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We know that...

We know that. the data clearly supports that unemployment for youth with severe disabilities is a national problem. community based programming makes a difference in the employment outcomes of individuals with severe disabilities. Teaching self management skills.

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We know that...

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  1. We know that... the data clearly supports that unemployment for youth with severe disabilities is a national problem. community based programming makes a difference in the employment outcomes of individuals with severe disabilities

  2. Teaching self management skills Antecedent cue regulation - typically consists of pictures that serve as visual cues and prompt the occurrence of a desired behavior.

  3. Self-instruction • Individuals use their own verbal behavior to guide their performance

  4. Self-monitoring • Individuals observing their performance and then systematically reporting or recording that performance

  5. Self-Management Procedures Wehman, P. (2002). Setting transition goals. In P. Wehman (Ed.), Individual transition plans, (2nd ed..) (p. 35) Austin, Tx: Pro-ed.

  6. Self-Monitoring (MARKER) • Make a list of goals, set the order, set the dates • Arrange a plan for each goal and predict your success • Run your plan for each goal and adjust if necessary • Keep records of your progress • Evaluate your progress toward each goal • Reward yourself when you reach a goal, and set a new goal

  7. Self-reinforcement • Typically used in combination with self-monitoring where individuals reinforcing their own behavior

  8. Example of self-management • Pictures were displayed in the order that they were to be performed. The workers were taught to observe the picture (antecedent cue), perform the task, record their completion of the specific task (self-monitoring), and proceed to the next task (self-reinforcement).

  9. Behavior management strategies for school-work-community Axions: a) all environmental contexts, both physical and social, that impact and are affected by an individual are interrelated; and b) instructional interventions applied concurrently across multiple settings promote generalization of desired responses.

  10. Ecological approach • Assumes that changes in any single arena of a student’s life will affect all other aspects of that individual’s life. • Examples?

  11. Pluralistic approach • Strategies designed to increase a student’s self governing skills must be introduced simultaneously in multiple environments and take into account the reciprocity of changes that will occur across settings.

  12. When a student has learned a particular behavior-management technique across several settings, the student will likely employ the technique under novel conditions.

  13. Independence objectives • Ecological assessment across all settings • Ask the parents • Observe and ask the student • When there is choice - success will follow

  14. Support strategy: Self management The use of systems that enable the user to gain control of environmental events and /or work behaviors. Self management is further defined by the particular component emphasized (antecedent cue, self-monitoring, or self recruited feedback).

  15. Procedures • Define the performance requirement • Select and teach the system • Use standard instructional procedures (I.e. task analysis, assistance, reinforcement and error correction)

  16. Decision rules • Determine when to initiate by analyzing dependence or trainer presence • System must be individualized for the worker and job site • Should be unobtrusive • System should be easy for all involved and adapt over time • Decisions about fading should be made over time.

  17. Community -referenced behavior management • Functional analysis to determine the relationship between difficult behavior and events in the person’s environment in order to apply an intervention that meets the unique demands of the individual, job site, and behavior under analysis

  18. Procedures • Observe and assess the individual in as many natural settings as possible • Identify a range of stimulus conditions within and across environment • Develop and test hypotheses regarding stimulus control factors • Design a model for desired and excess responses • Continue to analyze behavior and presence or absence of various stimuli

  19. Decision rules • Many individuals with challenging behaviors have little experience in employment settings. More neutral stimuli may control more appropriate responses and obviate the need for intervention. • Support must be adequate for individuals with challenging behaviors • Criteria need to be based on individual dignity, safety, security, and job site standards.

  20. Service Strategies • Job coach • Co-worker support • Supervisor support • Ongoing support services • Parental support

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