2. PRESENTED BY: DAWN SCHEIDELL, M.S. AND LINDA GELDNER, B.A. THE USE OF A VOCATIONAL RATING SCALE AS AN OBJECTIVE MEASURE OF INDIVIDUAL PERFORMANCE ALONG THE VOCATIONAL CONTINUUM: FROM SHELTERED TO COMPETITIVE

4. AIDS IN DEVELOPMENT OF COMPENSATORY STRATEGIES FOR ENHANCEMENT OF WORKER PERFORMANCE AND QUA LITY THE VALUE OF VOCATIONAL ASSESSMENT USEFUL IN ACHIEVING AND RETAINING SUCCESSFUL EMPLOYMENT USEFUL IN ACHIEVING AND RETAINING SUCCESSFUL EMPLOYMENT A TOOL FOR RECOMMENDING PLACEMENT A TOOL FOR RECOMMENDING PLACEMENT IN AN APPROPRIA TE VOCATIONAL SETTING IN AN APPROPRIA TE VOCATIONAL SETTING

5. 1. NON VOCATIONAL / LIFE SKILLS 2. SHELTERED EMPLOYMENT 3. SEMI STRUCTURED ENVIRONMENT 4. SUPPORTIVE EMPLOYMENT 5. COMPETITIVE EMPLOYMENT VOCATIONAL RATING SCALE 5 LEVELS

6. WITH MAXIMUM / ONE ON ONE SUPERVISION ABLE TO: WITH MAXIMUM / ONE ON ONE SUPERVISION ABLE TO:  perform a one step work task work task  carryover tasks  use compensatory strategies strategies RECOMMENDATIONS: RECOMMENDATIONS:  one on one job coaching  life skills LEVEL I NON VOCATIONAL/LIFE SKILLS 0%-30% OF COMPETITIVE STANDARDS

7. ABLE TO: ABLE TO:  complete one to two step work tasks with minimal supervision in a group setting supervision in a group setting  carry over learned tasks with repetition or compensatory strategies  expresses willingness to participate in vocational activities LEVEL 2 SHELTERED EMPLOYMENT 31%-61% OF COMPETITIVE STANDARDS

8. ABLE TO BENEFIT FROM:  community volunteer placement  long term job coaching or support services provided at job site  employment at workstations within the organization LEVEL 3 SEMI-STRUCTURED EMPLOYMENT 67%-74% OF COMPETITIVE STANDARDS

9. ABLE TO BENEFIT FROM:  short term job coaching  independence in a competitive community job within 3 months  natural supports / staff follow up staff follow up LEVEL 4 SUPPORTIVE EMPLOYMENT 75%-89% OF COMPETITIVE STANDARDS

10. CAPABLE OF FUNCTIONING:  independently in community setting  without job coaching  with natural support / staff follow up staff follow up LEVEL 5 COMPETITIVE EMPLOYMENT 90%-100% OF COMPETITIVE STANDARDS

11. A UTONOMY 15 AREAS G ENERAL W ORK S KILLS 2 AREAS A TTENTION 10 AREAS E MOTIONAL S TABILITY 12 AREAS J UDGMENT 10 AREAS VOCATIONAL RATINGS ARE CLUSTERED INTO FIVE BEHAVIOR CATAGORIES

12.  LEVEL OF INDEPENDENCE / SUPERVISION  INITIATION SKILLS  FOLLOWS THROUGH  ATTENDANCE AND PUNCTUALITY  PROBLEM SOLVES  LEARNS AND RETAINS  DEPENDABLE AUTONOMY

13. 1 Carries out assigned tasks without prompting 1 Carries out assigned tasks without prompting 1 Handles problems with only occasional help GOAL REFLECTS RELATIVE NEED: 1 Handles problems with only occasional help GOAL REFLECTS RELATIVE NEED: REDUCE ANXIETY LEVEL AUTONOMY CASE STUDY: SCOTT

14. ■ QUALITY AND QUANTITY ARE TWO OF THE MOST IMPORTANT FACTORS IN JOB RETENTION. ■ QUALITY AND QUANTITY ARE TWO OF THE MOST IMPORTANT FACTORS IN JOB RETENTION. ■ JOB REQUIREMENTS CALL FOR MEETING QUALITY STANDARDS AND PRODUCTIVITY DEADLINES. ■ COMPENSATORY STRATEGIES CAN BE USED TO INCREASE PRODUCTIVITY AND / OR QUALITY. INCREASE PRODUCTIVITY AND / OR QUALITY. GENERAL WORK SKILLS 2 OBSERVABLE AREAS RATED

15. 5 Quality of Work (50% or Below is Non Employable) 4 Quantity of Work OBJECTIVE: SHORT TERM JOB COACHING; NATURAL SUPPORTS FOR SUCCESSFUL TRANSITION TO COMPETITIVE EMPLOYMENT WORK SKILLS CASE STUDY: ERICA

16. UPDATE!!

17. In May 2011 Erica’s driver’s license was reinstated. She is the proud owner of a brand new car !

19. ■ ATTENDS TO ASSIGNED TASK ■ ORIENTS TO WORK ENVIRONMENT ■ PHYSICAL TOLERANCE ■ FOLLOWS INSTRUCTION ATTENTION

20. 1 Pays attention to details 2 Follows verbal direction with minimal cueing OBJECTIVE REFLECTS RELATIVE NEED: DEVELOPMENT OF COMPENSATORY STRATEGY (MAGNIFYING LAMP) SO THAT MICHAEL CAN DIFFERENTIATE COLOR CUES NECESSARY FOR A PARTICULAR TASK ATTENTION CASE STUDY: MICHAEL

21.  COOPERATES WITH STAFF / ACCEPTS FEEDBACK  COOPERATES WITH PEERS / SOCIAL SKILLS  FLEXIBLE WITH WORK ASSIGNMENTS  ADHERES TO RULES EMOTIONAL

22. 2 PERFORMANCE REMAINS STABLE IN SUPERVISOR’S ABSENCE 5 GETS ALONG WITH SUPERVISOR EMOTIONAL CASE STUDY: DAVID

23. UPDATE!! UPDDATE!!

24. Milieu In the workshop. SMILE!! SMILE!!

25. Natural Supports - Integrated in the workshop -- accepting direction and feedback!!

26. David playing chess with one of the staff.

27. Keeping score…David wants everyone to know that he is UP BY FOUR!!! he is UP BY FOUR!!!

28.  SELF AWARENESS (REALISTIC VOCATIONAL GOALS) (REALISTIC VOCATIONAL GOALS)  WILLINGNESS TO IMPROVE: CORRECTS MISTAKES / USES COMPENSATORY STRATEGIES  APPROPRIATE COMMUNICATION AND WORK BEHAVIOR  FOLLOWS SAFETY PROCEDURES JUDGMENT

29. 2 Expresses negative feelings appropriately 3 Requests additional supplies when necessary 2 Initiates action to correct own mistake  INDIVIDUALS EXHIBIT SATISFACTORY WORK AND SOCIAL SKILLS  INDIVIDUALIZED SUPPORT AND DIRECTION IN OTHER CORE AREAS JUDGMENT CASE STUDY: GROUP ENCLAVE

30. ■ HOW WE DEFINE OURSELVES ■ SOCIAL INTEGRATION ■ THERAPEUTIC / MAY DECREASE DEPRESSION ■ SENSE OF SELF WORTH / PURPOSE ■ INCREASE INDEPENDENCE QUALITY OF LIFE ENHANCED WHEN “ENGAGED” WHY WORK?

31. THE VOCATIONAL RATING SCALE IS A USEFUL, OBJECTIVE TOOL FOR:  VOCATIONAL PLACEMENT  IDENTIFYING STRENGTHS AND RELATIVE NEEDS  GOAL AREA DEVELOPMENT IN CLOSING

32. The focus should not be on whether one can find a job but rather how long one can stay on a job. Our greatest glory is not in never failing, but in rising every time we fail. -- Confucius THE GOAL...