1. Fundamentals of Vocational Assessment
Mike Ahlers
MMDS, CVE
We do introductions of ourselves and explain general housekeeping stuff.

2. Roles of the Evaluator Vocational/Career Expert Disability Specialist
Educator
Refer to article by Steve Thomas about the three functions of the evaluator. Pass out article and discuss if time.

3. Vocational Assessment
A general term for the process of identifying and appraising an individual’s level of functioning in relation to vocational preparation and employment decision making.
We give the basic definition and get feedback and any conversation going. We can ask participants what populations they serve and have them give us some personal background.

4. Purpose of Assessment
To gather employability related information with an individual that will assist/empower that individual in making vocational decisions.

5. Outcome of Assessment
To help identify and plan for services or activities needed to assist the person in his/her career goals.

6. Outcome of Assessment
To increase the individual’s knowledge of his/her capabilities and jobs so appropriate occupational choices can be made.

7. Principles of Assessment
Behavioral observation and personal interaction are critical
Information (findings) must be verified
It is essential to use a variety of approaches and methods to provide fair and accurate vocational assessment

8. Principles of Assessment
Assessment is ongoing and developmental
Assessment is required to make decisions and develop plans
Assessment represents an integral part of larger processes or systems
To have value, it must be used and useful

9. Principles of Assessment
Assessment requires collaboration and several sources of input
Information must be current, valid, and relevant
Assessment is systematic and organized, but flexible

10. Informed Choice
A decision made by a person served that is based upon sufficient experience and knowledge, including exposure, awareness, interactions, or instructional opportunities, so that the choice is made with adequate awareness of the alternatives and consequences of the options available.
Make sure everyone understands and buys into informed choice. It’s the basis for current law, Rehab Act, community based services, Ticket to Work, etc.

11. Team
The team, at a minimum, should include the person served and the primary personnel directly involved in the participatory process of defining, refining, and meeting goals.
Folks must understand that “teams” must include the consumer or we are back at the old medical model where the “professionals” make all the choice devoid of the person being served.
2002 CARF Standards Glossary

12. Comprehensive Vocational Evaluation Services
Commission on Accreditation of Rehabilitation Facilities (CARF) Standards
Comprehensive Vocational Evaluation Services
We use CARF, the national standard to emphasize the requirements for assessment.

13. Vocational Evaluation
An individual written evaluation plan is developed for each person
The plan is prepared by the person seeking employment and the evaluator
The plan identifies questions to be answered, how they will be answered, who will answer them, and assistive technology to be used

14. Vocational Evaluation
The plan is modified as necessary
A vocational evaluator or vocational specialist provides or supervises the services
One or more of the following are used: Work samples, situational assessment, psychological testing

15. Vocational Evaluation
When work samples are used, written instructions specify the materials used, layout, methods, and scoring
When situational assessments are used they are evaluated as to appropriateness based upon individual needs
When psychological testing is used, it is done by qualified persons

16. Vocational Evaluation
When a functional capacities assessment is performed, the report identifies functional strengths and needs, accommodations, and supports available for community inclusion.

17. Vocational Evaluation
Vocational Evaluation services have the capability to assess or obtain the following:
Ability to learn about oneself
Educational and vocational achievements
Assistive technology needed
Community and employment supports needed
Environmental conditions needed

18. Vocational Evaluation
f. Tool/job site modification or adaptive equipment needed
g. Work and non-work needs
h. Independent living skills
Intellectual capacities
Interests, aptitudes, and career aspirations
Job-seeking and job-keeping skills
Knowledge of occupational information

19. Vocational Evaluation
Learning styles, including ability to understand, recall, and respond
Loss of access and/or loss of earnings
Personal, social & work related behaviors
Physical and psychomotor capacities
Possible employment objectives
Transferable skills
Work skills and tolerances
Modes of communication

20. Vocational Evaluation
The information in each written evaluation report:
Answers the referral questions
Is shared with the person seeking employment
Is disseminated in a timely manner
Is relevant to the desired employment outcome

21. Transferable Skills
“Occupationally significant characteristics not directly affected or eliminated by the individual’s physical or emotional disabilities.”
Layperson’s idea of transferable skills.

22. Skills Transfer Definition
A person is considered to have skills that can be used in jobs other than those performed previously when the skilled or semi-skilled work activities from past jobs can be used to meet the requirements of skilled or semi-skilled work activities of other jobs or kinds of work.
We will identify the difference between Social Security (Federal definition of transferable skills) and the vocational evaluator's or layperson’s perception.

23. Adaptive Transferable Skills
Arrives to work on time
Comes to work regularly
Works scheduled hours
Calls in when absent
Works without constant supervision
Gets along with others
Follows rules
Turns out quality work
Talk about OASYS and use of transferable skills.

24. Functional Transferable Skills
Makes complex decisions
Deals with people
Works to standards
Performs a variety of duties
Lifts/carries
Applies common sense
Sees pertinent details
Performs arithmetic operations

25. Content Transferable Skills
Machines
Methods
Tools
Equipment
Work Aids
Knowledge

26. Rehabilitation Hierarchy
The client can return to work at the same job with the same employer without modifications;
The client can return to work at the same job with the same employer with modifications;
The client can return to work with the same employer at a different job without modifications and at equal or better pay;
The evaluator needs to understand the hierarch of rehabilitation and work for the person with an “acquired” disability.

27. Rehabilitation Hierarchy
The client can return to work with the same employer at a different job with modification at equal or better pay;
The client can return to work with a different employer at the same job without modifications at equal or better pay;
The client can return to work with a different employer at the same job with modifications at equal or better pay;

28. Rehabilitation Hierarchy
The client can return to work with a different employer at a job in which he or she has never been employed, but for which the client has transferable skills and formal training is not required;
The client may return to work only if formal training is available and the client has the ability to successfully complete such training;
The client does not have potential for competitive employment.

29. Referral Questions What do you want to know?
What information do you already have?
Type of assessment will depend upon the questions asked.
The questions will help determine the specific tools and instruments.

30. Assessment There are three levels: Level I – Screening
Level II – Clinical/Exploratory
Level III – Vocational Evaluation

31. Level I – Screening
The initial process designed to arrive at a decision for vocational planning. This approach may consist of interviews, functional assessment, limited standardized testing, collecting and analyzing background information. It is used to assess one or two specific skills related to a specific vocational option.

32. Level II – Clinical/Exploratory
A process to further investigate vocationally relevant information. It may include additional interviewing, additional vocational counseling, additional standardized testing, transferable skills analysis and/or job matching. Adaptive transferable skills are usually not an issue. Vocational options are not yet known.

33. Level III – Vocational Evaluation
A comprehensive process when more in-depth information is needed beyond Levels I and II that systematically uses work to assist individual’s vocational development and career decision making. The process can use work samples, standardized tests, situational assessments, behavioral observation, community based assessment, transferable skill analysis, job matching and background analysis. Adaptive and functional transferable skills are questionable or not known.

34. Taxonomy

35. The DOT, O*Net & SOC
Occupational Network replaces the Dictionary of Occupations Titles
Over 12,000 job titles reduced to 900
Standard Occupational Classification
We can discuss the history of DOT and transition into O*Net – this alone could be a whole class!

36. Assessment Tools Behavior observation Psychometric testing
Work samples
Situational Assessment
Community-based work assessment
Additional Services:
Rehabilitation Engineering
Physical Therapy assessment
Occupational Therapy assessment
We list out the basics for assessment. Please add anything else we need, as the heart of our training will be covering these tools.

37. Psychometric Testing Interest Inventories Personality profiles
Aptitude tests
Achievement tests
Dexterity performance tests
Learning style assessments
Values identification surveys

38. Work Sample
A well-defined work activity involving tasks, materials, and tools that are identical or similar to those in an actual job or cluster of jobs.
Valpar
JEVS
McCarron Dial

39. Situational Assessment
Systematic observation process for evaluating work related behaviors and skills within a controlled or semi-controlled work setting. Although any type of task or situation may be used, real work is most often recommended for relevance and authenticity.
We can get CARF or VEWAA definitions and expand on situational assessment as a component of Level III assessment.

40. Community-based Work Assessment
Prior to the community-based work assessment, the evaluator should have information from a Job Analysis. This Job analysis describes what the worker does in terms of activities or function; How the work is done; Results of the work; Worker characteristics; and context of the work in terms of environmental and organizational factors.
Expansion of situational assessment into real work.

41. Community-based Work Assessment
A specific tool used in the Level III Vocational Assessment
Usually part of an individualized comprehensive vocational assessment
Uses real work in a competitive, integrated setting
Work consistent with the client’s stated, implied, tested interests

42. Community-based Work Assessment
Performances are evaluated by evaluation personnel in coordination with the employer and supervisor.
Not intended to result in employment.
This is an assessment tool, not a placement tool!
Expansion of situational assessment into real work.

43. Community-based Work Assessment
Answers the referral questions
Results / report should include:
Learning style
Performance, quality, consistency, stamina
Transferable skills
Potential for success, possible training
Accommodations
Other options

44. Community-based Work Assessment
Done when the questions are answered
Paid for participating
Workers Compensation coverage

45. Additional Services Rehabilitation Engineering
Physical Therapy Assessment
Occupational Therapy Assessment

46. Vocational Assessment Report
A synthesized interpretation of assessment information that provides rationale for recommended steps and plans.

47. Report Format Basic Headings Services Provided Identifying Information
Assessment Summary
Behavior Observations
Conclusion

48. Report Format
Dream
Intermediate
Entry-level

49. Program Evaluation

50. Quality
“The age of the customer” has arrived in employment and community services… 
We should accept for our families only those services that measure up to the ultimate criterion —“those we would want for ourselves!”
2001 Consumer and Family Guide to Quality Services - CARF

51. Mike Ahlers smxa@srs.ks.gov