by Dr. George Tilson, TransCen, Inc.

Developing a Positive Personal Profile

by Dr. George Tilson, TransCen, Inc.

A Positive Personal Profile (PPP) is a way to “take inventory” of all the

attributes of youth that will be relevant to their job search, employability,
job match, retention and long-range career development. It is a mechanism
for collecting information from a variety of sources, including assessments,
observations, interviews, and discussions with the job seekers - and people
who know them well.

How can the PPP be used? disabilities and other life barriers, are discouraged
The PPP actually has a number of practical uses. It from identifying and talking about their life
can be a worksheet to help in the development of dreams and goals, out of concern that they will be
resumes, or to assist the youths in preparing for disappointed if they fail to achieve these goals. Yet
interviews. When the prospective employer asks dreams and goals are what propel us to take
the youth to “Tell me about yourself” the youth action in our lives.
can recall the highlights from his/her profile. The
PPP can form the basis for developing goals on Dreams and long-term goals enable us to think of
IEPs and transition plans (or IPEs in the case of the “big picture” of our lives. “Dream careers” of
vocational rehabilitation services). Further, this most people fall into six primary categories: (1)
profile is a means of ensuring that the employer caring for others; (2) being a performer (including
representative and others have a clear picture of public speaking, singing, broadcasting); (3)
the youth’s positive attributes, as well as areas leading or working for an organization that makes
where they may need support or accommodations. a difference; (4) owning a business; (5) generating
ideas (planning, training/teaching, organizing,
and/or writing); or (6) any job that you are
What are the components of the PPP? competent to perform, meets your needs, and has
a minimum of negative factors for you. For every
1. Dreams and Goals
person out there seeking a “dream job” -
What do I really want out of life? Who am I?
opportunities are often found by being “the right
Who can I be? How do I picture my life in the
hand assistant” to someone else in that dream
future? Where and with whom would I like to be
occupation.
living? What would I like to be doing for fun?
For work? What would I like to accomplish?
What activities would be fulfilling to me? When it Bear in mind, also, that many people want a well-
comes to dreams and goals, the sky’s the limit; balanced and complete life - which may mean they
however, many of us are reluctant to express these are willing to compromise somewhat on their
to anyone, lest they criticize our aspirations, or career aspirations, as long as they are able to fulfill
accuse us of being unrealistic. Unfortunately, other life dreams and pursue their natural interests
many people, especially individuals with and talents.
 by Dr. George Tilson, TransCen, Inc.2

As an employer representative you may have times Exposure precedes interest. Often people with
when a participant expresses a career dream that disabilities and other life barriers have a narrow
seems unattainable, or even unrealistic. What do set of interests, or no expressed interests simply
you do when a youth, for example, says “I want to because there has never been a chance to get out in
play professional basketball” or “my goal is to the world and see what exists. Many people have
become a doctor” or “I’d like to be a movie star”? not explored the world of possibilities enough to
A strategy that works well is to acknowledge the have had an interest “sparked.” And in many
stated interest. “So one of your career dreams is to cases, people have cultivated unhealthy or socially
do_____.” Then turn it into a statement about a unacceptable interests because these are the areas
career field. “At this point in time, your goal is to in which they have been primarily exposed. People
work in the field of (professional sports, health who have identified areas that interest them are
care, entertainment/the arts).” At this stage, your usually highly motivated to pursue those interests.
job is not to determine whether a career goal is Interests are what fuel a person’s actions. Also,
realistic or not, but to acknowledge the bear in mind that people also have things that they
individual’s expressed interests. During their really have no interest in - or things they dislike. In
participation in the program, you will be helping getting to know another person, it is just as
them learn more about their career interests and important to identify those “non-interests” as well
helping them find a job that will be one of the as interests.
stepping stones. Ideally, you will help the youth
find a job that has some relation to their long-term Often a person’s hobbies and leisure-time pursuits
career interest. Sometimes that involves helping can give you ideas of job areas to pursue with
them find work in the setting (for example, sports them. Further, consider the skills that youth have
arena, hospital, TV studio). in order to perform their interests and hobbies -
these may often be generalizable to work settings.
For example, someone who is athletic and strong
2. Interests may enjoy a job where physical strength and
These are things that grab and hold your endurance are required on the job.
attention; things that energize you physically,
mentally, emotionally, and/or spiritually. Interests
are frequently expressed through hobbies, leisure- 3. Talents, Skills, and Knowledge
time pursuits, recreation, and avocations - as well Everyone has certain abilities with which they
as through occupations. You can tell when seem to have been born; sometimes these are
someone has a particular interest, because you can referred to as “natural gifts.” These talents might
observe them engaging enthusiastically in that be in the arena of athletics, music, art, creative
activity, or intently focusing on an event or object. writing, and other forms of expression. But they
Interests are usually cultivated over time, and can also be represented by a warm smile and
require that a person first be exposed to that ability to get along with others, an aptitude for
activity or object of interest. For instance, a young taking things apart and putting them back
child starts playing catch with her brother. Soon together again, a knack for noticing small details,
that activity intensifies. Every chance she gets, the curiosity, and ability to express empathy.
girl plays ball. That early exposure leads to a
lifetime passion for playing volleyball and other Skills and knowledge are acquired over time
sports. A young boy watches his grandfather through exposure, life experience, education, and
baking cakes - and finds he enjoys doing the same. training. They include abilities in the areas of
A boy who uses a wheelchair, sees a show about academics (example: languages, mathematics,
spaceflight on TV. He delves into science and science), mechanics, daily living, creative arts,
math, ultimately becoming an aerospace engineer. physical activity, communication (written, oral,
A woman with autism does not speak to anyone, and gestural), use of equipment, tools, devices,
but is able to calm and treat injured animals. She and computers, and analyzing and synthesizing
volunteers five days a week at a wild life rescue data. Most career resources talk about work-
facility. A teenage boy from a disadvantaged related skills in terms of “people, data, and
family sees his first play and is hooked on theater things.” If you ask someone “what have you
from then on.
 by Dr. George Tilson, TransCen, Inc.3

always had the knack for?” you are likely to get at is closely related to our personality and
their skills and knowledge. Ask job seekers to temperament.
think of times in their lives when they have been
complimented. What skill were they mainly using? In terms of careers, values may be reflected in such
things as a person’s desire for high status, a
minimum annual income, an easy job, casual (or
4. Learning Styles formal) dress code, wearing a uniform, a specific
Sometimes called “multiple intelligences,” geographic location or working at home, short
learning style refers to the manner in which an training time, making a difference, performing a
individual naturally prefers receiving, processing variety of tasks, recognition, adrenaline rush
and expressing information. Psychologist and (competition, risk-taking activities), working
researcher Howard Gardner and others have alone (or with people), being their own boss,
identified the following learning styles: bodily being on the cutting edge, little or no supervision,
kinesthetic, musical, visual-spatial, intrapersonal, working indoors (or outdoors), an aesthetically
interpersonal, verbal-linguistic and mathematical- pleasing workplace, opportunities for self-
logical. In his book, Seven Kinds of Smart (1993), expression, and so forth.
Thomas Armstrong, a protégé of Gardner, refers
to people with these learning styles or intelligences
as being “body smart, music smart, picture smart, 6. Positive Personality Traits
self smart, people smart, word smart, and logic What are the things about a person’s character
smart.” The notion of learning style has that are genuinely recognized and appreciated by
significant implications for how we acquire and others? Beautiful smile? Ability to stay focused on
use skills, perform tasks, relate to others, and a detailed task? Willingness to learn new things?
approach life. It certainly has tremendous impact Triumph over hardship? Frankness? Talent for
on our life and career development. Not listening to others? Sense of humor? There are
infrequently, the learning styles/intelligences of people who believe that the gift of a sense of
people with disabilities and other life barriers are humor usually indicates the ability to keep things
overlooked or discounted. in perspective, even in the face of adversity - a
leadership trait valued in many organizations.
True, each of us has certain personality traits that
5. Values are less than ideal. Maybe we are hyper-critical of
Values may be thought of as our life philosophies; certain people, or we get tired and grumpy in the
our unique perspective on what is important to afternoon, or we talk too much. These are
attain in life and in our careers. Often it is the examples of normal human behavior; but they are
values we hold that motivate us to take particular certainly not traits that will win us points in the
actions. For example, someone may have a value working world. Part of getting to know someone
that says having material wealth is of utmost is discovering the positive aspects of their
importance. That person then may devote a personality.
significant amount of energy in this pursuit. He
would likely expect a career that would be aligned
with this value, dream of winning the lottery, or 7. Environmental Preferences
hope to otherwise become independently well-off. These go hand-in-hand with temperament, values
Compare this with the person who does not value and personality. To use an earlier example,
material wealth, but instead values simplicity and suppose you are the unflappable type. You are
tranquility. Other values include such things as more likely than your flustered friend to be well-
having many friends - or living a solitary life; suited to life activities, career areas and jobs that
wanting to apply acquired skills and knowledge; are high-pressure in nature; that demand clear-
wanting to help others; making the world safer, headed thinking in emergencies and perhaps
cleaner, healthier; fame and recognition - or quiet dangerous situations, such as firefighting or child
contribution; passing on skills and knowledge to protective services. If you are the type who thrives
others; being conventional - or being non- in being outside most of the time, an indoor job
conformist; and so forth. What we value in life with no windows would probably not be a good
may be reflected in what we do, say, and think. It setting for you. If you do your best work in a quiet
 by Dr. George Tilson, TransCen, Inc.4

setting, alone - being employed in a factory would about people you know who are unflappable -
likely be a poor environmental match for you. If they seem to exude a sense of calm in even the
you have a strong need to make a lot of money, most dire of circumstances. Compare them to
you are unlikely to find satisfaction over the long others who are easily flustered at the merest
haul in a low-paying occupation. Think about the suggestion of a problem situation. Of course there
implications for the person who craves routine, are people that fall into many spots on this
schedules, and predictable tasks, landing a job in a continuum. Some of us express our feelings
setting where the duties shift daily if not hourly. openly; others of us prefer to keep our feelings
Or vice versa, the worker whose temperament is private. Some are always serious when focusing on
one characterized by high energy, love of risks, a particular task; others seem to work best when
and a fear of boredom - working hours on end in a they can express their sense of humor. Perhaps you
routine position. Of course, people can have a are a person who has a perennial optimistic
combination of preferences. perspective on life, while your best friend tends
towards a more cynical view. Some people are
Consider the attorney for a very formal, extremely detail-oriented and have a difficult time
conservative law firm who does stand-up comedy stepping back and looking at the bigger picture -
in her spare time. Or the highway construction and the big picture person has a hard time with
worker who likes to read classic novels, the dentist the nitty-gritty. Consider those who are natural
that drives a dirt bike, the statistician who likes to risk-takers and adventurers, and those who take a
throw a good party. Some people derive very cautious approach to most activities in their
tremendous satisfaction when they can spend lives. There are “charge ahead people” and
significant amounts of time using tools and reticent people; fact-driven folks and emotion-
equipment, using their hands. Others prefer to use driven folks. Some people are perpetual motion
their intellectual skills to conduct investigative machines, while others prefer a leisure pace to
tasks. Imagine an individual who thrives in an most of their activities. Some of us are
open, unstructured and free-flowing environment contemplative and thrive when we can deliberate
in which to express her artistic temperament - and process information, while our counterparts
working on an assembly line. Or vice versa, the love nothing better than to be thrust in situations
person who feels most at home in settings that that require quick decisions.
require structure and systematic processes - in a
job where he is expected to come up with Temperament is more than simple mood; rather it
spontaneous solutions to problems. What about is an outlook or attitude, or even philosophy
the social worker who lives to interact with people about life. Often a person’s temperament is an
and see the direct impact his work has on the well- outward expression of his or her self concept; and
being of others - being assigned primarily to self concept is considered to play a major role in
administrative tasks. Some people can concentrate one’s career development. Can a person’s
on tasks with hip hop music blaring, others only temperament change over time? Her self concept?
when it’s classical music - and still others who can Some will argue that temperament is as fixed as
only concentrate in totally quiet settings. the DNA that comprises a person, while others
take the stand that often new life experiences
When people get to spend a good portion of their (both positive and negative) can in fact alter a
lives in settings that match their temperaments, person’s self concept. Consider temperament to be
they feel energized. The opposite is also true: if our energy type, energy level, and the manner in
they find themselves spending too much time in which each of us uses our store of personal energy.
environments that are contrary to their natural
temperaments, they are likely to feel drained,
stressed out, and beaten down. 8. Dislikes
To one extent or another, all of us have dislikes -
things in which we have no interest, or would
Another aspect of personality is called
prefer to avoid if possible, or things that make us
“temperament.” Temperament might be thought
uncomfortable for a variety of reasons. As an
of as a person’s unique rhythm for responding to
effective career specialist, the employer
different environments, people, and events. Think
representative must help Bridges youth identify
 by Dr. George Tilson, TransCen, Inc.5

those dislikes. A good question to ask each youth animal; raising children; composing music;
is “What is a job, or a job setting, or type of work organizing parties; surfing the internet;
task that you know you do NOT want to do?” If manipulating a motorized wheelchair; and so
someone has had previous work experience and forth).
tell you they didn’t like the job, ask them “What
was it about the job you didn’t like?” Too often Often it is through our hobbies and recreational
people are encouraged to take jobs that really go activities that we acquire specific skills. When
against their core dislikes - and this is usually a getting to know job seekers, try to ascertain what
recipe for failure, when it comes to job they --and/or people who know them well - have
performance and retention. accomplished in their lives. What are they proud
of? Have they received any special recognitions or
awards? Even people with the most significant
9. Life and work experience. disabilities have achieved specific milestones in
This is one of the most overlooked areas in getting their lives. The degree of complexity of those
to know job seekers, particularly those individuals achievements varies from person to person; what
who may have had very limited, or no, previous matters most is that, for the individual, it
job experiences. Employers want to know that a represents a life accomplishment. And this bit of
candidate has specific skills to accomplish specific information may prove very valuable as you assist
company goals. How the individual job seeker this person in finding a satisfying job.
acquired certain skills may be less important than
the fact that he or she has them - and can
demonstrate them. People acquire skills in many 10. Support System
ways: primarily through formal education and This refers to the unique “circle of support” each
training; previous volunteer or paid jobs, and of us has around us. For some of us this support
community service. However, we must also system might be quite extensive while for others
recognize the skill acquisition that comes from the circle may be very small - or even non-existent.
informal training (example, a neighbor who Who might be in our circle of support? It might
teaches a teenager to repair a car engine; a include family members, significant others,
teenager showing a senior citizen how to use the friends, acquaintances, neighbors, co-workers,
internet); and self-training (the inmate who studies and classmates. We may even consider ourselves
for the law school entrance examination; the to be in that circle. These are all people who are
young man with quadriplegia who teaches himself not paid to provide support to us. Then there are
to cook using adaptive equipment; the youngster supporters who may receive payment for being in
who learns how to play tennis by watching it on our support circle, such as teachers, counselors,
television). therapists, medical personnel, personal assistants,
social workers, job coaches, human service
Further skill acquisition occurs through hands-on organization personnel, government agency
experiences. Consider all of the skills you may representatives, and so forth.
have attained and developed through trial and
error (negotiating an on-ramp on the freeway for For many people with disabilities and other
the first time; taking public transportation in a significant life barriers, their support systems tend
strange city; making a cake in too-small a pan; to be overly represented by “paid supporters” and
writing grant-proposals; giving a customer correct underrepresented by volunteer supporters. This
change). Some of us are fortunate to have learned may primarily be due to society’s tendency to
many skills through on-the-job experiences shelter, protect, “take care of” - and intentionally
(preparing budgets; selling products; detailing or inadvertently isolate people with disabilities.
cars; bagging groceries; taking blood samples). The challenge to those who advocate for and
Does this mean that those without job experience support people with disabilities, then, is to help
cannot acquire skills? No. This is where other life individuals build their social networks, hence their
experiences come into play (entertaining young network of supporters.
children; building a model airplane; sorting
laundry; cleaning up a campsite; learning how to
use a computerized speaking device; rescuing an
 by Dr. George Tilson, TransCen, Inc.6

11. Specific Challenges challenges that may get in the way of a person’s
The word “challenge” may be synonymous with pursuit of his/her life dreams and goals.
the words barrier, limitation, deficit, weakness,
idiosyncrasy, pet peeve, shortcoming, roadblock,
hindrance, problem, barricade, difficulty, or 12. Creative Solutions and Accommodations
obstacle - but it can also refer to risk and Once we have identified the specific challenges in
adventure. In fact, life may be thought of as a our lives can we begin to think of creative
series of opportunities and challenges. We can be solutions and accommodations. An
born with certain challenges (for example, with a accommodation may be thought of as any strategy
physical or cognitive disability, a medical that effectively alleviates, or lessens the impact, of
condition, a propensity for behaviors that go a specific challenge. Here are some examples.
against the norm, or anomalies in physical Suppose you have been born into a family that
appearance), or into challenging life circumstances lives in a high crime, high poverty neighborhood.
(such as poverty, membership in an ostracized One of your siblings dropped out of school, joined
religious, ethnic group, or other demographic a gang, and was incarcerated for selling drugs.
group). And certainly, we will encounter You developed a relationship with a mentor
numerous and diverse challenges as we progress through Boys and Girls Club and went on to
through life. Some of us are better equipped, or college and a successful career. Both siblings faced
have adequate support systems to handle these challenges; yet you found an accommodation: in
challenges; others of us seem to collapse under the this case, a mentor who had a positive influence
pressure of the challenges we face. on you. Here’s a common scenario: one person
can read a book, but cannot clearly see the signs
on the highway. Common accommodation:
Sometimes people face challenges because of
glasses for nearsightedness. A tall person grabs a
opportunities they have never had, such as when
book from a high shelf; his wife needs the
people cannot read because they have never been
accommodation of a step stool. A college student
taught how to read; or individuals who cannot
studies with music blaring; her roommate needs
articulate the kinds of jobs they would like
the accommodation of total quiet. An elderly man
because they have had little exposure to the work
falls and breaks both his arms. His neighbor
world. And some people encounter a lifetime of
provides an accommodation – by writing his
challenges because of poor choices they have made
checks for him. Consider the young blind man
(for example people with criminal records, or
whose family would not let him ride the city bus
those who are in abusive relationships). People
for fear of his safety. What might happen if a
with disabilities face a unique situation: often their
mobility specialist took his family with him on the
disabilities are considered their primary
bus, to demonstrate the young man’s skill at
challenges, when in fact, each person is affected by
getting around? This is another example of an
his/her disability in different ways. The disability
accommodation.
itself is not the challenge, rather it is the specific
effects of the disability. For example, mental
retardation is not a specific challenge, but not Accommodations are creative solutions to specific
being able to read is. Having severe cerebral palsy challenges or barriers. They range from the
is not a specific barrier; however, having commonsense to the highly technological. They
unintelligible speech is a definite challenge. Not fall into three primary categories: (1) physical
having access to public transportation might be accommodations, such as equipment, devices, and
the specific barrier for one blind person; while her modified spaces and buildings; (2) special services,
counterpart has access to transportation but is not such as those provided by interpreters, translators,
permitted by her family to use the bus, out of fear personal assistants, job coaches, medical
for her safety. The challenge of learning personnel, therapists, parole officers, and so forth;
disabilities may be, for one person, the inability to and (3) creative thinking and common sense
write a coherent sentence - for another it might be problem-solving (by far, the most frequently
difficulty in picking up social cues and building needed and used category of accommodation!).
friendships. A critical part of developing a positive
personal profile is to identify those specific
 by Dr. George Tilson, TransCen, Inc.7

13. Creative Possibilities and Ideas

Have you ever been doing something mundane
and ordinary, like the laundry or walking down
the street - when suddenly an idea pops into your
head? Possibly you get a spark of insight into a
solution for a problem with which you have been
grappling. Or you come up with an activity or
project you would like to take on. As you assist
Bridges youth develop their own Positive Personal
Profile, you are likely to find yourself thinking of
all kinds of ideas, such as job possibilities, things
to explore, actions to take, people to meet -- and
other “What-ifs.” Rather than waiting to
brainstorm these ideas at a later time, we would
encourage you to record all thoughts and ideas,
regardless of how random or unrealistic they
might seem, at the time you think of them. There
will be plenty of opportunity to sift through all the
ideas later (and to generate additional ones);
however, these initial thoughts are often gems to
be polished. Therefore, we have included
“possibilities and ideas” as a component of the
Positive Personal Profile.

Fact: For every human being there are an infinite

number of possibilities and ideas for living a
meaningful life and meeting life’s challenges - to be
discovered through imagination, creativity, and
determination.

An important note: For every one of these

components of the positive personal profile, it is
important to recognize and be sensitive to diverse
cultural, familial, ethnic, and religious traditions
of the individuals you are getting to know. Factors
such as personality, values, temperament, dreams
and goals, and interests are likely to be influenced
by these diverse traditions; and characteristics,
behaviors and rituals valued by one culture/society
may in fact be the antithesis of those valued by
other cultural sub-populations.
 Positive Personal Profile

Jobseeker: Date:

Career Specialist: Interviewee:

Relationship to jobseeker: For how long has the interviewee known the
 Self  Family member jobseeker?
 Friend/peer  Service provider  0-3 years  3-5 years
 Other:______________________________  5-10 years  more than 10 years
 N/A (self)
Has the jobseeker met with a benefits specialist?  Yes  No

Interests and Preferences

What are some activities the
individual enjoys?

What are preferred leisure time

activities? (sports, hobbies, etc.)

In what environmental conditions

does he/she thrive? (indoors/
outdoors, noisy/quiet, many
people/few people, slow/quick
pace, time of day, etc.)

What are some of his/her talents?

How does he/she best learn a

new task?
Other comments
(interests/preferences)
Life and Work Experiences
Please describe any paid or
unpaid work experiences
(including volunteer activities) –
focus on the tasks completed
rather than the place.
What types of household chores
are completed regularly (both
assigned and voluntary)

In what community activities does

he/she participate?
 Positive Personal Profile

Other comments (life and work

experiences)
Skills and Knowledge
Has the individual been involved in
any specific vocational training?
Can you describe his/her
academic skills (reading, math,
time, money)?

Other comments (skills and

knowledge)
Dislikes, etc.

Are there particular activities

he/she is “known” to dislike?

Are there particular situations you

recommend we avoid when
searching for job opportunities?

Other comments (dislikes, etc.)

Accommodation and Support Needs

What services are currently

provided?

What accommodations should be

in place for the job seeker to meet
with success (i.e, physical
accessibility, technological,
personal care, etc.)

What supports might need to be

maintained?

Other comments (accommodation

and support needs)
 Positive Personal Profile

Transportation Resources

How does the individual currently

get around in the community?

What transportation resources will

be necessary in order for the
jobseeker to maintain a job?

Other comments (transportation)

Other General Observations

How would you describe his/her

temperament?

What characteristics do you most

admire in the jobseeker?

Please explain a “dream” job for

the jobseeker.

Can you describe any “habits,”

routines or idiosyncrasies the
individual demonstrates?
Is there any additional information
you would like to share regarding
this jobseeker?
NOTES
 DISCOVERY OPTIONS
What are ways to collect information about someone who needs a job?

Check off the different ways in which you chose to gain information about a jobseeker, and
then describe the process you went through after each option.

 One-on-one interview with the jobseeker. This process works best with people who are verbal, enjoy talking
about themselves, and can clearly express thoughts. This process can also be used with someone who is nonverbal
if picture cues or effective communication devices are available. Having a key stakeholder who understands the
subtleties of his or her nonverbal cues and reactions may be helpful to have participate.
_____________________________________________________________________________________
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____________________________________________________________________________________

 Observe in a group or classroom. This process is helpful to see how someone interacts with other people and
authority figures, how she or he follows directions, focuses on tasks, deals with frustration and confusion, and
contributes to the class or group as a whole. In terms of employment, this gives you insight into learning styles, social
behavior, and information gathering which will tell you what types of work environments might be most suitable , how
he or she could learn a new task on the job, and how he or she might interact with a supervisor.

_____________________________________________________________________________________
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 File review. This method of gaining information allows you to see a person’s history, understand medical needs,
review behavior plans, see general testing scores, etc. This information alone is good background, but not all that
useful in selling someone to an employer!
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 Observe on a job or doing job tasks. If a person has some sort of job experience – whether in-school, within an
agency, or community volunteer work – it is important to observe how he or she functions, i.e. how tasks were
learned and are completed, what happens during down-time, speed, accuracy, etc. It is also very important to
observe how he or she fits into the environment to see if that work culture matches personality.
_____________________________________________________________________________________
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 Interview professionals (aides, case managers, teachers, etc.) Those people who spend much time with a
person have helpful information about consistency of behaviors, triggers of positive and negative behaviors,
personality traits and quirks, and a general history. If you are just meeting a jobseeker or have not known him or her
for very long, the behaviors may be different for you; it is important to know what occurs over time.
_____________________________________________________________________________________
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____________________________________________________________________________________

 Interview family and friends. For the same reason you interview professionals, family and friends have even that
much more information. Keep in mind during interviews of key stakeholders that you are recording PERSPECTIVES
of facts and to always balance this information with your own actual observations and experiences.
_____________________________________________________________________________________
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 Observe at home. People act differently in different environments. Get an idea of behavior trends at home, and
it gives you insight into family dynamics that will be helpful later as you are working through job interviews and work
schedules.
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 Standardized tests. This type of assessment can gain useful information, especially about career interests. Keep
in mind that not everyone is actually successful with standardized test taking, and make sure you are aware of all the
supports that need to be provided for someone – such as having questions and answers read or even rephrased for
someone, using pictures instead of words, and separating the test out into sections over time.
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
____________________________________________________________________________________

 Observe in the community. Again, people act differently in different environments – we all do! We act differently
on a Saturday night out with friends than we do at work on Monday morning. Because the jobseeker will be finding a
job out in the community, it is important to observe behaviors and skills that occur outside of school /agency and
home. It is amazing what you will see people do out in the world that they wouldn’t even attempt – whether it is
because they don’t need to or are not encouraged to – in the protected world of school, special education, and adult
service agencies.)
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
____________________________________________________________________________________

 Work simulations. Although it is often difficult for people with Intellectual Disabilities to transfer skills they learn in
one environment to another, it is still helpful to get a basic skill baseline, even if in a simulated setting. If you are at
least aware of what someone is capable of in one environment, you have a better chance of creating a different way
for him or her to do a similar task on a real job.
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
____________________________________________________________________________________

 Other. You may find other creative and interesting ways to gather information about a jobseeker not listed here
already. Please describe what you’ve tried and how it worked here.
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
____________________________________________________________________________________
Client: Staff: Date:
Level of Independence
1 2 3 4 5
Never Rarely Sometimes Usually Always
Life Skills Assessment
Minimal Spot check,
Home, Health and Safety Total assistance Direct prompting prompts, little occassional Independently
& instruction & instruction instruction reminders
Does household chores (cleaning, dishes, laundry)
Able to buy own groceries
Can prepare a meal safely
Cleans home (i.e. vacuum, dishes, laundry)
Makes healthy food choices
Exercises regularly
Maintains good hygiene (toileting, showering, cleanliness)
Appears clean and appropriate in public
Prepares for the day effectively
Has a functional sense of time (uses a calendar/clock)
Aware of weekly schedule
Can communicate name, phone number & address
Understands fire safety
Community
Is punctual
Maintains consistent attendance
Crosses the street safely
Aware of safety in public and with strangers
Travels using public transportation
Problem solves effectively if lost
Carries ID card, Clipper Card and emergency info
Carries and uses cell phone appropriately
Can complete a transaction at a store (use dollar up)
Responsibly monitors spending/budget money
Social/Recreational
Interpersonal skills (greets others, eye contact, etc.)
Has hobbies & interests
Engages in appropriate conversations
Exhibits age appropriate behavior
Knows and adheres to pleasant manners
Has a positive attitude; friendly, likeable disposition
Has friends and cares about/shows interest in others
Makes plans outside of program
Behavior
Accepts feedback and instruction
Communicates wants and needs
Asks for help when needed
Controls temper / manages frustration
Flexible when unexpected changes occur
Average Level of Independence 0.0
Client: Staff: Date:
Level of Independence
1 2 3 4 5

Total assistance Direct prompting Minimal prompts, Spot check, Independently

& support & instruction little instruction occassional (Always)
Annual Review of Skills and Level of Self-Reliance (Never) (Rarely) (Sometimes) reminders (Often)
Home, Health and Safety
Helps with household chores (cleaning, dishes, laundry)
Makes choices about what he/she likes to eat
Can prepare a snack or simple meal safely
Can manage toileting/personal hyigene needs (wipes chin, brushes hair/teeth)
Able to eat/drink independently
Good stamina, range of motion- Exercises regularly
Maintains good hygiene (wash hands, brush hair/teeth, showering)
Appears clean and appropriate in public
Prepares for the day effectively, aware of weekly schedule
Has a functional sense of time (days of the week, uses a calendar/clock)
Chooses appropriate clothing for day/weather
Gets dressed, (puts on coat, uses buttons, zippers)
Can use appliances/machines (TV, Playstation, blender, toaster)
Can communicate name, phone number & address
Knows fire and household safety
Community
Can naviagate to familiar places
Attends to tasks for 30 minutes
Crosses streets safely
Aware of safety issues in community (i.e. cars, strangers, theft)
Able to drive chair or walk on sidewalks and uneven terain safely
Engages in age appropriate activities (interests/hobbies identified)
Carries ID card, cell phone and emergency info, manages belonging
Can walk/drive a quarter mile without tiring
Can count and use numbers
Can read or use site words, symbols
Understands concept of money
Will seek help (communicate need) from others
Complete a money transaction/ understand concept of money
Social/Communication
Able to greet others (smiles, waves, hand shake, fist bump, hello)
Able to express needs in an appropriate manner
Able to make choices between objects, activities, people
Able to have a conversation with friends
Demonstrates good manners: please, thank you, is patient, does not
interrupt, respects others
Has a positive attitude
Has friends and cares about/shows interest in others
Understands the concepts of "helping" and work
Behavior
Accepts feedback and instruction, changes behavior
Is courteous and smiles when engaging with others
Adapts behavior to setting (ie public, casual, professional, social)
Is flexible and transitions from one activity to the next easily
Controls temper / manages frustration
Is able to deal with unexpected changes
Average Level of Self -Reliance 0.0
Community Coach
Manual
 Acknowledgements

Written and produced by Allie Felty with input from

Headwaters, Inc. Community Coaches, and Sara Murphy
through the Wisconsin Board for People with
Developmental Disabilities and the Building Full Lives
Project
 Table of Contents

Community-Based Day Services Marketing Sheet………………………………………………………………Pg. 1

Community Based Day Services Overview………………………………………………………………………….Pg. 2
General Information for Staff…………………………………………………………………………………………….Pg. 3
General Incident Plans……………………………………………………………………………………………………….Pg. 4
Seizure Incident Plans………………………………………………………………………………………………………..Pg. 5
How to Use VNS Magnet…………………………………………………………………………………………………..Pg. 6
Bathroom Incident Plans…………………………………………………………………………………………………..Pg. 7
Plastic Bin Supply List………………………………………………………………………………………………………..Pg. 8
Tips for Documentation…………………………………………………………………………………………………….Pg. 9
Steps for Planning an Activity……………………………………………………………………………………………Pg. 10
Ideas for Meaningful Community Involvement…………………………………………………………………Pg. 11-
13
Discovery…………………………………………………………………………………………………………………………..Pg. 14
Five Valued Experiences…………………………………………………………………………………………………….Pg. 15
Tablet Usage Polices…………………………………………………………………………………………………………..Pg. 16
Basic Daily Living Skills Ideas………………………………………………………………………………………………Pg. 17
Advanced Daily Living Skills Ideas……………………………………………………………………………………….Pg. 18
Examples of People First Language…………………………………………………………………………………….Pg. 19
You and I by Elaine Popovich……………………………………………………………………………………………..Pg. 20
Community Mapping Web Tool………………………………………………………………………………………….Pg. 21
Glossary of Common Terms………………………………………………………………………………………………Pg. 22-
26
 COMMUNITY-BASED DAY
YN SERVICES

OVERVIEW Skill and Independence Building

Headwaters, Inc. • Personal Hygiene and Health Skills
Community-Based Day • Safety Skills and Travel Training
Services supports people in • Daily and Independent Living Skills
a wide range of meaningful
• Interpersonal Skills
opportunities to address
• Skill Assessments
individual needs, goals, and
interests.

Career Exploration and Readiness

PURPOSE
• Job Interest Assessments
Community-Based Day • Internships
Services are designed to • Information Interviews
maximize a person’s ability • Job Shadows
to manage everyday life • Job Tours
activities in their • Resume Writing
community. Through this • Interview Preparation
program individuals grow to • Employment Skill Building
become more active
members of their
communities, and gain
Community Connecting
Our Mission: We believe all Headwaters, Inc. strives to help the people we support to
people deserve the right to
become as connected to their community as possible. We
achieve their fullest potential.
also want the people we support to be valued members of
Therefore, we exist for the
their community. To achieve this goal, we assist people in
purpose of providing
individualized services that are
finding;
designed to maximize each
person’s daily living and • Volunteer Opportunities
employment skills. • Social Clubs and Groups
• Relationships with Others That Have Similar Interests

1
 Headwaters, Inc. Community-Based Day Services Overview

What is the Purpose of Community Day Services?

• Help people learn new skills

• Build community membership and help facilitate interactions and friendships
• Enhance independence and self-reliance
• Expand personal choice
• Develop social connections
• Encourage the idea of employment and earning money
What is The Role of the Support Staff?

• Use Exploration and Discovery Methods too:

o Identify skills and interests
o Encourage the idea of work
o Encourage participation in the community (volunteering, clubs, ect…)
• Support Participants in learning new skills (hard and soft)
• Help Participants build confidence, independence, and a sense of community
o Connect to friends and neighbors
o Develop professional networks
• Help make each Participants life meaningful to them
What Does Meaningful Mean?
Meaningful (adj.): full of meaning, significance, purpose, or value; purposeful;
significant: a meaningful wink; a meaningful choice.
-Dictionary.com
What Makes Life Meaningful?

• Employment (money and self-worth)

• Engagement in community and with friends
• A happy home, a sanctuary
• Health
• Choices/Options
• Freedom and independence
• Playing a valued role (neighbor, volunteer, leader, etc…)

2
 General Information for Staff

• When we visit businesses or restaurants we need to be purchasing items or we

shouldn’t be there.
• Make sure that you are not falling into the trap of “supported loitering” – (going to
places just to look around.)
• Make sure that people are acting appropriately in public, and when a teaching moment
appears, always make sure that you are respectful and do not embarrass the person.
• Always remember that everything we do should be perceived by others as natural.
• When out with participants, you should be engaging with them and helping them
connect to other community members. You should not be on your cellphone unless it is
work related.
• The people we support are adults and should be treated like so. Therefore, we should
be doing age appropriate activities, and be having adult interactions. (Toys, children’s
activities, and playground equipment are not adult, and should be avoided.)
• Some of the people we support bring stuffed animals and toys to Headwaters. If these
are brought in, they should be left at the building or left in vehicle. (Nobody should be
walking around with or using a child’s toy while in the community.)

3
 General Incident Plans

Behaviors

• If someone is exhibiting a behavior that may be seen as disruptive to other members of

the community, refer to the strategies in their Customized Support Plan.
• If behavior continues or is appearing to be dangerous call Headwaters: (XXX) XXX-XXXX
immediately and ask to page your Supervisors; if neither are available, ask for a Case
Manager.
• If possible, take everyone back to Headwaters.
Illness

• If someone becomes ill while out in the community, call Headwaters: (XXX) XXX-XXXX
and see if someone can pick the person up.
• If no one is available to pick-up, take everyone back to Headwaters.
• Make sure that there is no mess left in the community: (vomit, BM, etc…) (This means
clean up the mess if possible or alert the employees of the mess.)
Injury

• If someone gets hurt in the community, figure out if injury is urgent or manageable.
• Manageable injuries include:
o Small cuts or scrapes with little to no blood (something that can be treated with
a Band-Aid)
o An injury that would only cause a small bruise
o An injury that could wait to be treated until the group gets back to Headwaters
• If injury is manageable, participant may choose to stay out or go back to Headwaters.
• If participant chooses to go back to Headwaters, call for a pick-up or drop participant off
depending on location and activity.
• If injury is urgent call Headwaters: (XXX) XXX-XXXX and ask to page your Supervisors; if
neither are available, ask for a Case Manager.
• If injury is very serious or life-threating, immediately call 911 and then alert
Headwaters: (XXX) XXX-XXXX as soon as possible.

4
 Seizure Incident Plans

Always remember to keep a person having a seizure as safe as possible, you can do this by
moving obstacles away from the person having a seizure, and by protecting their heads.
Never try to hold someone down or put anything in their mouths. Some of the people we
support have instructions to call 911 if they have a seizure (Listed Below), others usually do
not need medical support for a seizure. If you feel that there is a reason to call 911 for a
seizure (life threating injury, not breathing or very abnormal breathing, etc..), please do so. If
anyone is injured during a seizure, alert Headwaters (XXX)XXX-XXXX immediately.
Instructions for participants with seizure histories are listed below. For any questions on VNS
Magnet usage, refer to the instructions in this manual or ask a supervisor. When going out
the community with someone who has a VNS, please remember to bring a magnet with you.
Participant 1- Frequent Seizures, has VNS Magnet and PRN medication. If Participant is having a
lasting seizure, use VNS Magnet. If the Magnet does not help or seizure is lasting more than 5
minutes, call Headwaters and notify Supervisors or Case Manager. If Participant is having
cluster seizures, use VNS Magnet. If VNS does not work and clusters are lasting more than 20
minutes give Participant PRN. Notify Headwaters if she is having long lasting cluster seizures.
Participant 2- Frequent seizures, has VNS Magnet and PRN medication. Use VNS magnet for any
lasting seizure. Use PRN medication for any cluster seizures.
Participant 3- Use VNS Magnet for any lasting seizure.
Participant 4- Use PRN medication for any lasting cluster seizures.
Participant 5- Notify Supervisors or Case Manager of any seizure. If seizure is lasting longer
than five minutes call 911.
Participant 6- Frequent seizures, please be aware that Participant can unknowingly grab onto
you while she is having a seizure. She is very strong and could accidently injury you or herself
during a seizure. So please use caution when tending to her and try to stay out of arms reach.
Participant 7- Notify Supervisors or Case Manager of any seizure. If seizure is lasting longer
than five minutes call 911.
Participant 8- Call 911 Immediately for any seizure.
Participant 9- History of seizures.
Participant 10- History of seizures.
Participant 11- History of seizures.
Participant 12- History of seizures.

5
6
 Bathroom Incident Plans

Bathrooms That Are Easy for Personal Cares:

• Hodag Park (Summer Only)

• Pioneer Park (Summer Only)
• Buck Lake Park (Summer Only)
• Rhinelander Public Library (Downstairs)
• Nicolet College (Welcome Center and Café)
• Trigs Mall
Bathrooms to Avoid for Personal Cares (If Possible)

• Small businesses
• Stores where you are not purchasing items
• Very busy bathrooms
• Restaurants
What to do If Someone is Incontinent:

• See if you have enough supplies to handle situation

• If you do not have enough supplies, take your group back to Headwaters.
Always remember to leave the bathrooms in clean condition, and if the bathroom needs
more attention than you can provide, make sure to alert staff.
Always remember to be as discrete as possible when providing any personal cares, and make
sure to use the bathroom closed sign anytime you are providing personal cares in public.

7
 Plastic Bin Supply List

• Personal Wipes (1 package at least half full)

• Trash Bags (3)
• First Aid Kit (fully stocked)
• Gloves (1 package at least half full)
• Disposable Clothing Protectors (3)
• Extra Briefs (1 small, medium, and large)
• Pair of Large Sweatpants
• Cleaning Wipes (1 package at least half full)
• Disinfectant Spray (1 bottle at least half full)
• Feminine Pads (3)
• Hand Sanitizer (1 bottle at least half full)
• Chuck Pads (3)
• Bathroom Closed Sign
• Medications (Keep meds with you at all times)
• VNS Magnet (When applicable, don’t let magnet touch your phone, computer, or tablet)
• Personal Briefs (Depending on persons in group)
• Personal Clothes (Depending on persons in group)

Bin Stocking Procedure:

• When there is tape on both handles of the bin it means the bin is fully stocked
• If you need to use something out of the bin, break the tape on handles
• Do not replace tape on the handles if the bin is not stocked
• If possible replace the item you took out of the bin when you get back to Headwaters
• Whenever you fully stock the bin, replace the tape on each handle
• Only take bins with tape on them for use in the community

8
 Tips for Documentation

• Make sure you have the correct form for the Participant
• Fill in all lines/blanks/boxes thoroughly
• If you make a mistake, start a new sheet; messy sheets look unprofessional
• Make sure that you are expressing the Participants activities properly. Instead of saying
“Person went shopping” use more descriptive words; “Person worked on budgeting,
money, and meal planning skills by shopping for groceries at the store.”
• Keep comments positive and professional
• If you have concerns about something a co-worker or yourself wrote, always ask a
supervisor or case-manager to review it
• Use a much detail as possible
• Always have a supervisor review your writing if you need to document a behavior
• When describing a video or iPad use; make sure that you state the purpose of why the
person was using an iPad or watching a video.

Do not use words like:

Played
Toys
Refused
Disruptive
Uncooperative
Loud
Screamed
Colored
Can’t
Won’t
Unable
Never
Always

9
 Steps for Planning Activity

• Check calendar to see if there are any activities already planned on the dates you want
to plan your activity, and make sure they don’t conflict with your plans.

• Once you have picked a date you can begin to set-up your activity.

• If there is a cost to your activity or a wavier that needs to be signed, always check with a
Supervisor before you set anything up.

• Make sure you get approval before planning something that is over an hour away.

• If your activity is free, continue with making plans and setting-up your activity.

• Once you have your activity set-up, make sure you fill out an Activity Information and
Plan Form.

• Also make sure to write your activity on the calendar and put a copy of your Activity
Information and Plan Form in the binder.

• Once you have done these steps, you should fill out your activity invites and make sure
to hand them out a week before your activity. (If there is no cost to your activity and no
special instructions, you do not need to handout invites.)

*Any staff receiving money from Participants needs to fill out the sheet on the clipboard by the
lock box, and needs to make sure the money put in the lockbox is in an envelope with
PARTICPANTS NAME and the ACTIVITY NAME.

10
 Ideas for Meaningful Community Involvement

• Take community recreation classes

• Communication Development
• Activities that encourage and support honesty
• Develop and pursue a hobby
• Seek out library activities
• Activities that enable compassion
• Give or take music lessons
• Explore religious affiliation activities
• Activities that include respect
• Become a member and participate in informal clubs and organizations in your community
• Develop skills to find out what is happening in your local community
• Activities that support courage to try new things
• Plan and go to movies with friends
• Shop for food, clothing, presents, etc.
• Activities that promote responsibility
• Join exercise clubs/activities
• Make social connections with people i.e., person who cuts your hair, person who bags your
groceries, librarian, etc.
• Participate in community service projects
• Participate in sports activities/leagues e.g., bowling, golf, Frisbee, softball, tennis, running, biking
etc.
• Discover interests and passions Learn about candidates and the voting process
• Develop vacation plans to travel locally, regionally/abroad etc.
• Connect to people without disabilities in communities
• Learn how to get from one place to another in your community
• Create or join and participate in a coffee clutch
• Map organizations, associations and resources that may interest a person

11
• Create or join a book club, supper club, regularly listen to music together with a group, etc.
• Join associations. (The average person belongs to five associations.)
• Take classes in areas of interest i.e., art, crafts, martial arts, cooking etc. Develop Dimensions of
Human Flourishing (John O’Brian)
o Belonging
o being respected
o contributing
o sharing ordinary places
o choice
• Join and participate in formal organizations, e.g., Elks, Jaycee’s, Jaycett’s, Sierra Club, etc.,
• Interpersonal and social skills training (e.g., making good impressions, listening, personal care,
interacting with coworkers, identifying skills, self-esteem building)
• Volunteering (un-paid work for non-profit agencies)
• Peer mentoring/ discussions with peers who are working in the community
• In small groups - talking with employers about work, job shadows, and Informational interviews
with various local businesses
• Wellness awareness
• Developing effective verbal and written communication skills
• Universal workplace safety training
• Mobility training
• Wellness awareness
• Developing effective verbal and written communication skills
• Money Management e.g.., learn how to save money for a vacation, write a check, transfer
money from one account to another etc.
• Communication Skill Development
• Learn how to make a gift for someone
• Home Care Maintenance e.g., learn how to change the batteries on the smoke detector, wash
the windows, plant flowers in the spring etc.
• Learn how to manage anger and impulses
• Learn what about how to become a volunteer in an organization that you are interested in or
are passionate about

12
• Food Preparation e.g., learn how to prepare a meal for company, prepare foods you like, learn
about nutritional components of foods etc.
• Learn to identify feelings and talk about them in appropriate ways
• Learn how to do “random acts of kindness” for people
• Mobility Training e.g., learn to take a bus, order a cab, ask a neighbor for a ride
• Develop friendship skills
• Serve your community by participating in charitable work
• Self-Care Skills e.g., learn how to wash and style your hair, to bath thoroughly, to put on makeup
etc.
• Learn how to act and react in public
• Learn how to respect yourself and others
• Skills to access and use community resources e.g., learn how to use a cell phone or a computer
to know where things are located, learn about rules of the activities you want to participate in,
to call a friend to go with you on an activity etc.
• Learn how to media messages and be able to monitor media for yourself.
• Learn how to be polite and have manners in public
• Learn how to be social with your sexual preference
• Learn how to make a plan and carry it out.
• Learn how to make healthy choices
• Learn how to solve problems
• Learn how to vote
• Learn how to participate in your local community in activities of your choosing.

13
 Discovery

Discovery is the foundation of everything we do in Community Integration Services. Discovery

is a process we use to help us get to know our participants and learn their interests though
methods like motivational interviewing.
Motivational Interviewing: attempts to move an individual away from a state of indecision or
uncertainty and towards finding motivation to making positive decisions and accomplishing
established goals.
The reason we use motivational interviewing is because this method focuses on listening.
Listening is a key part of discovery, and when you are trying to get information about someone
they should be doing more of the talking than you.
Some of the participants may not be open to or understand a question like: “What are your
hobbies?” Instead you could start off with a question like “What is your favorite sport?” Their
answer should give you a direction to go with your other questions. Such as, if the person
answers “Football”. You can then ask, “Do you play football or watch football?” “What is your
favorite team?” “Do you watch or play any other sports?” and so on. It will be helpful to get the
person talking about something they like right away because they will usually be more open to
other questions and give you more thoughtful answers.
Always be writing down the answers that the participant is telling you, because this may be the
only time this participant may share this information with you.
The information that we get from discovery is very important to us. We use the information to
help participants get involved in activities and become members of groups that are important
and meaningful to them.
An example of this would be: Through discovery we found out that a participant’s father served
in the Army. The person’s father passed away, but supporting the troops and patriotism are still
very important to this person. How would you use the information from discovery to help this
participant become involved in the community in a way that is important and meaningful to
them?
Most towns have a VFW or some type of veteran’s association; so, you could start will exploring
volunteer opportunities with those associations. Are any of your co-worker’s veterans? These
would be the first people you should ask about ways to get involved in the veterans’
community. After a little bit of questioning and research, opportunities should start to appear.

14
 Five Valued Experiences

Ask any group of people what makes life worth living and what makes for a good life and they
tend to say the same things.
John O'Brien outlined the 'five service accomplishments' or the 'five dimensions of inclusion'.
These attempt to capture what makes a good life under five headings:
Contributing- We all have gifts and capacities. But as John McKnight says "gifts aren't gifts until
they are given." Giving our gifts, and using our capacities, are important parts of living a full life.
Being someone We all want to be noticed, to be valued by others. We want people to notice if
we're missing, to want to know our opinions, to see us as equals. We want people to care what
we think of them.
Belonging- We all want to belong. To have friends, to be loved, to have people want to have us
around. Belonging is about who we want to be around, and who wants us around. It isn't what
happens when we learn to cope with having been put with others (because they are seen to be
like us). And belonging is about personal, not professional relationships.
Sharing Ordinary Places- None of us like to be put away, kept apart from the real world. It is in
ordinary places that belonging and contributing matter to us. We want to be free, not locked
away, or put aside.
Being Someone- We all want to be noticed, to be valued by others. We want people to notice if
we're missing, to want to know our opinions, to see us as equals. We want people to care what
we think of them.
Choice and Control- We all want to be allowed to strive for our own unique identity and future.
We want to have as much power over our destiny as other people, not to have others taking
decisions for us – and when we need help we want to be in control of what happens not to be
carried along in the current. Our individuality, our personhood, is not made up of just big things
but also of our many tiny and seemingly insignificant decisions and preferences.
Of course, these 5 dimensions of inclusion are all tightly interrelated. We get to be 'someone'
because we're giving our gifts or bringing something individual to an ordinary place. By doing
this we get to belong there, or we meet people who become friends or more. It's our individual
dreams or ambitions that drive us to want to be known, or to belong somewhere. And our
dreams and interests are influenced by our gifts and capacities.

15
 Tablet Usage Polices

• No using the tablets for personal use (Facebook, personal emails, etc..)

• Always check with a supervisor before downloading any apps or content.

• Taking pictures with the tablet is encouraged, but please delate any photos that didn’t
turn out or are duplicates.

• Participant use of the staff tablets is discouraged, but if the need does arise, always
make sure the participant is supervised while using the tablet.

• Always remember to return the tablets to the charging station, and make sure they are
plugged in.

• Do Not Bring the Tablets Home

16
 Basic Daily Skills Ideas

• Hygiene Skills
o Deodorant
o Brushing Teeth
o Toilet Skills
o Bathing
• Safety Skills
o Identifying Danger
o What Items Are Dangerous
• Daily Living Skills
o Sweeping, Mopping, and Vacuuming
o Laundry
o Dishes
o Other General Cleaning Skills
• Soft Skills
o Communication
o Attitude
o Relationships
• Sensory Development
o Helping Participants Explore Their Sensory Needs
o Intensive Interaction (assisting participants in interacting with the people around
them and encouraging appropriate interactions)
• Discovery
o Hobbies
o Interests
o Likes and Dislikes
• Non-Verbal Communication
o Find Ways for People Who are Non-Verbal to Communicate
o Using Assistive Technology
• Independence Building
o Help to Become More Independent with Cares (Eating, Bathroom Skills, Etc...)

17
 Advanced Daily Living Skills Ideas

• Hygiene Skills
o Deodorant
o Brushing Teeth
o Toilet Skills
o Bathing
• Safety Skills
o What to Do If There Is an Emergency
o Types of Emergencies
o How to Get Help
o Interacting with People You Don’t Know
o What to Do If You Feel Unsafe
• Daily Living Skills
o Sweeping, Mopping, and Vacuuming
o Laundry
o Cooking
o Bed Making
o Kitchen Safety
o Other General Cleaning Skills
• Soft Skills
o Communication
o Attitude
o Teamwork
o Relationships
• Discovery
o Hobbies
o Interests
o Likes and Dislikes
o Jobs of Interest
o Activities of Interest
• Accommodations
o What Are Accommodations
o Assistive Technology

18
19
 You and I
By Elaine Popovich
I am a resident. You reside.

I am admitted. You move in.

I am aggressive. You are assertive.

I have behavior problems. You are rude.

I am noncompliant. You don't like being told what to do.

When I ask you out for dinner, it is an outing. When you ask someone out, it is a date.

I made mistakes during my check-writing program. Some day I might get a bank account. You
forgot to record some withdrawals from your account. The bank called to remind you.

I wanted to talk with the nice-looking person behind us at the grocery store. I was told that it is
inappropriate to talk to strangers. You met your spouse in the produce department. Neither of
you could find the bean sprouts.

I celebrated my birthday yesterday with five other residents and two staff members. I hope my
family sends a card. Your family threw you a surprise party. Your brother couldn't make it from
out of state. It sounded wonderful!

My case manager sends a report every month to my guardian. It says everything I did wrong
and some things I did right. You are still mad at your sister for calling your Mom after you got
that speeding ticket.

I am learning household skills. You hate housework.

I am learning leisure skills. Your shirt says you are a "Couch Potato."

After I do my budget program tonight, I might get to go to McDonald's if I have enough money.
You were glad that the new French restaurant took your charge card.

My case manager, psychologist, R. N., occupational and physical therapist, nutritionist and
house staff set goals for me for the next year. You haven't decided what you want out of life.

Someday I will be discharged . . . maybe. You will move onward and upward.

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Community Mapping Web Tool

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 Glossary of Common Terms

Terms Definitions
100% healed policies 100% healed policies are when an employer requires an
employee with a disability to have no medical restrictions when
they return to work.

Ableism Discrimination in favor of able-bodied people; discrimination or

prejudice against people with disabilities.

Affirmative Action An action or policy favoring those who tend to suffer from
discrimination, especially in relation to employment or education.

Benefits Counseling and Benefits Counseling and Benefits Analysis: Services provided to
Benefits Analysis assist an individual in understanding the options and possibilities
in order to make an informed choice about going to work. These
services result in a report that reviews a person’s assets and
income to make an informed choice about employment.

Career Seeker Portfolio A job-hunting tool that developed to provide employers a

complete picture of the job seekers experience, education,
accomplishments, skill sets, and potential.

Competitive Job A competitive job is one that exists within a community-based

business or organization, is obtained via a competitive application
process, and pays minimum wage or better.

Custodialism Custodialism is the belief that people with disabilities cannot fully
self-govern, and must have a non-disabled person (or a system)
to act as a guardian or protector.

Customized Employment Customized Employment is a flexible process designed to

personalize the employment relationship between a job
candidate or employee and an employer in a way that meets the
needs of both. It is based on identifying the strengths, conditions,
and interests of a job candidate or employee through a process of
discovery.

Disability Management Disability and absence management is a specific set of human

resource practices designed to help people who acquire a
disability or illness, return to work or stay at work.

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Discovery Discovery is a substitute to comparison-based testing procedures
that utilizes already-existing information rather than information
developed through formal assessment methods. Discovery is
used as a guide for customizing an employment relationship for
an applicant with an employer. This process takes into account
the applicant's entire life experiences rather than single instances
of performance. (A larger description of discovery, and how we
use it can be found in this manual on the page titled “Discovery”)

Economic Development An organization that suggests, promotes, and sometimes funds

Organizations policies and strategies to improve economic conditions within a
specific region.

Employment Competitive employment is work performed in the integrated

labor market in which the individual is compensated at or above
minimum wage, but not less than the customary wage and
benefits paid for the same or similar work performed by
individuals who do not have a disability.

Employment First The philosophy that presumes employability of all people in the
community regardless of disability. Components include:
• Being the first and preferred outcome for working-age youth
and adults with disabilities, including those with complex and
significant disabilities, for whom working in the past has been
limited, or has not traditionally occurred.
• Using typical or customized employment techniques to secure
membership in the workforce, where employees with disabilities
are included on the payroll of a competitive business or industry
or are self-employed business owners.
• Where the assigned work tasks offer at least minimum or
prevailing wages and benefits.
• Where typical opportunities exist for integration and
interactions with co-workers without disabilities, with customers,
and/or the general public.

Employment Supports A set of services that are used to introduce, prepare, monitor,
and facilitate individuals with disabilities to seek and maintain
employment. These may also include supports provided to or by
an employer.

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Employment Support A professional who assists individuals in obtaining and
Professional (ESP) maintaining integrated employment by meeting the needs of
businesses in the community. There are three levels of
certification to become an ESP.

Essential Functions Essential functions are the job responsibilities the person who fills
the job must be able to perform with or without reasonable
accommodation. They are the reason the job exists.

Extrinsic Motivation Extrinsic motivation refers to behavior that is driven by external

rewards such as money, fame, grades, and praise. This type of
motivation arises from outside the individual, as opposed to
intrinsic motivation, which originates inside of the individual.

Federal Contractors or An employer holding a federal contract of 10,000 or more has to

Subcontractors comply with affirmative action rules for people with disabilities.
This includes the mandate to request information about applicant
and employee disability using a form provided by the Office of
Federal Contract Compliance Programs (OFCCP).

Industry Clusters Groups of businesses within a region that share common

markets, technologies, and worker skill needs.

Integrated Work An integrated work environment is one where people with and
Environment without disabilities work side by side in the community

Intrinsic Motivation The undertaking of an activity, such as a hobby, without external

incentive. Also, personal satisfaction derived through self-
initiated achievement.

Job Carving The process of listing the key components of jobs and
employment needs to develop a written proposal for an
employer on how those needs can be met. A proposal typically
includes language identifying job tasks for increased work
efficiencies and the matching of an individual’s skills with
workplace needs. This process can result in either job
restructuring or job creation.

Job Coach/Trainer A professional who provides necessary supports during the initial
employment period to assist the employee to perform their job
tasks to the employer’s specifications and then facilitates the
transition to natural workplace supports while reducing his or her
role.

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Job Developer Professional who matches employers to employees through
pairing targeted business needs with an individual’s transferable
skills.

Learned Helplessness A mental condition in which one becomes unable to help oneself
due to previous failed attempts at controlling one's life; also, a
condition in which a person establishes and maintains contact
with another by adopting a helpless, powerless stance.

Marginal Functions Marginal job functions are tasks that while important, may be
removed as a form of accommodation. Removing them does not
fundamentally alter a position.

Mitigating Measures Mitigating measures are things like medication that control the
symptoms of a disability, assistive or medical technologies that
minimize the impact of disability, or behavioral strategies that
people adopt over time to address challenges associated with
their disability.

Natural Supports Support from supervisors and co-workers occurring in the

workplace to assist employees with disabilities to perform their
jobs, including supports already provided by employers for all
employees. These natural supports may be both formal and
informal, and include mentoring, supervision (ongoing feedback
on job performance), training (learning a new job skill with a co-
worker) and co-workers socializing with employees with
disabilities at breaks or after work.

Person-Centered Person Centered Planning is an ongoing problem-solving process

Planning used to help people with disabilities plan for their future. In
person centered planning, groups of people focus on an
individual and that person's vision of what they would like to do
in the future. This "person-centered" team meets to identify
opportunities for the focus person to develop personal
relationships, participate in their community, increase control
over their own lives, and develop the skills and abilities needed to
achieve these goals. Person Centered Planning depends on the
commitment of a team of individuals who care about the focus
person. These individuals take action to make sure that the
strategies discussed in planning meetings are implemented.

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People First Language People First Language (PFL) represents more respectful, accurate
ways of communicating. People with disabilities are not their
diagnoses or disabilities; they are people, first. (For more
information on ways to describe a disability while using people
first language, please see the page titled “People First Language
by Kathie Snow” included in this manual.)

Positive Personal Profile A way to assess the attributes that will be relevant to a job
search, job match, retention and long-term career development.
It is a way of collecting information from a variety of sources,
including assessments, observations, interviews, and discussions
with the job seekers and with people who know them well.

Quota "Quotas" in affirmative action refer to the mandatory minimum

number people with certain diversity characteristics, that must be
hired or included in an educational program.

Segregated Settings Environments where people with disabilities primarily interact

with other people with disabilities.

Self-Determination Self-determination theory is a macro theory of human motivation

Theory and personality that concerns people's inherent growth
tendencies and innate psychological needs. It is concerned with
the motivation behind choices people make without external
influence and interference.

Sheltered Workshop A place where people with disabilities do contracted work with
support and supervision from a human service agency. These
workers usually earn below minimum wage.

Significant Disabilities Although there is no set definition, a person with a cognitive

disability, a severe persistent mental health condition, or a severe
physical disability might be considered "significantly" disabled.

Social Capital A set of relationships and social ties, with organizations and to
individuals, that can expand one’s choice-making opportunities,
increase one’s options, and lead to a more enriched quality of
life.

Systematic Instruction Materials and instruction are organized to follow the logical order
of the language. The sequence of the instruction proceeds
methodically from the easiest and most basic elements to more
difficult and complex material.

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Task Analysis The process of breaking down a job into smaller steps for the
purpose of teaching the job tasks to an employee in achievable
parts over time.

Vocational Assessment Formal and informal processes used to explore an individual’s

interests, abilities, and aptitudes in order to identify vocational
assets, barriers, support needs and career potential.

Workplace Culture Workplace culture can be defined as the “way of life” for those in
a particular workplace. This has many elements including: laws,
language, fashion, authorities, power relationships, conventions,
conflict management processes, dispute resolution processes.

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