Dedra Hafner

1
Person-Centered Integrated Employment Planning

• Dedra Hafner
• Janet Estervig
• Laura Owens

2
What do we plan to accomplish?

1. Expectation of each participant is to let go of
   what you know about assessment
2. Understand the values behind the discovery
   process
3. Learn to evaluate assessments
4. Provide tools to create a profile
5. Provide tools to write a person-centered
   functional employment assessment

3
Introductions

• Thank you to Tammy Hofmeister for her work in
  organization this event!
• Thank you to the following co-sponsors
• Department of Health and Family Services Bureau
  of Long Term Support
• Department of Workforce Development Division of
  Vocational Rehabilitation
• WI APSE The Network on Employment
• Department of Health and Family Services
  Pathways to Independence
• RCEP Region V

4
Introductions

• State your name and your first job
• Candy Bar Bingo Game
• Circulate around the room until you find a person
  who fits the description have the person sign
  his/her name in the appropriate slot

5
Four Phases of Supported Employment
Person-Centered Functional Assessment
Employment (Job Development)
Systematic Instruction (Job Coaching)
Ongoing Support
6
10 Myths to ShatterAbout People with Severe
Disabilities and Employment

• People with disabilities need to be with their
  own kind
• People with disabilities pose a greater liability
  risk to businesses
• People with disabilities need structure
• People with disabilities need constant
  supervision
• People with disabilities need to do repetitive
  tasks

Myths
7
10 Myths to ShatterAbout People with Severe
Disabilities and Employment

• People with disabilities cannot learn to perform
  complex tasks
• People with disabilities should bepaid according
  to their productivity
• People with disabilities dontunderstand the
  value of money
• Supported employment takesaway choice
• Vocational evaluations can predict success on
  the job

Myths
8
Person-Centered Functional Assessment

• Supported employment requires knowledge of the
  individual. It is necessary to take a close look
  at the persons life, through person-centered
  functional assessment process
• Functional assessment provides the foundation
  information on the applicant that is used to
  individualize job development

9
Person-Centered Functional Assessment

• Requires getting to know the individual in a
  variety of environments (home, work settings,
  community settings)
• A process that involves getting to know the
  individual and helping them get to know
  themselves
• Requires spending time with the individual
  instead of testing or evaluating them

10
The Art of Assessment

• The process of providing someone with a compass
  from which to chart their own course of action
  rather than laying out a detailed map from which
  they dare not deviate.

11
Old School Vocational Assessment

• Screening device to select or reject for
  vocational services
• Results in exclusion of many individuals from
  labor market
• Deems individuals as job ready
• Generally occurs in artificial/simulated settings
• Reliability validity data lacking

12
(No Transcript)
13
Killer Concepts in Assessment

• Ready
• Realistic (No reality police!)
• Never

14
Old School Vs Person-Centered Assessment

• Old School Centered
• What is the
• Problem?
• Where?
• Solution
• Who is in
• Charge?
• Info focus?

• Person Centered

15
Activity Time

• Age
• Job title
• Model car they drive
• Allergies
• Number of siblings
• Handedness
• Favorite TV show
• Zodiac sign

• Height
• Shoe size
• Vitamins they take
• City/state of birth
• Learning style preference
• Favorite pastime
• High school or college GPA

16
Activity (cont.)

• Write one employment goal for your partner based
  solely on the information shared.

17
Activity (cont.)

• What is your employment history?
• What are your goals in life?
• Why do you want to work?
• What are your employment fears/concerns?
• What is your passion in life?
• What are your strengths, gifts, abilities?
• If you were to pick your work hours, what would
  they be?

18
Activity (cont.)

• Write one employment related goal based on this
  information
• Which was easier?
• Why?

19
Person-Centered Functional Assessment Skills

• Perception
• Creativity
• Observation
• Assumptions

20
Who is Jim Doe?

• Has a lot of behavioral challenges
• Unable to read or write
• Speech is difficult to understand
• Scares children when he tries to hold them
• Very distractible by things in his environment
• Has unrealistic expectations of his skills
• Will run off if unsupervised safety is an issue
• Difficulty focusing on tasks
• Intense support needs staff ask for only ½ day
  when working with him

21
Who is John Doe?

• Traveled to Spain and Turkey
• Works two jobs
• Volunteers at Humane Society
• Has many friends
• Very dedicated and reliable
• Loves being around people has a passion for
  life
• His dream is to get married and have children
• Enjoys caring for animals (especially horses)
• People enjoy spending time with him
• Very polite and respectful
• Loves his family has close knit family

22
(No Transcript)
23
The Power of Language

• Charles has excessive-compulsive tendencies
• Charles is very particular about how books are
  placed on his shelf all books are in
  alphabetical order and aligned to the end of the
  shelf
• David destroys anything that is
  paper/books/magazines
• David is great at purging files
• Mary talks excessively with people she knows and
  does not know
• Mary always has a friendly greeting and makes
  people feel welcome

24
Activity Time
25
Activity Time

• Count the Fs
• Feature films are the result of years of
  scientific study combined with the experience of
  years

26
Activity Time

• What color is stripe directly under blue field on
  American flag?
• What building is shown on 5 bill?
• Which king on standard playing card deck is shown
  in profile?
• How many matches are in a book ?
• Where does the letter A fall on telephone pad?
• What are the 6 colors on the Campbells Soup Can?
• In which had is the Statue of Libertys torch?
• Do books have even number pages on the right or
  left side (dont look at a book!)?

27
Activity Time

• Legal blindness
• Dyslexia
• Hearing impairment
• Cerebral Palsy
• Cognitive Disability
• Bipolar
• Paraplegia

• Receptionist
• Waiter/Waitress/Hostess
• Cable TV installer
• Light assembly worker
• Security guard
• Forklift driver
• Classroom instructor

28
Profile Matrix
Legal Blindness Dyslexia Hearing Impairment Cerebral Palsy Cognitive Disability Bipolar Paraplegia
Receptionist
Waiter/Waitress/Hostess
Cable TV Installer
Light Assembly worker
Security Guard
Forklift driver
Classroom Instructor
29
Basics in Writing

• Person first language
• Respectful phrasing of information
• Use of jargon/terminology

30
Whats in a Name?

• Perceptions
• Attitudes
• Beliefs
• Actions

31
Language Labels

• Use person first language
• Brian has Down Syndrome
• She has autism
• I work with someone who has a disability
• Labels that are dated may be considered
  derogatory
• The CD kid
• High level or low functioning
• That autistic man
• He can join the group of regular education kids
• Shes bipolar

32
Activity

• Think back on some of your own experiences with
  others. How have you been labeled in a way you
  did not like?
• What was your label? ___________________________
  _____
• Why didnt you like that label?
• _____________________________________________
• How did that label affect you? (How did you
  feel?)
• _____________________________________________
• What do you wish happened instead of being
  labeled?
• _____________________________________________

33
Curse of Jargon
JARGON
34
Whats the problem?

• The disabled, though not truly normal, should be
  applauded for their courage in admitting their
  handicaps and daily struggle to just get by.
  Whether they be deaf, mute, crippled, mentally
  defective, mongoloid, retarded or are crippled
  with CP or MS, their defects deserve our most
  sincere pity. Though many are confined to
  wheelchairs, they are all Gods children, their
  deformities can only serve as an inspiration to
  us all in their attempt to become healthy, whole
  and normal persons.

• 22 of them!

35
Evaluation of Assessments

• Small groups
• Different color highlighters, highlight
  information from the assessment provided
• Pink assumptions (note is information obtained
  from individual or others? )
• Green positive descriptors of person
• Yellow negative descriptors of person
• Purple examples to justify statements
• Orange distracting information/terminology

36
Remember!
You are the leaders youve been waiting
for. Mabel Thomas
37
Assignment

• Weekly email responses
• Read chapters 1 and 2 of the Job Developers
  Handbook
• Using the concepts discussed today and in the
  readings, outline your discovery process for an
  individual with a disability from your agency.
  Have enough information to present in your small
  group about this individual for the next meeting.
  This information will be used to develop an
  assessment during the next session.

38
Resources

• WI Department of Vocational Rehabilitation
  Technical Specifications
• www.dwd.wisconsin.gov/dvr/service_providers/tech_s
  pecs
• WI APSE The Network on Employment
• www.wiapse.org
• National APSE The Network on Employment
• www.apse.org