The Employment Specialists Toolkit:

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The Employment Specialists Toolkit

• Natural Supports,
• Job Site Support and Training Strategies,
  
• and Facilitation
• Presented by
• Tammara Geary
• Dale DiLeo
• Lewis Persons

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Welcome!

• and
• Good Morning!
• Griffin - Hammis Associates, LLC

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Historically Services to People with Disabilities
have focused on

• Caretaking
• Fixing
• Becoming Normal
• Getting Ready
• Segregation
• Proving Themselves
• Professional or Expert Control

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Historically Services to People with Disabilities
have focused on

• People live and work where they are placed.
• In this situation there is little ownership or
  control.

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The Plan Start to Finish

• Maximize
• Self-Direction and
• Independence

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Guiding Principles

• We Do Not Allow People to Look Incompetent
• We seek Abundance
• We seek Adventure
• We Write it Down
• We Focus on Contribution
• We Seek Ecological Not Predictive Validity

Griffin
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Guiding Principles When Teaching

• Teach with a Minimum of Conversation
• Save Verbals for Reward
• The Task is the Reward
• Teachers Use Powerful Informing Strategies
• Mistakes indicate a Teaching Error
• Try Another Way

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Natural Supports

• Make the Connection and Get Out of the Way
• Role of Facilitator of Natural Connections That
  Occur in the Workplace
• Use Typical Hiring, Orientation, Training,
  Evaluation Procedures
• Modification and Support is Supplemental

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The Seven Phase Sequence

• Communicate Natural Ways (Methods)
• Promote Natural Means (Supports)
• Utilize Natural People (Co-Workers)
• Facilitate Successful Performance (Natural
  Rehabilitation supports)
• If these dont Work
• Support, Assist, Substitute for Natural People
• Reconsider Natural Means of Teaching Support
• Adapt, Modify, Change Natural Ways

Callahan
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Job Analysis

• Observe the Job
• Observe the Environment
• Observe the Work Culture
• Ask for Explanation/Clarification
• Do It Yourself
• Confirm Expectations

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Job Analysis

• Core Routines
• Episodic Routines
• Work-Related Routines
• Work Culture

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Making a Match

• Compare the Factors of the Job Analysis with the
  Person-Centered Plan
• The Closer They Align, the Better the Match

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Planning Training

• Remember the public nature of the workplace
  and training space
• Focus on supporting the person to be competent
• Focus on assisting person to become a valuable
  member of the team
• Establish a training schedule
• Build data collection time into the plan

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Planning Training

• Consider natural cues, reinforcers, and other
  supports within the workplace
• Set up training consistent with the work
  culture
• Be mindful of and plan
  for fading from Day One!

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Different Intelligences

• Linguistic
• Logical/Mathematical
• Spatial
• Musical
• Kinesthetic
• Interpersonal
• Intrapersonal

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People Learn

• 10 of what we see
• 20 of what we hear
• 50 of what we see and hear
• 70 of what we discuss with others
• 80 of what we experience personally
• 95 of what we teach somebody else

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Determining Who Does What

• Self-Determination and Ownership are Key
• Worker Directs
• Independence Wherever Possible
• Support/Training as Needed
• Supplement Everywhere Else

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Training

• The Role of the Trainer is to
• Organize the information with the employee.
• Support in a respectful manner.
• Provide enough information for the employee to
  learn the job.
• Foster independence of the employee.
• Ensure that the employees performance meets
  the employers standards so they are seen as
  competent and valued.

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Training

• Training should
• Lead to the independent performance of the
  learner.
• Be effective for the person.
• Be compatible with the work environment.

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Training

• When the employer is training, the employment
  consultants role is to
• Observe the training.
• Provide Feedback to the Trainer.
• Evaluate the learning of the employee.
• Model interactions with the employee for the
  coworkers.
• Present the values of Naturalness.
• Stand back and resist the urge to do it yourself!

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Systematic Instruction Method, Content, Criterion

• Method How a Task is typically Performed in a
  Natural Setting
• Content The Steps into Which the Method is
  divided (TASK ANALYSIS)
• Consider How many steps Alternative methods
• Criterion When the task is performed correctly

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Systematic Instruction Method, Content, Criterion

• What is the Method for Washing A Car?
• What are the Alternative Methods?
• What are the Content Steps for Washing a Car?
• What is the Criterion for Success?

Griffin
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Systematic Instruction Method, Content, Criterion

• What is the Method for Cooking an Egg?
• What are the Alternative Methods?
• What are the Content Steps for Cooking an Egg?
• What is the Criterion for Success?

Griffin
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Systematic Instruction Method, Content, Criterion

• What is the Method for Getting Dressed?
• What are the Alternative Methods?
• What are the Content Steps for Getting Dressed?
• What is the Criterion for Success?

Callahan
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Systematic Instruction Method, Content, Criterion

• Whats the Best Method?
• The One that
• Is the Most Natural Typical
• Meets the Needs of the Learner
• (How did you learn Your Job to Drive to
  Fish.)

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Fading HazardLearning Incorrectly

• Dont let people make errors.
• Interrupt errors immediately and make sure the
  worker performs correctly before moving on with
  the task.
• It is much harder to teach someone to do
  something correctly once they have learned to do
  it incorrectly.

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Task Analysis

• Organize the steps of the task for teaching.
• Remind the trainer of the correct way to
  complete the task.
• Promote consistency in training.
• Serve as a data collection method.
• Are used to teach Core Routines.

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Task Analysis

• Step by step
• Teachable, measurable steps
• Break down only as far as necessary for worker
  success
• Break down further if person needs
• Consistent language
• Observe a coworker to get in right
• Focus on performance in that environment
• Set up for efficiency

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Task Analysis

• Modify from customary process only if essential
• Focus on individual learning style
• Focus on enhancing competence

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Discrepancy Analysis

• Organize the steps of the task for teaching.
• Includes information about natural cues and
  consequences.
• Assists the trainer in deciding which steps to
  teach and for which to provide adaptations.
• Used with Job Related Duties and Episodic
  Routines (tasks that occur infrequently).

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Discrepancy Analysis

• A particularly useful tool when stuck on
  fading.
• Helps identify not only steps that the worker
  does not perform independently, but also
• what he does instead
• what natural cues are present
• what natural consequences are present
• Information can be used to make decisions about
  training, modifications, tools, accommodations,
  etc.

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Systematic Instruction Practice Teaching

• Before Beginning, Explain the Task and
  Demonstrate
• Use Time Delay
• Allow for Self-Correction
• Intervene after a decision is made but before the
  learner acts
• Apologize for Mistakes

Gold Callahan, Griffin
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Systematic Instruction Practice Teaching

• Recognize that Correction may Demotivate the
  Learner
• Start correction by asking the Learner to
  self-critique performance
• Reset the task if the Trainer misses a Mistake
• Offer naturally appropriate feedback and explain
  that the Learner is allowed to self-correct

Gold Callahan, Griffin
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Systematic Instruction Practice Teaching

• Lay out the work correctly
• Allow the Learner to Own more and more of each
  step
• Stand behind Side by Side to Fade
• Use Instructional Assists such as Written lists,
  Adaptations, Photos
• Use the Assist most typical for the environment
  and add power as needed

Gold Callahan, Griffin
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Systematic Instruction Practice Teaching,
Reinforcement Motivation

• Motivation Natural features of an environment
  that promote desire, initiative, cooperation
  other desired behaviors
• Reinforcement the purposeful arrangement of
  events in order to increase recurrence of desired
  behavior
• No News is Good News!! The Task should be
  Reinforcing!!

Gold Callahan, Griffin
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Types of Prompts or Cues

• Verbal
• Gestures
• Modeling or Demonstration
• Physical

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Hierarchy of Prompts or Cues

• Gestures
• Verbal
• Modeling or Demonstration
• Physical

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Fading Intensity ofPrompts or Cues

• Type of Cue
• Modeling/Demonstration
• Cue at beginning of Training
• Demonstrate task for learner
• Later Cues
• Co-work task with learner

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Fading Intensity ofPrompts or Cues

• Type of Cue
• Verbal
• Cue at beginning of Training
• Short info packed phrases
• Later Cues
• More conversational

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Fading Intensity ofPrompts or Cues

• Type of Cue
• Gestures
• Cue at beginning of Training
• Exact simulation or direct point
• Later Cues
• Questioning gesture

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Fading Intensity ofPrompts or Cues

• Type of Cue
• Physical
• Cue at beginning of Training
• Manipulate learners fingers
• Later Cues
• Hand over Hand
• Elbow
• Shoulder
• Nudge or touch learner

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Fading Hazard

• Cue Dependency
• People get hooked on the trainer for various
  reasons.
• Often the problem is dependency on the verbal
• and nonverbal cues the trainer provides

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Foundations of FadingAvoiding Cue Dependency

• The trainer must be constantly aware of their own
  verbal and nonverbal communication.
• Interactions should be fairly flat or neutral.
• If the worker is not progressing or the support
  staff cannot fade, one of the first things to
  look at is cue dependency.

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Fading Hazard

• Reinforcement Dependency
• People get hooked on the trainer for various
  reasons.
• Often the problem is dependency on the verbal
• and nonverbal praise or other more tangible
  reinforcers
• the trainer provides.

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Foundations of FadingAvoiding Reinforcement
Dependency

• Verbal praise should be minimized from the start.
  Provide only what is necessary to keep the
  learner engaged in the task.
• Fade the praise early and definitely once the
  individual has mastered a step.
• Avoid use of artificial reinforcers
• Focus on using natural reinforcers.
• If the worker is not progressing or the support
  staff cannot fade, one of the first things to
  look at is reinforcement dependency.

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Fading Hazard

• Employer Dependency
• Employers get hooked on the ES staff for
  various reasons.
• Most frequently this occurs as a result of
• The Job Development Pitch and initial
  understanding of the relationship.
• The ES staff inadvertently over-serving their
  function.

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Foundations of FadingAvoiding Employer
Dependency

• Present the worker as competent.
• The worker should participate in the natural
  flow of the workplace orientation, training,
  breaks, etc.
• Facilitate supervisionDont do it yourself!

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Foundations of FadingData Collection

• Probe Data
• Shows what parts of a task the worker performs
  without any form of prompting, feedback, or
  reinforcement.

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Foundations of FadingData Collection

• Probe Data
• Should be collected at the start of training
  (baseline)
• Should be collected at least once per week

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Foundations of FadingData Collection

• Collection of Probe Data
• Position yourself out of the workers way
• Let the worker know they will be working
  without assistance
• Provide basic cue to start working
• Wait 3-5 seconds for response
• Record a for correct performance or a for
  incorrect performance
• If incorrect, set up for the next step
• Repeat until data collected on entire task

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Foundations of FadingData Collection

• Value of Probe Data
• Objective indicators for fading
• 3 times successfully indicates time to step
  back
• 3 times successfully also indicates fading
  timing

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Foundations of FadingData Collection

• Prompt or Cue Data
• Shows what types of prompts or cues are required
  for the workers to successfully complete each
  task.

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Foundations of FadingData Collection

• Prompt or Cue Data
• Should be collected consistently
• Recommend collection on at least one complete
  task per day.
• No feedback or reinforcers just prompting
  hierarchy

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Foundations of FadingData Collection

• Collection of Prompt or Cue Data
• Position yourself out of the workers way but
  where you can quickly provide prompts if needed
• Provide basic cue to start working
• Wait 3-5 seconds for response
• Record a for correct performance
• If incorrect, start the prompting hierarchy

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Foundations of FadingData Collection

• Collection of Prompt or Cue Data
• Give a verbal prompt
• Record V if correct performance.
• If no response or incorrect, give model prompt
  paired with verbal.
• Record M if correct performance.
• If no response or incorrect, give physical
  prompt paired with verbal.
• Record P if correct performance.
• Repeat through all steps

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Foundations of FadingData Collection

• Value of Prompt or Cue Data
• Demonstrates progress
• Eliminates the subjective
• Identifies problem areas specifically
• Identifies training focus areas

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Systematic Instruction Final Thoughts and
Considerations.
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Tammara Geary
Lead Associate, Griffin-Hammis
Associates804-304-6583tammarag_at_msn.com