LIFE IS 90% SHOWING UP JOBRELATED SOCIAL SKILLS TRAINING

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LIFE IS 90 SHOWING UPJOB-RELATED SOCIAL
SKILLS TRAINING

• Michael Bullis, Ph.D.
• Director, National Post-School Outcomes Center
• Dean Sommerville-Knight Professor
• College of Education, University of Oregon
• (bullism_at_uoregon.edu, 541-346-1601)

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• They didnt make me feel, like, comfortable.
  They were getting on my nerves. Right before I
  quit I told this one girl, Im so tired of you!
  I dont even have to put up with you. Ive never
  had this much supervision anywhere. It was
  payday and I was getting my check and I go, I
  quit! The supervisor goes, Well, I can talk to
  her, and I was like, No, I dont want it! I
  quit!
• Youth with ED, Todis et al., 2001

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OBJECTIVES

• WHAT ARE JOB-RELATED SOCIAL SKILLS?
• HOW DOES THIS INSTRCUTION FIT INTO SCHOOL?
• HOW SHOULD THE INSTRUCTION BE PROVIDED?

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Working At Gaining Employment Skills
W.A.G.E.S.
Johnson, M., Bullis, M., Benz, M., Hollenbeck,
K. (2004). Teaching job-related social skills
Work adjustment for gainful employment success.
Longmont, CO Sopris-West.
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SOCIAL PROBLEM SOLVING
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LETS RADD A PROBLEM
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HOW DO YOU SAY IT?

• Gestures
• Fiddling
• Gross Body Movements
• Smiling
• Appropriate Head Movements
• Eye-contact
• Dysfluencies
• Attention Feedback Responses
• Amount spoken
• Interruptions
• Questioning
• Initiations
• Latency of Response

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How Do You Teach It?

• Specific Skills in Targeted Settings
• Cognitive-Behavioral Approach
• Longer More Frequently is Better
• Coordinate with Job Placement In vivo Practice
• Group training
• Trainees of Varying skills
• Trainees as Trainers

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Job Related Social Skills
Interactions with Supervisor
Accepting Criticism or Correction Requesting
Help Following Instructions Quitting a Job Taking
Time Off Work Tempo Talking About Personal
Problems
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Job Related Social Skills
Interactions with Co-Workers
Dealing With Provocation Making Friends Offering
Constructive Criticism Accepting
Criticism Working Cooperatively Managing Personal
Concerns Job Related Fighting Stealing and Lying
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DEVELOPMENT REQUIREMENTS

• ALL STUDENTS
• TAUGHT IN INTEGRATED CLASSES
• 1 TEACHER 1 AIDE
• FIT IN SCHOOL CURRICULUM
• CONTNUE AFTER FUNDING ENDS

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RESULTS

• No statistically significant differences between
  classes
• No statistically significant differences between
  student risk factor status
• No statistically significant differences between
  GenEd and SpEd
• Locus of Control
• Social Skills Knowledge
• Mastery Tests
• Scenarios
• Employer Interviews

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W.A.G.E.S.
FOUNDATION SKILLS

• LOCUS OF CONTROL

• TEAMWORK

• COMMUNICATION

• PROBLEM-SOLVING

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ATTITUDES
W.A.G.E.S.

• ENTHUSIASM

• DEPENDABILITY

• HONESTY

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Lesson Format

• Statement of Purpose

• Statement of Learning Outcomes

• Review

• Description of Required Materials

• Vocabulary

• Description of the Activity

• Wrap-up/Homework

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Using the Instructor's Guide

• Illustrated Scope and Sequence
• Teaching Tips for Practitioners

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WAGES Scope and Sequence
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Some Exercises

• Lesson 3 - Locus of Control
• Lesson 16 Could You Repeat That?
• Lesson 17 Accepting Criticism
• Lesson 18 Communicating with Power
• Lesson 21 Peer Interviews Orientation
• Lessons 25 28 Problem Solving

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LETS RADD A PROBLEM