Consumer-Centered Transition and Supported Employment

Career Development for Exceptional Individuals

2004

Self Cite

mentioning

confidence: 99%

Improving Supervisor Evaluations Through the Use of Self Determination Contracts

Woods

Career Development for Exceptional Individuals

2004

Self Cite

A Staff Manual to Help Developmentally Disabled Persons Improve Their Work Habits and Productivity

1995

Behav Modif

In keeping with new directions for Behavior Modification, this article presents a treatment manual that has evolved over the past dozen or so years from our research program on vocational habilitation with developmentally disabled persons. The manual presents staff-managed and self-management strategies for helping these people improve work habits and productivity in various settings. The manual was written for front-line staff working with developmentally disabled clients. Strategies are presented as a checklist, making it easy to select the most appropriate components for each client and work setting. The guidelines are supported by research. The manual has been used in numerous training seminars, and feedback has been positive. In a workshop at the 1990 Conference of the Florida Association for Behavior Analysis, for example, mean rating of the manual by participants was 4.5 on a 5-point scale.

ChoiceMaker: Transitioning Self-Determined Youth

Rural Special Education Quarterly

Oliphint

Weisenstein

1994

Individuals who are successful are self-determined. Unfortunately, too many youths with disabilities are not self-determined. Many individuals with disabilities exit our schools faced with a quality of life that looks quite different from their non-handicapped peers. Transition activities must be based on students' needs, preferences, and interests. School based transition planning should be directed toward employment outcomes. Students need opportunities to learn their vocational preferences, interests and skills relative to the available job market. By using a Self-Directed Employment Model, students will empower themselves to make and implement their own decisions. The Self-Directed Employment approach teaches students to choose a job that matches their interests and skills, and facilitates on-the-job self-management skills. Participating students systematically complete a three phase structured vocational curriculum as they progress through a choose, manage, evaluate, and adjust model. To help make a successful transition from school to work, the Individualized Education Plan needs to reflect student interests. The authors of this article describe the Self-Directed Employment model as a method to teach student self-determination.