Autism & Employment Learning Community “From The Field” October 12, 2011 Nila Benito Brenda...

transcript

Autism & Employment Learning Community

“From The Field” October 12, 2011

Nila BenitoBrenda Clark

Guest Presenters:Cathy Parrella

Lynda SchuchertKaren Wilkinson

Moderator: Jill Houghton

Cathy ParrellaDOE Division of Vocational Rehabilitation

Senior VR CounselorCathy.Parrella@vr.fldoe.org

Background Information

• Percentages of children diagnosed with ASD A recent study of a U.S. metropolitan area estimated that

3.4 of every 1,000 children 3-10 years old had autism. (see reference 1)

Another study indicates that 1 in 150 children (0.67%) have ASD. (see reference 2)

More Background Information

• At Vocational Rehabilitation, I work with both adults and students. The students are in the School-To-Work program and constitute approximately ½ of my total caseload.

• The School-To-Work caseload is currently 138 active students and of the 138, 6 students (or 4.7%) have been diagnosed with a form of an Autism Spectrum Disorder (ASD).

*The difference between the population and the caseload percentages is that, I believe, the caseload is mainly drawn from the ESE population in the schools.

Viva la Difference

My students diagnosed with ASD vary widely!• Yakety yak

Great kid! You will get more information than you thought was possible!

• Nose in a NookNo eye contact, have to extract a response to a question.

• Super blunt – beyond rudeIf he thinks you are old or ugly, he will let you know in no uncertain terms (don’t take it personally) but it will be hard for him to work for someone if that continues.

• Verrrrrrry literalDon’t use “You can’t tell a book by it’s cover” or “You hit the nail on the head” unless you are prepared to explain yourself!

Focus on one student

• VR began working with the student June of 2007 at the beginning of his Senior year.

• Diagnosed with Asperger’s Disorder in 2001.

• Graduated with a Special Diploma.

• Always has had an interest in art and graphics.

• Lacked daily living skills and needed training to get into vocational training.

Focus on one student (part 2)

• Special “school” identified out of county, however, not approved because it fit the description of supported living which is not a VR service.

• Very strong family support.• Vocational evaluation done supporting commercial or

graphic designer.• Student enrolled in remediation to “up” his TABE scores.• Customer enrolled in a “local”, public vocational school

to study Commercial Art Technology which included use of the Illustrator computer program and silk screening.

• Student received a Certificate in Commercial Art Technology!

Focus on one student (part 3)

• Student had some vocational skills but still needed skills in getting and keeping a job.

• USF Learning Academy came to the rescue and he spent almost a year in Tampa including an internship at a sign company there.

• The student is now, in conjunction with VR, is exploring self-employment with the aid of a Certified Business and Technical Assistance Consultant (CBTAC). He is also doing commercial graphic work for local business.

• The outlook for him is very promising mostly due to strong support from every direction.

Developing a Vocational Goal

• Explore the student’s interests.• Explore the student’s abilities.• Explore the student’s assets and shortfalls.• Do a Vocational Evaluation and Situational Assessment if

able.• Be realistic about a goal if the person is planning to stay

where they are and not relocate (i.e. live in a rural area and unable to drive or goal does not relate to any available work in the area)

• A University of Missouri Guide for VR Professionals states “The ideal vocational evaluation for a person with ASD is a thorough interview (ideally as a series of short interviews held in a place that is familiar and comfortable for the person) followed by observations of the person in their normal activities and locations and by observations in one or two novel situations.”

Competitive Employment Prospects

• Of the 6 students in the caseload: 1 is headed for self-employment. 1 is at the USF Learning Academy learning life and

job skills. 2 are taking community college courses going toward

an AA degree. 1 will not be able to be competitively employed due to

other diagnoses. 1 will be difficult (but not impossible) to be

competitively employed due to oppositional features.

In Summary

• More and more services are becoming available for people with ASD.

• Be aware of special accommodations they may need (quiet, order, working alone).

• Include other Agencies or organizations in the process: Social Security USF Vocational Evaluators Psychologists APD (Agency for Persons with Disabilities-Florida’s

DD Waiver) Family Schools

References

1. Yeargin-Allsopp M, Rice C, Karapurkar T, Doernberg N, Boyle C, Murphy C. Prevalence of Autism in a US Metropolitan Area. The Journal of the American Medical Association.. 2003 Jan 1;289(1):49-55.

2. This rate is based on prevalence in 8-year-olds in 2002 averaged across 6 states in the U.S. (CDC, 2007)

Thank you

Lynda Schuchert

• DOE Division of Vocational RehabilitationSenior VR CounselorLynda.Schuchert@vr.fldoe.org

Initial Perspective

• Basic knowledge, but always a belief everyone can work. • Autism can make it harder due to impaired social

interactions, limited work & educational skills, transportation, stigmas, parent involvement.

• Further experience & training: people with ASD can work based on individualized capabilities, gained knowledge, exposure to available opportunities

• Outcome relates to training, education, knowledge and exposure

Experience with Jobseekers with Autism

Targeted clients:• Dennis: Project Search, special diploma, General

Assistant, Autism Spectrum Disorder

• Todd: Regular diploma, A.S. degree, Goal: Business Manager, Asperger’s

• Evan: Special diploma, employment services

• Thomas: No diploma, workshop, employment

The Interview and IPE

• Process used to develop the IPE: work evaluation, client’s interests, work experience or volunteer while in high school, type of diploma

• Communicating with the person: verbally, face to face, through family members, all these clients use oral communication styles

The Interview and IPE (cont.)

• Determining IPE GoalsPast knowledge, experience, exposure, basic interests, classes from high school, discussions with family or counselors

• Process used to develop the IPE:Discussions, verify what services are available and needed, how to implement and how long, what’s the outcome and how do we get there

• Customized Employment Goal Individualized

The Planning Process

• Process was used to determine the goaldiscussions, evaluations, trial & error

• Team membersVR, parents, work evaluators, job coaches

• Length of the process takeVaried on an individualized basis

The Planning Process (cont.)

Process Steps (activities)• Work Evaluation• Psychological Evaluation• Interactions with individual & family members• Discussions of previous activities at school, home or in

the communityMy specific role in the process• Facilitate the whole process• Write the plan and implement services• Link with available services in the community• Follow through with services rendered• Provide ongoing counseling to the individual

Other Agency Involvement

• The Local Public & Private High Schools

• Agency for Persons with Disabilities

• CARD (Center for Autism & Related Disabilities)

• Office for Students with Disabilities

• Psychologists/Psychiatrists

• Employment Vendors

• Certified Rehabilitation Evaluators

• Social Security Administration

Keys to Success

• Listen to the Individual – Good Communication• Be knowledgeable of your audience• Be aware of available resources & supports• Be okay with failure and willing to try again• Be open to explore alternatives and try new things• Utilize available supports that already exist for that client• Promote independence

Karen Wilkinson

MS CRC

DOE Division of Vocational Rehabilitation

VR ConsultantWanda.Wilkinson@vr.fldoe.org

Experiences with Three Customerswith Autism Spectrum Disorder

• Profile Of Each Customer• Steps For Determining Each Goal• Planning Process• Employment Outcome

Profile: Customer 1

Attained Special Diploma Uses Facilitated Communication Creative Witty Personality

Steps for Determining Goal

• Input from Customer 1 Used Discovery Process Observations at school Observations at community based worksites

• Input from family

• Input from agencies

• Input from school system

• Input from Learning Academy at USF (Post Secondary Education)

Employment Goal: Customer 1

DESIGN T-SHIRTS AND GREETING CARDS

(Supported Self-employment)

Plan Development: Customer 1

• Used Information Gathered

• Met With Customer 1 And Family

• Identified Needed Services And Potential Providers

Business Planning Team: Customer 1

•Customer 1

•Family Members

•Certified Business And Technical Assistance Consultant

(CBTAC)

•Speech Pathologist

•Companion

•Vocational Rehabilitation Counselor

•Agency For Persons With Disabilities

•USF Learning Academy

•Social Security Administration (Community Work Incentive

Coordinator – CWIC)

Current Status: Customer 1

• Developing A Business Plan

• Completing Test Market Phase

Profile: Customer 2

• Attained High School Diploma

• Uses Oral Language To Communicate

• Concrete Thinker

• Serious Personality

Steps For Determining Goal: Customer 2

Input From Customer 2• Reviewed Interest

• Reviewed Past Work Experiences

• Met With Customer 2

LOT ATTENDANT

Supports needed: Customer 2

Employment Consultant• Facilitate Job Search

• Develop Interviewing Skills

• Adjustment To Work Environment

• Development Of Natural Supports

• SUCCESSFULLY EMPLOYED!

• CASE CLOSED

Profile: Customer 3

• Attained College Degree

• Uses Oral Language To Communicate

• Abstract And Concrete Thinker

Steps for Determining Goal: Customer 3

• Input from Customer 3

• Input from family

• Used traditional vocational evaluation

• Review of work history

Childcare Associate

• Met With Customer 3 And Family

Supports Needed: Customer 3

• Employment Consultant Facilitate Job Search Develop Interviewing Skills Adjustment To Work Environment Development Of Natural Supports

• Psychotherapy - Develop Social Skills

• SUCCESSFULLY EMPLOYED!

• CASE CLOSED

Keys to Success & Recommendations

Do’s Assume capability Be open mindedFollow the processUse person-directed

principles

Don’ts Assume incapableBe close mindedMake visual

determinationFocus only on the deficits

or impediments

Keys to Success & Recommendations (part 2)

Do’sEvaluate thoroughlyConsider individuals

resources and support system

Develop natural supports

Don’ts Only use traditional

assessmentsMake determination

based on disability diagnosis or label

Be A Lone Ranger

Keys to Success & Recommendations (part 3)

• Keep Learning

• Continue To Research Resources

• Continue To Seek New Information

• Continue To Seek Support From Others

Contact Information

Nila Benito, Community Supports & Public Policy Coordinator 1

benito@usf.edu

Brenda Clark, Employment Services Coordinator 1

bclark7@usf.edu

1. The Florida Center for Inclusive Communities University Center for Excellence in Developmental Disabilities2. DOE Division of Vocational Rehabilitation

Cathy Parrella, Senior VR Counselor 2

Cathy.Parrella@vr.fldoe.org

Lynda Schuchert, Senior VR Counselor 2 Lynda.Schuchert@vr.fldoe.org

Karen Wilkinson, VR Consultant 2 Wanda.Wilkinson@vr.fldoe.org

Upcoming Webinars

Autism & Employment Learning Community Series

November 16 – Community Partnerships, Organization, & Employers

Archived Webinars

Autism & Employment Learning Community Series

• Autism 101 - Introduction to Serieshttp://tacesoutheast.org/webinars/2011/070611/

• Autism 101 - Communication & Supporthttp://tacesoutheast.org/webinars/2011/072711/

• Real Lives, Real Storieshttp://tacesoutheast.org/webinars/2011/090711/

Education CreditsCRCC Credit - (1.0)Approved by Commission on Rehabilitation Counselor

Certification (CRCC) • By Friday, October 21, 2011, participants must score 80%

or better on a online Post Test and submit an online CRCC Request Form via the MyTACE Portal.

CEU Credit - (0.1)Approved by the University College at Syracuse University

• By Friday, October 21, 2011, participants must submit an online CEU Request Form via the MyTACE Portal.

My TACE Portal: TACEsoutheast.org/myportal

**For CRCC credit, you must reside in the 8 U.S. Southeast states served by the TACE Region IV [AL, FL, GA, KY, MS, NC, SC, TN]. If beyond TACE Region IV, you may apply for CEU credit.

THANK YOU!

TACE Center: Region IV

Toll-free: (866) 518-7750 [voice/tty]

Fax: (404) 541-9002

Web: TACEsoutheast.org

My TACE Portal: TACEsoutheast.org/myportal

Email: tacesoutheast@law.syr.edu

Disclaimer

This presentation was developed by the TACE Center: Region IV ©2011 with funds from the U.S. Department of Education, Rehabilitation Services Administration (RSA) under the priority of Technical Assistance and Continuing Education Projects (TACE) – Grant #H264A080021. However, the contents of this presentation do not necessarily represent the policy of the RSA and you should not assume endorsement by the Federal Government [34 CFR 75.620 (b)].

Autism & Employment Learning Community “From The Field” October 12, 2011 Nila Benito Brenda...

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