Christopher Simler Integrated Behavioral Systems, Inc. and Turning Pointe Autism Foundation

Transcription

1 Christopher Simler Integrated Behavioral Systems, Inc. and Turning Pointe Autism Foundation

2 3 out of 10 individuals with disabilities are working full- or part-time, and two-thirds of those who are not working would like to work. (National Organization on Disability & Lou Harris and Associates, 2000) 2

3 3 Employment outcomes can be improved by addressing specific behaviors common among people with autism (Schaller & Yang, 2005).

4 Social Communication Behavior Structure Sensory

5 Use visuals Tell the employee what to do instead of what not to do

6 Provide models of what to say

7 1. Asking For Help 2. Saying I don t Understand 3. Requesting a break

8 Identify how task will be motivating for the worker Slow down

9 Give time to respond Keep directions brief

10 Use work / break routines Be specific: clear beginning middle end Teach it right the first time

11 Daily individual schedule Monthly or long-term schedule Individual work system Schedules within schedules Lists

12 Physical structure of work area Teach Length of Time Adjusting the level of spoken language Use shorter sentences for directions Enhance oral directions with written information

13 1) Visuals 2) Coaching 3) Theory of mind 4) Teachable moments/natural experiences

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15 Who does it? What is in it? When do you start? Where do you use it? Why do you need it? How to best utilize it? Transfer of information from Service Provider to Service Provider for a person with Autism is as critical as breathing.

16 Format Personalized Binder or Presentation Portfolio Be cautious of age appropriateness Content Overall goal, live work and play. History of goals? Favorite things activities, interest areas, special events, people to be involved in.

17 Advocacy Skills understanding rights, can tell people what I want How? Post Secondary Education Special Need Coordination Letter of Support Needs Assistive Technology communication devise, notetakers, facilitated communication, mobility equipment, untimed testing, etc. Community Agencies/ Support Services with contacts and services provided needed services Obstacles or Fears in the Community Skill Sets Achievement and Support Needs self advocacy managing finances caring for personal needs buying, preparing, consuming food buying, caring for clothing exhibiting responsible citizenship achieving socially responsible behavior seeking, securing and maintaining employment exhibiting appropriate work habits and behaviors making decisions personal safety practices planning for social outlets demonstrate self-organization recognize and respond to emergency situations

18 Letters of Recommendation Work Experience/Work Exposure History Current Employment General FACT sheet one/two pages name, address, phone etc guardianship PA/SS number General Medical info Emergency Contacts Statement on Communication Transportation info Support Service Info

19 Do we spend too much time running in circles on the outside of the business community? What are we really developing? What do business partners want? Why is our approach short-term? What if the need for job development was dramatically reduced?

20 Building for the Workforce of Tomorrow Today

21 Business Partnerships just make Good Business Sense We are in the business of preparing young adults to be engaged in the future environments Understanding businesses builds trust, trust builds relationships Building business relationships brings opportunities to both parties and beyond!

22 How do you NOT have time to expand opportunities for young adults and adults? What you spend up front in building the relationship increases exponentially as more trust is build between the two parties.

23 Business Education Partnerships Organizational Partners Advisory Boards Chambers/Business Associations Leadership Roles in local organizations

24 Common interests, common visions Value Added energy among parties Trust Collaboration Education Outcomes for both bottom line

25 Look to those who support you now and would benefit from your expertise Learn/Speak/Understand the Business Community Language (verbal and non verbal) and understand their needs in terms of time and return Define who you are, what you have to offer, Define what your goals are and your competition Organize your written materials

26 Are you doing what has been done in your program, school/home, organization in the same way for the past 5-10 years? Based on your experience, what are the top three things you see need to be done in order to be better, to achieve the outcomes you want, and to use your time more wisely?

27 Strengths Weakness Opportunities Threats

28 What themes did you discover? What item(s) pops up under SWOT categories that speak to a theme? Define 3 strategies that you need to put in place to make it better, stronger, have the outcomes you want Define the Partnerships you need to build to get the job done

29 1.Write down your answers to the last three questions on this postcard. 2.Write your name, address, city, state and zip 3. Define the target time when you need to be begin moving along on your strategies and building better partnerships

30 Website Development Endorsements of new programs, initiatives Fund Raising/Community and Equipment Job Shadows New Programs: Career Academy/Internships Links to other potential Business Partners for collaboration New thoughts brought back to the schools New relationships in the classrooms Collaborative relationships within the community Business Focus thinking

31 Use the classroom as a simulated work place Use the school as a simulated workplace Start a business within the school

32 Work is not a stand alone activity Preparing for work is not done in one class room, through one course or through one job exposure Job satisfaction is essential to maintaining work What are the factors in your job that satisfy you? What do you VALUE?

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34 Understanding what is expected of them when the job is not specific enough, the tasks are not defined and varied, the employer s expectations are not clear or there is little routine to the job Recognizing the informal rules of the workplace which others can understand without being told

35 Working as a team..cannot offer recognize humor, hints, ironies seeking help in appropriate ways having difficulty assessing the best times and methods to use Recognizing that coworkers might find their behavior intrusive or odd coping with unexpected changes at work their consequent anxiety may make them less competent and more demanding

36 Remembering info that has been communicated verbally Different sensory reactions from the norm background noises, florescent lighting, open windows, vibrations.

37 Gradual intro into the work situation, with support Clear, specific job tasks--made clear to employer Written, diagrammatic or pictorial instructions A structured work pattern which enables the employee to complete one task before beginning another

38 Clear line of management and an informed supervisor, or mentor who can be available to give advice Checklists and timetables for work to be done Initial close supervision Explicit rules of behavior and advice about unwritten rules in the workplace Consistency from colleagues

39 Immediate, clear and open feedback about the standard of work done Guidelines for colleagues about how they can meet the individual needs in the workplace Contingency plans for dealing with unbearable stress, a place to go for refuge, and contact with someone who will give support

40 List the environmental needs of the student List the job requisites of the job List the requisites of the workplace Find the level of the match Create the action plan

41 Work skills matched with Job Requirements = Satisfactoriness Work Values matched with Job Reinforcers = Satisfaction Satisfaction + Satisfactoriness = Job Tenure

42 Too often we focus on satisfactoriness We need to assess what a worker with autism values We cannot assume what an individual values From experience, job retention is significantly increased when a worker with autism s values are addressed and met on the job

43 Direct Interview Hobbies & Free Time Ask family Observations of behavior O-Net

44 Hierarchy of Management Transportation How are instructions created in visual formats Turn taking systems Interaction Signals for breaks Work and break area Sensory issues Function of jobs

45 Clear beginnings and endings Time management Verbal and non-verbal communication How is new information communicated Natural supports Employee meetings

46 Review and questions

47 The Winner of the Game There is only ONE winner of the game. If the winner is not the student, then no one wins.