A Comparison of Supported Work versus Center-Based Program Services on Selected Outcomes for Individuals with Multiple Severe Disabilities

Abstract

The effects of supported work versus center-based program services were evaluated with four individuals who have multiple severe disabilities. Each week the individuals participated in supported work placements in a publishing company and in a center-based program within an adult education department at a residential center. Systematic observations were conducted in multielement fashion of the degree to which the individuals displayed alert and active behavior, were involved in purposeful activity, and exhibited indices of happiness in both programs. Results indicated that most individuals displayed more alert and active behavior and were involved in more purposeful activity during supported work than during the center-based program. Two of the individuals also displayed more indices of happiness during supported work, whereas two individuals showed no consistent differences in happiness indices across the two types of programs. Possible reasons for the beneficial effects of supported work are discussed, with an emphasis on potentially different expectations for the participants and staff in supported work versus centerbased services, as well as differences in the proficiency with which staffperformed their duties. Areas for future research are offered to provide more detailed determinations of the relative benefits of supported work for people with multiple severe disabilities.

Assessing indices of happiness and unhappiness in individuals with developmental disabilities: a review

“…Reid, Green, and Parsons (1998) used indices of happiness to evaluate preference of the type and location of various work activities. The authors observed indices of happiness of four individuals with PMD in center-based and supported work (i.e., community) experiences.…”

Persons With Moderate Alzheimer's Disease Improve Activities and Mood via Instruction Technology

“…32,33 With regard to the second objective, generally positive outcomes were hypothesized based on the results of (a) studies helping patients with Alzheimer's disease engage in preferred activities 34 or exercise 9 and (b) studies promoting activity engagement with persons with intellectual and multiple disabilities. 35,36 Study I-Method Participants The participants, Janice and Nancy (pseudonyms), were 58 and 79 years, respectively, and were considered to function within the moderate range of Alzheimer's disease. Their scores on the MiniMental State Examination 37 were 15 and 12, respectively.…”

“…32,33 With regard to the second objective, generally positive outcomes were hypothesized based on the results of (a) studies helping patients with Alzheimer's disease engage in preferred activities 34 or exercise 9 and (b) studies promoting activity engagement with persons with intellectual and multiple disabilities. 35,36 Study I-Method…”

Skills, Behaviors, Expectations, and Experiences Associated with Improved Postsecondary Outcomes for Students with Significant Cognitive Disabilities

“…In fact, Kaya and colleagues (2016) found individuals who received more vocational rehabilitation services at higher expenditure levels were more likely to obtain competitive employment. Agencies can provide a wide variety of services and training beneficial to students with significant cognitive disabilities, including job readiness training (Kaya et al, 2016), job search and placement assistance (Heal et al, 1990;Kaya et al, 2016), personal guidance assistance (Kaya et al, 2016), on-site employment coaching (Kaya et al, 2016), and community-based training in nonschool natural environments (Heal et al, 1990;Hood et al, 1996;Kaya et al, 2016;Reid et al, 1998;Wehman et al, 2014;White & Weiner, 2004). Agencies can involve supportive employers and paid and unpaid coworkers to provide authentic job training experiences (Hagner et al, 1995;Hood et al, 1996).…”