Job Coach

Training
Manual
June 2020

895.42

The North Dakota Statewide

Developmental Disabilities
Community Staff Training
Program
 Job Coach Training Manual

This training manual was developed by the North Dakota Center for Persons with Disabilities and is
intended to be used for educational purposes by North Dakota community provider agencies
participating in the Community Staff Training Project through Minot State University.

Suggested citation:

Schmidt, K., Arnold, J. (2020). Job Coach Training Manual. (Rev. Ed.) Minot, ND: North
Dakota Center for Persons with Disabilities, a University Center of Excellence at
Minot State University.

Requests for use of this publication for any other purpose should be submitted to Minot State
University, NDCPD/Community Staff Training Project, Minot, ND 58707.

Production of this publication was supported by funding from the North Dakota Developmental
Disabilities Division within the Department of Human Services.

This product is available in alternative format upon request.

Acknowledgments:

The North Dakota Center for Persons with Disabilities wishes to thank all North Dakota Regional
Staff Trainers who contributed to this edition of the module. Also, thanks to Paulette Wood from the
Vocational Training Center in Fargo, ND for her review and input.

COPYRIGHT 2011
By NORTH DAKOTA CENTER FOR PERSONS WITH DISABILITIES
a center of excellence in disability research and education at Minot State
University

The North Dakota Center for Persons with Disabilities is a

member of the Association of University Centers on Disabilities
(AUCD). AUCD is a national network of interdisciplinary
centers advancing policy and practice through research, education
and services for and with individuals with developmental and
other disabilities, their families and communities.

This product is available in alternative format upon request.

2
 Job Coach Training Manual
Table of Contents

Chapter 1: History of Supported Employment ......................................................................... 4

Chapter 2: Introduction to Supported Employment.................................................................. 9
Chapter 3: Guiding Principles ................................................................................................ 16
Chapter 4: Job Coach Roles and Responsibilities .................................................................. 27
Chapter 5: Systematic Instruction ........................................................................................... 40
Chapter 6: Supporting Employees with Challenging Behavior .............................................. 56
Chapter 7: Increasing Independence and Long-Term Success ............................................... 66
Chapter 8: Ongoing Monitoring and Supports ...................................................................... 73
Bibliography……………… ......................................................................................................... 84
Appendix A: Assistive Technology Assessment Tool...................................................................85
Appendix B: Feedback Answer Key ..............................................................................................90

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Chapter 1: History of Supported Employment

Objectives: After completing this lesson, job coaches will be able to:
• Identify key events that shaped the framework for supported employment.
• Explain significant legislation and initiatives that supports employment of people with
disabilities.

New technology and changes in regulations affect how agencies support employees with disabilities.
This training module is designed to provide basic information about the philosophy and principles of
supported employment, and the skills and knowledge needed by the direct support professionals/job
coaches that support employees at job sites.

Employment goals are supported in a variety of settings. Many employees with disabilities are
supported in competitive jobs in community settings, working a few hours a month or full‐time
employment with benefits. Others work in community settings with more intensive supports. Self‐
employment and business ownership by people with disabilities are growing trends in many states,
particularly in rural areas. There are many staff involved in the lives of people with
intellectual/developmental disabilities. The professionals responsible for supporting employment
goals have different titles depending on the agency where they work and the scope of their
responsibilities. Common titles include employment specialists, job coach, and job developer. In this
module, the direct support professional providing support in an employment setting will be referred
to as a job coach.

Evolution of Supported Employment

The values that shaped sheltered or segregated employment for people with disabilities can be traced
back to a time when there were no community‐based options for people with disabilities. The
development of community services was in part a reaction to deplorable conditions, abuse, and
neglect in institutions. In the 1960s and ‘70s, sheltered workshops promised families security,
consistency, and safety for their family member with disabilities. The goal of these early models
was to train people in the skills they needed to be successful in the community and allow them to
move from the segregated setting to a less restrictive setting.

Unfortunately, most people in segregated residential or work settings did not move to their own
homes or community jobs. They remained in the segregated setting for years. Over time, people with
disabilities, families, advocates, and professionals began to reject the “readiness model” in which
people could not move to a more integrated living or work setting until they had all the skills needed
to be successful. Segregated settings were openly criticized. This occurred as demands intensified
for inclusive, individualized opportunities for people with disabilities. Being part of the community,
control and choices by the person, and competitive work in integrated settings became the goals.

The following table shows a brief history of key events that shaped the framework for Supported
Employment and movements that continue to shape employment for people with disabilities.

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1960s • Community options were being explored.
• New federal programs directed at employment opportunities for persons who were either
unemployed or underemployed. These initiatives emphasized real jobs for real wages.
• The Fairweather Lodge, a group living and working environment in California,
emphasized the self‐help process and control by the individuals supported.
1970’s • Marc Gold's "Try Another Way" technique emphasized a functional approach to teaching,
which changed some fundamental assumptions about the potential of persons with severe
intellectual disabilities. This approach was based on the belief that: Everyone can learn but
we have to figure out how to teach; people with developmental disabilities have potential;
and all people should have the opportunity to decide how to live their lives.
• Wolf Wolfensburg called for a new service delivery model which moved services away
from segregated programs into the mainstream of society.
• Centers of Independent Living were funded and opened around the country.
• The Education for All Handicapped Children Act mandated a free and appropriate public
education for all children in the least restrictive environment.

1980s • Supported Employment demonstration projects emerged and inclusion efforts gained
& momentum.
1990s • There was growing recognition that community options were realistic alternatives to
segregation.
• Lou Brown and his associates at the University of Wisconsin taught the
importance of social interactions in integrated environments.
• Tom Belamy and his associates at the University of Oregon focused on the
performance of "real work" by persons with developmental disabilities.
• At the Virginia Commonwealth University, Paul Wehman and his associates developed
the "supported jobs" model of integrated, individualized placements with coaching as the
essential support.
2000 – • Community‐based service and efforts to close institutions continue to grow.
and • Implementation of the Ticket to Work, Work Incentives Improvement Act, and other
beyond legislation in an effort to remove barriers to work for people with disabilities.
• Employment First initiatives in many states emphasized that employment in
integrated settings for competitive wages should be the first option for people of all
abilities.
• The State Employment Leadership Network (SELN) brought 18 states together to
improve employment outcomes for people with developmental disabilities.
• The Alliance for Full Participation (AFP), a formal partnership of leading developmental
disabilities organizations, announced its new campaign, “Real Jobs
– It’s Everybody’s Business,” and its goal of doubling the employment rate for people
with developmental disabilities by the year 2015.

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Shifts in Assumptions
The names and dates in the previous table are not as important as the understanding of the
assumptions that shaped policy and employment opportunities for people with disabilities.
Some key value shifts that led to changes in the way employment supports are provided to
people with disabilities include:
➢ FROM a focus on pre‐requisites, readiness, and a continuum of services TO
providing individualized and customized supports so people can live, work, and
contribute to their community. Requiring people to “be ready” before receiving
community employment meant that many people were never going to make it to a
community employment opportunity. Instead of focusing on getting ready,
individualized supports are most effective when provided to an employee at an
integrated job site.
➢ FROM a focus on disabilities and trying to correct “deficits” TO recognizing
and encouraging capacities and gifts. Successful employment is realized when
support providers recognize and build upon the strengths and capacities of
individuals with disabilities.
➢ FROM an assumption that professionals know best TO taking direction from
individuals with disabilities and the people who know them well. Shared decision‐
making among the person and his/her family and support network is essential. Person‐
centered supports are developed, implemented, and monitored to support the
individual’s personal outcomes.

Emergence of Supported Employment

Out of these shifts in thinking, Supported Employment emerged as an alternative to segregated
services. People with disabilities can be successful in employment in integrated settings with
opportunities and appropriate supports. Supporting employment outcomes for integrated jobs in
the community is a research‐based employment support option. Interactions in the community
often result in networking opportunities, expansion of life options and real choices.

Vocational Rehabilitation agencies, often referred to as “VR”, are available in every state and are
overseen by the federal government through the Rehabilitation Services Administration (RSA).
In North Dakota, VR is a division of the Department of Human Services. VR is designed to help
people with disabilities meet career goals, from entry-level to professional. It helps people with
disabilities get jobs, whether the person is born with a disability, develops a disability or
becomes a person with a disability while working. The RSA legislation that directly influences
the lives of individuals with disabilities and their families. RSA plays a critical role in the
development of federal regulations that bring legislation into effect and in monitoring that these
federal regulations are followed. (ND Vocational Rehabilitation, 2020)

Legislation that Supports Employment of People with Disabilities

The social and political context that framed Supported Employment grew out of federal
legislation. These laws demonstrated a growing commitment in society for integration of all
people with disabilities. Rehabilitation legislation indicates a clear statement of legislative intent
for vocational service delivery to those most in need, not necessarily those most able to benefit.

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• Developmental Disabilities Act
Supported Employment was first defined in the Developmental Disabilities (DD) Act
of 1984. It emphasized that supported employment means paid employment designed
for people with disabilities for whom competitive jobs at or above minimum wage was
previously considered unlikely. This service was indicated for people with severe
disabilities who need some individualized support to get and keep a job. A wide
range of supports and services exist to meet the needs of people with disabilities.
These supports are conducted in a variety of settings, particularly work sites in which
persons without disabilities are employed. The DD Act reauthorizations have
continued to support employment related activities including advocacy, capacity
building, and systemic change activities.

• Rehabilitation Act Amendments of 1998

The amendments define supported employment as “…competitive work in integrated
work settings, or employment in integrated work settings in which individuals are
working toward competitive work, consistent with the strengths, resources, priorities,
concerns, abilities, capabilities, interests, and informed choice of the individuals, for
individuals with the most significant disabilities
(a) for whom competitive employment has not traditionally occurred; or
(b) for whom competitive employment has been interrupted or intermittent as a result
of a significant disability; and
(c) who, because of the nature and severity of their disability, need intensive supported
employment services for the period, and any extension, described in paragraph
(36)(C) and extended services after the transition described in paragraph (13)(C) in
order to perform such work.”

• Americans with Disabilities Act (ADA)

The ADA, which prohibits discrimination on the basis of disability, is blazing a path
of opportunity in the workplace for millions of Americans with disabilities. The ADA
Amendment Act of 2008 amended the ADA of 1990 and other disability
nondiscrimination laws at the Federal level of the United States. This act restored the
intent and protections of the ADA of 1990 that were limiting the rights of people with
disabilities based on interpretation of the original text.

• Workforce Innovation and Opportunity Act (WIOA)

This act was signed into law on July 22, 2014. It was written to support individuals with
disabilities to find jobs, education, training and related services in order to be successful
in the workforce. WIOA has partnered with State Vocational Rehabilitation Services to
assist individuals with disabilities to obtain employment. This legislation and federal
regulations are designed to strengthen and improve our nation's public workforce system
and help Americans with significant barriers to employment, including individuals with
disabilities, into high quality jobs and careers and help employers hire and retain skilled
workers.

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• The Work Incentives Investment Act of 1998
This act modernized the employment services system for people with disabilities. It
affirmed the basic principle manifested in the ADA: that all Americans should have the
same opportunities to be productive citizens.

• The Ticket to Work and Work Incentives Improvement Act (TWWIIA) of 1999
This legislation encourages Social Security Disability Insurance (SSDI) beneficiaries
and Social Security Insurance (SSI) recipients to use “tickets” to choose the service
provider of their choice from an Employment Network (EN). This legislation also
provides for expanded availability of health care. Before the implementation of
TWWIIA, individuals with disabilities faced the dilemma of losing important Medicaid
healthcare coverage if they obtained employment or increased their work hours or rates
of pay at existing jobs. States like North Dakota that adopted “Medicaid Buy‐In”
legislation, allow people with disabilities who want to work, or who are currently
working, to pay a monthly premium to obtain or maintain Medicaid healthcare coverage.
Benefits provided include:
• The possibility of employment without the fear of losing Medicaid healthcare
coverage.
• The opportunity to contribute to Medicaid healthcare coverage by paying a
monthly premium.
• The opportunity to have higher income and more assets then Medicaid normally
allows.
• No longer having to pay recipient liability.
• The opportunity to increase hours of work and rates of pay.
• Opportunity to enjoy increased independence.

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Chapter 1 Feedback Questions

1. Which of the following describe the guiding principles, values, and assumptions that
shaped policy and employment opportunities for people with disabilities?
a. Focus on getting people ready to work before they can have a real job
b. Focus on recognizing and encouraging capacities and gifts
c. Focus on providing individualized employment supports in real job sites
d. Focus on correcting skill deficits and behavior challenges
e. Focus on protecting people with disabilities from members of the community who
would take advantage of them
f. Stress the importance of professionals in designing employment opportunities and
support
g. Focus on professionals taking direction from the person with disabilities and people
who know him or her
h. Shared decision‐making among the person and his/her family and support network
is essential.

2. Ticket to Work Legislation focused on removing to work for

people with disabilities.
a. Options
b. Limitations
c. Barriers

3. The goal of the Alliance for Full Participation was to the employment rate
for people with developmental disabilities by 2015.
a. Eliminate
b. Double
c. Equalize

4. Employment First initiatives emphasize employment in settings.

a. Integrated
b. Supported
c. Segregated

5. “Medicaid Buy‐In” legislation, allows people with disabilities who want to work, or who
are currently working, to pay a monthly premium to obtain or maintain Medicaid ‐
coverage.
a. Direct-Support
b. Disability
c. Healthcare

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Chapter 2: Introduction to Supported Employment

Objectives: After completing this lesson, job coaches will be able to:
• Describe the general phases of supported employment.
• Understand supported employment terms and services.

Supported Employment (SE) provides training for individuals with the most significant
disabilities who, because of the severity of their physical or mental impairments, have never
been employed or have a history of sporadic employment. Individuals served by this program
need ongoing intervention on or off the job in order to maintain employment. A job coach or
employment specialist within private, nonprofit agencies generally provide intervention.
Services provided by an agency could include work experience, on the job supports, specialized
job placement or supported and customized employment.

ND VR provides intensive SE under a place and train model until employment stability is
achieved for a period not to exceed 24 months. Service is provided as direct engagement with the
individual and employer to obtain, maintain, and retain employment. Traditional SE means that,
once employed, individuals begin training through the assistance of the job coach. The job coach
will provide training to the employer and individual on job tasks, reasonable accommodations,
and provide support to the individual to ensure he/she has the skills necessary to perform the
work tasks as independently as possible. Intervention may include one on one coaching when
employment begins, with gradual fading throughout the training. When stabilization is achieved,
the individual then transitions into the extended services needed for job maintenance. The
extended services are provided by a community provider or natural supports. (ND Vocational
Rehabilitation, 2020)

When a person is assisted through supported employment, the provider agency and VR each
have responsibilities:

Provider Agency Responsibilities Vocational Rehabilitation Responsibilities

Provide job coaching. Meet with the individual and the employer at the
job site within the first 30 days of employment
and additionally as needed.
Provide a monthly progress report to VR. Review the monthly progress reports and
process payments.
Contact VR to address problems. Address problems or concerns.

If the employment vision for a person with a disability is something less than competitive
employment in an integrated setting; it is much less likely that the person will ever attain that
goal. The following are general phases that occur as the process to find and maintain employment
occurs. The does not occur in isolation, they overlap with each other as the process evolves.

Assessment and Career Planning. Assessment occurs at many levels including

individual, community, and job site. Assessment information is used to make a good job
match and to determine if the supports provided are effective. Assessment during the
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teaching process and during follow‐along help the job coach make decisions about how
to help the person learn the job. Career planning is a lifelong process to determine the
outcomes a person wants. Each person is assisted to identify and develop outcomes by
their person-centered planning team.

Job Development and Job Match. The job development and job match phase is to
identify and/or create job situations that match the person's interests, strengths, abilities,
and career goals. The job development phase can be done through the person-centered
planning process, which includes all professionals supporting the individual, family and
others that are important to the person. During this phase, the person-centered planning
team identifies learning strategies as well as barriers to learning that might affect the
individual at a future job. This phase involves completing community surveys, ecological
inventories, assessment of motivational barriers to employment, job and task analyses,
compatibility analyses, as well as marketing and negotiating strategies involved with
promoting the concept of supported employment.

Informed participant choice is the central focus. The individual is actively involved in
selecting a job that matches his/her interests, personal values, career goals, abilities,
credentials, and previous experience. During this phase, employment goal setting, job
development, and decision-making activities occur. The participant may learn the skills
of writing a resume, completing applications and interviewing for jobs which allow the
participant to be more involved in getting the job, rather than being placed in a job. The
Demystifying Job Development elective module in the Community Staff Training
curriculum provides more information on Job Development.
Systematic Instruction. The job coach typically has primary responsibility for the
systematic instruction phase. The new employee learns tasks related to the job and
maintaining employment and establishing coworker relationships. Instruction is based on
the needs of each individual. Data is collected by the job coach which assists in
determining the employee's progress, need for additional support, and when fading
support is appropriate.

Supported Employment is based on the "Place and Train" model. For a long time, it was
thought that a person with disabilities must be “job ready” before she/he could get a
community–based job. In the “Place and Train” module, the individual does not need to
prove they are ready to work. The belief is that, given the proper supports, a person with
disabilities can access community–based employment at any time. The best place to
learn the job is at the actual job site. Systematic instruction will be addressed in more
detail in a later chapter.

When an individual has the ability to perform the job duties with minimal intervention
from the job coach, they have reached the stabilization phase. This phase is when all
support needs have been addressed and any needed modification and accommodations
have been made at the worksite; the individual is satisfied with the type of work and
hours given; the individual is working to maximum ability as independently as possible;

11
 and the individual and employer agree that the person is performing the job and meeting
expectations of employment.

Follow‐up: Ongoing Monitoring and Support. One of the characteristics of supported

employment is that employees with disabilities will receive ongoing support throughout
their employment. Extended services refer to the ongoing support services provided by a
state agency, private nonprofit organization, or any other resource beyond the
stabilization phase. Extended services, including natural supports, are provided once the
time‐limited services are completed. Support can take many different forms which should
be individualized for each person. Some examples of supports funded during this phase
include jobsite training, offsite job coaching/mentoring, follow‐up with employers,
follow‐up family contact, or any services necessary to achieve and maintain the
supported employment placement, throughout the term of the employment. More
information about ongoing monitoring and support will be covered in a later chapter.
Supported Employment Terms and Services (ND VR)
• Customized employment (CE) is distinguished from traditional supported
employment by the use of flexible strategies, services and supports for individuals
with the most significant disabilities, beginning with a person-centered
determination of the individual’s strengths, needs and interests. The goal of CE is a
placement which meets the specific abilities of the individual and the employment
needs of the business. It may include employment developed through job carving,
self-employment or entrepreneurial initiatives, or other job development or
restructuring strategies that result in job responsibilities being customized and
individually negotiated to fit the needs of individuals with a disability.
• Competitive integrated employment includes competitive earnings that are equal to
or greater than the federal, state or local minimum wage rates, whichever is highest.
Wages are comparable to the customary rate paid by the employer to employees
without disabilities in similar positions with comparable skills, experience and
training. The employee with the disability must also receive benefits comparable to
those of employees without disabilities in similar positions. An integrated location
is a setting typically found in the community. It is a setting in which the individual
with the disability interacts while performing his or her job duties with employees
without disabilities. The primary consideration is the interaction among employees
with disabilities and their coworkers without disabilities in the work area and across
the employment site.
• Supported employment means competitive integrated employment, including
customized employment, in which an individual with a most significant disability is
working toward employment that is consistent with the unique strengths, abilities,
interests and informed choice of the individual with extended services.
• Competitive work means work that, at the time of transition to extended services, is
performed weekly on a full‐time or part‐time basis, as determined in the
individualized plan for employment, and for which an individual is compensated
consistent with wage standards provided for in the Fair Labor Standards Act.
• Extended services/individual employment supports means ongoing support services

12
 provided by a state agency, private nonprofit organization, or any other appropriate
resource, from funds other than titles I, III‐ D, or VI‐B of the Rehabilitation Act [29
U.S.C. 701, et seq.]. Extended services include natural supports are provided once
the time‐limited services are completed and consist of the provision of specific
services needed by the individual to maintain employment.
• Work Trial: Experiences designed to explore an individual’s abilities, capabilities and
capacity to perform in work situations, including situations in which appropriate
support and training are provided. During trial work experiences, the employee
performs the actual job duties in an integrated employment situation. Performance is
supervised and evaluated by the employer in coordination with a provider agency.
There is a predetermined beginning and ending date; this activity is not necessarily
intended to result in employment. The findings are documented, and a report is sent to
the VR counselor for review and approval for payment.

• Situational Assessment: An assessment process for evaluating work‐related

behaviors in a controlled environment. Although any type of task or situation may be
used, real work is most often used in order to add relevance. The situational
assessment is distinguished from other types of assessment due to the ability of the
evaluator or community rehabilitation provider to control and vary the task, so an
individual can be assessed under a variety of conditions or situations. The findings are
documented, and a report is sent to the VR counselor for review and approval for
payment.

• Job Shadowing: People learn about a job by following an experienced employee. The
job shadowing work experience is a temporary, unpaid exposure to the workplace in
an occupational area of interest to the individual. Individuals witness firsthand the
work environment, employability and occupational skills in practice, the value of
professional training and potential career options. Job shadowing is designed to
increase career awareness, help model individual behavior through examples and
work requirements.

• Comprehensive Assessment: Intended to clarify the individual’s vocational interests

and aptitudes. May include further evaluations such as job shadowing, situational
assessments, functional capacity assessments, psychological evaluations, etc.

• Reporting: Programs funded through the Division of Vocational Rehabilitation are

required to complete periodic progress updates. Your agency will provide the VR
Employment Progress Summary form that should be used for reporting. Reports and
updates should include:
• Always start with something good to say about the individual.
• Follow this simple format
• Part 1: Factual description of what is new since last report
• Part 2: Changes, concerns, examples of work behavior
• Part 3: Next steps (staying within plan)

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Chapter 2 Feedback Questions

1. T F The four phases in supported employment overlap quite a bit.

2. When does Assessment and Career Planning take place?

3. What activities take place during Job Development and Job Matching?

4. What is the central focus of Job Development and Job Match phase?
a. Informed participant choice
b. Finding a job
c. Learning interview skills

5. Who is the person primarily responsible for the Systematic Instruction phase?
a. Family
b. Vocational Rehab Counselor
c. Job Coach

6. Briefly explain the “Place and Train” model and why it is important.

7. T F One of the characteristics of supported employment is that employees

with disabilities will receive ongoing support throughout their
employment.

8. What aspect of supported employment includes natural supports, provided once

the time-limited services are complete?
a. Ongoing support services
b. Time-limited services
c. Extended Services

9. What are examples of services that may be provided during Follow‐up?

10. In the person with disabilities learns about a job by

following an experienced employee during a temporary exposure to the workplace.

11. What kind of assessments evaluate work‐related behaviors in a controlled environment?

a. Situational Assessment
b. Job Shadowing Assessment
c. Trial Work Assessment

12. What work experience option is designed for the employee to perform actual job
duties in a real job situation with a predetermined beginning and ending date, with

14
 the purpose of determining the person’s abilities and capacity to do the job?
a. Job Search Assistance
b. Job Shadowing
c. Work Trial

13. T F In reports, report only factual descriptions of situations, not your opinions.

15
Chapter 3: Guiding Principles

Objectives: After completing this lesson, job coaches will be able to:
• Give examples of the supported employment best practices.
• Follow disability etiquette when supporting people disabilities.

Guiding principles and values help to direct our thinking and our behavior. It’s important to
consider our own values, the values of the people we support, and the guiding principles of the
agency where we work. This can have a direct effect on personal outcomes for people with
disabilities.

Employment Vision
People with disabilities can be successful in
competitive employment in integrated settings.
Success depends on being given opportunities and
being provided appropriate supports. If a person is not
employed in the community, it is important for the job
coach and planning teams to understand why the
person is not in an integrated employment setting.
Sometimes it is because we have not been able to find
a way to provide the support the person needs to be
successful in an employment setting. It can be
challenging with the resources that are currently
available. However, if the vision is something less
than competitive employment in an integrated setting,
it is much less likely that the person will ever attain
that goal. This vision requires that we shift our
thinking from getting people ready for work to
assuming that everyone has the potential to work in
integrated settings. Everyone is respected and valued as employable. Our focus is on the
person’s work interests and what supports and teaching might be necessary to help the person
achieve their goal.

Association of People Supporting Employment First (APSE)

APSE is a national organization devoted to Employment First. APSE believes employment in the
general workforce is the first and preferred outcome in the provision of publicly funded services
for all working age citizens with disabilities, regardless of level of disability. In the APSE 2019
competencies, the following best practices in employment support services are identified (APSE,
2019):

• Use of natural supports

• Supported employment
• Evidence-based practices
• Motivational Interviewing techniques

16
 • The importance of non-traditional vocational evaluations
• Best practices in school-to-work and community living transition
• Funding options for employment services, state departments of education, Ticket to
Work, Medicaid, and veteran’s benefits.
• Current context of competitive integrated employment supports service and labor
market metrics in your state.

These APSE best practices are consistent with best practices in the person-centered planning
approach to supported employment, which include:

• Zero Exclusion. Zero exclusion refers to the philosophy that no individual should be
refused participation in employment services based on his/her disability. In fact,
Supported Employment was really established for people with the most severe
disabilities.
• Choice & Control. We all experience making choices in our lives. Whether a correct or
incorrect choice is made, we feel some ownership in the decision, and have control
regarding what happens to us. People with disabilities need to feel that same control.
Choices can be as small as choosing which shirt to wear to work, who to sit by during
break, which task to complete first, or as large as deciding whether to keep or quit a job.
Satisfaction for many people hinges upon the amount of control they are able to exercise
in finding and keeping a job, as well as the amount of flexibility to structure routines in
their job. Choice in a person‐centered model of employment supports would mean that
job seekers are presented with a variety of experiences, options, and supports to achieve
career goals of their choice. Having a job and income impacts choices in all areas of life
from where the person can afford to live to how she/he spends free time. Honoring
choices means that people are allow the dignity of risk which comes from opportunities
to experience the risks encountered in everyday life. Part of choice and control, along
with dignity of risk, is for supported employees to learn through natural consequences of
decision-making.
• Natural Environment. Employees with disabilities should receive instruction at the job
site where they will actually use the skill. On‐the‐job training allows the individual to
experience the natural distractions and consequences present in the job. It promotes the
employee's ability to perform a task across various settings, using different materials,
and/or with different people. Learning to clean a motel room that is set up in a simulated
environment is not the same experience as cleaning a room at a local hotel/motel. Doing
laundry in the group home does not prepare a person to work in a hospital laundry.
People who learn these skills in artificial settings will need to relearn the job tasks when
they become employed at a community business. The equipment, supplies, supervision,
and job tasks will all be different and create new learning challenges for a person with
intellectual disabilities. Time spent “learning” in the simulated setting is lost wage-
earning time for the employee.
• Inclusion. Building relationships at the job site is vital to full inclusion and achieving
employment satisfaction. The office or business setting is where many social
relationships are formed. Although a person with disabilities may be involved in
community‐ based employment, it does not guarantee the individual is involved in social

17
 interactions at the work site. If meaningful social interactions do not happen naturally,
the job coach may need to plan and provide supports for increased opportunities. The
job coach may also need to guide and support people with disabilities on appropriate and
meaningful social interactions at work. Having good social interaction will be a positive
experience in the workplace for all employees.
• Active Supports. The term “active supports” refers to providing active and continuous
support for an individual to be actively engaged throughout their day. Active support
will be covered in more detail in a later chapter of this module.
• Active Treatment. The term “active treatment” is different from active support. Active
treatment is intended to increase a person’s independence. It is intended to reduce
dependency on job coaches and help individuals with disabilities reach their goals. This
does not mean that a job coach will not help a supported employee at work, but the goal
of this support is to improve the individual’s ability to work independently. This is to
ensure that individuals are engaged in meaningful activities throughout the day.
• Natural Supports. The phrase "natural supports" refers to linking employees with
disabilities to existing supports in the work environment. Natural supports may include
coworkers, supervisors, or others in the workplace. The job coach guides the supported
employee in using the natural supports that are available instead of relying on the job
coach to answer all questions or provide all support. Using supports that are different
from what other employees receive can be stigmatizing. As much as possible, we want
to access on‐the‐job assistance from coworkers, peers, and supervisors. Effective natural
workplace supports require efforts to link the supported employee to the resources
available to all employees from the first day of employment.
• Individualization. Supported employment has been successful for persons with
various disabilities. An understanding of the characteristics typically related to various
disabilities might be helpful to a job coach as he or she provides instruction to that
person. However, the job coach must remember that although an individual has a
particular diagnosis, it does not mean that he or she exhibits the common
characteristics of the label. The job coach must base instruction on the individual, not
on his or her label.
• Comprehensive Assessment. Individualized assessment is the key to selecting a job goal
and determining the services necessary to support the goal. No single assessment
method is best for all individuals. The identification of each person's unique strengths,
resources, priorities, concerns, abilities, capabilities, and interests guides the job
matching process and the development of an individualized plan of training and
supports.
• Quality of Life. Improvement in the quality of life of persons with severe disabilities
can be a direct result of employment opportunities. Work opportunities enable
inclusive opportunities in community life, and meaningful social interactions and
rapport with coworkers. Criteria for a quality job and ultimately a quality life may
include factors such as a reasonable wage, opportunities for advancement, and work
activities that are status enhancing and valued by other community members.

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Disability Etiquette for Job Coaches
The following sections will provide information to help
job coaches show dignity and respect when supporting
people with disabilities. This information may be familiar
as it is covered in more detail in the introductory
Community Staff Training Program (CSTP) module .39
Supporting Individuals with Disabilities in the
Community.

People First Language

The language we use reflects our attitudes and values. Words have the power to build positive or
negative perceptions. One of the ways that we can show dignity and respect to people with
disabilities is through how we speak to and about them. Fortunately, the way that we describe
disabilities has changed over the years. Old language has been replaced by People First
Language which takes the emphasis away from the disability and focuses on the person.

People First Language puts the person before his or her disability. It describes what a person has
instead of who a person is. A person may have cancer but we would not say he or she is
cancerous. The same is true for people with disabilities. Instead of saying the “disabled student,”
it is more respectful to say, “the student who has a disability.” Also, it is important to avoid
using terms such as "afflicted with," "suffers from," "confined to," or "wheelchair bound." These
terms are negative and demeaning. They result in the misperception that people with disabilities
are living pathetic and tragic lives and that they want pity and charity. These misperceptions are
false. People with disabilities just happen to have a disability condition. They are not afflicted
with or suffer from a disability. Similarly, people are not confined or bound to a wheelchair.
They are able to leave their wheelchairs for activities such as sleeping and using the bathroom.

It is important to recognize that some people with disabilities and families prefer Identity First
Language, which puts the disability first in the description (i.e. an “autistic person”). People with
this preference often say their disability is part of who they are and they are proud of who they
are. Never correct a person with a disability or family member if they use identity first language,
such as “I am Deaf” or “my autistic daughter.”

General Etiquette
• Be patient, positive, and flexible, not only with the person with the disability, but with
yourself. As with all etiquette issues, when mistakes are made, apologize, correct the
problem, and move on.
• Do not leave a person with a disability out of a conversation or activity because you
feel uncomfortable or fear that he/she will feel uncomfortable. Include him/her as you
would anyone.
• Do not focus on the disability, but on the individual and issue at hand.
• Never distract a service animal from their job (such as petting a service dog) without
the owner’s permission.
• If you do not understand, ask the person to repeat it. If the person does not understand
you when you speak, try again.
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 • When planning a meeting or other event, find out specific accommodations a person
will need. If a barrier cannot be avoided, let the person know ahead of time.
• Speak directly to the person, rather than to a companion or sign language interpreter
who may be present.
• Use a normal tone of voice when speaking to a person with a disability.
• If you offer assistance, wait until the offer is accepted. Then listen or ask for
instructions. Do not automatically assume someone needs help. Ask first.
• Allow 15-20 seconds for a person to process information and respond.

People who are Deaf or Hard of Hearing

• Tap a person who has a hearing disability on the shoulder or lightly wave your hand
to get the attention of a person who is Deaf.
• Look directly at the person and speak clearly, slowly, and expressively to establish if
the person can read your lips. If so, try to face the light source and keep hands,
cigarettes, and food away from your lips. Avoid looking down at your phone or other
items while speaking.
• If a person is wearing a hearing aid, do not assume that they have the ability to identify
your speaking voice.
• Never shout at a person. Just speak in a normal tone of voice. Shouting actually distorts
sounds accepted through hearing aids and inhibits lip reading.
• A noisy or dark environment or where people are talking simultaneously might
make communicating more difficult for people with a vision, speech, or hearing
disability.
• Be prepared to offer a visual cue to help a person understand, e.g. picture, sign
language, gestures, notes, actual object.

People who are Blind or have Low Vision

• Speak to the person when you approach him or her and do not raise your voice.
• Be descriptive when giving directions; verbally give the person information that
is visually obvious to people who can see. For example, if you are approaching
steps, mention how many steps.
• As you enter a room with a person who is blind, describe the layout and location of
furniture, doorways, exits, etc. Be as specific as possible with describing the
location of objects. (There is a chair three feet from you at 11 o’clock.)
• Always identify yourself, and others who may be with you, when meeting someone
with a visual disability.
• When conversing in a group, identify the person to whom you are speaking.
• When eating with a person, ask if you can describe what is on his or her plate. Some
people who are blind use a “clock” such as, the water glass is at 3 o’clock.
• Never leave a door ajar, keep corridors clear of clutter for people who are blind.
• A person who is blind may not realize you extended your hand. Say, “I’d like to
shake your hand.”
• When walking with a person who is blind, always let him/her take your arm. Let him
or her control his or her own movements.

20
 • Tell people who are partially sighted or blind if you bring new items into their
environment; describe the item and where you place it.
• Most people who are considered blind have some sight. Be prepared to offer a verbal
cue (turn right after the last row of books) to a partially sighted person.

People who have a Physical Disability or Use a Mobility Device

• A wheelchair, scooter, or walker is like a bicycle or an automobile; it is a personal
assistive device that helps someone get around.
• When talking with a person in a wheelchair for more than a few minutes, sit in a chair
whenever possible in order to place yourself at the person’s eye level.
• Offer to shake hands when introduced. People with limited hand use or an artificial
limb can usually shake hands and offering either hand is an acceptable greeting. For
those who cannot shake hands, touch the person on the shoulder or arm to welcome
and acknowledge their presence.
• Do not lean against or hang on someone’s wheelchair. Bear in mind that people with
disabilities treat their chairs as extensions of their bodies.
• At the worksite, provide clear paths for wheelchairs.
• Never push a wheelchair without first asking the user if you may do so.

People with Intellectual Disabilities

• Use short sentences and appropriate words in conversation. Avoid complex words
and sentences.
• Wait at least 15‐20 seconds to allow the person to process and respond to information.
• If necessary, repeat what you say. Rephrase if the person doe not understand.
• Move from an area with lots of distractions to a quieter area. Do not be offended if the
person has trouble attending to what you are trying to explain or directions you have
given.
• Allow the person time to tell or show you what he/she wants.
• Don’t assume the person is not listening just because you are getting no verbal or
visual feedback.
• Ask a person if you can help with filling out forms or explaining written instructions.
People with intellectual disabilities may have limited reading/learning skills. Wait for
the individual to give you permission to assist.
• Give extra time for decision‐making.
• Stay focused on the person as he/she responds to you.

People with Limited Verbal Communication

• Listen attentively when talking with people who have difficulty speaking and wait for
them to finish. If necessary, ask short questions that require short answers or a nod of
the head.
• Never pretend to understand; instead repeat what you have understood and allow the
person to respond. After trying to understand the person repeatedly, ask the person if
they have another way to communicate, e.g., writing, a communication device, or sign

21
 language.
• Allow at least 15 to 20 seconds for a person to process information and respond.
• Pay attention, be patient, and wait for the person to complete a thought. Do not finish
for them.
• Keep your manner encouraging rather than correcting.
• Be patient when communicating with someone using a communication device. Ask
yes/no questions when applicable. Give individuals prompts as needed to use their
device and give them time to respond.

People with Autism Spectrum Disorder

• Clarify and give specific expectations of the job.
• Clearly and directly explain etiquette and unwritten rules of the workplace.
• Plan in advance and avoid cancelling plans or rescheduling without much notice.
• Be concise and direct in your verbal communication when giving directions (Ex.
‘make 3 copies of this and give them to Sam, Charlie, and Jess.’) Supplement verbal
communication with visual strategies.
• Provide clear and direct feedback. Avoid sarcasm and idiom phrases (Ex. ‘this
place is bananas’, or ‘working like a dog’)
• Ensure that the work environment is well-structured, organized with tasks, daily and
weekly routines.
• Be aware of sensory sensitivities. You may need to make other employees aware that
these factors may be aversive or distracting to the person you support:
o Fragrances such as cologne, perfume, lotion, or laundry detergent
o Music or loud noise – employee might want headphones
o Breath (i.e., cigarettes or strong food odors)
o Long hair, dangling earrings or facial jewelry
o Tone of voice – low, smooth, calm and even is best
o Clothing colors
o Temperature
o Fluorescent lights

People with a Mental Health Disorder

• Communicate clearly without judgment. Don’t make assumptions or judgements
based on a diagnosis or label. Communicate with employee calmly without letting
judgements interfere with your response. Be aware of your own reactions to the
employee’s performance as this might be an emotional trigger. Be sensitive when
addressing issues with work or work performance.
• Address performance, not personality. When offering support to an individual with a
mental health disorder, remember to address issues in their performance, not their
personality. (Ex. Instead of saying, “It’s rude when you walk in late to meetings,” you
could say, “When you’re late, we are not able hear your contributions to the meeting.”)
• Be aware that people have the right to decide whether or not to disclose their disability.
Some may choose not to disclose due to the social stigma associated with mental
illness.

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• If the person has difficulty maintaining energy and endurance allow flexible
scheduling, or longer and more frequent breaks if possible. Provide additional time to
learn new responsibilities. Match the employee to jobs/tasks that allow for self-pacing.
Allow the person to work from home during part of the day or week if possible.
• Reduce distractions in the work area as much as possible. Allow for use of white noise
or music. Provide natural lighting or provide full spectrum lighting. Look for
opportunities where the employee could work from home. Plan for uninterrupted work
time. Allow for frequent breaks. Divide large assignments into smaller tasks. Use visual
instructions as well as verbal.
• If the employee has difficulty staying organized and meeting deadlines, suggest they
make daily To‐Do lists and check items off as they are completed, use calendars to
mark meetings and deadlines, or divide large assignments into smaller tasks and goals.
• Provide sensitivity training to coworkers and supervisors. Do not mandate that
employees attend work‐related social functions. Role play/rehearse social interactions.
• Recognize that a change in the office environment or in supervisors may be difficult for
a person with a mental health disorder. Maintain open channels of communication
between the employee and the new and old supervisor to ensure an effective transition.
Provide periodic meetings with the employee to discuss workplace issues and
production levels.
• High or low needs for sleep can interfere with job performance. Select job shifts that
are consistent with the employee’s highest energy level. Support healthful habits such
as regular exercise and limiting alcohol.
• Present information in small units, especially for employees who experience
hallucinations, delusions, or illogical thinking. Monitor thought processes by frequent
questions; have the employee think aloud. Use thought stopping or other intrusive
stimuli to break into perseveration (tendency to repeat responses to an experience in
situations where it is not appropriate).

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Chapter 3 Feedback Questions
1. What needs to be given to individuals with disabilities in order to be successful
in a real job in an integrated setting?
a. Multiple chances
b. Appropriate support
c. Consequences

2. T F If the employment vision for a person with a disability is something less than
competitive employment in an integrated setting; it is much less likely that
the person will ever attain that goal.
3. T F APSE best practices include sheltered workshops for people with disabilities.

4. Describe how you follow each of the following employment best practices supporting
employment outcomes for people with disabilities
a. Choice and control
b. Natural environment
c. Inclusion
d. Natural supports
e. Person‐centered approaches
f. Individualization

5. Comprehensive assessments:
a. Are the key to selecting a job goal.
b. Help identify the services necessary to support the employee in the job.
c. Identify unique strengths, resources, priorities, concerns, abilities, capabilities,
and interests guides the job matching process.
d. All of the above

6. True or False Part of choice and control, along with dignity of risk, is for supported
employees to learn through natural consequences of making certain choices.

7. APSE’s best practices in employment support services include:

a. the use of natural supports
b. supported employment
c. evidence based practices
d. All of the above

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8. What kind of language should you use when speaking to and interacting with
people with disabilities?

9. Which of the following is considered respectful language by most people with

disabilities?
a. “handicapped”
b. “crippled”
c. “wheelchair bound”
d. “uses a wheelchair”
e. “CP victim”
f. “person with autism”

10. List 5 tips for general etiquette:

11. T F When talking with a person in a wheelchair for more than a few minutes, sit in a
chair whenever possible in order to place yourself at the person’s eye level.

12. Which of the following is NOT recommended when communicating with a person who is
Deaf or hard of hearing?
a. Shout
b. Tap the shoulder or lightly wave your hand to get the person’s attention
c. Look directly at the person and speak clearly.
d. Noisy or dark environments
e. Use visual cues like gestures, actual objects, sign language

13. How can you assist a person who is blind when you and he or she:
a. enter a room?
b. are eating?
c. are walking?
d. are in a conversation with a group?

14. What can you do to respect potential sensory sensitivities of employees with Autism
Spectrum Disorders?

15. People with Autism Spectrum Disorders often appreciate: (more than one answer may be
correct).
a. Structure and dependable routines
b. A lot of verbal communication
c. Low pressure and low demands
d. Crowds
e. Being coaxed to do something after the person has refused once
e. Calm even tone of voice

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16. What are 3 ways you can support an individual with a mental health disorder?

17. What are 3 best practices in the person-centered planning approach to supported
employment?

26
Chapter 4: Job Coach Roles and Responsibilities

Objectives: After completing this lesson, job coaches will be able to:
• Describe typical duties of job coaches in various employment settings.
• Explain the importance of confidentiality in supported employment.
• Describe how family and service providers impact employment outcomes.
• Explain the process of creative thinking and problem solving.
• State the importance of modeling.
• Identify time management strategies.
• Build trust and success with employers.
• Explain and use the concept of active support.

Job Coach Roles and Responsibilities

The roles of a job coach are diverse. Although many of the basic skills and competencies are
similar, the job description may differ from agency to agency. The position description may
vary depending on the needs of the workers being supported and the businesses who hire them.
In all situations, the job coach plays a critical role in supporting people with disabilities to
identify and achieve personal outcomes related to work. As supported employees find jobs,
learn job tasks, adjust to new supervisors, or change jobs, the job coaches’ responsibilities may
also change. The goal of the job coach is to provide coaching so that the supported employee no
longer needs a job coach.

The funding to support employment goals of people with disabilities in North Dakota is
primarily from the Department of Human Services Divisions of Vocational Rehabilitation and
Developmental Disabilities. Other funding streams are used to supplement these sources
including Social Security Work Incentives. The funding source often dictates the employment
supports it will fund, eligibility, and reporting requirements.

The following competencies are typical duties and skills of job coaches in various settings.

• Know a supported employee's interests and preferences.

• Maintain a positive relationship with the employee.
• Facilitate social interaction between the employee and his/her coworkers.
• Help employees learn their jobs and improve their performance (teach).
• Arrange the work site or station so the employee can complete a task more independently.
• Collaborate with the employee and the team to overcome barriers to employment
outcomes, this may include making job modifications and introducing assistive technology
when appropriate.
• Provide the necessary support to assist supported employees to remain employed,
including positive behavior and natural supports.
• Participate in a supported employee's person-centered planning meeting.
• Maintain professional conduct.
• Follow dress code for your agency and the business.

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 • Advocate for necessary accommodations.
• Assist the supported employee to become a valued member of a work team.
• Consult with employer and coworkers about supports that will promote the
employee’s long-term success.
• Communicate effectively verbally and in writing with coworkers and employer.
• Follow safety requirements specified by the business as well as your agency,
including use of required equipment (i.e. OSHA) .
• Assist the supported employee to get to and from work.
• Collect data and complete reporting requirements according to agency
requirements.

In general, people with disabilities want the following from their job coach:
• Understand how I want to live.
• Understand the role of work in my life.
• Learn about my dreams, desires, gifts, and capacities.
• Do not try to make me independent. (Recognize that everyone needs support from
others in their work.)
• Do not “place” me. Offer me a job that will make sense to me.
• Help me become part of my workplace. (This includes being a part of the social life
of
the workplace.)
• Be there if I need help because of challenges in other parts of my life.
• Keep listening to my words (and behavior) for requests for a change (i.e., a change
in responsibilities, supervision, pay, or where I work).
• Help me find new jobs as I want or need them.

~Michael Smull

Creative Thinking and Problem Solving

Success as a job coach requires flexibility, interpersonal communication skills, problem-solving

skills and creativity. Job coaches often are called to use creativity while assisting people with
significant disabilities to find careers that they find satisfying and rewarding. Attitudes and fears
can create barriers to success. Some examples of barriers that can inhibit creative solutions
include:

"That's not logical.... practical...affordable!"

"We must follow the rules."
"That's not my area." "Don't be foolish."
"We've never done that before." "That won't work."
"We tried that already."
"I must find THE right answer." “We can’t make any mistakes.”

28
It is very difficult to try to think creatively if you focus on practicality. Sometimes we need to
forget about the what we know for a while; our minds remain full of ready‐made answers ‐
answers that prevent us from thinking in a new way. Think about the
history of people with developmental disabilities for a moment. What
would our field look like right now if we or our colleagues had
decided that supported employment or community‐based services
"weren't practical" or didn't follow the “rules”?

New thinking and moving away from ready‐made answers and “one
size fits all” approaches is not easy. Sometimes new ideas are
generated by problems or failures; sometimes a surprise or an
unexpected situation reveals a solution; sometimes it is just a new
pair of eyes or ears looking at or hearing about a situation or a
problem. For example:

• It could happen when, after spending two hours trying to determine how the employee
with limited strength will be able to open a heavy door, you realize that just down the
hall is a light swinging door that will get him to where he needs to go.

• It could happen when, after implementing numerous behavior programs to reduce

screaming behavior in the warehouse work setting, you realize that all the employee
needs is a set of earplugs to wear because the machine noise is stressful to her. Once
she has earplugs, she stops screaming.

Creative thinking might help us spot a potential problem before it arises; it could help us
discover an opportunity that was previously not apparent; or it could help us generate some new
ideas. Job coaches often encounter situations that seem to have no solutions. Learn to recognize
when the barrier is merely a “mental block” and look for alternatives that will support the
person’s goal. Consider these four stages of creative problem solving:

• Define the Problem.

• Generate Possible Solutions.
• Choose and Implement a Solution.
• Evaluate the Outcome.

Define the Problem - The problem must be defined in a way in which a person from
outside the situation could understand the problem. The problem must be defined as
objectively as possible in an attempt to avoid prematurely labeling a possible cause or
solution. When defining a problem, it is helpful to have others analyze it to see if a problem
really exists and to obtain social validation.

Case Study: John works at a drug store where he consistently comes in to work 10
minutes early and stands in front of the display window for five minutes before starting
work. The job coach was fairly concerned about this behavior. When he asked the
29
 employer if he had any ideas why John was doing this, the employer stated that he did
not see this as a problem because John was completing his tasks in a competent manner.
The employer was not concerned about John standing in front for five minutes,
therefore, there was not a problem. The job coach was not socially validated in his
definition of the problem and therefore there was no need to pursue possible solutions.
If his opinion had been validated, the next step of the problem-solving process would be
to generate possible solutions.
Generate Possible Solutions - After the problem is defined and validated, possible
solutions are generated. If the job coach has attempted to find solutions to a critical situation
and feels that he/she needs assistance identifying a solution, he/she can ask others
(supervisors, coworkers, job coach/employment specialist, family members, residential
providers, employer or others) for suggestions. Since no one person sees the individual in
every area of his/her life, bringing people together who do see him/her in many situations
might easily solve the problem. One process to use to generate ideas is brainstorming. The
goal of brainstorming is to use the creative energy of the group to develop a greater quantity
and quality of ideas than could be generated alone. When the brainstorming team includes a
diverse membership, a greater variety of ideas will be generated than if only employment
staff participate. During the first stages of brainstorming, the focus is on quantity. There is
no criticism or judgment of any ideas suggested. Instead, participants focus on extending or
adding to ideas. This increases the chance of producing radical effective solutions. Unusual
ideas are welcomed when we suspend assumptions and perspectives based on what has
always been done in the past. Good ideas are combined to form a better idea.

Case Study: Jerri has lost three jobs in the last year and had just received a poor
evaluation at her current job. The team recognized the need to get together to
brainstorm some possible solutions to this problem. When the group began discussing
the issue, they realized that the problem had not been completely defined; they needed
to identify "why" Jerri lost her jobs abruptly after several weeks of what appeared to be
satisfactory performance. It was discovered that Jerri lost her jobs because she was late
for work. After more discussion, it was learned that Jerri depended on her brother to
give her a ride to work. Her brother was pretty reliable when Jerri started a new job but
later lost his enthusiasm for getting up early to get her to work on time. Jerri and the job
coach did not think that there were other transportation options because their
community lacked public transportation. During the brainstorming session at the
meeting, Jerri’s supervisor at work had suggestions of employees that lived near Jerri.
Her family knew one of the employees that worked at the same company. Several other
creative options for getting Jerri to work on time came out of the brainstorming session.
Choose and Implement a Solution - Select the most appropriate solution or series of
solutions and define a method of implementation.
Evaluate the Outcome - Once a solution is implemented, the outcome needs be evaluated.
If the outcome is not acceptable to the supported employee or the employer, alternative
solutions will need to be identified and implemented.

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Time Management and Organization Skills
Due to the variety of tasks and responsibilities the job coach performs, organization and time
management are critical skills. Although making a schedule and sticking to it
can be difficult and often impossible, it is one of the most important steps to
time management.

There are various strategies for time management. The job coach is
encouraged to identify a system most efficient for his or her personal needs.
Whether the job coach uses a planner or a scheduling app on an iPhone or
iPad to organize materials, tasks, and appointments, the following
scheduling considerations should be considered:

1. Identify tasks such as meetings, instructional time, paperwork, documentation, breaks,

or travel time. Your agency may provide a schedule to assist in your planning.
2. Block out specific times on the schedule for tasks that are not flexible such as:
instructional time needed for an employee on a specific task at a certain time,
predetermined meetings, etc.
3. Block out time for other tasks. For those tasks that are flexible, space them out in the
schedule to avoid overscheduling.
4. Tasks should be identified which allow for secondary tasks (e.g., paperwork, telephone
calls) to be completed. The job coach should have the materials or information
required for the secondary task with him or her. If planning does not take place and the
materials are left at the office; valuable time can be wasted. Example: The job coach
might consider doing paperwork when she or he must remain at the job site even though
the employee is working fairly independently (unless your agency prefers that you
refrain from doing paperwork at the job site).
5. Although the job coach must often schedule breaks and lunch around the needs of the
employee, she/he must remember to take needed breaks. Breaks help the job coach to
manage job‐related stress.
6. Identify times most convenient to support networking with the supervisor, employer,
and coworkers based on the routines and customer traffic throughout the workday or
week.
7. Plan employment related skill training, e.g., bus training, grooming for work.

Talking with other job coaches may help a new job coach identify strategies for time
management. An effective time management system can be very beneficial to a job coach, by:
• reducing job‐related stress
• using time more efficiently
• completing more tasks
• planning ahead
• documenting activities

Employer Relations
Job coaches who support employees with disabilities in community-based employment settings

31
represent the agency, the funder of the employment supports, the employer, and the employee.
This type of representation calls for a high degree of professionalism expressed through
attitude, appearance, interactions, and behavior. Interactions must communicate trust to the
employer and leads to open communication which can ultimately lead to a successful
employment situation. Some considerations when involved in interactions with employers
include:

• Dress appropriately for the type of business environment.

• Refrain from discussing personal information about a supported employee with
business employees.
• Be aware of the employer's needs and expectations. Respect the business and
customer's schedules to avoid interrupting them at busy times.
• Follow the appropriate lines of communication. Address issues, concerns, and
questions with the appropriate personnel. Authority for decisions may vary from one
shift to the next in the same business.
• If the employer has a problem or concern that can be handled more appropriately by
someone else in your agency, contact that person and inform him or her of the
situation.
• Network with coworkers and build in opportunities for natural supports from the
first day the supported employee starts work.
• Ask questions, listen, and observe; communication is the key to success.
• If the employer has a concern, the job coach should acknowledge it and pursue a
solution.
• Remember: The business is in business to meet the needs of its customers. The
supported employee and supported employment provider must help the business
succeed in satisfying its customers or the placement will fail.
• Networking with employers through community service or professional organizations
can build the foundation for strong supported employment programs. Often, supported
employment placements develop from informal contacts with employers in community
service work.
• Employer relations and education do not stop after the placement is secured. There
must be ongoing communication to ensure that the placement remains successful.
• Look for opportunities to provide information and answer questions related to
supported employment.

Model Appropriate Interactions

Many coworkers, supervisors, or business owners may have little experience in interacting with
people with disabilities. They will observe the job coach’s interactions and very likely model
what they see. It is critical that job coach’s actions demonstrate the belief in the right of the
person to work in an integrated setting and the ability of the person to learn the job and perform
as a valued member of the work team. Respectful interactions between coworkers and the
supported employee are more likely when they observe a respectful relationship between the job
coach and the supported employee.

32
In addition, the job coach needs to convey their role as a temporary support to the supported
employee. From the first day the supported employee begins their new job, the job coach is
collaborating with the business to facilitate natural supports. The job coach shares
responsibility to ensure the individual’s success with the business and the employee’s
coworkers.

Confidentiality
Maintaining confidentiality is an important role of a job coach. Through ongoing interactions
with employers, a job coach gains access to information regarding the practices, personnel, and
overall operation of a business. The job coach must not share that information with coworkers
or friends. Such practice will damage the trust relationship with the employer. Once that trust
has been compromised, it is often difficult to regain. In some cases, an employer could even
choose to terminate the placement at that business which would mean a job loss for the
supported employee.

The job coach should also not discuss or volunteer personal information regarding the supported
employee with employees of the business. Information should be shared only on a need-to-know
basis, and always done in private.
Building Supporting Relationships with Families
Supported employment may involve a higher level of risk than segregated work and may
require support for the supported employee from the family or residential service providers.
Traditionally, programs serving individuals with disabilities have assigned the duty of
communication with families to case managers or social workers rather than to job coaches or
other direct support professionals. If issues arise with the family of a person you support, you
need to follow your agency policy regarding family contact. For some supported employees,
success on the job hinges on support they receive at home from their family or residential
support staff. Families and residential support staff can be a rich source of information about the
person’s interests, strengths and support needs. These can be particularly valuable during
situational assessments and trial work experiences. It is important that families understand the
importance of matching the employee's preferences to the job and that they are aware of the
employer's expectations for their family member.

It is critical when interacting with the individual's family to show respect to the family as well
as the supported employee. Some people with disabilities do not want their families involved.
When a person served by the agency is their own guardian, information is shared according to
the request of that person. If there is a guardian, advocate, or court order, information is to be
shared according to the limits set by the court. Supporting employees and families from
different cultural backgrounds requires sensitivity to different values, experiences, and beliefs.
Job coaches are encouraged to study the Interpersonal Communication and Working with
Families modules of the Community Facilities Staff Training Program.

Active Support
The concept of active support may be familiar to you, as it is discussed in other training
modules. Active support is a person-centered approach to providing direct support. The goal of

33
Active support is to ensure that people with disabilities, have ongoing support to be actively
engaged in all parts of their daily life. For job coaches this means not only supporting people to
learn job duties, but also supporting people to be engaged in meaningful ways at their
workplace. There are countless ways to draw people in to each part of their day. At a work site,
this could mean:
• visiting with coworkers during breaks or lunch,
• participating in a work site potluck,
• making small talk with coworkers at the water fountain,
• greeting people as they arrive for the day,
• asking coworkers for directions or help,
• asking people about their weekend plans.

There are four core elements in the definition of Active Supports: helping people to be actively,
consistently, and meaningfully engaged in their own lives regardless of their support needs.
In this definition, these terms are defined as follows:

Be Engaged – doing things, participating, spending time with others, making decisions,
making choices.
Actively – each day, throughout the day whenever there is an opportunity.
Consistently – with approaches that provide enough structure and routine that people
experience comfort, continuity, and have a better ability to be engaged.
Meaningfully – in ways that
• increase competence and opportunity,
• help people be and stay connected to others (socially),
• provide enhanced esteem,
• are focused on needs, preferences, and goals of the person.

These videos provide additional information regarding active support.

• An introduction to active support.
https://www.youtube.com/watch?v=u2zBeY5vY64&list=PL7Nixh78GXauVX4rVdy1vy1p8__0
CnzWm

• Every moment has potential.

https://www.youtube.com/watch?v=0PL1qCNB6VE&list=PL7Nixh78GXauVX4rVdy1vy1p8__
0CnzWm&index=5

• The 4 essentials of active support in practice.

https://www.youtube.com/watch?v=fPuJXX6XTvQ

• Support staff comment on active support.

https://www.dropbox.com/home/ACTIVE%20SUPPORT/UNM%20VIDEOS?preview=Rebecca
+1.wmv

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Putting it All Together
Steve Tenpas (2003) gives some good advice to job coaches regarding employer relations:

“Many factors contribute to the success of a supported employee. Your ability to

encourage positive relations with the employer and problem solving are two of the
most important ones. A veteran job coach will tell you that even the best support may
not always lead to a successful job. Despite your best efforts, problems may arise at a
site. You may see the situation gradually build, or learn of a problem during a spot
check. You must be able to react appropriately to solve problems. Employers will look
to you. When you become aware of a problem, identify it before attempting to solve it.
Talk to the employee, the employer, supervisor and coworkers. Ask questions to clarify
and be sure you have all of the information. Once you understand the problem, work
to discover its root cause. Finally, remember that something you perceive as a
problem may not be a problem for others. Don’t attempt to correct something that
doesn’t need it.”

35
Chapter 4: Feedback Questions
1. The goal of the job coach is to empower the supported employee, coworkers,
and supervisors so that the job coach can from the site.
a. Be employed
b. Be faded
c. Be a part of

2. In all employment settings, the job coach will:

a. Arrange the work site or station so that the person can complete a task more
b. Facilitate interaction with the employee and his/her coworkers
c. Collect and complete reporting requirements according to agency
requirements.
d. Follow _________ ________ for your agency and the business.

3. What is the first stage in creative problem solving?

4. What is a component of problem-solving that includes using creative energy of a group

to develop a greater quantity and quality of ideas than could be generated alone?
a. Brainstorming
b. Making a decision
c. Coming up with the quickest solution

5. If the outcome of a problem‐solving session is not acceptable to the or

, alternative solutions will need to be identified and implemented.

6. T or F A job coach must maintain the confidentiality of the supported employee as

well as the employer.

7. Give 3 examples of ways active support can be used to encourage people to be

engaged in meaningful ways at their workplace. .

8. T F When a person served by the agency is their own guardian, information is

shared according to the request of that person. If there is a guardian, information is
to be shared according to the limits set by the court.

9. T F For many supported employees, employment success depends on the support

they receive from their families and/or the residential staff who support the
person.

10. List 4 typical duties and skills job coaches use in various settings.

39
Chapter 5: Systematic Instruction

Objectives: After completing this lesson, job coaches will be able to:
• Explain the reason to establish baseline data.
• Give examples of different types of systematic instruction and data collection.
• Understand the prompting hierarchy.
• Fade instructional support as quickly as possible
• Create a task analysis for a supported employee
• Use reinforcement effectively to teach employment skills.

The type and amount of training and support an employee receives from a job coach will vary
greatly depending on the needs of the employee and the employer. Sometimes intensive
supports are provided by the job coach initially and gradually faded. The job coach may be on‐
site assisting with the employee orientation and training until the employer is comfortable with
the employee’s performance. In other situations, the employee receives very little support on
the job site. The employee might participate in the company’s training process with other new
hires, and no job coach present.

While the employer and coworkers are the first choice for training and support, some people
with disabilities will require systematic instruction to be successful. Support and teaching need
to focus on job tasks and the work culture, including social interaction skills.

Every employee can be taught to complete job tasks under the right conditions. Using the right
teaching principles at the right time can lead to the development, reduction, or generalization of
skills and behavior. Teaching a job skill to a supported employee at the work site can be a little
intimidating at first. In some situations, it may seem as if the job coach and supported
employee are in the spotlight with other employees and supervisors watching their every move.
It is critical that the job coach focus on using instructional techniques which draw as little
attention as possible to the supported employee, yet still provide effective instruction. Talking
with other job coaches and your supervisor may give you some suggestions on how to best
provide "invisible" supports on the job.

One of the most important concepts when planning instruction for a supported employee is to
also plan how the instruction will be faded. Instructional supports (prompts, instructions, and
reminders) should be seen as temporary. They are used only as long as needed for the person to
learn the skill. As soon as the employee learns a particular task or part of a task, the job coach
fades his/her instructional support and/or transfers it to natural supports available on the jobsite,
e.g., the supported employees' coworkers or supervisors. The fading process is more easily
accomplished if natural supports are incorporated from the first day the supported employee
begins the job. By teaching the supported employee to use cues either naturally present in the
environment or customized for the employee rather than prompts from the job coach, we are
implementing a coaching plan that will be more easily faded.

40
If employment support is being provided, the job coach and the employee both need to know
how much progress is being made. The job coach needs information to make decisions about
where to focus teaching. The person-centered planning team, along with the job coach, gathers
information about the job, the employee, and the support environment to help make data‐based
decisions about how to support the employee most effectively.

Establishing a Baseline
In order to determine the employees progress in learning the job we need to compare the
employee’s performance with what is expected. This part of organizing the job is used to
establish a baseline to determine how well the person is doing the job prior to systematic
instruction. Different types of jobs will require different approaches.

Types of
Job moves through a sequence of Jobs
Prep Cook:
tasks during shift. • 8:25 clock in
Example: prep cook • 8:30 pick up today’s specials list
The job has a routine, mostly the same • 8:35 check walk‐in cooler
from day to day. Staying current with the for products 8:45 begin
schedule is a priority. salad prep
• 9:10 begin baked
potato prep 9:55
begin “special of
the day”
Job involves repeating the same set of Hotel Housekeeper:
tasks over and over. • Cleaning bathroom
Example: hotel housekeeper • Vacuuming
The focus is on moving through the • Dusting
cycle quickly while maintaining • Stripping and Making bed
required quality.
Job involves responding to the Retail Store Worker:
directions of others. • Attends to directive, clarifies if necessary
Example: working in retail store • Starts in a timely manner
The job duties are more variable from • Completes task correctly, quickly,
day to day. Priority is being swift, efficiently
accurate and effective. • Follows through with any lingering issues
• Completes routine, scheduled tasks

By collecting baseline data, the job coach will be able to identify which steps the person already
knows how to do without prompts, correction, or reinforcement. Following instruction, baseline
data is compared to instructional data so that the person’s mastery of a particular skill or activity
can be measured. Baseline data will let the job coach and team know if an instruction strategy is
effective.

41
Baseline data may measure several different skills or behaviors, for example:
• Does the employee complete the task on time? This is a measure of how fast he/she
works and looks at the person’s ability to get everything done by sticking to his/her
schedule.
• How independent is the employee at performing his/her tasks with normal supervision?
Which steps are not completed without prompts?
• What level or type of prompting is needed?
• Is there a behavioral issue that needs to be addressed?

The chart below shows an example of baseline data collected on work tasks and behavior. You
can see there is a section on the data form to fill in after the instruction begins.

Learner’s Name: Baseline Instruction

Steps/Trials 1 2 3 1 2 3 4 5
10 Leave - + +
9 Say good-bye to coworkers - - -
8 Clock out - - -
7 Take boxes to compactor - - -
6 Remove empty boxes - - -
5 Stock items - - -
4 Get items to stock - - -
3 Greet coworkers - - -
2 Clock in - - -
1 Enter store - + +
Total # of independent/correct steps (# 0 2 2
of +’s or I’s)
% of independent/correct steps (total 20% 20% 20%
number of +’s divided by total number
of steps)

This next graph shows the frequency of yelling behavior during baseline, and then again after
intervention. The decrease in the frequency between the baseline and intervention phases
indicates the intervention is working to decrease the frequency of yelling.

Date Frequency of Target Behavior (Baseline) Frequency

5/17 Yelling 10
//// ////
5/18 Yelling 8
//// ///
5/19 Yelling 9
//// ////
5/20 Yelling 10
//// ////
5/21 Yelling 10

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 //// ////
Date Frequency of Target Behavior (Intervention) Frequency
5/24 Yelling 8
//// ///
5/25 Yelling 7
//// //
5/26 Yelling 7
//// //
5/27 Yelling 5
////
5/28 Yelling 5
////

Systematic Instruction and Data Collection

Systematic instruction is the key to teaching complex tasks to people with intellectual
disabilities. Consistent teaching step‐by‐step repeated over time makes learning any task
achievable for people who have difficulty learning. However, complicated data sheets, stop
watches, and lengthy task analyses should only be used if they are needed and if they fit the
natural setting. Your knowledge of the supported employee's learning style will help you and
the team to develop an instructional program that is effective, generalizable, and appropriate to
the job site. Never use more intrusive instructional techniques than are needed for the learner.
However, if the employee appears to be struggling to learn a task or not making progress on
their production, the teaching need to be analyzed, including the task analysis, prompts,
reinforcement, and the data collection. New systematic instruction need to be tried if current
methods are not working. Lack of success at the job is sometimes due to lack of consistent
instruction or a mismatch between the teaching procedure and the learning style of the
employee. The Writing Behavior Objectives and Measuring Behavior module explains data
collection in a detailed way. Below is an overview of some procedures that you might use.

Checklist
A checklist can be used to track whether a person is completing a variety of tasks as part of
his/her job. Below is an example of data collected using a checklist for a person assigned to
clean hotel rooms. If the task was successfully completed, a plus (+) was recorded. If the task
was not completed, a minus (-) was recorded. If for some reason there was no chance to
complete the task, a slash mark (/) was recorded.

Date Make Clean Empty Clean Wipe Totals

Bed Bathroom Garbage Floors Surfaces
+ - / %
6/6 + + + - + 4 1 0 80%
6/7 + - + - - 2 3 0 40%
6/8 + + - + - 3 2 0 60%
6/9 + - - - + 2 3 0 40%
6/10 + + + - - 3 2 0 60%
6/11 + + - + + 4 1 0 80%
Totals
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 + 6 4 3 2 3
- 0 2 3 4 3
/ 0 0 0 0 0
% 100% 66% 50% 33% 50%

Task Analysis
A task analysis can be used to teach a new skill. After skills are targeted for instruction, a task
analysis breaks down a complicated skill into smaller steps. A task analysis can be used for any
activity that can be broken down into smaller steps including daily living, employment, and
recreation/leisure skills as well as functional academics, positive behaviors, communication, and
social skills. Rather than requiring the person to master an entire activity all at once (which can
be overwhelming for some people with intellectual/developmental disabilities), a task analysis
allows the person to learn the activity one step at a time. Used in conjunction with other
systematic instructional practices (e.g., prompting, chaining, and reinforcing), a task analysis
procedure can be used to effectively teach a new skill.

Task analysis data collection allows the job coach to track progress made on each step of the
task. Decisions can be made to break down complicated skills into smaller steps, or to offer more
support, such as using partial participation, when data indicates the person may be struggling. It
is also an effective way to monitor the level of independence in performance of the task. A
disadvantage of the task analysis method of data collection is that the job coach is required to
closely monitor the person doing the activity to score each individualized step.

There are three main ways for a job coach to break down the targeted activity into more
manageable steps. These include:

1) Observing another person (in real time or via video) completing the activity and
recording the steps.
2) Completing the activity themselves and recording each step.
3) Asking another staff person to help the individual with intellectual/developmental
disabilities perform the chain and recording the steps and the kinds of prompts that are
used.

The following Task Analysis on cleaning a bathroom might be sufficient for an employee
who knows how to perform each of the separate tasks:

1. Clean Counter
2. Clean mirror
3. Restock soap, towels, toilet paper
4. Clean toilet
5. Empty garbage can
6. Sweep
7. Mop
8. Clean sink

44
However, for some employees the steps for each of these tasks will need to be broken down
much farther. This is an example of how cleaning the sink might be broken down into teachable
steps for someone who needs more extensive instruction in learning that job task:

1. Gather sink cleaning products

2. Wet cloth/sponge for cleaning sink
3. Wring out excess water from cloth/sponge
for cleaning sink
4. Apply cleanser to sink
5. Wipe inside of sink
6. Wipe around faucet and rim of sink
7. Rinse sink area after cleaning
8. Inspect sink for cleanliness
9. Rinse cloth/sponge
10. Wring cloth/sponge
11. Dry faucet
12. Put away cleaning material

If the supported employee is struggling to learn one of the steps in the task analysis, the job
coach may need to break the step down into smaller steps. The employee may perform the task
differently than the job coach, but if it works and the outcome will satisfy the employer, don’t
try to change the employee’s method, change the task analysis. Be sure to also consider
whether assistive technology might be useful.

Building connections from step‐to‐step through the task analysis is a powerful teaching tool.
This is especially true if the job coach highlights natural cues as a part of teaching with the task
analysis. Cues are clues that inform the supported employee about what to do next. A job coach
telling the employee what to do next is an example of a verbal cue/prompt. However, these
instructions from a job coach are artificial cues/prompts. If the employee gets a lot of prompts
from the job coach, it will be more difficult to fade the job coach from the worksite because the
employee will learn to rely on the coach’s support to know what to do next. Natural cues do not
need to be faded because they exist as a part of the task. Some examples of natural cues on a job
site include:

• A flashing light on a copier that indicates it is time to add more paper.

• Other employees leaving for break is a natural cue that it is break time.

Sometimes the most effective prompts are those that highlight the natural cues. They help the
employee learn to notice cues in the environment instead of the prompts provided by the job
coach. Indirect verbal cues or questions highlight the natural cues in the environment. For
example, “Now that the container is full, what do you need to do?” or “What do you do when
the light flashes on the phone?” Pointing to the clock is another way to highlight a natural cue
for “time to go on break.” Asking “What’s next?” is an indirect verbal prompt that a job coach
can provide to maintain the pace or work rate for an employee who might otherwise slow down

45
or pause too long between tasks or steps in a task. If the person doesn’t respond to the natural
cue, a cue can be added. For example, a preset alarm on a watch can be a cue to go to break
and/or return from break. All artificial cues should be as nonintrusive as possible.

If other than natural cues are needed temporarily to teach a task, the assistance provided
depends on the learning preferences of the supported employee. One way to systematically
select prompts needed during the training phase is to use a hierarchy system of prompts. The
job coach starts with the least intrusive prompt. If the employee doesn’t respond correctly to this
prompt, another prompt is provided. The job coach progresses from natural cues (the least
intrusive prompt), to physical prompts (most intrusive) on each step of a task not performed
correctly, until one prompt stimulates the correct response. The hierarchy of prompts, from least
intrusive to most intrusive is shown in the table below.

Prompting Description Example

Hierarchy
Learner completes the behavior The washing machine turning off
Natural Cue/
without a prompt. indicates the laundry is ready to be
Independence
put into the dryer.
A picture of the step to be completed. If employee is struggling with
alphabetizing for the filing system, have
a printout of the alphabet or a picture of
Visual Prompt the alphabet on their phone to refer to
would help them identify the order they
need to file.
A spoken cue that tells the person “Rinse the soap off the pan.”
Verbal Prompt
what to do.
The use of body language (e.g., point, Pointing to the computer to remind
nod in the direction of what to do, the employee to clock in for work;
Gestural Prompt etc.) that signals what to do. tapping a wrist watch to prompt the
employee to take a lunch break.

Demonstrating or showing the person Job coach sweeps the crumbs out of
Modeling what to do. the corner and into a dustpan, while
the employee watches.
Partially assisting the person to Job coach places their hand over the
complete the step (e.g., nudge to employee’s hand and guides it to the
Partial Physical elbow, guiding person’s wrist, etc.). table. When the employees starts the
Prompt wiping motion, job coach removes
her hand and the employee continues
the work on her own.
Fully assisting the person to complete Job coach stands behind employee,
Full Physical the step (e.g., hand-over-hand). places his hands with the employee's
Prompt hands on a mop, and moves it in the
appropriate mopping pattern.

46
During the instructional phase, the job coach records the prompt level that is needed to elicit the
correct response on each step of the task analysis. A code can be used to record each prompt
level as shown below.

Prompt Level Code

Independent/Correct I
Visual V
Verbal VP
Gestural G
Model M
Partial Physical PP
Full Physical FP

Matching‐to‐sample is also a type of cueing that can be used easily during job site instruction.
The job coach cues the correct response by showing the employee a sample of the correct
choice. For example, when the employee is required to stack clean dishes on a dish dolly, the
job coach can place a sample piece of dinnerware into each appropriate compartment on the
dolly. The employee is then able to match the dishes to be stacked with the sample of dinner
ware already in the compartment.

The chart below shows an example of recording the level of prompt used during instruction.

Learner’s Name: Baseline Instruction

Steps/Trials 1 2 3 1 2 3 4 5
10 Leave - + + I I I I I
9 Say good-bye to coworkers - - - V V V V I
8 Clock out - - - PP PP PP PP PP
7 Take boxes to compactor - - - G G G G G
6 Remove empty boxes - - - G V V V I
5 Stock items - - - M M G V I
4 Get items to stock - - - G I I I I
3 Greet coworkers - - - V V I I I
2 Clock in - - - FP PP PP G G
1 Enter store - + + I I I I I
Total # of independent/correct steps (#
of +’s or I’s)
% of independent/correct steps (total
number of +’s divided by total number
of steps)

Linking the Steps in the Task Analysis. Chaining involves teaching the person how to link
one behavior to another. It is possible to teach many tasks using forward, backward, or whole
task chaining. The decision on which method to use depends on the task and the learner. All

47
steps in the task analysis are completed no matter which method is chosen, but the teaching
focuses initially on the first step(s) of the task analysis in forward chaining and on the last
step(s) in backward chaining. In the whole task teaching, the teacher is teaching on all steps of
the task.

These examples will illustrate each method of chaining for teaching an employee how to wash
dishes. We start with the task analysis:
1. Scrape the food into the trash can
2. Rinse the dish
3. Place the plate in the dishwashing tray
4. When the tray is full, load it in the dishwasher or close the door
5. Add the soap
6. Turn the dishwasher on
7. Remove the tray from the dishwasher when the rinse cycle is complete
8. Stack the plates
9. Put the plates away

Forward chaining teaches the first step in the task, then the second, and so on until the final
step is reached. When a job coach teaches an employee how to wash dishes using forward
chaining, the first step that the job coach would teach the employee is how to scrape food into
the trash can. The job coach would provide prompts to support the person in completing the rest
of the steps in the task analysis as well, but the teaching and data collection will focus on the
first step. When the first step is mastered, the job coach would wait to provide assistance until
step 2, rinsing the dish. Teaching would focus on rinsing the dish. After rinsing, the job coach
would continue to provide prompts in how to finish the task. Each step in the task analysis
would be added in the same manner until the employee completes the whole task independently.
The process of gradually focusing on the next successive step will ensure the person is able to
complete the entire task in the correct sequence using one step as a natural cue to complete the
next step.

In backward chaining, instruction starts with the last step or behavior in a sequence. The
employee completes the last step on the first trial. When she/he is successful on the last step,
the last two steps are performed, and so on, until the employee can start at the beginning and
complete all the steps independently. Let’s say you want to help a person learn how to make a
bed. Using backward chaining, you would help them make the bed the same way you
eventually want them to do it. When you get everything done except for pulling the bedspread
over the pillows you would ask them to finish “making the bed. Provide only as much
assistance as is needed to do the last step. When they pull the covers over the pillows, reinforce
them for “making the bed.” Gradually you would expect the person to do more and more of the
task. If you keep working backwards, they will learn to make the bed independently. This could
work for teaching chores at home or at a job setting, if the person is learning to be a hotel or
hospital housekeeper.

The advantage of backward chaining is that it offers an automatic reward system. Learning to
buy pop from a machine is a good example of when and why to use backward chaining. If the

48
learner did not know how to use the machine, it would be best if the first step they learned was
to get the can of pop after it dropped down. The “teachers” would complete all of the steps
from finding the money, placing the money in the appropriate slot, and selecting the pop.

Whether you use a forward or backward chaining procedure will depend to some degree on the
nature of the task and on what seems most effective for the learner. Some skills can only be
done forward chaining. Some people learn much better with backward chaining. It takes some
trial and error to figure out what is best for each learner.

Whole task presentation teaches all the steps during each teaching session. This is a more
time-consuming method, but the employee learns the entire job and can progress to fine tuning
the steps as the job gets done. In the dishwashing example, the job coach using whole task
presentation would teach and collect data on all nine steps.

Cue Enhancements. Sometimes the reason the employee struggles is that he or she is not clear
on what to do next. The following cue enhancements provide direction on the task sequence.
Notice how many of these enhancements do not require an increase in the level of job coach
prompts.
Pre‐Starting Options:
• Use pre‐instruction “Ok Susan, let’s go through what to do before your
start…” Record these instructions so the person can play them on their
smartphone when the job coach is not present.
• Establish a “ritual” that gets the employee started correctly. Tom always
follows the same order each time he completes the task.

Flow/Pacing Options:
• Photos of the employee performing each task.
• Setting up checkpoint times “By 11:15 all racks should be filled.”
• Developing a checklist.

Self‐Instruction Options
• The employee reminds herself what to do while
working by reviewing a list of printed instructions,
a sequence of pictures or symbols, or an audio
recording on a smartphone with coach’s
descriptions of what to do.
• The job coach can take a video of the employee
completing their list of tasks. The employee can
watch the video as a reminder of the tasks they
need to complete.
Environmental Enhancement
• Add colored dots to highlight location of important controls.

49
 • Label needed supplies with numbers (e.g., #1, #2, #3) to indicate the order of
their use.
• Create a map that simplifies movements.
• Give a sample photo of the finished product to use as a guide.
• Create a jig that compensates for skill deficits. For example, 10 bins for
parts that need to be packaged 10 per package for a person who cannot
count.

Correcting an error on a work task is important because it:

• Allows the employee an opportunity to perform the task correctly;
• Prevents the supported employee from believing the step is correct by continuing
with the task; and
• Allows the employee additional practice on the steps she/he completed incorrectly.

When you recognize that an error has been made:

• Do not make a big deal out of the error.
• Correct the employee as soon as the error is made.
• Return the employee to the task at the end of the previous step so that you create a
natural cue for the step where the error was made. If necessary, recreate the
situation yourself, never have the employee recreate it (since that is not part of the
task).
• Provide the next level of assistance. You may want to say something neutral like
“Let’s try again” if it feels right, but do not draw unnecessary attention to the error.

Some employees will accept correction well. Others may not. In any case, if the job coach can
help the employee avoid the mistake, there will not be a need to make a correction. Always try
to get to the source of an error that is repeated and see if there is a way to set the employee up
for success rather than the possibility for mistakes.

Frequency data
A frequency count is used when it is important to know how many times a target behavior
happens. A frequency count (also knows as event recording) is simply a count of the number of
times the behavior occurs within a certain period of time. There are several ways to easily and
discreetly record the number of behavior occurrences, such as:

• Recording tally or check mark each time the behavior occurs on a data collection form.
• Using a hand counter (i.e. pressing a button each time the target behavior occurs).
• Making marks on a piece of masking tape adhered to a table, desk, piece of clothing, or
wrist.
• Using an object to count the number of events, e.g., transferring a small object like a
coin, paper clip, or button from one pocket to the other.

50
Frequency count should be used only for behaviors that have a clear beginning and end and
occur for short time frames rather than for extended periods. The chart below shows frequency data
collected for a person who asks unnecessary questions, which can be disruptive at a work site.

Date Activity/Time Frequency Length of Observation Frequency

5/17 Work Asking Unnecessary 5 hours (did not include a 14
9am – 3pm Questions one-hour lunch break
//// //// //// from 12-1pm)
5/18 Work Asking Unnecessary 5 hours (did not include a 15
9am – 3pm Questions one-hour lunch break
//// //// //// from 12-1pm)
5/19 Work Asking Unnecessary 5 hours (did not include a 11
9am – 3pm Questions one-hour lunch break
//// //// / from 12-1pm)
5/20 Work Asking Unnecessary 5 hours (did not include a 39
9am – 3pm Questions one-hour lunch break
//// //// //// //// //// //// //// //// from 12-1pm)

Duration Data
When a record is kept of how long a target behavior occurs from beginning to end, the data
collected is a duration recording. This system is useful when it is necessary to know how long a
target behavior is occurring so that it can be increased (such as being on task) or decreased (such
as off task behavior). Using a stopwatch or the timer on an iPhone or iPad, the job coach can
time the behavior from the moment it started until the moment it stops. The following chart
shows an example of a duration recording of a person who has periods of falling asleep during
work tasks.

Date Activity/Time of Time when Time when Duration of

Observation behavior begins behavior stops behavior
5/17 Stuffing 9:11am 9:24am 13 minutes
Envelopes 10:03am 10:18am 17 minutes
9-11am
Observation Summary Total
Duration
30 minutes
5/18 Stapling collated 9:03am 9:11am 8 minutes
papers
9-11am 10:03am 10:16am 12 minutes
Observation Summary Total
Duration
20 minutes

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Reinforcement
A major component of systematic teaching is reinforcement. Reinforcement refers to anything
that follows a behavior that increases the likelihood that the behavior will occur again.
Reinforcement procedures are based on the following learning principle: A desired behavior
followed by a pleasant or positive consequence will increase the frequency or maintain the
behavior. This principal has been proven true through countless hours of research, covering all
aspects of life. Further, research has shown that there are many things the job coach can do to
make reinforcement more effective.

• The timing of the positive consequence, or reinforcement, is important when

attempting to increase the desired behavior. Reinforcement should be given quickly
(within 3 seconds) and immediately following the occurrence of the desired behavior. By
the immediate praising of a specific skill, the likelihood of repeating that desired skill is
increased.

• The reinforcement should follow a specific behavior that is clearly identified. Rather than
saying, “Good job,” tell the employee exactly what they did that was good. “You wiped all the
streaks off of the window. Look how clean it is.”

• During initial training of a new skill, continuous reinforcement is used for each step in
the task that is correctly completed. As the employee's independent performance level
increases, the amount of reinforcement is gradually faded to a less frequent schedule.
Intermittent reinforcement refers to the delivery of a reinforcer after a period of time or
after a number of correct responses. For more information on reinforcement schedules
see the Achieving Personal Outcomes or the Positive Behavior Supports modules in the
North Dakota Community Staff Training curriculum.

• Reinforcement should be individualized. Before job placement and during the

orientation and assessment phase of job site training, the job coach will learn the likes
and dislikes of the new employee. This may involve observing and interviewing the
employee, family members, residential staff, and others who know the person well.
Reinforcement needs to be appropriate for the work site, and age appropriate. In
delivering a comment like "good girl" the employee may respond with the desired
behavior, such as continued on‐task behavior, but coworkers may think of the employee
as less than adult if the employee is a 40-year-old woman. A better comment would be
"The floor looks very clean, Gina. Keep up the good work.” The same is true for
physical reinforcement. At integrated job sites in the community, "thumbs up" signs, and a
smile with a head nod are appropriate reinforcers.

• Ideally, only natural reinforcers such as verbal praise, or receiving a paycheck,

will be necessary. If the job match has been carefully made, it is more likely that a
supported employee will be learning a job for which she/he has some interest. This will
make the need for artificial reinforcers less likely. However, sometimes the employee’s
disability interferes with their ability to perceive verbal praise or a paycheck as
reinforcing. For example, if the employee doesn’t process verbal information very
accurately, praise will not be effective. If the employee isn’t able to connect a paycheck

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 at the end of the month with the work that completed in the past two weeks, then the
paycheck will not be reinforcing.

Shaping
Shaping is when reinforcement is given for a series of small changes in behavior so it becomes
more and more like the behavior/skill you want to see. Reinforcement is given only if the
behavior or skill being practiced is more like the desired behavior or skill than the last time it
was done. Shaping is used when:

a. The person does not do the skill or task, even if given help; or
b. The person displays a form of the behavior, but it needs improvement.

Many learners with intellectual disabilities’ first attempts at a job task do not meet the speed or
accuracy that the employer requires. In these situations, it is helpful to set goals that are more
easily attained to motivate the employee as well as the job coach. Gradually, as the employee
develops their skills and/or speed, the expectations for performance are increased. For example,
initially a new employee washing pots in a restaurant may earn reinforcement for completing
one pot. Gradually the number of pots that need to be cleaned is increased until the person is
washing all of the pots with the same level of prompts and reinforcers that are typical of other
employees at that business.

Often the aspect of a job that needs to be shaped is the speed of performance. If a baker told the
job coach that the last person who did janitorial work mopped the bakery floor in 15 minutes,
we might set that as our final goal for the supported employee. However, when first learning
how to mop the floor, the employee may be reinforced for mopping the floor in 30 minutes.
Gradually, as the employee will need to mop faster, the reinforcement will be given when the
employee completes the task faster. The next goal might be to complete the task in 25 minutes
before receiving reinforcement, and then in 20 minutes, and finally after completing the task in
15 minutes.

Shaping is a particularly good strategy to use for employees who may become easily
discouraged. For example, someone who has poor self‐esteem or gives up quickly may be
motivated by achieving goals. Initially reinforcement would be given for something the person
can do already. Very gradually, requirements before receiving reinforcement would be
increased.

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Chapter 5 Feedback Questions
1. T or F It is critical to use instructional techniques that draw as little attention as
possible to the supported employee, yet still provide effective instruction.

2. T or F Every employee can be taught to complete job tasks under the right conditions.

3. Instructional supports (prompts, instructions, and reminders) should be seen as

.
a. Temporary
b. Natural Support
c. Long-term

4. How long should the job coach use prompts, instructions, and reminders?

5. Why should natural supports be incorporated beginning with the first day on the job?

6. What is baseline/benchmark data and why is it collected?

7. List 3 examples of skills or behaviors that might be measured during baseline.

8. If the employee appears to be struggling to learn a task or not making progress on their
production, which of the following needs to analyzed?
a. task analysis
b. prompts
c. reinforcement,
d. data collection
e. all of the above

9. T F Never use more intrusive teaching techniques than are needed for the learner.

10. A breaks down a complicated skill into smaller steps.

11. Why is it beneficial for the job coach to identify the natural cues for each step in the task
analysis?

12. T F A job coach giving a prompt or instruction is an example of a natural cue.

13. Give two examples of indirect verbal cues or questions that you use with the people you
support.

14. Explain how the “hierarchy system of prompts” is used to teach a job task.

54
15. How should the data the job coach collects be used?

16. What are two examples of ways that data can be collected without coworkers noticing
that the job coach is keeping data?

17. Reinforcement refers to anything that follows a behavior that the likelihood that
the behavior will occur again.

18. What are 3 things the job coach can do that can make reinforcement more effective?

19. Explain shaping and give an example of how you would use shaping with a person you
support.

20. T F Shaping is a particularly good strategy to use for employees who may become
easily discouraged.
21. T F While the employer and coworkers are the first choice for training and support,
some people with disabilities will require systematic instruction to be
successful.

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Chapter 6: Supporting Employees with Challenging Behavior

Objectives: After completing this lesson, job coaches will be able to:

• Explain the positive impact of a job on challenging behavior.

• Identify the components of positive behavior supports.
• Describe how to determine the function of behavior.
• Describe the characteristics of employment settings that might be difficult for some
employees with disabilities.
• Explain a variety of behavioral approaches.
• Explain the importance of collecting behavioral data in employment settings

Some supported employees may exhibit unusual, socially inappropriate, or excessive behaviors.
If the behavior threatens the person's ability to keep their job or interferes with the employee’s
ability to develop social relationships at work, it may be necessary to support the person to
develop more appropriate on‐the‐job behaviors. These are issues the person-centered planning
team will address to ensure that the most effective techniques are used.

Sometimes people with disabilities have limited communication skills. When people are not
able to communicate in words, they may use behavior to tell us what they need. There is a
universal need to communicate. If the emotion or need is intense the need to communicate is
even stronger. Unfortunately, many caregivers, parents, and professionals fail to understand
what the person is trying to communicate. This adds to the frustration the individual is
experiencing.

The Positive Behavior Supports and Designing and Implementing Positive Behavior Supports
modules in the North Dakota Community Staff Training curriculum provide extensive
information on supporting appropriate behavior in people with intellectual disabilities. The
following information summarizes and includes examples of positive supports for challenging
behavior in employment settings.

Positive Supports
Developing an intervention without knowing the individual in any meaningful sense is usually
ineffective and always disrespectful. Successful employment has the potential to fulfill several
key qualities of life elements that Pitonyak (2005) identifies as critical to supporting people with
challenging behavior:

• Relationships make all the difference. Many people with disabilities experience lives of
isolation. A job can be a way to link people with disabilities and their coworkers and an
opportunity for enriching the lives of both the person with a disability and his/her
coworkers. The job coach’s role in fostering these relationships and building the skills
necessary to sustain long–term relationships is critical.
• Help the person to develop a positive identity. Opportunities to contribute through
one’s job can help overcome the negative image the person may have developed based
on what others have heard about his or her challenging behavior.

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 • Instead of ultimatums, give choices. For people who have been “outside of power”
for too long, a job can give them the opportunity to experience decision‐making and
develop self‐determination skills.

Instead of thinking about behavior as “good” or “bad”, “positive” or

“Supporting a person
“negative”, “appropriate” or “inappropriate”, view behavior as
functional. Behavior usually happens because it serves a function for with difficult behaviors
the person. Even behavior that others view as inappropriate, begins when we make a
abnormal, bizarre, or problematic, serves a purpose for the commitment to know
individual. The person performs the behavior for a reason that the person.”
makes sense to him or her. Getting to know the people you support
will help you understand why they use certain behaviors to get what ~David Pitonyak
they want. When using positive behavior support the goal is to
replace challenging behaviors with adaptive, functional behavior.

Positive Behavioral Support (PBS) involves more than simply reinforcing appropriate behavior
or controlling events that follow a behavior. Positive Behavioral Support (PBS) approaches are:

• Proactive – we take steps to make it less likely for a behavior to

occur.
• Respectful – Designed to help others achieve a desired lifestyle.
• Data-driven - Based on functional assessments that determine the
purpose the challenging behavior serves.
• Build capacity – teach news skills rather than getting rid of
unwanted behavior.
• Comprehensive – they consider the impact of social demands,
environments, and people.
• Multi-dimensional - they include many components and
methods.
• Individualized to the desires, abilities, environments, and
preferences of individuals.

The term “behavior” refers to any action that can be seen or directly observed by others.
Smiling, walking, and saying “Thank you” are all examples of “behaviors”. Kicking, hitting or
yelling are “behaviors” too. The term “behavior” refers to any action that is observable.
Positive behavior support (PBS) is a part of person-centered planning. Descriptions of behavior
must be observable and measurable so that we can document when the behavior occurred and
how often. Using descriptive terms also helps when measuring changes in the behavior.

After a behavior has been defined, the team gathers data. They look at what happens before and
after the behavior. This information helps determine the “function” of the behavior. The term
“function” is used when attempting to describe why the person uses the behavior to get what
he/she wants.

An A-B-C (Antecedent-Behavior-Consequence) analysis is one method to collect information.

The data is used to form a hypothesis (guess) as to why a behavior is used. Staff record what
57
happens right before (antecedent) and after (consequence) the target behavior. In the
“Antecedent” column staff write everything that occurred in the environment before the
behavior. It could be things that were said or done by staff or peers. Descriptions of
environment (i.e., noise level, people present, lighting) are also listed. In the “Behavior”
column, staff write what they observed the individual say or do. Finally, everything that
happened after the behavior is listed in the “Consequence” column. Descriptions of the setting
right after the challenging behavior are also listed.

• Antecedent – what happens right before the target behavior.

• Behavior – what the person said or did (the observable and
measurable behavior).
• Consequence – what happens immediately after the target
behavior.

An antecedent can also be any occurrence or event in the environment that may stimulate a
behavior or occur before a behavior. For example: when the telephone rings, you pick up the
receiver and say something; when a bright light is suddenly flashed in a person’s face, he will
squint or shield his eyes.

After determining which antecedents and/or consequences influence the behavior, the Positive
Behavioral Support (PBS) plan is written. The team decides whether to revise the antecedents or
the consequences to the behavior (or both). Antecedents and consequences can influence
behavior in several ways:

• Some antecedents prompt or trigger a behavior such as a bright

light or loud sound.
• Some antecedents may prompt or trigger a behavior not to
occur such as eating in a signal to be silent.
• Some consequences maintain behavior. If a job coach talks with
and attends to a person immediately following an outburst, the
behavior may continue.
• Some consequences will decrease a behavior such as having to
wait a week to get a new mailbox key after losing it for the third
time that month.
• Some consequences and antecedents can be manipulated to
teach a new skill such as prompting a person to put on clean
clothes and then praising him or her for looking so nice.
• Consequences can be positive, e.g. praise, encouragement, pat
on the back. They can be negative, e.g. saying “no” or using a
stern voice. Neutral consequences are those that are neither
positive nor negative.

In work environments, the team may specifically seek answers to:

• What time of day does the behavior occur?

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 • Are there specific areas of the job site where the behavior occurs?
• Does this occur around specific coworkers?
• How do coworkers react?
• Does this occur during specific job duties?
• Is the behavior driven by disability – something the person cannot control?
• Is the person and the environment a poor match?
• Is the behavior used as a form of communication?

People do not choose their disabilities and they can’t turn them off. The job coach’s
responsibility, with direction from the team is to minimize the behavior’s impact on the job.
For example, Nancy has an unusually sensitive startle response. The job coach and the team
helped compensate for the disability by:

• Careful Job Match – Nancy got a job as an evening custodian in a clinic, so there are
not so many people around while she works.
• Accommodation – Nancy’s job coach assisted her to use an app on her smartphone or
tablet with modified music that had embedded “calming messages.”
• Coworker Education – Nancy’s coworkers were carefully asked to announce
themselves when approaching Nancy so as not to accidentally surprise or startle
her.

Positive supports for challenging behaviors that have a biological or neurological base
may be supplemented, in some instances, by medication.

People’s behavior can be influenced by their surroundings and this is important for the job coach
to remember as they support employees. Sometimes employees find workplace stimuli (e.g.
sounds, smells, temperature) at certain jobs so unpleasant that it is impossible for the employee
to be successful. It may be related to a person’s inability to control sensory information. One
woman with Asperger’s syndrome described the dread she faced when she was asked to work the
retail store’s cash registers. The sounds, lights, people, and activity were almost more than she
could endure. Interventions to support employees faced with environmental challenges can
include the following strategies:

• Support the employee to develop coping strategies.

• Look for accommodations. Work with the business to make changes.
• Educate the employer, supervisor, and/or coworkers.
• Sometimes it may be necessary to accept that the job is not a good fit. Visit with the
employee and the team for possible next steps.

Other issues that may need to be addressed at the work site include:
• Skill deficits (too slow; does not know task steps)
• Social awkwardness (unskilled interactions)

59
 • Time management (good intentions, poor execution)
• Soft skill deficits (not team player; bad manners; does not know what to do when
there isn’t something to do)
• Hidden secrets (disclosure issues; work histories)
• Self‐advocacy deficits (easily run over; picked on)

The job coach and the team typically start with two questions: 1) Does the employee know
how to do it? OR 2) Does the employee know how to do it, but chooses not to do it? If the
answer is no to the first question, this suggests teaching may be the answer. If the answer is yes
to the second question, it may indicate a need for other behavioral approaches.

Some examples of teaching options include:

• The job coach helps Barb learn to better manage time and responsibilities at work.
• Cindy, a coworker, gently encourages Melissa to stand up for her rights in the break
room.
• David sets a timer to see if he can wash 15 pots in ten minutes.
• Jim, the employee, has a list of “filler” activities that he can use to fill the time when
he is caught up on his work tasks.

Teaching options for improving social skills in the workplace can include behavioral rehearsal
and role playing. Behavioral rehearsal involves practicing outside of a job on issues such as
responding to criticism or asking for help. Rehearsing soft skills can be done before or after
work. The job coach can prompt the employee and they can practice what they are going to say.
Roleplaying consists of setting up situations to practice back‐and‐forth interactions between two
people. This is sometimes used for issues like anger management. The problem with either
approach is that many people with intellectual disabilities have a hard time generalizing what
they have learned with the job coach and applying it in the work situation.

To overcome this difficulty with generalization, the job coach needs to teach in a way that will
allow the employee to apply skills to new people and in different situations. Some solutions
include:
• Teach Diversely – Use enough different examples and situations, multiple teachers
(e.g. coworkers, job coaches, supervisors), and settings that the skill is easily applied
to the next situation.
• Support the Employee with Reminders – Use cues to help the person remember. This
could be note cards, electronic recordings saved on a smartphone or tablet, or even
practice with actual coworkers whose presence will be a reminder.
• Modeling/Mentoring – The job coach/coworker steps in and demonstrates how to
behave in a situation. Handled respectfully, this method can be very powerful for
visual/auditory learners. It can have the advantage of modeling for coworkers as well
when the job coach demonstrates how to clarify an instruction.

Other Behavioral Approaches. If the person knows how to do something, but chooses not to
do it, or has inappropriate behavior at work, the job coach and team need to look at other

60
interventions. This could include one of the following approaches:

• Reinforcing Alternative Appropriate Behavior - Behavior changes (increases or

decreases) based on the consequences that follow the behavior. In most PBS plans, we
add a consequence to increase the occurrence of a behavior. This positive consequence
is a reinforcer if the behavior occurs again. Positive reinforcers are consequences that
follow a behavior and make it more likely the behavior will occur in the future. Often a
challenging or inappropriate behavior exists because the person does not know what to
do in a given situation or they have not been reinforced for the appropriate behavior in
the past. The team asks, “What behavior do we want to see in this situation?” After the
targeted appropriate behavior is identified, the employee is reinforced when it occurs.
For example, if the employee is late, he/she will be reinforced for arriving on time.
Reinforcing punctuality, therefore, reduces the chances of being late. Another example
would be assigning vacuuming to an employee who likes to waste time by talking to
others. These are incompatible tasks. If the employee is reinforced for vacuuming and
vacuuming increases, talking to others will decrease.
• Extinction – Extinction is used when a behavior is maintained by the attention it gets
from others. Using extinction means withholding the reinforcement by ignoring the
behavior. When the attention is taken away, the undesirable behavior will be reduced or
eliminated. Extinction is often used in combination with reinforcing alternative
appropriate behaviors. We reinforce the appropriate behavior and ignore the challenging
or inappropriate behavior. The use of extinction in employment situations requires
careful consideration. Some behaviors cannot be safely ignored, as the employee may
severely injure themselves and/or others. Also, research shows that when a behavior is
first ignored, the frequency of the behavior may escalate for several days until the
employee sees that reinforcement or attention is definitely not coming. Unfortunately,
ignoring inappropriate behavior may result in the person losing the job before the
behavior is modified.
• Social disapproval – This consists of short statements informing the person that the
behavior in which he/she is engaging in is inappropriate and it should stop. Some
important considerations when using social disapproval include:

o Say the person's name. This is especially true if there are several people in the
same room.
o Say "no", "do not," or "stop" and then identify the inappropriate behavior.
Identification of the behavior should be specific. Saying "Amy, stop hitting
Joe.", will be more effective than simply, "Amy, stop it."
o Use a firm tone of voice and talk directly to the person.
o If possible, give the social disapproval only once. Repeating the statement
before the person complies may teach the supported employee to ignore the
initial statement. In addition, repetition may be perceived as attention by the
person and may result in reinforcing the behavior.
o Like any consequence, social disapproval should occur as soon as the behavior
occurs. In inclusive employment settings it is critical that the person’s dignity
and privacy be respected.

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 o Often, it is better to identify the behavior you want the person to be doing
rather than giving social disapproval. See the examples below:

Social disapproval Statement of desired behavior

"Jim, stop turning the lights on and "Jim, please leave the lights on"
off."
"Mike, don't eat food off the floor." "Mike, please throw the dirty food
away."

Data
The use of data is critical in positive behavior support plan development and implementation.
Without data we don’t know if our efforts are having the intended results. Inge (2011) gave
these reasons for collecting data in employment settings:
• Data is used to guide the development of the support plan.
• Data is the only objective way to evaluate the effectiveness of your plan.
• Data provides information that tells how and when to fade the job coach support.
• The target behavior in the support plan, may not be the real concern. Other issues
may surface that have greater priority.

The best data collection methods provide the needed information with the least amount of time
and effort. Some ways to collect data include:

• Frequency recording – Documenting each time a specific

behavior occurs.
• Interval recording – Recording only if the behavior occurs
during a specific interval of time.
• Duration – Recording how long a behavior lasts.
• ABC recording - Recording what happens before and after
the specific behavior. What is going on and who is present
when the behavior occurs.
• Time Sampling – In order to get a more representative sample
of the behavior, the job coach pops in briefly periodically. For
example, he/she checks every 10 minutes to see whether the
behavior is occurring or not.

Types of behavior measurement tools and support plan development and implementation are
discussed in greater detail in the Writing Objectives and Measuring Behavior and Designing
and Implementing Positive Behavior Supports modules in the North Dakota Community Staff
Training curriculum.

It’s a mistake to make decisions about whether or not the plan is working based on informal
observations or staff opinions about how things are going. Data provides the only reliable
measure of the effectiveness of the support plan. Discuss concerns and suggestions for changes
62
with your supervisor and team members. Job coaches should never implement changes in the
plan without directions from their supervisor. It is important to keep everyone informed about
the support plan and any problems or suggestions. Periodic summaries of the data give support
and encouragement to those working hard to see change in the person’s behavior.

An additional consideration is that sometimes if a person knows how to do something but is not
performing, it occurs because the person wants more control or even resents their need for
support on the job. If the job coach and team try to correct the behavior of the person, the person
may push back further, unwilling to change or grow. Reinforcing the skills that the person is
performing well and working with them to find more independent solutions for skills that need
improvement may be the best step. A third party can make growth occur faster because they have
a neutral supportive stance. For example: if person is not transitioning from wiping tables to
washing trays, a watch that beeps to remind them may be helpful versus a job coach stating the
reminder. Supporting the person to find solutions by making accommodations or accessing
technology gives them control to find what will work for them to improve in this area. ND
Assistive is the state’s assistive technology organization that is in place to help people find
technology solutions. Additional information will be covered in chapter 7.

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Chapter 6 Feedback Questions

1. T or F Behavior usually happens because it serves a function for the person.

2. What does an ABC analysis tell us?

3. What are appropriate approaches to support employees with behavior that has a
neurological or biological base (behaviors that the person cannot “turn on or
off”)?

4. Sometimes characteristics in the environment create situations where it is almost

impossible for the person to be successful. What are some distracting characteristics
of job settings that many people could ignore, but prove to be intolerable for
supported employees due to their disability?

5. People with disabilities often have trouble with , taking what they
have learned in practice sessions and applying it to real work situations.

6. What are 3 strategies for promoting generalization?

7. means withholding reinforcement by ignoring the behavior.

8. Give a specific example of how you might use the technique, “reinforcing alternative
appropriate behavior” in a work situation. Pick an employee that you know and
describe a challenging behavior and how you might identify a behavior that you would
like to teach the employee to use instead of the challenging behavior.

9. Without we don’t know if our efforts are having the intended results.
a. Shaping
b. Problem-solving
c. Data

10. Give one example of what can be measured with each of the following data collection
methods.

a. Duration ‐

b. Latency –

c. Interval –

64
 d. Frequency –

e. Time Sampling‐

11. T or F When using positive behavior support the goal is to replace challenging behaviors
with adaptive, functional behavior.

12. List 2 considerations when using social disapproval.

65
Chapter 7: Increasing Independence and Long‐Term Success

Objectives: After completing this lesson, job coaches will be able to:
• Explain the stabilization phase of supported employment.
• Explain the importance of generalization.
• Describe how employees can monitor his or her work performance by using self‐
management procedures.
• Give examples how accommodations are used on the job site.

After an employee has learned how to complete a job duty independently, the job coach
monitors to assure the task continues to be performed to the quality and other standards required
by the employer under normal working conditions. It is important to recognize that it is the
employer/supervisor who sets the standard for the job. Employment success hinges on the
supported employee’s ability to meet the employer’s expectations for job duties.

Stabilization
Typically, the job coach moves into the stabilization phase for a specific job duty when the
employee has performed it independently for a specified number of trials. After the employee
can perform the task correctly, instructional goals shift to increasing production (speed) on that
task. When production meets the company standard, the goal is fading support while
maintaining task performance and speed.

The goals during stabilization are to:

• Increase the employee's production rate on each main job duty.
• Expand and maintain the employee's performance across all job duties.
• Systematically shift assistance for employee to the natural supports at the work site.

Expanding Performance across Job Duties

In most cases, systematic instruction in all job duties at the same time is not possible when
teaching employees with significant disabilities. Instead, the job coach teaches the employee two
or three duties, while the other tasks are completed with assistance. Skills not being taught
should be performed in a consistent manner by referring to the task analysis for each task. Once
the supported employee performs the targeted job duties independently, the job coach begins
systematic teaching on the next major duty. As each new duty is learned by the employee, the
job coach begins instruction on another job duty until all of them are being performed by the
employee.

The following guidelines will help the job coach during the critical learning period.
• Initially, target only two or three major job duties from the entire sequence of duties
for intensive systematic instruction.

66
 • When systematic instruction of other job duties is not being conducted, the employee
should still complete all or part of the remaining job duties with the job coach. Follow
the steps in the task analysis that will be used to teach the task later.
• When an employee is able to complete a job duty independently, the job coach should
begin initial skill training on another job duty.
• Increase the employee's work rate on a job duty, if necessary, as soon as it is
performed independently. This prevents having to increase work rate on several tasks
at once.
• Monitor each job duty being performed independently once a week to make sure
that correct task performance and productivity are maintained.
• Repeat this process until all job duties in the sequence are completed independently.
• Model how the job should be done; do not do the job for the employee.

Often, the job coach is providing different levels of support for several job duties at the same
time. For example: a job coach may be supporting an employee with daily teaching on a new
duty, implementing strategies to increase production on another job duty, and fading from the
work area on a third duty.

In the example below, a job coach is supporting an employee in a dishwashing position. Two
skills are being taught, while the employee is learning to work faster on another skill and the
job coach is fading support on the fourth.

Stabilization Example: Harold began working as a dishwasher two months ago. His first
month on the job, he learned how to scrub pots. Harold was introduced to natural supports
available in his job from the beginning, so he has other people besides his job coach to ask
questions. He was very thorough at this job and only had one pot returned for rewashing
after the third week on the job. However, he was a lot slower than the last person who had
the job, so the job coach focused on teaching Harold to increase his productivity. Last
week, the supervisor agreed that Harold’s speed at washing pots was typical of what was
expected of kitchen employees. The job coach is now working on fading his support from
that task and Harold will look to his natural supports for guidance. The job coach is still
collecting data to ensure that Harold’s speed and accuracy for that task are maintained by
the supervision that is natural to the work environment. Harold has also learned to take
dishes off and operate the dish machine correctly. However, his pace is still very slow. The
job coach is implementing a reinforcement schedule to support Harold in increasing his
rate of taking dishes off the rack. The job coach is still using systematic instruction to teach
Harold two other tasks – collecting dirty dishes and breaking down the dish machine at the
end of the shift. A summary of the supports Harold is receiving every day looks like this:

• Skill Acquisition – Systematic instruction to teach collecting dirty dishes and

breaking down the dish machine.
• Stabilization – Implementing a reinforcement schedule to increase speed on taking
dishes off the rack.
• Stabilization – Fading supports for pot scrubbing; continued data collection.

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Attention to Task
During the stabilization phase of job site training and the later follow‐up period, it is important
to monitor the employee's on‐task behavior. Knowing that an employee is attending to a task
helps the job coach to make decisions about how and when to fade from the job site. Carefully
monitor if the employee is using the natural supports in the workplace or if they are relying
solely on the job coach for questions or support. When an employee has problems staying on‐
task, this affects work rate as well as relationships with supervisors and coworkers.

Generalization of Work and Work-Related Behaviors

Generalization refers to the employee's ability to perform a task in more than one setting, using
different materials, and/or being under the supervision of various people. Some people have a
more difficult time generalizing work performance from one set of circumstances to another.
For example, if an employee is employed by a grocery store chain that has multiple locations,
they might be accustomed to the one store where they work. This could cause an issue if they
are asked to work at a different store location and have not had the opportunity to generalize.
This can also happen if the usual job coach is sick or not available to support the employee
and a different job coach is assigned for support. Planning for varying conditions is a
proactive support critical to many employees with disabilities. Conditions naturally change
over time‐‐a job coach might take a vacation or the employee may be asked to complete the
same task but in a different location. When changes unexpectedly arise, it is helpful if
generalization has already been addressed with the employee.

The only way to determine if the employee is able to generalize their work skills is to assess
for that ability directly and regularly. If the employee is not able to transfer the skills to a new
situation, new materials, or with a new supervisor, additional instruction should be provided.
Generalization can be facilitated by using more than one person to teach a task or teaching a
task at a different location. Job coaches will be able to fade their support more quickly if they
regularly assess for and teach generalization in different settings, use various materials, and
utilize other instructors, e.g. coworkers, supervisors, natural support.

Self‐Monitoring/Self‐Management
Self‐monitoring refers to employees who monitor their own work performance and provide
their own feedback. Self‐monitoring procedures are commonly used on a job site to assist the
employee in situations such as following the daily job duty sequence, completing a specific job
duty correctly, or even social skills. For example: Tom talks too much. He keeps track of the
number of times he talks to coworkers. If it is less than five times before morning break, he
rewards himself with a small candy bar or 10 minutes to use his smartphone.

Self‐management refers to techniques, strategies or devices that allow an individual to improve

or maintain his or her own performance without the support of the job coach. Using self‐
management techniques can help employees learn to do their jobs when the job coach and
work‐site supervisor are not physically present.

Everyone uses self‐management techniques to help them organize themselves on the job.

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Calendars, to‐do‐lists, notes, and apps on smartphones or other devices are a few examples.
Employees with intellectual disabilities often need support in learning how and when to
use these techniques. Some examples of self‐management techniques include:

• Self‐prompting – Pictures, lists, sample assemblies, or taped instructions allow the

employee to seek out direction on their own. Examples:
o Picture Cues ‐ A drawing which shows the appropriate sequence for replacing
the dividers in a dish machine.
o Pictorial Job Duty Booklet ‐ A multiple page booklet can be made with pictures
of the employee showing their job sequence and task list.
o Pre‐taped Instruction or video ‐ A pre‐recorded video
with verbal instruction can be recorded and saved on the
employee’s smartphone or tablet. The employee can
play the video as needed to complete the job task.
o Tactile Cue ‐ A piece of sandpaper can be glued to the off
button for a garbage disposal. The employee identifies the
rough surface as the button to push when turning off the garbage disposal.
• Self‐reinforcement – Self‐administration of a reinforcer for performance of a task. A
reinforcer can also be self‐selected, meaning that the person can choose how she/he
will be reinforced. Example:
o After cleaning five motel rooms, John takes a coffee break.
o The employee uses part of their paycheck to buy something they want.
• Self‐monitoring – Monitoring one’s job‐related behaviors by recording them. Example:
o A person doing an assembly task might record on a chart the completion of
each assembly.
o A list of the sequence of job tasks can be developed using a single picture
to represent each task. The employee can check off each task upon
completion.
• Self‐instruction – Employees can teach themselves to do a job. The person can watch
someone else do the task, look at a completed example of a job, or use typical
training materials such as manuals or videotapes. Examples:
o A person in a janitorial position must clean several sinks and shower stalls in a
truck stop. The employee verbally states the tasks to be completed (i.e.,
"Clean the sinks") and then performs the job. The process is simply one of
saying, then doing.
o A pot scrubber discriminates pots that need to be soaked versus those to be
scrubbed immediately by picking up a pot and verbally labeling each one as a
"scrubber" or a "soaker". This process allows the employee to organize the
work area independently.
• Self‐elicited feedback – A person asks a coworker or supervisor about feedback
regarding his/her work.
Accommodations
Typically, individualized adaptations to increase an employee’s quality, rate, capacity, and
independence are arranged before the person starts the job. However, sometimes the need for

69
accommodations does not become apparent until after the person begins the job. If the
employee is having difficulty achieving independence with the support of the instructional
strategies previously discussed, the team might want to consider one of the following
accommodations:

• Task adaptations – Changing how a task is performed such as highlighting the critical
information on a work order, color coding filing systems, or altering the order in which a
task is completed.
• Job‐site modifications – Structural changes to the work environment to accommodate
a physical disability (i.e., wider doorways, ramps), replacing knobs on doors with levers
that can be pushed down to open/close.
• Job‐modifications – Restructuring the job or redistributing tasks the employee is unable
to perform through “job creation” or “job carving.” This sometimes allows an employee
to work in a setting even though they are unable to complete all the tasks that typically
are associated with that job. Through redistribution, the supported employee exchanges
responsibilities with a coworker. For example: In a large insurance company, each
department was responsible for its own mailings. Through job carving, a supported
employee was hired to complete all of the mailings for all departments.
• Assistive Technology – The use of assistive technology can help an employee perform
his/her job more independently. Most assistive technology solutions are rather simple and
inexpensive. Post‐its, highlighters, book stands are all examples of low‐tech assistive
technology. Jigs can be used to aid in tasks such as folding, stapling, or dispensing.
Smartphones and tablets have apps that can be used for assistance on the job with skills
such as counting, tracking, or task lists. These are easily used and blend in while at a
work site. Examples of assistive technology for communication includes a voice output
system or a picture symbol book. . For problem solving what assistive technology may be
beneficial for the employee, ND Assistive is a great resource. They provide free advice
and equipment trials, as well as connect employees with potential funding sources if
equipment needs to be purchased. More information can be discovered by touring their
locations in Mandan and Fargo, ND or on their website: https://ndassistive.org/

Job Coaches do not need to be able to identify whether a particular accommodation is an

adaptation, modification, or assistive technology. In fact, the categories often overlap.
However, it is important to know what questions to ask when a person is not becoming
independent in a work task. A tool to assist teams in identifying the need for adaptations or
assistive technology can be helpful; an Assistive Technology Assessment tool is located in
the appendix.

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Chapter 7 Feedback Questions

1. Explain the stabilization phase.

2. What are the goals of the stabilization phase?

3. Job coaches will be able to fade their support more quickly if they regularly assess
for and teach .

a. Self-monitoring
b. Generalization
c. Accommodations

4. Define generalization:

5. Why is generalization training important?

6. T F People with intellectual disabilities cannot be taught to self‐monitor.

7. refers to techniques or strategies or devices that allow an individual to improve or

maintain his or her own performance without the support of the job coach.
a. Stabilization
b. Feedback
c. Self-management

8. Give one example of how you might use each of the following self‐management
techniques with the employees you support:
a. Self‐prompting

b. Self‐reinforcement

c. Self‐ monitoring

d. Self‐instruction

e. Self‐ elicited feedback

9. Describe accommodations that have been used or could be used with the employees you
support to increase their quality, rate, capacity, and/or independence using each of the
following:
a. Task adaptations

71
b. Job‐site modifications

c. Job‐modifications

d. Assistive technology

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 Chapter 8: Ongoing Monitoring and Supports

Objectives: After completing this lesson, job coaches will be able to:
• Describe considerations that help determine the rate of job coach fading.
• Describe the role of coworkers during fading..
• Give examples of the different roles which can be assumed by a coworker.

Fading Job Coach Support

One difficulty in reducing staff assistance is that job coaches often become personally involved
in a person's progress and feel it is necessary to be continually present. While this is a worthy
goal in terms of ensuring the employee's work performance with the employer, it does not
foster independence on the job. It is a natural emotion to be uncomfortable about leaving the
person alone; however, the daily presence of a familiar person may, in fact, cultivate a person's
dependency on the job coach. Avoiding dependency on the job coach hinges on involving
coworkers as natural supports and the supervisor in the training and supervision of the
supported employee at the very beginning of the placement. Waiting until the employee learns
the job will result in dependency on the job coach.

Initially all instruction, prompts, and job requests may be filtered from the supervisor through
the job coach to the individual. This is especially true with employees who are nonverbal or
who have other disabilities which might inhibit direct communication initially between the
supported employee and employer or supervisor. As the number of job coach prompts
approaches those that are normally required of a supervisor to direct an employee who does not
have a disability, the job coach should begin involving the supervisor in giving the employee
instructions and feedback. This is done initially by modeling prompts while the supervisor is
near. The job coach can later explain to the supervisor what prompts have been used to assist
the person in completing the job.

A second challenge can be that sometimes managers do not want the job coach to leave. If no
systematic efforts have been made to have the employee with disabilities interact with and/or
take instructions from the supervisor, the job coach will be seen as a necessity for the
employee's job retention. Consider a case where the supervisor directs all instructions to the job
coach who, in turn, directs them to the individual. While this may be appropriate for a few days
initially, if it is continued too long, fading the job coach from that site will be difficult. The
manager has not been prepared to supervise with the supported employee and may not even
want to. The supervisor will continually request assistance and daily on‐site support from the
job coach.
A technique for overcoming employer or employee dependence on the job coach is to
systematically reduce the job coach's presence and encourage reliance on natural support. It can
be hard for job coaches to observe the new employee work without offering comments. That is
why keeping data on the number and kinds of prompts is helpful. Counting prompts forces job
coaches to think about what they say and do to support the employee.

After the employee is performing the task correctly and efficiently and the number of prompts
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has been reduced to what other employees receive, the job coach decreases support (for
example, 5-minute checks; then 10-minute checks; then 20-minute checks). The goal is to turn
the responsibilities of the job coach over to the employee, coworkers, and supervisor gradually
and in a way in which the coach is present to step in if needed. This will give the employee an
opportunity to use their natural supports, if needed. When the job coach fades in this way:
• The employee now has to figure things out for himself and utilize the natural
supports.
• Coworkers are not able to use the coach as a translator.
• The supervisor has to manage the employee.
• We can see how things would work when we are not there.

The initial periods of job coach absence should be during a time when the activity is at a slower
pace and when the supervisor is not under pressure. At these times, the natural supports in the
business will be more available to offer assistance. Eventually the job coach's presence is
reduced over more days and during higher pressure times. Each supported employee does
require differing job coach reduction schedules. In addition, some minimal assistance may be
necessary on a continuing basis for persons with more severe disabilities.

The job coach should have a good idea of what supports the employee with disabilities will
need even before she/he begins working. In fact, the team should identify the supports needed
by the individual and who will provide them. This happens during the job discovery process
initiated and led by the VR counselor. This process will give information necessary to the
employer and the needs of the employee.

Another issue to be considered is how quickly to withdraw staff assistance. Is it appropriate to

think that all employees should initially require daily supervision and two weeks later three day‐
a‐week supervision, culminating in weekly checks for 60 days? In short, at what point can the
amount of staff be reduced? These questions cannot be answered the same for all employees but
rather should be considered on an individual basis with each employee's data serving as the basis
for decision making. The use of on‐off task performance, amount and type of prompts, and
supervisor's evaluations will quickly provide feedback to the job coach as to the rate with which
fading can occur.

There are two primary areas to remember when determining the rate of job coach fading.
First, rapid withdrawal of job coach assistance may very well result in complete loss of any
behavioral gains established earlier. And second, fading which occurs too slowly leads to
employee and supervisor dependency.

Example of Fading
1. Discuss the fading schedule with the employer; agree on a day to begin.
2. Inform the employee that you are leaving the work site and why.
3. Inform the employer and coworkers that you are leaving and provide them
with your phone number.
4. Fade gradually (begin with 15-minute intervals).
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 5. Continue to record on‐task/attending and production data on the established schedule.
6. Record probe data so that all major duties are probed a minimum of once per week.
7. Review the data.
8. Continue fading your presence from the job site as long as the employee
continues to perform all duties at company standards.
9. Continue to collect employee evaluations on the established schedule.
10. Continue to complete progress reports on the established schedule.

Job Coaches benefit from having a mindset similar to the

performer, Shawn Michaels, who stated:

“I’m one of those people who would be OK with fading back into the background a little bit”

Role of Coworkers during Fading – Use of Natural Support

The involvement of coworkers is a critical part of the ultimate success of the employee with
disabilities as this is a crucial setup of natural support in the workplace. The coworkers and
supervisors are the natural support. Natural support is anyone in the workplace that would
offer guidance, answer questions, and provide support to an employee. Involvement of the
natural support of coworkers and supervisors can greatly enhance the fading process as they
begin to take on roles that were previously completed by the job coach.

Mentor. After initial job development, analysis, and training by the job coach, it is
ideal that the coworker assumes the role of natural support and/or a mentor. The
support and encouragement of coworkers as mentors is important for success on most
jobs. The coworker can provide many natural supports including feedback,
reinforcement, ideas for dealing with a difficult coworker, companionship, and humor.
This role should not be underestimated; the presence of a mentor at the work site can
greatly enhance success. The job coach maintains communication and assistance when
necessary. The mentor option is one of many possible roles coworkers or supervisors
might fulfill and should be a natural process and support.

Evaluator. Coworkers can often provide a more accurate evaluation of the employee's
performance than the job coach since the job coach's presence may affect the employee's
performance or the job coach may not be around most of the time. The coworker can, at
times, provide information to the job coach regarding the employee's performance, if
necessary. This should not look like the coworker is telling on the employee to the job
coach, but rather relaying information. If possible, include the employee in these
conversations so they know how to improve.

Advocate. This advocacy may take many forms. It could mean that the coworker assists
the employee in difficult situations or with challenging tasks. There are many different

81
 advocacy roles; some are more involved than others. The advocate role can be a very
important one for a follow‐up program. The coworkers can keep the job coach
informed of potential retention problems.

Teacher. Sometimes coworkers can become involved as a teacher. Although the initial
training may be done by a job coach, follow‐up training might be completed by
coworkers. Coworkers sometimes assist the job coach with stabilization and
generalization activities.
Be Proactive
Depending solely on the employer’s willingness to tell the job coach about problems can
be a mistake. Some people will write about issues, but they will not mention them
verbally. Others will deny that problems exist when others can see them clearly. If job
coaches use a variety of methods to detect problems, they will be far more effective than if
they put all their efforts in one approach. Provide the employer opportunities to evaluate
and give their professional opinion as to how things are going. Sometimes employers need
the opportunity to share information. A combination of approaches to being proactive will
cover a wide variety of situations.
• Ask employer specific questions about the employee. Don’t just ask, “How is he/she
doing?”, instead, ask “Did all the garbage cans get emptied last night?”
• A paper/email evaluation form that the supervisor fills out will provide feedback
that the person may not have mentioned in-person.
• Conduct in‐person visits to the business to visit with the supervisor, coworkers, and the
employee.
• Be open to feedback from coworkers, family, advocates, or friends who may see a
problem developing or might be aware of a situation that could be difficult for the
employee.

Learn from Mistakes

When an employee leaves a job, write down the reasons you suspect might have contributed to
the job loss. Some might be the result of the employee’s actions. Others could come from job
coaching errors. In still other cases maybe the employer or others at the business did something
to cause the job loss. Use the accumulated job loss data to focus future efforts for program
improvement. The list of job‐loss reasons will eventually indicate trends that are worthy of
your attention.

Summary
Job coaches play a valuable role in the lives of the people they support. There are many ways
that job coaches positively impact employees with disabilities who are working in competitive
work environments. When people are supported to find, learn and maintain employment their
confidence soars, they become more self-sufficient, and many enjoy an expanded social network.
A job well done as a job coach means that you are not only contributing to your own level of
personal satisfaction and professional fulfillment, but for the person you support as well. It’s a
win-win situation!

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Chapter 8 Feedback
1. T F If the supervisor gives all of the instructions to the job coach and expects the
job coach to tell the supported employee what to do, it will be more difficult to
fade the job coach from the site than if the supervisor starts interacting with the
employee shortly after he/she is hired.

2. What are the two main considerations that help determine the rate of job coach
fading?

3. How does counting the number of prompts from the job coach help?

4. What times during the shift is it best to begin fading from the work site?

5. If you were job coach for Tom, a bagger at a large supermarket, what steps would you
follow to ensure that he continued to be successful at his job while you faded
coaching?

6. Give an example about how you have or could involve coworkers in beginning to take
over activities that were previously completed by the job coach. Be specific ‐ name the
person, their job and what the coworker did in any of these roles: coworker as mentor,
coworker as an evaluator, coworker as advocate, coworker as teacher.

7. Why is it a mistake to depend solely on the employer’s willingness to tell the job
coach about problems (no news is good news policy)?

8. What are four ways to identify problems that may be developing at the job site?

83
 Bibliography

Anderson, C. (2020). VR 101, North Dakota Vocational Rehabilitation [PowerPoint slides].

APSE Universal Employment Competencies. (2019). Retrieved from https://apse.org/wp-

content/uploads/2019/03/Apse-universal-Comps-FINAL3-15-19.pdf

Inge, K.J. (2011). Strategies for supporting workers with challenging behaviors in the
workplace. Audio conference presented by the North Dakota Center for Persons with
Disabilities, a Center for Excellence in Developmental Disabilities at Minot State
University.

North Dakota Center for Persons with Disabilities (2016). Communicating Effectively with
People Who Have a Disability (2016). Available online
www.ndcpd.org/assets/communicating-effectively-2016.pdf

Pitonyak, D. (2005) 10 things you can co to support a person with difficult behaviors.
Available online [http://www.dimagine.com/10things.pdf ]. Retrieved 5/23/11.

Smull, M. (2007, Fall). What I would want my job coach to know and do. Supported
Employment WORKS! Available Online
[http://www.sectcenter.org/Newsletters/SEWorksNewsletterFall2007.pdf] Retrieved
3/16/11.
Tenpas, S. (2003) Job coaching strategies. A handbook for supported employment. Verona,
WI: Attainment Company, Inc.

U.S. Department of Labor (n.d.) WIOA programs. Available Online

https://www.dol.gov/agencies/eta/wioa/about Retrieved April 23, 2020.

Other Resources
Job coaches may need to supplement general best practice strategies for teaching job tasks
and social skills with disability specific support strategies. Several modules in the North
Dakota Community Staff Training curriculum will provide more in-depth information on
characteristics and support needs of various conditions including:
• Autism Across the Lifespan
• Returning to Work after Brain Injury
• Achieving Personal Outcomes
• Dual Diagnoses
• Positive Behavior Supports
• Writing Behavioral Objectives and Measuring Behavior
• Person-centered Planning

84
Name: _______________________________________ Date: ________________

Completed by: __________________________________

This assessment was devised to help probe what assistive technology (AT) devices or strategies could
provide ease, improve the safety, or increase the independence of the person. Explore with the person if
they would consider trying one of these areas as a goal.

1. Yes No Is assistance needed with memory, organization, or problem solving

tasks?
If yes, please check where assistance is needed:
 Trouble remembering (to take meds, to eat, appointments, where they left things,
etc.)
 Trouble with planning daily tasks, meals, etc.
 Trouble problem solving (coffee pot not working, see if it is plugged in)
 Trouble handling finances/money?
 Trouble staying on task or remembering to finish tasks, maintaining daily routine
 Anxiety related to daily tasks, routines, etc.
 Other: ____________________________________________________
AT currently used:
 Alarms for reminders (timers, reminders on iPad, etc)
 Labeled areas of home (text or picture) for placing specific items
 Visual routines/task lists (printed or on iPad)
 Vibration watch for staying on task
Notes:__________________________________________________________________________
________________________________________________________________________________
_________________________________________________________

2. Yes No Is assistance needed to be safe?

If yes, please check where assistance is needed:
 Medication Management
 Calling for help in an emergency – ability to call for help independently
 Needs assistance on icy surfaces, walking outdoors near home
 Will remove seatbelt in vehicle while driving
 Understanding how to respond in a dangerous situation, alarms, etc.
 Wandering or leaving home, walking alone in community
 Locked out of home, can’t use key
 Other: __________________________________________________
AT currently used:
 Medication dispenser
 Life alert system or call button
85
  Shoe grippers
 Seat belt lock
 Monitoring equipment such as motion or door sensors that notify support staff
Notes:__________________________________________________________________________
________________________________________________________________________________
_________________________________________________________

Yes No
3. Is assistance needed with vision?
If yes, please check where assistance is needed:
 Seeing/reading mail/newspapers/phone text
 Field Cuts/Tunnel Vision
 Perceiving depth, distance, and edges of things
 Seeing in dim, reduced, or changing lights
 Light Sensitivity, Glare, Sensory sensitivity
 Other: ___________________________________
AT currently used:
 Glasses / contact lenses
 Magnifier
 Bill reader for money
 Additional lighting
 Intentional product color choices (white mugs for coffee, dark glasses for milk)
 Large print/Modified settings on cellphone or technology
 Wearing hat or sunglasses
Notes:__________________________________________________________________________
________________________________________________________________________________
_________________________________________________________

Yes No
4. Is assistance needed when communicating with others?
If yes, please check where assistance is needed:
 Speaking
 Reading and/or writing
 Using the telephone- dialing phone numbers, holding the phone, answering calls
 Communicating with others they’ve just met or don’t know well
 Other:______________________________________________________
AT currently used:
 Communication device/communication book/Eye gaze system
 Apps for speak to text for filling out forms, Dragon Dictation, etc.
 Photo button dialer for telephone
 Voice dial/answer for telephone such as Alexa
Notes:__________________________________________________________________________
________________________________________________________________________________
_________________________________________________________

86
5. Yes No Is assistance needed with hearing?
If yes, please check where assistance is needed:
 Speech/voices in person
 Speech/voices on the phone-cell/landline
 Hearing TV/Radio/Mobile device/Computer/Doorbell/Phone ring
 Hearing sounds in specific environment such as smoke alarm during the night
(consider all aspects such as background noise/wears CPAP while sleeping, etc.)
 Other:______________________________________________
AT currently used:
 Hearing aids
 Amplifiers (especially for situations with background noise such as church)
 Alerting Devices- visual or vibration
 Monitoring equipment to alert support staff
Notes:__________________________________________________________________________
________________________________________________________________________________
_________________________________________________________

Yes No
6. Is assistance needed with mobility, seating, or positioning?
If yes, please check where assistance is needed:
 Walking short/long distances
 Balance/falling
 Entering/exiting house
 Climbing/descending stairs
 Getting up from the floor
 Sitting down/getting up from a chair/bed
 Sitting with stability
 Getting into/out of a car, or into/out of other transportation vehicles
 Managing doorway thresholds/opening heavy doors
 Managing slippery surfaces
 Other:____________________________________________
AT currently used:
 Wheelchair/power wheelchair/scooter
 Walker Type: ______________________________________
 Swivel seat
 Pillows for positioning
 Lift chair
 Automatic doors
 Hand rails: Locations______________________________________________
Notes:__________________________________________________________________________
________________________________________________________________________________
_________________________________________________________

87
7. Yes No Is assistance needed in doing tasks with arms or hands?
If yes, please check where assistance is needed:
 Engaging in fine-motor tasks such as keyboarding, eating, writing, or handicrafts
 Grasping/squeezing/manipulating objects; toothpaste/scissors/knobs/or handles
 Coordination or usage of both hands at once such as tying shoes
 Preparing meals including opening containers, cutting foods, pouring, measuring
 Turn and twisting movements such as door knobs and jar opening
 Limited strength and/or reaching
 Tremors
 Sensing hot/cold temperatures
 Other:___________________________________________________________
AT currently used:
 Modified writing/eating utensils (modified grip/angle, weighted silverware, vibration,
sup spoon, stylus, Obi dining robot,etc.)
 Modified handles, key grippers
 Grabber/Reaching aid
 Nosey cups / cups with handles
 Pouring aids such as milk gallon pourers
 Pull down/roller shelves in cabinets
 Switches to run small appliances
 Zulay safety knives, one touch can opener, choppers
 Pot stabilizer for stovetop, non-slip bowls for mixing
 Mixing valve/lighted faucet, periodic water heater temperature checks
 Other:___________________________________________________________
Notes:__________________________________________________________________________
________________________________________________________________________________
_________________________________________________________

8. Yes No Is assistance needed in the bathroom, dressing, or personal hygiene?

If yes, please check where assistance is needed:
 Getting in/out/on shower/bathtub/toilet
 Turning the water on/off
 Managing slippery surfaces
 Overflowing the bathtub/sink
 Completing grooming tasks: hair/makeup/teeth
 Managing dressing tasks: shoe laces/buttons/snaps/zippers
 Other:___________________________________________________
AT currently used:
 Grab bars/sliding shower chair
 Touch faucet
 Non-slip mat
 Water sensor alarm
 Modified brushes/automatic handsfree toothbrush
 No buckle belt/tie free shoelaces/button hook dressing aid
 Stocking donner for compression socks
 Other:___________________________________________________
Notes:__________________________________________________________________________
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________________________________________________________________________________
_________________________________________________________

Yes No
9. Is assistance needed with leisure activities?
If yes, please check where assistance is needed:
 Caring for a pet
 Taking care of houseplants
 Engaging in crafts or independent activities
 Reading
 Personal Electronics (music player, radio, computer)
 TV/Video Games/DVD
AT currently used:
 Self waterers/feeders
 iPad stand/modified cases/keyboards
 Large or simplified television remote such as Flipper
 Talking Book program through North Dakota State Library
 Switch/Voice access through Alexa for turning on electronics
 Xbox adaptive controller for gaming
Notes:__________________________________________________________________________
________________________________________________________________________________
_________________________________________________________

Which assistive technology needs are priority for the person at this time to gain independence
and reach current goals?
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________

Resources:

ASSISTIVE ND is the assistive technology organization for North Dakota. For more ideas on
assistive technology visit their home centers in Bismarck or Fargo. Contact them for more
information at 1-800-895-4728, www.ndassistive.org, email:info@ndassistive.org
• AT4ALL program: loan library to try out equipment, https://nd.at4all.com

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 Feedback Answers

Chapter 1: History of Supported Employment

1. Which of the following describe the guiding principles, values, and

assumptions that shaped policy and employment opportunities for people
with disabilities?
a. Focus on getting people ready to work before they can have a real job
b. Focus on recognizing and encouraging capacities and gifts
c. Focus on providing individualized employment supports in real job
sites
d. Focus on correcting skill deficits and behavior challenges
e. Focus on protecting people with disabilities from members of the
community who would take advantage of them
f. Stress the importance of professionals in designing employment
opportunities and support
g. Focus on professionals taking direction from the person with
disabilities and people who know him or her
h. Shared decision‐making among the person and his/her family
and support network is essential.
2. Ticket to Work Legislation focused on removing to work for
people with disabilities.
a. Options
b. Limitations
c. Barriers
3. The goal of the Alliance for Full Participation was to the employment
rate for people with developmental disabilities by 2015.
a. Eliminate
b. Double
c. Equalize
4. Employment First initiatives emphasize employment in ______settings.
a. Integrated
b. Supported
c. Segregated
5. “Medicaid Buy‐In” legislation, allows people with disabilities who want to
work, or who are currently working, to pay a monthly premium to obtain or
maintain Medicaid coverage.
a. Direct-Support
b. Disability
c. Healthcare

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Chapter 2: Introduction to Supported Employment
1. The four phases in supported employment overlap quite a bit. True
2. When does Assessment and Career Planning take place?
Assessment occurs before a job match is made and after the person is
working to determine if the supports are effective. Career planning is
a lifelong process.
3. What activities take place during Job Development and Job Matching?
a. Identifying and/or creating job situations that match the
person's interests, strengths, abilities, career goals and desired
outcomes.
b. Completing community surveys, ecological inventories, assessment of
motivational barriers to employment, job and task analyses,
compatibility analyses
c. Implementing the necessary marketing and negotiating strategies
involved with promoting the concept of supported employment.
d. Employment goal setting, job development, and decision-making activities
e. Preparing a resume, completing applications and interviewing for jobs
4. What is the central focus of Job Development and Job Match phase?
d. Informed participant choice
e. Finding a job
f. Learning interview skills
5. Who is the person primarily responsible for the Systematic Instruction phase?
d. Family
e. Vocational Rehab Counselor
f. Job Coach
6. Briefly explain the “Place and Train” model and why it is important.
The individual does not need to prove they are ready to work and with
the appropriate supports, individuals with disabilities can access
community-based employment. It’s important because the job is the
best place for an individual to learn what the actual job entails.
7. One of the characteristics of supported employment is that employees with
disabilities will receive ongoing support throughout their employment. True
8. What aspect of supported employment includes natural supports, provided once
the time-limited services are complete?
d. Ongoing support services
e. Time-limited services
f. Extended Services
9. What are examples of services that may be provided during Follow‐up?
Some examples of supports funded during this phase include jobsite
training, offsite job coaching/mentoring, follow‐up with employers,
follow‐up family contact, or any services necessary to achieve and
maintain the supported employment placement, throughout the term
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 of the employment.
10. In job shadowing the person with disabilities learns about a job by following an
experienced employee during a temporary exposure to the workplace.
11. What kind of assessments evaluate work‐related behaviors in a controlled
environment?
d. Situational Assessment
e. Job Shadowing Assessment
f. Trial Work Assessment
12. What work experience option is designed for the employee to perform actual
job duties in a real job situation with a predetermined beginning and ending
date, with the purpose of determining the person’s abilities and capacity to do
the job?
d. Job Search Assistance
e. Job Shadowing
f. Work Trial
13. In reports, report only factual descriptions of situations, not your opinions. True

Chapter 3: Guiding Principles

1. What needs to be given to individuals with disabilities in order to be
successful in a real job in an integrated setting?
a. Multiple chances
b. Appropriate support
c. Consequences
2. If the employment vision for a person with a disability is something less than
competitive employment in an integrated setting; it is much less likely that the
person will ever attain that goal. True
3. APSE best practices include sheltered workshops for people with disabilities.
False
4. Describe how you follow each of the following employment best practices for
people with disabilities.
a. Choice and control
b. Natural environment
c. Inclusion
d. Natural supports
e. Person‐centered approaches
f. Individualization
Answers will vary, see information in Chapter 3
5. Comprehensive assessments:
a. Are the key to selecting a job goal
b. Help identify the services necessary to support the employee in the job
c. Identify unique strengths, resources, priorities, concerns, abilities,
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 capabilities, and interests guides the job matching process
d. All of the above
6. Part of choice and control, along with dignity of risk, is for supported employees to
learn through natural consequences of making certain choices. True
7. APSE’s best practices in employment support services include:
a. the use of natural supports
b. supported employment
c. evidence-based practices
d. all of the above
8. What kind of language should you use when speaking to and interacting
with people with disabilities? People First Language
9. Which of the following is considered respectful language by most people with
disabilities? (more than one answer may be correct
a. “handicapped”
b. “crippled”
c. “wheelchair bound”
d. “uses a wheelchair”
e. “CP victim”
f. “person with autism”
10. List 5 tips for general etiquette.
• Be patient, positive, and flexible, not only with the person with the
disability, but with yourself. As with all etiquette issues, when mistakes are
made, apologize, correct the problem, and move on.
• Do not leave a person with a disability out of a conversation or activity
because you feel uncomfortable or fear that he/she will feel uncomfortable.
Include him/her as you would anyone.
• Do not focus on the disability, but on the individual and issue at hand.
• Never distract a service animal from their job (such as petting a service
dog) without the owner’s permission.
• If you don’t understand, ask the person to repeat it. If the person doesn’t
understand you when you speak, try again.
• When planning a meeting or other event, find out specific accommodations a
person will need. If a barrier cannot be avoided, let the person know ahead
of time.
• Speak directly to the person, rather than to a companion or sign language
interpreter who may be present.
• Use a normal tone of voice when speaking to a person with a disability.
• If you offer assistance, wait until the offer is accepted. Then listen or ask for
instructions. Don’t automatically assume someone needs help. Ask first.
• Allow 15-20 seconds for a person to process information and
respond.

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11. When talking with a person in a wheelchair for more than a few minutes, sit in a
chair whenever possible in order to place yourself at the person’s eye level. True
12. Which of the following is NOT recommended when communicating with a person
who is Deaf or hard of hearing?
a. Shout
b. Tap the shoulder or lightly wave your hand to get the person’s
attention.
c. Look directly at the person speak clearly.
d. Noisy or dark environments
e. Use visual cues like gestures, actual objects, sign language
13. How can you assist a person who is blind when you and he or she:
a. enters a room? Describe the layout and location of furniture, etc. Be as
specific as possible with describing the location of objects. (There is a
chair three feet from you at 11 o’clock.)
b. are eating? Ask if you can describe what is on his or her plate. Some people
who are blind use a “clock” such as, the water glass is at 3 o’clock.
c. are walking? Let him/her take your arm. Let him or her control his or her
own movements.
d. are in a conversation with a group? Identify the person to whom you are
speaking.
14. What can you do to respect potential sensory sensitivities of employees with Autism
Spectrum Disorders?
Assess the extent that these factors may be aversive or distracting to the
employee: Cologne, grooming products; breath (i.e., cigarettes or strong
food odors); laundry detergent; long hair, dangling earrings or facial
jewelry; tone of voice – low, smooth, calm and even is best; clothing
colors; music; temperature; fluorescent lights. You may need to make
other employees aware that these factors may be aversive or distracting to
the person you support.
15. People with Autism Spectrum Disorders often appreciate: (more than one answer
may be correct).
a. Structure and dependable routines
b. A lot of verbal communication
c. Low pressure and low demands
d. Crowds
e. Being coaxed to do something after the person has refused once
f. Calm even tone of voice
16. What are 5 ways you can support an individual with a mental health disorder?
There are many correct answers, see information within chapter 3
17. What are 3 best practices in the person-centered planning approach to supported
employment?
• Zero exclusion
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 • Choice & control
• Natural environment
• Inclusion
• Active supports
• Active treatment
• Natural supports
• Individualization
• Comprehensive assessment
• Quality of life

Chapter 4: Job Coach Roles and Responsibilities

1. The goal of the job coach is to empower the supported employee,
coworkers, and supervisors so that the job coach can from the site.
a. Be employed
b. Be faded
c. Be a part of
2. In all employment settings, the job coach will:
a. Arrange the work site or station so that the person can complete a task
more independently.
b. Facilitates social interaction with the employee and his/her coworkers
c. Collect data complete reporting requirements according to agency
requirements.
d. Follow dress code for your agency and the business.
3. What is the first stage in creative problem solving?
defining the problem
4. What is a component of problem-solving that includes is to creative energy of
the group to develop a greater quantity and quality of ideas than could be
generated alone?
a. Brainstorming
b. Making a decision
c. Coming up with the quickest solution
5. If the outcome of a problem‐solving session is not acceptable to the employee or
employer, alternative solutions will need to be identified and implemented.
6. A job coach must maintain the confidentiality of the supported employee as well
as the employer. True
7. Give 3 examples of ways active support can be used to encourage people to
be engaged in meaningful ways at their workplace.
There are many correct answers, see examples in chapter 4
8. When a person served by the agency is their own guardian, information is
shared according to the request of that person. If there is a guardian,
information is to be shared according to the limits set by the court. True
9. For many supported employees, employment success depends on the support
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 they receive from their families and/or the residential staff who support the
person. True
10. List 4 typical duties and skills job coaches use in various settings.
There are many correct answers, these are examples given within the chapter:
• Know a supported employee's interests and preferences.
• Maintain a positive relationship with the employee.
• Facilitate social interaction between the employee and his/her
coworkers.
• Help employees learn their jobs and improve their performance (teach).
• Arrange the work site or station so the person can complete a task more
independently.
• Collaborate with the employee and the team to overcome barriers to
employment outcomes, this may include making job modifications and
introducing assistive technology when appropriate.
• Provide the necessary support to assist supported employees to remain
employed, including positive behavior and natural supports
• Participate in a supported employee's person-centered planning meeting.
• Maintain professional conduct
• Follow dress code for your agency and the business.
• Advocate for reasonable accommodations.
• Assist the supported employee to become a valued member of a work team.
• Consult with employer and coworkers about supports that will promote
the employee’s long-term success.
• Communicate effectively verbally and in writing with workers and
employer.
• Follow safety requirements (i.e. OSHA), including use of required
equipment.
• Assist the supported employee to get to and from work.
• Collect data and complete reporting requirements according to agency
requirements.
Chapter 5: Systematic Instruction
1. It is critical to use instructional techniques that draw as little attention as
possible to the supported employee, yet still provide effective instruction. True
2. Every employee can be taught to complete job tasks under the right
conditions. True
3. Instructional supports (prompts, instructions, and reminders) should be seen as ___.
a. Temporary
b. Natural Support
c. Long-term
4. How long should the job coach use prompts, instructions, and reminders?
Prompts, instructions, and reminders should be used by the job coach
only as long as is needed for the person to learn the skill. As soon as the
employee learns a particular task or part of a task, the effective job
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 coach fades his/her instructional support and/or transfers it to natural
supports available on the job‐site (i.e., the supported employees'
coworkers or supervisors).
5. Why should natural supports be incorporated beginning with the first day on the job?
The fading process is more easily accomplished if natural supports are
incorporated from the first day the supported employee begins the job.
By teaching the supported employee to use cues either naturally present
in the environment or customized for the employee rather than prompts
from the job coach, we are implementing a coaching plan that will be
more easily faded.
6. What is baseline/benchmark data and why is it collected?
Baseline/benchmark data compares the employee’s performance on a
job with what is expected. This information will help us assess the
employee’s progress.
7. List 3 examples of skills or behaviors What factors are measured during baseline and
while monitoring progress?
a. How fast is/are the task(s) completed? Doe the employee follow the
schedule? Are tasks completed on time?
b. How independent is the employee? How many times does the job
coach say or do something? How much of the task, if any, is the job
coach performing?
c. What level or type of prompting is needed?
d. Is there a behavioral issue that needs to be addressed?
8. If the employee appears to be struggling to learn a task or not making progress on
their production, which of the following needs to be analyzed?
a. task analysis
b. prompts
c. reinforcement
d. data collection
e. all of the above
9. Never use more intrusive teaching techniques than are needed for the learner. True
10. A task analysis breaks down a complicated skill into smaller steps.
11. Why it is beneficial for the job coach to identify the natural cues for each step in the
task analysis?
Natural cues inform a person about what to do next. The natural cue is
what the supported employee can learn to use as the job coach is faded.
12. A job coach giving a prompt or instruction is an example of a natural cue. False
13. Give two examples of indirect verbal cues or questions that you use with the people
you support.
There are many examples, including: “Now that the container is full,
what do you need to do?”; “What do you do when the light flashes on
the phone?”; “what’s next?”; pointing to the clock.
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14. Explain how the “hierarchy system of prompts” is used to teach a job task.
The job coach always starts with the least intrusive prompt. If the employee
doesn’t respond correctly to this prompt, another prompt is provided. In this
system, the job coach progresses from natural cues (the least intrusive
prompt), to verbal, to modeling, to physical prompts (most intrusive) on each
step of a task not performed correctly, until one prompt stimulates the
correct response.
15. How should the data the job coach collects be used?
Once the data is gathered, charting will show how well the employee is
progressing. This information can be used to show progress or identify the
need modifying the task analysis by breaking one or more of the steps into
smaller steps or the need for additional or enhanced cues.
16. What are two examples of ways that data can be collected without coworkers
noticing that the job coach is keeping data?
Examples include: Recording tally or check mark each time the behavior
occurs on a data form; using a hand counter; making marks on a piece of
masking tape that’s adhered to a table,; transferring a small object like a
coin from one pocket to the other.
17. Reinforcement refers to anything that follows a behavior that increases the
likelihood that the behavior will occur again.
18. What are 3 things the job coach can do that can make reinforcement more effective?
a. Give reinforcement quickly and immediately following the occurrence of
the desired behavior.
b. Tell the employee exactly what they did that you are reinforcing
c. Use continuous reinforcement during learning a new skill. Gradually
fade to a less frequent schedule as the person becomes more
independent.
d. Use individualize reinforcers
e. Select natural reinforcers unless they are not effective.
19. Explain shaping and give an example of how you would use shaping with a person
you support.
Shaping is when reinforcement is given for a series of small changes in
behavior so it becomes more and more like the behavior/skill you want to
see. Example should describe a situation in which the expectations for
performance are gradually increased as the employee develops their skills
and/or speed, the expectations for performance are increased.
20. Shaping is a particularly good strategy to use for employees who may become easily
discouraged. True

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21. While the employer and coworkers are the first choice for training and support,
some people with disabilities will require systematic instruction to be successful.
True

Chapter 6: Supporting Employees with Challenging Behavior

1. Behavior usually happens because it serves a function for the person. True
2. What does an ABC analysis tell us?
What happens before the behavior? What does the person do? and
What happens after the behavior?
3. What are appropriate approaches to support employees with behavior that
has a neurological or biological base (behaviors that the person cannot “turn
on or off”)?
Any of these:
a. Developing an accommodation
b. Careful job matching
c. Employer/coworker education
d. Medication
4. Sometimes characteristics in the environment create situations where it is
almost impossible for the person to be successful. What are some distracting
characteristics of job settings that many people could ignore, but prove to be
intolerable for supported employees due to their disability?
Challenging environments with distractions that interact with the
employee’s disability include noise, lights, smells, temperature,
activity, people, etc.
5. People with disabilities often have trouble with generalization, taking
what they have learned in practice sessions and applying it to real work
situations.
6. What are 3 strategies for promoting generalization?
a. Teach diversely – use different situations, teachers, and settings.
b. Reminder strategies
c. Modeling/mentoring
7. Extinction means withholding reinforcement by ignoring the
behavior.
8. Give a specific example of how you might use the technique, “reinforcing
alternative appropriate behavior” in a work situation. Pick an employee that you
know and describe a challenging behavior and how you might identify a behavior
that you would like to teach the employee to use instead of the challenging
behavior.
Answers will vary. Check with your trainer or supervisor.
9. Without we don’t know if our efforts are having the intended results.
a. Shaping
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 b. Problem-solving
c. Data
10. Give one example of what can be measured with each of the following data
collection methods:
a. Duration ‐ How long did it last?
b. Latency – How long before she started?
c. Interval – recording if the behavior occurs during a
specific interval of time.
d. Frequency –Document how many times the behavior occurs.
e. Time Sampling – In order to get a more representative sample of
the behavior, the job coach pops in briefly periodically. For
example, he/she checks every 10 minutes to see whether the
behavior is occurring or not.
11. T or F When using positive behavior support the goal is to replace challenging
behaviors with adaptive, functional behavior. True
12. List 2 considerations when using social disapproval.
Correct answers include:
o Say the person's name.
o Say "no", "do not," or "stop" and then identify the inappropriate
behavior.
o Use a firm tone of voice and make contact with the person you are
talking to.
o If possible, give the social disapproval only once.
o Social disapproval should occur as soon as the behavior occurs.
o The person’s dignity and privacy be respected.
o Often, it is better to identify the behavior you want the person to be
doing

Chapter 7: Increasing Independence and Long-Term Success

1. Explain the stabilization phase.
The job coach moves into this phase for a specific job duty when the
employee has performed it independently for three consecutive trials. After
that, the employee can perform the task correctly, instructional goals shift
to increasing production (speed) on that task. When production meets the
company standard, the goal is to fade support while maintaining task
performance and speed.
2. What are the goals of the stabilization phase?
o increase the employee's production rate on each major job duty
o expand and maintain the employee's performance across all job duties
o systematically shift assistance provided to the employee to the natural
supports available at the work site

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3. Job coaches will be able to fade their support more quickly if they regularly
assess for and teach .

a. Self-monitoring
b. Generalization
c. Accommodations
4. Define generalization:
Generalization refers to the employee's ability to perform a task in more
than one setting, using different materials, and/or being under the
supervision of various people.
5. Why is generalization training important?
Conditions naturally change over time. When these changes unexpectedly
arise, it is helpful if the employee has received generalization instruction.
6. People with intellectual disabilities cannot be taught to self‐monitor. False
7. ___________refers to techniques or strategies or devices that allow an individual to
improve or maintain his or her own performance without the support of the job
coach.
a. Stabilization
b. Feedback
c. Self-management
8. Give one example of how you might use each of the following self‐
management techniques with the employees you support:
a. Self‐prompting – Pictures, lists, sample assemblies, taped instructions.
They allow the person to seek out a prompt on their own. Examples:
b. Self‐reinforcement – Self‐administration of a reinforcer for performance of
a task. A reinforcer can also be self‐selected, meaning that the person can
choose how she/he will be reinforced. Example:
c. Self‐monitoring – Monitoring one’s job‐related behaviors by recording
them. Example:
d. Self‐instruction – Employees can teach themselves to do a job. The
person can watch someone else do the task, look at a completed example
of a job, or use typical training materials such as manuals or videotapes.
Examples:
e. Self‐elicited feedback – A person asks a coworker or supervisor about
feedback regarding his/her work.
9. Describe accommodations that have been used or could be used with the employees
you support to increase their quality, rate, capacity, and/or independence using each
of the following:
a. Task adaptations – Changing how a task is performed (i.e.,
highlighting the critical information on a work order; color
coding filing systems).
b. Job‐site modifications – Structural changes to the work
environment to accommodate a physical disability (i.e., wider
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 doorways, ramps).
c. Job‐modifications – Restructuring the job or redistributing tasks
the employee is unable to perform through “job creation” or “job
carving.”
d. Assistive Technology – The use of equipment that helps the
employee perform his/her job. Most assistive technology solutions
are rather simple and inexpensive.

Chapter 8: Ongoing Monitoring and Supports

1. If the supervisor gives all of the instructions to the job coach and expects the job
coach to tell the supported employee what to do, it will be more difficult to fade
the job coach from the site than if the supervisor starts interacting with the
employee shortly after he/she is hired. True
2. What are the two main considerations that help determine the rate of job
coach fading?
• First: rapid withdrawal of job coach assistance may very well result
in complete loss of any behavioral gains established earlier.
• Second: fading which occurs too slowly leads to consumer/parent
dependency and real supervisor dependency.
3. How does counting the number of prompts from the job coach help?
Counting prompts forces job coaches to think about what they say
and do to support the work
4. What times during the shift is it best to begin fading from the work site?
When activities are at a slower pace and the supervisor is not under
pressure.
5. If you were job coach for Tom, a bagger at a large supermarket, what steps would
you follow to ensure that he continued to be successful at his job while you faded
coaching?
Answers should reflect this general sequence:
a. Discuss the fading schedule with the employer; agree on a day to begin.
b. Inform the employee that you are leaving the work site and why.
c. Inform the employer and coworkers that you are leaving and provide
them with your phone number.
d. Fade gradually (begin with 15 minute intervals).
e. Continue to record on‐task/attending and production data on the
established schedule.
f. Record probe data so that all major duties are probed a minimum
of once per week.
g. Review the data.
h. Continue fading your presence from the job site as long as the
employee continues to perform all duties at company
standards.
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 i. Continue to collect employee evaluations on the established schedule.
j. Continue to complete progress reports on the established schedule.
6. Give an example about how you have or could involve coworkers in beginning to
take over activities that were previously completed by the job coach. If you work
in integrated employment settings, be specific ‐ name the person, their job and
what the coworker did in any of these roles: coworker as mentor, coworker as an
evaluator, coworker as advocate, coworker as teacher.
Answers will vary depending on the people the person supports and
the setting where they work.

7. Why is it a mistake to depend solely on the employer’s willingness to tell the

job coach about problems (no news is good news policy)?
Some people will write about issues but they will not mention them
verbally. Others will deny that problems exist when others can see
them clearly. If job coaches use a variety of methods to detect
problems, they will be far more effective than if they put all their
efforts in one approach.
8. What are four ways to identify problems that may be developing at the job site?
Ask the person how things are going; paper or email evaluation that
the supervisor fills out on a regular schedule; visiting with the
supervisor and coworkers; communicate with the employee’s
coworker; and communicating with people who see the employee at
home (family, advocate, friend, staff).

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104