for this assignment please Please list possible options for each of the dilemmas there are 7 options . I attached some resources to help
How can I assist with supporting differences between what the job requires and the skills and abilities of the individual? Here are some dilemmas in matching and some possible issues to explore in helping the person in their employment role. Please list possible options for each of the dilemmas.
Orienting
Assessment information: Individual can orient in a small area only.
Job analysis information: Job requires orienting building wide.
Possible Support Options:_______________________________________
Endurance
Assessment information: Individual can work for one hour without a break.
Job analysis information: Job requires working for two hours without a break.
Possible Support Options:_______________________________________
Work Rate
Assessment information: Individual works at a slow pace.
Job analysis information: Job requires working at a steady and sometimes fast pace.
Possible Support Options:_______________________________________
Attention To Task
Assessment information: Individual requires frequent prompts.
Job analysis information: Job provides intermittent prompts and low supervision.
Possible Support Options:_______________________________________
Social Interactions
Assessment information: Individual rarely interacts appropriately.
Job analysis information: Social Interactions Required Infrequently.
Possible Support Options:_______________________________________
Reinforcement
Assessment information: Individual requires frequent reinforcement.
Job analysis information: Job offers infrequent reinforcement (on a weekly basis).
Possible Support Options:_______________________________________
Discrimination
Assessment information: Individual cannot distinguish among work supplies.
Job analysis information: Job requires distinguishing among work supplies.
Possible Support Options:_______________________________________
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:
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:
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.
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:
Characteristics of a “Good†Task Analysis:
Helpful hints for developing task analyses:
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:
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.
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
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
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. |
How do I use a system of least prompts to provide instruction?
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:
Usually three types of prompts are sequenced in least to most assistance strategy.
Selection of reinforcers as well as the systematic delivery of reinforcement can assist an individual in becoming successful in the workplace. The most effective reinforcers are those that occur as a natural consequence to a given task or situation within the work environment. Therefore, your role is to begin by identifying items that are available on the job site. This includes things like co-worker praise, supervisor approval, positive written evaluations, pay raises or bonuses, etc. Remember that not all people are reinforced by the same items and that even the most preferred reinforcement, if used too much, will lose its effectiveness. Only after having tried to identify and use a natural reinforcer in the worksite should the coach/specialist select a more artificial one. Think about the following issues and what is important to you:
What’s Reinforcing To You?
Your supervisor is very pleased with the work that you have been doing. She has given you the following list and asked you to rank the items in order from the one you would most prefer to least.
More than likely, employees would have varying preferences
How Do Items Develop Reinforcing Properties/Value?
How To Get The Most Out Of Reinforcers:
Using Reinforcement For Instruction:
Get a schedule for reinforcement. Decide upon the number of tasks or behaviors that must be performed correctly (i.e. the number of pots washed or the number of towels folded) in order for the reinforcement to be provided. This number can be fixed (provided after the set number of correct tasks are performed) or variable(provided when the task can be performed a set number of times on the average). The schedule may also be either fixed (ever five minutes, every three days, once a week) or variable (on the average of every five minutes, every three days, or every hour).
Regardless of the schedule being used, set a criteria and gradually increase the requirements in order to fade the reinforcement.
Using compensatory strategies during job site training can enhance a person’s ability to learn and perform independently. In some instances, compensatory strategy can reduce or eliminate instruction and allow the individual to participate in activities that he or she otherwise would not be able to do. For example, an individual may use a money card to purchase a soda from a vending machine. This can eliminate the need to distinguish between coins or the actual amount that is required to access the machine. The steps to use the strategy may require instruction and should be included within any task analyses that are developed.
If you choose to use compensatory strategies, it is advisable to design them with input from the individual, employer and co-workers. You should be careful in the selection and design of the materials to ensure that they do not stigmatize the individual nor get in the way in the workplace environment. The following list offers some examples of compensatory tools:
If the individual has difficulty reading requests to determine work assignments, you could:
If the individual can’t count to package work materials, you could:
Whenever you use pictures to design a compensatory strategy, be sure:
All compensatory strategies should be simple to use, concise, and as inobtrusive as possible.
Compensatory Memory Strategies
Individuals with brain injury may have specific memory difficulties. This may include problems with auditory and visual memory and learning, as well as short and long-term memory. The following strategies for dealing with such issues are adapted from material compiled by Virginia Commonwealth University:
If you have used all possible compensatory strategies and you still find the individual does not know how to complete the job duties, you must revise your training program. First review the data and pinpoint the changes that need to be made. In some instances, you could ask other persons in your agency or fellow job coach/employment specialists for other possible solutions. The following questions can assist in modifying the training program:
Sometimes, in spite of efforts to change the training program, modify the workplace, or add assistive technology devices and services, the individual will still have difficulty performing a job duty. In these instances, the coach/specialist may need to negotiate with the employer to determine if a co-worker can share the job duty or switch for one that is of equal responsibility. The individual, employer, co-worker(s), and employment specialist should meet to discuss the alternatives. A change in the worker’s responsibilities will require the implementation of a new training program for helping him or her perform the new job duties.
Natural First
When possible, use natural methods and coworkers or supervisors for job training. This is the best way to keep the worker from being perceived as less competent than any other new employee and will facilitate acceptance and full inclusion of the supported worker.
In a “picture†of a good relationship with the supported worker and employer, the coach would be slightly behind and to the side of the worker and employer. You are there to support both the worker and employer in developing a mutually beneficial working relationship.
If “natural first†doesn’t work:
Anytime anything is added to the natural environment (including the job coach), attention is drawn to the worker. As environmental additions are made, think about HOW to fade them. Knowing how to fade the additions must be part of the factors considered when making the decision to add them.
You must always consider the benefit of the added strategy as well as the attention it draws to the worker. In some cases, artificial measures can make the person appear less competent and thus decrease his or her chances for inclusion in the culture of the workplace. Always be aware of the effect of your actions on the perceptions of others toward the worker.
Helping People Learn
Set the Stage for Learning
The trainer should explain the task and its purpose to the worker. Be sure the individual understands why each task is important, what happens to the finished product, and why the job needs to be completed correctly and with high quality. Be sure to use an appropriate method of communicating with the worker. Based on your knowledge of the worker, his or her experience, and the task itself, you may decide to start the instructional interaction by demonstrating the task for the person. If you think the worker can accomplish the task with only verbal cues, start there. Add systematic strategies or prompts if you find they are necessary or are sure of their necessity from the start.