1. Understanding and Using Evidence Based Practices for Transition Youth Chris Filler Program Director, Lifespan Transitions Center at OCALI Project Manager- Realizing Employment Fist for Youth chris_filler@ocali.org EHOVE Career Center September 25, 2015

2. Ohio Employment First Mission Expand community employment opportunities for Working-Age Ohioans with Developmental Disabilities through awareness, alignment of resources and agency collaboration.

3. Ohio Employment First Mission Community Employment will be the FIRST and PREFERRED option for employment for all Ohioans

4. Foundation for Employment First

5. Meaningful Community Employment Place 4: “Don’t want a job. Don’t want to work” Place 3: “Not sure about work. Do not know what kind of job I would want” Place 2: “I want to work! I need help finding a job that fits me.” Place 1: “I have a job, but I want a better suited job or to move up in the company.” Path to Employment

6. EF and Transition Youth The purpose of the Employment First Transition Framework is to assist youth to achieve Community Employment as they exit high school

8. www.ohioemploymentfirst.org

9. In your experience, how are decisions about strategies, supports, services made?

10. So How Should We Decide?

11. EBP&P ‘Practices’ and ‘Predictors’ Practices Specific methods used to successfully teach or instruct specific skills/knowledge Under specific conditions To a defined group Proven with Research Predictors Activities, experiences, course of study, conditions Provided in the school years Correlates with improved post-school outcomes in education, employment, and/or independent living. Proven with Research

12. Evidence Based Practices

13. EBP&P ‘Practices’ and ‘Predictors’ Practices Specific methods used to successfully teach or instruct specific skills/knowledge Under specific conditions To a defined group Proven with Research Predictors Activities, experiences, course of study, conditions Provided in the school years Correlates with improved post-school outcomes in education, employment, and/or independent living. Proven with Research

14. Evidence-Based Practice... “the conscientious, explicit and judicious use of current best evidence in making decisions about the care of the individual patient. It means integrating individual clinical expertise with the best available external clinical evidence from systematic research.” (Sackett D, 1996) … a teaching method used to teach a specific skill that has been shown to be effective based on high-quality research...is defined as an instructional strategy, intervention, or teaching program that has resulted in consistent positive results when experimentally tested (Mesibov & Shea, 2011; Simpson, 2005)...are programs shown to be effective through rigorous research …an approach, framework, collection of ideas or concepts, adopted principles and strategies supported by research

15. Key Words Shown to be effective…by research …conscientious use of current best evidence in making decisions …resulted in consistent, positive results… …supported by research ….. teach a specific skill & shown to be effective …been effective in helping students learn specific skills

16. EBP, Research, and Populations However, a practice selected for a youth: – because the practice matches the youth’s learning style – is validly implemented – is supported by individual youth data is likely still ‘evidence based’ for that youth. No general conclusions should be drawn about the validity of the an EB Practice for populations other than the ones cited in the research Researchers indicate that additional research needs to be conducted with other populations in other settings

17. Evidence Based Practice Information National Secondary Transition Technical Assistance Center (NSTTAC) www.NSTTAC.org www.NSTTAC.org An evidence-based practice (EBP) – is a teaching method used to teach a specific skill & shown to be effective based on high- quality research – Provides information about what teaching methods in secondary transition have been effective in helping students learn specific skills – Can be used to support IEP goals and objectives as well as skill development NSTTAC  EB Practices tab

18. National Professional Development Center on Autism http://autismpdc.fpg.unc.edu/evidence-based-practices

19. National Professional Development Center on Autism

21. Evidence Based Practices

22. Organization of Tool Needed to avoid pages of paragraphs. But needed also to lay a little foundation Introduction – What? – Why? – Who? – How?

23. Organization of Tool The organizational design was intended to be user- friendly to avoid overwhelming the reader. Needed to have substance. 1.Large Blocks – EBP Name – EBP Description or Information 2.Information to Describe and Inform reader about the EBP. What is it? 3.Team Discussion Questions 4.Examples of How to Use. In real Environments 5.Links for More Info

27. Your Turn: Explore the Practices Break into 11 groups Flip Chart and Marker Review the EBP(s) assigned to you On Flip Chart: 1.Define this practice in one or two sentences. 2.Finish this sentence, “I might consider using this practice to teach students this skill _________________”

28. Group Numbers 1 2 3 4 5 6 7 8 9 10 11 Group Number Assignments 1.Define your assigned practice in one or two sentences. 2.Finish this sentence: “I might consider using this practice to teach students this skill ____________”

29. Self Advocacy/ Self Determination

32. Self Advocacy Knowing how to: Speak up for yourself Make your own decisions about your own life Get information so that you can understand Find out who will support you in your journey Identify your rights and responsibilities Problem solve Reach out to others when you need help and friendship (and how to ask..) Stand up for and defend the rights of oneself and/or others Self –Determination Includes: Setting goals Knowing what is needed to reach goals The ability to make choices and decisions based on own preferences and interests Accepting the consequences of the decisions made Monitoring and regulating one’s own actions and to be goal-oriented and self-directed

33. Components of Self-Advocacy and Self-Determination Includes skills in areas such as: – choice-making – decision making – problem solving – goal setting and attainment – independence – risk-taking and safety – self observation – evaluation and reinforcement – self-instruction – leadership – self-awareness and self knowledge These become ‘targets of intervention’ to build effective self-determination and self-advocacy

34. Self-Determination Skills WHAT TO TEACH To develop the Self-Determination Skill Choice-MakingInvolves teaching students to identify interests and preferences and to appropriately select an option based on those preferences and Interests. Problem SolvingInvolves teaching students to identify and define a problem and to generate potential solutions. Decision MakingInvolves teaching students to use problem-solving skills and select a solution Goal Setting and Attainment Involves teaching students to define and articulate a goal, identify current status in relation to the goal, develop an action plan, and evaluate progress toward achieving the goal. Self-regulation * Self-observation * Self-evaluation * Self-reinforcement Includes teaching students to solve problems or employ self-management strategies (e.g., anger control). Self-AdvocacyInvolves teaching students about their basic rights and responsibilities (knowledge), how to use self-advocacy skills and how to be effective team members (at an individual and/or system level). Self Awareness/Self Knowledge Involves teaching students to identify common psychological and physical needs of people, recognize differences among people, and understand how one's actions influence others. Promoting Student Self Determination Skills in IEP Planning by Wood, Karvonen, Test, Browder, Algozzine

35. Opening Doors to Self Determination Skills http://www.witc.edu/s tusvcscontent/docs/ac commodations/Openi ng-Doors-self- determination.pdf

36. Self-Determination Tips for Parents www.nset.org

37. Youthhood.org – Self-Awareness and Knowledge, Choice Making https://www.youthhood.or g

38. OhioMeansJobs K-12 ‘Backpack’ Career Planning – Choice Making and Decision Making – Self Knowledge https://jobseeker.k- 12.ohiomeansjobs.monster.co m/ExploreIt/DefaultCci.aspx#/ step/1 https://jobseeker.k- 12.ohiomeansjobs.monster.co m/ExploreIt/DefaultCci.aspx#/ step/1

39. Job Tips http://do2learn.com/JobTIPS/DeterminingInterests/Soc ialSkillsAssessments/Assessments.html