Advances in Job Coaching Innovations in Employment Supports

A New Perspective We are going to begin to look at opportunities for people with disabilities through a new lens. Ask Class: Historically, what has been the expectations for someone with a disability? [biased assumptions, harmful stereotypes,, irrational fears, stigma, economic marginalization, oppression] Facts: American’s with disabilities constitute 39.1 million people or 16.6% of the civilian non-institutionalized population. These people define themselves according to their personhood – their ideas, beliefs, hopes and dreams – above and beyond their disability. Since the mid 1900’s, people with disabilities have pushed for the recognition of disability as an aspect of identity that influences the experience of an individual, not as the sole-defining feature of a person. 88% of working age adults with developmental disabilities are unemployed. Segregated day programs and sheltered workshop environments may have been considered progressive and innovative at one time, but no longer meet the expectation of people with developmental disabilities and their allies. Pathway to Employment. is the beginning of the Paradigm Shift, this is a fundamental change in approach and underlying assumptions we just talked about. This is an exciting and dynamic time to be working in this field as we set the bar in developing and exploring opportunities. You may be wondering if this possible? Can you think of some examples of other paradigm shifts in history: 1. The world was once believed to be flat – it’s round 2. Slavery was once acceptable but now is not 3. The role of children in society – child labor was once acceptable. 4. Women have only been able to vote since 1920! No one in this room holds the old beliefs we just talked about, soon society will think differently about the employment of people with developmental disabilities. Beginning the Paradigm Shift OPWDD and Provider Partners Learning and Growing Together NYS Efforts: Governor Cuomo Signs Executive Order to push Employment First in the State! September 30, 2014 New York State Office for People With Developmental Disabilities’ (OPWDD) Statewide Comprehensive Plan for 2012-2016.

Getting There From Here In order to support the Employment First culture shift, what do we need to… Learn Unlearn Relearn 4

A New Horizon A New H Pathway to Employment Business partnerships Volunteerism Social Capital/Citizenship Self-Directed Supports Inter-agency collaboration Business partnerships Global workforce ACCES-VR Milestone Model The Fidelity Model Is it actually a shift? The true philosophy has never shifted Have we missed anything What is our actual goal? Change the trajectory of …… Global workforce- Companies are diversifying how they are doing business, are we keeping up with the changes? Fidelity Model- who are we loyal to? Our companies? Be responsible. Trust 5

Supporting the Shift: Changing Models Developmental Functional Moving away from the “Place & Train” model Choose Get Keep Explore through Discovery! Whole Life Planning Coaching for Retention Developmental model: “If you work well with others everyday….Then you can leave the workshop.” 6

The Employment Process Person -Centered Planning with the Person and their Support Team Implementing Discovery, Creating Community Experiences, Building Independence and Skill Development Job Development, Job Matching, and Negotiating Training & Performance Agreements with Businesses Job Coaching, Building Independence, Facilitating Relationships & Building Natural Supports in Community Employment Career Development, Continual Skill Development and Periodic Work Performance Evaluation The Employment Process July 7, 2014 7

Wearing Many Hats Trainer Counselor Developer Negotiator Advocate Manager Champion Cheerleader Fading Coach Employment Specialists/DSP wear a variety of hats in their work. How do we manage so many roles?

Role(s) of “Job Coaching” As a Job Coach… Must do and Must not Adapting our skills for multiple settings (volunteer and paid) Code of Ethics Consult, consult and consult Query group, list on flip chart: What are things a job coach must do? What are things a job coach must not do?

Key Concepts Integration Process achieved by using methods and measures that allow for maximum participation Inclusion……………..

Job Coaching Skills to Promote Vocational Success Inclusion Integration Social Capital Adapt teaching methods to match individual’s learning styles and preferences Discovering existence and roles of the natural supports present in the individual’s life

Making a Great Job Match!! Discovery Job Analysis Situational Assessment Job Match You will use the Discovery Profile, Job Analysis, and Situational Assessment to create a discrepancy analysis. The information created in the discrepancy analysis is then used to create your support and training plan. Here are a few examples on the next slide

DISCOVERY KNOW THE INDIVIDUAL JOB PREFERENCES VOCATIONAL PROFILE HEALTH/MEDICAL/CLINICAL CONSIDERATIONS LEARNING STYLE IMPACT OF DISABILITY COMMUNICATION STYLE

JOB SITE JOB ACCLIMATION AND ORIENTATION WORK SITE CULTURE ENVIRONMENT/SENSORY MATERIALS SCHEDULES SUPERVISORY STRUCTURE SOCIAL EXPECTATIONS JOB TASKS

Coaching for Retention Discovery Info. Support effective job-site teaching and training Support Establishing strong ties with natural supports Communication Establish communication chains Preparation Prepare for fading and natural supports Coaching for Retention Coaching for Retention

Relationship Building Support Teach & Job Analysis Skill Retention Job Retention Relationship Building Self Management Communication

Coaching Interventions Modification Restructuring Training Natural Supports

What Impacts Learning? Learning Style(s) Personality Learning Environment Where are we gathering our information from? We know that in our assessment phase that we conducted interviews, observed people on volunteer, community service and situational assessment sites- where is that information recorded and how will it show up in your training plan? Motivators and reinforcement Relevance and choice Learned helplessness

Be aware of the language of learned helplessness Feeling that I do not have the job skills or connections to get a job Feeling that the rules are not being applied equally or fairly Be aware of the language of learned helplessness What might get in the way? 19 19

DISCREPANCY ANALYSIS Job Requirement Support Applicant Skill/

TRANSITION PREP LIST Know routine of work time Does individual need to get there prior to actual work start time/due to individual/employer Appropriate clothes…does individual understand Eat breakfast, etc. before work? Where to go when get to site? Need to punch in, use finger scan, etc Where to put coat and belongings What student needs to be “ready to work” Any social piece before work? Have task analysis ready? Start job, let them know how long before break Time of first break Where to go for break Time to return to work Time til lunch/practice for lunch After lunch routine What to do when day ends Knows way home

KNOW EXIT PLAN BEFORE YOU ENTER!!

GUIDELINES OF A TASK ANALYSIS Observe specific task where expected to occur and time Get job description if possible List needed materials Observe experienced employee doing task Complete yourself several times List steps in logical order Give list to supervisor, check correct Identify natural cues if possible

NATURAL SUPPORTS Any assistance, relationships, or interactions that allow student to do job like others on job Co-workers Supervisors Other volunteers Technology

Instructional Techniques Least Intrusive Prompts Natural Cues Visual / Picture Proximity/Shadowing Indirect Verbal Direct Verbal This diagram provides a visual representation of prompts going from least intrusive - less direct contact with the trainee- to most intrusive- most direct contact and involvement with the trainee. Prompting is a technique to provide trainees with assistance and positive reinforcement to support skills acquisition. Successful performance of a desired behavior elicits positive reinforcement therefore, reinforcing learning. Prompting is used in both skill acquisition and behavior shaping in learning things such as: social skills, daily living skills, or work skills. Prompting provides trainees with assistance to increase the probability that the desired “behavior” will occur again. Prompts are often categorized into a hierarchy from most intrusive to least intrusive or least to most intrusive. When an individual that you are working with becomes “stabilized” on the job, the prompts that are used should be as high up on this hierarchy as possible for that individual. Not every prompt on the hierarchy needs to be used when teaching a skill. Prompts should be chosen based on which are most effective for a particular individual and appropriate for the task being learned. Whichever prompts are used they need to be faded as quickly as possible to avoid prompt dependency. Generally as fading occurs you want to move up the hierarchy in the direction of visual and picture cues or natural cues. The long-term goal of using prompts is to assist the supported employee to perform a task independently. Now we will review one-by-one each of the prompts identified on the hierarchy above. Gestural Modeling Most Intrusive Prompts Physical

Training Strategies Forward Chaining Backward Chaining Mixed Chaining Total Task Presentation Clustering Mass Trial Presentation Review examples Total Task Presentation or “Total Chaining” is probably used second to backward chaining in teaching new tasks. In this technique, the trainee completes all of the steps (from the task analysis) in sequence until they are all mastered. The job coach prompts and redirects the trainee as needed during the process. The advantages of Total Chaining include the fact that the steps are presented in the natural order of occurrence and each step is practiced and completed in each trial. There is no repetition of any single step. This technique is used more often with individuals who have less significant disabilities and more work skills and experience. Mass trial presentation simply means repeating a step over and over to reinforce learning

Forward Chaining 1 2 3 4 5 6 7 8 9 T Trials S Take out bread Open bag Take out 2 pieces of bread Take out bread knife Take out peanut butter Take out jelly Open peanut butter Put bread knife into peanut butter Put peanut butter on knife Put peanut butter on one side of bread Open jelly Put bread knife into jelly Put jelly on knife Put Jelly on top of peanut butter Put piece of bread on top of jelly Forward Chaining Can show as example of chaining techniques…. The chart you are looking at is a visual representation of forward chaining in teaching someone how to make a peanut butter and jelly sandwich. You can see that there are more than 9 separate trials in this chart. In this chart, T indicates that the trainee is completing the task and S indicates that staff ( job coach) is completing the task, and/or providing interventions. In forward chaining the job coach teaches the trainee how to independently complete the first task and the coach then finishes off the rest of the steps. Once the individual has mastered the first step, the job coach then teaches the trainee the second step and the coach finishes all the rest of the steps. This process continues until the trainee has learned all of the steps in sequence independently. This type of chaining works best for individuals who have memory or learning problems.

Belonging, inclusion and engagement Improving Retention We need to look at why paid-employees leave? Why do volunteers quit? Communication Work culture Belonging, inclusion and engagement Failure to meet ICE (ideal conditions for employment) Failure to integrate info from past

10 Advanced Job Coaching Gems Observation → Inference → Action Listen/watch for the subtle details Dig deeper Avoid categorization/promote individualism Instill hope Get others more involved in employment Follow the employee’s path Interact with the person not the disability Move from “taking care of” to “caring about” Approach your work in a way that changes you as a person

Contact Information Innovations in Employment Supports (585) 340-2051 Innovations@ humanservicesed.org Resources Available at: Humanservicesed.org Final Discussion: As we bring this session to the end…consider this question: As a result of the discussion today, what is one thing that you will do differently when you return to your office. Thank you Please provide us feedback by completing the evaluation form