1. 2011 State of the Art Conference on Postsecondary Education and Individuals with Intellectual Disabilities Rick Blumberg PhD TPSID Director Rebecca Daley M.S. CCS Director Amy K. Schuler M.S. Career Specialist Student Mentors/Job Coaches Rachel Adelman Kristen Lewis Theresa Lombardi Danielle Travisano Katie Gallagher

2. Program Attributes Approved CTP program Full-time four year program Ages 18-25 at time of admission Cohort model Mentor supported Certificate from TCNJ Alumni activities and events

3. CCS Components Liberal learning CCS Core Curriculum Inclusive TCNJ coursework Career exploration On campus practicum Community Internship Socialization/self determination Extracurricular activities Independent living

4. CCS students First cohort Fall 2006 Twelve student graduates Currently enrolled 34 students Residential /off campus housing 29 Funding resources DDD Real Life Choices School District FAFSA eligible Pell Grant TCNJ Scholarship

5. Student’s work experiences

6. The Need We discovered early in the development of our program that: most incoming freshman had little knowledge of their disability had engaged in few career development activities in High School and so, had little information upon which to develop meaningful career goals.

7. Career Development We adopted the career development stage framework articulated by Brolin (1997) in designing coursework and related experiences. These development stages includes Career awareness, Exploration Preparation, and Assimilation Career Development Assimilation Preparation Exploration Awareness

8. Career Awareness Approached during Freshman year through self assessment and knowledge development activities. Through Career Exploration coursework, students are exposed to content that addresses: Why people work, The benefits of employment, Types of careers people engage in, & Work expectations including: Education, Training, and Skill requirements

9. Self Assessment Students begin to identify their abilities, Interests, and preferences. An important outcome is the student’s developing understanding of the types of accommodations and supports he/she needs to be successful.

10. Career Exploration Administrative/Office mgmt Retail/Customer service Hospitality Health/Fitness Information Technology In Sophomore year, students begin a series of brief on-campus work experiences in occupational “clusters”

11. Career Exploration Sophomores choose experiences within these clusters based upon their individual interests and preferences Work experiences are task analyzed so that job coaching can be effectively provided by peer mentors, and students receive clear feedback on their performance These on-campus work experiences are generally the same offered other typically admitted undergraduates

12. Career Preparation Conducted during Junior year with 1-2 on campus work experiences that reflect the student’s emerging career goals, and represent a good match between abilities, skills and preferences. Career coursework focuses on resume development, interview skills and an exploration of available community based internships/employment opportunities

13. Career Assimilation Is accomplished during senior year through an intensive (12-15hr. per wk.) internship or paid employment experience. Workplace support is provided by trained peer mentors and supervised by CCS Faculty. Data is collected and reviewed with students to evaluate their performance, workplace accommodations, and the “match” between the student and job/career path

14. Practicum and Internships On Campus Off Campus Admissions Sodexo food Service Records & Registration Mailroom Kids-Bridge Museum Library Public Relations Media Technology Information Technology NJ state Nursing Association Mercer ARC WaWa Educational Testing Services Stepping Stone Learning Institute Hopewell Physical Therapy Michaels NJ Credit Union American Cancer Society NJ State Dept Of Disability Service

15. Video Modeling Video modeling (VM) typically involves a person viewing a clip of someone performing the steps of a task/skill, and then performing that task themselves. It involves visual and auditory prompting Recent research suggests that VM can be used to successfully teach a variety of skills (academic, career, social, self care) to individuals with IDD. (Rehfelt at al, 2003; Mangiapello & Taylor, 2003; & Nikopolous & Keenan, 2003)

16. A Promising Practice VM appears to improve the pace of learning, improve task accuracy/quality, improve generalization, and increase independence (Van Laarhoven et al, 2009; Students may prefer VM to traditional forms of systematic instruction (Hume, Loftin & Lantz, 2009) It does not appear to matter if the student views him/herself or others modeling the task/skill

17. A Pilot Demonstration To get some experience with VM and it’s application to College students with IDD, we conducted a pilot demonstration in Fall 2001 semester We wanted to see how iPAD technology could be used to help students learn job skills and the social skills associated with them.

18. Our Process Task analyze on-campus work experiences Demonstrate the tasks for students Direct students to perform the tasks Provide a hierarchy of prompts until students complete the task (gestural, verbal, physical w/ verbal direction, modeling w/verbal direction Take observational data on the types of prompts needed

19. Using video Create film clips of the task analysis using student models Provide visual and verbal directions within the video Have students view the video prior to performing the task Remind students that they can view the video as needed Take observational data on the number of times students view the video to independent task completion

20. Ateev Sophomore Polite, wants to be liked by others Does not respond well to social cues, difficulty with social interactions He has difficulty initiating interactions/conversations with peers at lunch

21. Baseline Data: Ateev #Steps Trial 123 1Walk up to the person.201 2Look them in the eyes and say hello.122 3After they respond, ask them how their day is going.222 4Once they answer, them them know how your day is going.000 5Ask that person if they would like to sit with you for lunch.202 6If they say yes, guide them to your seat.122 7Continue conversation by saying, "What classes do you have this afternoon?"2x4 8Do not repeat any questions you have asked or anything you have said.000 9Do not repeat anything your friend has said.000 0 = Independent Response2 = Verbal Prompt Only 4 = Modeling Prompt w/ Verbal Direction Total10613 1 = Gestural Prompt Only 3 = Physical Prompt w/ Verbal Direction 5 = Direct Physical Assistance w/ Verbal Direction Date9/30 10/4

22. Video: Initiating Conversation

23. Post-Data: Ateev #Steps Trial 456 1Walk up to the person.000002 2Look them in the eyes and say hello.000000 3After they respond, ask them how their day is going.000000 4Once they answer, them them know how your day is going.000000 5Ask that person if they would like to sit with you for lunch.000000 6If they say yes, guide them to your seat.000000 7Continue converstaion by saying, "What classes do you have this afternoon?"010100 8Do not repeat any questions you have asked or anything you have said.000000 9Do not repeat anything your friend has said.000000 0 = Independent Response2 = Verbal Prompt Only 4 = Modeling Prompt w/ Verbal Direction Total010102 1 = Gestural Prompt Only 3 = Physical Prompt w/ Verbal Direction 5 = Direct Physical Assistance w/ Verbal Direction Date10/2010/2110/25

24. Graph Data

25. Chelsea Junior Hardworking, sweet personality Waitress in 1855 dining hall Task: serving drinks to customers Incorporates social skills with multi-step tasks

26. Baseline Data: Ordering water #Steps Trial 1 1Go up to a customer that has not been waited on.2 2Ask them what they would like to drink.2 3Get a cup off the shelf.0 4Put a big scoop of ice into it.2 5Push the blue water fountain button.0 6Bring the drink back to the customer.0 0 = Independent Response2 = Verbal Prompt Only 4 = Modeling Prompt w/ Verbal Direction Total6 1 = Gestural Prompt Only 3 = Physical Prompt w/ Verbal Direction 5 = Direct Physical Assistance w/ Verbal Direction Date

27. Video: Ordering Water

28. Post-Data: water #Steps Trial 2 1Go up to a customer that has not been waited on.00 2Ask them what they would like to drink.00 3Get a cup off the shelf.00 4Put a big scoop of ice into it.00 5Push the blue water fountain button.00 6Bring the drink back to the customer.00 0 = Independent Response2 = Verbal Prompt Only 4 = Modeling Prompt w/ Verbal Direction Total00 1 = Gestural Prompt Only 3 = Physical Prompt w/ Verbal Direction 5 = Direct Physical Assistance w/ Verbal Direction Date

29. Graph Data

30. Baseline Data: ordering coffee #Steps Trial 12 1Go up to a customer that has not been waited on.20 2Ask them what they would like to drink.00 3Get a coffee cup off of the shelf.20 4Press the orange decaf button down.22 5Put the coffee on a plate.02 6Put a spoon on the plate.00 7Put crème on the plate.00 8Bring the coffee back to the customer.00 0 = Independent Response2 = Verbal Prompt Only 4 = Modeling Prompt w/ Verbal Direction Total64 1 = Gestural Prompt Only 3 = Physical Prompt w/ Verbal Direction 5 = Direct Physical Assistance w/ Verbal Direction Date

31. Video: Ordering Coffee

32. Post-Data: Coffee #Steps Trial 345 1Go up to a customer that has not been waited on.000000 2Ask them what they would like to drink.000000 3Get a coffee cup off of the shelf.000000 4Press the orange decaf button down.000000 5Put the coffee on a plate.000000 6Put a spoon on the plate.000000 7Put crème on the plate.000000 8Bring the coffee back to the customer.000000 0 = Independent Response2 = Verbal Prompt Only 4 = Modeling Prompt w/ Verbal Direction Total000000 1 = Gestural Prompt Only 3 = Physical Prompt w/ Verbal Direction 5 = Direct Physical Assistance w/ Verbal Direction Date

33. Graph Data

34. Baseline Data: Ellis #Steps Trial 123 1Lift up your collar.111 2Put the tie around your neck with the wide end on the right side and the narrow end on the left side101 3Hold wide end of tie with right hand and narrow end of tie with left hand.000 4Adjust the length, so that the narrow end is at the tip of your pants.222 5Using the right hand, cross the wide end of the tie over the narrow end of the tie.101 6Switch your hands, so that the wide end is in your left hand and the narrow end is in your right hand.200 7Using your left hand, bring the wide end of the tie behind the narrow end ending on the right side.212 8Switch your hands again, so that the right hand is holding the wide end and the left hand is holding the narrow end.000 9Using your right hand, cross the wide end in front of the tie ending on the left side.222 10 Switch your hands, so that the wide end of the tie is in your left hand and the narrow end is in your right hand.000 11 Using your left hand, bring the wide end of the tie up through the loop that was created around your neck and pull it through. 333 12 Still using the left hand, take the wide end of the tie and put it through the loop at the frong of the tie.333 13 Slowly move the tie up making it tight and straight.200 14 Put your collar down.111 0 = Independent Response2 = Verbal Prompt Only4 = Modeling Prompt w/ Verbal Direction Total201316 1 = Gestural Prompt Only3 = Physical Prompt w/ Verbal Direction 5 = Direct Physical Assistance w/ Verbal Direction Date10/13

35. Ellis Sophomore Quiet, polite. Likes to work on his own (without mentor support) Work experience: MTSS/tech Skill: tying a tie Wanted to learn, helpful for internships and job interviews

36. Video: Tying a Tie

37. Post-Data: Ellis #Steps Trial 4567 8 1Lift up your collar.0100000000 2 Put the tie around your neck with the wide end on the right side and the narrow end on the left side 0100000000 3Hold wide end of tie with right hand and narrow end of tie with left hand.0100000000 4Adjust the length, so that the narrow end is at the tip of your pants.0100000000 5 Using the right hand, cross the wide end of the tie over the narrow end of the tie. 0100000000 6 Switch your hands, so that the wide end is in your left hand and the narrow end is in your right hand. 0100000000 7 Using your left hand, bring the wide end of the tie behind the narrow end ending on the right side. 0100000000 8 Switch your hands again, so that the right hand is holding the wide end and the left hand is holding the narrow end. 0100000000 9 Using your right hand, cross the wide end in front of the tie ending on the left side. 0100000000 10 Switch your hands, so that the wide end of the tie is in your left hand and the narrow end is in your right hand. 0101000000 11 Using your left hand, bring the wide end of the tie up through the loop that was created around your neck and pull it through. 0201000100 12 Still using the left hand, take the wide end of the tie and put it through the loop at the frong of the tie. 0101000201 13 Slowly move the tie up making it tight and straight.0100000000 14 Put your collar down.0100000000 0 = Independent Response2 = Verbal Prompt Only 4 = Modeling Prompt w/ Verbal Direction Total01503000301 1 = Gestural Prompt Only 3 = Physical Prompt w/ Verbal Direction 5 = Direct Physical Assistance w/ Verbal Direction Date10/25 10/28

38. Graph Data

39. Lauren Junior Very social and affectionate Works in Records and Registration Observed that she tended to hug and say “I love you” to 0thers including her supervisor Skill: appropriately greeting her supervisor at start of shift

40. Baseline Data: Lauren # Trial 12 1Look the person in the eyes and say, "Hi! How are you today?"00 2When they finish answering your question, tell them how your day is going22 3Then ask, "What tasks would you like me to do today?"22 4After the person finishes explaining your tasks, say, "Great! I will get right to work!"22 5Do no tell the person you love them.20 6Do not give the person a hug.00 0 = Independent Response2 = Verbal Prompt Only 4 = Modeling Prompt w/ Verbal Direction Total86 1 = Gestural Prompt Only 3 = Physical Prompt w/ Verbal Direction 5 = Direct Physical Assistance w/ Verbal Direction Date

41. Video: Conversation at Work

42. Post-Data: Lauren # Trial 345 1Look the person in the eyes and say, "Hi! How are you today?"000000 2When they finish answering your question, tell them how your day is going000000 3Then ask, "What tasks would you like me to do today?"010000 4 After the person finishes explaining your tasks, say, "Great! I will get right to work!" 000000 5Do no tell the person you love them.000000 6Do not give the person a hug.000000 0 = Independent Response 2 = Verbal Prompt Only 4 = Modeling Prompt w/ Verbal Direction Total010000 1 = Gestural Prompt Only 3 = Physical Prompt w/ Verbal Direction 5 = Direct Physical Assistance w/ Verbal Direction Date10/24 10/26 10/31

43. Graph Data

44. Career And Community Studies (CCS)