the college of new jersey
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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 - PowerPoint PPT PresentationTRANSCRIPT
The College of New Jersey
2011 State of the Art Conference on Postsecondary
Education and Individuals with Intellectual Disabilities
Rick Blumberg PhD TPSID DirectorRebecca Daley M.S. CCS DirectorAmy K. Schuler M.S. Career Specialist
Student Mentors/Job CoachesRachel AdelmanKristen Lewis Theresa LombardiDanielle TravisanoKatie Gallagher
Program Attributes
Approved CTP programFull-time four year program Ages 18-25 at time of admissionCohort modelMentor supportedCertificate from TCNJAlumni activities and events
CCS ComponentsLiberal learning
CCS Core CurriculumInclusive TCNJ coursework
Career explorationOn campus practicumCommunity Internship
Socialization/self determinationExtracurricular activitiesIndependent living
CCS studentsFirst cohort Fall 2006Twelve student graduatesCurrently enrolled 34 studentsResidential /off campus housing 29Funding resources
DDD Real Life ChoicesSchool DistrictFAFSA eligible Pell GrantTCNJ Scholarship
Student’s work experiences
The NeedWe 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.
Career DevelopmentWe adopted the career development stage
framework articulated by Brolin (1997) in designing coursework and related experiences.
These development stages includesCareer awareness, Exploration Preparation, and Assimilation
Career Developmen
t
AssimilationPreparatio
nExploratio
nAwareness
Career AwarenessApproached 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
Self AssessmentStudents 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.
Career ExplorationAdministrative/
Office mgmt
Retail/Customer service
HospitalityHealth/Fitness
Information Technology
In Sophomore year, students begin a series of brief on-campus work experiences in occupational “clusters”
Career ExplorationSophomores 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
Career PreparationConducted 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
Career AssimilationIs 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
Practicum and InternshipsOn Campus Off CampusAdmissionsSodexo food ServiceRecords & Registration MailroomKids-Bridge MuseumLibraryPublic RelationsMedia TechnologyInformation Technology
NJ state Nursing AssociationMercer ARCWaWaEducational Testing ServicesStepping Stone Learning
InstituteHopewell Physical TherapyMichaelsNJ Credit UnionAmerican Cancer SocietyNJ State Dept Of Disability
Service
Video ModelingVideo 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)
A Promising PracticeVM 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
A Pilot DemonstrationTo 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.
Our ProcessTask analyze on-campus work experiencesDemonstrate the tasks for studentsDirect students to perform the tasksProvide 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
Using videoCreate film clips of the task analysis using
student modelsProvide visual and verbal directions within
the videoHave students view the video prior to
performing the taskRemind students that they can view the video
as neededTake observational data on the number of
times students view the video to independent task completion
AteevSophomorePolite, wants to be liked by othersDoes not respond well to social cues,
difficulty with social interactionsHe has difficulty initiating
interactions/conversations with peers at lunch
Baseline Data: Ateev# Steps
Trial
1 2 31 Walk up to the person. 2 0 1
2 Look them in the eyes and say hello. 1 2 2
3 After they respond, ask them how their day is going. 2 2 2
4 Once they answer, them them know how your day is going. 0 0 0
5 Ask that person if they would like to sit with you for lunch. 2 0 2
6 If they say yes, guide them to your seat. 1 2 2
7 Continue conversation by saying, "What classes do you have this afternoon?" 2x 4
8 Do not repeat any questions you have asked or anything you have said. 0 0 0
9 Do not repeat anything your friend has said. 0 0 0
0 = Independent Response 2 = Verbal Prompt Only 4 = Modeling Prompt w/
Verbal Direction Total 10 6 13
1 = Gestural Prompt Only 3 = Physical Prompt w/ Verbal Direction
5 = Direct Physical Assistance w/ Verbal Direction
Date 9/30 9/30 10/4
Video: Initiating Conversation
Post-Data: Ateev# Steps
Trial4 5 6
1 Walk up to the person. 0 0 0 0 0 2
2 Look them in the eyes and say hello. 0 0 0 0 0 0
3 After they respond, ask them how their day is going. 0 0 0 0 0 0
4 Once they answer, them them know how your day is going. 0 0 0 0 0 0
5 Ask that person if they would like to sit with you for lunch. 0 0 0 0 0 0
6 If they say yes, guide them to your seat. 0 0 0 0 0 0
7 Continue converstaion by saying, "What classes do you have this afternoon?" 0 1 0 1 0 0
8 Do not repeat any questions you have asked or anything you have said. 0 0 0 0 0 0
9 Do not repeat anything your friend has said. 0 0 0 0 0 0
0 = Independent Response 2 = Verbal Prompt Only 4 = Modeling Prompt w/ Verbal Direction
Total 0 1 0 1 0 2
1 = Gestural Prompt Only 3 = Physical Prompt w/ Verbal Direction
5 = Direct Physical Assistance w/ Verbal Direction
Date 10/20 10/21 10/25
Graph Data
1 2 3 4 5 6 7 8 90
1
2
3
4
5
Social Skills pre-iPad
Trial 1Trial 2Trial 3
Step Number
Leve
l of
Prom
ptin
g
1 2 3 4 5 6 7 8 90
1
2
3
4
5
Social Skills post-iPad
Trial 4aTrial 4bTrial 5aTrial 5bTrial 6aTrial 6b
Stemp Number
Leve
l of
Prom
ptin
g
ChelseaJuniorHardworking, sweet personalityWaitress in 1855 dining hallTask: serving drinks to customersIncorporates social skills with multi-step
tasks
Baseline Data: Ordering water# Steps
Trial
1
1 Go up to a customer that has not been waited on. 2
2 Ask them what they would like to drink. 2
3 Get a cup off the shelf. 0
4 Put a big scoop of ice into it. 2
5 Push the blue water fountain button. 0
6 Bring the drink back to the customer. 0
0 = Independent Response 2 = Verbal Prompt Only 4 = Modeling Prompt w/ Verbal Direction
Total 6
1 = Gestural Prompt Only 3 = Physical Prompt w/ Verbal Direction
5 = Direct Physical Assistance w/ Verbal Direction
Date
Video: Ordering Water
Post-Data: water# Steps
Trial2
1 Go up to a customer that has not been waited on. 0 0
2 Ask them what they would like to drink. 0 0
3 Get a cup off the shelf. 0 0
4 Put a big scoop of ice into it. 0 0
5 Push the blue water fountain button. 0 0
6 Bring the drink back to the customer. 0 0
0 = Independent Response 2 = Verbal Prompt Only 4 = Modeling Prompt w/ Verbal Direction
Total 0 0
1 = Gestural Prompt Only 3 = Physical Prompt w/ Verbal Direction
5 = Direct Physical Assistance w/ Verbal Direction
Date
Graph Data
1 2 3 4 5 60
1
2
3
4
5
Serving Water pre-iPad
Trial 1
Step Number
Leve
l of
Prom
ptin
g
1 2 3 4 5 60
1
2
3
4
5
Serving Water post-iPad
Trial 2aTrial 2b
Step Number
Leve
l of
Prom
ptin
g
Baseline Data: ordering coffee# Steps
Trial1 2
1 Go up to a customer that has not been waited on. 2 0
2 Ask them what they would like to drink. 0 0
3 Get a coffee cup off of the shelf. 2 0
4 Press the orange decaf button down. 2 2
5 Put the coffee on a plate. 0 2
6 Put a spoon on the plate. 0 0
7 Put crème on the plate. 0 0
8 Bring the coffee back to the customer. 0 0
0 = Independent Response 2 = Verbal Prompt Only 4 = Modeling Prompt w/ Verbal Direction
Total 6 4
1 = Gestural Prompt Only 3 = Physical Prompt w/ Verbal Direction
5 = Direct Physical Assistance w/ Verbal Direction
Date
Video: Ordering Coffee
Post-Data: Coffee# Steps
Trial
3 4 5
1 Go up to a customer that has not been waited on. 0 0 0 0 0 0
2 Ask them what they would like to drink. 0 0 0 0 0 0
3 Get a coffee cup off of the shelf. 0 0 0 0 0 0
4 Press the orange decaf button down. 0 0 0 0 0 0
5 Put the coffee on a plate. 0 0 0 0 0 0
6 Put a spoon on the plate. 0 0 0 0 0 0
7 Put crème on the plate. 0 0 0 0 0 0
8 Bring the coffee back to the customer. 0 0 0 0 0 0
0 = Independent Response 2 = Verbal Prompt Only 4 = Modeling Prompt w/ Verbal Direction
Total 0 0 0 0 0 0
1 = Gestural Prompt Only 3 = Physical Prompt w/ Verbal Direction
5 = Direct Physical Assistance w/ Verbal Direction
Date
Graph Data
1 2 3 4 5 6 7 80
1
2
3
4
5
Serving Coffee pre-iPad
Trial 1Trial 2
Step Number
Leve
l of
Prom
ptin
g
1 2 3 4 5 6 7 80
1
2
3
4
5
Serving Coffee post-iPad
Trial 3aTrial 3bTrial 4aTrial 4bTrial 5aTrial 5b
Step Number
Leve
l of
Prom
ptin
g
Baseline Data: Ellis# Steps Trial
1 2 31 Lift up your collar. 1 1 1
2 Put the tie around your neck with the wide end on the right side and the narrow end on the left side 1 0 1
3 Hold wide end of tie with right hand and narrow end of tie with left hand. 0 0 04 Adjust the length, so that the narrow end is at the tip of your pants. 2 2 2
5 Using the right hand, cross the wide end of the tie over the narrow end of the tie. 1 0 1
6 Switch your hands, so that the wide end is in your left hand and the narrow end is in your right hand. 2 0 0
7 Using your left hand, bring the wide end of the tie behind the narrow end ending on the right side. 2 1 2
8 Switch your hands again, so that the right hand is holding the wide end and the left hand is holding the narrow end. 0 0 0
9 Using your right hand, cross the wide end in front of the tie ending on the left side. 2 2 2
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. 0 0 0
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. 3 3 3
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. 3 3 3
13 Slowly move the tie up making it tight and straight. 2 0 014 Put your collar down. 1 1 1
0 = Independent Response 2 = Verbal Prompt Only 4 = Modeling Prompt w/ Verbal Direction Total 20 13 161 = Gestural Prompt Only 3 = Physical Prompt w/ Verbal Direction 5 = Direct Physical Assistance w/ Verbal
Direction Date 10/13 10/13 10/13
EllisSophomoreQuiet, polite. Likes to work on his own
(without mentor support)Work experience: MTSS/techSkill: tying a tieWanted to learn, helpful for internships and
job interviews
Video: Tying a Tie
Post-Data: Ellis# Steps Trial
4 5 6 7 8 1 Lift up your collar. 0 1 0 0 0 0 0 0 0 0
2 Put the tie around your neck with the wide end on the right side and the narrow end on the left side 0 1 0 0 0 0 0 0 0 0
3 Hold wide end of tie with right hand and narrow end of tie with left hand. 0 1 0 0 0 0 0 0 0 04 Adjust the length, so that the narrow end is at the tip of your pants. 0 1 0 0 0 0 0 0 0 0
5 Using the right hand, cross the wide end of the tie over the narrow end of the tie. 0 1 0 0 0 0 0 0 0 0
6 Switch your hands, so that the wide end is in your left hand and the narrow end is in your right hand. 0 1 0 0 0 0 0 0 0 0
7 Using your left hand, bring the wide end of the tie behind the narrow end ending on the right side. 0 1 0 0 0 0 0 0 0 0
8 Switch your hands again, so that the right hand is holding the wide end and the left hand is holding the narrow end. 0 1 0 0 0 0 0 0 0 0
9 Using your right hand, cross the wide end in front of the tie ending on the left side. 0 1 0 0 0 0 0 0 0 0
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. 0 1 0 1 0 0 0 0 0 0
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. 0 2 0 1 0 0 0 1 0 0
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. 0 1 0 1 0 0 0 2 0 1
13 Slowly move the tie up making it tight and straight. 0 1 0 0 0 0 0 0 0 014 Put your collar down. 0 1 0 0 0 0 0 0 0 0
0 = Independent Response 2 = Verbal Prompt Only 4 = Modeling Prompt w/
Verbal Direction Total 0 15 0 3 0 0 0 3 0 1
1 = Gestural Prompt Only 3 = Physical Prompt w/ Verbal Direction
5 = Direct Physical Assistance w/ Verbal Direction
Date 10/25 10/25 10/25 10/28 10/28
Graph Data
1 2 3 4 5 6 7 8 9 10 11 12 13 140
1
2
3
4
5
Tie with Ellis pre-iPad
Trial 1Trial 2Trial 3
Step Number
Leve
l of
Prom
ptin
g
1 2 3 4 5 6 7 8 9 10 11 12 13 140
1
2
3
4
5
Tie with Ellie post-iPad
Trial 4aTrial 4bTrial 5aTrial 5bTrial 6aTrial 6bTrial 7aTrial 7bTrial 8aTrial 8b
Step Number
Leve
l of
Prom
ptin
g
LaurenJuniorVery social and affectionateWorks in Records and RegistrationObserved that she tended to hug and say “I
love you” to 0thers including her supervisorSkill: appropriately greeting her supervisor
at start of shift
Baseline Data: Lauren#
Trial1 2
1 Look the person in the eyes and say, "Hi! How are you today?" 0 0
2 When they finish answering your question, tell them how your day is going 2 2
3 Then ask, "What tasks would you like me to do today?" 2 2
4 After the person finishes explaining your tasks, say, "Great! I will get right to work!" 2 2
5 Do no tell the person you love them. 2 0
6 Do not give the person a hug. 0 0
0 = Independent Response 2 = Verbal Prompt Only 4 = Modeling Prompt w/ Verbal Direction
Total 8 6
1 = Gestural Prompt Only 3 = Physical Prompt w/ Verbal Direction
5 = Direct Physical Assistance w/ Verbal Direction
Date
Video: Conversation at Work
Post-Data: Lauren#
Trial3 4 5
1 Look the person in the eyes and say, "Hi! How are you today?" 0 0 0 0 0 0
2 When they finish answering your question, tell them how your day is going 0 0 0 0 0 0
3 Then ask, "What tasks would you like me to do today?" 0 1 0 0 0 0
4 After the person finishes explaining your tasks, say, "Great! I will get right to work!" 0 0 0 0 0 0
5 Do no tell the person you love them. 0 0 0 0 0 0
6 Do not give the person a hug. 0 0 0 0 0 0
0 = Independent Response 2 = Verbal Prompt Only 4 = Modeling Prompt w/ Verbal Direction
Total 0 1 0 0 0 0
1 = Gestural Prompt Only 3 = Physical Prompt w/ Verbal Direction
5 = Direct Physical Assistance w/ Verbal Direction
Date 10/24 10/26 10/31
Graph Data
1 2 3 4 5 60
1
2
3
4
5
Work Place Con-verstaion pre-iPad
Trial 1Trial 2
Step Number
Leve
l of
Prom
ting
1 2 3 4 5 60
1
2
3
4
5
Work Place Conver-sation post-iPad
Trial 3aTrial 3bTrial 4aTrial 4bTrial 5aTrial 5b
Step Number
Leve
l of
Prom
ptin
g
Career And Community Studies (CCS)