The College of New Jersey

1. The College of New Jersey 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 Awareness Assimilation Exploration Preparation

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. In Sophomore year, students begin a series of brief on-campus work experiences in occupational “clusters” Career Exploration

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

22. Video: Initiating Conversation

23. Post-Data: Ateev

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

27. Video: Ordering Water

28. Post-Data: water

29. Graph Data

30. Baseline Data: ordering coffee

31. Video: Ordering Coffee

32. Post-Data: Coffee

33. Graph Data

34. Baseline Data: Ellis

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

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

41. Video: Conversation at Work

42. Post-Data: Lauren

43. Graph Data

44. Career And Community Studies (CCS)