ed 321 447 ec 231 567 author bateman, david f. title

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Bateman, David F.

Supported Employment with Emphasis on FamilyConcerns. Annotated Bibliography. Report AB-4.Kansas Univ., Lawrence. Beach Center on Families andDisability.

National Inst. on Disability and RehabilitationResearch (ED/OSERS), Washington, DC.9028p.

Assistant Director, Beach Center on Families andDisability, 4138 Haworth Hall, Lawrence, KS 66045($3.00).Reference Materials - Bibliographies (131)

MF01/PCO2 Plus Postage.Annotated Bibliographies; *Disabilities; *FamilyInvolvement; *Supported Employment; Young Adults

This annotated bibliography contains two sections.The first section includes 49 nonevaluative abstracts on issues insupported employment for the disabled. The second section, containing18 abstracts, focuses on publications of special interest to parentsof young adults with disabilities. Within each section citations arearranged alphabetically by author. Publications date from 1980 to1988. (DB)

************************************************************************ Reproductions supplied by EDRS are the best that can be made* from the original document.***********************************************************************

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THE UNIVERSITY OF KANSAS

Reach Center on

U.S. DEPARTMENT OF EDUCATIONOthce of Educ.stbonal Research and Improvement

EDUCATIONAL RESOURCES INFORMATIONCENTER (ERIC)

This document has been reproduced asammunm received from the Person or organizetionOriginating A

r Minor changes have been made to improvereproduction ouahly

Families and Disability Points of view or otmnionsstatePlnlhisdocu-ment do not necessarily represent officialOER1 position or policy

Annotated Bibliography:Suppported Employmentwith Emphasis on FamilyConcerns

David F. Bateman; M.Ed.

1990

Bureau of Child Research4138 Haworth HallLawrence, KS 66045

(913) 864-7600

2

BEST COPY AVAILABLE

"PERMISSION TO REPRODUCE THISMATERIAL AS BEEN GRANTED BY

TO THE EDUCATIONAL RESOURCESINFORMATION CENTER (ERIC)."

Annotated Bibliography:Supported Employment withEmphasis on Famly Concerns

David Bateman, M.Ed.

AB-4

Beach Center onFamilies and Disability

The University of KansasBureau of Child Research4138 Haworth Hall

Lawrence, Kansas 66045

o Beach Canter on Familia: and Disability.The University of Kansas, 1290

Bateman, D.

INTRODUCTION

Annotated Bibliography

This annotated bibliography contains two sections. The first sectionincludes annotations on the issue of supported employment (pp. 2-18). Thesecond section includes annotations on supported employment which may be ofspecial interest to parents of young adults with disabilities (pp. 19-24).Although this is an in-depth look at the topic, it may not contain all of theresources.

The Beach Center is a research and training center with sixfundamental beliefs about families related to positivecontributions, great expectations, full citizenship, choices,strengths, and research, dissemination, and training projectsaddressing family well-being across the lifespan. The Beach Centeris unable to provide case management or direct services.

The Beach Center on Families and Disability, a rehabilitation researchand training center al The University of Kansas, is funded by the NationalInstitute of Disability and Rehabilitation Research, United States Department ofEducation, and the University to conduct research on families with memberswho have disabilities. A major focus of the Center's research is the families ofchildren who are supported by technology.

Beach Center on Families and Disability1

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Bateman, D. Annotated Bibliography

SUPPORTED EMPLOYMENT -- GENERAL ISSUES

Bellamy, G. T., Rhodes, L. E., Hank, D. H., & Albin, J. N. (1988). Supportedemployment: A community implementation Guide. Baltimore: Paul H. BrookesPublishing Co.

This book provides basic information on how to start and managesupported employment programs. Two themes organize the issuesaddressed in this book. The first theme involves the assumptionthat the basic management functions within supported employmentare the same as within any other business. The second theme isthat successful implementation of supported employment requiresthe coordinated efforts of many different groups. The authorsintroduce an excellent organizational model for supportedemployment that focuses on five outcomes. To provide successfulsupported employment, an organization must: a) create theopportunity to perform paid work, b) see that the work isperformed according to employers' requirements, c) integrateemployers with disabilities into social and physical environmentsof the workplace, d) meet the employees' ongoing support needs,and e) maintain the organization's capacity to offer supportedemployment. These major goals provide a framework for organizingcommunity implementation of supported employment.

Bellamy, G. T., Rhodes, L. E., Wilcox, B., Albin, J. H., Hank, D. M., Boles,S. M., Horner, R. H., Collins, M., & Turner, J. (1984). Quality andequality in employment services for adults with severe disabilities.Journal of the Association for Persons with Severe Handicaps, 9(4),270-277.

The authors strongly respond to recommendations that extendedtraining be made available to adult: lith mental retardationwithout pay in integrated settings. mne authors agree on thefact that integration is important, that adults with mentalretardation have capabilities, and that traditional adultservices are not meeting the needs of adults. They dispute theidea that extended training without pay represents an unnecessaryretreat from values that have guided development of exemplaryschool and community services for persons with severedisabilities. As an outcome of services for persons with severedisabilities, extended training needlessly sacrifices wages andother employment benefits and distorts the benefits ofintegration. This method of employment without pay creates therisk of perpetual readiness programs. Supported employmentinitiatives provide a framework for combining wages andintegration.


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Bellamy, G. T., Sheehan, H. R., Horner, R. H., & Boles, S. M. (1980).Community programs for severely handicapped adults: An analysis. Journal ofthe Association in Persons with Severe Handtcaps, 5(4), 307-324.

This article examines how programs for adults with severedisabilities have become familiar components of communityservices over the past ten years. Of particular importance arethe references to vocational options provided to participants.Valid concerns are raised about the lack of work opportunities,disincentives to work, lack of federal coordination, and absenceof entitlement. Strategies for needed change are offered forpolicy makers, advocates, researchers, and public schoolpersonnel. The authors call for better coordination of patchworkpublic policies, a clear entitlement to community services, anddevelopment of practical service models that include vocationalopportunities. Articles like this have helped lay the groundworkfor supported employment by demonstrating how limited employmentopportunities really are for people with mental retardation.

Brickey, M. P., Browning, 1. J., & Campbell, K. M. (1982). Vocationalhistories of sheltered workshop employees placed in projects with industry andcompetitive jobs. Mental Retardation, go(2), 52-57.

The authors analyze the job placement histories of shelteredworkshop employees placed into competitive employment in 1978.Seventy-three sheltered workshop employees were placed witheither a program called Projects With Industry (PWI) crcompetitive employment and were followed over a 30-month period.Twenty-seven people were placed in the PWI program, and 30 monthslater, 48% were later placed in competitive employment. Theauthors show that structure on the job is more important than anindividual's IQ score. The authors also discuss somealternatives to individual job placements.

Brickey, M. P., & Campbell, K. M. (1981). Fast food employment for moderatelyand mildly retarded adults: The McDonald's Project. Mental Retardation,19(3), 113-116.

To reduce employee turnover (175% crew turnover in 1979),McDonald's restaurants entered into a project with Ohio'sFranklin County Program for the Mentally Retarded. Seventeensheltered workshop employees with mild and moderate mentalretardation were trained and placed in McDonald's restaurants.One year later, 10 of the workers were still employed (turnoverrate 41%). Of the workers that left, three left to take full-time jobs. There was no turnover during the second year.Workers' wages were substantially less than expected because ofthe subtraction of taxes, bus fare, and loss of Social SecurityIncome. Disappointingly, the workers would have had more moneyhad they stayed at the workshop. The workers, though, did havemore integration opportunities available to them at McDonald'sthan at the workshop. This study at McDonald's points out the


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employability of adults with mild and moderate mental retardationand the need for financial incentives and/or full-time employmentto make employment financially advantageous.

Brown, L., Shiraga, B., York, J., Kessler, K., Strohm, B., Rogan, P., Sweet,M., Zanella, K., VanDeventer, P., & Loomis, R. (1984). Integrated workopportunities for adults with severe handicaps: The extended training option.Journal of the Association im Persons with Severe Handicau, 2(4), 262-269.

One reason adults with mental retardation do not work innonsheltered workshops is the requirement that they receivedirect pay. As long as direct pay is an admission requirement,real work for real pay will never prevail. This will lead toconfinement in unnecessarily costly segregated facilities. Theauthors advocate for a highly selective and closely monitored useof extended training to arrange for nonsheltered functioningwhile the attitudes and skills for direct pay are developed.Specifically, workers with mental retardation should be placed innonsheltered vocational environments unless health considerationsare involved. The workers should then be taught to performmeaningful work. All reasonable attempts to secure contingentdirect pay should be made.

Chadsey-Rusch, J., Karlan, G. R., Rive, M. 1%, & Rusch, F. R. (1984).Competitive employment: Teaching conversational skills to adults who arementally retarded. Mental Retardation, (5), 218-225.

The purpose of this study was to evaluate training of threecompetitively employed adults with mental retardation who hadpoor communication skills in asking questions appropriate toconversational context. In addition, authors measured theeffects of increased question-asking with different topics. Theauthors used verbal prompts to ensure questions were askedthroughout the conversation. Results showed that the question-training procedures increased the conversational behaviors. Theresults indicate that inappropriate social interaction skills maynegatively affect the job status of adults with mentalretardation.

DeFazio, N., & Flexer, R. W. (1983). Organizational barriers to productivity,meaningful wages, and normalized work opportunity for mentally retardedpersons. Mental Retardation, 21(4), 157-163.

The authors discuss services for people with mental retardationin a sheltered workshop from several points of view. Theyanalyze the services from several organizational, philosophical,and programmatic perspectives. After discussing the currentstate of the field in sheltered workshops, they identify thetargets for remedial action as soliciting cooperation ofbusinesses; soliciting cooperation of colleges and universities;and increasing opportunity for meaningful work. Finally, they

Beach Center on Families and Disability4 7


say changes will take place when significant numbers of peopleare moved out of segregated sheltered workshops.

Dudley, J. R., & Schatz, M. S. (1985). The missing link in evaluatingsheltered workshop programs: The clients' input. EeT:MI Retardation, 23(5),235-240.

The authors asked 16 workers in a sheltered workshop about theirroles in the world of work and the sponsoring agency. People whowork in sheltered workshops are rarely consulted about how theprogram works or how it is helping them, mainly because of thedifficulty in accurately assessing their views. The results showconfusion about the workshop's role, and that workers do havehope about leaving the workshop to obtain outside work. Theauthnrs suggest ways to improve the method of collectinginformation from adults with mental retardation.

Elder, J. K. (1988). Transition from school to work: Changing attitudes andopportunities. Exceptional Parent, 1 g(1), 27-29.

Building a bridge from the schoolroom to the workplace should bethe goal of government and private programs for children withdisabilities. The author states that changing attitudes andcreating opportunities in the work environment will lead to self-sufficiency, productivity, and independent living rather thanlifelong dependency. How can transition be built in? First, allchildren with disabilities leaving the school system shouldexpect to engage in paid work. Second, appropriate transitionservices should be made available. Third, private business andindustry should open up employment opportunities for persons withdevelopmental disabilities. Parents, employers, and more publicofficials need to De convinced that persons with developmentaldisabilities can and should work at real jobs with real pay.

Everson, J. M., Barcus, M., Moon, M. S., & Morton, M. V. (Eds.). (1987).Achieving outcomes: A guide to interagency training in transition ijitrsupported employment. Richmond, VA: Project Transition into Employment(TIE), Rehabilitation Research and Training Center, School of Education,Virginia Commonwealth University.

This manual presents a train-the-trainers approach to cross-agency and cross-disciplinary inservice training. It is designedfor staff trainers who are confronted by the need to train staffand parents and possibly the need to train for differentbackgrounds. The authors outline many goals and objectives fortrainers, and they present activities and material as samples, tobe used as needed in relation to the needs of trainers and theneeds of trainees.


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Ferguson, D. L., & Ferguson, P. H. (1986). The new victors: A progressivepolicy analysis of work reform for people with very severe handicaps. MentalRetardation, 24(6), 331-338.

The authors analyze current efforts to reform vocational servicesfor adults with severe disabilities in comparison to historicaltreatment of past reform efforts and also in relation to largereconomic concerns. The authors warn the danger is the unintendedexclusion from community participation of those people with themost severe and multiple disabilities through the continuedreliance on economic utility as the price of social integration.They suggest reduced emphasis on competitive work but more oncooperative work; less on independence and 'more oninterdependence.

Foss, G., & Peterson, S. L. (1981). Social-interpersonal skills relevant tojob tenure for mentally retarded adults. Mental Retardation, 12(3), 103-106.

The authors' purpose is to find out the most important behaviorrelevant to work for adults with mental retardation. Surveyswere mailed to 64 placement personnel in 11 western states. Theareas identified as most relevant to job tenure for adults withmental retardation are concerned directly with the supervisor-worker relationship. The authors found the most important skillwas the ability to get along with employers.

Gardner, J. F., Chapman, M. S., Donaldson, G., t Jacobson, S. G. (1988).Toward supported employment: A process guide fez planned shengg.Baltimore, MD: Paul H. Brookes Publishing Co.

This book introduces the key elements of change in relation topersons with severe disabilities in the workplace. This is doneby identifying what changes need to take place and defining theroles and responsibilities for the management of the key staff.The book treats the conversion to supported employment as aprocess of organizational change at all levels involved and showshow to overcome resistance and what to do to prevent resistancefor all involved. The book has an excellent discussion of themeans of dealing with agency personnel and the different ways ofestablishing consensus with the workers in a business enterprise.

Magner, D., Nisbet, 3., Callahan, H., & Mo;eley, C. (1987). Paymentmechanisms for community employment: Realities and recommendations. Journalof the Association for Persons with Severe Handicaps, U(1), 45-52.

This article describes the payment mechanisms currently availableto reimburse workers with severe disabilities for work performed.The article discusses the advantages and disadvantages ofcompetitive employment at or above the minimum wage, competitiveemployment through a rehabilitation agency, and self-employment.There is no one best method: what works best is left to theindividual. It also contains suggestions for regulatory reform.


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Hanley-Maxwell, C., Rusch, F. R., Chadsey-Rusch, J., & Renzaglia, A. (1986).Reported factors contributing to Job terminations of .individuals with severedisabilities. Journal 2f tbs Association kt Persons with, Severe Handicaps,11(1), 45-52.

The authors examined factors reported to contribute to the firingof adults with severe disabilities. The most frequently reportedcause of job loss were problems in the areas of character and/orthose of production. Over 80% of the firings were accounted forby problems of social awareness, character, or production. Theauthors show that lack of social awareness was the cause for amajority of the people being fired. Also, when jobs wereterminated because of production problems, there also wereexisting social problems.

Hasazi, S. B. (1985). Facilitating transition from high school: Policies andpracticcs. American Rehabilitation, 11(3), 9-11, 16.

The author states that the process for achi ving change in thetransition process is available. What is currently needed is acommitment from policymakers and educators to achieving thenecessary change. Change in the transition process needs to comein the way resources, both human and financial, are combined tofacilitate increased opportunities for vocational training andemployment for people with disabilities. The authors correctlystate that as the goals and expectations of the ability ofpersona with mental retardation change, the structure ofsecondary high school programs will change accordingly.

Hasazi, S. B., & Clark, G. M. (1988). Vocational preparation for high schoolstudents labeled mentally retarded: Employment as a graduation goal. Mental,Retardation, 26(6), 343-349.

The authors challenge special and vocational educators to makeemployment a graduation goal for all students with mentalretardation. They list several promising practices that will helpto enable students with mental retardation to achieve the goal ofemployment in a setting other than that of a sheltered workshop.Some of the steps and strategies they discuss include;individualized transition planning, interagency collaboration,paid work experience, vocational training at employment sites,participation in vocational education programs, and job-seeking-skills curriculum. They also discuss some trends they feel willhelp the future of employment for persons with mentalretardation. Some of these trends include: preparing school-based employment specialists, increased vocational and employmentopportunities at the secondary level, using outcome measures toevaluate program effectiveness, state-level legislation andpolicies, self-advocacy, and changing occupational structures.


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Batemo, D. Annotated Bibliography

Hill.; M. L., Wehman, P. H., Banks, P. D., & Metzler, H. M. (1987). Employmentoutcomes for people with moderate and severe disabilities: An eight-yearlongitudinal analysis of supported competitive employment. loral Qf tagAssociation for Persons with. Severe Handicaps, 12(3), 182-189.

The authors studied 214 individuals served over a period ofalmost eight years through the demonstration programs operated bythe Rehabilitation Research and Training Center (RRTC) atVirginia Commonwealth University. They show supportedcompetitive employment programs add financial benefits to peoplewith moderate and severe mental retardation and to the taxpayer.They also emphasize the savings to society generated by supportedemployment. Also, the information generated from this studyillustrated the specific impact of competitive employment onpersons labeled mentally retarded. This is a technical look atthe costs and benefits of supported employment.

Hill, J. W., Wehman, P., Hill, M., & Goodall, P. (1986). Differentialreasons for job separation of previously employed persons with mentalretardation. Mental Retardatlon, 24(6), 347-351.

The authors looked at reasons for job separation of persons withmental retardation who were competitively employed during a six-year period. Of the separations from work, 50% were caused b.:,

employee-related reasons (attitude problems and skill orbehavioral deficits). The other 50% of the separations wereoutside the control of the employee or the job trainer. Onesignificant finding was differences in the IQ's of groupsseparated. They show persons with an average IQ in the mid-50'swho were terminated from a job tend to cause their own separationbecause of behavioral /attitudinal deficits. In contrast, ifindividuals with more severe mental retardation are fired, it isgenerally because the environment acts upon the individual, by"squeezing" them out of the job or because they have problemsmeeting the production demands.

lanacone, R. N., & Tilson, G. P. (1983). Addressing the needs of handicappedpersons after they leave school. Journal of Vocational Special NeedsEducation, 6(1), 15-18, 23.

Analysis of the total service delivery structure has increasedattention to the lack of appropriate options for individuals withdisabilities in the form of transition from school to work. Thisarticle addresses the problems of schools in getting students toearn graduation credits as well as training them in marketableskills and assisting them in securing employment. This articleis critical of the results and states that schools currentlyfocus more on training prevocational skills instead oftransitions to the future. The article states there are servicesthrough high school, but there is little, if any, coordinationwith the adult services options. Finally, this article discussesthe critical needs students have in the realm of trp,sitionalservices and presents one viable option for effective transition.


Bateman, D. Annotated Bibliograpy

Krauss, H. W., & MaGEachron, A. E. (1982). Competitive employment trainingfor mentally retarded adults: The supported work model. ar ia Journal ofMental Deficiency, 86(6), 650-653.

The authors describe a supported work model used to train adultswith mental retardation for competitive employment starting as apilot program in 1979. The participant's work behavior and jobskills, ability to meet the requirements of the job, andemployment reinforcements were predictors of future competitiveemployment.

Kregel, J., Wehman, P., Seyfarth, J., & Marshall, K. (1985). Communityintegration for youths with mental retardation: Transition from school toadulthood. Education and Training of the:Mentally RetarGed, 21(1), 35-42.

This research article assessed the degree of communityintegration of 300 young adults in Virginia who had participatedin special education programs for students labeled mentallyretarded. Surveys were administered by trained interviewers onvariables related to basic self-care, home management, communityusage, use of free time, recreational/leisure activities, andself-satisfaction. The individuals surveyed were generallysatisfied with their present situation and most displayed somedegree of competence in the area of independent living skills.

Lam, C. S. (1986). Comparison of sheltered and supported work programs: Apilot study. Rehabilitation Counselii-4 Bulletin. 22, 66-82.

To compare work programs for adults with developmentaldisabilities, the author used two random samples, one from asupported work program and one from a sheltered workshop. Thetwo groups were compared in terms of client characteristics,program effectiveness, cost effectiveness, and job satisfaction.The results show it was more cost effective to serve clients withborderline to mild mental retardation in the supported work modeland to serve the clients with moderate to severe mentalretardation in the workshop model. Both programs were aboutequal in client satisfaction. Results also show the clients inthe sheltered workshop program were working more hours, withsurprisingly little differences in earnings.

Lovett, D. L., Harris, M. B. (1987). Important skills for adults with mentalretardation: The client's point of view. Mental retardation, ZE(6), 351-356.

The authors sought to determine whether adults with mentalretardation could provide useful information about the skillsthey considered important for successful community living. Theauthors compared the results to another similar survey. Adultswith mild to moderate mental retardation were interviewed. Theresults show vocational and social skills were rated as mostimportant, followed by personal, academic, and leisure skills.



Ludlow, B. L., Turnbull, A. P., & Luckasson, R. (1988). Transition tg adultlife for people with mental retardation. Baltimore, MD: Paul H. BrookesPublishing Company.

This book offers a comprehensive perspective on current systems andconcepts in transition with an emphasis on integrated life-stylesfor individuals with mental retardation. The authors recognizethat the transition process is not limited to the concerns ofemployment and includes a discussion of a successful transitionprocess involving residential and recreational options. Broadpolicy issues on independent living, community participation, andproductive employment are examined in light of the development ofthe individual's personal and social skills. Included in the bookis a partial reference list of media sources, and of model programsin different states.

Martin, J. E., & Husch, J. V. (1987). School-based vocational programs andlabor laws. The Journal of the Association for Persons with, SevereHandicaps, 12(2), 140-144.

This article concisely reviews the rules and regulations of theU.r Fair Labor Standards Act in relation to school-basedvccutional programs and emphasizes the payment of wages acrossdifferent training and placement options. Fair labor standardsare addressed because vocational programs have become animportant part of the educational curriculum for students withmoderate to severe disabilities. Community-based instructionbeginning at the elementary level and emphasis upon placementduring the latter school years have created a need for schoolstaff to better understand labor laws and regulations. Fourgeneral Fair Labor Stanc;:rds Act concepts can help guide school-based vocational and transitional programming efforts. First,vocational and transition goals must be included within eachstudent's individualized education plan. Second, three months isthe usual length of time students should stay at a communitytraining site. Third, students with moderate to severedisabilities who are 15 years old or younger cannot becomeinvolved in an employer - employee relationship during schoolhours. Fourth, students who are involved in an employee-traineerelationship typically would not be paid.

Martin, J. E., Busch, F. R., Tines, J. J., Brulle, A. R., & White, D. M.(1985). Work attendance in competitive employment: Comparison between workerswho are non-handicapped and those who are mentally retarded. MentalRetardation, 22(3), 142-147.

Work attendance for individuals with or without mentalretardation and employed as food service workers in a largemidwestern university were examined over a three -year period. Nodifferences were found between the workers who had mentalretardation and their peers without retardation in relation tounexcused absences, excused absences, and sick leave. Theemployees without mental retardation were found to work a


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significantly greater amount of overtime than employees who hadmental retardation and also took significant)ly more vacations.

McCord, W. T. (1,t'S). From theory to reality: Obstacle to the implementationof the normalization principle in human services. Mental Retardation, 20(6),247-253.

An increasing number of human service professionals throughoutNorth America say they use the principle of normalization as aguide to their service delivery systems. But most of theseagencies have, at best, achieved a partial implementation ofnormalization in service provision. The co Sept of normalizationcontinues to be a subject of widespread misuse,misinterpretation, and controversy. This article discusses thehistorical function of human services, presents an overview of anormalization-based approach to services, and offers initialplanning considerations for implementing normalization principlesin human services and the general community.

McLoughlin, C. S., Garner, J. B., & Callahan, M. J. (Eds.). (1987). lettingemployed. staying employed: Job development and training ar persons withsevere handicaps. Baltimore, MD: Paul H. Brookes Publishing Company.

This book is dedicated to Marc Gold, a pioneer in the field ofemployment for persons with severe disabilities. It is concernedwith the employment process and provides job guidance in the jobdevelopment, training, and placement of persons with severedisabilities. The author's step-by-step guidelines encouragereaders to dapt strategies to their own services and needs. Thesteps the authors encourage job trainers and developers to masterare identifying job needs, researching prospects, projecting abusinesslike image, preparing a job evaluation, matchingemployees with the job, and increasing production. Techniquesfor trouble-shooting are pointed out.

Navin, S. L., & Myers, J. E. (1983). A model of career development fordisabled adults. Journal of Applied Rehabilitation Counseling, 14(2), 38-43.

This article extends the concept of job placement to a theory ofcareer counseling for adults with disabilities. The authorspoint out that even though the definitions of job placement covera wide range, there is unanimous agreement that it is an integralpart of the rehabilitation process. The article reviews thehistory of job placement with a discussion of today's theories.The authors discuss the necessity of self-understanding,acceptance of disability, career exploration, career self-concept, career selection, and career re-evaluation. All haveimportant implications for the field of rehabilitationcounseling.


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Nietupski, J. A., Hamre-Nietupski, S., Welch, J., & Anderson, R. J. (1983).Establishing and maintaining vocational training sites for moderately andseverely handicapped students: Strategies for community/vocational trainers.Education and Training gthgrentally Retarded, a(3), 169-175.

The authors present several strategies that can be used bycommunity/vocational trainers In establishing and maintainingcommunity-vocational training sites for adults with severedisabilities. The strategies they recommend include bothprocedural steps for establishing a suitable workplace andstrategies for using interpersonal communication skills as shownby successful community/vocational trainers. Some of the stepsinclude knowing your community, making personal contacts, andmaking phone contacts.

Noble, J. H., & Conley, R. W. (1987). Accumulating evidence on the benefits andcosts of supported employment and transitional employment for persons withsevere disabilities. Journal pi the Association or Persons with SevereHandicaps, 12(3), 163-174.

Some of the major forms of supported and transitional employmentservices are compared with adult day care and traditionalsheltered workshops, including work activity centers. The purposebehind this comparison is to show the evidence of the benefitsand costs of supported employment and transitional services. Theevidence indicates that all forms of employment for adults areless costly than adult day care. The other forms of employment- -supported, transition, and sheltered--are more productive. Theauthors advocate stricter accountability in determining the costsand benefits of the supported employment options and call for auniform framework of measurement.

Paine, S. C., Bellamy, G. T., & Wilcox, B. (1984). Human services that work:From innovation to standard practice. Baltimore, HD: Paul H. BrookesPublishing Co.

This book collects and synthesizes the current expertise in modeldevelopment and standardization and reports on forms ofreplication in the fields of human services. The authors reportthat even though there are many different models of humanservices, there is remarkable consistency in the way theseprograms address basic program strategy. The authors provide asufficiently detailed account of the different means in providinghuman services, the model development process, and howreplication can be used to constitute a foundation upon whichfuture advances in this area can build. This volume focuses onone approach to improving human services--the development andreplication of standardization models. The emphasis on models ismeant to complement, not replace, other strategies.


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Rhodes, L., Ramsing, K., & Hill, M. (1987). Economic evaluation of employmentservices: A review of applications. Jciotagg th:t Altusittiga for, 2QEAMwith Severe Handicaps, 12(3), 175-181.

In response to a call from Roble and Conley (1987), this articleprovides an overview of benefit-cost analysis and reviews theapplications of benefit-cost analysis within vocationalprogramming for persons with disabilities. The article statesthe applications of benefit-cost and other procedures forevaluation have been relatively rare for those programs servingpersons with severe disabilities. With the increase of aid fromtaxpayer's money, economic efficiency of these programs must beexamined. The studies and methods summartted in this articleprovide only a base for how to evaluate the programs that are intheir infancy. The concepts that need to be addressed are:adequate comparison models, reducing effects to a single ratio,converting all effects to a dollar value, and lack of adequatedata.

Rhodes, L. E., & Valenta, L. (1985). Industry-based supported employment: Anenclave approach. Journal of the Association or persons with SevereHandicaps, 10(1), 12-20.

The authors state that most individuals labeled with severedisabilities remain fin- or under-employed. Individuals who havesevere disabilities often remain in institutions, activityprograms, or work activity centers despite whatever competencethey have shown. They present a program model based on thechallenges of the traditional employment outcomes for those withsevere disabilities. Their model provides ongoing supportedemployment within a normal industrial setting to six personspreviously judged to have severe disabilities, and thereforethought to be unemployable in a less restrictive setting than asheltered workshop. Results show the earnings of the workersincreased dramatically while they were involved in supportedemployment. Also, the public costs declined as compared toalternative, more restrictive programs.

Rusch, F. R. (1986). Co;-,titive employment issues and strategies.Baltimore, MD: Paul H. 81-,,As Publishing Co.

This book challenges current understandings and assumptions aboutreal-world employment. First, it introduces different and morecommunity-oriented day-to-day approaches to training foremployment. Second, it questions the goals that were establishedfor people with disabilities over 50 years ago and that havetraditionally guided service options for adults. This textcontains technological innovations that allows people to meetgoals the professional community did not even discuss ten yearsago. It dispels the notion of segregation as a viablealternative for persons with mental retardtion. The auttorincludes practical reports from model programs and discussionsthat map out both the complex issues to be confronted and the


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successful strategies that can be applied in providingcompetitive employment opportunities regardless of disabilities.The author shows how to identify potential jobs and createemployer-oriented economic incentives to improving generalizationtraining techniques and developing long-term job support. Thebook also includes an extensive discussion of the issues andstrategies involved in competitive employment.

Schloss, Pc J., Wolf, C. W., & Schloss, C. H. (1987). Financial implicationsof half- and full-time employment for persons with disabilities. usggicalaichilden, 54(3), 272-276.

The authors sought to analyze the financial implications of part-time and full-time employment for per.Tons hi:1th disabilities.They compared two levels of employment because increasedfinancial well-being is often assumed to be a benefit of full-time employment for persons with disabilities. However, there isevidence that this might not be true. They compared three incomelevels: no earned income, income from a 20-hour a week job, andincome from a 40 -hour a week job. The results indicated that netdisposable income was comparable for individuals working 20 hoursa week to individuals working 40 hours a week. The netdisposable income in either case is no more than $3000 over thenet income for 4n unemployed person- The authors suggest thatthere is absence of financial incentives for full-time employmentand argue that persons with disabilities should consider thefinancial effects of potential employment.

Wehman, P., Hill, M., Goodall, P., Cleveland, P., Brooke, V., & Pentecost,J. H. (1982). Job placement and follow-up of moderately and severelyhandicapped individuals after three years. Journal of the Association forPersons with Severe Handicaps, Z(2), 5-15.

The authors describe the results of a three-year job placementproject for persons with moderate and severe disabilities. Thepurpose of the project was to evaluate a staff training approachto placement and advocacy at the job site. Advocacy trainingalso took place with the co-workers. After three years, theyhave placed 63 clients, with a retention rate of 67X. Theindividuals in the project have collectively paid over $26,000 intaxes on aggregate earnings of over $265,000. One of thecriteria for client placement was a history of exclusion fromnon-sheltered and even sheltered work because the individuals hadbeen viewed as non-employable. The authors also highlight themajor conclusions and characteristics of the efforts by the staffto this point of the project and demonstrate clear effectivenessof the program.


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Wehman, P., Hill, H., Hill, J., Brooke, V., Pendleton, P., & Britt, C. (198F).Competitive employment for persons with mental retardation: A follow-up sixyears later. Mental Retardation. 21 274-281.

This is a follow-up of the previous annotation, where the authorsdescribe the job placement and retention of individuals withmental retardation who have been working competitively over a sixyear period. A supported work model of competitive employmentwas utilized which featured structured placement, job sitetraining by staff, and ongoing follow-along through the fullperiod of the client's employment. Over $1,000,000 were earnedover the six years by the 167 clients. For most of the clientsthis was their first job, and they held it for an average ofnineteen months.

Wehman, P., Hill, J. W., Wood, Ws, & Parent, W. (1987). A report oncompetitive employment histories of persons labeled severely mentallyretarded. Journal of the Association for Persons with Severe Handicaps,12(1), 11-17.

This article describes the competitive employment experiences of21 persons labeled severely mentally retarded. Over an 8-yearperiod from 1978 to 1986, 21 persons with IQ scores under 40 werecompetitively employed with ongoing or intermittent job sitesupport. A cumulative total of over $230,000 of unsubsidizedwages was earned. Some problems were noted, including slow workrate and lack of appropriate social skills. The majorsuggestions for improving the quality of vocational interventionsincluded more creative and comprehensive job development and moresystematic instructional techniques.

Wehman, P., & Kregel, J. (1985). A supported work approach to competitiveemployment of individuals with moderate and severe handicaps. Journalof the Association for Persons with Severe Handicaps, 10(1), 3-11.

This article describes the key features of a supported workapproach to persons with moderate and severe disabilities incompetitive employment settings. The key features and theimportance of the four components are emphasized and described indetail. The four components are job placement, job-sitetraining, ongoing monitoring, and follow-up. The authors alsomake specific proposals for integrating a supported work approachinto community-based adult services and secondary specialeducation programs.

Wehman, P., Kregel, J., & Barcus, M. (1985). From school to work: Avocational transition model for handicapped students. Exceptional Children,51(1), 25-37.

This paper presents a three-stage vocational transition model forstudents with disabilities as they move into adulthood. Theauthors show the need for secondary programs which exhibit a


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Annotated Bibliography

functional curriculum, integrated services, and community basedinstruction. Transition should begin well before graduation andshould involve all the different components of the student'slife. One important part of the transition process is to keep alarge number of options available for the youth and for thefamilies but to emphasize the importance of paid employment afterhigh school. Following the youth into adulthood is a major partof the transition process and this should help alleviate the highunemployment rate of the adults with disabilities..

Wehman, P., Kregel, J., & Seyfarth, J. (1985). Transition from school to workfor individuals with severe handicaps: A follow-up study. Do Journal of theAssociation for Persons with Severe Pan icaps, ipt, 132-136.

This article reports the level and types of employment, types ofservices received, income earned, and other significant variablesthat reflect the employment status of young adults with severedisabilities. The data reported in this study are part of alarger study that investigated the employment status andcommunity integration of 300 individuals with disabilities. Theauthors assess the employment status of 117 young adults withmoderate to profound mental retardation. The findings of thisstudy indicated high unemployment rates of almost 88%, with only14 of the 117 persons holdfg competitive jobs in nonshelteredwork environments. The findings show high unemployment rates,limited wage accumulation, and limited opportunities fortransition.

Wehman, P., Kregel, J., & Shafer, M. S. (1989). Emerging trends in thenational supported employment initiative: A preliminary analysis of twenty-seven states. Richmond, VA: Rehabilitation Research and Training Center,Virginia Commonwealth University.

The preliminary results from the 27 states which received systemchange grants from the Rehabilitation Services Administrationwere determined through an extensive survey of the implementingagencies. The purpose of the survey was to assess the progressof the 27 state system change projects in promoting thedevelopment of supported employment programs and incorporatingsupported employment into the rehabilitation service system andidentify national trends policy development and programimplementation. They found that these 27 states have beensuccessful in developing local supported employment programs anddelivering services to individuals with moderate disabilities.They also found the "typical" supported employed participant isan individual with mild or moderate mental retardation, not anindividual with severe retardation, and that the costs ofsupported employment are roughly equivalent to alternative dayprograms. Remaining questions include determining how largesupported employment programs should become, developing stateinteragency agreements on supported employment, addressing the


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needs of the individual who it is intended to serve, includingthose with severe and profound mental retardation; and fundingissues.

Wehman, P., & Melia, R. (1985). The job coach: Function in transitional andsupported employment. American Rehabilitation, 11(2), 4-7.

This article describes the roles of the job coach in employmentprograms for persons in transition from workshops, adult activitycenters, nonprofit placement centers, and uhools. Job coachesshould become more numerous as traditionally excluded jobs arebecoming open to persons who have been long considered too low-functioning to benefit from competitive employment. The jobcoach has a job that is very important. Often the success orfailure of a supported worker relies on the way the job coachdoes their job.

Nehmen, P., & Moon, H. S. (1988). Vocational rehabilitation grad supportedemployment. Baltimore, MD: Paul H. Brookes Publishing Co.

This book focuses on implementing more effective and efficientsupported employment programs. It can be used as a source ofinformation regarding preparing for successful training andmanagement; designing preservice and inservice training programs;developing community-based program strategies; and designingemployment outcomes for individuals with autism, traumatic headinjury, severe and profound mental retardation, chronic mentalillness, and physical disabilities. The main thrust of thiswell-organized text is to demonstrate how vocationalrehabilitation can play a major role in facilitating andimplementing supported employment outcomes for persons who wouldbe unable to work without ongoing support.

Nehmen, P., Wood-Pietruski, W., Everson, J., & Parent, W. (1985). Asupported employment approach to transition. American Rehabilitation, 11(3),12-16.

This paper presents the role of tha high school special educationteacher in promoting community-based vocational instruction,transition planning, and competitive employment. Outlined is asection on how to develop individual transition plans and what todo with them. Two case studies describe how supported workapproaches to competitive employment can be used. These casestudies involve persons with severe mental retardation whotypically would not become employed because of the public'sperception of the severity of their disabilities. Vocationalrehabilitation played a significant role in the effectiveness ofthe transition from school to work.


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White, D. M., & Rusch, F. R. (1983). Social validation in competitiveemployment: Evaluating work performance. Applied. Research in rentalRetardation, A, 343-354.

The authors introduce social validation as a way to evaluate thesocial acceptability of treatment goals, procedures, and resultsof interventions. Social validation lends itself to makingjudgments of the work performance of persons with mentalretardation in nonsheltered employment settings. The authorsanalyze work reports provided by managers, shift supervisors, co-workers without disabilities, and workers with mentalretardation. The results indicate significant differences acrossgroups with regards to worker evaluation.


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SUPPORTED EMPLOYMENT - PARENT/FAMILY ISSUES

Beckett, C., & Fluke, D. (1988). Supported employment: Parental involvement.Exceptional Parent, j3(1), 20-26.

The authors state that parents need to be effective advocates fortheir children. To do that they must understand how supportedemployment works and make sure their concerns are heard. Theauthors say that parents should be advocating for supportedemployment. Included in this article is a description of how theauthors implemented supported employment. They discuss how theyimplemented supported employment through enlisting parent supportand describe what parents can do to ensure success. The authorsalso include a section on how parent corcerns were addressedthrough discussing the benefits of supported employment, both forthem and for the community.

Brickey, M. P., Campbell, K. M., & Browning, L. J. (1985). A five-yearfollow-up of sheltered workshop employees placed in competitive jobs. WaiteRetardation, 2A(2), 67-73.

In 1983, the authors personally interviewed and studied agencyrecords of 53 sheltered workshop employees placed in competitivejobs in calendar year 1978. They conclude that parental supportis essertial to job success. Most participants who were stillemployed after four or five years had parents who wanted them towork competitively and had a great deal of influence over them,while those who returned to the workshop or were unemployed didnot have such parental support. The people who were no longerworking probably could have continued had there been more follow-up support. The authors also examined attitudes towards work,friends, advocates, use of community resources, and fiscalconsiderations.

Campbell, P. H. (1987). The integrated programming team: An approach forcoordinating professionals of various disciplines in programs for studentswith severe and multiple handicaps. Journal, If the Association foot Personswith Severe Handicaps, 11(2), 107-116.

This article describes a different approach to team programmingthat uses the input of parents and professionals to select goals,provide services, and monitor student progress. The authorspoint out that in the past, several different team structureshave been used to provide programming in school. They state thatstudent goals are established on the basis of each team member'sparticipation, and they seek the assistance of parents in theprocess.


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Everson J. M., Moon, N. S. (1987). Transition services for young adultswith severe disabilities: Defining professional and parental roles andresponsibilities. Journal 9.f thg Association fa Persons with revereHandicaps 12,(2), 87-95.

This article describes optimal roles and responsibilities forparents and professionals. The authors state that comprehensivetransition planning currently is being explored in nearly everystate across the country. Because they are unsure of which wayto turn, educators, adult service providers, and parents all haveconcerns regarding their roles and responsibilities in thetransition process.

Hasazi, S. B., Gordon, L. R., & Roe, C. A. (1985). Factors associated withthe employment status of handicapped youth exiting high school from 1979-1983.Exceptional Children, 51(6), 455-469.

The authors identified 462 youths who graduated from high schoolbetween 1979-83 and who were receiving special educationservices. The authors sought to determine the employment status,the employment and training history, and the use of socialservices for these youths. Results showed that over half thepeople were employed and that most of the youths found jobsthrough the self-family-friend network. Additionally, part-timeor summer work during high school assisted in getting people jobsand predicted the percentage of time employed since high schooland the current wages.

Hasazi, S. B., Gordon, L. R., Roe, C. A., Hull, M., Finck, K., & Salembier, G.(1985). A statewide follow-up on post high school employment and residentialstatus of students labeled "mentally retarded." Education And Training of theMentally Retarded, 22(4), 222-234.

The authors investigated the employment and residential status of243 mentally retarded youths who had exited high school inVermont between 1981 and 1983. The results show that vocationaland educational experiences during high school were related toemployment status and salary level following high school. Also,results indicate that employment rates remained stable acrossrural, urban, and metropolitan areas, and that the majority ofemployed youths found their jobs through the self - family- friendnetwork.

McCarthy, P., Everson, J., Moon, S., & Barcus, M. (1985). School to worktransition for out with severe disabilities. Richmond, VA: VirginiaCommonwealth University, School of Education, Rehabilitation Research andTraining Center, Project Transition Into Employment.

This monograph was developed to serve as readings to accompany acourse on transition issues preparing state-level professionalsto serve on a training team for transition-aged youths withdisabilities. The contents of this monograph include a model


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for developing a transitional process in a community; informationon the parents' role in transition; elements of community-referenced, employment-directed school programs; administrativesolutions to possible barriers experienced by school systemssetting-up community-based vocational training; descriptions ofseveral models of supported work options; and tactics forchanging existing adult service systems from a traditional daycare orientation to an employment outcomes format. The articlesin this monograph describe model services that have beeneffective; however, the approach used and services available ineach locality must be based on the needs of the individuals withdisabilities living in the community.

McDonnell, J., Wilcox, B., & Boles, S. M. (1986). Do we know enough to planfor transition? A national survey of state agencies responsible for servicesto persons with severe handicaps. Journal of joti Association f persons withSevere Handicaps, 11(1), 53-60.

Through interviews with state administrators of educational,vocational, and residential services, this article sought todefine the scope of the postschool secondary service needs ofindividuals leaving public school programs nationally. Thetransition of students with severe disabilities from school tocommunity life has become a principal concern of parents,advocates, and professionals. The authors state that the failureof students with disabilities to access appropriate vocationaland residential services has highlighted the need forcomprehensive transition planning at both the individual andsystems ltr The authors discuss the implications for stateagencies, parents, and high school programs as to what could bedone to facilitate transition planning.

Moon, M. S., & Beale, A. V. (1984). Vocational training and employment:Guidelines for parents. Exceptional Parent, a2(8), 3Z-38.

This article outlines steps that parents of children withdisabilities can take during their child's school years to ensurethat he or she receives the proper kind of vocational trainingand placement. Some of the steps parents should take for theirchild include familiarizing oneself with state regulationsdealing with children with disabilities; working with schools tomake sure that vocational education is included; and assigningspecific jobs and duties to be done around the home. Some of thespecific steps that should be done with your child includecreating opportunities to learn about jobs and emphasizingpersonal appearance and social skills. Some very specific stepsabout what should be done in high school include: buildingvocational training for specific jobs into the IEP's; making surethe transition team has the parent or guardian as a member;encouraging placement while still in school; and findingemployment before graduation. This is a well-outlined article,but places the burden of success for the child upon the parentsand not with the professional special educators.


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Turnbull, A. P., & Turnbuli, H. R. (1988). Toward great expectations forvocational opportunities: Family-professional partnerships. rentalRetardatiqn, Z(6), 337-342.

The authors discuss supported and competitive employment throughthe use of a family's decision about where their child should beemployed, and what opportunities should be available to him.Parental attitudes and personal decision making are means tobringing about great expectations for a child who has mentalretardation. They discuss future planning, friendships, chores,summer jobs, and assistive technology as means to helpingchildren attain the best possible employment. The premise of thearticle is that if expectations are raised as to what a childwith mental retardation can achieve, more employmentopportunities will be available to people who have mentalretardation.

Wehman, P. (1968). Supported employment: Toward equal employmentopportunities for persons with severe disabilities. rental petardation,26-(6), 357-361.

This article describes the success of supported employment--inparticular, the impact of supported employment on persons withmental retardation, their families, the business community, andsociety in general. Two categories of major implementationissues are management and service delivery problems. The mainimplementation issues include long -term funding, technicalassistance needs, transportation availability, and the need formuch greater emphasis on serving those with the most severedisabilities.

Wc;aan_ P., & Hill, J. (Eds.). (1985). Competitive employment for persons, withmental retardation: From research to practice (Vol.1). Richmond, VA:Virginia Commonwealth University, School of Education, RehabilitationResearch and Training Center.

This book describes values that are important in employmentprograms and how supported work plays an important role inenhancing competitive employment for those with mentalretardation. The authors advance nine values. These values serveas the basis for the research on supported employment that isbeing carried out in a number of states, most notably Virf,:niaand Illinois. The values listed are employment in ki.egratedsettings, decent pay, the need for vocational choices, avoiding"charity" work, vocational training to reflect local labor needs,parent involvement in planning, parent education relative tosocial security laws, community-based vocational training, andsystematically planned instruction. The authors also include amodel for transition from school to work, a section on parentinvolvement, and the results from behavioral training strategieswith target behavior selection and evaluation criteria.

Beach Center on Families and Disability

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Wehman, P., Moon, H. S., Everson, J. H., Wood, W., & Barcus, J. M. (1988).Transition from school 12 work: de w challenges im youths with severedisabilities. Baltimore, MD: Paul H. Brookes Publishing Co.

This book outlines a systematic approach to effecting change inwork and school environments for youth with severe disabilities.The book is intended for a more professional audience.Strategies for developing policies and for planning activities atboth the state and local levels are described in detail, as aremethods for achieving interagency collaboration in the deliveryof transition services. Case studies of local school districtsand state level initiatives are provided, and common elementsamong those programs are identified. In addition to addressingthe large systems issues, such as policy development, the bookprovides a comprehensive description of the Individual TransitionPlanning (ITP) process. Issues related to determining who shouldparticipate in the ITP process, identification of appropriateoutcomes and teaching strategies, and the roles andresponsibilities of school, adult service professionals, andparents are described in detail.

Wehman, P., Moon, M. S., & McCarthy, P. (1986). Transition from school toadulthood for youth with severe handicaps. Focus on Exceptional Chi dren,18(5), 1-12.

The authors focus on vocational alternatives for people withsevere disabilities after age 21. They include descriptions ofsupported employment, supported competitive employment, andsheltered enclaves in industry. In addition to talking aboutsuccessful transition into the different vocationalopportunities, the authors discuss the requirements forsuccessful community living. The authors discuss the importanceof individualized transition plans (ITP's), parent education andinvolvement by professionals, and public awareness. This is oneof the few articles that deals with the public's awareness oftransition and on educating the public about the problems thatare faced.

Wilcox, B. (1987). High school programs for students with disabilities: Whatshould parents expect? Exceptional Parent, 1Z(6), 37-41.

This article discusses visions of what is possible for studentswith developmental disabilities in high school programs. Fourmajor points are emphasized as to what should be expected anddemanded if not delivered: building social skills and a socialnetwork; building competence in coping with the demands andopportunities of a complex community environment; building a workhistory; and building in parent involvement.


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Beach Center onFamilies and Disability

The University of KansasBureau of Child Research4138 Haworth HallLawrence, Kansas 66045Tel. (913) 864-7600

Co-birectors: Ann P. Turnbulland H. Rutherford Turnbull, Ill

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ed 321 447 ec 231 567 author bateman, david f. title

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