David Hagner

“I Do That for Everybody”: Supervising Employees With Autism:

The supervisors of 14 successfully employed individuals With autism Were intervieWed using a semistructured intervieW procedure, supplemented by Worksite observations, to examine their supervisory practices and their perceptions of employees With autism. Supervisors evaluated their employees With autism highly, and qualitative analysis found that a set of specific supervisory accommodation strategies Were commonly associated With successful supervision. These included maintaining a consistent schedule and set of job responsibilities, using organizers to structure the job, reducing idle or unstructured time, being direct When communicating With the employee, and providing reminders and reassurances. Supervisors believed that the assistance they and the individual received from a rehabilitation agency Was critical to successful employment. Implications for advancing the employment of individuals With autism are presented.

Workplace Culture, Social Interactions, and Supports for Transition-Age Young Adults

The role of the workplace and its culture in supporting social inclusion and workplace support for employees with disabilities is discussed and results of a qualitative study of the workplace experiences of 8 young adults with developmental disabilities presented. Data were collected using participant observation and semi-structured interviews. Four characteristics of supportive workplaces were identified: (a) multiple context relationships, (b) specific social opportunities, (c) a personal and team-building management style, and (d) interdependent job designs. The more supportive workplaces had all of these characteristics, suggesting that collectively they represent key features of a supportive workplace culture. Implications for job development and job creation are identified.

Strategies and Barriers in Facilitating Natural Supports for Employment of Adults with Severe Disabilities.

The concept of facilitating natural supports as a resource for obtaining and maintaining employment has received considerable attention, and a number of strategies for facilitating natural supports from an individuals network of family and friends and an employees co-workers and employers on the job have been proposed. Interviews were conducted with key personnel in 17 schools and 16 adult service organizations in Massachusetts to obtain descriptive information regarding which practices are currently used and what barriers exist to the implementation of such practices. Each organization was nominated as representing current best practices. Results indicate wide use of some practices as well as much confusion about the concept of natural supports and the role of human service providers in facilitating involvement.

Outcomes of a Family-Centered Transition Process for Students with Autism Spectrum Disorders.

A three-component intervention was implemented with 47 youth with autism spectrum disorders (ASD) as they transitioned from high school to adult life. The youth, ages 16 to 19 years, were randomly assigned to a Year 1 group or a Year 2 group. Participants in the Year 1 group received a transition planning intervention consisting of (a) group training sessions for families in the transition process, (b) person-centered planning meetings facilitated by project staff, and (c) follow-up assistance with career exploration and plan implementation. Data were collected pre- and post implementation to measure student and family expectations, self-determination, and career decision-making ability. The Year 2 group began receiving services following the second data collection point. Participants in the Year 1 group reported statistically significant increases in all four measured variables, whereas the Year 2 group showed no significant changes. Implications for redesigning transition services for this population are discussed.

Natural Supports in the Workplace: Defining an Agenda for Research and Practice

Although there is a growing consensus that including natural supports in the employment process is an important goal, there is considerable debate about the definition and appropriate role of these supports. This manuscript clarifies and extends current definitions of natural supports and proposes a working model to guide future research and practice. Primary emphasis is placed on natural supports as a desired outcome of successful employment rather than a distinct model for support and as a contributing factor to higher level outcomes such as quality of life. From both a researchers and a practitioners perspective there is a need to shift emphasis from competing models of employment support to developing a better understanding of the relationship between specific job coach interventions and the desired outcome of effective natural support.

Youth With Disabilities in the Criminal Justice System Considerations for Transition and Rehabilitation Planning

Transition-age students with disabilities under the jurisdiction of the juvenile justice system face serious transition and rehabilitation challenges as they reenter the community from youth detention. This article presents the initial outcomes of a demonstration project utilizing the Rehabilitation, Empowerment, Natural supports, Education and Work (RENEW) transition model, a service design that has been successful for nonadjudicated youth with emotional disabilities. Of 33 project participants, ages 14 to 17 at project entry, 67.7% successfully reengaged with education or employment following their release from detention. The results of a qualitative investigation are reported based on interviews with key stakeholders about the factors differentiating successful and unsuccessful outcomes. Implications for refinement of the intervention model with this population are discussed.

Primary and Secondary Labor Markets: Implications for Vocational Rehabilitation

This article reviews theoretical and empirical work in labor economics and the sociology of work relating to the segmentation of the labor market into a primary and a secondary sector and examines the implications for vocational rehabilitation. Demand-side and supply-side factors associated with labor market segmentation and movement of workers from the secondary to the primary sector are reviewed. Transition into primary sector employment is explored as an important aspect of career development for individuals with disabilities. Recommendations for working toward this goal are offered for job development, job analysis, and job training and support.

Transition Services for Youth and Young Adults with Emotional Disturbance: Description and Initial Results of Project RENEW.

The transition from school to adulthood poses a major challenge for youth with emotional disturbance. This article reports the initial results of Project RENEW, a three-year demonstration project funded by the Rehabilitation Services Administration, that provides comprehensive coordination of transition services for youth and young adults with emotional disturbances social/emotional development, community adjustment, education, and employment. The project uses seven major components: (a) personal futures planning, (b) interagency coordination, (c) naturally supported employment, (d) flexible high school programming, (e) social skill building, (f) mentors, and (g) flexible funding to support an individuals successful transition. Results after the first 18 months of RENEW for 16 youth and young adults (ages 16-22) indicated that 15 were successfully employed, 11 had graduated from high school or its equivalent (adult basic education diploma or GED), 3 were working on their high school diplomas, and most were satisfied with their home, work and school situations.

Home Ownership for Individuals with Disabilities Factors in Mortgage Decisions

Owning ones own home has long been a core value in the United States, and in recent years, Americans with disabilities have become increasingly interested in pursuing home ownership. A sample of 148 underwriters rated the probability that an applicant with a disability would be approved for a residential mortgage. Mailed applicant scenarios were randomized across type of disability (physical or developmental), intensity of supports (live-in or occasional), and source of income (earnings or public benefits). Type of disability alone was statistically significant, with approval more likely for the applicant with a physical disability. Respondents also provided explanations of their decision rationale, and these narratives were analyzed qualitatively. Implications for understanding the mortgage application process and for helping individuals with disabilities enter the housing market are discussed.

Meaning of homeownership for individuals with developmental disabilities: a qualitative study.

In-person semi-structured interviews were conducted with 7 homeowners selected by 6 state homeownership programs as representing good examples of homeownership by individuals with developmental disabilities. Recurring themes were found in the choice of a home, advantages and disadvantages of homeownership, handling problems, community relationships, finances, supports, future plans, and homeownership advice. Although the process of purchasing the home was described as lengthy and difficult and ownership brought unexpected problems, these were outweighed by the financial, social, and psychological benefits of owning ones own home. A variety of external factors, including some undue control of the process by service providers and family members, appeared to add to the difficulties homeowners faced. Implications for improvements in homeownership assistance programs are discussed.