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Project SEARCH and UNC TEACCH Autism Program: Transition from
Secondary School to Employment for Young Adults with ASD.
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Program Philosophy
People with disabilities have the right to choose a path toward education and employment. However, while freedom of choice is given, the right to work is earned. Earning the right to work is dependent upon the student's preparation.
Stephen Simon, ADA Quarterly, Fall 1998
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Funding for Employment
• Serial Funding
Education VR DD
• Project SEARCH Funding
Education
VR
DD
P
S
Collaboration and Shared Resources
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Education
Long-term
Support
Supported
Employment
Agency
Business
Government
programs
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Program Description
• One school year or 9 months
• 10-12 young adults with a variety of intellectual and developmental disabilities
• Instructor and job coaches
• Immersed in host business culture
• Rotations through unpaid internships with continual feedback
• Outcome of employment in the community
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Program Description-Eligibility Criteria
• 18 – 21 years old
• Last year of school eligibility or DD eligible adult
• Eligible for services
• Appropriate hygiene, social, and communication skills
• Ability to take direction and change behavior
• Access public transportation
• Pass drug screen, background check
• Desire to Work!
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Annual Project SEARCH Schedule
AUG JUNE
1st Internship
Graduate &
Begin Work
at Site or in
Community
2nd Internship 3rd Internship
3 week
Orientation
Transition
WeekTransition
Week
Begin PS
Program
Employment Planning Meetings 2 each internship
Job Search intensifies during 2nd Internship
Family Involvement and BAC
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A Day in the life of a Project SEARCH Student
• 8:00 Employability Skills
• 9:00 Internship site
• 11:30 Lunch
• 12:15 Internship site
• 2:00 Review, Plan, Journaling
• 2:30 Depart
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Interns
Individual
Internship
sites
Instructor
Job Coach
Instructor
Job Coach
Business Liaison
Internships
• Marketable Skills
• 4 – 5 hours of day, 910 per year
• Work/ Social Skills
• Integrated
• Cascading skills
• For the benefit of the student, not the benefit of the host employer
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Nontraditional Jobs
Not the “Easiest Jobs”
But
“Complex and Systematic”
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© CCHMC 1/3/06
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Changing expectations
Gretchen in Materials Management
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Accommodations and Adaptations
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Pictures Instead of Words
Specialty Equipment (Isolettes)
A Work Aid Book On The Wall
“This paper presented the results of a randomized clinical trial of Project SEARCH
vs standard high school transition on the employment outcomes for youth with
Autism Spectrum Disorder between the ages of 18-21 years of age. This model
provides very promising results in that the employment outcomes for youth in the
treatment group were much higher in non-traditional jobs with higher than minimum
wage incomes than for youth in the control group. Specifically, 21 out of
24 (87.5%) treatment group participants acquired
employment while 1 of 16 (6.25%) of control group
participants acquired employment.”
Wehman, Schall, McDonough, Kregel, Brooke, Molinelli, Ham, Graham, Riehle, Collins and Thiss. Competitive Employment for Youth with Autism
Spectrum Disorders: Early Results from a Randomized Clinical Trial. J Autism Dev Disord. DOI 10.1007/s10803-013-1892-x
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Results with Young Adults with ASD
NYCA-funded ‘Autism Augmentation Project’
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• Cornell University and NYCA
• Virginia Commonwealth University
• TEACCH
• Project SEARCH
• University of Cincinnati UCEDD
High Expectations Lead to Big Changes
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TEACCH
www.TEACCH.com
TEACCHAUTISM PROGRAM
www.TEACCH.com
PROJECT SEARCH HIGH SCHOOL
TRANSITION PROGRAMAt High Point Regional, High Point, NC
A Collaboration Between High Point Regional, Guilford County Schools,
Sandhills Center and the TEACCH Autism Program
(including funding from Lincoln Financial Foundation)
TEACCH
www.TEACCH.com
OUR PATH TO PROJECT SEARCH
TTAP (TEACCH Transition Assessment Profile) by Gary Mesibov, John B. Thomas, S. Michael Chapman and Eric Schopler
“Assessment is the heart of learning”
TEACCH
www.TEACCH.com
TTAP
(TEACCH TRANSITION ASSESSMENT PROFILE)
…Identifies variables across assessment areas
Functional Communication
Interpersonal Behaviors
Independent Functioning
Leisure Skills
Vocational Behaviors
Vocational Skills
Strengths
Challenges
Environmental Accommodations
Emerging Skills
Goals
Preferences
Learning Style
Motivators
TEACCH
www.TEACCH.com
STUMBLING BLOCKS PRE-PS
School staff time
Requirements other than student employment
Student/teacher ratio
Assistants needed training
Difficult to individualize
Student/teacher ratio
Established sites – group work
Limited Internship time during school day/school year
Travel requirements
Student stamina
Inconsistent volunteer time
School activity interruptions
Business interruptions
TEACCH
www.TEACCH.com
PROJECT SEARCH
Dedicated classroom and teacher (who also provides job coaching)
School day and year focused on employment
Goals/curriculum for other areas of adult life included
Trained job coaches
Business-led model
Business liaison
“Inside track” with internship sites
Committed supervisors and mentors
Family preparation for employment/adult life
Gradual transition from school as structure/scaffolding to job as structure/scaffolding
Attach adult goals/skills/environments and activities
TEACCH
www.TEACCH.com
ACCOMMODATIONS/ADAPTATIONS/SUPPORTS
TEACCH
www.TEACCH.com
TEACCH
www.TEACCH.com
HARD SKILLS
Task analysis of the job(s)
Academic-type tasks involving:
counting,
alphabetizing,
sorting,
matching,
reading, etc.
“How to….”, “Steps for…”
Examples:
Steps for taking inventory,
How to make a cart run,
How to put the packets together,
Steps for cleaning the phlebotomy carts, etc.
TEACCH
www.TEACCH.com
SOFT SKILLS
Everything else:
Interpersonal Behaviors
Greeting coworkers
Vocational Behaviors
Response to corrections
Functional Communication
Communicates needs
Independent Functioning
Time management/follows schedule
Leisure Skills
Break time
TEACCH
www.TEACCH.com
Allows for tools to be adapted
TEACCH
www.TEACCH.com
Move from concrete to more abstract supports
TEACCH
www.TEACCH.com
Practicing skills in the classroom
TEACCH
www.TEACCH.com
Chairann's Average Employee Average Chairann's Tray TimesDay 1 45 20
Day 2 49 20
Day 3 38 20
Day 4 34 20
Day 5 32 20
Day 6 28 20
Day 7 34 20
Day 8 26 20
Day 9 25 20
Day 10 21 20
Day 11 21 20
Day 12 22 20
Day 13 19 20
Day 14 21 20
Day 15 20
Day 16 20
Day 17 20
Day 18 20
Day 19 20
Day 20 20
Day 21 20
Chairann's MistakesDay 1 7
Day 2 4
Day 3 5
Day 4 3
Day 5 3
Day 6 2
Day 7 3
Day8 2
Day 9 2
Day 10
Day 11
Day 12
Day 13
Day 14
Day 15
Day 16
Goal 0
0
10
20
30
40
50
60
Day1
Day3
Day5
Day7
Day9
Day11
Day13
Day15
Day17
Day19
Day21
Chairann's Average
Employee Average
0
1
2
3
4
5
6
7
8
Da
y 1
Da
y 2
Da
y 3
Da
y 4
Da
y 5
Da
y 6
Da
y 7
Da
y8
Da
y 9
Da
y 10
Da
y 11
Da
y 12
Da
y 13
Da
y 14
Da
y 15
Da
y 16
Go
al
Chairann's Mistakes
Chairann's MistakesProductivity AccountabilityAccuracy
TEACCH
www.TEACCH.com
Teaching coworkers/supervisors how to use structure
TEACCH
www.TEACCH.com
1 2 3
Setting upyour own structure
TEACCH
www.TEACCH.com
ACCOMMODATIONS/ADAPTATIONS/SUPPORTS
Soft SkillsTeach across sites and internships
Frequently not addressed by support staff until a problem occurs
More challenging to learn and maintain for ASD
Conceptual
More variables to cause differences
More job losses occur because of soft skill challenges compared to hard skill challenges
TEACCH
www.TEACCH.com
Greetings
TEACCH
www.TEACCH.com
How to get help
TEACCH
www.TEACCH.com
Jane’
Conversational skills “Conversation Books” for
break times For students and coworkers
TEACCH
www.TEACCH.com
Coping skills
TEACCH
www.TEACCH.com
Learn a routinePractice before you start work each dayPractice at lunch/breakLearn to do when you are upset
TEACCH
www.TEACCH.com
Differences between work/adult life and school/student life
Leisure skills goals
TEACCH
www.TEACCH.com
HIGH EXPECTATIONS LEAD TO BIG CHANGES
6/5 /2014PS COPYRIGHT
High School Transition that Works: Lessons Learned from Project SEARCHBy Maryellen Daston, Erin Riehle, and Susie Rutkowski
Paul H. Brookes Publishing Co., Inc.
11
/2011
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For more information go to:http://projectsearch.us/