Tailoring Assessments and Individualized Plan for Employment Process

Tailoring Assessments and Individualized Plan for Employment (IPE) Process for Consumers with Autism Mary J. Baker-Ericzen, PhD Research Scientist WINTAC Interwork Institute San Diego State University

Common Problems in Assessment Process Problems with standardized assessment tools Administration rigidity- time limitations, scripted language, use of words Problems with structured evaluations Intimidating/anxiety provoking, confusing language Problems with interest interviews Over/under responding, not understanding items

Common Accommodations in Assessment Process Provide for extended time Consider assistive technology Pictorial materials Opportunities to clarify language and provide additional context Create safe and comfortable environment Use Priming- prepare the person ahead of time with prelude of information, environment (location/space), people, tasks and purpose. Allow for presence of support person and/or items Person (family member or close friend) who can 1) identify signs of anxiety or confusion, 2) personalize or translate information to the individual s needs Items- comfort item/s to hold or have near Allow for movement Provide breaks Attend to responses Are they over or under endorsing items? Is there a response pattern?

Alterative Assessments: Discovery Processes and Narrative Profiles Shift to Discovery Processes and Include Narrative Profiles Discovery Processes include focusing on: interests, abilities, skills sets Strength-based as well as need-based Observation Natural environment behaviors Contrived or simulated environments Narratives: Tell a story- words, images, music, movies/shows, gaming Individual to tell story in their own means Close contacts interviews (family, friends, teachers, support staff)

Areas to Assess Career Path and Employment Self-Determination/Advocacy Health and Safety Peer Relationships, Socialization, Social Communication Community Participation and Personal Finance Leisure/Recreation Transportation Home/Independent Living

Functional Skills Assessment Community Based Functional Skills Assessment for Transition Aged Youth and Adults with Autism Spectrum Disorder 2 parts: 1. Functional Skills Assessment- Observation 2. Functional Skills Assessment- Interview Tool to use http://www.vcuautismcenter.org/documents/finalcommunityassessment711141.pdf http://www.vcuautismcenter.org/documents/finalcommunityassessment7111 41.pdf http://www.vcuautismcenter.org/documents/finalcommunityassessment711141.pdf

Community Based Functional Skills Assessment Assessment and Observation Planning Tool- Can be performed over phone or by email, gathers interests and information about observation sites and activities Scheduling the Observations Be familiar with the skills to observe and be out of the way to allow natural occurrence Conducting the Observations Provide ample time for observations, careful not to disrupt ongoing routines and activities, complete all three observations before conducting interview: home, leisure/recreation, work/education Conducting the Interview Interview individual, a caregiver and an educator and/or past employer/job coach, interview questions are provided Scoring the Assessment Score both scales, start with score 1 and move up until find number that fits individual (ratings 1- 5) and 1-3 for environment rating

Assessment of Work Site Environmental Factors Sensory based: temperature, noise level, visual distractions, lighting, work space Social demands: customer interactions, team work, work with unique populations People Supervisor style: clear instructions, supportive, behind the scenes Attitudes of coworkers: supportive, accepting, team approach Physical Demands Standing, sitting, bending, walking Lifting Pace Individualized vs group based, Fast vs moderate Work hours Flexible vs fixed Early start , late shift weekends Consider the Job Match Resource of assessment forms and checklists from the Columbia Regional Program: https://www.crporegon.org/Page/283#Appendix%203.6C

Individualized Plan for Employment (IPE) Person centered planning, Circles of Support Request ongoing support person involvement Continue with same accommodations as during assessment process Provide choices- including multiple choice options for responses to questions Check for comprehension Attend to Soft Skills Incorporate Work Exploration and/or Work Adjustment Training at any age

Other Services and Supports to Consider Functional Behavior Assessment, Positive Behavior Supports Job club/social skills regular group meetings. Use of email support groups, web sites Direct instruction through classes with practice role play and rehearsal for difficult situations. Frequent feedback on performance and recognition/reward for good work performance Use of organizers and graphics Job coach acts as social interpreter and develops natural supports with coworkers to do same Contributions from the Columbia Regional Program Autism Spectrum Disorder Guide Transition Toolkit Unit 3.6 https://www.crporegon.org/Page/283#Appendix%203.6C https://www.crporegon.org/Page/283#Appendix%203.6C

Other Services and Supports to Consider- continued Clear verbal and written descriptions of job duties, rules, breaks, expectations ahead of time. Use concrete language and check for comprehension Advanced notice of changes (schedule, tasks, position etc.) Provide consistent, structured work environment Address Hidden Curriculum, The Social Context of Work Employment site education Contributions from the Columbia Regional Program Autism Spectrum Disorder Guide Transition Toolkit Unit 3.6 https://www.crporegon.org/Page/283#Appendix%203.6C https://www.crporegon.org/Page/283#Appendix%203.6C

Creativity within Individualized Plan for Employment Person-Centered Planning AND .. Job Carving Job Restructuring Job Creation Job Training Job Experiences Soft Skills Development Format of Information, Reports and Resume

Visual Resume/Portfolio Include video or photos of person s skills in action Provide work samples Dr. Temple Grandin s states: I learned that, to be successful, I had to show samples of my work to potential employers instead of selling myself. A good portfolio, in addition to a resume, can help you get many types of jobs. She is a highly prolific writer of both personal account books as an individual with autism but she also writes many books teaching how to work with individuals on the spectrum and technical books in her field of animal science (which she received her doctorate). Forward written by Temple Grandin, PhD in book titled Asperger s On the Job: Must-have Advise for People with Asperger s or High Functioning Autism and Their Employers, Educators and Advocates by Rudy Simone

Customized Employment Models ACCESS- Achieving Competitive, Customized Employment through Specialized Services 6 Key Elements: 4 of the elements could be used for CIE as well 1) Discovery process 2) Vocational profile 3) CE planning meeting 4) Portfolio/visual resume 5) Customized job development and negotiation 6) Accommodations and Post-employment supports Smith, TJ, Ching, D, Eston, A & Dillahunt-Aspillaga, C. J. (2019). Achieving competitive, customized employment through specialized services (ACCESS). Journal of Vocational Rehabilitation, 50, 249-258. DOI: 10.3233/JVR-191004

Coming SOON!! Autism focused series of trainings to help VR counselors work with individuals with autism through all phases of the rehabilitation process. Last Topic in the Series: Interventions, Services, Supports and Accommodations for Individuals with Autism to enhance Competitive Integrated Employment (CIE) outcomes Other recorded trainings in the series include: Understanding Individuals with Autism Spectrum Conditions within VR services (ID200301) (Recorded training) Engaging and Communicating with Individuals with Autism before, during and after the Intake Process through Eligibility Determination (ID200302) (Recorded training)

Thank You and Reach Out Thank you very much for your time and attention! Please reach out anytime Dr. Mary Baker-Ericzen can be reached at mbakerericzen@sdsu.edu