Customized Community Careers Part 5: Systematic Instruction and Job Training

Outline:
Section 1: Introduction A. Course Contributors B. About This Course C. Objectives Section 2: Introduction to Systematic Instruction A. Preparing Greg for His New Job B. What Went Wrong C. Customized Employment D. Systematic Instruction E. Assumptions Can Limit Opportunities F. A Positive Approach to Negotiation G. Assumptions about the Right Kind of Job H. Beliefs that Influence Job Development I. Summary Section 3: Strategies to Dig Deep and Proactive Strategies A. Digging Deep: Exploring Beneath the Stereotype B. A second Look at an “Easy” Job C. Worksite Teaching Strategies that Simplify Complexity D. Systematic Instruction E. Worksite Teaching Strategies that Simplify Complexity F. Identifying what to Teach G. Proactive Strategies at the Beginning H. Pause to Reflect I. The Many Aspects of Competence J. Summary Section 4: The Job Analysis Report (JAR) A. The Job Analysis Report (JAR) B. The JAR and Job Negotiation C. The JAR and Specific Tasks D. Assessing What Needs to be Taught E. Sample Job Analysis Report F. Using the Job Analysis Report to Describe Routines G. Using the Job Analysis Report to Describe Task Steps H. Using the Job Analysis Report to Describe Criterion for Correct Performance I. How to Measure Correct Performance: Functionally or Topographically J. Sarah’s Success K. Summary Section 5: How to Teach A. Employment Specialists’ Role in Teaching B. Goal of Systematic Instruction C. The Seven Phase Sequence D. The First Four Phases: Natural Ways E. Phase 1: Communicate Natural Ways F. Phase 2: Promote Natural Means G. Phase 3: Utilize Natural People H. Phase 4: Facilitate Successful Performance I. Let’s Review J. Summary Section 6: How To Teach Part Two A. Phases 5-7: The Back-Up Ways to Train and Support B. Phase 5: Support, Assist, Substitute for Natural People C. Phase 6: Reconsider Natural Means D. Phase 7: Adapt, Modify, or Change Natural Ways E. Job Modification Strategies: Susie and the Zoo F. Modifications for Susie’s Job G. Using the Seven Phase Sequence H. Advice to Mary I. Summary Section 7: Systematic Instruction Strategies when the Natural Ways Aren’t Enough A. Teachable Steps B. Individualize the Teachable Steps C. Try It! D. Errorless Learning E. Errorless Learning Techniques F. Time Delay G. Time Delay Strategies H. Allowing More Time I. When Should I Wait It Out? J. Prompting K. Prompting Hierarchy L. Least-to-Most Prompting Hierarchy M. Using the Prompting Hierarchy N. Important Considerations Regarding Prompting O. Fading Prompts P. Instructional Assists Q. Let’s Review R. Summary Section 8: Systematic Instruction: Steps to Teaching A. Systematic Instruction: Steps to Teaching B. Reinforcement C. Misconceptions about Reinforcement D. Food for Thought E. Motivation vs. Skills Acquisition F. Natural Reinforcers G. Good Job Match More Natural Reinforcers in the Job H. Increasing the Reinforcement Schedule I. No News is Good News J. Fading Reinforcers K. Lola L. Summary Section 9: Put Into Practice A. Summary B. Skills C. Put Into Practice D. Creating Your Portfolio E. References F. Contact the Authors G. Congratulations

Cary Griffin is a Senior Partner at Griffin-Hammis Associates, a full service consultancy which specializes in building communities of economic cooperation, creating high performance organizations, and focuses on disability and employment. Cary maintains a strong relationship with the Rural Institute at The University of Montana, where he served as Director of Adult Community Services & Supports. He is the former Executive Director of the Center for Technical Assistance & Training (CTAT) in Denver. Cary provides training to administrative and direct service level professionals in the rehabilitation field; consultation to businesses and rehabilitation agencies regarding the employment of individuals with significant disabilities; conducts field-initiated research & demonstration; provides family & consumer case consultation; develops resources; and organizational development. Recently, Cary has been instrumental in designing self-employment protocols and training for individuals, agencies, and states. Disclosure: Cary Griffin, MA has declared that no conflict of interest, Relevant Financial Relationship or Relevant Non-Financial Relationship exists.

Ms. Keeton has worked closely with the state of Florida’s Division of Vocational Rehabilitation (VR) to coordinate the development and implementation of a Self-Employment Certification curriculum. Florida VR has been the first in the nation to make such an extensive commitment to supporting self-employment as a possible outcome for all customers. Beth has served as the point-person for this effort and has been actively involved in all aspects of implementation including: developing the training curriculum; training VR vendors; and providing ongoing technical assistance to VR staff (both state and local), vendors, and customers. Additionally, Beth works with GHA on several other national projects, all of which are geared towards increasing the quantity and quality of employment outcomes through Customized Employment. For the last decade, Beth has provided extensive training and technical assistance throughout the country on positive behavior support, self-employment, customized employment, and benefits analysis. During her time on the various self-employment projects, she has developed expertise in all aspects of business plan development and has discovered a particular affinity for financial planning and Social Security benefits analysis. Disclosure: Beth Keeton, MS has declared that no conflict of interest, Relevant Financial Relationship or Relevant Non-Financial Relationship exists.