REFOR Y RESUM'ESED 015 608 EC 001 381WORK EXPERIENCE CENTER, HABILITATION OF THE RETARDED. FINALREPORT.

BY- BITTER, JAMES A. O'NEIL, LAWRENCE F.JEWISH EMPLOYMENT AND VOCAT. SER., ST. LOUIS, MO.

PUB DATE AUG 67EDRS PRICE MF-$0.25 HC-$1.60 38F.

DESCRIPTORS- *EXCEPTIONAL CHILD EDUCATION, *MENTALLYHANDICAPPED, *VOCATIONAL EDUCATION, EDUCABLE MENTALLYHANDICAPPED, WORK EXPERIENCE PROGRAMS, ADOLESCENTS, SCHOOLCOMMUNITY PROGRAMS, VOCATIONAL ADJUSTMENT, COOPERATIVEPROGRAMS, DEMONSTRATION PROJECTS, ST. LOUIS COUNTY, MISSOURI.,

THIS IS THE FINAL REPORT OF A 3-YEAR PROJECT CARRIED OUTCOOPERATIVELY BY THE SPECIAL SCHOOL DISTRICT OF ST. LOUISCOUNTY, THE MISSOURI STATE DIVISION OF VOCATIONALREHABILITATION, AND THE ST. LOUIS JEWISH EMPLOYMENT ANDVOCATIONAL SERVICE. A WORK EXPERIENCE CENTER WAS ESTABLISHEDTO SERVE CLIENTS BETWEEN 16 AND 21 YEARS WITH IQ'S PRIMARILYFROM 40-65. RETARDED ADOLESCENTS PARTICIPATED HALF DAYS IN AWORK EXPERIENCE PROGRAM THE FIRST YEAR. AN ALTERNATE WEEKSCHEDULE WAS SUBSTITUTED DURING THE LAST 2 YEARS. STUDENTPARTICIPATION INCLUDED 4 WEEKS OF EVALUATION AND 36 WEEKS OFADJUSTMENT TRAINING. OF 132 REFERRALS, 86 TRAINEES HADCOMPLETED THE PROGRAM, 23 CONTINUED IN THE PROGRAM, AND 23HAD BEEN RETURNED TO SCHOOL FULL- IME PRIMARILY BECAUSE OFIMMATURITY. THE CURRENT PROGRAM INCLUDES GENERAL VOCATIONALADJUSTMENT AND SPECIFIC JOB PREPARATION AND IS ORGANIZED INTOFIVE PHASES (RANGING FROM GENERAL EVALUATION AND VOCATIONALADJUSTMENT TO EMPLOYMENT AND FOLLOWUF) THROUGH WHICH CLIENTSPROCEED AT THEIR OWN RATE. THIRTEEN IMPLICATIONS WHICH THEPROJECT STAFF DEEMED NOTEWORTHY ARE DISCUSSED. THE REPORTCONCLUDES WITH A 34-ITEM BIBLIOGRAPHY AND APPENDIXES OFTABLES DESCRIBING CLIENTS, THE JOB TRAINING SITES, ANDCURRENT JOBS OF FORMER CLIENTS. (OF)

FIN L SORTVOCATION AL RE114-1BILITATION ADMINISTRATIONPROJECT NUMBER RD$1525

WORK

EXPERIENCE

CENTER

Habilitation of the Retarded

JEWISH EMPLOYMENT

AND

VOCATION AL

SERVICE

Saint Louis, Missouri

Implications fcr Rehabilitation Personnel

The primary purpose of this demonstration project was to develop a cooperativeha.bilitation service for retardates still in school. A five phase program wasutilized emphasizing various intra-mural and extra-mural resources.

Thirteen implications of the project demonstration were considered important.

1. A production shop, to be an effective habilitation, tool, must be reality-oriented .

2. The extension of habilitation services into the community is necessary inorder to provide realistic experiential programming.

Specific job preparation and occupational training is desirable in a totalvocational preparation sequence-

4. Industry is a potentail training resourcf: for retardates.

Continuous vocational evaluation utilizing a wide range of resources isdesirable in habilitation programming.

6. The need for extra-mural habilitation programming necessitates examinationof current wage and hour law interpretation.

Case management is the most effective approach to total vocationalprogramming.

Programming for habilitation trainees require unique qualifications andskills of counselors.

N1.ny retardates can benefit vocationally from habilitation programming,but may require a longer term for preparation than cradltional efforts offer.

10. Transportation training is a requisite for preparing moderately dependentretardates for employment.

11. Retardates possess a vocational self-concept and development of a real-istic self-concept is effective in fostering employment potential.

12. A work-study schedule must be flexible and based on the needs of traineesand the organization of participating community services.

13. It is desirable to integrate habilitation programming early in the schoolcurriculum.

TORT EXPERIENCE CENTER:

Habilitation of the Retarded

Prepared by

James A. Bitter

Project Coordinator

with special assistance from:

Lawrence P. O'Neil

Training Counselor

This investigation and final report was supported, in part,by Demonstration Grant Number RD-1525 from the VocationalRehabilitation Administration, Department of Health, Educa-tion, and Welfare, Washington, D. C. 20201.

Jewish Employment and Vocational ServiceSaint Louis, Missouri

August, 1967

PREFACE

This final report for VRA Project Number RD-1525, entitled."A ldork EXperience Program for the Mentally Retarded inTheir Last Year in School", will focus on the project im-plications, particularly as they relate to the four projectobjectives. The project activities, per se, will be treatedonly briefly. Further information can be found in the publi-cations and papers listed in Appendix B which describe pro-ject activities in more detail.

Habilitation, in this report, refers to an educational pro-cess which emphasizes vocational adjustment. In contrastsrehabilitation is are - education process. Rehabilitationclients need services which will restore them to self-suffi-cient or nearly self-sufficient living. Most habilitationclients have never lived independent lives. Therefore, theyneed to develop fundamental capabilities, knowledges, exper-iences, and attitudes to realize their fullest vocationalpotential.

This VRA project was a cooperative endeavor of three insti-tutions: the Special School District of St. Louis County,Missouri; the Missouri State Division of Vocational Rehabi-litation; and the St. Louis Jewish .employment and VocationalService (JEVS). JEVS was the grant administering agency.

Plans have been made for continuation of the tri-institutionarrangement and cooperative program beyond the three-yeargrant period, thus providing a permanent community service.

ACKNOWLEDGMENTS

Special acknowledgment is made to Lawrence P. O'Neil forthe compilation of data and organization of tables whichare presented in the appendix.

Grateful acknowledgment is also made to D. J. Bolanovich,Director of the project, for his helpful discussion andcomments for content of the final report, and guidancethroughout the project.

Acknowledgment is also extended to other key Work Experi-ence Center staff who were responsible for making this asuccessful project: Irene Garnett, Training Counselor;Kenneth Eoen, Production Manager; Jerry Higginbotham, SchoolLiaison Officer; Mildred Leirer, Workshop Supervisor; andRena Levy, Records Clerk.

Appreciation is also made to project secretary, NancyStrecker, for proofreading and typing the manuscript.

JABAugust, 1967

CHAPTER

TABLE OF CONTENTS

I. Background . . 1

II. Principal Project Developments . . 3

III. Current Program . 7

IV. Implications . is . 13

V. Summary . . . 21

REFERENCES. . . . . . . . . . . 22

APPENDIX A Tables . c 0 25

APPENDIX B Publications and papers based onVRA Project Number RD-1525 . . . . . 30

TABLE

1.

2.

3.

L1..

5.

LIST OF TABLES

Age, IQ, and sex distributionof project trainees .

Distribution of trainees whohave completed IIEC services byage and months of service . . .

25

26

Utilization of extra-mural vocationalresources for work experience,evaluation and training 27

Distribution of trainees by currentstatus and length of employment 28

Distribution of jobs held by traineescurrently employed in communityor sheltered employment 29

Chapter I

BACX0ROUND

This project was based upon VRA Prototype Project NumberRD-808 which was developed and conducted by the MilwaukeeJewish Vocational Service (TVS) as a result of their exper-ience with mentally retarded school drop-outs. The Mil-waukee JVS and the Wisconsin Board of Vocational and AdultEducation, Rehabilitation Division, felt that a programwhich would reach these potential drop-outs prior to theirleaving school would assist in developing their vocationalpotential.

At the time of the proposed prototype project (1959), therewas an increasing acceptance of the need to provide work ex-perience to the retarded while in school. It was felt bythe Wisconsin Rehabilitation Division, the Milwaukee PublicSchools9 and JVS that a cooperative program would enrich thehigh school curriculum for the educable retarded and providethem with experiences which would develop work potential.

In the prototype project retarded adolescents received workexperience at JVS on a half-day basis.

The general conclusion of the prototype project was that thework experience program should be a necessary part of thecurriculum for the retarded. It was also a general conclu-sion that a work-study program could best benefit the severe-ly and moderately retarded.

More s ecifically, Project Number RD-80e:

(a) improved the ability of the retarded to obtain and ad-just to a job.

(b) assisted in enriching the special class curriculum inthe public schools.

(c) made possible better integrated, and more effective ser-vices between the state rehabilitation agency and publicschools.

(d) pointed out the need for more effective coordination be-tween teachers and project personnel, and

(e) pointed out the need for more than one year of the pro-ject program for some students (21).

To further develop and apply the findings of the MilwaukeeJVS experience, a 'Jooperative arrangement was developed be-tween the Special School District of St. Louis County, the

Missouri State Division of Vocational Rehabilitation (DVR),and the St. Louis Jewish Employmert and Vocational Service.

The objectives then, of this VRA Project Number RD-1525 were:

(a) to apply the techniques and knowledge developed by theprototype project in another and different geographicalcommunity, and to contribute information on the varia-tion in services in another locale.

(b) to further demonstrate, develop, and extend a method ofcooperative service between a public school, a state vo-cational rehabilitation agency, and a private rehabili-tation agency for serving mentally retarded adolescentsstill in school and in need of habilitation service.

(c) to develop guidelines for more effective services tothe retarded, and

(d) to increase the number of mentally retarded persons en-tering remunerative employment (18).

To develop these four objectives, JEVS established a separ-ate facility in St. Louis County to provide the work exper-ience program for retarded youngsters between 16-21 yearsof age and between, primarily, 40-65 I.Q. The facility wasnamed the "York Experience Center (NEC) and is housed in a

moderate-sized industrial building which includes a factoryarea and offices. It is located in a typical modern indus-trial court surrounded by other pants.

The Special School District of St. Louis County is uniquein that it is devoted solely to the education of handicappedchildren and to vocational training of normal students. Itdraws its population from the other 25 regular school dis-tricts in St. Louis County.

The Special School District has a three-track curriculum forretardates. These are Lassified as "Educable", "hoderate-ly Dependent", and "Tra aable". U3C trainees come predomin-antly from the "Moderately Dependent" group. This group in-cludes adolescents within the range 46-60, who havevarying degrees of educational, social, and physical deficiencies and can benefit fror some academic work, but whocannot profit maximlly from an educable class.

One hundred thirty-two Missouri State Division of VocationalRehabilitation referrals from the Special School Districtwere served by the WEC during the three year project. Asof the termination of the project, 86 trainees had completedfull program services. Twenty-three others had been returnedto school full-time, primarily because of immaturity, andwere expected to be returned to the work experience programat a later date. The remaining 23 were still being servedby the program.

Chapter II

PRINCIPAL PROJECT DEVELOPMENTS

Initially the project services followed traditional rehabi-litation patterns. The Special School District recommendedstudents to DVR for referral to the work experience program.DVR counselors would then refer the youngsters to the '.SECat a stipulated fee. Referrals were made for four weeks ofevaluation followed by 36 weeks of adjustment training. Jobplacement, when possible, was also assumed by the WEC staff.

The project developed and changed in two primary areas: pro-gramming and staffing.

In the beginning, contract work carried out in the WEC work-shop was the primary media for adjustment training, supportedby counseling and instruction.

Early job placement experience suggested the desirabilityof specific job training for this trainee population. Atfirst, this training was intra-mural (at the WEC) and wasconducted on a tutorial basis. A need for practical exper-ience was soon recognized and intra-mural training was aug-mented by extra-mural (community) exposure in school build-ing kitchens and the facilities of a nearby motel. With thehelp of school and motel personnel, experience and trainingwas provided in dishmachine operation, maintenance, maidduties and laundry operations.

Providing those experiences demonstrated the need to givetrainees increased exposure to community jobs, job exper-iences, nnd employer-co-worker relationships.

Therefore, the program was further augmented by the inclu-sion of several additional community job situations beforespecific job preparation was introduced. The purpose of thecommunity job situations, referred to as "job-sites", wasthree-fold: (a) it provided on-the-job experience; (b) itoffered the counselor more realistic evaluation information;and (c) it provided a more realistic training media (4) 3

Extra-mural programming was a natural outgrowth of a recog-nized need for direct, concrete experience for trainees.

In addition to providing experiences for trainees and eval-uations for counselors, the job-sites became useful resourcesfor specific training. Specific job training was broadenedfrom classroom instruction and employer job-sites to includeuse of trade schools. The increased utilization of more

formal extra-mural training programs and their value for en-hancing trainee employability gave impetus to the proposalfor a VRA project to explore the potential of industrialtraining resources for the retarded (19). This project, lo-cated at the Work Experience Center, is completing its firstyear (20),

Similarly, evaluation of work potential evolved from formaltesting and work samples to increased emphasis on situation-al testthg and observations. With the evolution of the pro-ject came a receptivity for continuous evaluation in con-trast to evaluation during a prescribed initial period. Thisenabled the counselor to tailor the evaluation process foreach trainee by building on the trainee's previous exper-iences and the counselor's evaluation of progress, potential,and interests.

The work-study schedule for trainees also changed during thecourse of the project. Initially, the half-day school andhalf-day work experience arrangement utilized by the proto-type project was adopted. An alternate week schedule wassubstituted during the second and third years of the project.This chan ge offered trainees greater continuity and exposureboth in school and WEC by diminishing the travel time onschool busses. This arrangement also increased the extra-mural possibilities with community employers.

Staffing Pattern

The initial basic project staff positions consisted of thetraditional rehabilitation project personnel. OrgInization-ally, two staff position changes are worthy of note.

Based on the prototype project experience, the school-agencyrelationship suggested a need for a half-time project liai-son officer. Such a position was included at the outset ofthis project,

However, by the beginning of the third year coordination, andcommunication between the three institutions became an inte-gral part of the tri-institution relationship. Project staffmade visits to the classroom, and during the second yearqualified project staff substituted for teachers in the class-room in order to make visits to the WEC possible. Schoolpersonnel served as classroom substitutes during the thirdyear, thus providing released time to teachers to visit theCenter.

The formal half-time liaison position was then phased out atthe end of the second year and much of the coordination pro-cess became part of the responsibilities of the school dis-trict's two job placement consultants, one of whom had servedhalf-time as liaison officer. In the Special School Districtthe job placement consultant is responsible for providing

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vocational counseling, securing trade school training, andprocuring jobs for individual students.

The second. major organizational change developed with evolu-tion from a departmentalized program (instruction, counse-ling, testing, etc.) to a case management process.

In the first year staff were assigned departmental responsi-bilities and coordination of effort was attempted throughweekly staff meetings and staffings for trainees. However,a great deal of knowledge about individual trainees was notcommunicated due to limitations of time, memory, etc. A casemanagement approach was considered and adopted in an effortto provide more efficient and effective services. The new"training counselor" was then responsible for (a) coordina-tion of trainee activity in all training resources, includ-ing the work-shop, school classroom, employer job-sites, andother agencies; (b) development and/or application of evalua-tion procedures and techniques; (c) instruction and counse-ling of individuals and small groups; (d) family counselingand coordination; (e) selective job procurement and place-ment; (f) post-curricula follow-up; and (g) habilitation cur-riculum development and research (5).

This eclectic position which emphasizes training and coor-dination as an educational process, has been quite success-ful in this project and has, in the judgement of the staff,resulted in better service to trainees.

One training counselor position and salary was assumed by theSpecial School District in the third year of the project.Thus, the tri-institution relationship was extended to coop-erative staffing of the WEC.

Chapter III

CURRENT PROGRAM

The currem; program has evolved out of the thre"e year pro-ject which served 132 Special School District students. Itemphasizes

(a) Total case management by the counselor for maximum con-tinuity of programming for the trainee; conversely,this minimizes requirements for coordination and com-munication with other personnel on behalf of trainees.

(b) An extension of the habilitation process into the com-munity. Community employers are utilized in the pro-gram for the benefits of variation in supervision, ex-posure to jobs, use of job-related equipment, and amore realistic situation.

(e) A reality-oriented production shop. Every attempt ismade in the Work Experience Center workshop to approxi-mate the business environment and conditions of thecommunity. The workshop's production manager is pri-marily motivated toward total production control.Through coordination with the habilitation personnelthis industrial environment is modified dependent onthe needs of trainees (6).

The training program at the Center includes two primaryareas: general vocational adjustment and specific job pre-paratIon. Because of the limited experience background andemotional immaturity of most moderately dependent retardates,the greater part of the WEC program is directed toward voca-tional adjustment training. Specific job training is inte-grated with vocational adjustment training at later stagesof the program.

In managing a trainee's program, the professional counselormay draw upon various resources, using the techniques whichhe deems appropriate at each stage of the trainee's develop-ment.

The main training vehicle for the development of general vo-cational adjustment is the habilitation workshop. In theworkshop, trainees do industrial contract production muchlike that in many rehabilitation programs. The primary work-shop technique is to vary job assignments or work situationsin accordance with trainee adjustment needs.

Another important resource in the W C program is the use ofactual employers and their place of business. Employer job-sites are utilized for field tours and short-term work

-7.

experiences.

The job-site experience and its duration may be flexibleand is arranged by the counselor with the employer depend-ing on the objectives the counselor has determined. Job-site assignments are usually one to three weeks in length,but may be for any period of time. The counselor makesevery effort to give the trainee enough time at the job-site to be able to assess his potential ability and offermaximum adjustment and/or specific job training.

The UEC facility has a training room which serves as anotherpotential resource to the counselor. This is a classroomfully equipped with audiovisual aids. It is used wainly forinstruction and counseling of individuals or small groups inspecific job tasks or work behavior.

One particular AV technique, the 8mm film loop, deserves men-tion. This approach emphasizes the communication of a sin-gle abstract concept, such as teamwork, utilizing a projec-tor which features single-framing and automatically cued stopsat appropriate points for discussion (7).

Parents also have a part in the training; they are encouragedto participate in trainee development throughout the program.Parents are involved in the evaluation of trainee potentialand readiness, the establishment of vocationally relatedgoals, and in specific training (such as in the use of pub-lic transportation, cashing checks, etc.)

Counselors frequently contact parents through home visits,conferences at the WECI telephone consultations, and corres-pondence. In addition, parents are encouraged to partici-pate in select group discussion sessions held at the Centerwhile the trainee is in the program. These sessions gener-ally emphasize cooperative planning and effort, and realistic.:parental attitudes toward future employment of their child.

The WEC program utilizes a trainee-centered approach. Notime schedules are set for training. The trainee progresseswithin the program at his own rate dependent on his capabi-lity and needs. The counselor, based on his observationsand evaluation information from resources he has used, deter-mines when a trainee is ready for movement through the pro-gram.

The program is organized into five pheses for purposes ofclarity and evaluation. The extent to which an individualtrainee is considered in a particular phase is determined bythe counselor based on his evaluation of trainee needs.

Phase 011e.er

Upon tho recommendation of Special School District personnel

.8.

and referral from DVR counselors, the incoming trainee en-ters phase one of the WEC program. During this initialphase stress is placed on intra-mural (at the WEC) evalua-tion and general vocational adjustment. The trainee's timeis divided among: (a) working on contracts in the workshop;(b) off-job training utilizing audiovisual techniques injob orientation groups; (c) field tours to job-sites; and(d) counseling sessions. Each trainee is given appropriateexperiences to provide him with a realistic beginning orien-tation to employment, and to give the counselor a sound basisfor evaluation of his work potential.

In the school classroom the trainee learns to handle his work-shop income through familiarization with banking services andbudgeting. He is also exposed to work-related concepts, suchas responsibility, initiative, and dependability. The train-ee usually stays in phase one until he attains an acceptablelevel of adjustment to qualify him for work at an extra-muraljob-site with an unfamiliar supervisor for at least one week.

Phase Two

Phase two is an extension of phase one emphasizing adjust-ment and evaluation during short extra-mural experiences withactual employers.

Phase two gives the counselor a chance to observe traineesunder community job conditions. At this time, no effort ismade to teach job skills. Rather, the job-site assignmentis designed as a "real work" environment for fostering favor-able work habits and attitudes. Phase two also gives thetrainee opportunity to adjust to new jobs, different employ-ers, supervisors, and responsibilities. It provides a set-ting for the development of behavioral and social dynamicson a job and a functional appraisal by two complimentarysources, the professional and the employer.

Generally, the counselor transports the trainee to and fromthe job-site from the Center. This offers the counselor anopportunity to obtain feedback and assist the employers, ifnecessary, each day. Counseling and discussion between coun-selor and trainee usually takes place en route.

Of the 132 trainees served by the project, 71 had phase twojob-site experiences. There was a total of 141 assignmentsutilizing 37 sites in 27 job areas during the term of theproject (Appendix A, Table 3).

When the trainee has demonstrated capability to work in anextra-mural job setting, and when he shows interest and capa-bility in some occupational area, he is ready for phase three.

Phase Three

During phase three the trainee is given specific job

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preparation or occupational training. By this time the train-ee has been oriented to various job areas and (with counse-ling assistance) is capable of selecting a job for which hedesires training. Specific job preparation is generally pro-vided when a particular employment situation is tentativelyarranged by the counselor. Specific job preparation takesplace in the workshop, in the training room, and on job-siteassignments.

Enrollment in a more formal occupational training programis arranged when the counselor has determined, with the helpof the trade school, that the trainee has an aptitude for theoccupation and placement in a job is likely. The counselorworks very closely with the trade school, sometimes tailoringthe program to trainee needs. Upon completion of the train-ing program the trainee continues to be a client of WEC, su-pervised by the counselor.

Evaluation in terms of job skills, work habits, and attitudescontinues during this phase. Emphasis is placed on voca-tional adjustment factors relating to the job for which thetrainee is being prepared. This work and training will thenprovide a transition to community employment. Use of publictransportation is also introduced during this phase and par-ents are encouraged to assume the responsibility for teach-ing the trainee to use the bus.

Twenty-seven of the 86 trainees who completed project ser-vices received specific job training. Six of these were intrade school programs. Of the 27, 26 are employed in theoccupation for which they were trained. One returned toschool (Appendix A, Table 3).

Phase Four

When a trainee has been prepared for a specific occupationor job situation and has developed sufficient independenceand vocational adjustment, a full or part-time job try-outwith an employer is arranged. Ultimate employment in theseassignments is contingent upon the trainee's performance.This phase may last up to four full weeks dependent on thetrainee's progress. Stress is placed on assisting the train-ee to make a satisfactory adjustment to the job, the work,and the employer. He must be able to use public transports-

. tion to and from the job. The trainee receives wages fromthe employer during this period.

Phase Five

The trainee in this phase of the program is officially em-ployed and earning an employee wage. Emphasis is on jobsatisfaction, as well as competence. Follow-up counselingis continued with the employee, employer, and parents untilsatisfactory adjustment and an acceptable level of job

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stability is attained. Thirty days of continuous employ-ment is considered an indication of employability. Afterseveral months (usually six) of continuous employment forthe same employer, the employee is awarded a "Certificateof [1, loyment Qualification". The certificate is signed bythe counselor and employer, and attests to the employee'scapability. It signifies a high level of job success andhabilitation and can be used by the employee as a referencein seeking other jobs.

Eighty-six trainees have completed the five phase program.As of the termination of the project, 48 or 55.8% of thetrainees were community employed with 20 certified; 20 or23.3% were sheltered employed; 11 were unemployed; and thestatus of seven was unknown (Appendix A, Table Li.).

Chapter IV

IMPLICATIONS

There are thirteen implications of Project Number RD-1525which are noteworthy.

1. A production to be an effective habilitation tool,must be mantra-oriented.

Kolstoe and Frey (23) and the Jefferson County, Alabamaproject (17) emphasize that the realness of the condi-tions under which learning takes place contributes to theIntegration of that which is learned into the personalityof the learner. The habilitation worL4t2a, as a resourcein a vocational adjustment program, must be reality-ori-ented. The trainees served by the Work Experience Center,have had little, if any, vocational experience. Theygenerally are not in need of therapy, but do need expo-sure to work and work experience. This experience should,therefore, approximate industrial conditions and envir-onment as near as possible. It was considered a realstrength of the Tacoma project (14) that realistic worktry-outs were available within the workshop. To providethis realistic environment it is also important that theworkshop personnel are production-oriented. Through uti-lization of the workshop and coordination with workshoppersonnel the professional counselor can provide the"sheltered' element and the balance needed for attain-ment of habilitation objectives.

The extension of ha vilitation services into the commun-Ia is necessAm in order to provide realistic experien-tial Rmgramlika.

The um workshop, though reality-oriented, is limited intwo significant ways: (a) the work is usually of thebench assembly variety, and (b) the trainee performs hiswork along with other workers who are handicapped, Forthis reason it is advantageous to extend the "experien-tial" program into the community and utilize the resources,environment, and more realistic conditions of the employ-er. The importance of extra-mural programming which in-volves the employer is indicated in a number of VRA pro-jects (2,10,12,13,23,25,27,30,32,34). Usdane (31) em-phasized this important new horizon in workshop program-ming in an address to the National Association of Shel-tered Workshops and Homebound Programs 1966 annual con-vention in Philadelphia. The advantages in the WEC pro-gram are considerable. On an actual job location thetrainee can work with normal associates in related acti-vities, can experience job changes, production demands,

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and different supervisory styles.

Employer job-sites can provide virtually any type of en-vironment which may be needed for evaluation and/ortraining. With the help of the job-site supervisor, thecounselor can more objectively evaluate and develop thepotential of a trainee.

3. Specific 191 preparation and occupational training is de-sirable in a total vocational preparation sequence.

As demonstrated in this project and others (13,14,25,34),habilitation trainees not only need work exposure and ad-justment, but can also benefit from training for a speci-fic job. One of the disadvantages to the employer forhiring this level retardate is the initial investment inlonger-term training. The training period can be reducedand the retardate made more salable, if specific job pre-paration can be provided in the habilitation curriculum.In addition, formal training programs designed for spe-cific occupations, such as beautician schools and keypunch operator programs can, with counselor supervisionand coordination, upgrade the employment potential ofmany retardates after they are determined "work ready".

4. Industry. is a potential training, resource for retardates.

The desirability of providing training for the "unskilled"occupations suggests a need for training resources. Fourtraining schools were utilized in the WEC program as re-sources. Industry, i.e. the hospital industry, the res-taurant industry, etc., also provided resources for spe-cific job training of the retarded (Appendix A, Table 3).Usdane (31) refers to the Adult Training Unit of the Spas-tic Centre of New South Wales as an example of utilizingnormal industrial facilities for training. The NationalAssociation for Retarded Children, in cooperation withthe U.S. Department of Labor, Bureau of Apprenticeshipand Training, is conducting a project to provide on-the-job training for retardates. Under this program employ-ers are reimbursed for part of the cost of training.The Industrial Training Resources project, an outgrowthof this work-study project, was proposed to further ex-plore industryls potential for providing retardates withoccupational training (8).

5. Continuous vocational evaluation utilizing a wide rangef resources is desirable in habilitation prosramming.

Examination of VRA project reports (10,14,24,30,34) sug-gests a need for exploration for better evaluation pro-cedures for measuring work adjustment, progress, and po-tential. Many programs attempt to devise internal mea-sures which seem to assist in compensating for the lack

of adequate instruments. Most conventional proceduresfor evaluating potential for specific types of work havelimited value for the mentally retarded. The Eugene,Oregon project (10) recommends that a study be undertakento develop diagnostic tools that will help in the accur-ate assessment of the retardate's vocational potentials.

In this project, it has been found that several evalua-tion methods make a contribution.

Work samples which are timed and evaluated for accuracywere of some value in the vocational assessment of VEZtrainees. Dubrow (9), after a follow-up of 106 cases,reported that evaluation tests a the work-sample variety,carefully standardized on a population of mentally re-tarded, were found to be useful in prediction when con-sidered together with careful observations during theevaluation process and a standard psychological evalua-tion. Work samples present an opportunity to explorevarious vocational or skill areas and are more realisticfor this purpose than conventional tests. What conven-tional measures and work samples lack, however, is thepossibility to assess on-the-job inter-personal relation-ships which are so important to job success.

The sheltered workshop can provide a work environment andthe setting for social dynamics. Generally, though, theworkshop is limited to work of the bench assembly varietyand to working with others who are handicapped; thus lim-iting the extent of the evaluation for employability.

Peterson and Jones (29) emphasize that further explora-tion is desirable in pre-placement evaluation in two re-lated factors: adaptability to new situations, and in-dependence from the workshop environment. Usdane (31)feels the workshop movement is on the threshold of dis-covery, linking it with the industrial plant for newmeans of evaluation and training.

The NEC project, like others (10,14,23,30), determinedthat evaluation must involve work experience. After ob-serving a trainee's functioning on real work, includingwork samples, workshop and job-sites the professionalcan more objectively and realistically observe and eval-uate the strengths, weaknesses, and potential of atrainee.

Some of the advantages of a practical approach to eval-uation, in contrast to traditional measures, are that itprovides: (a) a concrete and meaningful assessment; (b)a functional appraisal of behavioral dynamics; (c) animmediate perception of trainee likes and dislikes thuseliminating the need for interpretation; and (d) an imme-diately observable concept of the trainee's capabilities

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1

and limitations.

Habilitation trainees need continuous evaluation as theydevelop vocational potential and skills. Only after re-examination of each trainee experience, based on the bestevaluation methods available at each particular phase ofdevelopment, can the counselor adequately plan for subse-quent trainee needs.

6. The need for extra-mural habilitation programming neces-sitates examination of current wage and hour law inter-olfttaLLaat.

The 1966 Amendments to the Fair Labor Standards Act, Sec-tion 14(d)(2) indicates that payment of wages to handi-capped persons engaged in work incidAntal to training orevaluation must be made if productive work is engaged in.The primary intent of the Act is to prevent exploitationof workers. It does not seem to recognize the legiti-mate use of industrial placements for evaluation andtraining only. It is thus necessary, in establishmentscovered by the Act, to submit individual applicationsfor adjustment of wage rate for each trainee in each ex-tra-mural situation. The need for flexibility of pro-gramming is apparent. The result of each trainee exper-ience helps the counselor to choose the trainee's nextjob-site situation or some other evaluation or tralmingtechnique which will be most appropriate.

To facilitate the ease in handling of applications andthe granting of certificates to pay trainees less thanthe statutory minimum wage, the Wage and Hour and PublicContracts Divisions modified their requirements for theWork Experience Center program to provide more flexibi-li-y. The use of a single application and certificatecovering the placement of s trainee in up to three com-mercial firms at a time is permitted. This enables themovement of one trainee in and out of three selectedestablishments at the rate proposed during the life ofthe certificate. After completion of evaluation in thefirst three establishments, a trainee could be placedunder another certificate in three additional establish-ments.

Though this procedure provides greater flexibility inthe use of short-term assignments of trainees in commer-cial industry, it does necessitate advance determinationof trainee needs and reduces the potential of job-siteassignments as evaluation tools. In short evaluation andtraining assignments, the employer gives far more thanhe gains. A need exists, therefore, for a closer examin-ation of the Fair Labor Standards Act in the light of therecent trend toward extra-mural programming in rehabili-tation /habilitation services.

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7. Case management is the most effective approach to totalvocational programming.

The needs of trainees differ even within a select popu-lation such as the retarded (2,11). To provide for thesediffering reeds of trainees necessitates a flexible pro-gram which can be tailored for each trainee and can de-velop their fullest vocational potential in the shortestperiod of time. A habilitation program like the WEC pro-ject is most effective on a trainee-centered basis.

To provide flexibility in vocational programming for in-dividual retardates requires the planned use of variousresources and techniques.

As experienced in the development of the UEC projectcase management, in contrast to a team or departmental-ized approach, has several advantages in an experiencecenter approach: (a) it simplifies the identificationprocess between professional and trainee; (b) it enablesthe counselor to become more thoroughly acquainted withthe trainee; and (c) it reduils the need for coordina-tion and communication between staff.

On the other hand, an advantage of the departmentalizedapproach is tit: 3t it capitalizes on the special skillsof individual staff members. However, inherent in thecase management concept is the potential for utilizingany reeource, including specialized staff or services,coordinated by one individual, the case manager.

8. proz.r_a_naimin. for habilitation trainees requires uniquequalifications and skills of counselors.

Vocational habilitation is an educational process con-cerned with the development of the vocationally unsophis-ticated. Rehabilitation, in contrast, is concerned withrestoring individuals to self-sufficient living: a re-education process. Emphasis in habilitation programmingis placed on fundamental work capabilities, knowledges,experiences, and attitudes.

In the educationally-oriented habilitation program thecounselor should draw upon the wide range of resourceswhich he deems appropriate to the development of thetrainee for future employment. The counselor in the WECprogram is basically en educator, knowledgeable abouthuman behavior and development. However, he needs to bemore than a qualified educator. The requirements im-posed by the case management concept necessitates thathe be a capable coordinator. He needs to possess thetalents of an effective counselor in working with par-ents and trainees. He should also be familiar with eval-uation methods and skilled in vocational testing and

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clinical interpratation He needs to be familiar withworking environments and sensitive to business conditions.Above all, the counselor must be a teacher capable of uti-lizing the latest educational techniques and methods. Acounselor preparation program should reflect the eclecticbackground required of those planning to work with habi-litation clients.

9. Manz retardates can benefit vocational lz from habilita-tion, mmamminE, but require a longer term for re-paration than traditional efforts offer.

Because of the inexperience and lack of social sophis-tication of many retardates, habilitation programmersmust expect that vocational preparation will take longerfor these trainees. Abel and Kinder (1) suggested a needfor a longer training period S2or retarded young adults.This need is reinforced by the WEC project. The meanterm of trainee programming for the 86 who completed ser-vices was 10.51 months with a range of three to twentymonths (Appendix A, Table 2).

10. Transportation training is a requisite for p,r spariaLg.moderately dependent for employment.

The need for transportation training will vary amongtrainees dependent on their prior experience with publictransportation. It will also vary from one community toanother dependent on the availability of public trans-portation. The experience of the Harrison County, Miss-issippi project (15) indicated that retardates were cap-able of using public transportation, but had difficultygetting to the facility because of the unavailability oftransportation. Generally, it has been the experienceof the WEC project that this level of retardate lacks ex-perience with independent mobility and must be trainedto ride busses to get to the job. Transportation train-ing is a legitimate part of habilitation programming.

11. Retardates possess a vocational self-concept and develoz-milt of a realistic self- concept is effective in foster-ing employment potential.

The Eugene Public Schools (11) emphasized the importanceof the trainee's self-image to successful job placement.The experience of that project implied a need for tech-niques relating to self-evaluation. Hungerford, Deprospo,and Rosenzweig (16) feel that education for the retardedmust give each trainee a technique for self-measurementthrough self-knowledge.

A stuot, undertaken by O'Neil (26) at the Work ExperienceCenter attempted to explore this hypothesis further.His study indicated that WEC retardates were able to

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evaluate concrete behaviors in themselves and theirpeers, and to some degree predict work potential. Theresults appear to support the importance of develop-ment of realistic self-concept in mentally retardedhabilitation candidates.

12. A work-study schedule must be flexible and based on theneeds of tr,inees and the organization of participatingcommunity services.

The Milwaukee prototype project (21) operated and contin-ues to operate on a one-half day school and one-half daywork basis. Other programs schedule in a similar way.Administratively it is usually more expedient to arrangea fixed work-study schedule. The WEC project operatedon a half-day basis during the first year, an alternateweek schedule in the second and third years, and will,in the fourth (post-project) year serve full-time workprogram referrals.

Work-study scheduling, particularly the relationship be-tween work and study, needs exploration. A fixed formuladoes not always meet the needs of individual trainees.Greater flexibility end means of achieving greater flexi-bility in organization of programming needs to be studied.

13. It is desirable to integrate habilitation programmingearl in the school curriculum.

The importance of a functional curriculum is purportedby a number of authors. An examination by Kolstoe(22) indicated that the vocationally successful retardedwere clearly superior to the unsuccessful in physical,social, and work characteristics. Peckham (28) foundthat the most frequent reason for job termination of re-tardates was their demonstrated lack of social and voca-tional sophistication which drew teasing and ridiculefrom fellow workers. It is of vital importance, accord-ing to Peterson and Jones (29) that the school curricu-lum attempt to increase social competence by concentra-ting on those academic aspects which have a direct bear-ing on occupational and social adjustment. Allen andCross (3) go further to say that work experience canonly succeed where it is underwritten by appropriatesocial concept development and experiential backgroundconsciously planned for in the curriculum at the elemen-tary and junior high school levels.

The results of the WEC program indicate similar findings.A lack of readiness and maturity for transitional pro-gramming is exemplified by a comparison between two agegroups served by the Center. Of the 16-17 year olds21.2% were returned to school as compared with 10.6% ofthe 18-20 year olds.

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The Portland, Maine project (33) found it very difficultto place 16 year olds and attempted to persuade the pub-lic schools to provide an additional year of school andmore pre-vocational training in an effort to bridge thegap from academics to work conditioning.

The results of the WEC project demonstrate that manymoderately dependent retardates can be employed.

The desirability of social and occupational preparationearly in the lrriculum, particularly community exposureand a pragmatic approach to learning, is given new dimen-sions when community employment becomes a possibilityfor this group. A functional curriculum is a necessity.

Chapter V

SUMMARY

The purpose of this demonstration project was to apply theknowledge developed by the Milwaukee prototype in order todemonstrate a method of cooperative habilitation se :?vice forretardates between three related service institutions; devel-op guidelines for habilitation service; and increase the num-ber of employed retardates.

The program, which attempts to accomplish these objectives,emphasizes a reality-oriented experiential approach fortrainees coordinated by one individual, the training coun-selor. The program is trainee-centered and utilizes varioustraining resources. The training program for retardates in-cludes two primary areas: general vocational adjustmentand specific job preparation. A primary media for develop-ment of general vocational adjustment is the habilitationworkshop which is used to vary work situations according totrainee needs. Another resource 4.s actual employers andtheir business establishments for job-site evaluation andtraining. The program is divided into five phases includ-ing (a) general evaluation and vocational adjustment (intra-mural); (b) job-site evaluation and vocational adjustment(extra-mural); (c) specific job preparation and/or occupa-tional training; (d) job placement and try-out; (e) employ-ment and follow-up.

One hundred thirty-two DVR referrals from the Special SchoolDistrict were served by the program during the three yearproject. Of these, 86 completed program services as of thetermination of the project; 48 were community employed; 20were sheltered employed; 11 were unemployed; and the statusof seven was unknown. Twenty-three others had been returnedto school full-time for further school benefits, and the re-maining 23 were still being served by the program.

Thirteen implications of the project demonstration are con-sidered important including the desirability of: extra-muralprogramming which includes community and industrial resources;specific job training; flexible individualized programmingcoordinated by a case manager; a reality-oriented productionshop for vocational adjustment training; examination of eval-uation procedures and resources, current wage and hour lawinterpretation and work-study scheduling; longer-term habi-litation programming and integration early in the school cur-riculum; special training for habilitation counselors; and,transportation training and self-concept development fortrainees.

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REFERENCES

1. Abel, T. M. and Kinder, E. F. The Subnormal AdolescentGirl. New York: Columbia University Press, 19L1.2.

2. Aid Retarded Children, Inc. Work-Training Center. FinalReport, VRA Project Number RD-2039 San Francisco, 1961.

3. Allen, Amy A. and Cross, J. T. Work-study for the re-tarded-the elementary school years. Education and Train-ing of the Mentalll. Retarded. 1967, 271, 7-11.

4. Bitter, J. A. Using employer job-sites in evaluation ofthe mentally retarded for employability. pental Retar-dation, 1967, 1(3), 21-22.

5. Bitter, J. A. The training counselor: An ovel:3ing pro-fessional. Vocational Guidance Quarterly, 'r;67 15(4)294-296.

6. Bitter, J. A. and Bolanovich, D. J. The habilitation work-shop in a comprehensive philosophy for vocational adjust-ment training. Rehabilitation Literature, 1966, 27(11),330-332.

7. Bitter, J. A. and Bolanovich, D. J. Job training of re-, tardates using 8mm film loops. Audiovisual Instruction,1966, 11(9), 731-732.

8. Bolanovich, D. J. The industrial training resources pro-ject. Training and Development Journal, 1967, 21(7),18-21.

9. Dubrow, M. Sheltered workshops for the mentally retardedRS an educational and vocational experience. Personneland Guidance Journal, 1966, 38, 392-395.

10. Eugene, Oregon School District Number Four. A study anddemonstration of rehabilitation services that can beliovided for educable retarded students throufp speci al...m=0. ...occupational training. Final Report, VRA Project Num-ber 1966.

11. Eugene, Oregon School District Number Four. A stud, anddemonstration of rehabilitation services that can beproo.yided for educable retarded students through epecial,occupntional training. Progress Report, VRA ProjectNumber RD1490, 196

12. Eugene, Oregon School District Number Four. Rehabilita-tion Services for Educable Retarded Students. VRA Pro-ject Number RD:795, 1966.

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13. Georgia Office of Vocational Rehabilitation. Vocationalrehabilitation for mentally retarded pupil-clients.Final Report, VRA Project Number RD-836, 196.

14. Goodwill Industries Rehabilitation Center. Developmentof occupational evaluation and training center for patmenta retarded. Final Report, VRA Project NumberRD-30

llTacoma, Washington, 1963.

15. Harrison County, MississippiChildren. Vocational UnitCenter. Final Report, VRA

Association for Retardedof Good Samaritan TrainingProject Number RD-75-6 1764.

16. Hungerford, H., Deprospo, C. J. and Rosenzweig, L. E.Education of the mentally handicapped in childhood andadolescence. American Journal of Mental Deficiency,1952, a,

17. Jefferson County Aid for Retarded Children Association,Inc. Occupational Training Center. Final Report, VRAProject Number RD-232, Birmingham, Alabama, 1961.

18. Jewish Employment and Vocational Service. Work experienceprogram for mentally retarded in their last Dar iaschool. Project Proposal, St. Louis, 19657

19. Jewish Employment and Vocational Service. Optimum utili-zation of industrial training resources in rehabilita-tion pr ograms for retardates. Project Proposa , St.Louis, 19

20. Jewish Employment and Vocational Service. Industrialtraining resources in rehabilitation programs for re-tardates. Progress Report, VRA Project Number2197,

St. Louis, 1967.

21. Jewish Vocational Service. An evaluation study end demon-stration work experience for the mentally retarded dur-ing their last year in public school. Final Report,VRA Project Number RD-404, Milwaukee, 1964.

22. Kolstoe,,O..P. An examination of some characteristicswhich discriminate between employed and non-employedmentally retarded males. American Journal of MentalDeficient, , 1961, 66, 472-482.

23. Kolstoe, O. P. and Frey, R. M. A high school work-studyprogram for mentally, subnormal students. Carbondale,Illinois: Southern Illinois University Press, 1965.

24. Laradon Hall Occupational Center. The occupational suc-cess of the retarded: critical factors, predictive,tests and remedial techniques. Final Report, VRA Pro-ject NumbeF757787, Denver, 1966.

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25. Lee County, Florida Association for Retarded Children, Inc.Occupational training center for the mentally retarded.Progress Report, VRA Project Number RD-1204, 19

26. O'Neil, L. P. Evaluation of relative work potential: ameasure of self-concept development. American Journalof Mental Deficiency, (in press).

27. Opportunity Center, Inc. Work experience program for themental a retarded in their last year in sdhool. Pro-gress Report, VRA Project Number RD-1767377171kington,Delaware, 1966.

28. Peckham, R. Problems in job adjustment of the mentallyretarded. American Journal of Mental Deficiency, 1951,56, 448-453.

29. Peterson, R. O. and Jones, Edna M. Guide to up for thementally retarded. Pittsburgh: American Institute forResearch,

30. University of Kansas Medical Center, Children's Rehabili-tation Unit. A selected demonstration for the vocation-al training of mentally retarded youth in public, highsdhools in Kansas. Progress Report, VRA Project NumberRD-154d, X965.

31. Usdane, W. M. New horizons in workshop research. Journalof Rehabilitation, 1967, 33(3), 17-19.

32. VIGO County School Corporation. Vocational RehabilitationProject. VRA Project Number RD17779, Terre Haute, Indi-ana, 1964.

33. Work Adjustment Center. Work Adjustment Center. ProgressReport, VRA Project Number RD-17590 Portland, Maine,1965.

34. Worley, B. H. Community involvement in the rehabilita-tion process: A report on the COVE program. Selectedpapers from professional program segments of UnitedCerebral Palsy's Annual Conference, New Orleans, March9-10, 1967, 37-43.

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App en qx A

TABLE 1

Age, I.Q., and sex df,stribution of project trainees.

Agea I.Q.

16

17

18

19

20

Trainable ModeratelyDependent

(Below 48.121.10 - 65 IQ)

Educable

(Above 65 IQ)

Total

23 6 29

9 3L. 13 56

4 10 13 27

9 3 12

6 2 8

Total 19 78 35 132b

b°Ageis determined as of entrance into program.

73 males, 59 females.

N = 132IQ Range = 35-84Mean IQ = 60.16Mean Age = 17.42 years

Appendix A

TABLE 2

Distribution of trainees who have completed WEC servicesby age and months of service.

Age

16

17

18

19

20

Total

Months of Service

3-6 r 7-10 F11-14 15-20

Total

3

3

9

27

16

1 10

7

1

3 15

4 34

2 19

11

7

7 69 1 9 86

N = 86Range = 3-20 months of serviceMean = 10.51 months of service

Appendix A

TABLE 3

Utilization of extra-mural vocational resourcesfor work experience, evaluation, and training.

Extra-Mural Resourcesa(Number of Sites)

Number of Job-Site Evaluationsand Experiences

Number ofJob TrainingArrangements

Job-SitesBeauty shop (3)Cafeteria (3)

55

Childcare, public (3) 3Church, maintenance (2) 9Cleaning service 1Community center 9Drug store 3Factory, assembly (2) 3Fur repairGas station 4Housekeeping,private(2)Laboratory, animal care 1Lawnmower repair 1Library 1Lumber company 5Mail order house 16MotelNursery 1Nursing home (2) 16Paper wholesaler 28Printing company 13Restaurant 12Shoe repair shop 1

Trade schools

32

1

7

8

Auto body repair 1Beauty school 2Key punch training 1Typing 2

Total

b27 job-site areas, 37 sites71 trainees

e 27 trainees

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Appendix A

TABLE L.

Distribution of trainees by current statusand length of employment

Mos.aEmPXOy.

ommunityEmployed

ShelteredEmployed

Not Employed

In ReturnedTraining to School

Unempl.

Total

NeverEmploy

Lessthan 1

1-2

3-4

5 -6

7 -12

13 -18

19-24

P5-30

7 8

5 1

1

6 5

16 2

4 2

9 2

17 20

1 1

3

2

1

1

. 9 46

2

18

1 9

1 3

12

18

6

11

Tctal 48 20 23 23 11 125a

Note.-Based on follow-up at termination of Project.

aStatus of seven unknown.

N = 132Range .25 -28 mo. of employmentMean, = 7.08 mo. of employment

AppendiA A

TABLE 5

Distribution of jobs held by trainees currentlyemployed in community or sheltered employment.

Employment Situation Number of Trainees

Animal caretaker 2

Assembler 2

Bus boy/girl 3Child care (private) 3Furniture finisher 1

Glass installer's helper 1

Housekeeper (public) 3Key punch operator 1

Kitchen helper 15Landscaper's helper 2Mailroom. worker 1

Messenger 1

Mechanic's helper 1

Nurse's aideNursery laborerPhone solicitorPorter /maintenanceUpholsterer's helperWarehouse laborerSheltered workshop

11513

20

Total 68

Note.-Based on follow-up at termination of projects

1

Appendix B

Publications and PapersBased on VRA Project Number RD-1525

Bitter, James A. Training Emislitfor vocational habilitation.St. Louis, Missouri, JewiShEmployment and VocationalService, 1966.

Designed as a guide for counselors of clients with littleor no vocational experience, the manual discusses pro-grams and resources used in preparation for job place-ment. It is divided into five sections corresponding tofive phases of the developmental program. Each sectionorganizes the resources which can be used. for attainmentof objectives for the client. Each section is also pre-ceded by a description of objectives, criteria, and re-sources for the phase. Three sub-sections include infor-mation on evaluation, vocational adjustment training, andspecific job preparation.

Bitter, James A. Using employer job-sites in evaluation ofthe mentally retarded for employability. Mental Retarda-tion, 1967, 1(3), 21-22.

A paper presented at the American Association on MentalDeficiency ninetieth annual meeting held in Chicago inMay, 1966. It proposes the use of short term communityemployer job-sites to reduce many of the difficulties inevaluating trainee functional ability. Some of the ad-vantages of this technique, are that it provides: (a)

a real, concrete, and meaningful assessment in variousjob areas; (b) a functional appraisal of behavioral dy-namics on a job by two complimentary sources, the profes-sional and the employer; (c) an immediate perception ofthe retardate's likes and dislikes thus eliminating theneed for interpretation; and (d) an immediately observ-able concept of the retardate's capabilities and limita-tions.

Bitter, James A. The training counselor: An emerging pro-fessional. Vocational Guidance Quarterly., 1967, 15(4),294-296.

There is an increasing need for professional personnelskilled in habilitation techniques. This paper empha-sizes a flexible approach to adjustment training utili-zing a wide range of intra and extra-mural resources inthe process. It also describes the training counselor'sresponsibilities, role, preparation, qualifications, and

Bitter, James A. Evaluation approaches utilizing industrial

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supervisors. Selected Papers from Professional ProgramSegments of United Cerebral Palsy's Annual Conference,New Orleans, March 9-11, 1967, 32-36.

Little attention has been given to the industrial super-visor's potential for contributing to the evaluation offactors associated with working. The paper emphasizesfour evaluation approaches which utilize the industrialsupervisor in the Work Experience Center program: (a)a reality-oriented workshop; (b) short-term communityemployer job-sites; (c) job-placement try-out; and (d)the Work Adjustment Rating Form, a measure of pre- employ-ment work adjustment.

Bitter, James A. Three habilitation approaches in a cooper-ative school-sheltered workshop program. Paper presentedat the American Association on Mental Deficiency ninety-first annual meeting held in Denver, May 1967.

A description of three approaches at the Work ExperienceCenter which seem worthy of further exploration. Theseinclude: (a) short-term employer job-sites for evalua-ting functional ability and for training in specific ad-justment and job areas; (b) the 1 ;York Adjustment RatingForm; and (c) short 8mm film loops which can be single-framed or automatically cued to stop, thus providing amore concrete orientation to relatively abstract concepts.

Bitter, James A. and Bolanovich, D. J. The habilitationworkshop in a comprehensive philosophy for vocational ad-justment training. Rehabilitation Literature, 1966, 27(11)9 330-332.

Four workshop models are used to describe a general philo-sophy of vocational adjustment training. One model em-ploys the workshop as a terminal facility with the assump-tion that this type of environment can provide stable,productive employment for handicapped clients who cannotbe restored to normal community living. The transitionalworkshop can assist in restoring to employment handicappedclients requiring a relatively short period for adjust-ment training. Clients with more serious psychosocialdifficulties can be helped to return to employment in theclinically oriented workshop which uses counselors asworkshop foremen. The habilitation workshop model fo-cuses on the experience center approach in which the work-shop is only one of the educational resources in the pro-cess of vocational adjustment.

Bitter, James A. and Bolanovich, D. J. Development of voca-tional competence in the moderately retarded. Mental Re-tardation, 1966, .41(6), 9-12.

A description of the Work Experience Center training

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program which is designed especially to meet the needsof the moderately retarded. The program employs inten-sive use of audiovisual techniques and concrete work ex-periences. These are combined in a coordinated programof school, home, workshop; and employer effort. In thisprogram each trainee progresses through a highly individ-ualized developmental sequence toward realistic employ-ment objectives.

Bitter, James A. and Bolanovich, D. J. Job training of re-tardates using 8mm film loops. Audiovisual Instruction,1966, 11(9), 731-732.

The use of short 8mm film loops is described as one ofthe most promising experimental ventures at the Work Ex-perience Center for diminishing the obstacles to the vo-cational training of retardates. Five films emphasizingsingle concepts relating to the duties of a dishmadhineoperator are described. These films have been developedfor use in a continuous loop projector which allows singleframing and automatically cued stops.

Bitter, James A. and Bolanovich, D. J. Vocational trainingof mentally retarded. Educational Technoloa, 1966,6(13), 6-7.

A brief description of the 8mm film loop technique.

Bolanovich, D. J. Work experience program for mentally re-tarded in their last year of school. In: Chaffin, J.,Edwards, L., and Hudson, P., Amended Proceedings of:Workshop, on Cooperative Development of Vocational Rehabi-litation Services to the Handicapped in Public Schools.Sponsored by Vocational Rehabilitation ANIIETEtrationRegion VI, University of Kansas School of Education andExtension, 1966, 93-94.

A brief description of the Work Experience Center project.

Jewish Employment and Vocational Service. Work lEatamma-program for mental lm retarded in their last year, ofschool. First progress reportTrigi7577a. Louis, 1965.

Jewish Employment and Vocational Service. Work experiencepro ram for mentally retarded in their last year ofschool. Second progress report (RD-15231, St. Louis, 1966.

O'Neil, Lawrence P. Evaluation of relative work potential:A measure of self-concept development. American Journalof Mental Deficttan, (in press),

The manuscript presents a pictorial paired comparison me-thod of measuring the self-concept of mentally retardedadolescents relative to work potential. The results of

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the study indicate that trainees were able to internalizestandards of performance established during the habilita-tion process. They were also able to evaluate performanceof peers based on these standards. And, trainees werequite able to evaluate their own work potential as shownby close agreement with evaluations by staff members.