SOCIAL COACHING AND JOB COACHING SLIP Winter Conference
SOCIAL COACHING AND JOB COACHING SLIP Winter Conference 2016 Maria Peak, Director ASPPIRE, Inc.
A little about ASPPIRE ■ ASPPIRE began providing social coaching with a pilot program in the Fall of 2008. ■ Since then ASPPIRE has grown into eight groups in the greater Lansing support approximately 60 adults. ■ One group at the Michigan Career and Technical Institute(a statewide residential vocational training center for persons with barriers to employment) ■ ASPPIRE has trained several communities around Michigan in our social coaching model. (Mt Pleasant, Jackson, Berrien County, Livingston County, Lenawee County, Petoskey, and Mason/Lake Counties.
ASPPIRE continues to Grow! ■ Partnership with MARO to provide Job Coach Training throughout the state ■ Diversity training to support employers ■ Facilitate Person Center Planning process ■ Employment supports (job development, job training, pre employment training) ■ Advocacy and support connection with agencies and other supports ■ Specialized social coaching groups (cooking, life education, advisory group, community life engagement) ■ Partnership with National Disability Institute and we are one of 5 pilot sites nationally utilizing Community Tyze
SOCIAL COACHING Where it all started for ASPPIRE
ASPPIRE Social Coaching Groups ■ Meet one evening a week ■ For 16 weeks (loosely following local college schedule) ■ For 1. 5 hours
Group Selection Process ■ Interested individuals fill out and submit an application available on the ASPPIRE website. ■ After application is reviewed and approved a home interview is scheduled, held, and partially video recorded. ■ Appropriate group placement determined by the partners based on the candidates “Social IQ”. ■ The candidate is informed of decision regarding acceptance, placement and semester schedule.
ASPPIRE Social Group Levels Level 1 - Beginning (12 meetings, 4 outings) Level 2 - Intermediate (10 meetings, 6 outings) Level 3 - Advanced (8 meetings, 8 outings) Advisory and Community Life Enrichment Groups (meetings and outings vary)
Group Size and Ages ■ Group sizes average between six to eight participants ■ Age group is 18 to 35+
Program Structure Agendas Meeting Evaluations Follow-up weekly facilitator’s summaries to participants, parents, caretakers and case managers
Social Coaching Group Agenda Name__________ Date___________ _____Greetings/Introductions/Announcements _____ Last Meeting/Outing Review _____Goal/Objectives Review _____Content/Skill/Topic _____ Activity (Large Group/Small Group) _____ Planning the Next Outing ____ Break(5 minutes) ____ RAP Session Meeting Evaluation Adjourn One thing liked___________________ One thing to improve_________________ 1 – Awesome 2 –Good 3 – Ok 4 - Not good 5 - Disliked
Group Dynamics ■ Group members become acquaintances ■ Getting connected with fellow group members ■ Strengthening relationships ■ Create a sense of “group community” ■ Provide structured social activities ■ Encourage participants to plan and participate in social activities independently
Group Outings are Decided by Participants ■ Dinner ■ Game Nights ■ Bowling ■ Theatre ■ Movies ■ Art Galleries ■ Museums ■ Laser Tag ■ Parks ■ Hay Rides
Transportation Each participant is responsible for their own transportation to and from all ASPPIRE events.
Areas of Instruction ■ Self Determination ■ Self Advocacy ■ Organization ■ Conflict Resolution ■ Disability Disclosure ■ Personal Safety ■ Problem Solving ■ Building & Maintaining ■ Conversation Skills Relationships ■ Stress and Anxiety
Instructional Strategies ■ Video Modeling ■ Social Outings ■ Social Skills Videos ■ Guest Speakers ■ Written Materials ■ Group Discussions (articles, books) ■ Role Playing ■ Visual Strategies ■ Other resources
ASPPIRE Staff ■ A trained facilitator will conduct each group session and outings. ■ Students from LCC and MSU help as volunteer facilitator assistants at meetings and social outings.
ASPPIRE Social Club is an opportunity for participants from all groups to meet for a social event. It is held every Friday night from 6 pm to 8 pm in the ASPPIRE office Conference Room. Participants bring games and activities to play with each other. There is an ASPPIRE staff member at each social club gathering.
Program Costs ■ Fee for 16 weeks is $195 ■ Participants are responsible for cost of social outings ■ Clients of MRS and CMH may be able to support some of the costs.
JOB COACH TRAINING
Day 1 Skills needed to be an effective job coach Day 2 Autism specific strategies for employment success
Training Content based on: ■ Gail Hawkins Institute ■ Center for Disease Control’s Coaching Skills for On-the-Job Trainers ■ Dr. Peter Gerhardt ■ Autism Society of Oakland County ■ Autism Alliance of Michigan ■ Linda Hodgdon ■ Carol Gray
Day 1 Content: ■ Disability Awareness – eligibility information, person first language ■ Disability Employment Stats ■ Why people work and why people get fired? ■ Identifying team members roles and duties ■ Effective communication strategies ■ How to ask questions and provide feedback ■ Disability disclosure ■ Documentation ■ Identifying accommodations
“A job coach…. plays a vital role in the overall success of work that works for people…this is accomplished by supporting both the person and the people who interact directly with him in the workplace. ” - - Gail Hawkins, How to find work that works for people with Asperger Syndrome 23
Three Areas of Employment § Production § Social § Navigation Dr. Peter Gerhardt Director of Education – Upper School for the Mc. Carton School in New York City
The many hats a job coach wears The Team Player The Detective The Advocate The Problem Solver The instructor The Professional The Guide The Wizard The Talent Scout
Characteristics of a Good Job Coach Sincerity/Honesty Responsiveness Enthusiasm Humor Desire Flexibility Tolerance Commitment Patience
Be prepared Development of a Task Analysis ■ Know the individual ■ Develop a task analysis ■ Why use a task analysis? – Identifies the teachable components – Serves as a basis for data collection, measurement and evaluation – Saves teaching time – Allows for more than one person to work with the trainee ■ How many steps needed? – Depends on the skills of the trainee
Examples of Task Analysis Form
You are the model and advocate! Dress Communication Co-workers Supervisors Customers “Blue Jean” Friday Work Culture Work expectations/quality/quantity Soft Skills Social interactions – Cell phone use friendships/romantic relationships Time management Chain of command Tardiness Work place diversity n 30
Right from the start: Benefits of Using Natural Supports ■ Allows relationships to build naturally ■ Contributes to heightened morale (coworkers feel they’re doing something good) ■ Generally people do better when working cooperatively ■ Increased independence – trainee gains in the ability to problem solve and needs less support ■ Frees up the job coach to help with greater numbers of trainees ■ Builds trainee’s self-confidence ■ Builds employer support and cooperation 31
Fading Process 1. Focus THEN 2. Explain/Demonstrate/Train 3. Observe/Assess 4. Feedback
Day 2 Content ■ Autism specific employment stats ■ Definition of Autism Spectrum Disorder and the DSM-5 changes ■ Autism characteristics – Mind Blindness/Theory of Mind – Executive Functioning – Neurological Conditions ■ Understanding how a person with ASD may communicate ■ Sensory, social and learning differences
Mental Age vs. Social Age Don’t assume that mental and social ages are equal.
Behavior is COMMUNICATIO N
Common Characteristics of ASD § Visual learner § Concrete learner § Inflexible in thinking § Difficulty with writing § Sensory issues § Organization difficulties
Common Characteristics of ASD § Routine oriented § Topic/Interest obsessions § Lack of eye contact § Lack of coordination and dislikes physical activity § Naïve and gullible
Common Characteristics of ASD § Conflicting body language or facial expressions § Usually loud, high or monotone voice or stilted manner of speaking § Unusual speech patterns - repetitive and/or irrelevant remarks § Limited or immature communication skills 38
Strategies, Intervention s and Supports Specifically for ASD ■ Evidenced-based practices ■ Creating work stations ■ Types of visual strategies ■ Types of interactive strategies ■ Ways to address sensory issues ■ How to deal with anxiety ■ Accommodations and natural supports
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Thank You Feel free to contact us. www. asppireofmidmichigan. com mpeak@asppireofmidmichigan. co m 517 -667 -0670
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