is uncertain how reflective this type ofassessment may be of social behavior exhibited in worksetting~

TI _ reader is referred to a compilation of descrip-tions of assessment instruments for adolescents andadults entitled Contemporary Assessment for MentallyRetarded Adolescents and Adults (Halpern, Lehmann,Irvin, & Heiry, 1982) for more information. Twoexamples of instruments including provisions for socialskill assessment are the Social and PrevocationalInformation Battery (SP1B) (Halpern, Raffeld, Irvin, &Link, 1976) and SPIB-Form T (Irvin, Halpern, &Reynolds, 1977).

6 / ASSESSING SOCIAL SKILLS

PURPOSES OF ASSESSAMNTIn our reviews of literature and our research on socialassessment, two guidelines have evolved. First, what-ever assessments of social behavior are used, theymust be referenced as closely as possible to workconditions. Second, the employment placement andtraining specialist (e.g., the teacher) must consider theassessment of social skills on a continuum of approxima-tions toward independent employment, using assess-ments that are most appropriate for various stages ofthe continuum. Although a number of different assess-ment purposes can be identified relative to thiscontinuum, we have identified three major purposes:

1. Identification of candidates and selection of skills forsocial training (usually interactive purposes).

2. Measurement of effects of training.3. Determination of employment placement and train-

ing.

Figure 2-1 depicts the relationship between assess-ment purposes and the decisions to be made byemployment trainers. The first three assessment modesdescribed above have been selected to representassessments fitting these three purposes.

Identification of Candidates and Ski1/3 forSocial Training (Screening)Thi? is an initial assessment process which can be usedto develop IEP, IHP, or IPP goals and objectives to helpprioritize the particular social skills to train and/or todecide which students or clients may already havethose skills and may thereby be designated as earlycandidates for employment placement.

Student Rank Ordering Assessment. This assess-ment procedure allows the teacher to determine whichstudents may be closest or farthest away from beinglikely employment placement candidates. The rankordering form shown in Figure 2-2 shows the resultsobtained from a teacher who carried out this procedure.Basically, she listed all students in her class from firstto last according to the following reference point:

If yor had just become the manager of MacDouglesfast food restaurant, which of your students would yoube likely to hire first? next? . .continuing to last?

Notice that the question does not single out socialskills but pertains to a decision to hire a person basedon his or her overall merits (which is what an employerwould be most likely to do). This provides the teacherwith a general reference point for decisions about howto group students for training, how intensive orextensive the training may have to be with a particulargroup, and which students may be targeted foremployment placement without preplacement training

FIGURE 2-1Relationship between assessment purpose

and type of assessment

Decisions Made Assessment Purpose

What should be trained?What has been trained?Who to select for placement training?

Is change occurring?Is the person ready?

What are the job requirements?What does the employer want?Is there a job - employee match?

SCREENING

FPROGEESS

[JOB ANALYSIS

on social skills. Of course, the type of business selectedas the reference point may affect the rank ordering.The teacher may also decide to order students usingother type of businesses (e.g., building custodial crew)as reference points.

Social Skills Rating Procedure. Following the stu-dent rank ordering procedure, the teacher completedthe social screening assessment form (Figure 2-3) foreach student on the list. The students were rated foreach skill based on the question "How skillful wouldyou consider this student to be regarding this socialbehavior ?" In some cases, the student may not havelacked skill, but may have exhibited inappropriatebehaviors in situations where that skill was called for.Students listed in the rank order were rated accordingto their current performance on 27 social skills. Thefive rating criteria are based on the assumption thatthe teacher has had sufficient opportunity (severaloccasions) to observe the students in relevant situations(e.g., a work setting) on the skill being rated:

1 Never uses the skill.2 Uses the skill on fewer than 50% of the occasions.3 Uses the skill approximately 60% of the occasions.4 Uses the skill on more than 50% of the occasions,

but not on every occasion.5 Consistently uses the skill.n No opportunity to observe the employee on this

skill.na Does not apply to the employee.

Skills that receive a rating of 1, 2, or 3 should bechecked and considered as possible targets for training.Figure 2-3 depicts the first page of the social screening

17


1.

2.

3

FIGURE 2-2Example of a rank order of students according to preference for hiring

Employee List(Students)

Jt.hn 4...sh4-i&if 6.

tilQ.%, c G.

4. eesiv4 b.

5.

6.

.lmi E.

7 U.'j // 6:bes. 4.1314edyn Z.

10. Ivskin h.

8.

9.

11.

12.

IS.

14.

15.

1

2

3

4

5

6

7

8

9

10

U

12

13.

14.

15

Rank Order

assessment completed for one of the students (RestonD.) ranked in the middle of the hiring list (see AppendixA for complete Social Screening Assessment form). Thisemployee (student) is generally pleasant to workaround, as evidenced by high ratings in the section ongeneral interaction skills (summarized in Figure 2-4).This feature helps immeasurably in jobs where cowork-ers interact frequentl:r and work interdependently. Theemployee (stn.dent) also receives high marks on mostof the skills that are closely related to work per-formance, suggesting that, with improvement in otherareas, he may prove to be a good candidate forplacement.

18

A number of social skills need improvement,particularly those which, when lacking, can irritatework supervisors: (a) consistently proceeding on a jobbefore knowing how to do it properly (#2, #4, #20), (b)bothering supervisors with trivia ( #3a), (c) not passingon information (#5), and (d) not responding appropri-ately to criticism (#22). These skills should be targetedfor instruction with Reston.

The rater should also be concerned about the largenumber of skills for which there was no opportunity torate the employee. Opportunities may have to becontrived in order to determine how the employeeresponds (see the section on progress observations later


Name of Employee

FIGURE 2-3Sample page from a student rating procedure on work-related social skills

Social Screening Assessment

2454an 74. Date

Rater Job

OpportunityNot

ObservedDoes Not

Apply

I. Self-Initiating

1. The employee responds appropriatelyto job-related emergencies (e.g.,injury, fire) na 00

2. The employee gets necessaryinformation or materials prior toperforming a job (e.g., checks to seeall tools needed for the job arepresent) na ii

3. The employee works withoutbothering:a. Supervisor na nb. Coworkers na nc. Customers nad. Strangers na a

II. Problem-Solving Skills

4. The employee asks to have unclearinstructions explained (e.g., "I'msorry, I didn't understand the lastthing you told me.") na

5. The employee refers inquiries orinstructions to appropriate personnel(e.g., "Ask Bobhe's in charge ofquality control.") na

n

n

in this chapter). Those skills rated 3, although checked,should be considered low priority for training unlessconsistent performance of those skills is critical for atargeted job placement. In Reston's case, using socialamenities (#14) would be important if he were to beplaced in a serving counter position at a fast foodrestaurant. All items applied to Reston in his schoolcafeteria serving line job. However, if he were to takea position such as a night stocker in a grocery store,some of the coworker and customer-related items mightnot apply. The portion of the summary form shown inFigure 2-4 assists the teacher to obtain a profile ofsocial skills across the entire class and to makedecisions about grouping students for instruction.

Some notes of caution about the rating and rankingprocedure are in order. First, the person completing therankings and ratings must be quite familiar with theemployees (students). There are wide discrepancies inthe reliability of ratings such as these when a rater has

Never Usesthe Skill

OccasionallyUses the Skill

1 2

1 C3

1 (4t11 21 21 2

1 . 2J1 '

3

3

..333

3

ConsistentlyUses the Skill Check

4 5 ?

4 5 2

. 4 5 25 4

4 5 714 5 9

. 4 5 3

4 5 2

not been in close contact with the employee (student)under working conditions for more than 3 months.Second, because ratings of this nature lack sensitivity,they should be used in conjunction with other mea-sures, such as direct observation, to verify the findings.Joint use of assessments has an advantage. It canpermit the trainer to narrow the range of behaviors tobe observed and thus to save time.

Measuring Results of Training (Progress)Because systematic training must be narrowly focusedon a few social skills at a time, so can the assessmentof the results of that training. Here is where we thinkdirect observation can be aptly employed with someadjustments to ameliorate the potential disadvantagesof direct observation. The following observation proce-dures have been developed to help compensate for thedisadvantages:

19


FIGURE 2-4Summary of one student's results from the social skill rating procedure

Training PrioritiesSkills John A Shirley B Jackie C Reston D Jim E Shellie F

Self Initiating1

23 a

b

d

n2

n

n

2

Problem Solving45

32

Instruction Following67

Interactive/Conversational89

10

Interaction/Coworkers11121314 3

Supervisors/Coworkers1516171819

33n

1

3

Work Behavior/Supervisors202122

n

Work Behaviors2324252627

n

n

1. Observation in work settings. All observation ofsocial behavior occurs in situations where studentsare engaged in work or break activities. Real work,rather than role play situations, is used.

2. Planned incidents. Incidents during which socia'behavior should be observed are contrived (set up).Many of the work-related social behaviors eitheroccur at low frequency or do not occur in the presenceof observers, which usually makes observationimpractical. When incidents calling for a socialresponse to occur are contrived, observations can beconducted in a matter of seconds.

3. Natural observers. Observations are conducted eitherby regular work supervisors or by outside observers

who become coworkers. In this way, the obtrusive-ness of observation is minimized.

4. Spaced interval incidents. The contrived incidentsdo not occur consecutively. Rather, they are spacedover more natural periods of time in the day andacross settings or people. In this way, the occurrenceof incidents is less likely to be viewed as "phony" bystudent-employees.

Observation Protocol. Observations are conductedas sets of probes at spaced points in time duringtraining (e.g., before training begins and at 1-weekintervals thereafter). A probe usually consists of threeor four planned incidents occurring either on 1 day or

20


FIGURE 2-5Example of planned incidents to assess

social skill rating item no. 24Employee continuesto work when coworkers grumble or complain

1. First Day. The coworker working next to Reston wouldstop working and begin to complain that the supervisorwas not giving her a day off when she asked for it andsaid that the supervisor isn't fair and that she isn'tgoing to get much work out of me"what about you?(2 minutes)

2. Second Day. The coworker working next to Restonbegan to complain about poor pay and short breaks,saying things like "these students aren't helpless. Let'slet them serve themselves for a couple of minutes andtake it easy." (3 minutes)

3. Third Day. A different coworker s orking close toReston begins to complain about having to wear a hairnet and says "I think they're really stupid, don't you?And they don't make any difference, anyway. As soon asthe supervisor is out of sight, let's take 'em of

for up to 3 consecutive days. The trainer-observerexamines the work situation and plans a number ofincidents, indicating when in the work day they willoccur (see Figure 2-5). Then the observer sets up theincidents, either directly or by asking someone else toparticipate. The trainer-observer records the results(see Figure 2-6) and then compares the results to anestablished performance criterion. Typically, a crite-rion for acceptable demonstration of a skill should beset at three consecutive incidents in which the appropri-ate social behavior was exhibited. If unplanned inci-dences occur in which the behavior was called for, theyshould be considered as bonus situations to theobserver and counted as part of the probe set.

More than one behavior may be planned to be "setup" and observed at one time. For instance, in one study(Stowitschek & Salzberg, 1984), social behaviors wereobserved over a period of several weeks, daily. Thesebehaviors were all social amenities and many requiredonly one incident to be set up and observed (e.g., waitingfor a pause in conversation, saying please and thankyou).

Example of Observation. As an example of how ateacher may use observation to gain more informationon social skills, the screening information for RestonD. is used. One item the teacher circled as not havingan opportunity to observe was "the employee continuesto work when coworkers grumble or complain." In orderto contrive the opportunity to observe Reston's responseto this type of situation, the teacher met with hissupervisor and a coworker who was not a student,explained about the information she needed, andenlisted their cooperation to "set up" some situations

and to observe Reston. The teacher had also selectedother behaviors but, for illustrative purposes, the focushere was on one behavior. She then met with Restonand informed him that over the next several days.workers at the cafeteria would be helping to observehis performance at work in orclar to improve his skillsand get ready for work placement. Some of thecontrived situations that the teachers and cafeteriaworkers planned are shown in Figure 2-5.

The coworkers recorded the results of each situationas soon as they were able to leave the work station. Therecordings are shown in Figure 2-6. Reston did fairlywell on avoiding complaints that had to do withsomeone else's problems. However, he soon joined in,particularly when it had to do with something that waspersonally distasteful. Simply agreeing with someone'scomplaints might not be a problem. Adding fuel to thefire and decreasing work performance can lead toserious problems. Training and further assessmentshould probably focus on these features of handlingcoworker's complaints. Incidences to "set up" forassessment can be selected or adapted from thecurriculum examples described in Chapter 3.

Contrived observation situations, when all partiesare informed and cooperating, can be highly informa-tive. The use of plausible or natural-appearing situa-tions, spaced over time, and actual coworkers asrecorders increases the representativeness of theresults. Typically, 1 or 2 minutes of actual time isrequired to complete a "set-up" and observation.Because the information may be quite sensitive innature, it is important that the trainer not use it asdirect feedback to the employee (student), but to designtraining that focuses on producing desired socialresponses. In this way, the employee (student) will notform the impression of being "snitched on."

Determination of Placement and Training(On-the-Job Social Analysis)The ranking, rating, and direct observation proceduresdescribed above are suitable for assessing social skillsrelated to school settings and preplacement workactivities. One major purpose of social assessmentbeyond these is to determine the specific social skillrequirements of a designated job. The measurementdemands are different in this case because the aim isto prevent problems with social skills and to increasethe employment success of a placement. Both theoccasions for social responding and the social behaviorsthemselves are particular to the job demands.

The employment placement specialist interested inachieving the best employee job match carries out aprocess of job analysis as an initial step. Social analysisprocedures have been developed to correspond with the

21


FIGURE 2-6Observation record for incidents pertaining to item no. 24

Employee continues, to work when coworkers grumble or complain

Situation I NeutralDid the student just say something noncommital X(neutral), simply agree with it, or add to thecomplaint?

Did the student keep working at an acceptable level,ordid the student slow down or stop working?

Verbal ActionAgree Complain Keep working Join in

X

Situation 2

Did the student stay neutral, agree with, or contributeto the complaint?

Did the student keep working, or did the student slowdown or stop working?

X

Situation 3

Did the student stay neutral, agree with, or contributeto the complaint?

Did the student join in with the inappropriatebehavior?

X

X

Totals

Ne:stral

1

Agree

1

Complain

2

Keep working Join in

2 1

overall analysis of job requirements. Two assessmentprocedures have been devised to assist in analyzing thesocial requirements of a job: (a) an employer interviewand (b) a working observation. The employer interviewis the simplest and most readily usable means ofdetermining the sociai vaquirements of a particularjob. it is also o-ie most likely to be used byplacement spec. The working observation is amore involved asst..a.nent process, but it yields richerinformation from the perspective of i . enteringemployee. We recommend that, at the mi.--onum, theemployer interview be administered and, when possi-ble, be followed by the working observation.

Employer Interview. In the process of negotiating foran employment placement, one of the roles of theplacement specialist is to determine the job per-formance expectations of the employer. 'Nis usuallybegins with a job description (oral or written) which isquite general in nature. The object of this processshould be to obtain a concise picture of job require-ments; a precision job description is the resultingproduct (see Figure 2-7 for an example).

Precise information Should be obtained on the socialrequirements of the job. An interview with theemployer can yield particular information on thevariety of social skills which the employee may needto exhibit, the conditions under which those skills mustbe exhibited, and the relative importance ofthose skillsto successful performance of the job. It should also

produce information on the employer's "pet peeves,"inappropriate social and other behaviors that arepar:.....alar irritants to the employer. The employerinterview takes approximately 25 minutes of the totalinterview time (range 10-35 minutes). Basically, theprocess involves asking a series of general questionsin four different areas and, when one of the areas isindicated as applicable for that job, a series of probequestions for that particular area are then admin-istered to obtain more information.

Conducting a successful interview is not simple. Thefollowing guidelines should help in obtaining usefulinformation regarding the social expectations of the job:

Before the Interview

1. Conduct the interview at a convenient time for theemployer.

2. Explain to the employer that the interview willenable you to select and train the most appropriateworker for the job.

3. Conduct the interview in a quiet setting. Ask theemployer to identify an area in the work settingwhere there will be as few distractions as possible.

4. Several days before the interview ask the employerif a standard description of the job and/or trainingmaterials are available. Review the description andmaterials to determine if some answers to thequestionnaire are already provided. If so, recordthose on the interview form.

22

12 i ASSESSING SOCIAL SKILLS

FIGURE 2-7Completed precision job description

Brown's Grocery Courtesy ClerkEmployer: Job Title:

Client- John

Manager/Supervisor Coworkers

I Dan Earl 1 Carol P.

2 Mr. Jackson

Job Description-

help where needed.

3 Paul C.

2 Darrell N

4

Bag groceries, greet customers, offer customers assistance with grocenes, weigh cans, sweep store, sort bottles,

Salary: per hour $3.35/hour

M10a to 12p

T10a to 12p

Working Hours

W TH10a to 12p 10a to 12p

per week $33.50

F10a to 12p

Sto

bUto

Notification Procedure Call in before 9:00 am.

Warning Procedure 2 verbal notifications, then 1 week suspension, then firing.

Benefits/Additional Information Health insurance, work incentive program, frequent social activities w/coworkers

Paid weekly, start by October 1.

Daily Job Tasks

Job Task

1 Bag groceries

Criterion

40 sec50 sec w/checker passing items

Done Concurrentwith

1 or 2

Social Contacts(what, with whom)

Carol, Darrell, Paul;Acknowledge requests, comply

Ask customers if2 they need assistance Social skills 1 or 2 Customers; Compiy

3 Take grocenes to car Walk behind customers Customers

4 Load grocenes in car Grocenes won't tilttomers;where to put grocenes, comply

Say, 'Thank you for5 shopping at Brown's." Social skills ustomers

Job Task

1 Wash windows (inside)

Intermittent Job Tasks

Criterion Day of Week

11/2 hours Fnday (3 weeks)

Day of Month

2 Wash windows (outside) 2 hours Fnday (1 week) 1st week of month

5. You should present yourself as being competent andwell-organized. Therefore, review the questionnaireseveral times to become familiar with the contentprior to the interview.

During the Interview

1. Briefly restate the purpose of the questionnaire.Emphasize the fact that you would like the employer

2.

3.

to be as specific as possible. Encourage the employerto ask questions.Questions should be asked as they appear on theform. However, all questions may not be applicableto every interview. Adjust the questions to fit thespecific situation.Probe for additional information when necessary(see example in Figure 2-8).

23


Interviewer

Employer'sResponse

Interviewer

Employer'sResponse

Interviewer

Employer'sResponse

FIGURE 2-8Sample page from employer interview procedure on work-related

3. "What work habits do your bestemployees have that distinguishthem from your other employees?"

"Dependability"

"What do you mean by dependability?

"Not only showing

up on their

scheduled work

time, but if I call

them, they come

right in. No

questions asked."

"Good. Anything else?"

"Yes, they stay aslong as I need them.In other words, they

ieam to adjust theirlife style around

work instead of

adjusting work into

their life style."

Options

A. Arrive early; being punctual?

"Oh, of course, very important. We

like ow employees to be here

about 5 minutes before their shift,

in uniform, ready to go."

social skills

Observed

(Interviewer asks) "How aboutbeing punctual? Is thatimportant?"

B Ask for additional information if (Interviewer asks) "Is it helpfuldon't understand if an employee asks for

additional information if shedoesn't understand something?"

4. Upon completion of the interview, thank the em-ployer for his or her time. Stress how helpful theinformation will be for selecting and training anemployee.

The interview questionnaire consists of three col-umns. The first column lists 10 questions pertainingto the four areas. Directly under each question a spaceis provided for the employer's response. Ifan employer'sresponse appears vague or general, the interviewershould probe for additional information using theoptions located to the right of each question. Suchprobing will help pinpoint and clarify the exact socialbehavior desired by the employer. Figure 2-8 illustrates

some responses to general questions and probe ques-tions regarding work habits. A complete copy of theEmployer Interview Form can be found in the Appen-dix. General areas covered in the interview are asfollows:

1. Basic rules at the work site.

2. Ideal work behaviors that the employer considersimportant.

3. Problem behaviors to be avoided on the job.

4. Interactions with supervisors, customers, and soforth, that are expected of the employee.

24


FIGURE 2-9Results depicting significant interactions that occurred during a working observation

Skill Area Occasion fo,- Responding Behaviors /Problems Comments

I, III, IV

III

II

III

' Milk shake machine sticks

2 Manager was kidding me

about my southern accent

3 Customer complained about

no towels in restroom

4 Manager asked "Why didn't

Asked coworker for help Rarely happenscoworkerreferred to supervisor too busy to help

I kidded him back about

his skinny tie

I said I would tell

manager and did

I said I didn't know

you get towels yourself?" where they were stored

Skill Area

I. Work Performance

II. Public Interactions

III. Supervisors'Interactions

IV. Coworkers'Interactions

V. Other

0 f.easions for Social Responding

What situation?

Who?When?

(Indicate in one sentence aninteraction with you that seemedsignificant to the job. Indicateinteractions that are different fromwhat has already been noted.)

Obviously didn't like

being kidded

(see below)

Manager's response: "That's

all right the first time, but

not the next."

Social Behaviors?

Indicate the social behavior involved,if any

Work Behavior?

Indicate problems in responding, (i.e.,work task performance)

Problem situations

Indicate the interactions of others thatmay impinge on job performance

(Implications orinferred consequences ofthe situation)

In addition to initial job analysis, the employerinterview can be used to guide routine status checksafter a placement has been made. One problem that isoften voiced by placement specialists is that, when theycall an employer, or drop by an employment site tocheck on how their placement is doing, the employer'sresponse to an open question is "he's doing okay, noproblem," or "I'll tell you when there's a problem." Inmany cases, this response is sufficient. However, inother cases, a placement may end up fired, suspended,or otherwise in trouble with the employer between onecheck and the next, without the employer ever contact-ing the placement specialist.

Some of these problems could be avoided with amore directed scan of potential problem areas. Theemployer interview, in a condensed form, may help toget some more specific indications of problems arising.Each check could focus on only one of the four areas tosave time. Initial interview information could be usedto indicate a problem area to include during necessarycheck-backs.

Working Observation. The working observation ispossibly the most useful tool that employment special-ists have found to help them to determine what theemployee will encounter once placed on the job. It is a

radical departure from typical evaluation proceduresand, by its title, requires something more from theplacement specialist. Basically, the specialist goes tothe potential place of employment and works either ashift or part of a shift (at least 2 hours) exactly as theemployee (student) will be expected to work. Supervi-sors and coworkers assist the specialist to learn toperform the task as they would any employee. Thisprocess helps the specialist to determine the job taskrequirements as well as social requirements. Informa-tion on coworker interactions as well as supervisor'scontacts can be obtained and used to verify results ofthe employer interview.

Observations are recorded at eight or more pointsduring the work shift, using a notation form. Record-ings are completed either at breaks or at appropriatepauses in the work activity (every 15-30 minutes).Rather than a frequency count of social behaviors, thisrecording is a notation (30-90 seconds) of the types ofinteractions considered significant that occurred be-tween the employment specialist and others (e.g.,supervisors, coworkers, customers), what the topogra-phy of the interaction was, what social or work behaviorit related to, and what the implications of the incidentwere.

25

The observation record is a brief anecdotal notationof the most significant incident that occurred over thepreceding 15-30 minutes. The observer should not tryto record or describe in detail everything that tran-spired. Doing so might interfere with work and makeresults difficult to interpret. Figure 2-9 shows the fourrecordings made by the working observer over 90minutes of work in a fast food restaurant. Of course,there were many more interacEon3 than are shown.These represent the interactions considered to besignificant during each work interval. The workingobserver's interpretations of these events are that theprospective placement should be given advance notice(a) not to tease or joke excessively around the manager,and (b) to ask the supervisor for help when needed, butnot to ask repeatedly for the same kind of assistance.Results of the employer interview and working observa-tion, cc pared with assessment information on stu-


dents as potential employees, should help to makeappropriate placement selections.

We are by no means presenting the assessmentapproaches described above as if they can provide acomplete assessment picture. We maintain, as in ouroriginal premise put forward at the beginning of thischapter, that social assessment is an extremely com-plex process and the results of any assessment mustbe considered partial. There are a number of othersources of information which could cancel the resultsof these assessments. Anecdotal information on astudent's history, for instance, could reveal the pres-ence of some aberrant social behavior, albeit at a lowrate, that could not be measured by formal assessment,yet could lead to the student being fired from a job.We believe that routine assessment in work situationscan help to reduce potential problems relating to thelack of social skills and enhance the chances of ahandicapped student's success in employment.

26

3. The Curriculum Guides

In the preceding chapters, the need for a work-related social skills teaching curriculum was identiqed.It was pointed out that such a curriculum must beadaptable to the differing social requirements ofvarious types of jobs that handicapped persons mayenter. Thus, it appears to be most useful to provideteachers with social protocol guides to help themformulate appropriate instruction. This chapter pro-vides two guides for aching social-vocational skills.Curriculum Guide 1 is to be used by vocationalprograms conducted in a school. It is referred to as theWork-at-School Social-Vocational Curriculum Guide(pp. 19 to 27). Procedures for developing in-school worktraining experiences are described in Chapter 4. Guide2 is for use at competitive employment sites (pp. 29 to33). It is referred to as the Competitive EmploymentSocial-Vocational Curriculum Guide.

WHAT IS A CURRICULUM GUIDE?

The guides are not a curriculum! Each guide providesexamples of important social vocational skills as theyapply to situations that might occur in variousschool-based jobs or competitive employment sites.Although certain categories of social skills (such asfollowing instructions or requesting assistance) areimportant in all types of jobs, they may applydifferently to different types of jobs and even todifferent businesses. For example, food service workersand construcion workers both get instructions fre-quently. However, they don't get the same kinds ofinstructions. Moreover, the instructions differ in theway that they are given and in the social behaviorsneeded for compliance. The implication of these varia-tions is that no one set of curriculum examples will

exactly fit any particular work-at-school or competitiveemployment situation. Do not attempt to use theexamples in the guide exactly as they are presented.Instead, adapt them to fit the specific job circumstancesof each student in training. In summary, curriculumguides should be used as a base to tailor a social skillstraining curriculum for each student individually.

The Work-at-School Curriculum GuideThe core of the curriculum guide is a set of 22 socialskills that were identified from research as beingimportant for success of entry-level employees. Theseskills are listed in the Index of the Work-at-SchoolCurriculum Guide which follows. The 22 social-vocational skills are divided into five categories:

Instructions at work.Information at work.Social amenities at work.Worker relations.A two-item miscellaneous category.

Note that each social-vocational skill has beenassigned a code number from S-1 to S-22. There is aspecific work-at-school curriculum example for e .1 ofthe 22 social-vocational skills. The work-at-schoolexamples supply an analysis of each skill and providean illustration of how it may apply in one of four kindsof work-at-school jobs. The job types include office,custodial, cafeteria, and library.

These types of jobs were chosen for the curriculumguide because they may be created in most middle orhigh schools. Of course, every school will have othersettings that might also provide student jobs. Theenclosed list is not intended to limit choices, just to

27

18 / CURRICULUM GUIDES

suggest job-like settingL that may be used for social-vocational skill training. The index shows which typeof job setting was used to illustrate each social-vocational skill.

Work-at-School Curriculum ExamplesEach of the 22 skills is represented in one of thefollowing curriculum examples. The code number ofeach social-vocational behavior and the category on theexample correspond to those on the Index of theWork-at-School Curriculum Guide. The top of eachexample includes the category, the expanded title of thesocial-vocational behavior along with its code number,and the description of the job in which it is to beillustrated.

It was noted earlier that descriptions of the socialbehaviors do not, of themselves, constitute a completecurriculum. The parameters of the work settings inwhich these behaviors are expected to occur must alsobe represented. Each work-at-school curriculum exam-ple presents three kinds of information. The first kindof information is a description of the events thatoccasion social responding.

For instance, in the first (S-1) example, the occasionfor following instructions is the presentation of aninstruction. The example suggests that an instructioncan be characterized by its content, by who issues it,and by when it is given. The right side of the examplesuggests that instructions may be of four types:

Instructions to perform a task.Instructions to give information to other people.Instructions to help another person.Instructions about how to do a task.

Similarly, the information on the right side of thecurriculum example suggests that instructions may be

given by a supervisor, a coworker, or a customer.Finally, the example notes that instructions may begiven at any time during a work day. In somesituations, it may be important to consider who theparticipants are (e.g., customer) and the time frame(rush hour).

The next category on the curriculum exampleanalyzes the kind of responses that are called for. Inthe case of following instructions, it is suggested thatan appropriate response would include a verbal orgestural indication that the student intends to complyand then actual compliance with the instructions. Thefinal category of information provided by each exampledescribes the focus of the training that should beprovided for that particular social-vocational skill. Thefocus may be discriminating which occasions call for aparticular social response or the form of the response.Thus, for following instructions, the training focusshould be teaching the student to first acknowledge theinstruction and then to comply with it. Research hassuggested that these are two of the parameters thatdefine an appropriate instruction-following responseat work.

Each of the 22 work-at-school curriculum examplesis formatted like the one described above for followinginstructions. First, the events that occasion respondingare analyzed; then, the responses called for by thoseevents are described; and finally, the focus for trainingis suggested. Each social-vocational skill is illustratedin one of the four work sites (school office, ...-tstodialsites, cafeteria, and library). It should be understoodthat not all the social-vocational skills apply in all thesites. It is the instructor's 4ob to adapt examples thatfit the particulars of each work situation. Proceduresfor accomplishing the necessary adaptations for teach-ing these skills are presented in Chapter 4.

28


Work-at-School Curriculum Guide

Index

Category Example No /Behavior Office Custodial Cafeteria Library

Instructions at Work S-1. Following instructions VS-2. Clarifying instructions ,/S-3. Following delayed or multiple

instructions,/

S-4. Responding to criticism ,/

Information at Work S-5. Giving information to others VS-6. Getting information before a job ,/S-7. Referring inquiries or problemsS-8. Conversing VS-9. Ending conversations at

appropriate times

Social Amenities at S-10. Saying "Please" ,/Work S-11. Saying "Thank you"

S-12. Saying "Excuse me"S-13. Interrupting appropriatelyS-14. Acknowledging other's remarks

Worker Relations S-15. Giving and getting assistance ,/S-16. Apologizing when appropriateS-17. Expressing appreciation to

coworkersS-18. Not using weak excuses when

absent or tardy,/

S-19. Ignoring grumbling or complainingS-20. Not being nosy

Miscellaneous S-21. Handling friends on the jobS-22. Responding to emergencies

Example S-1Category: Instructions at WorkSocial Behavior: Following Instructions that Require

Immediate AttentionJob Descriptior.. School office workerDoing office

chores assigned by the school secretary

Occasion for RespondingWhat instructions? (a) Instructions to perform a task (e.g.,

"Please make four copies of thisletter.")

(b) Instructions to give information toanother person (e.g., "Go to Mrs.Smith's room and tell her thatassembly will be at 1:30.")

(c) Instructions to help someone else(e.g., "Before you sort the mail, why

Who givesinstructions?

When?

ResponseCalled for

Training Focus

29

don't you show Judy the rounds onpicking up attendance slips.")

(d) Instructions that tell how to do a task(e.g., "When you use the copymachine, put the page face down.")

(a) Supervisor (the school secretary)(b) Coworkers(c) Customers (parents, students)

Anytime

(a) Indicate intention to comply (e.g.,"OK. I'll do it right now.")

(b) Comply with the instruction

(a) Acknowledge the instruction(b) Comply with the instruction


Example S-2

Category: Instructions at WorkSocial Behavior. Clarifying Ambiguous or Incomplete

InstructionsJob Description: CustodialSweeping classroom floors

and emptying trash containers

Occasion for RespondingWhat instructions? (a) Instructions on work procedures (e.g.,

amount of fluid to be squirted onbroomhead) (e.g., in regard toemptying trash, supervisor did notsay how to reline container)

(b) Instructions that are incomplete orerroneousBroom does not pick updirt (e.g., sticky substance on floor inone classroom)

(c) Instructions about unfamiliar topics(e.g., "Go get me a caliper.")

SupervisorWho gwesinstructions?

ResponseCalled for

(a)(b)

Training vocus (a)(b)

(c)(d)

Ask what is to be doneComply with the instruction afterclarification

Recognize when to seek clarificationPersist in asking until the task isunderstoodAsk questions before being left aloneAsk questions only when reallyneeded (not to get attention)

Example S-3

Category: Instructions at WorkSocial Behavior: Following Delayed, Implied, or

Multiple InstructionsJob Description: CafeteriaGetting the serving line

ready

Occasion for RespondingWhat instructions? (a) Instructions for the day (e.g., "First,

get the steam table up totemperature, then do the salad trays;after that, bring out the milk cases,then come and ask me which hot foodtrays to bring out.")

(b) Instructions for a new task (e.g.,"When you load the dishwasher, putthe plates on the left, the saucers inthe back, cups and glasses on top,scrape everything first and rinse it,silverware in the basket. Not plasticin it. OK, got it?")

Who givesinstructions?

When?

ResponseCalled fnr

Training Focus

(c) Instructions that are understood (e.g.,"After you finish with the servingline, clear off the food prep coun,er."It is understood that the bowls, etc.should be rinsed sad the dishwasherloaded.)

Mainly the supervisor, also coworkers

For (a), occurs before workFor (b), usually occurs at break in workactivityFor (c), occurs anytime instructions aregiven

For (a), repeat the instructions back, seekclarification if needed (e.g., "Let's seenow, first you want me to ...")

For (b), ask for feedback onperformance (e.g., 'How about watchingme while I try some of it?" )

For (c), repeat instructions back, askingquestions to determine what'sunderstood (e.g., "When I clear off, do Ijust leave the bowls in the sink untillater?")

For all occasionsacknowledging andcomplying with instructions is a must.

(a) Recognize when to get moreinformation or help

(b) Persist in getting the supervisor togive full instructions

Example S-4

Category: Instructions at WorkSocial Behavior: Responding to CriticismJob Description: CustodialVacuuming carpets,

cleaning blackboards

Occasion for RespondingWhat criticism? (a) Feedback about how job needs to be

done (e.g., "You need to tighten thescrews down.")

(b) Feedback about what an employeeshould not do at work (e.g., "Don'tleave the waxer out in the hall whenstudents are around.")

(c) Criticism about job responsibility(e.g., "You know our rules aboutcalling in when you can't make it.Why didn't you?")(See example on weak excuses)

Supervisors primarilyWho?

When?

30

(a)

(b)

(c)

Usually occurs preceding orfollowing performance of a job taskOccurs during performance of a jobtaskTypically follows a delay (e.g., thenext work day)

ResponseCalled for

(a) Acknowledge the criticismappropriately; (e.g., "OK, I'll do it";see example rin avoiding arguingwith supervisors and avoiding weakexcuses)

(b) Comply with the intent of thecriticism when reasonable (e.g ,

tightening the screws better)(c) Ask politely for clarification when

the criticism doesn't seem reasonable(e.g., 'I guess what I'm doing iswrong. How can I do it better?")

Training Focus (a) Respond to a range of criticismsfriendly to unfriendly (representingwhat will be encountered with avariety of employment supervisors)

(b) Replace an oppositional(argumentative) response with anacknowledgment (avoiding "blowingup")

(c) Recognize a reasonable criticism

Example S-5

Category: Information at WorkSocial Behavior Giving Job-Related Information to

OthersJob Description: School cafeteriaStudent unboxes

prepared food, puts food on serving counter, passes foodout to students and cleans up after lunch

Occasion for RespondingWhat kinds ofinformation?

Who is informationpassed on to?

Where doesinformation comefrom?

When?

Where?

(a)

(b)

(c)

(d)

Information requested by customers(e.g., "Where do I put the tray?")Information that is supposed to beprovided to customers as part of thejob (e.g., "Only take one milk,please.")Information that tells a coworker howto do a task (e.g., "Separate thesilverware from the dishes.")Information that the supervisor asksa worker to provide to others (e.g.,'Tell the secretary to announce that11th grade lunch will be 5 minuteslate today.")

(a) Students eating in cafeteria(b) Fellow workers (also students)(c) Others (school secretary)

(a) Supervisor(b) Coworker

From 1/2 hour before school lunch timebegins to 1/2 hour after lunch time.

School cafeteriaserving line, cafeteriafood preparation area, school office.

ResponseCalled for


Convey information: (e.g., "Put the trayson top of the serving cart.")

Training Focus (a)

(b)

(c)

(d)

When asked for information, respondquickly, politely, and cneerfullyWhen giving directions orinstructions, give them courteously(e.g., "please")Remember to pass on delayedinstructionsGive complete information

Example S-6

Category: Information at WorkSocial Behavior Getting Necessary InPormation Before

Starting a JobJob Description: CustodialCleaning blackboards and

emptying trash

Occasion for RespondingWhat situations? (a) When assigned tasks will be finished

before the supervisor's return (e.g.,Blackboards are clear but custodianhasn't returned)

(b) When information may be needed inthe supervisor's absence and adifferent task must be started (e.g.,the trash burner latch doesn't openreadily)

Supervisors, sometimes coworker

Before being left alone

Who?

When?

ResponseCalled for

(a)

(b)

Training Focus (a)

(b)(c)

Ask what to do when assigned tasksare finishedAsk who to talk to about gettinginformation or assistance

Anticipate when work may befinished earlyAsk questions voluntarilyAnticipate possible informationneeds for a particular job

Example S-7

Category: Information at WorkSocial Behavior Referring Inquiries or Problems to

OthersJob Description: CustodialEmptying trash from

individual cans into dumpster

31


Occasion for RespondingWhat inquiries or (a) Inquiries or problems generated by aproblems? person (e.g., Student coming down

the corridor as.:s if he can borrowone of the garbage cans to take to hisbiclogy class)(e.g., adult [stranger] asks where heshould deliver some materials)

(b) Problems generated by work situation(e.g., Door to incinerator room isbroken and won't shut properly)

Who inquires orwhat createsproblems?

When?

ResponseCalled for

Training Focus

(a)(b)(c)(d)(e)

Customers (student)StrangersCoworkersSupervisorsProblem situations (e.g., brokenequipment)

Anytime during school day

(a) Make the referral, informing othersof a problem: (e.g., Directing studentto head custodian, "Why don't youask Mr. George if it's OK.")

(b) Bring problem to the attention ofhead custodian (e.g., "Mr. George,the incinerator door won't shut.")

(a) Determine when someone elseshould respond to an inquiry orproblem

(b) Don't "make up" answers(c) Learn who to refer various inquiries

to

(d) Be courteous in the process ofreferring

Example S-8

Category: Information at WorkSocial Behavior: Conversing With Coworkers,

Supervisors, or CustomersJob Description: School cafeteriaStudent is setting

up tables with another student

Occasion for RespondingWhat situations? (a) Initiated by others

Conversation in which Jobinstruction is being given bysupervisor or coworker (e.g.,supervisor is telling how to set upeach table)

Coworker initiates a personalconversation (e.g., "Did you go to thedance Friday night?")

Fellow student worker is explainingthe work schedule for the next day

Who converses 2

When doesconversatwn occur?

ResponseCalled for

Training Focus

(b) Self-initiatedWorker is initiating Joh-relatedconversation (e.g., Student comes into deliver some chairs, is askingwhere they should be put)

(a) Supervisor(b) Customers(c) Coworkers(d) Worker

Anytime

(a)

(b)

(c)

(d)

Make eye contact with otherindividualsOccasional acknowledgment (bynodding or saying "uh huh") so thatother person knows they are beingattended toSpeak in a pleasant tone andappropriate volumeRespond in a verbally appropriateway

(a) Body and head orientation tospeaker

(b) Maintain correct distance fromspeaker (not too close)

(c) Acknowledgment(d) Reiterate critical information

Example S-9

Category: Information at WorkSocial Behavior: Ending Conversations at Appropriate

Times (e.g., Be quiet and listen, or Be quiet and getback to work)

Job Description: School officeStudent is assisting induplicating, collating, and stapling

Occasion for RespondingWhat kinds ofconversationalsituations?

Who are the otherindividuals?

3 2

(a)(b)(c)

Talking when someone else is talkingor trying to talk (e.g., Secretary istrying to tell student worker how tooperate the collating machine)Talking when it is time to return towork. (e.g., It's time to end a break,but a fellow student continues totalk)Talking to someone when itinterrupts their work. (e.g., Worker isduplicating a large document andhas a lot of work to do. Anotherworker begins a conversation withher about her boyfriend.)

CoworkersCustomers (students)Supervisor

When does thisoccur?

ResponseCalled for

Training Focus

Anytime, but especially when breaksoccur and when employees are workingside by side.

(a) Use a concluding statement (e.g.,"Sorry to end this conversation, but Ihave to get back to work now.")

(b) Stop conversation and begin work

(a) Quietly listen and acknowledgeother person by nodding and saying"uh huh" periodically

(b) Recognize when the conversation hasgone on too long

(c) Polite response to other individual(e.g., "Sorry, but ...")

(d) Statement that tells why he or shemust end conversation (e.g., "... butI've got to get back to work.")

(e) Return to the job task

Example S-10

Category: Social Amenities at WorkSocial Behavior: Saying "Please" When AppropriateJob Description: Cafeteria--Supplying food to the

serving line

Occasion for RespondingWhat situations? (a) When the worker needs something

from someone (e.g., "Please give methose trays.")

(b) When the worker needs someinformation from someone (e.g.,"Could you please tell me what timeto get here tomorrowV)

(c) When the worker wants someone tostop doing something (e.g., "Pleasedon't try to get the food yourself. I'llget it for you.")

Who? Anyone, coworkers in particular

When? Anytime

Response Say "please" along with a request (e.g.,Called for "Please hand me the wrench, please tell

me what time it is, please don't set yourtray there.")

Training Focus (a) Not to say please indiscriminately orrepetitively, but only when it iscalled for

Example S-11

Category: Social Amenities at WorkSocial Behavior: Saying "Thank You" when

AppropriateJob Description: CafeteriaCollecting lunch tickets

and lunch money


Occasion for RespondingWhat situations?

Who?

When?

ResponseCalled for

Training Focus

(a) When a transaction is completed (e.g.,a student gives you his or hercafeteria card, you punch it andreturn it to the student)(e.g., A student hands you a bill andyou ring up the amount and givechange back to the student)

(b) When someone does something foryou or gives you information (e.g., astudent picks up a dropped clipboard)

(c) When you are brought some workmaterial (e.g., a supervisor bringsyou change for a twenty)

Customers primarily, but also coworkersor supervisors

Anytime the occasion calls for it

(a)

(b)

Wait until an interaction iscompletedSay "Thanks" or "Thank you,"possibly along with a statement ofwhat the thanks is for (e.g., "Thanksfor helping me out.")

(a) Recognize when an interaction iscompleted before saying "Thankyou."

(b) Avoid saying "Thank you"repetitiously (e.g., when someone isworking jointly with you on a worktask)

Example S-12

Category: Social Amenities at WorkSocial Behavior: Saying "Excuse Me" when

AppropriateJo'a Jescription: CustodialMopping cafeteria floor

Occasion for RespondingWhat situations? (a) When interrupting conversations

(e.g., Worker says "Excuse me" whenhe must interrupt a supervisor whois talking to another worker)

(b) When interrupting the work of acoworker (e.g., worker says "Excuseme" when he must briefly interrupta coworker who is working)

(c) When a worker bumps into anotherperson accidentally

(d) When a worker must pass directly infront of a person or through a line ofpeople

(e) When a worker didn't understandwhat someone said (e.g., "Excuse me,but I couldn't hear what you justsaid.")

When? Anytime

33


ResponseCalled for

Say "Excuse me" immediately after theoccasion arises

Training Focus (a) Recognize when the occasion calls forsaying "Excuse me."

(b) Recognize when you need to say"Excuse me" to get someone'sattention (e.g., a pause in theirconversation, a pause in their work)

(c) Recognize when not to interrupt bysaying "Excuse me" (e.g., when it ismore important not to interruptconversation or work)

(d) Recognize when to say "Excuse me"to get someone's attention (e.g.,when you need to pass through a lineof people)

Example S-13

Category: Social Amenities at WorkSocial Behavior: Interrupting Others AppropriatelyJob Description: School cafeteriaClean-up detail; put

loose objects from tables in trash, wipe tables and seats

Occasion for RespondingWhat situations? (a) Two or more people talking and

employee needs to get informationfrom one (e.g., supervisor to find outwhere something is)

(b) Two or more people talking andemployee needs to give information(e.g., to tell a coworker thesupervisor wants him or het)

(c) Person is busy ',ling something andthe employee nee.'s to give him or heran object (e.g., coworker is carrying alarge tray and the employee needs tohand a wet wipe cloth to him or her)

(d) Two or more people talking and theemployee needs to get something (e.g.,supervisor is talking on the phone,the employee wants some keys)

Who? Supervisors, coworkers, customers

When? Anytime people are occupied so that theymay be interrupted

ResponseCalled for

(a)

(b)

(c)

Training Focus (a)

(b)

Wait for a pause in conversation orworkSay "Excuse me" and use person'snameFollow through with purpose ofcontact

Recognize when conversation orwork would be adversely interruptedRecognize appropriate pause inconversation or work

Example S-14

Category: Social Amenities at WorkSocial Behavior: Acknowledging Others' RemarksJob Description: CustodialSweeping hallways

Occasion for RespondingWhat situations?

Who?

When?

ResponseCalled for

(a) When someone than's you (e.g.,"Thanks for getting that classroomat the end.")

(b) When someone shows appreciation forsomething you did (e.g., "I want youto know how I appreciate yourletting me use your pushbroom whenmine fell apart.")

(c) When someone apologizes forsomething they did (e.g., a supervisorsays "I'm sorry I was so late gettinghere that you had to get the buildingkeys from the principal.")

Anyone, particularly supervisors andcoworkers

Anytime

Say "You're welcome, Sure, no problem,Glad to do it," etc. (following thank you);say "OKglad to do it," etc. (following anexpression of appreciation); say "That'sall right, That's OK, No problem,"(following an apology).

Training Focus (a)(b)

The appropriate acknowledgmentAvoid saying somethinginappropriate such as "Well, it'sabout time" or ignoring theinterchange altogether

Example S-15

Category: Worker RelationsSocial Behavior: Giving or Getting Assistance at WorkJob Description: Librarian's assistantCleaning

library

Occasion for RespondingWhat kinds ofassistance?

34

(a) Worker needs help with a task (e.g.,worker needs to move a set ofshelves)

(b) Assistance requestedby asupervisor or coworker (e.g., librarianasks worker to help her get a largestack of books off the floor and intothe sorting bin)

(c) Worker needs help with a problemsituation; (e.g., the adjustable stampwon't produce a legible date)

Who?

When?

(a) Coworker(b) Supervisor

(a) When interrupting someone (e.g.,"Pardon me, I need to move thesebooks. Would you help me, please?")

(b) When responding to a request,acknowledge request verbally,indicate willingness to nelp, andthen give the need assistance (e.g.,"Sure, I'll be glad to help get thosebooks off the floor.")

Response (a) Recognize when help is needed andCalled for offer to help

(b) Get help when the offer isacknowledged or when help isrequested

(c) Acknowledge and accept help wherit is offered

(d) Ask for help when it is needed

Training Focus (a) Polite requestsQuestion (notordering) tone of voice and language("Would you please give me a hand")

(b) Use of social amenities (e.g., pleaseand thank you)

(c) Explain why help is needed if it's notobvious ("All these books need to bemoved out of the way by 3:15.")

(d) When giving assistance, do itwillingly and pleasantly ("I'd behappy to lend a hand.")

Example S-16

Category: Worker RelationsSocial Behavior: Apologizing when AppropriateJob Description: CafeteriaHanding out food to

students and bringing food items to the serving area

Occasion for RespondingWhat kinds ofevents to apologizefor?

Who is apologizedto?

Task performance affecting someoneelse: (e.g., Worker puts a food item onthe student's plate that was not whatwas asked for)Accident (e.g., worker accidentallybumps into a coworker, who thendrops a plate of food)A personal oversight (e.g., "I'm sorryI missed your plate. I didn't seeyou.")

Student being servedCoworkers on the food lineCafeteria supervisor


When do apologiesoccur?

ResponseCalled for

Training Focus

Anytime

RPsporuse that acknowledges an error,says in some way the equivalent of "I'msorry"(a) "Sorry I put those in your tray. I

guess I didn't hear you right."(h) "Sorry, I didn't mean to bump you.

Let me help clean up the mess."(c) "Sorry for the delay. There is

another tray of melons being broughtup from the kitchen right now."

(a) Acknowledge the error, accident,etc., and accept responsibility for it(e.g., "I'm sorry I was late.")

(b) Offer brief explanation, not anexcuse, when that is applicable (e.g.,"Mrs. Teach held the class past thebell.")

(c) Make amends, correct the error, tryto straighten out the problem whenapplicable ("Let me clean up thismess.")

(d) State a desire to prevent futureoccurrences when possible (e.g., "I'lltry to be ;sore careful in thefuture.")

Example S-17

Category: Worker RelationsSocial Behavior: Expressing Appreciation to CoworkersJob Description: CafeteriaGet lunches ready prior to

lunch time

Occasion for RespondingAppreciation forwhat?

When?

Who?

ResponseCalled for

35

(a) For a job well done(b) For helping(c) For a personal kindness

Anytime

Coworkers primarily, but also supervisor

Using praise statements and descriptionsof how someone has been of help, forexample,

for (a), "Jim, you did a great job gettingall the containers laid out. It made itreally easy for me to fill them."

for (b) "Thanks for giving me a hand withthese boxes. I would have been at it forhours without your help."

for (c) "Sue, thanks for covering for me forthe last 15 minutes. I was held up in P.E.Maybe I can help you out sometime."


Training Focus (a,

(b)(c)

(d)

Sincere-sounding expression ofappreciationNot too frequentNot exaggerated (e.g., "Thanks, thatwas the nicest thing anyone ever didfor me.")Watch out for back-handed insultsposing as compliments (e.g., "Sue,that was so much better than youusually do.")

Example S-18

Category: Worker RelationsSocial Behavior Not Using Weak Excuses when Late

or Absent from WorkJob Description: CustodialWaxing floors, cleaning

and storing equipment

Oc^asion for RespondingWhat situations? (a) An incident has occurred preventing

or delaying the performance of work;(e.g., employee was 2 hours late forwork and says her car broke down)

(b) Work tasks were not complete or wereperforrned poorly (e.g., employeedidn't put away floor polish canistersand polish applicator after waxingfloors)

(c) An incident has occurred leading tocriticism by the supervisor (e.g.,"Don't worry about catching up ongossip with your friends until afterwork.")

Who? Supervisors, mainly

When? When the supervisor next sees theemployee

ResponseCalled for

Responses to Avoid(a) Putting undue blame on others (e.g.,

"My mom didn't get me up in time.")(b) Putting undue blame on events (e.g.,

"Assembly started 15 minutes earlytoday, so I couldn't put everythingaway.")

(c) Fabricated reasons (e.g., "She's mybest friend and we had to plan thedetails of our trip right away or elseit would be called off and we couldn'tget our parents to drive us and orboy friends would go with some othergirls, and I would never ever get achance to see 1 wisted Sister againand I would just die.")

Replacement ResponsesAdmit the problem (e.g., "You're right, Ishould have gotten my mom to bring mein.")

Training Focus

Resolve to do something about theproblem (e.g., "I'll try and remember toleave time to put things away from nowon.")

(a) Determine when any excuse v ouldbe a weak one

(b) Determine when the frequency orpersistence of a problem makes anyexcuse a weak one

(c) Decide how a problem can beresolved to avoid its recurrence

Example S-19

Category: Worker RelationsSocial Behavior Ignoring Coworker's Encouragement

to Grumble or ComplainJob Description: Preparing food at prep tables,

washing serving trays after lunch

Occasion for RespondingWhat situations? (a) A coworker complains about someone

else and solicits an employee's input(e.g., "I don't think he ought to bechecking over our shoulder all thetime. Do you?")

(b) An incident occurs that is viewed asunfair by coworkers or the employee(e g., supervisor directs the employeeto go back and redo some work donepoorly by a coworker and anothercoworker says something like "Idon't see why you should have tomake up for his mistakes.")

Coworkers as instigators, supervisors asobjects (usually)

Anytime

Who 2

When?

ResponseCalled for

36

(a) Response to exhibitA neutralstatement that stops the complaining(e.g., employee says to the coworker"Well, maybe he'll stop looking overour shoulder after we get better atour work" or "Maybe that's his job.")If a situation persists that isconsidered to be unfair, the employeeshould go and talk directly to thesupervisor about it.

(b) Responses to avoidAgreeing withthe coworker and adding "fuel to thefire" by commenting further on thesituation (e.g., "No, I'm not going totake that. In fact, I'm going to do justas bad a job as Jimmy did on it in thefirst place. That'll teach him," or tocontinue to grumble about aperceived unfair situation behind thesupervisor's back without talking tohim or her about it.)

Training Focus (a) Recognize the difference between anoffhand negative comment andexcessive grumbling or complaining

(b) Recognize when an employee'scomments may lead to excessivegrumbling or complaining

Example S-20

Category: Worker RelationsSocial Behavior. Not Being Nosy (personally intrusive)Job Description: LibraryCheckout desk

Occasion for RespondingWhat situations? (a) Someone begins to talk about

something to do with themselves (e.g.,Coworker talking on the phonewithin hearing of the student, "Well,the assistant principal can go fly akite if he thinks I'm going tochaperone this Friday night.")

(b) Someone asks personal questions ofothers (e.g., "Ms. Brown, what do youdo for birth control?")

Who is inquired (a) Coworkersabout? (b) Friends or associates of coworkers

(c) Family of coworker

When?

ResponseCalled for

Training Focus

Anytime, but breaks or lunchtime aremost likely

Avoid personal questions

(a) Discriminate (out-of-bounds) topics(e.g., personal areas, sex, religion)

Example S-21

Category: MiscellaneousSocial Behavior: Handling Friends' Interruptions at

WorkJob Description: CustodialSweeping halls

Occasion for RespondingWhat situations? (a) Friends keep the employee from

completing his or her work (e.g.,engaging the employee in lengthydiscussions, keeping him or her inone areahall doesn't get swept inalotted time)

(b) Friends cause a disruption in thework area (e.g., two or more friendsare tossing objects up and down thehall while yelling back and forth)


ResponseCalled for

Training Focus

Desired responses:For (a) Politely say "I've got to get back towork, I'll see you later" and getting backto workFor (b) Ask friends to wait in appropriateplace (e.g., in their car, outside, out ofwork area)

Responses to AvoidFor (a) Persisting to interact with friendswhile not completing workFor (b) Yelling at friends, "Telling themoff," etc.

For (a) Recognize the difference between ashort social pause and a lengthier pausethat disrupts workFor (b) Recognize when friends may beconsidered disruptive by the supervisor

Example S-22

Category: MiscellaneousSocial Behavior: Responding to Job-Related

EmergenciesJob Description: CafeteriaFood preparation

Occasion for RespondingWhat situations? (a)

(b)

(c)

Personal injury or safety incidents(e.g.,jars about to fall on someonefrom a storage shelf)Non-personal property damage,waste, or safety incidents (e.g., toiletis overflowing or leaking)Civic /criminal incidents (e.g., astudent [customer] is observed tryingto take some equipment, or twocustomers get into a disruptiveargument)

Who? Typically, coworkers or customers

When? Anytime employee is in proximity

Response (a) Ask when hired, what emergenciesCalled for are to be expected and what to do

about them(b) Handle the situation personally if

able (e.g., helping a person to holdand restack jars before they fall)

Or(c)

Training Focus (a)(b)

37

Inform the supervisor or otherperson in authority eitherimmediately or as soon as possible

Recognize an emergency situationDetermine whether to handle it ortell someone


The Competitive Employment CurriculumGuideThe Competitive Employment Curriculum Guide isintended to aid social-vocational skill training on thejob. The same 22 social-vocational skills that werelisted in the Work-at-School Guide also provide thebasis for the Competitive Employment CurriculumGuide. However, in the Competitive EmploymentGuide, the examples are embedded in eight scripts thatdescribe ongoing interactions taking place in fivedifferent kinds of jobs. The types of jobsautomobilecleaner, cafeteria worker, fast food worker, motel maid,and dishwasherwere selected because they tend tobe available in most comet .nities and because they arecommon sources of entty-level employment for highschool youth and young handicapped adults. Eachcommunity has a somewhat different employmentcomposition. The jobs listed in this competitive employ-ment guide are not intended to limit choices ofemployers in any particular community or even tosuggest preferences for particular types of employers.Rather, the types of jobs in this guide were includedsimply because handicapped persons are frequentlyemployed in them. The examples should be easilyadaptable to other kinds of jobs. Chapter 4 addressesthe process for making these adaptations.

The scripts that constitute the Competitive Employ-ment Curriculum Guide are listed in the index whichfollows. It may be seen that there are two scripts eachfor cafeteria workers, dishwashers, and fast foodworkers. There is one script each for automobilecleaners and motel maids. The index allows the readerto determine where specific types of social-vocathmalskill training examples are located in the scripts.Social-vocational skills S-1 through S-22 are listed fromtop to bottom on the left side of the it dex. The scripts(1 through 8) are indicated along th . top of the index.The numbers inside each box indicate the interactionswithin each script that contain examples of specificsocial-vocational skills. One way to use the index is tofind the social-vocational skills that are exemplified ineach script. For example, the Automobile CleanerScript No. 1 contains seven interaction sequences.Interaction No. 1 contains an example of clarifyinginstructions and getting information before doing a job.Interaction No. 2 of the Automobile Cleaner's Scripthas only one social behavior example and that is forgiving information to others. Unit 3 has examples forsaying please, for acknowledging others' remarks, andfor giving and getting assistance.

Another way to use the index is to locate all theexamples for a particular social-vocational skill. Forexample, to find training material for giving andgetting assistance, first find "giving and gettingassistance" on the left-hand side of the index. It issocial-vocational skill number 15 and may be found inthe category "worker relations." By looking across thepage in row 15, you can see that examples of giving andgetting assistance are found in the Auto Cleaner Script,the Cafeteria Worker Script No. 1, the Fast FoodWorker Script No. 1, the Dishwasher Script No. 1, andthe Dishwasher Script No. 2. Further, the interactionnumbers for each script make it easy to locate theparticular example. Thus, in the Automobile CleanerScript, examples for giving and getting assistance arefound in interactions 3, 4, and 6.

Competitive Employment CurriculumExamplesAfter the index, the competitive employment scripts arepresented. The social-vocational skills representedwithin each interaction are noted along with their codenumbers on the left side of the example. Interactionnumbers are listed in the center. These numberscorrespond to those found in the boxes in the Compet-itive Employment Curriculum Guide Index. Thescripted interactions appear on the right side of theexample. These include a description of who thespeakers are as well as what they say. For example,the last interaction on the Automobile Cleaner Scriptis Interaction No. 7. In it, the supervisor is telling theworker, Pete, that he wants to look at the schedule andwill get back to him. He also thanks Pete for remindinghim about the vacation. The behavior codes indicatedthat this interaction includes an example for "gettingnecessary information" (S-6), for "saying thank you"(S-11), and for "expressing appreciation" (5-17).

A total of 140 examples is included in the eightscripts in the Competitive Employment Guide thatprovide some training material appropriate for the 22social-vocational skills. The competitive employmentexamples provided in the guide are typical but notcomprehensive illustrations of the way that eachsocial-vocational skill applies in each type of job.Naturally, you will need to tailor these examples to theparticular situations that exist in the jobs in whichyour students are placed. Chapter 4 addresses thetailoring process.

38

Competitive Employment Curriculum Guide

Index

Category Example No !Behavior

Auto Cleaner(7 ResponseUnits)

CafetenaWorker #1(13 ResponseUruts)

Fast FoodWorker #1(30 ResponseUnits)

Motel Maid#1 (7Response(huts)

Dishwasher#1 (15ResponseMutat

CafeteriaWorker #2(23 ResponseUruts)

Fast FoodWorker#2(13 ResponseUnits)

Dishwasher#2 (15ResponseUruts)

Instructionsat Work

S-1. Followinginstructions

S-2. Clarifyinginstructions

S-3. Following delayedor multipleinstructions

S-4. Responding tocriticism

10, 13 8, 18, 20,22

11, 17 3 2, 13

1 6, 18, 25 8

1, 3

24 2 7, 21

Informationat Work

S-5. Giving informationto others

S-6. Gettinginformation beforea job

S-7. Referring inquiries

S-8. Conversing

S-9. Endingconversations atappropriate times

2, 6 11 3, 19, 32 2 5 19 7, 9, 10 4

1, 7 6, 9 31 4 15

7 13

1, 2 12, 13, 14 5 7 1, 2, 3 4

4, 13 15

SocialAmenitiesat Work

S-10. Saying "Please"

S-11. Saying "Thankyou"

S-12. Saying "Excuseme"

S-13. Interruptingappropriately

S-14. Acknowledgingother's remarks

3 9, 26

5, 6, 7 11, 29 3, 5 14 3, 7

11, 14

11

3, 5 5, 8, 10 1, 2, 4,16, 18,21,24,27, 29, 30

3, 4, 6 6, 9 4, 8, 9,12, 13, 23

3, 6, 11 2, 5, 6, 13

WorkerRelations

S-15. Giving and gettingassistance

5-16. Apologizing whenappropriate

S-17. Expressingappreciation tocoworkers

S-18. Not using weakexcuses

5-19. Ignoring grumblingor complaining

S-20. Not being nosy

3, 4, 6 9 9, 10, 20 1, 2, 4,8 5, 12

3 1, 5

5, 6, 7 2 11, 28 5, 8

1, 5

13

5

Miscellaneous S-21. Handling friendson the job

S-22. Responding toemergencies

9 31, 32 11

9

* Refers to the interaction numbers of the Competitive Employment Curriculum Examples


Example: Auto Cleaner No. 1

Behavior Code

Clarifying Instructions(S-2)

Getting NecessaryInformation (S-6)

Giving Job-RelatedInformation (S-5)

Acknowledging (S-14)Request for Assistance

(S-15)Social Amenity (S-10)

Giving Assistance (S-15)

Acknowledging (S-14)Thank You (S-11)Expressing Appreciation

(S-17)

Expressing Appreciation(S-17)

Thank You (S-11)Giving Job-Related

Information (S-5)Offering Assistance

(S-15)


Thank You (S-11)Expressing Appreciation

(S-17)

Interaction[Takes place in a governmentmotor pool in the car wash area)

1 Auto Cleaner: Pete, you said todo those five cars. Any specialorder?

2. Supervisor: Mostly no. Only, dothe gray one, #12, first.

3. Auto Cleaner: OK! Would yougive me a hand for a second? I'vegot to back that van out of theway and it's a tight fit. Wouldyou guide me back, please?

4. Supervisor: Sure! I'll stand off tothis side where you can see meand I can see your blind side.

5. Auto Cleaner OK! Thanks.

[The van is bac ,ed out. AutoCleaner is returning to thecleaning bay]

6. Auto Cleaner: Thanks for thehelp. George told me yesterdaythat he'll be off on vacation nextweek. Do you want me toincrease my work hours to pickup the slack?

7. Supervisor: Let me look at theschedule first. I'll get back toyou. Thanks for reminding meabout George's vacation.

Example: Cafeteria Kitchen Worker No. 1

Behavior Code

Conversing (S-8)

Conversing (S-8)Expressing Appreciation

for Coworker Assistance(S-17)

Interaction[Workers in the foodpreparation area of a cafeteriaare taking a break)

1. Worker 1: Jane, how are thekids doing? Are they over thechickenpox yet?

2. Worker 2: Yes! Mostly. Theystill have some scabs but theyare not contagious anymore, soI sent the.n back to school. Bythe way, thanks for coveringfor me while I was out withthem.

Gossip

Ending Conversation andReturning to Work(S-9)

Acknowledging (S-14)

Finding RequiredInformation BeforeStarting a Job (S-6)

Referring Inquiry toSomeone (S-7)


Responding to Emergency(S-22)

Requesting Assistance(S-15)


Acknowledging (S-14)Following Instructions

(S-1)

Giving Information toOther Employees (S -5)

Complaining

Ignoring Complainingd Grumbling (S-19)

Giving Instructions (S-1)Ending Conversations

(S-9)

3. Worker 1: Did you hear thatGeorge got chewed outyesterday for leaving thekitchen a mess?

4. Worker 2: Look at the time, webetter get busy.

5. Worker 1: Yeah.

[Back on the job in the kitchen)

6. Worker 1: Did Janet (thesupervisor) say how manysalads we'll need today?

7. Worker 2: Not to me. Whydon't you ask George?

8. Worker 1: OK

[A worker (Jane) is preparingsalads at her work table andgoes to the refrigerator to getmore vegetables)

9. Jane: Hey! Something's wrongwith the fridge. It's not cold.Margaret, call Mr. Harris andfind out what to do. In themeantime, I'd better transferthis food to the otherrefrigerator so it won't spoil.

10. Margaret: OK!

[Margaret returns, havingcalled the boss]

11. Margaret: Mr. Harris says tocall the GE dealer and tell himto get over to fix it. In themeantime, he says we shouldtry to use up as much food fromthe refrigerator as possible.

12 Jane: Why doesn't he call theGE guy himself. We have to doeverything around here, don'twe?

13. Margaret make the phonecall. You start on the food.

Example: Fast Food Restaurant WorkerNo. 1

Behavior Code

Social Amenities (S-14)

Social Amenities (S-14)

40

Interaction[Worker is just arriving atwork in the morning]

1. Worker (to group): Hi, how'reyou doing this A.M.?

2. Coworker: Morning, Sam.

Giving Job-Relatedinformation (S-5)


Instruction


Following Instructions(S-1)

Requesting Assistance(S-15)

Please (S-10)


Thank You (S-11)Showing Apprec;7tion

(S-17)

Conversation (S-8)

Conversation (S-8)

Convi "sation (S-8)

Ending Conversation andGetting Back to Work(S-9)

Acknowledging (5-14)

Giving Instructions

Acknowledging (5 -14)Following Instructions

(S-1)Clarifying Instructions

(S-2)


AcknowledgingInstructions (S-15)


3. Supervisor: Joe (the manager)says we should set up the saladbar early today. He's expectingan early lunch crowd 'cause ofthe show opening at the SaltPalace.

4. Coworker: Uh-huh

5. Supervisor: Why don't youhandle the green vegetablesand I'll get the fruit andcondiments.

6. Worker: OK! Should I put outboth the broccoli and thecauliflower or just one of them?

7. Supervisor: Let's put them bothout.

8. Worker: OK!

[Just before lunch rush, Samand Mary are putting out foodin the salad bar]

9. Mary: Sam, would you pleasehelp me move this salad bartable a little further from thispost?

10. Sam: Sure, be glad tc.

[They move the table]

11. Mary: Thanks, Sam. Thatthing must weigh a ton.

12. Sam: It sure does. By the way,are you goini to the dance nextFriday?

13. Mary: Maybe.

14. Sam: How about going withme? I've been wanting to go outwith you for a long , -me, but Ithought you were going withTony. What happened?

15. Mary: We better get back towork. We can talk later.

16. Sam: It_gnt!

[After the lunch rush is over]

17. Supervisor: Boy, it was busytoday. What a mess this placeis. Mary, why don't you starton the tables.

18. Mary: OK! Do you want me torestock the napkins, ketchup,etc., or just clean up first?

19. Supervisor: Just clean up fornow. We'll restock later.

20. Mary: OK. [Mary goes to cleantables]


Giving InstructionsAcknowledging (S-14)


Criticism

Acknou.. dging (S-14)Response to Criticism

(S-4)

Clarifying instructions(S-2)

Giving InstructionsPlease (S-10)


Expressing Appreciation(S-17)

Acknowledging (S-14)Thank You (S-//)


Responding to anEmergency (S-22)



Responding to aJob-Related Emergency(S-22)

21. Supervisor: Sam, how aboutyou getting the floors?

22. Sam: OK. [Sam goes to start onthe floors]

23. Supervisor: Sam, you need tostart in the back and let Marystay ahead of you on the tables.Otherwise, she will be messingup your clean floor.

24. Sam: OK! Sure! [Sam starts onthe floor in the back]

25. Sam: Joe, do you want me tomop after I finish sweeping?

26. Supervisor: Yes, please do that.

27. Sam: OK!

[Mary is cleaning tables, Samis sweeping floors]

28. Sam: You're doing a great jobcleaning those tables, Mary.

29. Mary: Thanks: They heed it!

30. Sam: Yeah!

[Sam is taking a break]

31. Sam: Joe! Joe! There is a floodin the men's room. Whatshould we do?

32. Joe: Try to contain it with amop and bucket. I'll call theplumber.

Example: Motel Maid No. 1

Behavior CodeGiving Delayed

Instructions (S-3)Criticism


Responding to Criticism(S-4)

41

Interaction1. Supervisor: Sue (the maid),

today you do the east wing ofthe third and fourth floors. Don'tforget to get down and lookunder the beds. Yesterday, theguest in room 418 complainedthat there were a couple of wettowels under the headboard.

2. Maid: I didn't clean 418yesterday. Remember-Harrietand I swapped days off so shecould take her kid to the doctor.


Apology (S -16)Social Amenity (S-14)Giving Delayed

Instruction (S-3)


Conversing (S-8)


3. Supervisor: Oh! That's right, Iforgot. Sorry. We're going tostart something new today.When you finish each room, putone of these mints on eachpillow with one of these cards.

4. Maid: OK! By the way, did Sallytell you about her daughter'sbreakup with her husband?

5. Supervisor: No, but why don'tyou tell me about it during thebreak?

6. Maid: OK!

Example: Dishwasher No. 1

Behavior Code

Request for Assistance(S-15)


Social Amenity (S-11)

Offer to Assist (S -15)Getting Necessary

Information (S-6)


Social Amenity (S-11)Expressing Appreciation

(S -17)

Acknowledging (S -14)

Conversing (S-8)

Offer to Assist (S-15)Compliment (S-17)


Interaction[During busy time)

1. Waitress: Al (the dishwasher),we're running out of cups fast.

2. Dishwasher: OK, I'll get someout in a minute. They're in themachine now.

3. Waitress: Thanks!

[Al is bringing in a stack ofclean cups)

4. Dishwasher: Here's the cups.What other things will you needfirst?

5. Waitress: Silver, especiallyforks. Thanks, Al, you're a gem.

6. Dishwasher: OK, coming rightup.

[Lunch rush is ending)

7. Dishwasher: (laughing) Boy! Ibet every dish in the house isdirty.

8. Waitress: Yeah, and look atthose tables. How about if I helpyou collect the dirty dishes?Then we can both clean off thetables and take a break. Youdeserve one. You were reallyhustling.

9. Dislo-sher: Good idea. Let's doit.

Example: Cafeteria Kitchen Worker No. 2

Behavior Code

Conversing (S-8)

Conversing (S-8)

Conversing (S-8)


Being Nosy (S-12)

Criticism




Instruction

Following Instructions(S-I)

AppropriatelyInterrupting (S-13)



Saying Thanks (S -11)

Getting Information (S-6)

Giving an Instrction

Following Instruction(S-I)

42

1.

Interaction[Two coworkers, Harriet andLeah, are working next to oneanother at a large table cuttingup vegetables for salad)Leah: Harriet, I hear you'll begoing on vacation next month.

2. Harriet: Yes and I'm surelooking forward to it. Pm goingon a trip to Florida.

3. Leah: Isn't that the same timethat Bob is taking off? (Bob isHarriet's boyfriend)

4. Harriet: Yes.

5. Leah: Are you and Bob going toFlorida together?

6. Harriet: That's none of yourbusiness!

7. Leah: Sorry. I didn't meananything.

8. Harriet: OK, let's drop it.

9. Leah: OK.

[A few minutes later)

10. Leah: It looks like we're goingto be short on tomatoes. Whydon't you ask Tom (theSupervisor) what to do.

11. Harriet: OK.

[Harriet approaches Tom, whois on the phone. Harriet standsin front of the door so that Tomcan see she is waiting to seehim)

12. Tom: [holding his hand overthe mouthpiece of the phone]I'll be with you in a moment,Harriet, as soon as I get off thephone.

13. Harriet: [Nods in response toTom's remark)

14. Tom: [hangs up the phone)Thanks for waiting, Harriet.What can I do for you?

15. Harriet: We're going to runshort on tomatoes. Whatshould we do?

16. Tom: Please call Jim (theproduce supplier) and ask if hecan deliver a box by 10:00. Ifnot, I guess we'll have to makedo.

17. Harriet: OK.

18. Tom: By the way, did you checkthe back supply room.

Giving Information (S-5)

Criticism


Giving an Instruction


19. Harriet: No, I didn't.

20. Tom: You should have donethat first.

21. Harriet: Sorry, I'll do that rightnow before I call Jim.

22. Tom: Good. Let me know whathappens.

23. Harriet: Sure.

Example: Fast Food Restaurant WorkerNo. 2

Behavior Code

Making Weak Excuses(S-18)

Apologizing (S-16)

Giving Instructions



Making Conversation(S-8)

Ar.logizing (S-16)Making Weak Excuses

(S-18)




Giving Information (S-5)



Referring Inquiry toOthers (S-7)

Interaction[It is 8:30 a.m. in a fast foodrestaurant. The breakfast rushis on. June was supposed to bethere at 7:30 a.m. She was latethree times last week. Junerushes in the door and says toSherry, the manager]

1. June: I'm sorry I'm late. Mymother was sick and I had togo to the drugstore for somemedicine.

2. Sherry: We'll talk later. Rightnow, get to the grill and relieveTony so he can clean up someof these tables.

3. June: OK.

[June goes to the grill]

4. Tony: Hi, June. About time yougot here.

5. June: Yeah. Sorry I'm late. Mycar wouldn't start

6. Tony: Right!

7. June: Sherry told me to takeyour place.

8. Tony: You mean right now?

9. June: Yeah! I think so.

10. Tony: OK! Thanks! You'll needto turn the flame down inanother couple of minutes andscrape the grease off.

11. June: OK! Thanks! I'll do that.

[Tony is cleaning up tablestr.ien an irate customer startsyelling at him]

12. Customer: These fries have afly in them. I won't eat them. Iwant my money back.

13. Tony: Let me get the managerfor you.


Example: Dishwasher No. 2Behavior Code Interaction

[Ron, a dishwasher, is pickingup dirty dishes from the tablesat a restaurant]

Instruction 1. Customer: Son, can I have aglass of water, please?

Acknowledging (S-14) 2. Ron: Yes sir, I'll tell yourFollowing Instructions waitress.

(S-1)

Social Amenity (S-11) 3. Customer: Thank you.

[Ron goes over to Rita, awaitress]

Giving Job-Related 4. Ron: Rita, the man at Table 2Information (S-5) asked for a glass of water.

Acknowledging (S-14) 5. Rita: OK. Hey Ron, I'm reallyRequesting Assistance backed up right now. Could

(S-15) you get the water for that guy?

Acknowledging (S-14) 6. Ron: Sure.Social Amenity (S-14) 7. Rita: Thanks a lot, Ron. You're

swell.

[Ron goes to get a glass ofwater for the customer][Ron is once again bussingdirty dishes when a couple offriends of his (Marvin andBurt) come and sit down at anearby table'

8. Marvin: Hey, Ron. How areyou? Come here. I want to askyou something.

Handling Friends on the 9. Rkn: Hi, Marvin, Burt. LookJob (S-21) I'm busy and I'm not supposed

to mess around with friendswhile I'm working. See youlater.

Responding toJob-Related Emergency(S-22)

Social Amenity (S-11)

10. Marvin: OK. See you tonight.

[Ron is carrying a bin of dishesto the back and he hears acrash. When he looks around,he sees that a child hasknocked a glass of milk off thetable and broken the glass.]

11. Ron: Here, let me help you.Excuse me.

[Ron moves the child's highchair back and begins to cleanthings away from the mess]

Requesting Assistance 12. Ron Sue, will you get the rag(S-15) for me, please?

Acknowledging (S-14) 13. Sue: Sure.

Following Instructions [Sue gets the rag](S-/) [After everything is cleaned

up, Ron is stepping back fromthe table and bumps into aman who is walking past]

Social Amenity (S-12) 14. Ron: Oh! Exct.,e me.

15. Customer: That's OK.

43

4. Tailoring Social-VocationalTraining to IndividualProgranis

The guiding themes of this book have been thatsocial skills requirements vary from job to job and thattraining in those social skills must correspond to therequirements of employment. In preceding chapters,the basic relationship of social assessment, curriculum,and training to work have been described. Thesocial-vocational trainer must a program fromthese elements to fit his or he school program orrehabilitation facility. This fin;:i chapter is intendedto assist in that task. First, stet, -:.y -step procedures forcarrying out social skills training *es at schoolare described. Sercnd, social sldlis 1aining afr. ivitiesfor competitive lnvment plac-,1.slit are prese:vd.The relations can these ,ining approaeiesand the asses :urriculum, and training proce-dures presented , ,1/41: is explained.

PROGRAM COMPOSITIONThe first step in designing a program is determining itsbasic composition. Will it train social skills throughwork at school; will it train social skills for a specificjob placement; or will it provide a combination? Someschools limit their vocational programs exclusively toactivities within the school. In these cases, the trainermust ensure that personnel from vocational programswho will later carry out job placement activities, suchas vocational rehabilitation counselors, coordinate withthe school training program. If the school programincludes job placement, then social skills trainingspecific to the competitive employment placementsshould be planned and carried out.

Our assumptions about the social protocol guidesthe that they will be used in the context of a

comprehensive vocational education program, thatsocial skills training is but one branch of the program.The emphasis is on "comprehensive" becsvse the usermust lie strongly committed to work experience as anintegral part of vocational training and to ensuringthat each student's vocational and academic coursework supports functional employment-related out-comes.

The optimal vocational-educational frameworkwithin which the social protocol guides should be usedhas a continuum of experiences in which didacticinstruction and work training interact. In many highschools, special education teachers working as a teaminfluence students' education across 4 or more years ofschool. Common elements of this continuum and itsrelationship to the social protocol guides are depictedin Table 4-1. The implication is that high-school specialeducators who are designing a vocational programshould plan work experiences across this continuumand use these experiences as a training ground.

WORK-AT-SCHOOL OR COMPETITIVEEMPLOYMENT TRAININGThe decision to focus training on work-at-schoolexperiences, competitive employment, or both, rests onnumerous factors.1. Age. Legal age requirements for employment dictate

that young students' experiences be limited to thosearranged at school.

2. Motivation. A strong desire to work must either bepresent or developed before employment experiencesare considered. Otherwise, loss of jobs due to lackof motivation could seriously damage the credibilityof the program.

44

36 / TAILORING SOCIAL-VOCATIONAL TRAINING

Work-relatedSocial SkillTraining

Career)VocationalEducation

TABLE 4-1Possible continuum of work related social skill training corresponding to

career/vocational education activitiesHigh school

Freshman Sophomore Junior Senior + I

Classroom simulationrole play

Work-at-school training

Training in supportedwork placements

Training in part-timecompetitive employment

I I I I I

I IWork awarenessI I

Job skill training

I I I- "IPrevocational education Job getting skills

Job exploration

Key: = period of major emphasis

I FWork responsibility

Job, -wth and advancement

3. Readir ess to Perform Jobs. Competitive employmentdemands performance at levels of quality and rateequal to other employees. There is some leeway withsubsidized jobs but it is advisable that the per-formance of assigned tasks approximates the levelsexpected in competitive jobs.

4. Previous Work Experience. If students have not hadprevious work experience or have had unsuccessfulexperiences, it is advisable, regardless of age, toplace them in work-at-school experience at least fora period of evaluation.

5. Evidence of Lack of Skill. If a student is slow inperforming daily tasks, is socially immature, orlacks basic motor adeptness in other areas of schoolwork, he or she should begin work experience underclose supervision in a school program.

6. Availability of Work Opportunities. Work experi-ences within the school depend upon cooperationfrom other staff. Those essential relationships mustbe developed and maintained through consistenteffort by the reacher. Limited job opportunities in

the community for high school students placesgrr.ater reliance on work-at-school jobs or on subsi-dized work experiences.

7 Administrative Support. The school principal, spe-cial education director, other teachers, and parentsmust understand that work experience entailsinstruction, not just time out from classes. Althoughwork-study experiences have been accepted in thepast, the requirement to provide instruction duringthat time departs radically from conventional no-tions of work experience or classroom instruction.Individual education program objectives shouldreflect work experience training so that credit maybe earned toward high school completion require-ments.

8. Release Time. Following from point number 7,teachers' time must be allocated to develop and usework experiences for vocational training. Initially,considerable time is needed to arrange work experi-ences at all levels of the continuum. In order for theteacher to provide direct training at work sites, she

45

or he must be accepted as a daily work supervisor.Otherwise, training may be intrusive in the worksetting. An alternative is to work through theregular supervisors and coworkers at the sites.However, that requires considerable consulting andmonitoring time and a high degree of collaboration.

Approaches to teaching the social protocol curicu-lum at school and in competitive employment arepresented in the next two sections.

MULCHING SOCIAL SKILL TRAININGFOR WORK-AT-SCHOOL EXPETIIENCESThe devnlopment of a work-at-school training programhas four operations:1. Setting up work experiences.2. Selecting students and social skill targets.3. Preparing training units.4. Scheduling and conducting training.

Setting up Work ExperiencesThe purpose and activities of the training programshould be explained to school administrators andsupervisors of potential work sites. Where interest inparticipation is expressed, the site of each potentialwork experience should be obtained from supervisorsand workers performing these jobs. In addition to thecommon work sites in a school (e.g., clerical work in theschool office), there are jobs related to the athleticprogram (e.g., football manager, scorekeeper). How-ever, these jobs are typically seasonal and less closelyrelated to competitive jobs in the community. Considera-tions for structuring work experiences in the mostcommon work-at-school situations are as follows:1. Library. Helping to replace books on shelves,

checking books in and out, delivering and pickingup media, cataloging books, and general cleaningare common jobc performed under the supervisionof the librarian. Because libraries require a quietatmosphere and some jobs are solitary, oppor-tunities for social interaction during work aresomewhat restricted. Some structuring of the workexperience may be necessary in order to create socialtraining opportunities.

2. Cafeteria. Jobs include preparing salads and des-serts, serving food on the serving line, replenishingfood trays (e.g., in the steam tables), bussing tables,collecting lunch tickets and money, washing pots,pans, trays, etc., and general cleanup. These jobsgenerally involve considerable interaction with co-workers, supervisors, and customers (fellow stu-dents). Opportunities for training social skills arisefrequently and are relatively simple to set up.


3. Custodial. Jobs include emptying trash containers,cleaning blackboards, vacuuming, sweeping, mop-ping and waxing hallways and rooms, cleaningwindows, cleaning sidewalks, picking up trash inparking lots and lawns. If the tasks are accom-plished with a work crew, there will be moreinteraction with supervisors and coworkers thanwhen individuals work alone. If the job occurs duringschool hours, there will be opportunity for inter-action with customers (fellow students and teach-ers), but some additional opportunities may alsohave to be structured.

Some high school credit programs such as work-study or work-release must be arranged with schooladministrators and a grading system must be devised.Five hours per week would be sufficient release timefor the minimum work-at-school experience. Althoughunpaid, the release from regular class activities isusually a sufficient incentive to obtain the students'participation. To protect the setting as a site for workexperience for students after it is established and toestaolish the proper climate with the student, workexperience should be treated in all respects as a regularjob. That is, responsible, high-performing workersshould receive commendations and opportunities forpromotions (e.g., to a paid job outside the school), andstudent-workers who are not reliable or do not attemptto perform as expected should be subjected to the usualdisciplinary measures taken by employers (e.g., verbalwarnings and reprimands, reduction of working hours,suspension, firing). The need for considerable dis-cussion with all participants on the logistics of theprogram should be anticipated, as should adjustmentsto resolve problems in its operation.

Selecting Students and Social Skill TargetsConsiderations for selection of students are the willing-ness of the student to participate in the work, the extentof the social skill training needed, and the acceptanceof the student by staff at the work experience site. Thestudent must indicate a strong interest in working andin receiving social skill training while working. Thismay require a period of trial placement in the workexperience site. The assessment procedures describedin Chapter 2 may be used to determine students' socialskill training needs. Again, trial placement should beconsidered to facilitate social skill assessment. Forinstance, after an initial job acclimation period (1 to 3weeks), the job site supervisor may help by completinga job and social skill rating and rank orderingprocedure (see Chapter 2).

Selection of social training targets is based onassessment of students' skill needs, a determination ofthe skills that can be trained in a work experiance site

46

38 / TAILORWG SOCIAL-VOCATIONAL TRAINING

(opportunity for their occurrence) and the feasibility ofcarrying out systematic training of those skills at thatsite. The reader is referred to Chapter 2 for adescription of social-vocational assessment procedures.The work-at-school curriculum examples provided inChapter 3 can be used as a guide to determine whetherparticular social skills may be trained at a workexperience site. If the "occasions for responding" listedin the examples closely resemble those occurring in thework site under consideration, it will be possible todevise sufficient training opportunities at that site.Training feasibility hinges on whether the teacher caneither serve as a work supervisor or prepare other staffto conduct the training. The latter may be problematicbecause the fidelity with which training procedures canbe maintained indirectly is limited.

Preparing Training UnitsThis section includes, first, an illustration of how ateaching module for following instructions was de-signed and, second, a description of how the sameteaching strategy may be adapted for other curriculumtargets.

On-the-Job Social Skill naching Strategy.The teach-ing strategy consists of three operations: getting readyto teach, conducting sessions, and monitoring per-formance (see Figure 4-1).

FIGURE 4-1Social-vocational teaching module steps

1. Getting ready to teach. The teacher prepares writtendescriptions of what will be said and done to provideteaching examples for targeted social skills. Theteacher also plans the schedule for "set-ups" that usethe examples.

2. Conducting the teaching sessions. The teacher pre-sents teaching examples to the student and usesprescribed teaching techniques to teach correctresponses and to correct errors.

3. Monitoring performance. The teacher completes aperformance record, summarizes results of teaching,determines whether mastery has occurred andmakes a decision about further instruction.

Each of these operations is described below inreference to two objectives: (1) to teach individuals tofollow instructions; and (2) to teach individuals to seekclarification for instructions that they do not under-stand. Following instructions requires verbal indica-tion that the instruction will be followed and actualcompliance with the instruction. Seeking clarificationalso has two behavioral componentsasking for clar-ification and complying with the clarified instruction.

Getting Ready to Mach: In this illustrative module,two master example lists are provided for preparing"set-ups" (Figure 4-2), one for each of the two objectives.Tiuse cards contain model teaching examples asguides, spaces for developing your own examples, anda place to write variations on those examples. Themodel examples are for jobs that involve assembly andother bench activities. Figure 4-2 shows severalteacher-developed examples, one for a student workingin a school cafeteria and the other for a student workingin a school custodial work training activity. The MasterExample List contains the full array from which theteacher selects examples for daily training. An averageof15-20 minutes is needed to prepare one card.

A teaching example consists of an instruction thatcalls for the student to fulfill a simple task. 'lb teachclarifying instructions, the teacher gives an instructionthat the student will not understand or will not be ableto complete without getting further information (a"set-up"). For example, the teacher might place a toolunfamiliar to the student in a crowded tool drawer andsay to the student, "Sam, bring me the caliper from thetool drawer."

The last get ready step is to copy from four to six ofthe prepared teaching examples onto the Daily Train-ing Guide (Figure 4-3). The same example should notbe used more than once on the same day. In fact, ifpossible, different examples should also be used onsuccessive teaching days. Before beginning the lesson,the teacher should review the teaching plan with thestudent and explain why the skills to be taught areimportant for employment.

47

I WI /IsaarC:l-1i-

V.rI.tIoSI.2!CLEl3LJaJots IS 1010 to syrytOlOg

er 00 lee t0.1.Inn. Is 10.1 to


FIGURE 4-2Portions of master example lists used in the teaching module

1MASTER EXAMPLE LIST Following InstructionsTEACHING EXAMPLES PERFORMANCE SUMMARY

Variation: John. go get the setterbey for Se, p1 .

dab. get se iiiii pea OI p i

Uv.., O.sspls 11/1)et gidLeriJklIle. -Ln2iiS ebtace. It NI

lllll LIMP mardn'y nrrl hiar-_)) PY 7

John. clean p the sett on the flor. p1lllll Ilan: AAR, pot Sway the Welt an that table. p l .

v.., ...we no40-d .k? rn/X) SnYne. RalilA 1 1714c. rffll 1E101,10v1.. ev_leyin tr2e SaiatilreAtedik,421eaSc- 11E1 1E111 14.1

1. Sue. Joh. 1 Weed t talk l hls..r 111110s. Sot. all

1f101

11P1 Iflul

MASTER EXAMPLE LIST Clarifying Instructions

TEACHING EXAMPLESPERFORMANCE SUMMARY

JOH, Is told to get Os pliers.lb foes nod know Shore Ss.

ere Seta.

..ri.ve..,Jobe Is fold to get ISO SCISSOrs.

II. does nOt SA00 whew. tOsy Ors.

AZ/ 4/A

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.4 I I S a l I h u h / .

tar iiiii s: t cows

ato

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toor

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II I/ Ova 11111.

tb

oS (0

AI

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/

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Su. Is told to get the plops.She does not know whet color

lic to pot,

't II loll to package (Mete. She Sums AO know howOOSS nol

toSPOw how todo the teldol.

Iola to sselel the rockerSs.

MI In 1101S

I a fiftl

111.I1 1+1

ITEI 11E1 F.111

e.' GI

Conducting the teaching session: There are fouractivities in conducting sessions: (1) presenting theteaching examples, (2) waiting for a student-workerresponse, (3) praising correct responses, and (4) correct-ing incorrect responses. Teaching examples or "set-ups"should be distributed across the work day, at least 15minutes apart in order to approximate natural condi-tions of occurrence. Collecting the necessary materialsand setting up teaching examples should be accom-plished before work.

When a "set-up" for a teaching example is presented,the teacher should wait a reasonable amount of timefor the student to respond. Correct responses shouldbe praised with statements that stress the behaviorsof concern, such as, "Sally, you are remembering to askwhen my instructions aren't clear, I really like that."or "Sally, you did that right away when I asked you toget the napkins. Thank you!"

Licorrect responses should be corrected. First, tellthe student what needs to be done and explain why itis important. Second, have the student repeat whatshould be done. Finally, repeat the instruction andhave the student acknowledge and comply with it. Theobject is to make sure the student responds correctlyand is praised for it. If a student is having troubleacknowledging or clarifying instructions, teach thatfirst. After the student acknowledges or clarifiescorrectly, then teach compliance.

If the correction procedure is not producing thedesired response, switch roles with the student anddemonstrate the correct response (i.e., acknowledging,clarifying, and complying).

Monitoring performance: Monitoring consists of: (1)recording the trainee's response to teach teachingexample, (2) summarizing performance across teachingexamples, (3) determining skill master, and (4) makinga program decision.

48

40 / TAILORING SOCIALVOCATIONAL TRAINING

FIGURE 4-3Portions of daily training guides used in the teaching module

DAILY TRAINING GUIDE Clarifying Instructions(ended the leaching sent's, for each t..cht.1 come.

1. PPPPP al

2. Verger response3. Praise erred t meiosesC. Correct god r eeeee maple if

Ailed to: Moeller Workers' rrrrrr oaece

I. rrrrrrr the lastroctIO*2. Complete the teak after obtalaIng

seeded totormatloh

1. Cooplete the perfermaece record

TEACHING EXAMPLESI. tear 0..41.; f eitiL burnt')

iI I 4.11 di/

PERFORMANCE RECORDrn Clarify Complete

2. tem isawnl.

DAILY TRAINING GUIDE Following InstructionsCoedoct the loschleh Sossloo

for each Joachim; eleasple workers Deedto:

Monitor We r Perla...once

I. Ackeowledge the lestroctloe1. tospiete ton pecfmmonce record

2.Complete the tali as Instrocted

1111 112Z1

1.

2. Worker response

1. Praise rrrrr ot respooses

4. (*erect sod repast movie if

TEACHING EXAMPLESPERFORMANCE RECORD

AcInowleate Co.Pltie

II1NTiq 51:1

1. Record performance. The right side of the DailyTraining Guide in the illustrative module (seeFigure 4-3) has a section labeled PerformanceRecord. Two sets of yes/no boxes are supplied foreach teaching example. The first set is to recordwhether the student acknowledged or sought clar-ification of an instruction. The second box is to recordwhether or not the student complied with theinstruction.

2. Summarize performance.After a daily lesson iscompleted and examples are presented, the resultsare summarized on the performance summarysection of the Master Example List (see Figure 4-2).There is a blank space at the top of each column forrecording the date of each lesson. Each set of yes/noboxes pertains to that day's results for a particularexample used. Yes is checked only when the studentcorrectly followed the instruction. No is checkedwhen the instruction was performed incompletely

or incorrectly. The number of yes's checked for eachday is tallied and divided by the number of examplespresented. For example, let us say on January 15,there were four examples presented of which onewas responded to correctly. The percentage ofcorrectresponses (1 out of 4 or 25%) is calculated andwritten below that day's yes/no boxes.

3. Determine skill mastery. We have used a minimumcriterion of 80% correct responses over at least 2consecutive days to indicate mastery of a skill. Astandard criterion permits the teacher to makeprogram decisions reliably.

4. Make a program decision. When the masterycriterion is reached on a social skill, instructionshould be directed to a new one. If no progress isbeinf; made over 4 days, a more intensive teachingstrategy such as modeling and/or a stronger set ofcc asequences should be tried.

49


FIGURE 4-4Example of a tailored lesson plan for training two social skills in a school cafeteria

Student Rei+o

Lesson Day Olotdo.y, Oet. 12.

Social S-13 Nst iottrrort;nel o4 'kers

Skills S'a Sayivi c-xottst ate-

Work Station ext-Ceterio. i-;ne

Trainer(s) Sueerv; sot- Mary 1).

Occasion for Responding Social Response ResponseOccurred

Training Procedure

1 Mary ;s stowil aMther work, hew

to °petite 44,1.1 ops.

(44 (i ViA) -to let 4te storeroomKeys re w

2 (part o4 )

3 rftxry is phone..

A coworker asks Res-ibn

+ell her she 15 needed a+ 44,esere. %'y

4 Cpekr-1. of a)

5

ltlat for 0- Pause

or ACIC new 141 e-

mest

Say "excuse me

(or soree+km

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14.44 .or 0.

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eektiement

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Behavior S-13 Number Correct J La

Y

N tgl

Y

N®

Y g

N

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Y

N

"41%4.6 -Co r wo,141."

Ins-} roe+ +o wait

praise 1-,:m token k citttS-

Commeoct h Tor saying

h;r. by 04;1 UACCV

ha. e h;%., -fry .010:1 nYo.t:4_re ±,e..4ttc:4_

I.v.strue+ L;rn on %AIL+ he i Jo)

+r-y"Yoo. remembered 4-Ise

?mist IN; ekco.se. me."

Dr.? 4L veh,;,,cler) 1.4 -611

klwt 1ru #r 011:CiA

Behavior S -12% Number Correct 2L2-_

Adapting Thaching Strategies. The teaching exam-ples described in Chapter 3 may be tailored to theparticular work experiences and instructional needs ofthe students. When those examples are a close fit, littletailoring will be needed other than to change thematerials and participants' names.

Figure 4-4 shows a lesson plan that was drawn fromthe work-at-school curriculum examples of Chapter 3and written on the planning form. Two ways to use thelesson plan form are: (1) to intermix teaching examplesfor two or more different social skills being trainedconcurrently (as in Figure 4-4 or (2 to use one form foreach different social skill and draw examples from bothof those forms for the same day's lesson. Interpretationof results is simpler using the second option. Theteaching examples shown in Figure 4-4 are adapted

from the S-13 and S-12 curriculum examples describedin Chapter 3. The trainer completed the plan as follows:1. Occasions for responding. Two types of occasions

which most closely match the training situation (dand b) were selected. The trainer thought of thethings that she often does as a work supervisor(demonstrating equipment use and talking on thephone) where interruptions may occur, and thenidentified plausible things a coworker (confederate)might ask Reston to do that require him to interrupt.

2. Social responses. The desired social response wasindicated with adjustments to account for differ-ences in Reston's verbal mannerisms.

3. Response occurred? This column was left blankduring planning and later used to record the resultsof the teaching session. The "YES" (Y) box was

50

42 / TAILORING SOCIALOCATIONAL TRAINING

checked only if Reston emitted the desired socialresponse on the first attempt without reminders,directions, or models. The "NO" (N) box was markedif Reston did not emit the social response on the firstattempt, regardless of his response following cor-rective actions by the trainer.

4. Training procedure. This is simply a brief noteindicating which training procedure (described indetail below) will be used when the response doesor does not occur. This part of the lesson plan iscompleted in advance.

Usually, several lesson plans are prepared at onceso that the trainer has a pool of examples to draw from.The number of examples needed will vary dependingon the student's progress. At least six to eight differentexamples for a given social behavior should be preparedin advance. They may be reused; substituting differingobjects, requests, and so forth, as long as they are notrepeated on the same day.

Scheduling and Conc'ucting TrainingOnce the occasions for social responding have been "setup," the trainer's actions (correctingor commending thestudent) depend upon the student's response to LI-.1"set-up." Some suggested training options are asfollows:

Correct Responses. Reinforcement should be theprimary trainer response when the student emits thedesired social behavior. Thus, it is important for thetrainer to have determined what is reinforcing for thestudent. Praise is one likely reinforcer. However, caremust be taken to praise in a manner that is natural tothe work situation and not likely to be perceived by thestudent as "phony." Other reinforcers such as priv-ileges, longer breaks, or a student-selected activity maybe arranged ii praise alone does not appear to besufficient. If delayed reinforcers are used, the studentmust be made aware of the contingent relationshipbetween them and his or her social responding.

Incorrect Responses. When the student's responseis incorrect, he or she should be taught the desiredresponse. All teaching examples should end with thestudent emitting correct responses and being rein-forced. Some commonly effective correction proceduresare described as follows:

Reminders. Questions or suggestions which do notspecify the response may help the student recall it(e.g., "What are you supposed to do when someoneneeds help?"). In some cases, a pause in interactionmay prompt the student to respond (e.g., "Let's trythat again").Instructions. Instructions may specify the conditionsthat call for a social response and the response itself

(e.g., "When I tell you to do your work faster, youneed to let me know you heard me; say OK orsomething like that.").Models. The trainer shows the desirid response tothe student. In many cases, the occasion forresponding is included in the demonstration (e.g.,"This time, I'll pretend I'm you while you ask me toget the can of spot remover.").Physical Prompts. In some cases, a student mayneed to be physically assisted to perform a skill.This type of assistance is most often given with nwork task that accompanies social interaction (e.g.,"If a fire starts, you need to yell for help anduse thisfire extinguisher. Hold on to this part of the handlewith me. Feel how it has to be pushed down andturned at the same time?")

Training continues until performance of a skilloccurs consistently without prompts. Occasionally"set-ups" should be arranged after training has beendiscontinued to check maintenance of the skill.

TRAINING IN COMPETITIVEEMPLOYMENT SITESSchool is a convenient place to teach some importantsocial skills to handicapped students initially. How-ever, there 9 no guarantee that skills taught at schoolwill be appropriately used when a student beginsemployment. First, skills learned in one place do notnecessarily generalize to other places. Second, socialappropriateness requires that behavior be related to acontext. Because social contexts vary from one businessto the next, they cannot be entirely reproduced orsimulated in a school training site. Conducting trainingat a competitive job cite precludes problems of general-ization and context.

Training social skills in a competitive employmentsite, however, presents another set of difficulties. First,a student must have minimally proficient social skillsprior to job placement. Individuals without basicinteraction skills, who don't follow simple instructions,or who are verbally offensive will not remain on the joblong enough for training to take effect. Second, in acompetitive employment site, trainers cannot controlthe environment as they can in school. Usually, thestructure and schedule of activities in competitive jobsare mandated by business considerations and there isoften little latitude for adjustment. In contrast, work-at-school jobs may be substantially structured by theteacher to meet the training needs of the student.Finally, competitive jobs generally limit the oppor-tunity to provide intensive or extensive on-site socialskill training. Rarely will there be sufficient time orpersonnel to provide extensive on-site training. More-

51

over, intensive on-the-job training may interfere withproductivity for the student or his/her coworkers.

In summary, on-the-job social-vocational skill train-ing is a trade-off compared with school-based training.Training processes must Le fitted to the operatingprocedures of the business and will, thus, be limited inscope and intensity. However, when the students learnsocial skills on the job, those skills will be in context,precluding the need for generalization training. Theremainder of this chapter addresses problems inon-the-job social skill development and discussesmethods for their solution. It is organized in foursections:1. Preparing for training.2. Two strategies for solving social skill problems at

work.3. Examples of competitive employment problem solv-

ing.4. A final consideration about training.

Preparing for TrainingIn order to begin competitive employment training,staff need to be made available, the social protocolsrequired by the job must be identified, and studentsneed to be selected and placed in competitive jobs.

Training Staff. A successful competitive employ-ment program for handicapped youth requires exten-sive effort prior to job placement and during the initialperiod following placement. Work-study and cooper-ative education programs have been well establishedin many secondary school programs. In theseprograms,school personnel have typically selected and preparedstudents for work, found jobs and provided follow-upcounseling. However, school personnel have not usuallyprovided on-the-job training. A job training programfor handicapped youth, especially youth with socialskill deficits, will require personnel who stay at theemployment site each day and provide training andsupport until the handicapped student learns the job.The remarks earlier in this chapter regarding the needfor administrative support and release time apply evenmore to competitive employment programs than towork-at-school programs. In fact, a competitive employ-ment training program will, at a minimum, require astaff member who can devote 50% of his or her time tooa-the-job training (excluding the time devoted tofindingjobs and counseling).

Identifying the Social Skills Required by the Job.Before student placement in a job, the staff memberresponsible for training needs to learn the job andidentify the essential social protocc's. The most thor-ough meth coi Is for the staff member to do the job. Theseprocedures are described in Chapter 2. During this


period, the trainer has the opportunity to becomeacquainted with supervisors and with coworkers whomight be in a position to offer assistance or advice tothe student when he or she is placed on the job. as wellas to learn the task and social dimensions of the job.Finally, by observing the work situation and intervi aw-ing the supervisor, the trainer should discover tit;minimum social skill proficiency levels that would betolerated in an entering employee as well as the specialc.mcerns (pet peeves) of the supervisor. The skillthresholds that are identified should serve as a base forscreening students for placement and for determiningsocial skill training priorities.

Selecting and Placing Students. Primary considera-tions for selecting students for competitive employment(e.g., age, motivation, task proficiency, prior experi-ence) were discussed at the beginning of this chapter.In addition, it is critical that parents or guardians beinvolved in the decision for their child to participate ina competitive employment program. Without theirsupport, the long term employment success of thestudent is doubtful.

One of the most challenging aspects of maintaininga competitive employment training program is securingan adequate number and variety of employers who arewilling to provide part-time jobs for entry-level handi-capped youth. The surest way to lose an employer is toplace a student who lacks the minimum competencerequired by the job, who is verbally offensive to others,or who is frequently late or absent for work. For thisreason students need to be carefully screened. A historyof regular and punctual attendance in school isparticularly important. Students with spotty recordsshould be required to demonstrate reliable attendancefor at least one month as a prerequisite to jobplacement. A work-at-school program would providean opportunity to screen students for the competitiveemployment program as well as to train necessaryskills.

The efficiency of an employment training programwill be enhanced if a large enough variety of jobs isavailable to allow students' interests and skills to bematched to job placement. For example, some studentswill strongly prefer clean, weatherized environmentsas in office jobs or retail stores; others would rather beoutside as in jobs related to construction or landscap-ing. Similarly, some students will perform better onjobs that require physical exertion such as warehousework while others will lack the strength and endurancefor those jobs. It is especially important for currentpurposes to note that there is an enormous variationin the required social protocols for different jobs. Forexample, some language commonly used by con-struction workers would be offensive in a beauty salon.It is also important to note that construction workers

52


give instructions and critical feedback differently (morebrusquely) than would be typical in an office job. Whileit is possible to teach new social repertoires to studentsto fit their job placements, the task will be easier andthe probability of success greater if students can bematched tc jobs on the basis of social skills andenvironmental and work preferences.

Identifying Job Related Social Skill Problems.Chapter 2 presented an overview of procedures used toevaluate a student's job-related social skills. Afteremployer interviews and working observations (see pp.10-15) have been used to identify specific socialprotocols required by a particular job, the studentshould be assessed relative to these.

To the extent possible, evaluation of required socialskills should occur prior to job placement. If awork-at-school program is in operation, the index ofcompetitive employment examples may be used to setup incidences of social protocols that closely parallelthose required at the intended competitive employmentsite. If there is no work-at-school program, role playassessments may be conducted. When serious socialdeficits become apparent in these assessments, skilltraining should be condIted prior to job placementusing the procedures described earlier in this chapterin conjunction with the competitive employment exam-ples provided in Chapter 3. However, because it isimpossible to exactly reproduce the work environment,a student's social skills will have to be reassessed whenhe or she is placed on the job. This is done initiallythrough observations by the job training specialist (seeChapter 2) and subsequently by observation (e.g.,coworkers) in the work place and by ratings andinterviews of the work supervisor. As a student'sdeficits relative to the demands of the job arediscovered, it will become apparent that differentproblems rrquire different kinds of solutions. Thefollowing section describes two strategies for address-ing social problems at work.

Two Strategies for Solving Social SkillProblems at WorkWhen a gap exists between an individual's skills andthe requirements of a job, the employment specialistmay broach the situation from two directions. One isto alter the job to minimize the need for the skills thatare deficient (the accommodation approach). The otheris to teach skills that are deficient (the trainingapproach). In fact, . uxessful employment programs forhandicapped individuals employ both strategies.

Strategy 1: Accommodations by Business. Busi-nesses can make accommodations for employees wholack some specific skills. Jobs can be altered tozilirninate specific tasks that present difficulties, to

minimize social demands, and to increase the amountof supervision. While businesses vary in their willing-ness to accommodate handicapped individuals, thereare reasons that many will accept to alter jobresponsibilities. Sometimes an employer will make anaccommodation out of a desire to help a handicappedperson. Sometimes economic considerations may alsoweigh in the decision. Brickey and Campbell (1981)reported on mentally retarded workers who achievedemployment through a highly succesoful programsponsored by the McDonald's Corporation. Narrowingjob responsibilities to fi, skill limitations was funda-mental to the program. Some individuals were limitedto cleaning the grounds and sidewalks, other partici-pated in many facets of food service including cleaning,stocking, and food preparation. Many handicappedworkers who started with few tasks gradually took onnew responsibilities over time.

Another example of a business accommodating ahandicapped worker came from a model trainingprogram preparing developmentally disabled adults towork as automobile cleaners for auto rental agenciesor auto dealers. One trainee had mastered the cleaningskills but was having difficulty obtaining employmentbecause he lacked driving twills that are typicallyrequired. An employer who had initially refused him ajob later hired him because, in his words, "We're tiredof putting up with employees who turn over every 2months and don't show up for work half the time." Theyaccommodated this handicapped worker by having acoworker deliver the cars to his cleaning bay. Inexchange, they acquired a stable, conscientious worker.

Strategy 2: Training Social Skills on the Job. Thefirst training decision for social skills on the job iswhether it is possible to embed training in the regularflow of work activities or whether it is necessary tocreate special training sessions before or after the workday or during slow times. When possible, it is moreefficient to train social skills within the normal workroutines because skills can be learned in exactly thecircumstances in which they are needed. This way, staffwill not L burdened with add-on training sessions.Moreover, some skills can be taught only as part of theusual work day. For example, it is critical that fast foodrestaurant employees learn to work under the high-pressure conditions that prevail during the breakfastor lunch hour rush periods. At these times, workersfrequently must respond to conflicting instructions,must on others for assistance, and must respondto a continuous stream of urgent demands. Thecordiality th;t typically characterizes coworker interac-tions may occasionally be replaced with irritabilityduring these times. It is almost impossible to simulatethe sense of urgency and confusion that typifies "rushhour."

53


TABLE 4-2Choosing a workable approach for on-the-job social skill deficits

When to accommodate?

1. When worker has sufficient skills to be productive but lacksone or more skills that are specific to a particular task

2. When worker lacks a set of skills that would take a long timeor may be impossible to train, but is otherwise productive

When to train within the flow of work activities?

1. When training will not disrupt the business

2. When training will not be offensive or annoying to customers3. When targeted skill has to be learned in the context of

normal on-the-job activity

When to create special training sessions?

1. When training would be disruptive to business operations

2. When training might be offensive to customers or coworkers

3. When a targeted skill is in reference to situations thatnormally occur infrequently or irregularly on the job

4. When skill training will require a level of intensity that isimpractical or impossible within the regular work flow

5. When training in public might be embarrassing to the workeror put her or him in a bad light with coworkers

Example

1. Counter duties may be eliminated for fast food workers whocannot count change

2. Auto detailer who doesn't drive

Example

1. An experienced employee training a new busboy how to cleardirty tables

2. Teaching a new maid how to obtain clean linens3. Responding to urgent supervisory commands during rush

hour

Example

1. Teaching a worker how to respond to emergencies (e.g., acustomer having a heart attack)

2. Teaching a worker how to handle ridicule or harsh criticismfrom coworkers

3. Teaching a worker to report malfunctioning equipment

4. When a worker will require continuous repeated trials tolearn a particular skill

5. Teaching a worker a personal skill related to hygiene, dress,or appearance

Unfortunately, all skills may not be trained withinthe normal flow of work activities. Some social skilltraining would disrupt business operations. For exam-ple, teaching someone to respond appropriately toemergencies would best be taught with simulationsduring special sessions before or after work. Creatingemergencies in order to provide learning opportunitieswould be very disruptive during rush hour periods.Social behaviors that call for situations that would beoffensive to customers or coworkers (e.g., handlingabusive language or responding to ridicule) are alsobest taught in special sessione rather than within theregular work day. Special training sessions may alsobe called for when a skill is needed for a sporadic orinfrequently occurring situation. For example, a workerm.-y need to be taught how to refer a customer's inquiryto a supervisor. However, suppose the demand for thissocial skill only occurs about once a week in the normalcourse of events. Because naturally occurring learningopportunities are sparse, simulations may need to becreated to teach this skill. Finally, special trainingsessions are called for when training must be conductedat a level of intensity beyond that which is practical inthe normal flow of work events.

Table 4-2 summarizes rules for choosing the bestapproach to training skill deficits on the job andillustrates those rules with examples.

Examples of Competitive EmploymentProblem SolvingFigure 4-5 represents a list of skill problems for George,an 18-year-old mildly handicapped youth who isworking as a dishwasher in a midsized family restau-rant. Note that the list is divided into three parts: (1)problems to be accommodated; (2) skills to be trainedwithin regular work activities; and (3) skills to be

ained in special sessions.Accommodation Problem. The accommodation prob-

lem noted in Figure 4-5 resulted because the previousdishwasher used to stay late to mop the floor and haup after everyone else went home. However, becauseGeorge did not drive and public transportation wasunavailable that lath at night, he had to get a ridehome with another worker who left at midnight. Thiswas not a training problem, at least not in the shortterm (in the long term, perhaps George could be taughtto drive). Since good dishwashers were hard to find andeven more difficult to keep, the supervisor was willingto accommodate George. He eliminated the late-nightmopping task from the dishwasher job and had abusboy do it early in the morning.

21'aching Procedures for Skill Training Embeddedin Normal Work Activity. Two social skills weredesignated for training within regular work activities(see Figure 4-5) because they could be taught that waywithout disrupting business operations, because train-


Student

Employer

FIGURE 4-5Example of a list of problems for a dishwasher placement in a restaurant

George

Carey's testokr-ckvkt

Job 0 iwitt to 4.skerHours 4: 00 p. At. ta'.00d. wt.

1. Problems to be accommodatedA. Ge.sele tartee+ siay FCVS+ WA AI It\-1-. 40 mot' -P.00r as 44. e. previous 4:R510.'0.31,er

aid, beco.mse hIs only way +es ge-i- 1.0.....t is 4o se+ a ride %.01-0., aterk-1.,trtvisPloYtt uAt, Ieo.ves 4-3/4- y., 4 v.; 11.-t .

2. Skills to be trained within regular work activitiesA. l...A.en he. Can'} ;ftmectiately cofteiy wiii, -i-ktit-

A,Nol -14mt ke. will soon as it. oss 41t .©. C.kOSI'cl iin CIAvalliilOAS \IMairtA.O.:160M.

3. Skills to be trained in special sessionsA. G-6i-4i...5 ATOu.r4 C WO 0 vi. e el wale ta SS ; K1 a .1 SI%e5 uAte a --t-i.e r- es-k-a.tkroo4

Is troweled.E. Nof.dl* 4-1 -crit"sks

Geol e 4rom his

Cornekr4S1 i-ellin.) %...3aji-i-resse s

wno tome 0.-- ...st l'Ar"%-c5%....Ir h.

%...)or 14.!,,5 flours

w1..y

c&^ct Gti skrc.e-i-

ing would not be offensive, and because training couldbe accomplished without intensive teaching proce-dures. The first social skill target (2-A in Figure 4-5)is used to illustrate teaching procedures that might beembedded within regular work activities. The first stepafter defining the general social skill target is to createteaching examples that describe the problem situation,the worker's current (deficient) behavior, and theappropriate behavior to be taught. The index ofcompetitive employment examples may be used for thispur 3. For example, the general social skill problemfor rge (see Figure 4-6) relates to following direc-tions. .

Acknowledging an instruction is critical to anappropriate response. In this case, the acknowledgmentneeds to include In explanation of why immediatecompliance is not possible. Examples of followingimmediate instructions for dishwashers may be foundin the Curriculum Guide and located by using the Indexof Competitive Employment Curriculum Examplesprovided in Chapter 3. The examples in the CurriculumGuide should be adapted to the current situation.Figure 4-6 presents a teaching example adapted forGeorge.

Step 2 in the design of training procedure is to decidewhen to tc. Bch, who will teach, and how to teach. In thiscase, the skill would be best taught in context becausea key aspect was the pressure and pace of rush hour

in the restaurant. Because most of the staff are workingat a frantic pace at these times, the manager decidedthat he would teach the skill himself. He decided tobegin teaching on IiieJday because it was not quite asbusy as other days. Moreover, he made sure that therestaurant would be fully staffed on that day. Themanager would train during the latter part of the lunchhour because that was when the problem generallyarose (i.e., that is when they tended to run out of cleantableware: While it was still busy at that time, the bigrush had peaked so there was less chance of disruptingbusiness.

The choices of how to teach social skills within thenormal flow of work activities are limited to the fewprocedures that can be done quilkly and easily withoutimpAding productivity. These include: (1) telling theworker what to do and how to do it; (2) showing theworker how to respond appropriately and getting himor her to imitate; (3) giving feedback to the workerabout his or her response; and (4) setting up teachingexamples in the workplace to improve efficiency.

Thaching Procedures , Jr Skil' Training in SpecialSessions. For the most part, procedures used fortraining social skills during special sessions at acompetitive employment site are the same as thosedescribed earlier in this chapter for work-at-schooltraining. However, unlike work-at-school training, theparticulars of the teaching examples in competitive

55


FIGURE 4-6Analysis of a social skill problem pertaining to a particular job placement

General statement of problem:Disl,wasker needs -0 ver140.1Iy respond 4obe eeftplied ,0141% 0.""edi 0;61 so -r1.0.-1-

reettke$-ii (.13)1.t cannot Comply -For a vial; cl+0 e.ovvply as soon as '4 ;5 p051.16ie.Example:

SituationDvoqvu5 1:Asya too:eft:Asyell .40r irk torkSor spoons or flakesHowever, 4-lut clisl%-u,asiser Carti. e°*11/imv.tcLA}ety becoAnse4-1.ty `re no-t- au+ of4.1%.e .44. ne, sir et

Current worker behavior1).sl.wasl.er doesre5fenci. verbally;nv.cdiate ly 40wa;tvess. Rowercr,he does brill ttdesired dells as

Soon as 1-ley areready. Ti , 4e me4 4-tirne, 4t, t4,L;+reSS

s ecomseshe drinks he i5

ker request.

reetu.esi-s or torftrar.cts 4-kot Canso-}

clea 4-1.0.4-r eason, a net

(a) 1.e ea c.a.

Cc) -00.+ e ciS

Desired behaviortrvskwosIa,ermay, "Z he 4orksart Ir. -1-1.e. machine.Ill -&-ke

yo4 as 500n 0.5+key ar if

employment training can be precisely fitted to actualproblem situations on the job. For example, the lastproblem situation for George (3B in Figure 4-6,) ishandling friends who come around during work hoursand distract him. When simulations are set up for thissituation, they can mimic the usual number of friends,the places that those friends normally sit, the thingsthey actually say, and the activities in which Georgeis usually engaged.

Because on-site simulations more closely approxi-mate the actual problem situations, they are likely tobe more effective thrn work-at-school training. How-ever, even on-site simulations cannot exactly duplicatereal working conditions. Therefore, special proceduresmay be required to encourage newly acquired socialskills to be applied (i.e., transferred to) during regularwork times.

A Final Consideration About TrainingIt is important to note that successful trainingprograms do not rely on any one procedure. Thetraining approaches and procedures discussed in thischapter may be used in various combinations. Social-vocational skill training may begin in a work-at-school

56

program and then be continued when the student isplaced in a job. A worker who has multiple deficits maylearn some skills in special sessions while other skilltraining is embedded within regular work activities.Similarly, after a worker has been taught a skill inspecial training sessions, any single technique (e.g.,self-monitoring, reminders, embedded examples) maybe used to encourage transfer of that skill to regularwork activities, or a combination of techniques may beapplied.

In the final analysis, there is no one "best" trainingstrategy. In fact, a number of different strategies wouldprobably be effective if they were well-executed. Whatis critical is that there is an ongoing decision-makingprocess that is guided by behavior of the worker.The goal is a worker whost, social behavior on the jobis effective, consistent, and indepandent. Wheneverpossible, it is desirable to train skills in the context inwhich they are to be used. When skills cannot betrained in context, additional procedures must be usedto ensure that they transfer and are properly adaptedto the actual work situations.

Unfortunately, after a social skill is learned, evenon the job, there is no guarantee that it will continueto be properly applied. Businesses are dynamic environ-


ments. New situations arise as new managers andcoworkers are brought into the business. Operatingprocedures, work activities, and social skill demandschange continuously. lb be successful, employees mustbe able to adapt. Some handicapped employees willneed assistance to make these changes after thetraining program is over.

After Training: Leaving Something Behind. It isvery frustrating when a worker trained and placedweeks ago, who appeared to be doing quite well, issuddenly fired. Unfortunately, this occurs commonlyin employment placement and trainingprograms. Ford,Dineen, and Hall (1984) reviewed competitive employ-ment follow-up studies with mentally retarded work-ers. They found that performance deterioration overtime after job placement was common, even in highlysystematic, intensive employment training programs.The outcome of employment preparation programs thatcompletely abandon handicapped workers after aninitial training period will frequently be failure. Thisis a dilemma. Employment trainers cannot stay at a jobsite forever to help a handicapped worker adapt to achanging environment. However, there are ways toapproach this problem.

First, workers who possess a proficient repertoireof vocational-social skills will have mote tools to a ?aptto changing job demands. Development of those socialskills is, ci course, the purpose of this curriculum.Second, long-ter systematic follow-up should be afundamental part, of all employment training andplacement programs. Follow-up should include on-sitevisits, interviews with the worker and briefchecks with

work supervisors and coworkers. Follow-up checksshould occur frequently at first and gradually decreaseover time if the worker is doing well. Finally, it wouldbe advantageous if an established employee in thebusiness site could serve as an on-going trainer andadvocate for the handicapped worker. A coworker inthis role could provide an entre for the new worker tothe social networks that exist among employees. Sheor he could keep an eye out for any social orproduction-related deficits of the handicapped workerand try to correct them. Last, if difficult problems arise,she or he could notify the employment training programstaff so that they might intervene to prevent job failure.

The development of social skills in hanaicappedpersons related to successful transition into the workforce is not exclusively a training issue. Training maybe the first step in a process that requires ongoing,possibly lifelong support. This support may be assimple as providing occasional follow-up checks, but itmay also include retraining and advocacy to retain andextend employment. In sununary, employment supportwould be viewed as an ongoing dynamic process inwhich a variety of overlapping activities may beselectively brought to bear as needed to assist handi-capped individuals in becoming as economically pro-ductive as possible and in sustaining or even enlargingtheir societal contribution over their lifetime. Thesupport of transition to employment can be betterviewed as an overlap process where access to thatsupport is always possible.

References

Agran, M., Lignugaris/Kraft, B., McConaughy, E. K.,& Stowitschek, J. (1983). Social protocol researchand training project: Verifying social skill require-ments for employment. San Francisco: The Associa-tion for the Severely Handicapped.

Agran, M., Salzberg, C. L., & Stowitschek, J. J. (inpress). An analysis of the effects of a self instructionalprogram on the acquisition and generalization ofsocial-behaviors in a work setting. Unpublishedmanuscript, Utah State University, Department ofSpecial Education, Logan.

Bates, P. (1980). The effectiveness of interpersonalskills training on the social skill acquisition ofmoderately and mildly retarded adults. Journal ofApplied Behavior Analysis, 113, 237-248.

Berkson, G., & Romer, D. (1980). Social ecology ofsupervised communal facilities for mentally disabledadults: I. Introduction. American Journal of MentalDeficiency, 83(3), 219-228.

Breen, C., raring, T., Pitts-Conway, V., & Gaylord-Ross, R. (1985). The training and generalization ofsocial interaction during breaktime at two job sitesin the natural environment. JASH, 10, 41-50.

Brickey, M., & Campbell, K. (1981). Fast food employ-ment for moderately and mildly mentally retardedadults: The McDonald's Project. Mental Retardation,19,113-116.

Chadsey-Rusch, J., Karlan, G. R., Riva, M. T., & Rusch,F. R. (1984). Competitive employment: Teachingconversational skills to adults who are mentallyretarded. Mental Retardation, 22, 218-226.

Crosson, J. E. (1969). A technique for programmingsheltered workshop environments for training se-verely retarded workers. American Journal ofMentalDeficiency, 73,814-818.

Cuvo, A. J., Leaf, R. V., & Borakov, L. S. (1978).Teaching janitorial skills to the n.entally retarded:Acquisition, generalization, and maintenance. Journal of Applied Behavior Analysis, 11, 345-355.

Ford, L., Dineen, J., & Hall, J. (1984). Is there life after

placement? Education and Training of the MentallyRetarded, 19, 291-296.

Foss, G., & Peterson, S. L. (1981). Social-interpersonalskills releva-- to job tenure for mentally retardedadults. Mental Retardation, 19(3), 103-106.

Gold, M. W. (1973). Research nn the vocationalrehabilitation of the retarded: The present, thefuture. In Ellis (Ed.), International review of researchin mental retardation, Vol. 6. New York: AcademicPress.

Gold, M. W. (1976). Task analysis of a c:,..etexassembly task by the retarded blind. ExceptionalChildren, 43, 78-84.

Greenspan, S., & Shoultz, B. (1981). Why mentallyretarded adults lose their jobs: Social competenceas a factor in work adj-istment. Applied Research inMental Retardation, 2, 23-38.

Halpern, A. S., Lehmann, J. P., Irvin, L. K., & Heiry,T. J. (1982). Contemporary assessment for mentallyretarded adolescents and adults. Baltimore: Univer-sity Park Press.

Halpern, A. S., Raffeld, P., Ir . , L. K., & Link, R.(1976). Social and prevocation. information battery.Monterey, CA: California Test Bureau/McGraw-Hill.

Hill, J. W., & Wehman, P. (1979). Employer andnonhandicapped co-worker perceptions of moder-ately and severely retarded workers. Journal ofContemporary Business, 8, 107-111.

Irvin, L. K., & Bellamy, R. T. (1977). Manipulation ofstimulus features in vocational skill training of theseverely retarded. American Journal of MentalDeficiency, 81, 486-491.

Irvin, L. K., Halpern, A. S., & Reynolds, W (1977).Social and pre vocational information battery-FormT Monterey, CA: California Test Bureau/McGraw-Hill.

Johnson, J. L., & Mithaug, D. E. (1978). A replicationof sheltered workshop entry requirements. AAESPHReview, 3,115-122.

Kelly, W. J., Salzberg, C. L., Levy, S. M., Warrenfeltz,R. B., Adams, T. W, Crouse, T. R., & Beegle, G. P.

5 8

50 / REFERENCES

(1984). The effects of role playing and self monitoringon the genera .zation of vocational skills by behavior-ally disordered adolescents. Behavioral Disorders,9(1), 27-35.

Kochany, L., & Keller, J. (1981). An analysis andevaluation of the failures of severely disabledindividuals in competitive employment. In P.Wehinan (Ed.), Competitive employment. Baltimore:Paul H. Brookes.

LaGreca, A. M., Stone, W. L., & Bell, C. R. 982).Assessing the problematic interpersonal skills ofmentally retarded individuals in a vocational set-ting. Applied Research in Mental Retardation, 3,37-63.

Lignugaris/Kraft, B., Rule, F., F.:2:-.1..erz, C. L., &Stowitschek J. J. (1986). Social interpers skillsof handicapped and nonhandicapped adults in anemployment setting. Journal of Employment Coun-seling, 23(1), 20-30.

Lignugaris/Kraft, B., Salzberg, C. L., Rule, S., &Stowitschek, J. J. (in press). Social vocational skillsof developmentally disabled and nonhandicappedworkers in two community employment sites. MentalRetardation.

Lignugaris/Kraft, B., Salzberg, C., Stowitschek, L.,Likins, M., McConaughy, K., & Agran M. (1984,May). Work supervisor verification of social situa-tions related to job acquisition and retention. Paperpresented at the annual conference of the Associa-tion for Behavior Analysis, Nashville, Tbnnessee.

Likert, R. A. (1983). A technique for the measurementof attitudes. Archives of Psychology, 140, 1-55.

Likins, M., Stowitschek, J., Salzberg, C., McConaughy,K., Agran, M., & Lignugaris/Kraft, B. (1984, May).Using social rating and ranking procedures toidentify trainees and training targets. Paper pre-sented at the annual conference of the Associationfor Behavior Analysis, Nashville, Thnnessee.

Martin, J. E., Rusch, F. R., Lagomarcino, T., &Chadsey-Rusch, J. (in press). Comparison betweenworkers who are nonhandicapped and mentallyretarded: Why they lose their jobs. Applied Researchin Mental Retardation.

Mceinaughy, E. K., Stowitschek, J. J., Salzberg, C. L.,& Petross, D. K. (1985). Ratings of employees' socialbehavior by work supervisors. Unpublished manu-script, Utah State University, Department of SpecialEducation, Logan.

Mithaug, D. E., & Hagmeier, L. D. (1978). Thedevelopment of procedures to assess prevocationalcompetencies of severely handicapped young adults.AAESPH Aimiew, 3,94-115.

Powell, T., & Stowitschek, J. (1981). Materials forteaching social skills to handicapped ch;ldren: An

analytic review. Journal of Special Education Tech -nology, 4(3), 40-49.

:tomer, D., & Berkson, G. (1981). Social ecology ofsupervised communal facilities for mentally ..isabledadults: IV. Characteristics of social behavior. Ameri-can Journal of Mental Deficiency, 86, 28-38.

Rule, S., Stowitschek, J., Salzberg, C., & Lignugaris/Kraft, B. (1986). Soc skill training materials foryouth: Profiles and ..iggestions for selection. Thch-nical Report #66. Developmental Center for Handi-capped Persons, Utah State University, Logan.

Salzberg, C. L., Agran, M., & Lignugaris/Kraft, B.(1986). Behaviors that contribute to entry-levelemployment: A profile of five jobs. Applied Researchin Mental Retardation, 7(3), 299-314.

Salzberg, C. L., Lignugaris/Kraft, B., & McCuller, G.L. (in press). Reasons for job loss: A review ofemployment termination studies of mentally re-tareed workers. Research in Developmental Disabi-lities.

Salzberg, C. L., Likins, M., McConaughy, E. K., &Lignugaris/Kraft, B. (1986). Social competence andemployment of retarded persons. In N. R. Ellis & N.W. Bray (Eds.), International review of research inmental retardation (Vol. 14, pp. 225-227). New York:Academic Press.

Salzberg, C. L., McConaughy, E. K., Lignugaris/Kraft,B., Agran, M., & Stowitschek, J. J. (in press). Thetransition to highly-valued worker: Behaviors ofdistinction. The Journal of Vocational Special WeedsEducation.

Salzberg, C. L., & Stowitschek, J. J. (1984). Trainingteachers for employment transition with behaviordisordered youth. Paper presented at the annualconference of The Council for Children with BehaviorDisorders, Pensacola, Florida.

Schneider, K., Rusch, F., Henderson, R., & Geske, T.(1982). Competitive employment for mentally re-tarded persons: Costs and benefits. In R. B. Cobb,& D. Larkin, (Eds.), Funding and cost analysis(Policy, research, and resource series document).Urbana-Champaign: Leadership Training Institute-Vocational and Special Education, University ofIllinois.

Stowitschek, J., Lignugaris/Kraft, B., & Salzberg, C.(March, 1985). Paper presented at the First AnnualTransition conference, Denver, Colorado.

Stowitschek, J., & Salzberg, C. (1983a. June). Empir-ical identification of critical social behaviors affectingthe social competence of handicapped youth. Paperpresented at the annual convention of the AmericanAssociation of Career Educators, Louisville,Kentucky.

Stowitschek, J., & Salzberg, C. (1983b, April). Empir-ical steps in the identification of social skills

59

important for employment of the ha.-,dirapped. Paperpresented at the annual convention of The Councilfor Exceptional Children, Detroit, Michigan.

Warrenfeltz, R. B., Kelly, W. J., Salzberg, C. L., Beegle,C. D., Levy, S. M., Adams, T. A., & Crouse, T. R.(1981). Social skills training of behavior disordered


adolescents with self-monitoring to promote general-ization to a vocational setting. Behavioral Disorders,7, 18-27.

Wehman, P. (1981). Competitive employment: Newhorizons for severely disabled individuals. Baltimore:Paul H. Brookes.

60

Appendix:Master Fonns for Duplication

Tho forms on the following pages an designed to be reproduced for use withthe Social Protocol Curriculum. The following forms are given:

1. Social Screening Assessment Form

2. Rank Ordering of Students Arm

3. Employer Interview Form

4. Working Observation Form

61

64 / APPENDIX

Social Screening Assessment

Name of Employee Date

Rater Job

I. Self-Initiating

1. The employee responds appropriatelyto job-related emergencies (e.g.,injury, fire)

2. The employee gets necessaryinformation or materials prior toperforming ajob (e.g., checks to seeall tools needed for the job arepresent)

3. The employee works withoutbothering:a. Supervisorb. Coworkersc. Customersd. Strangers

II. Problem-Solving Skills

4. The employee asks to have unclearinstructions explained (e.g., "I'msorry, I didn't understand the lastthing you told me.")

5. The employee refers inquiries orinstructions to appropriate personnel(e.g., "Ask Bobhe's in charge ofquality control.")

III. InstructionFollowing Skills6. 'The employee carries out

instructions from supervisors andcoworkers that need immediateattention (e.g., "That box needs to berefilled now.")

7. The employee remembers to respondto instructions which need attentionafter a specified amount of time haspassed or some event has occurred(e.g., "When you are throughstacking boxes, then begin to countthem.")

IV. GeneralInteractive/Conversational Skills

8. The employee speaks in a volumeand tone of voice appropriate firsituation (neither too loud nor toosoft)

9. The employee stands at anappropriate distance whenconversing with others(approximately 3-5 feet)

10. The employee does not interrupt,when another person is ta'king

11. When spoken to, the employee paysattention to the individual speaking(e.g., makes eye contact)

12. The employee acknnwledges others'comments (e.g., makes eye contact.,nods head, and/or responds verbally)

Does NotApply

OpportunityNot

ObservedNever Uses

the SkillOccasionallyUses the Skill

ConsistentlyUses the Skill

na n 1 2 3 4 .5

na n 1 2 .............. .. 3 .... 4 . ..... .... 5

na n 1 2 3 4 5na n 1 .. ......... .... 2 4 5na n 1 2 3 4. 5na n 1 2 ... . ..... ... 3 4 5

na n 1 3 .. ..... ...... 4 5

na 1, 1 . 2 . 3 4 5

na n 1 .. 2 . 3 4 5

na n . 3 . 4

na n 1 .. 3 . .... 4 . ...... .... 5

na n 1 . . 3 4

na n 1 .2 3 4 5

na n 1 .2 . 3 .4 . 5

na n 1 2 3 4 5

62

Check

13. The employee ends conversations atappropriate times (e.g., end of breaktime, when a customer needs help)

14. The employee says "please," "thankyou," "excuse me," etc., whenappropriate

V. Interactions with Coworkers

15. The employee readily admitsperforming a wrong action orapologizes to someone on the job(e.g., "Sorry, I should have been heresooner to help you.")

16. The employee provides informationto other employees related toproducts, schedules, operations, orshop policy (e.g., "The supervisorsays we need to restock shelves thisafternoon.")

17. The employee compliments/praisescoworkers (e.g., "You're doing a nicejob today.")

18. The employee offers and providesassistance to coworkers whennecessary (e.g., "Do you need somehelp carrying that box?")

19. The employee expresses appreciationfor something a coworker has done(e.g., "Thanks for helping.")

VI. Interactions with Supervisors20. When the employee cannot perform

or complete an assigned task (e.g.,needs proper tool or size part), theemployee promptly notifies thesupervisor (e.g., "I need some mk,rewashers.")

21. When failing to perform some dutyor is late Ar absent from work, theemployLs responds appropriately(e.g., "Sorry I'm late, the bus brokedown.")

22. When an employee is criticized, theemployee acknowledges the criticism(e.g., "OK, all right," etc.) andcorrects his behavior as requestedwithout talking back, becomingangry or otherwise respondinginappropriately

VII. Work Behavior

?3. The employee is not disruptive whileworking (e.g., arguing, self-abuse,acting-out)

24. The employee continues to workwhen coworkers vumble orcomplain

25. The employee works or produces atrates that equal or surpass theworkshop standard (e.g., meeting orexceeding specified quotas)

26. The employee arrives at work orreturns from break/lunch on time(i.e., being punctual)

27. If friends arrive, the employeecontinues to work uninterrupted


Does NotApply

OpportunityNot

ObservedNever Uses

the SkillOccasionallyUses the Skill

ConsistentlyUses the Skill Check

na n 1 2 3 4 5

na n 1 2 3 4 5

na n 1 2 3 4 5

na n 1 2 3 4 5

na n 1 ... ... ......... 2 4 5

na n 1 2 3 4 5

na n 1 2 3 4 5 ____

na n 1 3 4 5

na n 1 2

........ ......

3 4 5 _____

na n 1 2 3 4 5

na n 1 2 3 4 5

na n

.

1

.

4 5

na n 1 2 . .3 . 4 5

na n 1 2 3 ....... 4 5........

na n 1 2 3 4 5

63

1

56 / APPENDIX

Employee List(Students)

Rank Ordering of Students

1 1

2. %

3. 3

4 4

5. 5

6. 6

7. 7

8 8

9. 9

10. 10

11. 11

1212.

13. 13

14. 14

1515

Rank Order

64


Employer Interview

Questions Options

I. Ideal Work Behaviors

1. What work habits do your best employees have that a. arrive emly; being punctualdistinguish them nom your other employees?

Notes:

II. problem Behaviors

2 What are some absolute "don'ts" for an employee in thisposition?

Notes:

b. ask for information if doesn't understand?

c. look for more work?

d. continue to work on a difficult task?

a. engages in too much small talk?

b. friends at work?

c. clowning around?

d. using profane language?

e. walking around work area?

f. other unacceptable behaviors?

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Observed

58 / APPENDIX

M. InteractionsA. Publ:c Interactions

3. To what extent will the employee interact with thepublic?

Notes:

B. Supervisor Interactions

4. How many supervisors will the employee have?

5. Which supervisor should the employee go to first ifthere's a problem?

Questions

6. For what prob' ms should an employee check withhis or her supervisor?

Notes:

a. greets?

b. provides information?

c refers individual to qualified personnel9

d. other?

Options

a. makes mistakes?

b. runs out of matenals?

c doesn't understand directions?

d. completes work?

e. needs to be excused (e.g.. sick, userestroom)?

6 6

Observed


7. What training do you provide to a new employee? a. reading materials?

b. videotape?

Notes: c. train with another employee?

Vd

e

C. Employee Interactions

8.(a) In what ways must your employees cooperate? a. share tasks9

b offer assistance9

8.(b) In what ways would you like to see more a. help each other more9cooperation among your employees?

Notes:

b. praise each other?

c

67

60 / APPENDIX

IV. Basic Rules

9. What are some basic rules that the employee shouldknow?

Notes:

a. dress code?

c

10. What should an employee do if he or she is late or a. report to supervisor?absent?

Notes:

b. begin work?

c. be willing to stay longer'?

6g


Working Observation

Skill Area

Skill Area

I. WorkPerformance

II. PublicInteractions

III. Supervisors'Interactions

IV. Coworkers'Interactions

V. Other

Occasion for Responding

Occasions for Social Responding

What situation?

Who')Vv-hen?

(Indicate in one sentence aninteraction with ys.0 thatseemed significant to the jebIndicate interactions that aredifferent from what has alreadybeen noted.)

BehauiorsIProblems

Social Behaviors?

Indicate the docial behaviorinvolved, if any

Work Behaur 2Indicate pro ns inresponding, (i.e , work taskperformance)

Problem situationsIndicate the interactions ofothers that may impinge on jobperformance

69

Comments

(Implications or inferredconsequences of the situation)

DOCUMENT RESUME Stowitschek, Joseph J.; Salzberg, …;. 146. 1,`,',.,'PXV-e-,f. f.ron, U.S...

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