Supported Employment in Maryland: Successes and Issues

Conley, Ronald W.

doi:10.1352/0047-6765(2003)41<237:seimsa>2.0.co;2

Cited by 17 publications

(17 citation statements)

References 2 publications

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“…How training is provided should be considered in light of the part-time nature of most supported work placements for workers with severe disabilities (Conley, 2003). Due to the part-time basis of many job placements, there is often insufficient time to adequately train workers in relevant work skills while on the job (Flynn, Wacker, Berg, Green, & Hurd, 1991).…”

Section: ____________________________________________________________mentioning

confidence: 99%

Enhancing Job‐site Training of Supported Workers With Autism: A Reemphasis on Simulation

Lattimore

Parsons

Reid³

2006

J of App Behav Analysis

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Currently recommended practice in supported work emphasizes training job skills to workers with severe disabilities while on the job. Early behavioral research indicated that skills needed in natural environments could also be trained in simulated settings. We compared job-site plus simulation training for teaching job skills to supported workers with autism to provision of training exclusively on the job. Job-site training occurred in a small publishing company during the regular work routine, and simulation training occurred in an adult education site for people with severe disabilities. Two pairs of workers received training on two job skills; one skill was trained at the job site and the other was trained using job-site plus simulation training. Results indicated that for 3 of the 4 comparisons, job-site plus simulation training resulted in a higher level of skill or more rapid skill acquisition than did job-site-only training. Results suggested that job-site training, the assumed best practice for teaching vocational skills, is likely to be more effective if supplemented with simulation training. Directions for future research include expanding applications of behavioral technologies to other aspects of the current support paradigm.

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Section: ____________________________________________________________mentioning

confidence: 99%

Enhancing Job‐site Training of Supported Workers With Autism: A Reemphasis on Simulation

Lattimore

Parsons

Reid³

2006

J of App Behav Analysis

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“…[31][32][33] On average, they work approximately 20 to 28 hours per week. 23,31,34 In SE, the mean hourly wage is usually close to or slightly above the federal minimum wage. 31,34 This is more than twice the hourly wage of individuals working in sheltered workshops, and total earnings exceed those of individuals working in sheltered workshops by 3.5-fold because the individuals in SE tend to work more hours.…”

Section: Employment Outcomesmentioning

confidence: 99%

“…23,31,34 In SE, the mean hourly wage is usually close to or slightly above the federal minimum wage. 31,34 This is more than twice the hourly wage of individuals working in sheltered workshops, and total earnings exceed those of individuals working in sheltered workshops by 3.5-fold because the individuals in SE tend to work more hours. 34 Hall et al 29 reported that only 13% of individuals with an IQ of 50 to 70 who could be located at 42 to 43 years of age were earning more than the population median income.…”

Section: Employment Outcomesmentioning

confidence: 99%

“…31,34 This is more than twice the hourly wage of individuals working in sheltered workshops, and total earnings exceed those of individuals working in sheltered workshops by 3.5-fold because the individuals in SE tend to work more hours. 34 Hall et al 29 reported that only 13% of individuals with an IQ of 50 to 70 who could be located at 42 to 43 years of age were earning more than the population median income. In the United States, the gap between the inflation-adjusted weekly earning (in 2007 dollars) of individuals with ID compared to the general population increased from $404 in 1995 to $532 in 2007.…”

Section: Employment Outcomesmentioning

confidence: 99%

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Developmental and Behavioral Disorders Grown-Up—Intellectual Disability

Huang

Blum²

2010

Journal of Developmental &Amp; Behavioral Pediatrics

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John was diagnosed with mild intellectual disability (ID) in kindergarten when he was having trouble learning letters and numbers and was engaging in disruptive behaviors. He had a psycho-educational assessment that demonstrated a full scale IQ score of 58 and an Adaptive Behavior Composite standard score of 63 on the Vineland Adaptive Behavior Scales. He was initially educated in a regular classroom with special education support, but as he fell further behind his classmates' academic skills, he spent increasing time in special education classrooms while going to mainstream classrooms for art and music. His parents attempted to arrange activities with typically developing peers but have found this to be increasingly difficult as he has gotten older. He is now 16 and entering his second year of high school. His parents have multiple concerns. Do they need to plan for John to live with them? Will John be able to be employed? John says he does not like school and he wants to work, but is this a good idea? If it is a good idea, how does one help him get a job? What is John's adult life going to be like?John's parents' questions are often placed to professionals involved in the care of a child or youth with an ID. No professional will be able to precisely predict John's adult activities as these activities will be influenced by a complex interaction between his strengths, weaknesses, interests, and experiences and the opportunities provided by his family, community, and society. Yet as a professional advising John and his family, having an accurate view of the range of possible outcomes for John is critical. An overly pessimistic view may discourage a family from seeking opportunities and services that could dramatically increase John's autonomy as an adult. On the other hand, an overly optimistic view might also interfere with appropriate planning and lead to frustration for John and his family.As we present a picture of the range of possible outcomes for John and others with ID, it is important to recognize that over the past 50 years, there has been a dramatic transformation in the opportunities and supports available to individuals with ID in the United States and many industrialized societies. Changes in the name and definition of ID as well as in public policy and legislation have altered where individuals with cognitive limitations live, how they are educated, and their opportunities for employment. After discussing the definition of ID, we will briefly review these changes in order to place what we know about the outcomes for individuals with ID in the context of this shifting environment. Further complicating the picture must be the recognition that there is great variability in the implementation of these policies and innovations. For many adults with ID, the promise of these changes to improve the functional status and quality of life is greater than the current reality. Thus, in discussing these outcomes, we will highlight disparities between what is currently achieved and the evidence for outcomes that a...

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“…A recent study of supported employment found that inadequate transportation and employment opportunities, insufficient support, and disincentives for work associated with Supplemental Security Income and Social Security Disability Insurance benefits represented significant barriers to obtaining employment for persons with DD (Conley, 2003). The evidence regarding the extent to which psychiatric disorders and DD represent an obstacle to obtaining supported employment placement is inconclusive.…”

Section: Barriers To Obtaining and Maintaining Employmentmentioning

confidence: 99%