1. Supported Employment Session 5: Supporting the working relationship

2. Timetable – Session 5 Natural supports Supporting Interviews BREAK Systematic Instruction Assignment 2

3. Problems with the traditional approach to support Natural responsibility for support is taken away by the job coach It becomes hard for the job coach to reduce support The employer does not regard the supported employee as a “normal” employee Co-workers do not adopt a natural support role for the new employee

4. Natural employer responsibilities To interview and decide whether or not to employ the person on the basis of the interview To draw up an employment contract with the new employee To train the new employee To deal with any ongoing problems regarding the employee To discipline the employee if required To fire the employee if required

5. Natural support provided by co-workers Help managing time (pacing work and breaks) Feedback on performance and reassurance Attending to the impact of personal problems or life crises on work performance and helping the employee work through a bad day Explanations and assistance dealing with personnel, workplace layout or other changes at the site Modifying or shifting work tasks to find the best match with the employee’s interests and abilities From research by DiLeo & Hagner (2003)

6. Natural Support….. Is NOT developed It is already there! Natural Support should be utilised - not blocked

7. Natural supervisor responsibilities Allocating tasks Modifying and adapting job assignments Approving schedule changes and time off Giving positive and negative feedback on job performance to the employee Giving positive and negative feedback on job performance to the employer Responding to special problems or concerns

8. The changing role of the job coach Supported Employee Job Coach Employer SupervisorCo-workers Job Coach Employer SupervisorCo-workers Supported Employee

9. The role of the employment consultant To offer advice and ideas To observe the working relationships and give feedback To model ways of supporting the employee To model appropriate training skills To facilitate brainstorming sessions to resolve any issues To respond immediately to serious incidents

10. Considerations in Interviewing What first impression will the applicant give? How well can the applicant present information and respond to questions? Is an alternative interview format required? How can you prepare the applicant for the interview? How can you prepare the interviewer prior to the interview? Should you be present during the interview? If you are present, what is your role? How will you involve the applicant who has limited or no verbal skills?

11. Support to create a good first impression Appropriate dress for the interview Good hygiene for the interview Ability to enter the room, smile and shake hands and say own name appropriately Ability to take a seat and wait for the first question

12. Lowest level of effective support at interviews The interviewee should sit directly opposite the interviewer The support person should sit to the side and slightly behind the interviewee All questions should be directed to the interviewee The interviewee should answer questions to the best of their ability The support person should support the interviewee to answer questions only when required (support may involve interpreting, clarifying, prompting the interviewee to respond.) The support person should only answer the question when the interviewee is unable to do so.

13. 3 keys to successful teaching of people with learning disability 1. Teach the same method of performing the skill, every time it is taught 2. Provide the learner with information about how to perform the task in a way that they can understand 3. Provide many repetitions and opportunities to practice performing the skill in this consistent way

14. Systematic Instruction: systematically organises the skill that is to be taught presents the information to the learner about what is to be done in a systematic way systematically reduces assistance to the learner as the learner masters the task

15. Task Analysis decisions: What is the general method used to do this task? What specific steps are followed? What is the content of each step? How many steps are there?

16. Task analysis for washing your face 1. Fill the washbasin with warm water 2. Put your facecloth in the water 3. Create a lather on your hands using soap 4. Put the soap lather onto your face using circular movements 5. Wring out the facecloth 6. Use the facecloth to remove the soap lather 7. Dry your face with a towel

17. Individual task analysis 1. Fill the washbasin with warm water 2. Put your facecloth in the water 3. Pick up the soap 4. Dip the soap in the water 5. Rub your hands together around the soap 6. Put the soap lather onto your face using circular movements 7. Put the soap down 8. Pick up the facecloth from the water 9. Wring out the facecloth 10. Use the facecloth to remove the soap lather 11. Dry your face with a towel

18. Important to note: The steps are written like instructions that could be read out to the learner (although they will probably not be) The task analysis describes what is to be taught NOT how it is to be taught. The teaching strategy is decided after the task analysis has been developed. An individual task analysis is specifically designed for one person. Each different person will need a different task analysis – according to their specific needs.

19. PROMPTS Verbal instruction Demonstration/modelling Gestures Physical guidance

20. Total task training The person is prompted through the whole task, one step at a time from the first to the last step This is the most effective way of training the task as the learner gets consistent repetitions of all of the steps of the task in the order in which they are to be performed.

21. Fading – the systematic reduction of support to the learner 1. Fading by delaying the prompt 2. Fading by reducing the strength of the prompt 3. Fading by using a less intrusive prompt

22. Documentation of progress STEP # STEP DESCRIPTION 123456 1. Fill the washbasin with warm water VVVVII 2. Put your facecloth in the water GGGVII 3. Create a lather on your hands using soap GPGGVI 4. Put the soap lather on your face using circular movements PPGGVI 5. Wring out the facecloth PPPGGI 6. Use the facecloth to remove the soap lather PPGVII 7. Dry your face with a towel GGVVVI

23. Example of a coding system for registering the strength of physical prompts: P5 = Hand over hand P4 = Hand over wrist P3 = Hand guiding elbow P2 = Hand guiding overarm P1 = Hand guiding back of shoulder A similar system can be used for each of the four different types of prompts

24. Documentation of progress STEP # STEP DESCRIPTION 123456 1. Fill the washbasin with warm water V4V3 V1II 2. Put your facecloth in the water G5G4G1V2II 3. Create a lather on your hands using soap G4P4G3G2V3I 4. Put the soap lather on your face using circular movements P5P3G1 V2I 5. Wring out the facecloth P5P4P3G1 I 6. Use the facecloth to remove the soap lather P4P3G3V1II 7. Dry your face with a towel G4G3V2V1 I