Transcript The Vocational Rating Scale

THE USE OF A
VOCATIONAL RATING SCALE
AS AN OBJECTIVE MEASURE OF
INDIVIDUAL PERFORMANCE ALONG
THE VOCATIONAL CONTINUUM:
FROM SHELTERED TO COMPETITIVE
PRESENTED BY:
DAWN SCHEIDELL, M.S.
AND
LINDA GELDNER, B.A.
NOBODY CAN DO EVERYTHING BUT
EVERYONE CAN DO SOMETHING.
(anonymous)
THE VALUE OF VOCATIONAL
ASSESSMENT
USEFUL IN ACHIEVING AND RETAINING
SUCCESSFUL EMPLOYMENT
AIDS IN DEVELOPMENT OF COMPENSATORY
STRATEGIES FOR ENHANCEMENT OF WORKER
PERFORMANCE AND QUALITY
A TOOL FOR RECOMMENDING PLACEMENT
IN AN APPROPRIA TE VOCATIONAL SETTING
VOCATIONAL RATING SCALE
5 LEVELS
1.
2.
3.
4.
5.
NON VOCATIONAL / LIFE SKILLS
SHELTERED EMPLOYMENT
SEMI STRUCTURED ENVIRONMENT
SUPPORTIVE EMPLOYMENT
COMPETITIVE EMPLOYMENT
LEVEL I
NON VOCATIONAL/LIFE SKILLS
0%-30% OF COMPETITIVE STANDARDS
WITH MAXIMUM / ONE ON
ONE SUPERVISION ABLE TO:
 perform a one step
work task
 carryover tasks
 use compensatory
strategies
RECOMMENDATIONS:


one on one job coaching
life skills
LEVEL 2
SHELTERED EMPLOYMENT
31%-61% OF COMPETITIVE STANDARDS



ABLE TO:
complete one to two step
work tasks with minimal
supervision in a group setting
carry over learned tasks with
repetition or compensatory
strategies
expresses willingness to
participate in vocational
activities
LEVEL 3
SEMI-STRUCTURED EMPLOYMENT
67%-74% OF COMPETITIVE STANDARDS
ABLE TO BENEFIT FROM:
 community volunteer
placement

long term job coaching or
support services provided
at job site

employment at
workstations within the
organization
LEVEL 4
SUPPORTIVE EMPLOYMENT
75%-89% OF COMPETITIVE STANDARDS
ABLE TO BENEFIT FROM:
 short term job coaching
 independence in a
competitive community
job within 3 months
 natural supports /
staff follow up
LEVEL 5
COMPETITIVE EMPLOYMENT
90%-100% OF COMPETITIVE STANDARDS
CAPABLE OF FUNCTIONING:
 independently in
community setting
 without job coaching
 with natural support /
staff follow up
VOCATIONAL RATINGS ARE CLUSTERED
INTO FIVE BEHAVIOR CATAGORIES
AUTONOMY
15
GENERAL
WORK SKILLS
AREAS
2
EMOTIONAL
STABILITY
12
AREAS
ATTENTION
10
AREAS
JUDGMENT
10
AREAS
AREAS
AUTONOMY

LEVEL OF INDEPENDENCE /
SUPERVISION

INITIATION SKILLS

FOLLOWS THROUGH

ATTENDANCE AND PUNCTUALITY

PROBLEM SOLVES

LEARNS AND RETAINS

DEPENDABLE
AUTONOMY
CASE STUDY: SCOTT
1 Carries out assigned tasks without prompting
1 Handles problems with only occasional help
GOAL REFLECTS RELATIVE NEED:
REDUCE ANXIETY LEVEL
GENERAL WORK SKILLS
2 OBSERVABLE AREAS RATED
■ QUALITY AND QUANTITY ARE TWO OF THE
MOST IMPORTANT FACTORS IN JOB RETENTION.
■ JOB REQUIREMENTS CALL FOR MEETING
QUALITY STANDARDS AND PRODUCTIVITY
DEADLINES.
■ COMPENSATORY STRATEGIES CAN BE USED TO
INCREASE PRODUCTIVITY AND / OR QUALITY.
WORK SKILLS
CASE STUDY: ERICA
5 Quality of Work (50% or Below is Non Employable)
4 Quantity of Work
OBJECTIVE:
SHORT TERM JOB COACHING;
NATURAL SUPPORTS FOR SUCCESSFUL
TRANSITION TO COMPETITIVE
EMPLOYMENT
UPDATE!! UPDATE!!

Erica continues to work at her competitive job at
Sears, employed since January 2010.
 Full time since October 2010.
 On weekends overnight restocks at Home Depot as
of March 2011.
 Erica continues to plan her future.
She has initiated contact with OVR
and explores college options.
In May 2011
Erica’s driver’s license
was reinstated.
She is the proud owner of a
brand new car!
ATTENTION
■
ATTENDS TO ASSIGNED TASK
■
ORIENTS TO WORK ENVIRONMENT
■
PHYSICAL TOLERANCE
■
FOLLOWS INSTRUCTION
ATTENTION
CASE STUDY: MICHAEL
1 Pays attention to details
2 Follows verbal direction with minimal cueing
OBJECTIVE REFLECTS RELATIVE NEED:
DEVELOPMENT OF COMPENSATORY STRATEGY
(MAGNIFYING LAMP) SO THAT MICHAEL CAN
DIFFERENTIATE COLOR CUES NECESSARY
FOR A PARTICULAR TASK
EMOTIONAL




COOPERATES WITH STAFF / ACCEPTS
FEEDBACK
COOPERATES WITH PEERS / SOCIAL
SKILLS
FLEXIBLE WITH WORK ASSIGNMENTS
ADHERES TO RULES
EMOTIONAL
CASE STUDY: DAVID
2 PERFORMANCE REMAINS STABLE IN
SUPERVISOR’S ABSENCE
5 GETS ALONG WITH SUPERVISOR
UPDATE!! UPDDATE!!
TRUST AND STABILITY IN A
SUPPORTED ENVIRONMENT:
ACHIEVED!!!
During the past year David felt secure
enough to work some of his hours in
the workshop
Presently David has fully integrated
into the group workshop
Hours increased to fulltime
Milieu
In the
workshop.
SMILE!!
Natural
SupportsIntegrated in the
workshop -accepting direction
and feedback!!
David playing chess with one of the staff.
Keeping score…David wants everyone to know that
he is UP BY FOUR!!!
JUDGMENT
 SELF AWARENESS
(REALISTIC VOCATIONAL GOALS)
 WILLINGNESS TO IMPROVE: CORRECTS
MISTAKES / USES COMPENSATORY
STRATEGIES
 APPROPRIATE COMMUNICATION AND
WORK BEHAVIOR
 FOLLOWS SAFETY PROCEDURES
JUDGMENT
CASE STUDY: GROUP ENCLAVE
2 Expresses negative feelings appropriately
3 Requests additional supplies when necessary
2 Initiates action to correct own mistake
 INDIVIDUALS EXHIBIT SATISFACTORY
WORK AND SOCIAL SKILLS
 INDIVIDUALIZED SUPPORT AND
DIRECTION IN OTHER CORE AREAS
WHY WORK?
■ HOW WE DEFINE OURSELVES
■ SOCIAL INTEGRATION
■ THERAPEUTIC / MAY DECREASE DEPRESSION
■ SENSE OF SELF WORTH / PURPOSE
■ INCREASE INDEPENDENCE
QUALITY OF LIFE ENHANCED
WHEN “ENGAGED”
IN CLOSING
THE VOCATIONAL RATING SCALE IS A
USEFUL, OBJECTIVE TOOL FOR:
 VOCATIONAL PLACEMENT
 IDENTIFYING STRENGTHS AND RELATIVE
NEEDS
 GOAL AREA DEVELOPMENT
THE GOAL . . .
The focus should not
be on whether one can
find a job but rather
how long one can stay
on a job.
Our greatest glory
is not in never
failing, but in
rising every time
we fail. --Confucius