Stoelting Job Observation and Behavior Scale Opportunity for Self Determination Kit

Features

• Stoelting Job Observation And Behavior Scale Opportunity For Self Determination Kit contents: 
  - Manual
  - Package of Record Booklets
• Provides valuable information useful in complying with transitional IEP requirements
• 3 JOBS:OSD subscales include 30 items, which represent critical patterns of performance in work related daily living skills, behavior and job duties and each item asks the employee to self assess both quality of performance and type of support required
• Work required daily living activities subscale assesses:
  - Attendance
  - Punctuality
  - Personal hygiene and grooming
  - Travel
  - Verbal communication
  - Non-Verbal communication
  - Using money
  - Reading
  - Math
  - Self identification
  - Personal schedule
  - Work facilities
• Work required behavior subscale assesses:
  - Stress tolerance
  - Work interactions
  - Social interactions
  - Changes in routine
  - Criticism
  - Initiative
  - Endurance
  - Honesty
• Work required job duties assesses:
  - Quality of work
  - Quantity of work
  - Previously-Learned tasks
  - Learning new tasks
  - Organization of tasks
  - Safety procedures
  - Cleanliness at work
  - Employee motivation
• Age Range: Students and Adults in entry level jobs
• Time required: 20 to 30 minutes
• Authors: Michael P. Brady, Ph. D., Howard Rosenberg, Ed. D. and Michael Frain, Ph. D.

More Information

• This self-assessment is a critical component of success in long-term employment and community living. Information derived from Kit provides employers with a means of making reasonable accommodations for employees, necessary for compliance with the Americans with disabilities act and the rehabilitation act
• It links self-determination to critical vocational behaviors and the support needs of student and adult employees in community employment settings. It allows educators and rehabilitation professionals to understand the perspective of the employee and establishes a communication bridge between supervisors and workers, which reduces workplace ambiguity to establish person specific instruction, training and support programs that comply with transitional IEP requirements under IDEA and with IWRP and ISP requirements under the rehabilitation act
• It is sensitive to change and should be re administered when impending changes in an individual”s job status is expected
• There are 3 methods for interpreting its results:
  - Direct Interpretation: Looking for Red Flags or patterns of response that might indicate response bias
  - Comparison to JOBS: Allows for clear analysis of discrepancies between evaluator ratings and the self evaluation
  - Normative Interpretation: Comparing the individual”s self-assessment against the norms established during standardization
• The JOBS System
  - Teachers, job coaches, rehabilitation specialists and employment professionals make a wide range of decisions that affect the current and future work status of students and adults with special employment needs. These decisions include choices in curriculum models, instructional strategies, career options, job settings and work experiences
  - In the education arena, these decisions culminate in transitional Individual Education Programs (IEP) for every student between the ages of 16 to 21. Students must have the opportunity to participate in the development of their IEPs and transition plans from age 16. In the vocational training arena, there is a requirement to develop Individual Rehabilitation Plans (IWRP) and Individual Support Plans (ISP) for adults with special employment needs. Accreditation bodies, such as CARF, require that employees have continual input into their plans and programs, in terms of training and support
  - The JOBS System incorporates both required models of vocational evaluation. The combination of these assessments allows professionals, students and adult employees to establish whether discrepancies or agreements exist, by comparing the various perceptions of the quality of work performance and the type of support needed to maintain that work quality. The System allows for informed decisions regarding goals and objectives appropriate for IEPs, IWRPs and ISPs, as well as for workplace interventions
  - By combining and comparing the results from JOBS (employer rated) and JOBS:OSD (employee rated) these professionals can establish where discrepancies exist between the quality of an individuals work, and the type of support needed to maintain acceptable quality
• Normative Sample, Reliability and Validity:
  - The normative sample included participants with disabilities, from a broad range of educational, rehabilitation and employment settings. It included both middle and high school students enrolled in special needs transitional programs, as well as adults with special employment needs
  - Participants were employed in entry-level positions and job categories, which included landscaping and agriculture (lawn maintenance, gardening), clerical work (filing, duplicating, telephone answering), assembly and light manufacturing, hotel and restaurant service (food preparation, table bussing, housekeeping, pool maintenance), retail (bagging, stocking, customer service), automotive (washing and waxing, automotive detailing), custodial work and child or geriatric care
  - Test/Re-test Reliability studies established the stability of JOBS:OSD ratings by secondary students and adult employees. The content of the JOBS:OSD items is identical to JOBS items. Content validity for JOBS items was established by linking those items to prior research in the areas of work adjustment, employability, and supported employment. Concurrent validity studies indicate a strong correlation with other measures such as the Brigance Diagnostic Employability Inventory.