Improving Employment Outcomes for Individuals With · PDF filefor Individuals With Autism...

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Improving Employment Outcomes for Individuals With Autism Spectrum Disorder (ASD) Statewide Autism Resource & Training (START) April 2013 START Building Your Future Training Manual

Transcript of Improving Employment Outcomes for Individuals With · PDF filefor Individuals With Autism...

Improving Employment Outcomesfor Individuals With

Autism Spectrum Disorder (ASD)

Statewide Autism Resource & Training (START) April 2013

START Building Your FutureTraining Manual

START BYF Training Manual April 20132

Acknowledgements

We would like to thank the many organizations, agencies, and individuals who have helped to create the Statewide Autism Resource and Training (START) Building Your Future (BYF) project to improve employment outcomes for individuals with Autism Spectrum Disorders (ASD). Through a Family Services Community Grant, Autism Speaks has provided the funding to develop and expand the components of the BYF Project in preparation for dissemination through the START project, which is funded by the Michigan Department of Education (MDE), Office of Special Education (OSE). Most sincerely, we thank the educators, service providers, and community agencies that have worked as partners to begin the steps of implementing the components of BYF in order to change the beliefs and practices around transition planning for young adults with ASD in the state. Most importantly, we express great appreciation to the families and individuals with ASD who have helped us learn about the vision and determination needed to make employment dreams a reality.

The authors of this publication hereby acknowledge Autism Speaks Family Services Community Grants as the funding agency for the project leading to this publication. The views expressed in this publication do not necessarily express or reflect the views of Autism Speaks or any other funding agency.

State Board of EducationJohn C. Austin, President

Casandra E. Ulbrich, Vice PresidentDaniel Varner, SecretaryRichard Zeile, Treasurer

Michelle Fecteau, NASBE DelegateLupe Ramos-Montigny

Kathleen N. StrausEileen Lappin Weiser

Ex Officio Members Rick Snyder, Governor

Michael P. Flanagan, State Superintendent

STATEMENT OF FUNDINGThis document was produced and distributed through an Individuals with Disabilities Education Act (IDEA) Mandated Activities Project, the Statewide Autism Resource and Training (START), awarded by the Michigan Department of Education (MDE). The opinions expressed herein do not necessarily reflect the position or policy of the MDE, the Michigan State Board of Education (SBE), or the U.S. Department of Education (USED), and no endorsement is inferred. This document is in the public domain and may be copied for further distribution when proper credit is given. For further information or inquiries about this project, contact the Michigan Department of Education, Office of Special Education, P.O. Box 30008, Lansing, MI 48909, (517) 373-0923.

STATEMENT OF COMPLIANCE WITH FEDERAL LAWThe Michigan Department of Education (MDE) complies with all federal laws and regulations prohibiting discrimination and with all requirements of the U.S. Department of Education (USED). Office of Special Education

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Introduction 4

BYF Graphic 8

Section 1: V3 Discovery Process 10

Section 2: Community Connections 49

Partnerships Begin With the K-12 Educational System 50 Building Networks 51 Sharing Information and Promoting Understanding 52 Summary 53

Section 3: Natural Supports 54

School-Based Peer-to-Peer Support as a Foundation for Natural Employment Supports 55 The Traditional Model for Supporting Individuals With ASD in the Workplace 57 An Alternative to the Training Model: Using Natural Supports 58 The Changing Role of the Job Coach: From Job Coach to Job Facilitator 59 The Seven Phase Sequence Roadmap 60 Filling the Gaps 61 Funding Natural Support Models 63 Final Thoughts 63 Drew Case Example 64

Section 4: Training and Technical Assistance 68

Secondary Transition Intensive Training (IT) 69 START Building Your Future Technical Assistance 71 START Regional Collaborative Networks (RCN) Secondary Transition Goal 72

Conclusion 73

References and Resources 74

References 74 Resources 75

Table of Contents

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Like many states, Michigan has experienced a significant increase in the number of individuals identified with Autism Spectrum Disorders (ASD) in recent years with more than 16,000 students now receiving special education services under the ASD eligibility. The vast majority of these students will be entering transition age and moving into adulthood over the next five to ten years. Secondary schools and adult service systems will soon be overwhelmed by the unique and often intense needs presented by individuals on the spectrum and must proactively prepare to meet these needs.

Michigan is the only state to provide entitlement for special education services to the age of 26, which presents challenges as well as opportunities in addressing post-secondary transition outcomes for these students. Due to the increase in numbers at the secondary level, the Statewide Autism Resources and Training (START) project—a professional development grant funded by the Michigan Department of Education (MDE), Office of Special Education (OSE)—began receiving more requests for training and support to high schools and secondary transition program staff serving students with ASD. As a result of these increasing requests and challenges experienced by secondary transition programs supporting students with ASD, START staff made a commitment to design and implement a set of training and technical assistance programs for educational professionals, community agency partners, and families supporting adolescents and young adults with ASD.

Introduction

Number of Michigan Students With ASD by Age Based on 2012 MDE, OSE Eligibility Count

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Introduction

The START Building Your Future (BYF) project is a professional development and resource grant funded through the MDE, OSE and an Autism Speaks Family Services Community Grant. The goal of the START BYF project is to help individuals with ASD achieve meaningful employment and connections with the community so that they can be fully integrated citizens. The BYF project is about creating a framework for how individuals with ASD can gain access to employment in their community and for training professionals across the state to implement that framework within the schools and adult service systems.

Training and Technical Assistance Statewide

Discovery CommunityConnections

NaturalSupports

“The high unemployment rate for people with disabilities is not the result of the system, it is the system.”

— Griffin, Hammis & Geary, 2007

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The focus of all the BYF components is integrated employment. This is primarily because employment tends to impact all the other areas of life, and currently the state and national data on education, employment, and training for individuals with ASD is the lowest of any disability group (NLTS2, 2009).

Introduction

“The concept that persons with disabilities can and should work should be the rule and not the exception.”

— Kiernan, Hoff, Freeze, & Mank, 2011

A successful job placement, internship, or college experience is often due to careful matching of individual needs and interests, provision of accommodations, ongoing natural supports, as well as attention to the environment surrounding the individual. In order to change the employment outcomes for individuals with ASD, an assessment process such as discovery is needed. Such a process highlights the strengths and capabilities of the individual with ASD and considers the environmental variables and support needs that will match the individual. Perhaps most important, it is imperative to create a perception and understanding that individuals with ASD can and should be members of the workforce and integrated in many different settings with a variety of opportunities. A change in beliefs about the capabilities and rights of young adults on the spectrum must be addressed with families, services providers, the community, as well as individuals on the spectrum.

Engagement in Education, Employment, or Training After Leaving School

Other Health Impairment

Learning Disability

Speech/Language Impairment

Hearing Impairment

Emotional Disturbance

Traumatic Brain Injury

Visual Impairment

Orthopedic Impairment

Mental Impairment

Multiple Disabilities

Autism

0 20 40 60 80 100

PercentageNLTS2, 2009

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Introduction

This document is comprised of four sections that describe how the BYF project is working to promote successful integrated employment.

Section 1V3 Discovery ProcessThe discovery process, adapted from Collaboration on Discovery & Innovation in Employment (CODIE) (2013), was developed to serve as the age appropriate transition assessment aligned with the principles of person-centered planning, self-determination, and choice for individuals with more complex disabilities. This assessment is designed to provide relevant and accurate information about individuals with ASD to assist in employment planning through:

a. Vision: Relevant and accurate information to inform the post-secondary transition vision for the individual’s Individualized Education Program (IEP).

b. Vocational Profile: A vocational profile that establishes the conditions for employment for the individual, potential contributions to employers, and a social capital map to establish potential employment opportunities in the individual’s local area.

c. Visual Resume: A visual representation of the contribution the individual can make to potential employers.

Section 2Community ConnectionsTo more effectively achieve positive long-term outcomes, partnerships between educators, parents, community organizations, and businesses are needed to ensure that school transition practices translate to meaningful community opportunities for all students. In particular, schools, community leaders, and business owners need to partner to identify ways to create opportunities that are mutually beneficial and lead to work experiences and ultimately regular employment.

Section 3Natural SupportsNatural supports for individuals with ASD are the resources in an integrated work environment such as co-workers and supervisors who provide assistance in learning and maintaining successful job performance along with the social elements of a job experience such as friendship and mentoring. There are many benefits associated with a natural supports model. This strategy can have a profound impact on the success of the employment experience and lead to outcomes that affect overall quality of life. When the focus is on natural supports in the work environment, the job coach serves as a job facilitator to promote true workplace integration rather than being the primary teacher of tasks and skills.

Section 4Training and Technical AssistanceDissemination and implementation of the BYF components described in the previous sections occurs through three mechanisms: 1) START Intensive Training, 2) START Technical Assistance, and 3) START Regional Collaborative Networks (RCN). Through all delivery mechanisms, implementation is team-based and includes parent involvement and participation of the young adult with ASD.

START BYF Training Manual April 20138

Participation in General Education

Curriculum Utilizing Peer to Peer Supports

Work Related Opportunities

1. Paid Work2. Internships3. Job Shadowing4. Service Learning 5. Volunteering

Transition Assesment Focused on Skills,

Interests,Strengths, and Contributions

Natural Supports in the Workplace

IMPR

OVE

TR

AN

SITI

ON

OU

TCO

MESBUILD COLLABORATIVE

PARTNERSHIPS

TRAN

SITI

ON P

RACT

ICES

IMPL

EMEN

TATI

ON O

F EVI

DENCE B

ASED

Building Your Future

BYFIT & TA

COMMUNITY

Coordination BetweenSchools, Adult Services,

and Businesses

Vision VocationalProfile

VisualResume

V3 DISCOVERY

Real Work for Real Pay in Integrated

Settings

TRANSITION PLANNING IS INDIVIDUAL

AND FAMILY DRIVEN

GraphicFour Primary Components of the BYF Project

Component 1: The individual and the discovery process is at the center.

Component 2: Collaborative partnerships among schools, businesses, and service agencies ensure implementation of evidence-based practices focused on employment.

Component 3: Peer and natural supports flow from the community partners.

Component 4: Training and technical assistance serve as the vehicle to drive the process forward.

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START BYF Training Manual April 201310

V3 Discovery ProcessSection 1

Vision VocationalProfile

VisualResume

V3 DISCOVERY

Discovery and Person-Centered Planning

“Discovery is not planning, but rather it is an assessment process that seeks to answer the questions ‘Who is this person?’ and ‘What are the ideal conditions of employment?’ ”

—Griffin, Hammis, & Geary, 2007

START BYF Training Manual April 201311

Section 1 V3 Discovery Process

The V3 Discovery process, adapted from the work of the Collaboration on Discovery & Innovation in Employment (CODIE), Florida Center for Inclusive Communities (2012) is an age-appropriate transition assessment aligned with the principles of person-centered planning, self-determination, and choice. This ten-step process involves gathering relevant and accurate information for developing a:

• Postsecondary Vision for the individual, which is required as part of the secondary transition IEP process.

• Vocational Profile that establishes the needed conditions for employment, the individual’s potential contributions to employers, and a social capital map to determine potential employment opportunities in the individual’s local area.

• Visual Resume, which provides a visual representation of the contribution the individual can make to potential employers.

This process establishes a foundation for employment planning and other postsecondary transition goals as well as the Summary of Performance (SOP). The tools for V3 Discovery include records review, interviews and surveys of persons who know the student best, multiple observations and time spent with the student in familiar and novel integrated school and community settings, home visit(s), and a neighborhood tour. As a result, the team discovers positive information about what the student can and does do to inform the following outcomes:

• Interests and preferences• Skills and contributions• Experiences• Supports and services• Conditions for success• Connections• Challenges that may impact employment and resulting support needs

The ten-step process checklist (see form 1, pg. 14) with corresponding companion tools (see forms 2-10 starting on pg. 18) is designed to be used in conjunction with the BYF Intensive Training (IT). As such, a module is assigned and listed within each step. The checklist can be used independent of BYF IT and is for transition teams participating with START through the Regional Collaborative Networks (RCN).

The checklist includes a sample calendar for completing the process over the course of a school year. However, it is generally expected that the process of V3 Discovery would begin at a student’s Individualized Education Program (IEP) meeting when the student is age 14. Doing so will assist the IEP team in establishing the transition vision required for the student by age 16. In addition, it is at age 14 that a student’s Educational Development Plan (EDP) is likely to also be in process, and the vision should be aligned to this plan. The V3 Discovery Checklist also includes a general student information form, a team member information form, and an action plan form to use at team meetings. All other required documents for completing the process are separate documents and included in the forms at the end of this section.

START BYF Training Manual April 201312

Section 1 V3 Discovery Process

A general description of the V3 Discovery Process steps is provided below; however, the detailed information needed for completing each step is located in the V3 Discovery Process Checklist itself (form 1, pg. 14).

Step 1Establish Student and TeamThis step includes identifying the student, gathering preliminary information about the student, and ensuring that a signed Release of Information is obtained by the parent/guardian or the student, if appropriate, to complete the assessment process. This step also includes establishing and identifying the relevant team members and a team leader for the process, establishing the meeting dates and agendas, and determining the adult services the student is or may be eligible for [e.g., Medicaid Waiver, Michigan Rehabilitation Services (MRS), Supplemental Security Income (SSI), and/or other employment and independent living agencies].

Step 2Conduct Records ReviewThis step requires assigned team members to review relevant school records and files including the EDP, memorabilia (e.g., awards in extra-curricular activities, certificates), social media, and other records of past and current student activities, supports, and services. This historical information will later be used to develop the V3 Discovery Profile.

Step 3Provide Information on Discovery and Customized Employment and Establish V3 Discovery OutcomesThis step ensures that all team members understand the V3 Discovery process and outcomes, including the development of the Postsecondary Vision, Vocational Profile, and Visual Resume. Also included in the information are the V3 Discovery Process Guiding Principles. In addition, team members at this step are expected to complete the Griffin & Hammis online modules on Discovery & Customized Employment (www.griffinhammis.com/training.asp), review the Autism Internet Modules (AIM) on Customized Employment, Preparing Individuals for Employment, and The Employee with Autism under the “Autism in the Workplace” tab (www.autisminternetmodules.org), and review the Michigan Transition Outcomes Project (MI-TOP) Learnport Modules Assessing for Transition and Transition Planning Made Easier (www.learnport.org).

Step 4Plan and Conduct Interviews and SurveysThis step requires the team to determine names of individuals, personal and professional, who the student with ASD and/or the family feels know the student the best, including same-age peers, family members, teachers, itinerant staff, administrators, etc. The team members then utilize the V3 Discovery Interview and Survey Tools to conduct face-to-face interviews and/or have identified informants complete surveys.

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Steps 5 and 6Plan and Conduct Intentional Community Integrated Experience (ICIE) ObservationsSteps 5 and 6 involve direct observations of the student during identified routines, experiences, and environments. Observations are more aptly defined as “hanging out with intention” as the observer is expected to engage and participate in the activities or routines and then document his or her experiences after the event on the ICIE Observation Form. The main purpose of these experiences is to capture the student’s interests and preferences; strengths, skills, abilities, and potential contributions; support needs; conditions that exist during the time the student is motivated and interest is peaked; conditions that exist when the student’s attention is sustained; pace, stamina, and, if applicable, the correctness if any tasks are performed; and relationships and potential connections to establish possible job opportunities.

Step 5: Determine one to two typical routines and activities that the student participates in successfully (at school, home, and in the community).

Step 6: Determine the student’s favorite places where he or she is at his or her personal best and select at least four as ICIE observations. Only one can be in an inclusive environment in school. The others should be two familiar favorite activities in familiar locations and then plan one familiar activity in a new location.

Step 7Plan and Complete Visit With Student at Home and Neighborhood TourThis step involves scheduling and conducting a home and neighborhood observation and tour. Guidelines for setting this up and documenting the information gained are provided in the V3 Discovery Home Visit and Neighborhood Tour form.

Step 8Draft and Distribute Section 1 of V3 Discovery Profile, The Vocational ProfileIn this step, teams begin to combine all the information gathered through the records review, interviews and surveys, ICIE observations, home observation, and neighborhood tour to draft the first section of the V3 Discovery Vocational Profile. This information will be needed for Step 9.

Step 9Conduct the Brain Blizzard MeetingThis step requires the V3 Discovery team to conduct a team meeting with a focus on employment planning which includes completing the “brain blizzard” process and developing the student’s social capital map as well as deciding the visual resume format and content and who will complete it. Information is provided on the V3 Discovery Profile form to assist in all three.

Step 10Develop the Visual Resume and Get State Identification CardIn this step, the team develops a representational portfolio (visual resume) for the student using visual and narrative information gathered throughout the V3 Discovery process. Information on developing the visual resume is provided in the V3 Discovery Profile form. This step also includes arranging for the student to get his or her Secretary of State issued state identification card.

Section 1 V3 Discovery Process

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Form 1: V3 Discovery Process Checklist  

V3 Discovery Step  Information/Actions Step 1: Establish Student and Team   

Select target student, get signed Release of Information (form 2), and Complete the Student Information form (form 3). 

Establish relevant team members and identify the team leader. This includes determining what formal services the student is eligible for and/or has in place (e.g. Medicaid Waiver, Michigan Rehabilitation Services, Supplemental Security Income (SSI), and/or other employment and independent living agencies).  Invite relevant agency personnel to participate in the process. **Complete Team Information Form (form 4) 

Schedule and plan the additional monthly meeting dates and basic agendas for the year (see Sample Calendar below). The first meeting (Step 3) may take one and a half to two hours given the additional tasks to complete. 

 

Module 1: Foundations in ASD and Effective Practices (use only if participating in Building Your Future(BYF)) Secondary Transition Intensive Training (IT) 

Student Name and Date of Birth::   

Program Information (include ISD, district, and building):   

 

Agencies/Services:   Team Leader: 

 

Step 2:  Conduct Records Review 

Assign team members to review relevant school records and files including the Educational Development Plan (EDP), memorabilia (e.g. awards in extra‐curricular activities, certificates), social media, and other records of past and current student activities, supports, and services. This historical information will be used to develop the V3 Discovery Profile. Get actual copies of records if available and document information on the V3 Discovery Records Review form (form 5).  

Module 1: Foundations in ASD and Effective Practices 

Records Review Plan Complete Action Plan (form 10) 

  

  

Step 3: Provide Information on Discovery and Customized Employment and Establish V3 Discovery Outcomes 

Explain the V3 Discovery process and outcomes to the student’s team.  Outcomes include the development of the Postsecondary Vision, Vocational Profile, and Visual Resume.  Also include discussion of the V3 Process Guiding Principles. 

 

Complete the Griffin & Hammis online modules on Discovery & Customized Employment as a team. NOTE:  A team member will need to send contact information including email address to Melissa Adair ([email protected]) at least two weeks in advance to obtain login information. 

 

Have team members register for and review the AIM modules Customized Employment, Preparing Individuals for Employment, and The Employee with Autism under the “Autism in the Workplace” tab. (www.autisminternetmodules.org/)  

 

Have all team members review the MI‐TOP Learnport Modules Assessing for Transition and Transition Planning Made Easier. ( www.learnport.org/) 

 Module 1:  Foundations in ASD and Effective Practices 

Step 3 PlanComplete Action Plan (form 10)  

   

Team/Student Projected Goals/Outcomes 

1. Vision  

2. Vocational Profile  

3. Visual Resume  

4.   

5.  

 

Step 4:  Plan and Conduct Interviews and Surveys Interview and Survey Plan 

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Determine names of individuals, personal and professional, who the student with ASD and/or the family feels know the student the best. Include same‐age peers, family members, teachers, itinerant staff, administrators, etc. List names and contact information on the V3 Discovery Interview and Survey Tools form (form 6).  

Develop a plan for obtaining information from identified persons. The V3 Discovery Interview and Survey Tools form has a number of survey / interview forms to use. The plan can include face‐to‐face interviews or completion of the detailed or brief surveys. 

 

Module 2: Meeting Mechanics and Guiding Principles 

Complete Action Plan (form 10)  

 

Step 5: Plan and Conduct Intentional Community Integrated Experience (ICIE)Observations of Typical Life Activities and Routines 

Determine one to two typical routines and activities that the student participates in successfully (at school, home, and in the community). Decide who will participate with the student as they engage in these activities and document the information gained on an ICIE Observation Form (form 7). Take photos/video to enhance the process.  

Module 3: Looking at Adults with ASD Differently 

ICIE Observation Plan Complete Action Plan (form 10) 

 Selected Routines:    Persons Assigned to Participate/Observe: 

 

Step 6: Plan and Conduct ICIE Observations of the Student’s Favorite Places and Activities Determine the student’s favorite places where they are at their personal best and select at least four as ICIE observations. Only one can be in an inclusive environment in school. The others should be two familiar favorite activities in familiar locations and then plan one familiar activity in a new location. Decide who will participate with and complete the observations using the ICIE Observation Form (form 7).  Take photos/video to enhance the process.   (NOTE:  These observations can be distributed across the next two modules) 

   Module 4: “Stop It” and other Behavioral Strategies  Module 5:  Asperger Syndrome 

Selected Student Favorite Places/Activities:Complete Action Plan (form 10) 

 1. Favorite Place:  2.  Favorite Place:  3.  Favorite Place:  4.  Favorite Place:  5.  Familiar Favorite Activity:  6.  Familiar Favorite Activity:  7.  Familiar Activity/New Location:  

 

Step 7: Plan and Complete Visit with Student at Home and Neighborhood Tour

Schedule a meeting with student and family at the student’s home (or at an alternate location if the family or student prefers).  Use the V3 Discovery Home Visit and Neighborhood Tour form (Appendix  H) as a guideline for gathering information.   

Tour the neighborhood within at least one half to one half mile radius of the student’s home and observe surroundings, safety, businesses, culture, transportation, services near the home, etc. Document observations on the V3 Discovery Home Visit and Neighborhood Tour form (Appendix  H). 

 

Module 6: Peer to Peer and other Natural Supports 

Plan for Visit w/Student at Home andNeighborhood Tour  

Complete Action Plan (form 10) 

 

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 It is important to note remarkable moments in a student’s life.  

Remarkable moments may seem like small things to others, but focus on those unexpected aspects of a student’s 

performance, behavior, or progress that are significant and merit attention and documentation. 

   

Step 8: Draft and  Distribute Section 1 of V3 Discovery Profile, The Vocational Profile 

Use all notes and information gathered through the records review, interviews and surveys, ICIE observations, home observation, and neighborhood tour to draft Section 1: V3 Discovery Vocational Profile of the V3 Discovery Profile (form 9). This information is needed for the Brain Blizzard meeting (Step 9).  Provide a copy of the draft to the student, family, and all team members for their review, suggestions, etc.   Module 7: Discovery and the IEP 

Vocational Profile Draft Development Plan Complete Action Plan (form 10) 

  

 

Step 9: Conduct the Brain Blizzard Meeting 

Conduct a team meeting with the focus on employment planning which involves completing: 

the brain blizzard process 

the student’s social capital map, and  Document information gathered in Section 2:  The Brain Blizzard of the V3 Discovery Profile form (form 9).  

If not already discussed, decide the visual resume format and content and who will complete it.  Information is provided on the V3 Discovery Profile form to assist in this decision‐making. 

 Module 7: Discovery and the IEP 

NOTES Complete Action Plan (form 10) 

 

 

Step 10: Develop the Visual Resume and Get State ID

Develop a representational portfolio (visual resume) for the student using visual and narrative information developed during the V3 Discovery process.  Information on developing the visual resume is provided in the V3 Discovery Profile form (form 9).    

Arrange for the student to get his or her Secretary of State issued State Identification Card. 

 Module 7:  Discovery and the IEP 

NOTE:  Due at Module 8:

V3 Discovery Profile Completed 

State ID for the Student 

 

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Sample Calendar for the School Year

August September October ___Identify a Project Building ___Identify Target Student for Participation ___Get Signed Release of Information ___Complete Student Information Form

___Establish Team, Meeting Schedule, and Agendas for the Year ___Complete Record Review ___Hold Initial Meeting With Team to Complete Training and Establish Plan for the Year

___Monthly Team Meeting ___Conduct Interviews and Surveys

November December January ___Monthly Team Meeting ___Conduct ICIE Observations

___Monthly Team Meeting ___Conduct ICIE Observations

___Monthly Team Meeting ___Conduct ICIE Observations

February March April ___Monthly Team Meeting ___Conduct ICIE Observations ___Conduct Home Visit/Neighborhood Tour

___Monthly Team Meeting ___Write Draft of Vocational Profile

___Monthly Team Meeting ___Conduct Brain Blizzard Meeting ___Establish Social Capital

May June July ___Monthly Team Meeting ___Complete Visual Resume ___Get State ID

___Monthly Team Meeting ___Complete V3 Discovery Profile Document ___Use Profile to Write IEP Vision ___Develop a Summer Employment Action Plan

___Implement Summer Job Opportunity for Student ___Review End-of-the-Year Data ___Plan for Next Year

 Team Meeting Sample Agenda: 

o Calendar Review o Follow Up on Action Items From Previous Meeting o Current Status Update o Problem Solve Issues/Concerns o Review Next Steps in Discovery o Develop Action Items for Next Steps 

   

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Form 2: Release of Information/Photo-Video Permission  

 

Student Name : _______________________ DOB: _______  Parent/Guardian:______________________________ 

Regional Collaborative Network (RCN): ____________________  Intermediate School District/District: 

_______________________________________________________ 

District Contact Name and Email or Phone: 

____________________________________________________________ 

   

Statewide Autism Resources and Training (START) is a statewide training and development grant awarded to Grand 

Valley State University by the Michigan Department of Education, Office of Special Education. START has 

established a number of secondary transition projects to improve postsecondary outcomes for students with 

Autism Spectrum Disorders (ASD). One of those projects requires the Regional Collaborative Networks (RCN) and 

Intensive Training (IT) site participants to identify secondary transition age students to conduct a V3 Discovery 

assessment and develop innovative plans for moving students into employment and independent living 

opportunities. For these students, permission is needed to take and use video and pictures and share information 

with others involved in the project.  

Adult Permission Form 

I, ____________________________________ (insert name) agree to allow members of my school district/secondary transition 

team__________________________________ (insert district name) to discuss and share my transition data and school 

information as part of a START secondary transition project focused on improving postsecondary outcomes for youth with ASD. 

I agree to be photographed or video recorded as part of this transition project. Pictures and videos will only be used to the 

extent that they assist in learning about effective transition practices and processes during START leadership meetings, RCN 

meetings, and professional and parent trainings. By signing below, I agree to the above information. I understand that I am 

considered a part of my team and thus may request an invitation to the training sessions where my transition plan will be 

discussed and that I may ask to review presentation materials developed. Should any concerns throughout the year arise, I 

understand that I may contact the district/contact person listed above or the START project office at Grand Valley State 

University Autism Education Center at ( 616) 331‐6480. 

Parent/Guardian Permission Form 

I, ____________________________________ (insert parent/guardian name) agree to allow members of my school district 

__________________________________ (insert district name) to discuss and share student data and school information 

regarding my son/daughter, _________________________________, (insert student name) as part of a START secondary 

transition project focused on improving postsecondary outcomes for youth with ASD. I agree to allow my child to be 

photographed or video recorded as part of this transition project. Pictures and videos will only be used to the extent that they 

assist in learning about effective transition practices and processes during START leadership meetings, RCN meetings, and 

professional and parent trainings. By signing below, I agree to the above information. I understand that I am considered a part 

of my child’s team and thus may request an invitation to the training sessions where my child will be discussed and that I may 

ask to review presentation materials developed. Should any concerns throughout the year arise, I understand that I may 

contact the district/contact person listed above or the START project office at Grand Valley State University Autism Education 

Center at ( 616) 331‐6480. 

 

Information will be shared with START team members, Regional Collaborative Network (RCN) members, and participants in 

state leadership meetings and trainings to expand knowledge and strategies for youth with ASD around the state. I understand 

that personal information‐‐such as first name, Individualized Education Program (IEP) information, profile, and progress toward 

transition goals—will be shared in presentations. I understand and agree that information, photographs, and video obtained as 

part of this project may be used as a teaching tool for START trainings and presentations by my local school system. Therefore 

START BYF Training Manual 19 April 2013

this release of confidential information agreement remains in effect unless revoked. I understand that in order to revoke this 

release, I may contact the district/contact person listed above or the START project office at Grand Valley State University 

Autism Education Center at ( 616) 331‐6480. 

__________________________________________________              _____________________ 

                                       Signature                                     Date 

 

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Form 3: V3 Discovery Student Information

Student Name: DOB: Parents:

ISD, District, and Building: Grade:

Teacher(s)/Relevant Staff:

Relevant Family Information:

Least Restrictive Environment/Schedule: ____Copy of Individualized Education Program (IEP)    

Student Factors

Preferred Interests:

Fears/Dislikes:

Other (Health, Needs, etc.):

Language/Communication

Circle One: Highly verbal Moderately verbal Minimally verbal Echolalic Non-verbal

Language/Communication Strengths:

Language/Communication Needs:

Social

Social Strengths: Peer-to-Peer Support:

Social Needs:

Behavior

Student’s Primary Behavior Challenges: ____Functional Behavior Assessment (FBA) ____ Postive Behavior Interventions and Supports (PBIS) Plan

Does the student exhibit self-injury? Y N Does the student exhibit aggression? Y N

Independence/Academic

Independence:

Academic Output: Academic Engagement:

Form 4: V3 Discovery Team Information It is critical for all team members to be identified, invited, and to actively participate in the V3 Discovery Process. Crucial team members include parents/family members, teachers, itinerant educational staff (e.g., . school psychologist, school social worker, speech and language pathologist), and community partners such as Michigan Rehabilitation Services (MRS), Community Mental Health agency staff, and other employment and/or independent living agencies that may be involved in providing services during or post school.

Student: ISD / District: Building:

Team Leader Agency Professional Role Contact Information:

Email/Phone

Team Members Agency Professional Role Contact Information:

Email/Phone

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Form 5: V3 Discovery Records Review Documentation Form   

Student Name: __________________________________ DOB:____________ Date of Review:__________ 

Identify Records Reviewed:   

 ___Individualized Education Program (IEP) dated __________________  

 ___Educational Development Plan (EDP) dated ___________________ 

___Assessment Reports ___________________________________________________________________ 

___Other School Records__________________________________________________________________ 

___Agency/Services Documentation_________________________________________________________ 

___Memorabilia__________________________________________________________________________ 

___Social Media_________________________________________________________________________ 

 

In the following areas, document information gained and from which records: 

1. Interests/Preferences including personal passions, preferred activities, general areas of work interests, and highly motivating interests and activities (e.g. activities the student is motivated to engage in without being expected to do so).   

 

 

 

 

2. Skills/Contributions including activities and tasks the student performs and skills demonstrated that may be seen as contributions to an employer (e.g., punctual, orderly). Include academic and non‐academic skills (including task initiation, task engagement, and task completion), independence skills including managing a personal schedule, transitions from one activity to another, assembling/keeping track of own supplies (e.g. wallet, lunch, planner, communication system, etc.),  communication skills, social interactions, use of technology, and self‐determination/advocacy skills. 

    

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 3. Experiences including skills gained in each, the ones the student preferred and what supports were 

needed for success: a. School including integration opportunities, attendance, accommodations/modifications and 

other supports, extra‐curricular activities, etc.  

 

 

  

b. Home including chores, sibling engagement, vacations, outings, etc.  

 

 

 

c. Community including work, volunteer opportunities, internship, and job shadowing. Include the most common and favorite places that the student goes in the community, who usually accompanies the student, how often  they go, what activities or tasks  they do while there,  the mode of transportation, etc. 

 

 

 

 

 

 

 

4. Supports and Services needed for success including, but not limited to, visuals, peers, behavioral supports, accommodations/modifications, technology, adults support, service agencies staff, etc.      

 

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5. Conditions for Success: Conditions for success include those features that have to be in place for the student to be at his or her best, demonstrate contributions, be most independent, perform at his or her level of full participation, and make the greatest contribution to the activity. Describe any noted conditions that are needed for the student to be successful and those that should be avoided. When writing about conditions, include what is needed regarding the physical environment, times of day, movement needs, social preferences, positive behavioral interventions and supports, personal supports, and instructional strategies.           

6. Connections: Includes church involvement, sports teams, 4‐H, Future Farmers of America (FFA), friend and family business owners, etc. Connections are critical in identifying potential employment opportunities. 

 

 

 

 

 

 

7. Challenges: Describe any areas of concern or issues that could impact the student’s performance at school or on the job (such as mobility, technology needs, transportation, finances, challenging behavior, and/or health issues). Describe strategies and solutions that are successful in preventing and addressing challenges. 

    

  

 

  

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Form 6: V3 Discovery Interview & Survey Tools

Interviews and surveys in the V3 Discovery process are intended to provide the team information from 

persons knowledgeable about the student to assist in writing the student’s postsecondary vision, 

vocational profile, and/or visual resume. In conducting surveys and interviewing people, it is important 

to focus on relevant and positive information including interests and preferences, skills, and 

contributions, experiences, supports and services, conditions for success, and connections as well as 

challenges that may impact employment and independent living.   

First, create a list of people who know the student best and take time to brainstorm anyone else to add 

to the list. Include peers who the student interacts with in inclusive environments.  

Next, determine who will be interviewed and who you will be asking to complete a survey. 

Name/Contact Information 

Relationship to Student  Survey or Interview?  Person Responsible 

       

       

       

       

       

       

       

       

       

       

       

 

There are three survey/interview tools that can be used: 

o Discovery Short Survey o Detailed Discovery Survey/Interview o Peer Survey 

 Interviews/Survey Tips:  

Use the survey forms as a guide to conduct face‐to‐face interviews. 

Take time to adapt questions and the format in order to maximize information gathering. 

Provide opportunities for people to clarify and expand their responses. 

Listen for the difference between facts and feelings or opinions. 

Keep the interview positive and avoid deficit‐driving information gathering. 

   

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Discovery Short Survey 

Student’s Name:__________________________ DOB: ______________  Date:_________________ 

Your Name:___________________________  Relationship to the Student:_____________________ 

Your Phone/Email:__________________________________________________________________ 

 

a. List three things that the student does really well.  

#1________________________________________________________________________________ 

#2________________________________________________________________________________ 

#3________________________________________________________________________________ 

 

b. List three things the student has taught you.  

#1________________________________________________________________________________ 

#2________________________________________________________________________________ 

#3________________________________________________________________________________ 

 

c. If you could read his or her mind, what do you think is most important to this student?   

 

 

 

d. Describe how you picture the student’s life after high school.  

 

 

 

e.  List what you think are the MOST IMPORTANT things for the student to learn at school.  

 

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f. What tasks or activities does the student enjoy doing the most? How do you know he or she likes these activities? 

 

 

 

 

 

g. List and/or describe any new school activities you think that the student would enjoy being a part of and how you might be able to facilitate his or her involvement. 

 

 

 

 

 

h. What strategies and supports, that are typically required for this student to learn and participate in activities, work best? 

 

 

 

 

i.  What specific job or jobs do you think this student would like to have when he or she graduates from high school? 

 

 

 

 

j. Is there anything else you think the team should know about this student to assist in planning for his or her future? 

 

 

 

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Detailed Survey Interview Form   1.    General Information: 

Student Name (DOB): _____________________________ DOB: ___________   Date:__________ 

Your relationship to the student: ____________________________________________________ 

Your email:______________________________   Phone:_________________________________ 

 

2.   Interests/Preferences:  

a. What are the student’s interests and passions?  

 

 

 

b. What tasks or activities does the student enjoy doing the most?  How do you know he or she likes these activities? 

 

 

 

 

c. What specific places and environments does the student enjoy being in and why?  

 

 

d. What specific places and environments should be avoided and why?  

 

 

e. What tasks or activities does the student enjoy doing the least?     

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f. What are the student’s personal strengths (including personality traits and skills)?  

 

 

 

g. If you could read his or her mind, what do you think is most important to this student?   

 

 

 

3.         Skills/Contributions and Present Levels of Performance: 

a. Describe the student’s math skills and any supports he or she uses in Math (e.g., time, money, arithmetic). 

 

 

 

b. Describe the student’s reading skills and any supports he or she uses in reading (e.g., comprehension, reading aloud, favorite books). 

 

 

 

 

c. Describe the student’s communication skills and how he or she communicates effectively.  

 

 

 

d. Describe the student’s social interaction skills with familiar people and with strangers.  

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e. Describe the student’s physical/health/sensory‐related information.  

 

 

  

4.          Life Activities and Experiences: Consider activities like recreation/fitness, entertainment, hobbies,    

             community participation, etc.). 

 

a. What structured activities does the student participate in at home, school, or in the community? How does he or she participate? What support does he or she need?   

b. What informal activities does the student participate in at home, at school, or in the community? What support does he or she need to participate? 

    

c. What chores does this student complete at home? What support does he or she need to complete them? Which chore(s) does he or she do the best? 

    d. What specific events or activities does the student look forward to each year including 

holidays, traditions, vacations?     

e. What new community experiences do you wish this student would have?  

 

 

 

 Adapted from the Collaboration on Discovery & Innovation in Employment (CODIE), Florida Center for Inclusive Communities (7‐12)

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5.          Supports and Learning Characteristics/Challenges 

a. What strategies and supports, that are typically required for the student to learn and participate in activities, work best? 

 

 

 

 

 

b. What strategies and supports should be avoided? (What does NOT work for this student?)  

 

 

 

c. What are this student’s behavioral challenges and safety and physical/health restrictions? (Include habits, routines, idiosyncrasies, etc.) 

 

 

 

 

d. What new skills do you wish this student would learn?  

 

 

 

6.          Current Connections 

a. Who are the student’s current friends at school? In the neighborhood? Close family members?      Adapted from the Collaboration on Discovery & Innovation in Employment (CODIE), Florida Center for Inclusive Communities (7‐12)

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b. What does this student do after school and on the weekends? Who does he or she do these activities with?      

c. Who does this student enjoy being around the most? What is it that the student likes about him or her?      

d. Where are this student’s favorite places to go? What does he or she do there?  

 

 

e. What new connections do you wish this student would make?  

 

 

7.         Future Employment and Community Living 

a. Based on interests, what job do you think this student would like to have in the future and why? 

 

 

 

b. What job would you like to see this student have in the future and why?  

 

 

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c. Describe any ideas you have for this student to have the experience of learning new job skills at school and in the community. 

 

 

 

 

8.          Future Support  

a. List any new people you think might need to be involved with helping this student have new experiences and make new connections. 

 

 

 

 

b. Describe how you would be willing to support this student in experiencing new things and/or making new connections. 

 

   

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Discovery Peer Survey 

 

Transition Student Name:______________________________ DOB:_____  Today’s Date:___________ 

Your Name:___________________________________ Your Age:_______ Your Grade:___________ 

Your Email:_______________________________ 

 

List three things that the student does really well? 

#1________________________________________________________________________________ 

#2________________________________________________________________________________ 

#3________________________________________________________________________________ 

 

List three things the student has taught you. 

#1________________________________________________________________________________ 

#2________________________________________________________________________________ 

#3________________________________________________________________________________ 

 

If you could read his or her mind, what do you think is most important to this student? 

 

Describe how you picture this student’s life after high school. 

 

What specific job or jobs do you think this student would like to have when he or she graduates from 

high school?  

 

List/describe any new school activities you think this student would enjoy being a part of and how you 

might be willing to help him or her get involved and/or participate.  

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Form 7: Intentional Community Integrated Experiences (ICIE) 

Guide and Documentation Form  ICIE observations include participation with and/or observations of the student in identified activities and locations in order to learn about his or her interests and preferences, skills and contributions, experiences, supports, conditions for success, and connections as well as challenges that may impact employment and independent living. Below is information helpful in conducting these observations as well as a documentation form for your notes.  Although challenges are important, these observations are not intended to be deficit‐driven.  The main purpose is to capture the student's:  Interests and preferences.  Strengths, skills, abilities, and potential contributions.  Support needs.  Conditions that exist during the time the student is motivated and interest is peaked.  Conditions that exist when the student's attention is sustained.  Pace, stamina, and, if applicable, the correctness if any tasks are performed.   Environment:    How is it arranged?  How are changes determined, when, and by whom? 

Relationships and connections:  Whom does the student prefer or enjoy spending your time with and how does the 

student interact?  What supports, if any, are used by the student or provided by someone else and why? 

Whom does the student meet up with in the neighborhood, at school, after school? What do they do together (list the student’s contributions and the other person’s contributions)? 

 In conducting ICIE observations, it is critical to limit your note‐taking so you don’t miss important information. Taking pictures and/or video will assist with recollection later as well as provide examples for the other team members. Also, taking notes right after the observation while it is fresh in your mind may help in getting an accurate account of the experience.   You may want to take time after the observation to follow‐up with the student and family to confirm and clarify anything which may be inconsistent with information you gathered or observed. If any concerns arise from the student, his or her parents or family, or support staff, note them. Direct quotes often work well in these instances.  When taking your notes, it is critical to not give opinions, judgments, or assumptions. A good rule of thumb is “Just the Facts.” When nothing else quite captures your observation like an evaluative statement ask yourself, “What do I see?” Document the descriptive answer to include: who, what, when, where, how, duration, etc. which qualifies the situation. Note in the description whatever was necessary for the student to be successful such as type of tasks, supports, time of day, environment (lights, atmosphere, noise level, smells, etc.). 

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ICIE Observation Notes 

 Student Name: ________________________________ DOB: __________ Date / Time:______________  

Your Name: ____________________________ Observation Location: ____________________________  

Observation Type (mark all that apply):   

____Typical Routine    ____Favorite Place      ____Favorite Activity     ____Familiar     ____Unfamiliar  

Activity: 

_____________________________________________________________________________________ 

1. What sparked the student’s interest or motivation to participate in the activity?  How could you tell? 

 

 

2. What skills, abilities, and strengths did the student demonstrate during the activity? 

 

 

3. What supports were necessary for him or her to engage/participate successfully? 

 

 

4. How did the individual interact with other familiar and unfamiliar people?  Did anyone do anything to 

facilitate the interaction? 

 

 

5. Were there any challenges the student experienced during the activity? Are there additional supports 

that if used may have made the experience more successful for the student? 

 

 

6. Based on your ICIE experience today, is there something you would like to see explored further with 

this individual? Do you have other ideas, comments, or questions? 

 

  Adapted from the Collaboration on Discovery & Innovation in Employment (CODIE), Florida Center for Inclusive Communities (7‐12)

 

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Form 8: Home Visit & Neighborhood Tour Documentation  Gather information about the student’s interests/preferences, skills, experiences, supports, conditions for success, connections, and challenges by visiting the student’s home and touring and observing the neighborhood and surrounding areas for safety, businesses, culture, transportation, and services. A tour of the student’s neighborhood will also provide information about opportunities for building social capital, connections, relationships, and employment opportunities.  One or two team members should plan a time that is mutually agreed upon to visit the student and his or her family in their home or at an alternate location if the family or student prefers. These visits usually last between one and two hours, but it should be based on the tolerance and preference of the student and preference of the family. It is important that you limit note‐taking during your visit so you don’t miss relevant information or observations. Be sure to take a camera and/or video recorder to document your observations. Follow the guidelines below.  1. Document who lives in the home, their relationship to the student, and their employment 

status.   

 

   

2. Ask the student and family to describe a typical day including routines and habits before and after school and on the weekends. Focus on: 

o Supports provided or needed by the family or others for the student. o Specific strategies used or needed.  o Schedules and strategies for following the schedules. o Traditions, holidays, vacations, other family activities/events. o Favorite activities, holidays, vacations, etc. 

        

3. Ask the student and family to describe expected chores and responsibilities the student has at home. What does it look like when the student performs some of these chores? If possible, observe the student performing one or two of his or her chores. Focus on: 

o Supports provided or needed by the family or others for the student to be successful. o Specific strategies used or needed for the student to be successful. o Demonstrated skills, tasks completed independently, etc. 

  

Adapted from the Collaboration on Discovery & Innovation in Employment (CODIE), Florida Center for Inclusive Communities (7‐12) 

START BYF Training Manual 38 April 2013

 4. With permission, request that the student and family give you a tour of the student’s home. Focus 

on: o Common areas, o Private spaces such as the bedroom. o The student’s? family’s? favorite spot to hang out in the home, spend free time, and/or relax.  

       

5. Ask the student to show you how he or she does favorite activities, and observe supports needed or provided by others. Make note of interests and hobbies the student enjoys during free time, his or her preferred style of dress, etc.  

        

 6. Ask the student and family to describe favorite community outings and activities. Note needed 

supports to participate.      

  

  Tips  Limit note‐taking during your observations, conversations, and interactions. Keep your attention 

focused on your observations and conversations.  Make no assumptions about anything that you see during your observations. Seek clarification 

from the student and/or family.  Write key notes about your observations and conversations as soon as possible following the 

visit (ideally, in your car before you pull away from the student’s home) to capture the best recollections. 

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Neighborhood Tour Worksheet 

Before or after the home visit, tour the neighborhood and document your observations below. Be sure to list businesses which may not be franchised or national chains. The closer the owner is to the local area of the business, the higher the possibilities for employment opportunities. 

 Day: M   T   W   TH   F   S   SU    Time: ________a.m./p.m.    Date: _______________________  City/Town/Neighborhood_______________________________________________________   Observer(s): _________________________________________________________________   1. Type of Area (heavily populated, residential, business, rural, metro, etc.): _____________________________________________________________________________  _____________________________________________________________________________  

2. Neighborhood Culture (urban, rural, tourist, etc.):    

_____________________________________________________________________________  _____________________________________________________________________________  

3. Accessibility (public transportation, bike routes, sidewalks, etc.):   ____________________________________________________________________________  _____________________________________________________________________________  4. Types of Businesses (franchise [list name] and sole proprietor types):   

____________________________________________________________________________  _____________________________________________________________________________  _____________________________________________________________________________   5. Locations Related to Student Interests: _____________________________________________________________________________  _____________________________________________________________________________  

_____________________________________________________________________________  

Adapted from the Collaboration on Discovery & Innovation in Employment (CODIE), Florida Center for Inclusive Communities (7‐12) 

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Form 9: V3 Discovery Profile Vision, Vocational Profile, and Visual Resume

The V3 Discovery profile is a document that summarizes information necessary to develop a student’s 

Postsecondary Vision (completed as part of the IEP process), Vocational Profile, and Visual Resume. It 

includes relevant and positive information about the student including interests and preferences, skills 

and contributions, experiences, supports and services, conditions for success, connections, and 

challenges related to the complexities of the disability that may impact employment and independent 

living. 

Student Name:             DOB:             Date Started/Completed:             

Address:             

Phone/Email:            Person(s) Completing Discovery Record:  

           

Adult Agency Support 

VR Client:  ____yes    ____no     ____ in process     VR counselor:            

 SSI:  ___ yes ___ no  ___ in process        Medicaid Waiver: ___ yes ___ no ___ waiting list 

OTHER (describe):            

 Section 1: Vocational Profile 

 1. Interests/Preferences: Include personal passions, preferred activities, general areas of work 

interests, and highly motivating interests and activities (e.g. activities the student is motivated to engage in without being expected to do so).   

 

 

2. Skills/Contributions: Include activities and tasks the student performs, and the skills demonstrated that may be seen as contributions to an employer (e.g. punctual, orderly). Include academic and non‐academic skills (including task initiation, task engagement, and task completion), independence skills including managing a personal schedule, transitions from one activity to another, assembling/keeping track of own supplies (e.g. wallet, lunch, planner, communication system, etc.), communication skills, social interactions, use of technology, and self‐determination/advocacy skills. 

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3. Experiences: Describe school, home, and work experiences that may lend themselves well to employment opportunities. Based on these experiences, what are some potential themes and/or job types where this student would demonstrate success. 

 

 

 

 

 

4. Supports and Services: List supports this student will need to be independent and successful in an employment situation. These supports include, but are not limited to, visuals, peers, behavioral supports, accommodations/modifications, technology, support from adults and service agencies staff, etc. 

 

 

 

 

 

5. Conditions for Success: Conditions for success include those features that have to be in place for the student to be at his or her best, demonstrate his or her contributions, be most independent, perform at his or her level of full participation, and make the greatest contribution to the activity. Describe any noted conditions that are needed for the student to be successful and those that should be avoided. When writing about conditions, include what is needed regarding the physical environment, times of day, movement needs, social preferences, positive behavioral interventions and supports, personal supports, and instructional strategies.  

 

 

6. Connections: Describe current connections that may be helpful in securing employment opportunities. These include, but are not limited to, church involvement, sports teams, 4‐H, Future Farmers of America (FFA), friend and family business owners, etc. 

 

 

 

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7. Challenges: Describe any areas of concern or issues that could impact the student’s performance at school or on the job (such as mobility, technology needs, transportation, finances, challenging behavior, health issues). Describe strategies and solutions that are successful in preventing and addressing challenges. 

 

 

 

 

 

 

Ideal Conditions for Employment:  Describe the characteristics of an ideal job situation for the student 

based on all the information gathered during the V3 Discovery Process.  

 

 

 

 

   

Adapted from the Collaboration on Discovery & Innovation in Employment (CODIE), Florida Center for Inclusive Communities (7‐12)

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Section 2: The Brain Blizzard  The Brain Blizzard is a process of using the Vocational Profile information to accomplish the following:   Develop a list of potential job opportunities related to vocational themes. 

Identify job responsibilities, duties, or tasks linked to identified theme areas. 

Identify specific employers who may have these types of jobs/job tasks in their businesses. 

Develop actions to facilitate job development. 

 

The brain blizzard process adheres to the values associated with person‐centered values. The student with support from his or her family or others, as necessary, holds the trump card in deciding what goes into the final plan for employment.    

Tools Needed: 

1. Section 1 of the V3 Discovery Profile form:  The Vocational Profile 2. Chart Paper and Markers 4. Post‐it Notes 5. Section 2 of the V3 Discovery Profile form to document information gathered  

Step by Step Directions: 

1. Use the Vocational Profile content to identify three or four vocational themes that represent the 

blending of the student's preferences, interests, strengths, skills, talents, and necessary supports and 

record the themes on the chart paper. For example: "Books" may be a theme where the team includes 

ideas associated with books and an array of diverse locations.  List one theme per piece of chart paper. 

Theme 1:___________________________________________________ Theme 2:___________________________________________________ Theme 3:___________________________________________________ Theme 4:___________________________________________________  

2. Develop a list of potential skills, duties, or tasks that are within the identified theme areas consistent 

with the conditions for employment for the student and record them on the chart paper and document 

below. For example: “Computers” is the theme and “transcription from written notes, data entry into 

established databases,” and “editing videos in windows moviemaker” are possible student 

responsibilities and work tasks. Note: Avoid listing specific job titles. 

Tasks  Tasks  Tasks  Tasks 

Theme:          Theme:          Theme:          Theme:         

1.  

 

1.  

 

1.  

 

1.  

 

2.  

 

2.   2.  

 

2.  

 

Adapted from the Collaboration on Discovery & Innovation in Employment (CODIE), Florida Center for Inclusive Communities (7‐12)

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3.   

 

3.   

 

3.   

 

3.   

 

4.  

 

4.  

 

4.  

 

4.  

 

3. Have each team member list at least three employers/businesses in the local community consistent 

with the identified themes, tasks, and conditions for employment creating about 20 

employers/businesses per theme. Give each team member sticky notes and have them write one 

employer idea per sticky note t and place it on the appropriate theme chart paper. Document results 

below: 

Employers  Employers  Employers  Employers 

Theme:          Theme:          Theme:          Theme:         

1.  

 

1.  

 

1.  

 

1.  

 

2.  

 

2.  

 

2.  

 

2.  

 

3.   

 

3.   

 

3.   

 

3.   

 

4.  

 

4.  

 

4.  

 

4.  

 

5.  

 

5.  

 

5.  

 

5.  

 

6.  

 

6.  

 

6.  

 

6.  

 

7.  

 

7.  

 

7.  

 

7.  

 

8.  

 

8.  

 

8.  

 

8.  

 

9.  

 

9.  

 

9.  

 

9.  

 

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10.  

 

10.  

 

10.  

 

10.  

 

11. 

 

11. 

 

11. 

 

11. 

 

12. 

 

12. 

 

12. 

 

12. 

 

13. 

 

13. 

 

13. 

 

13. 

 

14. 

 

14. 

 

14. 

 

14. 

 

15. 

 

15. 

 

15. 

 

15. 

 

16. 

 

16. 

 

16. 

 

16. 

 

17. 

 

17. 

 

17. 

 

17. 

 

18. 

 

18. 

 

18. 

 

18. 

 

19. 

 

19. 

 

19. 

 

19. 

 

20. 

 

20. 

 

20. 

 

20. 

 

4. After a brain blizzard is completed for each theme, list potential NEW skills the student could learn if 

he or she was given employment or internship opportunities in these areas. 

5. Use all of this new information to develop an action plan focused on developing opportunities for new 

work experiences, training, and/or employment. 

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Section 3: Visual Resume  The visual resume takes the place of a typical resume and job applications in competitive employment situations. The visual resume is a combination of written information and photos in a visual format‐‐such as Microsoft PowerPoint‐‐that depicts the student's skills, experiences, contributions, and tasks the student can perform.   The visual resume is an effective tool because many individuals with developmental disabilities don’t compete well for jobs when more traditional comparative strategies are utilized (such as completing an application for a job opening or providing a typical resume). The visual resume enables the job seeker to show off his or her talents, skills, experiences, and tasks without being compared to other applicants or an existing job description. The visual resume is focused on drawing an employer’s focus to one individual and enables the employer to see this particular individual within their business.   During V3 Discovery, information is learned about a student's strengths and abilities, areas of interest and knowledge, and activities the student participates in within his or her community and/or school. All this information is relevant to understanding the extent of the contribution the student can provide to potential employers.   Format   A good length for a Visual Resume is eight to ten pages (use ‘slides’ rather than pages?). If it is 

too long, the student may lose the attention of the employer.   To present a Visual Resume, use a computer, an iPad, or a paper copy in a stand up presentation 

binder.   Photos Needed   Portrait photo.  Photos that show the person demonstrating competence in work experiences, responsibilities at 

home, and service learning.  Photos that display connections to the community (e.g., 4‐H, Future Farmers of America (FFA), 

church, sports teams)   Photos of the student participating in extracurricular activities, volunteer work, community 

service, etc.  Photos that show off particular skills, interests, and tasks or knowledge. 

 Tips: Turn off the camera’s date and time stamp. Take extra time to ensure that the person looks his or her best for the photo. Encourage the student to wear different clothes for different photos.  Written Information  Much of the written information content will be taken from the Section 1:  Vocational Profile of the V3 Discovery Profile. Wording that is used in the visual resume is critical. Remember this is a marketing tool for the student, and the audience is business people.    Use business language that is free of any human service jargon (i.e., use “performs yard work at 

home” vs. “helps with yard chores” and “works well with coworkers” vs. “is friendly."  Avoid “is able to….” statements and use action verbs instead.  Include information from all the V3 Discovery Profile Summary sections with a focus on past 

work experiences, tasks performed, and skills demonstrated.  One Page of the Visual Resume might have a headline such as “Mary has had a variety of work 

experiences."  Adapted from the Collaboration on Discovery & Innovation in Employment (CODIE), Florida Center for Inclusive Communities (7‐12)

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A compiled list of tasks should be the last page with a strong statement such as “Mary can perform these tasks for your business."  

Ultimately the student's Visual Resume should be individualized for a specific employer presentation. If some of the tasks are not relevant to that particular business, they should be left out for that particular presentation.  

If a student has not had any formal work experience, illustrate his or her skills and abilities by including a photograph of the student performing chores or participating in an activity at home or in the community that illustrates some skills that are relevant to an employer. 

When you review the visual resume ask yourself, “What does this portray? Is it respectful?  Informative? Accurate?  Does it emphasize strengths, abilities, and strategies that work?” 

The visual resume is a living creation. Add photos and update them as the student learns, grows, and experiences new things. 

Tip: always pair written information with a photo. 

 

 

 

   

Adapted from the Collaboration on Discovery & Innovation in Employment (CODIE), Florida Center for Inclusive Communities (7‐12)

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Form 10: V3 Discovery Action Plan Form 

 

 

Team/Student: ___________________________________________             Date: ________________________ 

 

Who  Does What By When  STATUS

       

       

       

       

       

       

       

       

       

       

       

       

       

       

       

       

       

       

       

       

       

       

       

ACTIONPLAN

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COMMUNITY

Community ConnectionsSection 2

Finding the Intersection of Schools and Businesses

“Establishing or developing further innovative and effective partnerships with community employers has emerged as a key element of effective transition services.”

— Carter et al., 2009

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Our public educational system is facing many challenges including increased accountability to ensure that all students are successful. One important long-term measure of school impact is whether students are successful in their adult lives in careers, homes, and communities. To more effectively achieve positive long-term outcomes in these areas, partnerships between educators, parents, and community organizations are needed to ensure that school transition practices translate to significant long-term community opportunities for all students. A crucial step to achieving community integration is employment, and over the past 30 years it has become increasingly apparent that employment for individuals with disabilities is influenced more by the networking and creativity of educators, transition coordinators, and job developers, than simply the rate of employment in a particular area. Therefore, a need exists to expand organizational connections and improve partnerships as a primary means to improve employment success for individuals on the autism spectrum. Additionally, through building partnerships, there is an increase of community awareness and understanding of individuals with Autism Spectrum Disorders (ASD), thereby allowing communities to achieve a greater appreciation for human differences and uniqueness. This results in a community climate that is founded in acceptance and support, rather than segregation and isolation.

Partnerships Begin With the K-12 Educational SystemWhen K-12 schools provide evidenced-based practices for individuals with ASD in the school setting, student learning opportunities in general education settings with peers are rich. Through developing relationships and connectedness to peers, mutual learning occurs in multiple environments that spill over into all aspects of community life. Unfortunately, for many individuals with ASD, the opportunities to participate fully in school and the community end when the school years come to a close. In order to change this outcome, schools must play a more active role in engaging with community businesses early in the student’s school career and throughout the transition process. Educators must be vested in the idea that students with ASD benefit from real job experiences within local community businesses. This requires educators to step outside the box and develop new and creative ways to engage with local business partners.

The state of Michigan is fortunate to have a comprehensive, well formulated peer support model called the LINKS Peer-to-Peer program. This model has been implemented, promoted, and supported in schools across the state by educators, parents, and students. Since these peer support programs have been developing and expanding for more than 20 years, many long-term benefits have been identified. Some of the relationships between students with ASD and typical peers established during K-12 years have continued into post-school activities including employment, college life, and social and recreational activities. Peers have also brought with them expanded social capital networks, as they have their own connections to community businesses, and can use these relationships to help access potential job experiences for individuals with ASD. In the long-term, these peers

Section 2 Community Connections

“The long-held view that transition services represent the “bridge” to employment after high school… is giving way to the realization that gaining work experience during high school may be a critical bridge connecting youth to their future careers.”

— Carter et al., 2009, p. 145

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Section 2 Community Connections

also become future employers and employees who, through their school-based experiences supporting students with ASD, know the value and importance of including workers with ASD in the business environment. Thus, once schools make the commitment to teach the values of inclusion through peer support programs, those lessons transcend the walls of schools. They are shared across dinner tables, at local grocery stores, at school games and events, and around communities. These same values hold the power to open business doors and promote greater opportunities for individuals with disabilities to obtain competitive, integrated employment within the neighborhoods in which they reside.

Building Networks One strategy to create a bridge between school and work experiences is to have educators identify where employers congregate and visit workplaces in order to meet, talk to, and most of all learn about employers in their communities. In many cases, the Chamber of Commerce is a primary meeting place, but other networking opportunities might evolve through the Kiwanis Club, the Rotary, Lions Club, Elks Club, or Downtown Development Authorities. These gatherings offer an opportunity to learn about the diversity of businesses and industry that exists outside the school doors. Amazing working relationships can arise from frequent positive interactions with business owners, and unexpected opportunities for job seekers often result from such relationships. When educators connect with employers and other community members, they develop genuine interactions that build social capital. By developing these social networks, educators learn more about jobs that are available in the community and the skills that these positions require. This allows educational professionals to identify a broader range of employment options and to understand more clearly the niche in the business that might be filled by the individual with ASD. Simultaneously, through developing relationship networks, the educator becomes a trusted partner. When employers trust the educator, they are more likely to be open to hiring and supporting the individual with ASD within the business since employers, like potential partners in any kind of endeavor, prefer to engage with people they know, like, and trust.

During the relationship-building process, educators can also highlight how hiring the individual with ASD can be mutually beneficial. The employer gains a loyal, valued, and skilled employee who fills a niche, and the individual with ASD gains a valuable work experience that allows him or her to be integrated in the community. Since employers are noted to be highly invested in making money, saving money, and operating more efficiently (Luecking, 2009), it can be important for educators to share how hiring the individual with ASD may have an impact in one or more of these areas. Employers can be given information about the skill sets that individuals with ASD bring that add value to the workplace including loyalty, dependability, and an interest in completing tasks with stamina and attention to detail.

Establishing relationships with community partners may also involve creating a larger web of connections. Inevitably, others in the community have relationships with potential employers that educators don’t have. By strengthening connections with the proximal partner, the more distal relationship can also be promoted. For instance, many administrators in the school system wear multiple hats, and school superintendents are often regular members of area business

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organizations. Educators can actively seek out information to determine whether any local school administrators have established connections with local businesses. If so, the administrator may be able to facilitate opportunities to connect with potential employers. Relationships can also be promoted through the local school board, as many board members will have connections within the community. Parents of individuals with ASD and parents of peer support students may also be underutilized partners in this process. They, too, often have networks that can facilitate opportunities. Families can be encouraged to develop and expand upon their own individual networks and promote community involvement throughout the lifespan of their child.

Sharing Information and Promoting UnderstandingAs part of the START BYF project, a PowerPoint presentation was designed for school professionals to share information about students with ASD with local community businesses. The presentation is designed to improve awareness and knowledge about ASD, while allowing educators the opportunity to celebrate what is currently happening in schools. It also creates a level of awareness of emerging fiscal challenges if we stay the course and ignore the existing problems. Most importantly, it offers the chance to address these issues by developing greater community investment through engaging students with ASD in community employment opportunities. Employers learn about the mutual benefit of working collaboratively with schools to help students gain employment.

An additional presentation was developed to inform the community about ASD and opportunities to partner with schools and service agencies around building employment opportunities (http://bit.ly/13cUspp). The sample presentation reflects the Clawson Public School Community, but the framework is meant to be individualized, as needed, by any local school district. Notes are provided to support educational professionals as they create presentations that will serve their own students with ASD and match the needs of their local geographic region. This presentation, or another like it, is an important way to increase community awareness and demystify some of the misunderstandings about ASD that might be pervasive in the minds of employers. School professionals might wish to also include peer support students or agency providers as presenters to encourage a broader perspective. A resource developed through the START project that is available to assist with trainings in the community is a PowerPoint presentation titled, Looking at ASD Differently for Adults. This presentation is meant to help facilitate increased understanding of, and appreciation for, the unique characteristics and challenges of individuals with ASD. Professionals may wish to use portions of this presentation to further encourage community awareness and understanding.

Section 2 Community Connections

“Employer willingness to hire individuals (with disabilities) is ultimately influenced by convenience of access to these job seekers, the qualified skills and experience of the job seeker, the job seeker’s productivity and benefits to an employer’s bottom line, and competent service from employment service programs and professionals.”

— Katz & Luecking, 2009, p. 2

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SummaryThe process of building partnerships begins with school professionals who promote practices that prepare students for employment and integration in the community. These practices may include establishing peer support programs in the K-12 setting and engaging students with disabilities in early work experiences through volunteering, job shadowing, and paid internships. To ensure success in these endeavors, it’s crucial that school professionals know, connect with, and understand local businesses. They must gather information about business needs while expanding ASD awareness. In making these connections, school professionals build the social capital that helps them to establish employment opportunities that are mutually beneficial for employers, young adults with ASD, and communities.

Section 2 Community Connections

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Natural Supports in the Workplace

COMMUNITY

Natural SupportsSection 3

Peers as Natural Supports in the Workplace

“Understanding that we are all interdependent helps pave the way for understanding the role and impact of supports in designing systems that can help elevate people to a higher level.”

— Wehman, 1999

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Individuals with ASD are significantly underemployed, both in the state of Michigan and across the country. There are a number of reasons that employment experiences may be unsuccessful for this group of individuals, ranging from poor matching of individuals with ASD to the work environments that fit their strengths and interests, to inadequate connections with local businesses to support potential job opportunities, to poor service coordination and long-term planning. Many of these limitations have been addressed in earlier sections of this document, through practices such as V3 discovery (Section 1) and the formation of connections with local community partners (Section 2). In most cases, even when individuals with ASD are provided opportunities to engage in community-based employment, they will require supports to be successful. A Natural Supports model is one way that employment experiences for individuals with ASD and developmental disabilities can be improved (Callahan, n.d.; Cimera, 2001; McHugh, Storey, & Certo, 2002; Unger, Parent, Gibson, Kane-Johnston, & Kreel, 1998; Wehman & Bricout, 1999). Natural support models have been found in a wide-range of settings. For instance, the Seattle/King County Public Health Department implemented a peer support model to better serve emergency service workers, and the Defense Centers of Excellence for Psychological Health and Traumatic Brain Injury implemented a peer support program designed to address the needs of veterans returning from active duty. It is only logical that similar programs can benefit individuals in work environments. This section of the manual will describe the applicability of a Natural Supports model to improve opportunities for individuals with ASD in employment settings.

School-Based Peer-to-Peer Support as a Foundation for Natural Employment Supports Natural employment supports are conceptually similar to the implementation of peer support models in the K-12 educational system. For more than ten years, the START project staff have promoted the implementation of peer-to-peer support programs in schools as a foundational strategy to promote engagement and learning for students with ASD. Peer support has been noted by both the National Professional Development Center (NPDC) and the National Autism Center’s National Standards Project to be an evidence-based practice, and there exists a growing body of research describing the benefits of this approach for students with ASD, as well as for the typical peers who engage as peer supports (Carter, Hughes, Copeland & Breen, 2001; Carter & Pesko, 2008; Chan, Lang, Rispoli, O’Reilly, Sigafoos & Cole, 2009).

Peer support models involve the identification and training of general education peers who support students with ASD during curricular and extra-curricular activities. Through their interactions with peer supports, students with ASD observe and learn typical social, communication, behavioral, and academic skills. This reduces overreliance on direct paraprofessional assistance, decreases prompt dependence, and provides natural opportunities for students to learn age-appropriate behaviors and social skills. Peer support students receive specific training in ASD, they are provided ongoing support and feedback during their interactions, and they participate in regular problem solving sessions where successes and

Section 3 Natural Supports

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Section 3 Natural Supports

challenges are discussed and support strategies are determined. The overarching goals of peer support programs are to improve socialization and independence opportunities for students with ASD, while promoting engagement in general education settings and experiences.

One of the crucial features of the peer-to-peer support model is the implementation of case conferences. These problem solving meetings are an opportunity for peer support students to come together and share information and strategies. Although school professionals are available to support the process, the content is student led. At the beginning of the case conference, peer support students complete an information sheet that outlines what has occurred during their recent participation as peer supports. Responses are reviewed and used to organize the meetings. Peers discuss positive events and successes, as well as challenges that have evolved, and then brainstorm strategies that can address any concerns. These tasks are completed using a problem-solving model where students use a whiteboard during the brainstorming process, take notes, and share in the development of ideas. Students with ASD often participate in the case conferences with their peers.

Ron, a 7th grade student with ASD who demonstrated significant self-injurious behavior, was integrated into a 7th grade physical education class. During each physical education (PE) period, he was supported by two peers and an ASD program staff. Initially, Ron was very successful in the class, rarely demonstrating self-injurious behavior. However, after spring break, Ron’s self-injurious behavior increased dramatically whenever he was transitioning to PE Class. Although Ron’s integration plan was changed several times by the program staff, this did not reduce his self-injurious behavior and there was a risk that he would have to drop the class from his schedule. An emergency case conference was called with the twelve 7th grade students who were supporting Ron on various days. During the brainstorming portion of the case conference, one of the 7th grade students said, “Ron should wear shorts to gym. No one wears sweatpants to gym after spring break.” With some skepticism, program staff followed through on this suggestion and found that Ron transitioned to PE class without any self-injurious behavior. Ron continued to attend the class for the remainder of the school year with minimal self-injurious behavior.

Because the peer-to-peer support students are a part of the culture of the middle school building, in this case the PE class, they know the unwritten rules and expectations that govern the environment. The ASD program staff are not embedded as closely in the culture and therefore are not as effective in determining the issues that could be causing distress and interfering with Ron’s success.

Problem Solving Meetings in Action

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Section 3 Natural Supports

The Traditional Model for Supporting Individuals With ASD in the WorkplaceWhile the peer support model has been noted to be highly effective in the school setting, there are still limits to its implementation in work environments. Transition service providers have traditionally assumed that the needs of workers with disabilities, including those with ASD, could not be adequately met by natural employment supports, such as employers and coworkers (Callahan, n.d.). Consequently, many strategies for supporting workers with disabilities in employment settings have focused on bringing in services from outside the employment environment, such as job coaches, rather than utilizing supports that were embedded within that environment. There are several problems with this traditional approach that can significantly impact outcomes.

In the traditional work environment, new employees learn job tasks from supervisors or other employees, not someone outside the work environment. Employees generally have the most knowledge about work activities, and are therefore the most logical group to teach tasks and explain specific duties. Yet, the traditional job coach model involves having a coach from outside the business teach the specific work tasks and skills to the individual with ASD. This can be challenging and inefficient since the coach is often unfamiliar, or at least is less well-versed in, the specific tasks and activities of the employment setting. Just as in the example of Ron above, employees who are embedded in the environment have information that is valuable, and often critical, to ensuring success in the employment setting. The job coach, as an outsider, may not be privy to the same information, and may have difficulty understanding and problem-solving information that is connected to the culture of the work environment. This issue becomes even more prominent when individuals with Asperger Syndrome (AS) are considered. The unique, and often sophisticated, intellectual skills evidenced by those with AS means that they may be capable of participating in high level or niche positions within businesses. It is often unlikely that a job coach is going to have the background to successfully coach job skills in areas such as engineering, chemistry, or other similar niche positions, yet these might be ideal positions for certain individuals with AS.

Mitch is an individual with ASD who has significant skills in the areas of science and mathematics. Mitch was encouraged by his school staff to participate in an internship in an engineering company where his skills would be utilized and valued. The particular company was identified based on the social capital of service providers by using connections service providers already had with the company through family members and friends. The advanced skills this job required precluded the involvement of an outside job coach in a traditional manner. Since the job coach was unfamiliar with the tasks expected of engineers, he was unable to provide support in learning these skills. A natural supports model was therefore employed where coworkers (other engineers) supported and taught job tasks. The job coach became a job facilitator, monitoring and interpreting any behaviors that Mitch displayed which had the potential to interfere with his successful job experience.

The Natural Supports Model in Action

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As an outsider to the business, it’s difficult for the job coach to build social capital and integrate the person with ASD into the social environment that exists in the workplace. When a job coach who is not endemic to the setting is involved, the job coach may end up acting as an interpreter between the employee with the disability and other employees and supervisors. Rather than approaching the employee with ASD directly, coworkers may initiate interactions and feedback through the job coach. This can result in a segregated work experience, where individuals with disabilities are not viewed as regular employees and are not effectively integrated into the social environment of the workplace.

In most cases, the job coach will not be available to support the individual with ASD during all assigned work hours, or the individual’s work schedule may be dictated by the availability of the job coach to provide support. This can restrict work hours and have a significant impact on the speed with which individuals with ASD are able to learn job skills and tasks.

Given their social challenges, it is not surprising that individuals with ASD often make social mistakes in the work environment. These social mistakes can be disconcerting to work colleagues, particularly since coworkers and employers may have limited understanding of ASD and how the characteristics might manifest in the work environment. Without supports that address the culture of the work environment, the job coach may not have effective strategies to reduce negative outcomes that result including premature termination, decreased hours of employment, and isolation from other employees.

An Alternative to the Traditional Model: Using Natural SupportsThe concept of natural supports was originally introduced by Nisbet and Hagner in 1988. Although the concept and definition has changed over the years, West, et al. (1997), suggest that natural supports are “the resources inherent in community environments that can be used for rehabilitative and supportive services.” The U.S. Department of Labor further describes natural supports as “supports provided to an employee with a disability from supervisors and co-workers, such as mentoring, friendship, socializing at breaks or after work, providing feedback on job performance or learning a new skill together. These natural supports are particularly effective as they enhance the social integration of the employee with a disability with his or her co-workers and supervisor. In addition, natural supports are a more permanent, part of the workplace and more readily available than paid job coaches, thereby facilitating long-term job retention” (Project 10 Transition Education Network, 2010-2011).

Natural supports include “supports provided to an employee with a disability from supervisors and co-workers, such as mentoring, friendship, socializing at breaks or after work, providing feedback on job performance or learning a new skill together. These natural supports are particularly effective as they enhance the social integration of the employee with a disability with his or her co-workers and supervisor.”

— U.S. Department of Labor

Section 3 Natural Supports

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Section 3 Natural Supports

There are many benefits associated with a Natural Supports model, as this strategy can have a profound impact on the success of the employment experience and lead to outcomes that affect overall quality of life. This model assumes that individuals with disabilities are integrated in competitive work experiences where social and learning opportunities with coworkers are fostered. Coworkers who serve as natural supports teach and maintain job skills and participate in developing strategies to address any challenges. Because these coworkers are immediately available at the job site, this reduces any delays in meeting the needs of the employee with ASD that may interfere with successful job performance. Korte referred to the natural support employee as a “local mentor.” As he describes, the coworker (in this case, the Natural Support employee) helps the individual with ASD “learn the job, including its politics and procedures, and how to get things done on the ground” (Ciciora, 2010). This reduces isolation and helps the employee with ASD become more connected with the social environment of the workplace since he or she is supported by others who are also participating in that same social environment.

The Changing Role of the Job Coach: From Job Coach to Job FacilitatorIn the Natural Supports model, the job coach is more accurately described as a job facilitator. Rather than being the primary teacher of tasks and skills, he or she is a facilitator of true workplace integration. The majority of training time and support in this model is directed toward working with the employer and the identified natural supports coworkers rather than directly with the individual with ASD. In addition to helping match the target individual with an employment setting that is ideal for his or her strengths and interests, the job facilitator works carefully with the employer to negotiate aspects of the job and articulate the process of implementing natural supports. The job facilitator provides initial training about ASD, but the majority of efforts are focused on providing support to coworkers in an ongoing and collaborative way. In this role, the job facilitator often focuses more directly on interpreting and addressing issues about autism rather than issues related to job tasks. When necessary, the facilitator may model techniques or provide recommendations regarding specific supports that might be successful (e.g., the use of visual supports, job site modifications, development of predictable routines and guidelines, self-management systems, behavioral supports). However, the majority of these supports will be developed in direct consultation with natural supports employees and in conjunction with the individual with ASD.

The skill set of a job facilitator is necessarily different from that of a job coach. While the job coach is viewed as the expert who teaches tasks to, and brings strategies for, the employee with ASD, the job facilitator expedites collaboration, and supports Natural Supports employees to teach job tasks and develop strategies. In essence, the job facilitator’s role changes from being a job trainer, to one of determining what the employers and employees need to know about the

In a study of 385 supported employment programs across the country, more than 85 percent of agencies emphasized the use of natural supports when teaching individuals with disabilities to complete job activities.

— West et al., 1997

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individual with ASD in order to provide support. Although the job facilitator has the expertise to bring ideas, the ideas are offered to the team, which is where decisions regarding support strategies are made.

The Seven Phase Sequence RoadmapSummarized from the work of Michael Callahanwww.marcgold.com/Publications/whitepapers.html

The following steps in implementing a Natural Supports program have been outlined by Michael Callahan (n.d.) in a white paper he prepared for Marc Gold & Associates. As Callahan articulates, this Seven Phase sequence provides a “road map to be used by human service employment supporters to maximize natural supports and to balance the complex issues raised by the impact of disability” (p. 3). The first four steps involve using natural supports to assist individuals with disabilities to learn and maintain their jobs. In the event that natural procedures are not sufficient, the next three steps, which Callahan refers to as back-up phases, require that facilitators implement increasingly powerful support strategies. This process involves a constant balance between supporting natural processes and implementing more intensive procedures in an individualized and incremental manner. In all cases, the natural procedures and supports are the preferred approach.

Phase 1Determine Natural Ways

In this phase, the job facilitator observes and identifies the natural ways in which the job tasks are performed, the general culture of the workplace, the manner in which workers interact, and the managerial style of the setting. Understanding these components allows the facilitator to understand characteristics of performance and behavior that are desired by the employer. This will assist the job coach if systems are needed that promote independence and help the individual with disabilities to fit in the environment.

Phase 2Determine Natural Means

The job facilitator observes the natural means used by employers to communicate information to the employee about their performance and behavior. In this way, communication systems can be developed for individuals with ASD that allow for accurate and consistent feedback about performance. This phase emphasizes an understanding of the teaching procedures that are used to coach successful performance on job tasks.

Phase 3Identify Natural People

During this phase, the job facilitator identifies and enlists natural people who would be willing to provide assistance to the individual with a disability in workplace activities. These employees may require additional training to feel comfortable in this role, depending on the nature of their prior experiences, background knowledge, and prior histories as mentors in the work environment.

Section 3 Natural Supports

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Section 3 Natural Supports

Phase 4Facilitate Successful Performance

In this phase, the job facilitator observes as the natural supports initiate work task instruction for the individual with the disability, but the facilitator remains available for suggestions and support. The job facilitator offers feedback, as appropriate, and provides a higher level of support if it is deemed necessary. It is crucial that the job facilitator incorporates the employer and other employees in the development of more intensive solutions rather than implementing these independently. The facilitator creates a “chain of logic” throughout the process which results in the maximum use of natural conditions and supports while meeting the individual needs of the employee, in essence achieving a successful balance of conditions.

Phase 5Support/Substitute for Natural People

To improve success, the job facilitator may provide more intensive support in this phase through providing additional formal or informal training, or temporarily substituting for the Natural Supports employee in order to demonstrate more powerful techniques.

Phase 6Suggest More Effective Natural Means

In this phase, the job facilitator considers the teaching procedures used by the Natural Supports employees, offering sensitive, careful feedback regarding the teaching strategies being used and what may be improved to facilitate performance.

Phase 7Adapt/Modify Natural Ways

This phase involves consideration of ways that the environment might be modified or adapted to support successful performance through negotiating task methods, step-by-step procedures, rules, customs, or general work culture. Although these adaptations will typically occur only as a last resort, there may be situations where these adaptations might occur in an earlier phase.

Filling the GapsThe Seven Phase Sequence Roadmap provides a solid foundation for the implementation of a natural supports model in employment settings. There are two specific ways that this model can be expanded to provide a stronger system of support for individuals with ASD participating in community-based employment opportunities.

The first of these relates to the implementation of peer support programs in the K-12 educational system. The state of Michigan currently has more than 200 established peer-to-peer support programs in K-12 buildings. In each of these buildings, school staff trains a significant number of peers who participate as natural supports for students on the autism spectrum. Using a conservative estimate, this means that at least 20 peer-to-peer support students are trained in each of 200 buildings during every school year, resulting in 4,000 peers annually across the state who have knowledge and experience supporting individuals with ASD. This cadre of trained peers likely continues to serve in supportive roles across multiple semesters or years in the

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educational system and, after graduating, they may play active roles in assisting individuals with ASD in the community. Peer support graduates may become loyal patrons of local organizations and businesses that hire individuals with ASD, or at a more formal level, they may become the employees who participate as natural supports. The project envisions a future in Michigan where former high school peer support students become effective job facilitators, natural supports coworkers, and employers. Their training and life experiences with individuals with ASD in the K-12 setting provides an ideal foundation to ensure that the natural supports model becomes broadly implemented in work and community environments.

The second way that this model can be altered to ensure success is through including training and support related to the problem solving process. The implementation of a problem solving model is not explicitly described in Callahan’s Seven Phase Sequence but could be added to expand upon his vision. In Michigan, most schools implementing peer support programs use a case conference format that is based in Meeting Mechanics. This is a problem solving model that allows teams of general education peers and school professionals to brainstorm and select strategies to support students with ASD in the school environment. In the expanded Natural Supports model, the problem solving process is a critical component to address employment challenges. This process empowers employees to take a leadership role in the development and implementation of support systems, rather than requiring them to be dependent on outside agencies to provide supports for the individual with ASD. If job coaches are the only way to solve workplace problems for the individual with a disability, then the workplace loses the benefit of the solution. However, if job coaches become facilitators and engage employees in addressing problems, then the business has an opportunity to grow and build capacity. Once employees have learned and practiced the problem solving model, this process can be used to address a range of workplace issues. Therefore, the problem solving process not only fills a gap in the Natural Supports model, but it provides a value added for businesses since the process is flexible and adaptable to numerous workplace challenges.

Section 3 Natural Supports

EmployerSupport

Natural SupportsEmployees

Problem SolvingProcess

CoreComponents

CoreConcepts

Natural Supports in the Workplace

SocialIntegration

Understandingof ASD

IndividualizedSupports

WorkplaceExpectations

Job Facilitation vs.Job Coaching

Nuances in theWorkplace

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Section 3 Natural Supports

Funding Natural Support ModelsIn June 2012, the United States Government Accountability Office (GAO) filed a congressional report on the programs, agencies, offices, and initiatives that support people with disabilities to gain employment. They reported that during the fiscal year 2010 there were 45 programs or initiatives addressing employment needs for people with disabilities in the U.S., and further indicated that this reflected a “fragmented system of services.” Given the large number of programs available, the specific eligibility requirements unique to each program, and limited coordination across agencies, it is difficult to identify common funding streams that can be regularly accessed to support individuals with ASD. Therefore, local resource availability may be dependent on a number of factors, including federal funding and programs, state service systems, and local partnerships. Professionals supporting individuals with ASD to achieve employment may need to show creativity and persistence in seeking funding alternatives that can support this model.

In most cases, businesses are eligible for tax benefits when they hire individuals with disabilities. Some of these incentives can be used to supplement salaries for Natural Supports employees who, on occasion, will be adding to their work hours to participate in problem solving meetings. Transition service providers may also seek local or state-level grant funds to incentivize the process. Resources that may be helpful for employers or transition service providers who are interested in implementing a Natural Supports model may be found at the following websites. This is not a comprehensive resource but may provide a starting point for professionals and employers as they seek new ways to fund these and other community employment models.

• The Department of Labor’s Office of Disability Employment Policy’s Employer Assistance and Resource Network (EARN): www.askearn.org

• Work Opportunities Tax credit: www.doleta.gov/business/incentives/opptax• Small Business Tax credit: www.irs.gov/pub/irs-pdf/f8826.pdf

In sum, broad scale implementation of a Natural Supports model will require that service providers become creative in seeking and accessing funding streams and resources. Employers must be willing to use tax incentive dollars in different ways, and agencies must also be willing to identify new solutions since it is unlikely that more resources will be readily available.

Final ThoughtsGiven that current employment outcomes are poor for individuals with ASD, it is critical to consider new systems of support. The current system, which emphasizes the use of job coaches, will not be able to reasonably support the growing numbers of individuals with ASD who are anticipated to be entering adulthood and seeking employment over the next several decades. While job coaches will still be needed, START BYF proposes that their roles should be adapted to become job facilitators. This alters the typical response to problems in the work environment, which at best, is to delay addressing challenges while waiting for human service agencies or transition supporters to step in, and at worst, consists of firing the employee with ASD, or labeling him as “unemployable.” Instead, this model utilizes natural support strategies embedded in the employment environment to achieve success.

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Section 3 Natural Supports

This model requires a cultural shift. Efforts need to be taken to address the public understanding of ASD. This involves changing from a system that emphasizes deficits and challenges to one that is focused on recognizing the strengths and competencies of individuals on the spectrum, including the benefits of their active inclusion in adult life in the workplace. By capitalizing on skills and interests, individuals with ASD can make significant contributions that benefit both businesses and communities. As schools continue to adopt and expand peer support models, they shape citizens who understand ASD. This creates a society where the Natural Supports model can be more readily applied and more efficient in achieving results that benefit all, including individuals with ASD, coworkers, employers, and communities.

In the spring of 2012, START team members invited a student with ASD, Drew, and his team to discuss Drew’s summer work experience. This team included family members (parents and older brother), adult agency staff (community mental health worker and community living support staff), school professionals (special education director, special education teacher, and school principal), and 12 peer-to-peer support students. Drew was 19 years-old at the time this project began. Because Michigan law allows special education services up to age 26, Drew was continuing to receive educational services

through his local school district, but there was emerging involvement from some community agency staff members who would be providing a greater level of support as Drew transitioned out of the school system. This example, which summarizes the process that was employed with Drew, illustrates how V3 Discovery, community connections, and natural supports can be combined to assist individuals with ASD in community-based work experiences.

V3 Discovery

The support team was focused on obtaining a short-term, summer employment position that would build Drew’s resume in preparation for future employment opportunities. The team was not looking for a long-term position, but a part-time opportunity that would challenge Drew and build skills. The Intentional Community Integrated Experiences (ICIE) observations of the V3 Discovery process were completed by several staff persons to identify Drew’s strengths, interests, and conditions that would allow Drew to be most successful. In the meeting, the support team identified several important strengths such as the fact that Drew is a neat and organized individual who likes activities that are “hands-on.” The team used a brain blizzard process to identify conditions where Drew was at his best, and then considered possible job opportunities.

Drew Case Example

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Community Connections

After exploring a number of job options that were identified during the V3 Discovery process, such as working at a local dry cleaner or a bowling alley, school professionals used their established connections (i.e., social capital) to identify a job in the local school district. The elementary school in Drew’s district required custodial work for a limited number of hours each day to prepare the building for the school year. Since the parent of a peer support student was the head of maintenance for the district, team members were able to make this connection to create a work opportunity for Drew. The team negotiated a paid position for Drew that was one-and-a-half hours per day, four days per week. Using these connections also provided an additional benefit to Drew since the elementary school was a familiar environment, which reduced his anxiety and decreased challenging behavior.

Natural Supports

The custodian who worked for the school district was Drew’s immediate supervisor and served as a natural support. She arranged Drew’s cleaning supplies on a cart and created a list of tasks for him to complete when he arrived at the elementary school. The custodian was not with Drew at all times but participated in regular discussions with the team supporting Drew. She helped to problem solve challenging situations and provided recommendations on ways that tasks could be completed more efficiently.

Drew’s experience in the work environment was also supported by a typical peer from his high school. This student supported Drew during job tasks and provided natural social opportunities for Drew throughout the experience given that there were few employees available in the school building during the summertime hours that Drew worked.

In conjunction with the custodian and the typical peer, Drew’s school support team created and implemented a number of interventions that helped Drew become more successful and independent. These included visual supports that depicted the summer work schedule, task expectations, and a self-management system (see pages 31-32).

In summary, Drew worked 27 days total during the summer in his first paid work experience. He only missed 2 days due to attendance at a summer institute conference and 1 holiday break. He requested 11 breaks over the 27 days, and he never had to leave work due to behavioral challenges. Overall, his employment by the school was deemed a success by all involved, and Drew now has established work experience as he moves into his next phase of transition to another paid employment position.

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Many students work during the summer to make money. This summer Drew and Johnny will work together at Murphy School.

Drew will get a ride to work on Monday, Tuesday, Wednesday, and Thursday. Drew and Johnny will start work at 12:30 p.m. each day.

Work supplies will be ready on a cart, with a list of things to do.

If Drew and Johnny need help, ask Ms. Diane. She is the supervisor.

Drew and Johnny may take a five-minute break during work and sit in the beanbag or look out the window.

Drew and Johnny may also take a ten-minute break for a snack. There is a pop machine in the snack room.

At 2:00 p.m. Drew and Johnny will be done with work for the day.

Drew may wait inside or outside for his ride.

Section 3 Natural Supports

2:00 p.m.FINISHED

Drew’s Summer Job at Murphy School

Daily Schedule

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Section 3 Natural Supports

Task List

Table 1

Table 4 Table 5 Table 6

Table 2 Table 3

Self-Management System

The self-management system was designed to help Drew self-record which tables he has finished cleaning. He was taught to mark off each table on a visual chart as he completes the task.

TO DO DONE

1. Wash ALL table and desk tops

2. Dust ALL table legs

3. Move ALL tables to side of room

4. Vacuum

5. Hang “Cleaned by Drew” sign on the door knob

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BYFIT & TA

Training and Technical AssistanceSection 4

BYF Training as the Vehicle for Success

“Through the discovery process, we will determine which avenue to take.”

— Pat, parent of Katie (age 16)

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Section 4 Training and Technical Assistance

To change the beliefs, practices, and outcomes related to employment for individuals with ASD, an effective system of dissemination and application of the core BYF components described in earlier sections is necessary. Knowledge of effective practices alone does not create change. Work by Joyce and Showers (1995), shows that training alone rarely leads to application of skill with only 5-10 percent of training participants changing their behavior. However with coaching and follow up, 80-90 percent of participants involved in training implement what was taught. In order for professionals, paraprofessionals, and adult service providers to implement new strategies and processes, professional development must include elements of ongoing training, technical assistance through coaching, and systems of accountability. These have been critical elements within the START project for more than a decade and are being used to share the components of BYF across the state.

Dissemination and implementation of the BYF components occurs through three mechanisms: 1) START Intensive Training, 2) START Technical Assistance, and 3) START Regional Collaboration Networks (RCN).

Secondary Transition Intensive Training (IT)The START program has provided training to school-based teams for 12 years. In 2011, an intensive training focused on secondary transition was initiated, and components of the BYF have been integrated throughout that eight day training. The training focuses on building knowledge and skills related to effective transition practices for individuals with ASD with an emphasis on teaming and collaboration across schools, adult agencies, and community partners.

Training is provided to multidisciplinary team members who are focused on implementing the training components for a young adult with ASD. Over the course of training, teams consider changes in their overall programming that will impact other transitioning adolescents and young adults.

For the training, the project uses a general curriculum framework that builds a foundation in the understanding of ASD, the teaming process, behavioral support, natural supports, and system changes that support student outcomes. The key components of V3 Discovery, Community Connections, and Natural Supports are addressed throughout the training, with a primary focus on employment. All training teams conduct the V3 Discovery process with their target student

RegionalCollaborative

Networks:PST Goal

STARTBuilding YourFuture (BYF)

Projects

TechnicalAssistance

(TA)

IntensiveTraining

(IT)

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Section 4 Training and Technical Assistance

as well as develop action plans for implementing strategies learned in the modules. Information on this training series as well as training materials is available on the START website at www.gvsu.edu/autismcenter. This series includes eight one-day modules described below.

Module 1Foundations in ASD and the Teaming Process

This module covers the training process and logistics as well as the current research, evidence-based practices, and post-secondary transition outcomes for individuals with ASD. Participants are also introduced to a problem-solving process which includes four interconnected components including Meeting Mechanics, ABC paradigm for information organization, Learning Hierarchy, and Team Accountability. This information is then used during the remainder of modules for student planning.

Module 2Guiding Principles and the Discovery Process

This module covers the core guiding principles necessary for improving postsecondary transition outcomes. Participants are also introduced to the V3 Discovery process and given an opportunity to work as a team to start the process with their identified target student.

Module 3Looking at ASD Differently for Adults

This module was designed to provide participants with an inside-out look at the unique challenges that people with ASD face when navigating the social expectations of an integrated world. Using video clips from movies in pop culture, the presenters will show participants the perspectives of people with ASD and how misunderstandings occur in daily life because of difficulties with reciprocity and perspective taking. Effective strategies for people with ASD to be successful in employment, independent living, higher education, and/or community participation are covered.

Module 4“Stop It” and Other Behavioral Strategies

This module explores effective (and ineffective) strategies for addressing behaviors of individuals with ASD that interfere with success in adult social environments. Included are the steps for implementing a number of evidence-based practices including self-management, visual supports, and effective teaching strategies for preventing behavior problems.

Module 5Asperger Syndrome (AS)

This presentation will offer a new way of thinking about students with Asperger Syndrome (AS). The information presented will go beyond specific characteristics of students with AS and instead consider how those characteristics impact the way adults interact with students with AS. The significant emotional, and often negative, reactions of adults may be due to a misattribution

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of the behaviors of AS. These reactions may impede relationships and social and academic performance, resulting in less positive outcomes for students with AS. This presentation will provide a review of attribution theory through the lens of AS, allowing adults working with students with AS to better understand their role in the response to and education of these students.

Module 6Peer to Peer and Other Natural Supports

This module covers the evidence-based practice of peer mediated instruction and other effective strategies for increasing independent skills and social competence of individuals with ASD in adult social environments. Also included is the training and support of naturally occurring supports such as co-workers and/or roommates.

Module 7Discovery and the IEP

This module will assist participants in understanding the discovery process and how to ensure the information gathered through the process is embedded in the IEP. Additionally, this module focuses on the process of developing an IEP that incorporates the legal requirements of least restrictive environment (LRE) and addresses the unique needs of young adults with ASD to ensure access and success in employment, independent living, higher education, and community involvement.

Module 8Systems Change

This module explores the structures and processes needed to increase the capacity of local communities to embrace individuals with ASD and ensure their successful transition to adulthood. Included in these processes is the planning for ongoing training opportunities for three primary community partner groups: providers [including Michigan Rehabilitation Services (MRS), Community Mental Health (CMH), school personnel, etc.], employers and college/technical school personnel, and community professionals (including doctors, dentists, barbers/stylists, etc.).

START Building Your Future Technical AssistanceAlthough training is beneficial to provide information and strategies to begin the process of transition planning, many school and service providers benefit from technical assistance (TA) in order to work through the process of implementation. Through the BYF project, TA was provided to county and district level teams to assist them in learning how to directly apply the components of BYF with students in their system. In particular, a transition team identified target students to participate in the discovery process, community connections, customized employment, and natural supports. For each of the TA sites, a team-based problem solving model was used to build the capacity of the team to utilize the components not only with the target student but other students in the system. Ongoing support for the teams was available after a year of TA through the Regional Collaborative Networks (RCN) described on the following page.

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START Regional Collaborative Networks (RCN) Secondary Transition GoalThe critical infrastructure to the success of the START project is the establishment and support of 17 RCN located across the state. START staff meets monthly with RCN members to provide information, resources, and support implementation of priority goals. This infrastructure also allows us to initiate new projects and provide regional technical assistance. For example, the RCN structure allows START BYF to train local providers, disseminate information, and evaluate project goals as the project is implemented. Each RCN is comprised of groups of school professionals, parent representatives, and community partners serving students with Autism Spectrum Disorder (ASD) in a particular region in Michigan, which allows for strong cross school, agency, and family collaboration. By collaborating with community partners in their region and linking with the START project, RCN are able to identify and expand effective practices for individuals with ASD, develop local training and technical assistance/coaching, and disseminate information. Within each RCN, START has trainers and coaches who are able to disseminate and support the implementation of the BYF project core components. They also have direct contact with students and young adults with ASD and therefore will not only provide training but also building and program level coaching to teams preparing students for transition.

Each RCN is responsible for creating a Transition Action Group to set goals for improving employment for transition age students through implementation of the BYF components and addressing systems issues that serve as barriers for change. The RCN receive funding from START to work toward a variety of activities to improve employment outcomes such as:

• Completing a V3 Discovery process for all students with ASD starting by age 16.• Educating all school-based transition staff and community partners about how customized

employment fits within supported employment.• Meeting regularly with MRS and CMH to create a plan to work with students earlier and blend

funding and practices.• Helping youth with ASD obtain after school and/or summer employment before graduation.• Providing presentations about ASD and employment to the local Chamber of Commerce,

and/or community groups using the START BYF Chamber of Commerce presentation.

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RCN Map

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ConclusionThe impetus for this project came from three indisputable pieces of information. First, we saw the data showing the tremendous increase in the number of students with ASD receiving special education services and knew that those preschool, elementary, and middle school students would eventually reach high school and adulthood. We understood from the previous data on adult outcomes that we had a tragedy ahead if thousands of students with ASD entered adulthood with little or no opportunities for integrated employment in their communities. Second, parents of students with ASD may not have seen the state data but they understood the lifetime challenges ahead for their child if systems remained the same. Their child’s team of school professionals and service providers had to work as partners with them within their communities to create work opportunities now and in the future. Finally, many students with ASD in the state have been integrated in school with their general education peers through comprehensive peer-to-peer support programs. These same students with ASD need to leave school with their peers and enter work environments alongside their peers as contributing members of society and full members of their community. The BYF project is a beginning to establish the practices and systems that will make an immense difference in the futures of young adults with ASD, their families, their peers, their communities, and society. Through the BYF components, the START delivery model, and collaborative partnerships in the state, systems change is possible on a statewide level.

“All citizens, regardless of disability, have the right to pursue the full range of available employment opportunities, and to earn a living wage in a job of their choosing, based on their talents, skills, and interests.”

— APSE, 2009

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