Presentation on theme: "Transition Assessment for Students with Severe & Multiple Disabilities"— Presentation transcript:
1Transition Assessment for Students with Severe & Multiple Disabilities Jim MartinUniversity of OklahomaZarrow CenterWeb:
2ASK QUESTIONS ALONG THE WAY! AgendaIntroductionsPart IDescriptionsRecognizing abilities and expectationsWhat is a Satisfying Life?Part II - Three-Part Transition Assessment ProcessIndependent Living Assessments & the IEPCareer Interests/Skills & the IEPSelf-Determination Assessments & the IEPPart III - Pulling It All TogetherASK QUESTIONS ALONG THE WAY!
3Web LinksHandout lists all the web sites used todayEasy to read
4Description of Students with Severe and Multiple Disabilities Demonstrate diverse skills, strengths, limits, and support needsMultiple system impairments that impact the student, family, community participation, and severity of associated health conditionsTwo or more simultaneously occurring impairmentsSupports are usually pervasive and extensive in order to achieve community living, employment, and self-sufficiency.Who are we talking about today?
5Description - continued Severity ContinuumSeverity SupportsCommunication issues - frequentlySelf-care issues – almost alwaysIntellectual issues – often, but not always“Multiple” systems - alwaysMild Moderate Severe Profound
6Description - continued Everyone you meet today has a diagnosis of severe and multiple developmental disabilities (and some have profound impairments);Some can more readily communicate their thoughts, desires, needs; andThey give voice to those that cannot speak for themselves or are not with us today.
7Recognizing Ability Sherri Tolby – 18 years old Unrecognized potential and ability in public school can result in wasted time, and delayed or NO access to postsecondary dreams and goals…Meet Sherri and Tolby. See their impairments and needs; LOOK for their abilities. Sherri post-high school and Tolby is still in high school. Different outcomes???SherriTolby – 18 years old
8Abilities and Expectations What did you see in Tolby?What did you see in Sherri?Expectations for Tolby?Expectations for Sherri?Expectations for YOUR student…today
9The Purpose of SPED 2004 IDEA Changed Secondary SPED . . . a free appropriate public education that emphasizes special education and related services designed to meet students’ unique needs and to prepare them for further education, employment, and independent living.Lauren, did your special education program prepare you for college, employment, or independent living? Keep it short.2004 IDEA Changed Secondary SPED
10IDEA 2004 Post-Secondary Goals IEPs must include appropriate measurable postsecondary goalsbased upon age-appropriate transition assessmentsrelated to training, education, employment, and when appropriate, independent living
11Student Transition Questions Postschool Goal QuestionsWhere do I want to liveWhere do I want to work?Where do I want to learn?Annual Transition Goal QuestionWhat do I need to learn now to live where I want?What do I need to learn now to do the career I want?What do I need to learn now to be able to learn where I want?Greene, G., & Kochhar-Bryant, C. A. (2003). Pathways to successful transition for youth with disabilities. New Jersey: Merrill Prentice Hall.
12Transition Assessment Results help Answer Students’ Questions Present Levels of Academic Achievement and Functional Educational PerformanceCurrent assessment dataTransition strengths and needsAddress with transition goalsTransition Assessment ResultsName of assessment, date given, and resultsUsed to develop postsecondary goals and transition goals
13What is a satisfying life for you? What is a satisfying life for people with disabilities?Have the audience talk about what makes a satisfying life for them. Then have Lauren speak.
14A Satisfying Life is…Home, career, social life, community lifestyle, spiritual well being (Romer, Frantangelo, & Fanjoy, 2009)Personal Fulfillment?Right mix of opportunities and support to nourish the presence and contribution of a human being (Kendrick, 2009)Outcome of high quality supportsA life that is uniquely ones own! (Simpson, 2009)Research says…..Satisfaction in work Determined by a balance of barriers and resources (van Camen & Cardol, 2009).
15Satisfying Participation in Life includes… realizing societal roles, with or without support, in a meaningful and satisfying way Work participation and being satisfied with life is broader than just job satisfaction… (Van Campen & Cardol, 2007) Four years after high school, youth with multiple disabilities were least engaged in their communities (NLTS-2)
16Tolby’s satisfying life… HealthyBe with his familyCommunicate what’s going on in his head with othersConsistent careOperable equipment
17What’s a satisfying life for Sherri? Sherri’s satisfying lifeJosh’s satisfying life
19Guiding Questions for Secondary Transition Planning for Youth with Significant Disabilities Can the young adult express interests? If no, get information from parents and caregivers to develop transition plan.What are special health care needs?What are needs/challenges preventing the young adult from working outside the home?Lauren: Are these valid questions?
20Guiding Questions for Secondary Transition Planning for Youth with Significant Disabilities Who can provide education/training to assist the young adult?What can the young adult accomplish without assistance?What else could the young adult accomplish if assistance were provided by a job coach, habilitation training specialist (HTS), or other caregiver?Were these questions asked when you were planning for life after high school? Do they make sense?
21\Sample Scenarios and Postsecondary Goals TolbyTolby has DD, CP, multiple disabilities, no fine motor skills, dependent on others for mobility in and out of his manual wheelchair; requires full-time assistance for all daily personal needs. He is non-verbal; it is difficult understanding what he needs, wants and knows. Tolby enjoys interacting with children, especially his cousins. Tolby’s mom wants him to be able to communicate things to her…what’s going on in his head, safety, etc. She wants him to remain healthy, and she wants to care for him, with help.Lauren: Again, Tolby is a lot like Nate….if you want to make a brief comment here that’s ok.
22Tolby’s Postsecondary Goals Tolby will live at home with his mother, and with the support of a job coach, will volunteer at a local childcare facility where play music during dance and nap times.
23Sample Scenarios and Postsecondary Goals Clarification Tolby’s CaseAlthough Tolby may not earn an hourly wage for his job work experience at a childcare facility, he is still accomplishing something he set out to do in terms of employment.Although Tolby requires assistance and support with everything, staying healthy and helping at home with his cousins and nieces/nephews contributes to achieving his adult living goal, and it engages his employment goal.
24NSTTAC can help!National Secondary Transition Technical Assistance Center (NSTTAC) has good and not so good examples of postsecondary goals. Go to:
25OK’s Sample Scenarios and Postsecondary Goals Scenario 2 - JohnJohn D. is a 21-year-old who has a severe intellectual disability, is blind, and exhibits self-stimulatory behavior. John loves balloons and the squeaking sounds they make when they are inflated and touched, or rubbed. Due to John’s significant health care needs, he lives with his parents and has a part-time assistant who comes to his home to help with daily personal needs. John likes traveling in a vehicle. He wants to earn his own money so he does not have to rely so heavily on his parents. John’s expressive verbal skills are low, so it is difficult to get information from John. Discussions with his parents revealed John’s love of balloons, car travel, and desire to earn money.\
26OK’s Sample Scenarios and Postsecondary Goals Scenario 2 – John’s Real Postsecondary GoalsEducation/Training: John will participate in on-the-job training at flower shops or Party Galaxy to learn how to properly inflate balloons.Employment: With the help of a job coach, John will develop and operate a home-based balloon business.Independent/Adult Living: While living at home with his parents, John will maintain a checkbook and pay for his purchases with the assistance of his parent(s) or assistant.Screen Shot for IEP
28Transition Assessment Model Components Independent Living AssessmentVocational Interest and Skills AssessmentSelf-Determination AssessmentUse information gathered frommultiple sources and settings!
29Independent Living Assessments Part 1 of the 3-Part Transition Assessment ModelThis is the area that oftentimes impacts so many other postsecondary pursuits for students with severe and multiple disabilities.
30Our BeliefThe law states that an independent living goal be addressed “when appropriate.”We believe that to determine if an independent living goal needs to be written, an adaptive behavior assessment needs to be given. This provides evidence of needing an independent living goal or not. How else would a team determine if an independent living goal is needed?Lauren, give a brief comment about the importance of addressing an INDEPENDENT LIVING GOAL for you while in high school. Did you?
31Independent Living Assessments – We‘ll Focus on Four Personal Preference Indicators (PPI)Postsecondary applications of PPIEnderle-Severson Transition Rating FormGreat tool for students with significant support needsLife Skills InventoryInformal and freeCasey Life Skills
32Personal Preference Indicators Interview formatFamily members, friends, professionals who know student wellDesigned for students with significant support needsLikes, dislikes, social indicators, choicesHealth, body clock, futureCost: freeUse the results in PLEP
33Enderle-Severson Transition Rating Form ESTR-JStudents with mild disabilitiesParent (available in Spanish) and Teacher versionFive Transition areasESTR-IIIStudents with “more” disabilitiesParent and Teacher versionESTR-SStudents with severe/multiple impairmentsParent and Teacher (on-line only) versionsEmployment, Rec/leisure, home living, community participation, and adult lifeEstr.net (each costs $2.00)
34ESTR-S Automatic Scoring Sample Report From Estr-S
35Life Skills Inventory 15 domains (money, hygiene, safety, etc) Four levels: basic, intermediate, advanced, exceptionalMust know 3 of 5 to advance from basic to intermediateMust know the person or have family member completeCost: freeAvailable at:
36Casey Life Skills Web based Spanish, French or English, with numerous supplemental assessmentsYouth and caregiver formatsAutomatically scored and sent to youProvides different levels of questions for students across functioning levelsLevel 1 basic skillsLevel 4 complex skillsCaution: It over-estimates skills for students with the most disabilitiesCost: freeAvailable at:
41Belief Work benefits individuals emotionally and socially Enables individuals to contribute to society and to their own well beingCan be done without fear of losing social security or other benefitsAdds meaning to life
42Employment Options Individual Competitive Employment Individual Supported EmploymentGroup Supported EmploymentAt Home or Community-Based Entrepreneurial Jobs
43Functional Vocational Assessment Most Effective Method for Many Students with Severe and Multiple Disabilities
44What does the law say? When to consider what’s appropriate? . . . and when appropriate functional vocational evaluation.When to consider what’s appropriate?When paper-pencil or computer-based interest inventories simply do not workWhat is it?Tools that student’s use to make a job match.
45Functional Assessment Process Over timeRepeated Measures Situational AssessmentApply what youalready know –Information from otherAssessments…PersonalPreference Indicators and postsecondaryApplications.
46Discrepancy ProblemsLogical choice making occurs when chosen preferences match available jobs.Discrepancy problems occur whenChosen job, task, and characteristics do not match specific jobsDiscrepancy problems diminish when job site characteristics match preferencesTask is to provide ample opportunities for students to determine matches and non-matches.
47Personal Preference Indicators Use Supplemental Preference FormInterview formatFamily members, friends, professionals who know student wellLikes, dislikes, social indicators, choicesHealth, body clock, futureCost: freeUse the results in PLEP
48Vocational Assessment Software Choose and Take ActionVocational Assessment SoftwareUse of a software program and community experiences to identify entry-level job interests
49Target PopulationSecondary students and adults with moderate to significant cognitive needs who:Have difficulty getting information from printCan attend to a computer screenCan follow simple 1 or 2 step directionsHave limited to no previous work experience
50CTA Constructs • Vocational Choice Making • Planning CharacteristicsSettingActivities (jobs)• Planning• Community ExperienceWatchDo• Self-Evaluation• Choose Again with Adjustment
51CTA Choice Factors14 entry-level vocational settings found in most communities15 job activities repeated across two settingsCare for animals in a vet’s officeCare for animals in a retail store12 characteristics repeated across two or three activitiesWorking in a factory where it is inside and noisy
52CTA FeaturesA navigator to give instructions and guide user through the programRestricted mouse movementsHighlight critical features as navigator says themRecord made of all choicesInput options may include user installed touch screen
53Format designed so teachers can add comments on student performance Teacher can set number of video clips student can see in one trialPair of video clips presented togetherMinimum teacher control over available video choices
54SettingsActivitiesCharacteristicsCar repair shopBag items/bring cartsBig open spaceChild care centerCare for animalsSmall spaceConstruction siteCare for peopleCleanFactoryCare for plantsMessyGreenhouseClean-upFew peopleGrocery storeClear tablesMany peopleHospitalFilingInsideHotelHandle materialsOutsideJanitorial serviceHeavy cleaningNoisyLandscape CompanyLaundryQuietOfficeMove thingsWear own clothesRestaurantDo paperworkWear a uniformStoreStock shelvesVet OfficeWash dishesYard work
67Job Duties - How I Did Job duties identified and written onto form Student evaluates speed, independent performance, and accuracySupervisor evaluates speed, independent performance, and accuracyMatch made between student and supervisor
68Uses self-evaluation methodology to teach job performance skills and to assess job duty skills
69Work, Social, & Personal Skills Student rates performanceSupervisor or teacher rate performanceCalculates what supervisor thinksCalculates match between worker and supervisor
76Illustrations Take From Self-Directed EmploymentPaul Brookes PublishingBaltimoreDownload free illustrationsCan use words or illustrationsCan do the same with digital pictures from your own camera
77Vocational Interests via Career Exploration - For Those Who Can Read Choosing Employment GoalsSopris West Publishers(www.sopriswest.com)Requires reading and writing skills
78Career Awareness & Exploration via Video Video by Job ClustersVideoProvides numerous videos for students to watchEnglish or SpanishJob cluster and skill categoriesHorse TrainingCoast Guard AssistantConstruction Workers
79Reading Free Interest Inventory Published by Pro EdPrice: $110
83COPS-PIC Non-Verbal Assessment of Occupational Interest EDITS / P.O. Box 7234 / San Diego, CA 92167/ / Fax25 copies for $50.90
84Self-Determination & Self-Advocacy Assessments Part 3 of the 3-Part Transition Assessment Model
85Self-Determination Constructs • Self-awareness• Self-advocacy• Self-efficacy• Decision-making• Use of self-management strategies to attain plan• Self-evaluation• Adjustment
86Why SD Assessment? Improved postsecondary outcomes Goal setting during early adolescenceAwareness of disabilityGoal attainmentImproved academic performanceLimited studies so far
87Guide to Assessing College Readiness Landmark College “Parent” AssessmentRead each item with student and discussProvides Assessment for Self-Advocacy to include in annual transition goalsFive DomainsAcademic SkillsSelf-UnderstandingSelf-AdvocacyExecutive FunctioningMotivation and Confidence
90Example Present Level of Achievement Using the AIR Self Determination Assessment StrengthsKnows own ability and limitation and can express theseSet goalsChange plan to accomplish goalsAnticipated EffectsWhen provided the opportunity to set and express goals at his next IEP meeting, Bill can engage in this activity.NeedsOpportunities at school and home to learn and practice additional SD skillsCurrent Assessment DataBill obtained a 48% on the AIR Educator Self-Determination Assessment given onObjective StatementBill has about half of the overall SD skills and opportunities needed to master these skills. He needs increased school and home opportunities to develop and master additional SD skills for success in welding school.
91Annual Transition Goal: Education/Training Bill will increase his overall self-determination score from 48% to 75% as measured on the AIR self-determination assessment.Objective/BenchmarkTo demonstrate leadership at IEP meetings, Bill will increase his scores on the Expressing Goals section of the ChoiceMaker Self-Determination Assessment from 20% to 90%.Bill will develop and implement a weekly goal attainment plan to attain two or more IEP goals by successfully completing 90% or more of the Take Action Goal Attainment process.
92Annual Education/Training Coordinated Activities Bill will share his weekly goal attainment plan with his family.Bill will build his SOP with his family to share at the IEP meeting.Responsible PartiesBill and special education teacherBill and parents
93Self-Advocacy Checklists Self-Advocacy crucial self-determination conceptStudents speak and act on their own behalfSeveral Self-Advocacy Checklist exitsSelf-Determination and Self-Advocacy Skills QuestionnaireStudent formParent formTeacher forms (A & B)
94ARC Self-Determination Assessment Student versionMust use the manual to scoreCost: freeAvailable at
95Collaborative Effort Creative Thinking Produces Job Matches Lauren: Here’s where you have the group do the pipe cleaner activity again…have them create something that tells us how they think of that student they addressed at the beginning…what’s their future like now??They will also likely ask you lots of questions…and maybe some of the rest of us too!Creative Thinking Produces Job Matches