Vocational and Transition Services for Adolescents with Emotional and Behavioral Disorders

Vocational and Transition Services for Adolescents with Emotional and Behavioral Disorders
Strategies and Best Practices
High School
8.5x11
Pages: 
280
ISBN: 
978-0-87822-465-4
Item Number:
5170
Price:$27.95
Vocational and Transition Services for Adolescents with Emotional and Behavioral Disorders: Strategies and Best Practices

Overview

This book is co-published by Research Press and the Behavioral Institute for Children and Adolescents. It presents a comprehensive blueprint for establishing and conducting a successful community-based vocational and transition program. The approach focuses on areas crucial for helping adolescents make a successful transition to adult life. The authors provide numerous case examples and program guidelines. The appendices include a questionnaire to assess criminal conduct involvement; reproducible program forms; and a protocol for conducting follow-up interviews with participants.

Content areas include:

  • Building School and Community Partnerships
  • Intake and Preplacement
  • Job Development and Placement
  • Job Training and Support
  • Behavioral Interventions
  • Tracking Student Progress
  • Job-Related Social Skills Training
  • Vocational Support Groups
  • Providing Consultation and Technical Assistance
  • Gathering Longitudinal Information on Transition Adjustment
Table of Contents

Chapter 1: Introduction and Overview
Constance Lehman

  • Population
  • Transition Experiences
  • Service Coordination
  • Community-Based Programs
    • Sprague High School Program
    • Job Designs
    • Case Examples
  • Summary and Chapter Overview

Chapter 2: Building School and Community Partnerships
Michael R. Benz

  • Collaboration Issues and Barriers
  • Mobilizing the Community Transition Team
    • Step 1: Establish a Local Community Transition Team
    • Step 2: Assess Local Program Improvement Needs
    • Step 3: Develop and Implement an Action Plan
    • Step 4: Evaluate Accomplishments and Repeat the Cycle
  • Summary

Chapter 3: Intake and Preplacement
Janet Corbitt and Kathleen Paris

  • Population Parameters
  • Outreach to Other Agencies
  • Intake
    • Intake Forms
    • Intake Interviews
  • Self-Determination
  • Program Plans

Chapter 4: Job Development and Placement
Vicki Nishioka

  • Considerations Before Placement
    • Antisocial Behaviors
    • Skill Levels
    • Transportation
    • Medical Issues
    • Scheduling Concerns
    • Individual Preferences
    • Multiple Job Placements
    • Developmental Model of Job Placements
    • Matching the Student to the Worksite
  • Locating Worksites
  • Worksite Recruitment
    • Initial Telephone Contact
    • Meeting With the Employer
    • Selecting Appropriate Employers
    • Documenting Employer Contacts
  • Maintaining Worksites

Chapter 5: Job Training and Support
Vicki Nishioka

  • Job Orientation
    • Preplacement Contact With the Employer
    • Orientation to the Workplace
  • Total Task Instruction and Data Collection
    • Task Analysis
    • Instructional Strategies
    • Instructional Decisions
    • Task Checklist
  • Ongoing Support
    • Regular Staff Meetings
    • Vocational Phase System
  • Ongoing Monitoring

Chapter 6: Behavioral Interventions
Vicki Nishioka

  • Prevention Planning
  • Worksite Interventions
    • Positive Training Interactions
    • Informal Behavioral Interventions
  • Formal Behavioral Interventions
    • Pinpointing and Defining the Problem Behavior
    • Baselining the Problem Behavior
    • Conducting a Functional Behavioral Assessment
    • Establishing a Program Objective
    • Designing and Implementing the Behavioral Intervention
    • Evaluating and Modifying the Behavioral Intervention
    • Maintaining Behavioral Change Over Time
  • Behavior Contracts
  • Vocational Crisis Intervention
    • Know the Student
    • Get the Facts
    • Determine the Intervention
    • Talk to the Employer
    • Talk to the Student
    • Follow Up

Chapter 7: Tracking Student Progress
Vicki Nishioka

  • Student Worksite Notebook
    • Worksite Record Form
    • Vocational Phase Form
    • Vocational Log
    • Skills-Training Program Data Form/Skills-Training Program Log
    • Employer/Co-Worker Contact Form
    • Student Progress Report
  • Guidelines for Transition Specialists

Chapter 8: Job-Related Social Skills Training
Vicki Nishioka and Michael Bullis

  • Philosophy
    • Training in the Classroom and Worksite
    • Employer Perspective
  • Job-Related Social Skills
    • Job-Seeking Skills
    • Work Adjustment Behaviors
    • Interactions With the Work Supervisor
    • Interactions With Co-Workers
    • Exiting a Job
  • Teaching Job-Related Social Skills in the Classroom
    • Class Organization
    • Teaching Strategies
  • Social Skills Training in the Worksite
    • Types of Worksites
    • Training Strategies
    • Placement at Multiple Sites

Chapter 9: Vocational Support Groups
Vicki Nishioka

  • Structure of the Vocational Support Group
  • Vocational Support Group Functions
    • Job Possibilities
    • Job Success
    • Information Gathering
  • Staff Role
  • Work Stressors
    • Changes in the Work Supervisor's Schedule
    • Embarrassment at Work
    • Problems With the Work Supervisor
    • Problems With Co-Workers
    • Boring or Unpleasant Tasks
    • Home or School Problems
  • Problem Solving in the Group
  • Case Example
    • Step 1: Defining and Formulating the Problem
    • Step 2: Setting a Goal for the Interaction
    • Step 3: Brainstorming Alternative Solutions
    • Step 4: Selecting the Best Alternative
    • Step 5: Role Playing the Alternative
    • Step 6: Evaluating the Effects of the Alternative

Chapter 10: Providing Consultation and Technical Assistance
Julia Bulen

  • Key Components for Providing Consultation
    • Transition Teams
    • Administrative Support
    • Teacher Buy-In
    • Schoolwide Support
  • Project Implementation
    • Needs Assessment
    • Inservice
    • Site Consultation and Support
    • Supplemental Funds
    • Results

Chapter 11: Gathering Longitudinal Information on Transition Adjustment
Michael Bullis

  • What Will a Longitudinal Data Collection System Look Like?
  • Who Should Gather the Data?
  • Which Program Leavers Should Be Included?
  • How Should Data Be Gathered?
  • What Should Program Leavers Be Asked?
    • Structure
    • Skip Patterns
    • Fixed-Response Categories
    • Open-Ended Questions
    • Future Data Collection
  • How Often Should Program Leavers Be Contacted?
  • How Should the Data Be Kept?
  • What Do We Do With the Results?
  • Appendix A: Program Forms
  • Appendix B: Various Indicators of Criminal and Conduct Involvement
  • Appendix C: Telephone Interview Protocol

Figures

  • 2.1 School/Community Collaboration Issues and Barriers
  • 2.2 A Community Transition Team's Improvement Efforts Over Time
  • 2.3 Summary of Steps in the Nominal Group Process
  • 2.4 Action-Planning Workshop Agenda
  • 2.5 Details of an Action Plan for One Objective
  • 2.6 Evaluation and Planning Meeting Agenda
  • 3.1 Related Service Delivery Agencies
  • 3.2 Intake Interview Form
  • 3.3 Job-Related Social Skills Checklist
  • 3.4 Sample Items From the Scale of Job-Related Social Skills Performance
  • 3.5 Student Performance Profile and Comparison Norms for Different Workers
  • 3.6 IEP Vocational Goals Form (Tonya)
  • 3.7 IEP Vocational Goals Form (Ben)
  • 3.8 Integrated Service Plan
  • 4.1 Student Behaviors and Worksite Placement Considerations
  • 4.2 Sample Letter to Employer
  • 4.3 Employer Profile
  • 5.1 Work Policy Form
  • 5.2 Total Task Data Form (James)
  • 5.3 Total Task Data Form (Susan)
  • 5.4 Task Program Cover Sheet
  • 5.5 Task Checklist
  • 5.6 Vocational Phase System
  • 5.7 Work Data Form
  • 6.1 Positive and Negative Interactions
  • 6.2 Informal Behavior Management System
  • 6.3 Behavior Data Form (Frequency)
  • 6.4 Behavior Data Form (Duration)
  • 6.5 Behavior Data Form (Compliance With Spontaneous Request)
  • 6.6 Functional Behavioral Assessment Form
  • 6.7 Behavioral Intervention Program Cover Sheet
  • 6.8 Behavior Data Form (Treatment 1)
  • 6.9 Behavioral Intervention Treatment Form
  • 6.10 Behavior Contract
  • 6.11 Vocational Crisis Intervention: Severe Acting Out
  • 6.12 Vocational Crisis Intervention: Runaway/No-Show
  • 6.13 Vocational Crisis Intervention: Theft
  • 7.1 Worksite Record Form
  • 7.2 Vocational Phase Form
  • 7.3 Vocational Log
  • 7.4 Skills-Training Program Data Form (Work Skills)
  • 7.5 Skills-Training Program Log
  • 7.6 Skills-Training Program Data Form (Social Skills)
  • 7.7 Employer/Co-Worker Contact Form
  • 7.8 Student Progress Report
  • 8.1 Classroom and Vocational Setting Interactions
  • 8.2 Job-Related Social Skills Components
  • 8.3 Social Skills Mechanics
  • 8.4 Sample Lesson Plan
  • 8.5 Role-Play Scenarios
  • 9.1 Problem-Solving Data Recording Form
  • 10.1 Sample Items From the Transition Program Effectiveness Index
  • 10.2 Training Needs Survey
  • 10.3 Transition Personnel Competency Domains
  • 11.1 Interviewer Telephone Log