The College of New Jersey

The College of New Jersey

2011 State of the Art Conference on Postsecondary

Education and Individuals with Intellectual Disabilities

Rick Blumberg PhD TPSID DirectorRebecca Daley M.S. CCS DirectorAmy K. Schuler M.S. Career Specialist

Student Mentors/Job CoachesRachel AdelmanKristen Lewis Theresa LombardiDanielle TravisanoKatie Gallagher

Program Attributes

Approved CTP programFull-time four year program Ages 18-25 at time of admissionCohort modelMentor supportedCertificate from TCNJAlumni activities and events

CCS ComponentsLiberal learning

CCS Core CurriculumInclusive TCNJ coursework

Career explorationOn campus practicumCommunity Internship

Socialization/self determinationExtracurricular activitiesIndependent living

CCS studentsFirst cohort Fall 2006Twelve student graduatesCurrently enrolled 34 studentsResidential /off campus housing 29Funding resources

DDD Real Life ChoicesSchool DistrictFAFSA eligible Pell GrantTCNJ Scholarship

Student’s work experiences

The NeedWe discovered early in the development of

our program that: most incoming freshman had little knowledge

of their disability had engaged in few career development

activities in High School and so, had little information upon which to develop

meaningful career goals.

Career DevelopmentWe adopted the career development stage

framework articulated by Brolin (1997) in designing coursework and related experiences.

These development stages includesCareer awareness, Exploration Preparation, and Assimilation

Career Developmen

t

AssimilationPreparatio

nExploratio

nAwareness

Career AwarenessApproached during Freshman year through self

assessment and knowledge development activities.Through Career Exploration coursework, students

are exposed to content that addresses:Why people work,The benefits of employment,Types of careers people engage in, &Work expectations including:

Education, Training, and Skill requirements

Self AssessmentStudents begin to

identify their abilities, Interests, and preferences.

An important outcome is the student’s developing understanding of the types of accommodations and supports he/she needs to be successful.

Career ExplorationAdministrative/

Office mgmt

Retail/Customer service

HospitalityHealth/Fitness

Information Technology

In Sophomore year, students begin a series of brief on-campus work experiences in occupational “clusters”

Career ExplorationSophomores choose experiences within these

clusters based upon their individual interests and preferences

Work experiences are task analyzed so that job coaching can be effectively provided by peer mentors, and students receive clear feedback on their performance

These on-campus work experiences are generally the same offered other typically admitted undergraduates

Career PreparationConducted during Junior year with 1-2 on

campus work experiences that reflect the student’s emerging career goals, and represent a good match between abilities, skills and preferences.

Career coursework focuses on resume development, interview skills and an exploration of available community based internships/employment opportunities

Career AssimilationIs accomplished during senior year through an

intensive (12-15hr. per wk.) internship or paid employment experience.

Workplace support is provided by trained peer mentors and supervised by CCS Faculty.

Data is collected and reviewed with students to evaluate their performance, workplace accommodations, and the “match” between the student and job/career path

Practicum and InternshipsOn Campus Off CampusAdmissionsSodexo food ServiceRecords & Registration MailroomKids-Bridge MuseumLibraryPublic RelationsMedia TechnologyInformation Technology

NJ state Nursing AssociationMercer ARCWaWaEducational Testing ServicesStepping Stone Learning

InstituteHopewell Physical TherapyMichaelsNJ Credit UnionAmerican Cancer SocietyNJ State Dept Of Disability

Service

Video ModelingVideo modeling (VM) typically involves a

person viewing a clip of someone performing the steps of a task/skill, and then performing that task themselves. It involves visual and auditory prompting

Recent research suggests that VM can be used to successfully teach a variety of skills (academic, career, social, self care) to individuals with IDD. (Rehfelt at al, 2003; Mangiapello & Taylor, 2003; & Nikopolous & Keenan, 2003)

A Promising PracticeVM appears to improve the pace of learning,

improve task accuracy/quality, improve generalization, and increase independence (Van Laarhoven et al, 2009;

Students may prefer VM to traditional forms of systematic instruction (Hume, Loftin & Lantz, 2009)

It does not appear to matter if the student views him/herself or others modeling the task/skill

A Pilot DemonstrationTo get some experience with VM and it’s

application to College students with IDD, we conducted a pilot demonstration in Fall 2001 semester

We wanted to see how iPAD technology could be used to help students learn job skills and the social skills associated with them.

Our ProcessTask analyze on-campus work experiencesDemonstrate the tasks for studentsDirect students to perform the tasksProvide a hierarchy of prompts until students

complete the task (gestural, verbal, physical w/ verbal direction, modeling w/verbal direction

Take observational data on the types of prompts needed

Using videoCreate film clips of the task analysis using

student modelsProvide visual and verbal directions within

the videoHave students view the video prior to

performing the taskRemind students that they can view the video

as neededTake observational data on the number of

times students view the video to independent task completion

AteevSophomorePolite, wants to be liked by othersDoes not respond well to social cues,

difficulty with social interactionsHe has difficulty initiating

interactions/conversations with peers at lunch

Baseline Data: Ateev# Steps

Trial

1 2 31 Walk up to the person. 2 0 1

2 Look them in the eyes and say hello. 1 2 2

3 After they respond, ask them how their day is going. 2 2 2

4 Once they answer, them them know how your day is going. 0 0 0

5 Ask that person if they would like to sit with you for lunch. 2 0 2

6 If they say yes, guide them to your seat. 1 2 2

7 Continue conversation by saying, "What classes do you have this afternoon?" 2x 4

8 Do not repeat any questions you have asked or anything you have said. 0 0 0

9 Do not repeat anything your friend has said. 0 0 0

0 = Independent Response 2 = Verbal Prompt Only 4 = Modeling Prompt w/

Verbal Direction Total 10 6 13

1 = Gestural Prompt Only 3 = Physical Prompt w/ Verbal Direction

5 = Direct Physical Assistance w/ Verbal Direction

Date 9/30 9/30 10/4

Video: Initiating Conversation

Post-Data: Ateev# Steps

Trial4 5 6

1 Walk up to the person. 0 0 0 0 0 2

2 Look them in the eyes and say hello. 0 0 0 0 0 0

3 After they respond, ask them how their day is going. 0 0 0 0 0 0

4 Once they answer, them them know how your day is going. 0 0 0 0 0 0

5 Ask that person if they would like to sit with you for lunch. 0 0 0 0 0 0

6 If they say yes, guide them to your seat. 0 0 0 0 0 0

7 Continue converstaion by saying, "What classes do you have this afternoon?" 0 1 0 1 0 0

8 Do not repeat any questions you have asked or anything you have said. 0 0 0 0 0 0

9 Do not repeat anything your friend has said. 0 0 0 0 0 0

0 = Independent Response 2 = Verbal Prompt Only 4 = Modeling Prompt w/ Verbal Direction

Total 0 1 0 1 0 2



Date 10/20 10/21 10/25

Graph Data

1 2 3 4 5 6 7 8 90

1

2

3

4

5

Social Skills pre-iPad

Trial 1Trial 2Trial 3

Step Number

Leve

l of

Prom

ptin

g

1 2 3 4 5 6 7 8 90

1

2

3

4

5

Social Skills post-iPad

Trial 4aTrial 4bTrial 5aTrial 5bTrial 6aTrial 6b

Stemp Number

Leve

l of

Prom

ptin

g

ChelseaJuniorHardworking, sweet personalityWaitress in 1855 dining hallTask: serving drinks to customersIncorporates social skills with multi-step

tasks

Baseline Data: Ordering water# Steps

Trial

1

1 Go up to a customer that has not been waited on. 2

2 Ask them what they would like to drink. 2

3 Get a cup off the shelf. 0

4 Put a big scoop of ice into it. 2

5 Push the blue water fountain button. 0

6 Bring the drink back to the customer. 0


Total 6



Date

Video: Ordering Water

Post-Data: water# Steps

Trial2

1 Go up to a customer that has not been waited on. 0 0

2 Ask them what they would like to drink. 0 0

3 Get a cup off the shelf. 0 0

4 Put a big scoop of ice into it. 0 0

5 Push the blue water fountain button. 0 0

6 Bring the drink back to the customer. 0 0


Total 0 0



Date

Graph Data

1 2 3 4 5 60

1

2

3

4

5

Serving Water pre-iPad

Trial 1

Step Number

Leve

l of

Prom

ptin

g

1 2 3 4 5 60

1

2

3

4

5

Serving Water post-iPad

Trial 2aTrial 2b

Step Number

Leve

l of

Prom

ptin

g

Baseline Data: ordering coffee# Steps

Trial1 2

1 Go up to a customer that has not been waited on. 2 0

2 Ask them what they would like to drink. 0 0

3 Get a coffee cup off of the shelf. 2 0

4 Press the orange decaf button down. 2 2

5 Put the coffee on a plate. 0 2

6 Put a spoon on the plate. 0 0

7 Put crème on the plate. 0 0

8 Bring the coffee back to the customer. 0 0


Total 6 4



Date

Video: Ordering Coffee

Post-Data: Coffee# Steps

Trial

3 4 5

1 Go up to a customer that has not been waited on. 0 0 0 0 0 0

2 Ask them what they would like to drink. 0 0 0 0 0 0

3 Get a coffee cup off of the shelf. 0 0 0 0 0 0

4 Press the orange decaf button down. 0 0 0 0 0 0

5 Put the coffee on a plate. 0 0 0 0 0 0

6 Put a spoon on the plate. 0 0 0 0 0 0

7 Put crème on the plate. 0 0 0 0 0 0

8 Bring the coffee back to the customer. 0 0 0 0 0 0


Total 0 0 0 0 0 0



Date

Graph Data

1 2 3 4 5 6 7 80

1

2

3

4

5

Serving Coffee pre-iPad

Trial 1Trial 2

Step Number

Leve

l of

Prom

ptin

g

1 2 3 4 5 6 7 80

1

2

3

4

5

Serving Coffee post-iPad


Step Number

Leve

l of

Prom

ptin

g

Baseline Data: Ellis# Steps Trial

1 2 31 Lift up your collar. 1 1 1

2 Put the tie around your neck with the wide end on the right side and the narrow end on the left side 1 0 1

3 Hold wide end of tie with right hand and narrow end of tie with left hand. 0 0 04 Adjust the length, so that the narrow end is at the tip of your pants. 2 2 2

5 Using the right hand, cross the wide end of the tie over the narrow end of the tie. 1 0 1

6 Switch your hands, so that the wide end is in your left hand and the narrow end is in your right hand. 2 0 0

7 Using your left hand, bring the wide end of the tie behind the narrow end ending on the right side. 2 1 2

8 Switch your hands again, so that the right hand is holding the wide end and the left hand is holding the narrow end. 0 0 0

9 Using your right hand, cross the wide end in front of the tie ending on the left side. 2 2 2

10 Switch your hands, so that the wide end of the tie is in your left hand and the narrow end is in your right hand. 0 0 0

11 Using your left hand, bring the wide end of the tie up through the loop that was created around your neck and pull it through. 3 3 3

12 Still using the left hand, take the wide end of the tie and put it through the loop at the frong of the tie. 3 3 3

13 Slowly move the tie up making it tight and straight. 2 0 014 Put your collar down. 1 1 1

0 = Independent Response 2 = Verbal Prompt Only 4 = Modeling Prompt w/ Verbal Direction Total 20 13 161 = Gestural Prompt Only 3 = Physical Prompt w/ Verbal Direction 5 = Direct Physical Assistance w/ Verbal

Direction Date 10/13 10/13 10/13

EllisSophomoreQuiet, polite. Likes to work on his own

(without mentor support)Work experience: MTSS/techSkill: tying a tieWanted to learn, helpful for internships and

job interviews

Video: Tying a Tie

Post-Data: Ellis# Steps Trial

4 5 6 7 8 1 Lift up your collar. 0 1 0 0 0 0 0 0 0 0

2 Put the tie around your neck with the wide end on the right side and the narrow end on the left side 0 1 0 0 0 0 0 0 0 0

3 Hold wide end of tie with right hand and narrow end of tie with left hand. 0 1 0 0 0 0 0 0 0 04 Adjust the length, so that the narrow end is at the tip of your pants. 0 1 0 0 0 0 0 0 0 0

5 Using the right hand, cross the wide end of the tie over the narrow end of the tie. 0 1 0 0 0 0 0 0 0 0

6 Switch your hands, so that the wide end is in your left hand and the narrow end is in your right hand. 0 1 0 0 0 0 0 0 0 0

7 Using your left hand, bring the wide end of the tie behind the narrow end ending on the right side. 0 1 0 0 0 0 0 0 0 0

8 Switch your hands again, so that the right hand is holding the wide end and the left hand is holding the narrow end. 0 1 0 0 0 0 0 0 0 0

9 Using your right hand, cross the wide end in front of the tie ending on the left side. 0 1 0 0 0 0 0 0 0 0

10 Switch your hands, so that the wide end of the tie is in your left hand and the narrow end is in your right hand. 0 1 0 1 0 0 0 0 0 0

11 Using your left hand, bring the wide end of the tie up through the loop that was created around your neck and pull it through. 0 2 0 1 0 0 0 1 0 0

12 Still using the left hand, take the wide end of the tie and put it through the loop at the frong of the tie. 0 1 0 1 0 0 0 2 0 1

13 Slowly move the tie up making it tight and straight. 0 1 0 0 0 0 0 0 0 014 Put your collar down. 0 1 0 0 0 0 0 0 0 0

0 = Independent Response 2 = Verbal Prompt Only 4 = Modeling Prompt w/

Verbal Direction Total 0 15 0 3 0 0 0 3 0 1



Date 10/25 10/25 10/25 10/28 10/28

Graph Data

1 2 3 4 5 6 7 8 9 10 11 12 13 140

1

2

3

4

5

Tie with Ellis pre-iPad

Trial 1Trial 2Trial 3

Step Number

Leve

l of

Prom

ptin

g

1 2 3 4 5 6 7 8 9 10 11 12 13 140

1

2

3

4

5

Tie with Ellie post-iPad

Trial 4aTrial 4bTrial 5aTrial 5bTrial 6aTrial 6bTrial 7aTrial 7bTrial 8aTrial 8b

Step Number

Leve

l of

Prom

ptin

g

LaurenJuniorVery social and affectionateWorks in Records and RegistrationObserved that she tended to hug and say “I

love you” to 0thers including her supervisorSkill: appropriately greeting her supervisor

at start of shift

Baseline Data: Lauren#

Trial1 2

1 Look the person in the eyes and say, "Hi! How are you today?" 0 0

2 When they finish answering your question, tell them how your day is going 2 2

3 Then ask, "What tasks would you like me to do today?" 2 2

4 After the person finishes explaining your tasks, say, "Great! I will get right to work!" 2 2

5 Do no tell the person you love them. 2 0

6 Do not give the person a hug. 0 0


Total 8 6



Date

Video: Conversation at Work

Post-Data: Lauren#

Trial3 4 5

1 Look the person in the eyes and say, "Hi! How are you today?" 0 0 0 0 0 0

2 When they finish answering your question, tell them how your day is going 0 0 0 0 0 0

3 Then ask, "What tasks would you like me to do today?" 0 1 0 0 0 0

4 After the person finishes explaining your tasks, say, "Great! I will get right to work!" 0 0 0 0 0 0

5 Do no tell the person you love them. 0 0 0 0 0 0

6 Do not give the person a hug. 0 0 0 0 0 0


Total 0 1 0 0 0 0



Date 10/24 10/26 10/31

Graph Data

1 2 3 4 5 60

1

2

3

4

5

Work Place Con-verstaion pre-iPad

Trial 1Trial 2

Step Number

Leve

l of

Prom

ting

1 2 3 4 5 60

1

2

3

4

5

Work Place Conver-sation post-iPad


Step Number

Leve

l of

Prom

ptin

g

Career And Community Studies (CCS)

The College of New Jersey

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