for this assignment follow the instructions complete problems 1 thru 6. Please respond with 350 words Attached are some resourses.

What do I need to do during job placement to ready the employee?

Planning for the first day of employment with the new employee will allow for a smooth transition to work. Be sure to keep these things in mind:

1. Address Social Security Issues Immediately
   • reporting
   • work incentives
2. Be prepared to complete Employment Forms
   • picture identification
   • social security card
   • birth certificate
3. Arrange Transportation
   • bus tickets, cab fare
   • names and telephone numbers of others providing transportation
4. Comply with dress code
   • uniforms
   • grooming
5. Review the routine of the day
6. Identify the role of job coach/Employment Specialist

How Do I Teach Someone the Work and Work-Related Skills Important for His or Her Job?

Based on knowledge about discovering individual strengths, we will review some more specific ways to assist individuals in developing skills on the job. Components of good instructional programs include:

• Task analyses and instructional objectives
• Probe/baseline assessment procedures
• Instructional strategies and procedures
• Reinforcement strategies
• Fading strategies to ensure maintenance and generalization of skills

The use of instructional strategies for individuals who are supported in employment has been well documented and specific strategies have included all of the above. Critics of providing instruction at job sites have, however, argued that training by an employment specialist or job coach draws attention to the individual and isolates him or her from co-workers and supervisors. Well-designed instructional programs, which are individually driven, do not separate people with disabilities from others. Employment specialists and job coaches must have knowledge of training strategies, the individual’s support needs, employer support needs, and the demands of the workplace in order to select the least intrusive method for providing support.

Task Analysis

Before the individual begins working, you must analyze the job and organize the daily routine. This includes identifying the areas in which various job tasks are performed, determining the essential and non-essential job functions, establishing a work routine, identifying supports in the workplace and designing appropriate training and support strategies. Usually, working one shift prior to introducing the individual to the position will be adequate for completing these activities. When you have performed the job, you can note the specific duties and estimate the amount of time required for completion of each task of the job.

In order to develop and use task analyses; you must follow these steps:

1. Identify the specific task(s) needed to complete the activity.
2. Observe and or perform the identified task(s).
3. Develop a task analysis for each task.
4. “Field test” your task analyses.
5. Revise the task analyses as needed.
6. Set a performance criterion for the individual.
7. Determine the baseline for the individual’s current performance level.
8. Begin skill acquisition training using the task analysis.
9. Probe/test the individual’s performance on a regular basis.
10. Provide skill acquisition training until performance criterion is met.

Characteristics of a “Good” Task Analysis:

• The targeted behavior is specified.
• Steps are stated in terms of observable behavior.
• Steps are written with adequate detail and one behavior per step.
• Each step results in a visible change in the task or process.
• Steps are ordered from first to last.
• Steps are worded in the form of a verbal cue.

Helpful hints for developing task analyses:

• Make modifications: Do a written description of initial ideas, implement them, modify as needed, and rewrite them.
• Through the use of discrimination, you can find ways to systematize tasks to fit the individual and the work site. For example, vacuuming in a pattern results in a clean rug and eliminates the need to discriminate where the rug is dirty.
• By using the most efficient method of getting the job done, you can reduce the amount of movement required.
• When you write cues or think about using cues, be clear, concise and direct to keep the individual aware of what he/she must do.

Sample Task Analyis

The following task analysis was developed for cleaning a bathroom toilet. The coach/specialist developed it from watching a co-worker perform the duty:

1. Pick up the bucket, brush and cleanser.
2. Fill bucket with clean water.
3. Go to the first toilet.
4. Put cleanser in the toilet.
5. Set down container.
6. Dip brush in bucket.
7. Tap brush.
8. Brush top of toilet.
9. Brush sides of toilet.
10. Brush front of toilet.
11. Dip brush in bucket.
12. Tap brush.
13. Brush lid of toilet.
14. Raise lid of toilet.
15. Raise lid and brush.
16. Brush inside of toilet.
17. Dip brush in bucket.
18. Tap brush.
19. Lower lid of toilet.
20. Brush outside of toilet bowl.
21. Put brush in bucket.
22. Get cleanser.
23. Go to next toilet.

When observing an individual following these steps, it is important that you watch to see if he/she can follow them in an efficient and appropriate manner. For example, if the individual does not understand how many times to “tap the brush”, you could modify the instruction to say: “Tap the brush 3 times.” This is a very short example and it would need to be modified depending on the individual and the exact expectations of the employer for getting the task done.

Data Collection Guidelines

Recording and graphing data is critical to the success of job–site training. Measurement procedures are vital, because they allow the employment specialist/job coach to monitor the employee’s progress and determine whether a particular training strategy is effective or needs modification. Data collection also can provide documentation for continued funding of supported employment for the individual.

Measurement procedures continue throughout initial job training and into long–term support. They assist the employment specialist/job coach in identifying additional training or retraining needed by the individual. Baseline, probe and prompt data are based on the task analysis of each major job duty and indicate the level of independence reached by the individual.

Initial data collection before instruction is called baseline and should be conducted at least once prior to the initiation of a new skill acquisition program. Data collected after training begins is probe data. The procedures for baseline and probe data are essentially the same and provide information about how well an individual performs in the job without prompting or reinforcement. Probe data should be collected at least once each week.

Another form of instructional strategy is the collection of probe data in order to find the appropriate level of instruction needed for the individual. You can construct a single opportunity probe or multiple probes. The specialist/coach shows the individual how to perform the specific job duty prior to conducting the baseline assessment. After training begins, the individual is asked to perform the duty without any prompting or demonstrations. The steps for performing a single opportunity probe are listed in the following table.

Single Opportunity Probe

• Have the individual move to the appropriate area unless movement is part of the task analysis.
• Stand beside or behind the individual so that data collection does not interrupt the task.
• Tell the individual that he or she is going to work without assistance to see how much he or she can do independently.
• Provide the instructional cue (i.e. fold the towels”).
• Do not provide any prompts or reinforcement.
• Wait 3–5 seconds for the individual to make a response.
• If he or she does not begin the task or makes an error, discontinue the probe and score “–” for all steps on the task analysis form.
• If the individual begins the task, allow him or her to continue as long as correct responses are being made. Score a “+” for correct performance on the task analysis form.
• As soon as an error is made, discontinue the probe and score a “–” for all remaining steps in the task analysis.

There is one major benefit to using a single opportunity probe for data collection. Specifically, assessment is not time consuming and does not interrupt the natural flow of the workplace. The use of multiple opportunity probes shows which steps the individual is having difficulty performing without assistance, prompting or reinforcement.

Multiple Opportunity Probe

• Have the individual move to the appropriate area unless movement is part of the task analysis.
• Stand beside or behind the consumer so that data collection does not interrupt the task.
• Tell the individual that he or she is going to work without assistance to see how much he or she can do independently.
• Provide the instructional cue (i.e. “fold the towels”).
• Do not provide any prompts or reinforcement.
• Wait 3–5 seconds for the individual to make a response.
• Record a “+” for correct performance or a “–” for incorrect performance on the task analysis.
• If correct, “set up” the individual to perform the next step in the task analysis. If the individual is not ready for the next step, repeat the step.

What is Systematic Instruction?

1. Cues/prompts may be instructional or natural.
   1. Instructional cues are provided by the job coach/employment specialist and are faded during skill acquisition.
   2. Natural cues are already available in the environment and remain after the individual has acquired the necessary skills.
   3. External cues/prompts are added to the environment and may remain after the job coach/employment specialist has faded.
2. Cues include (but are not limited to):
   • gestural cues
   • indirect verbal
   • direct verbal
   • physical prompts
   • pictures
   • written information
   • color cues
   • materials
3. Cues/prompts must be applied systemically to promote skill acquisition.
   • Select cues that are customized to the needs of the individual and the environment.
   • Begin with natural types of cues at natural intensities, durations, and frequencies before adding instructional cues.
   • Always give the individual the opportunity to perform independently before providing a cue.
   • Be consistent in the type and frequency of cues given.
   • Continually re-evaluate to ensure skill acquisition.

Prompt Examples

Indirect Verbal Instructions:	What do you do now? What do you do next? What happens now?
Direct Verbal Instructions:	Get the timecard. Stock the cart. Fill the containers.
Indirect Nonverbal Instructions:	A blinking light on a copy machine is natural cue that can prompt the individual to push the button to make copies. A dryer buzzer is a natural cue to unload the towels and fold them.
Gestures:	Point to the time clock (to prompt the individual to clock in). Tap a wristwatch (to prompt the individual to take a break). Touch a stack of aprons (to prompt the individual to put on an apron).
Model Prompts:	Co-worker shows the individual how to get to the employee break room. Supervisor demonstrates how to turn on the machine.
Partial Physical Assistance:	Coach/Specialist taps the individual on the arm to pick up time card. Coach/Specialist guides the individual’s elbow to prompt him/her to pick up towels.
Full Physical Assistance:	Coach/Specialist, with hand over the individual’s hand, selects time card from the rack. Coach/Specialist, with hand on the individual’s hand, guides him/her in placing a towel on top of stack.

Guidelines for Using a Least Prompt Hierarchy

How do I use a system of least prompts to provide instruction?

1. Have the individual move to the appropriate work area unless movement is part of the task analysis.
2. Stand behind or behind the individual so that you can quickly provide prompts when necessary.
3. Provide cue to begin the task (i.e., “pick up towel”)
4. Wait 3–5 seconds for self-initiation for step 1 in the task analysis.
5. If the individual completes the step independently, proceed to step 2 of the task analysis.
6. If the individual is incorrect or does not respond within 3-5 seconds, provide a verbal prompt specific to step 1 of the task analysis.
7. If the individual completes the step independently, reinforce and move to step 2.
8. If the individual is incorrect or does not respond within 3-5 seconds, repeat the verbal prompt (i.e. “pick up towel”) and simultaneously model the response (job coach/employment specialist picks up towel).
9. If theindividual completes the step independently, reinforce and move to step 2.
10. If the individual is incorrect or does not respond within 3-5 seconds, repeat the verbal prompt (i.e. “pick up towel”) and physically guide the individual through the response (coach/specialist guides the person’s hand to pick up the towel).
11. Reinforce and move to step 2.
12. Repeat the procedure for each step in the task analysis until the task is completed.
13. Always immediately interrupt an error with the next prompt in the least prompt system.

Helpful Hints in Using Least Prompts:

The interval time between each level of assistance should not be too long. It may vary with the physical capabilities of the individual. The interval time between each level should remain constant, i.e. 3 seconds or 5 seconds. Interrupt all errors immediately even if they occur during the period between prompts. Do not repeat the same prompt more than once.

Least prompts can include:

• indirect verbal instructions (i.e. “what do you do next?”)
• direct verbal instructions
• gestures
• model prompts
• partial physical/touch
• total physical assistance

Usually three types of prompts are sequenced in least to most assistance strategy.for this assignment follow the instructions . complete the problems thru 6 . This assignment is for a job coach that assit an individual with a disability Please respond with 500 words resources attached

Employment Skills

When you have completed job development activities, it is time to consider the actual job match process and the specific skills needed for the person to be successful on the job. Your first question before you begin the actual placement, should be: how do I make a good job match?

• Review the individual’s preferences and support needs
• Review the employer needs and desired goals
• Consider the best employment match for both the employer and employee
• Explore creative job possibilities like: creating a new job, modifying existing positions or altering the job routine
• Explore rehabilitation structural needs, assistive technology and compensatory strategies
• Get feedback from the individual
• Complete the application

You may look back on a job you knew about but the job match was not good for the individual you were assisting in finding competitive employment OR you may think about a job position that an individual was interested in obtaining but you were having difficulty finding due to his or her extensive support needs. Whatever your dilemma was in the past, it is important to outline how you could have thought differently.

Think of a situation in which the match was/is not good and answer the following questions.

1. Work Setting and Job Title?
2. What part of the job was the individual unable to perform or needed to be changed to better fit the individual’s abilities?
3. What are the employer’s needs or demands?
4. Can you think of a way to satisfy the employer’s needs and enable the individual to work there?
   How?
5. What are some other creative job possibilities for this individual?
6. What are key things you need to stress to the employer to help this individual become employed in a suitable job?

hat do I need to do during job placement to ready the employee?

Planning for the first day of employment with the new employee will allow for a smooth transition to work. Be sure to keep these things in mind:

1. Address Social Security Issues Immediately
   • reporting
   • work incentives
2. Be prepared to complete Employment Forms
   • picture identification
   • social security card
   • birth certificate
3. Arrange Transportation
   • bus tickets, cab fare
   • names and telephone numbers of others providing transportation
4. Comply with dress code
   • uniforms
   • grooming
5. Review the routine of the day
6. Identify the role of job coach/Employment Specialist

How Do I Teach Someone the Work and Work-Related Skills Important for His or Her Job?

Based on knowledge about discovering individual strengths, we will review some more specific ways to assist individuals in developing skills on the job. Components of good instructional programs include:

• Task analyses and instructional objectives
• Probe/baseline assessment procedures
• Instructional strategies and procedures
• Reinforcement strategies
• Fading strategies to ensure maintenance and generalization of skills

The use of instructional strategies for individuals who are supported in employment has been well documented and specific strategies have included all of the above. Critics of providing instruction at job sites have, however, argued that training by an employment specialist or job coach draws attention to the individual and isolates him or her from co-workers and supervisors. Well-designed instructional programs, which are individually driven, do not separate people with disabilities from others. Employment specialists and job coaches must have knowledge of training strategies, the individual’s support needs, employer support needs, and the demands of the workplace in order to select the least intrusive method for providing support.

Task Analysis

Before the individual begins working, you must analyze the job and organize the daily routine. This includes identifying the areas in which various job tasks are performed, determining the essential and non-essential job functions, establishing a work routine, identifying supports in the workplace and designing appropriate training and support strategies. Usually, working one shift prior to introducing the individual to the position will be adequate for completing these activities. When you have performed the job, you can note the specific duties and estimate the amount of time required for completion of each task of the job.

In order to develop and use task analyses; you must follow these steps:

1. Identify the specific task(s) needed to complete the activity.
2. Observe and or perform the identified task(s).
3. Develop a task analysis for each task.
4. “Field test” your task analyses.
5. Revise the task analyses as needed.
6. Set a performance criterion for the individual.
7. Determine the baseline for the individual’s current performance level.
8. Begin skill acquisition training using the task analysis.
9. Probe/test the individual’s performance on a regular basis.
10. Provide skill acquisition training until performance criterion is met.

Characteristics of a “Good” Task Analysis:

• The targeted behavior is specified.
• Steps are stated in terms of observable behavior.
• Steps are written with adequate detail and one behavior per step.
• Each step results in a visible change in the task or process.
• Steps are ordered from first to last.
• Steps are worded in the form of a verbal cue.

Helpful hints for developing task analyses:

• Make modifications: Do a written description of initial ideas, implement them, modify as needed, and rewrite them.
• Through the use of discrimination, you can find ways to systematize tasks to fit the individual and the work site. For example, vacuuming in a pattern results in a clean rug and eliminates the need to discriminate where the rug is dirty.
• By using the most efficient method of getting the job done, you can reduce the amount of movement required.
• When you write cues or think about using cues, be clear, concise and direct to keep the individual aware of what he/she must do.

Sample Task Analyis

The following task analysis was developed for cleaning a bathroom toilet. The coach/specialist developed it from watching a co-worker perform the duty:

1. Pick up the bucket, brush and cleanser.
2. Fill bucket with clean water.
3. Go to the first toilet.
4. Put cleanser in the toilet.
5. Set down container.
6. Dip brush in bucket.
7. Tap brush.
8. Brush top of toilet.
9. Brush sides of toilet.
10. Brush front of toilet.
11. Dip brush in bucket.
12. Tap brush.
13. Brush lid of toilet.
14. Raise lid of toilet.
15. Raise lid and brush.
16. Brush inside of toilet.
17. Dip brush in bucket.
18. Tap brush.
19. Lower lid of toilet.
20. Brush outside of toilet bowl.
21. Put brush in bucket.
22. Get cleanser.
23. Go to next toilet.

When observing an individual following these steps, it is important that you watch to see if he/she can follow them in an efficient and appropriate manner. For example, if the individual does not understand how many times to “tap the brush”, you could modify the instruction to say: “Tap the brush 3 times.” This is a very short example and it would need to be modified depending on the individual and the exact expectations of the employer for getting the task done.

Data Collection Guidelines

Recording and graphing data is critical to the success of job–site training. Measurement procedures are vital, because they allow the employment specialist/job coach to monitor the employee’s progress and determine whether a particular training strategy is effective or needs modification. Data collection also can provide documentation for continued funding of supported employment for the individual.

Measurement procedures continue throughout initial job training and into long–term support. They assist the employment specialist/job coach in identifying additional training or retraining needed by the individual. Baseline, probe and prompt data are based on the task analysis of each major job duty and indicate the level of independence reached by the individual.

Initial data collection before instruction is called baseline and should be conducted at least once prior to the initiation of a new skill acquisition program. Data collected after training begins is probe data. The procedures for baseline and probe data are essentially the same and provide information about how well an individual performs in the job without prompting or reinforcement. Probe data should be collected at least once each week.

Another form of instructional strategy is the collection of probe data in order to find the appropriate level of instruction needed for the individual. You can construct a single opportunity probe or multiple probes. The specialist/coach shows the individual how to perform the specific job duty prior to conducting the baseline assessment. After training begins, the individual is asked to perform the duty without any prompting or demonstrations. The steps for performing a single opportunity probe are listed in the following table.

Single Opportunity Probe

• Have the individual move to the appropriate area unless movement is part of the task analysis.
• Stand beside or behind the individual so that data collection does not interrupt the task.
• Tell the individual that he or she is going to work without assistance to see how much he or she can do independently.
• Provide the instructional cue (i.e. fold the towels”).
• Do not provide any prompts or reinforcement.
• Wait 3–5 seconds for the individual to make a response.
• If he or she does not begin the task or makes an error, discontinue the probe and score “–” for all steps on the task analysis form.
• If the individual begins the task, allow him or her to continue as long as correct responses are being made. Score a “+” for correct performance on the task analysis form.
• As soon as an error is made, discontinue the probe and score a “–” for all remaining steps in the task analysis.

There is one major benefit to using a single opportunity probe for data collection. Specifically, assessment is not time consuming and does not interrupt the natural flow of the workplace. The use of multiple opportunity probes shows which steps the individual is having difficulty performing without assistance, prompting or reinforcement.

Multiple Opportunity Probe

• Have the individual move to the appropriate area unless movement is part of the task analysis.
• Stand beside or behind the consumer so that data collection does not interrupt the task.
• Tell the individual that he or she is going to work without assistance to see how much he or she can do independently.
• Provide the instructional cue (i.e. “fold the towels”).
• Do not provide any prompts or reinforcement.
• Wait 3–5 seconds for the individual to make a response.
• Record a “+” for correct performance or a “–” for incorrect performance on the task analysis.
• If correct, “set up” the individual to perform the next step in the task analysis. If the individual is not ready for the next step, repeat the step.

What is Systematic Instruction?

1. Cues/prompts may be instructional or natural.
   1. Instructional cues are provided by the job coach/employment specialist and are faded during skill acquisition.
   2. Natural cues are already available in the environment and remain after the individual has acquired the necessary skills.
   3. External cues/prompts are added to the environment and may remain after the job coach/employment specialist has faded.
2. Cues include (but are not limited to):
   • gestural cues
   • indirect verbal
   • direct verbal
   • physical prompts
   • pictures
   • written information
   • color cues
   • materials
3. Cues/prompts must be applied systemically to promote skill acquisition.
   • Select cues that are customized to the needs of the individual and the environment.
   • Begin with natural types of cues at natural intensities, durations, and frequencies before adding instructional cues.
   • Always give the individual the opportunity to perform independently before providing a cue.
   • Be consistent in the type and frequency of cues given.
   • Continually re-evaluate to ensure skill acquisition.

Prompt Examples

Indirect Verbal Instructions:	What do you do now? What do you do next? What happens now?
Direct Verbal Instructions:	Get the timecard. Stock the cart. Fill the containers.
Indirect Nonverbal Instructions:	A blinking light on a copy machine is natural cue that can prompt the individual to push the button to make copies. A dryer buzzer is a natural cue to unload the towels and fold them.
Gestures:	Point to the time clock (to prompt the individual to clock in). Tap a wristwatch (to prompt the individual to take a break). Touch a stack of aprons (to prompt the individual to put on an apron).
Model Prompts:	Co-worker shows the individual how to get to the employee   Do you need a similar assignment done for you from scratch? We have qualified writers to help you. We assure you an A+ quality paper that is free from plagiarism. Order now for an Amazing Discount! Use Discount Code "Newclient" for a 15% Discount! NB: We do not resell papers. Upon ordering, we do an original paper exclusively for you.