Medicaid HCBS Waivers and Supported Employment Pre- and Post-Balanced Budget Act of 1997

West, Michael; Hill, Janet W.; Revell, Grant; Smith, Gary A.; Kregel, John; Campbell, Leanne R.

doi:10.1352/0047-6765(2002)040<0142:mhwase>2.0.co;2

Cited by 11 publications

(8 citation statements)

References 3 publications

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“…This may be the case with congregate day-treatment programs for adults with severe disabilities in light of the professional consensus that this population is usually better served in supported employment settings with people who do not have disabilities (Mank et al, 2000). Nonetheless, most adults with severe disabilities who regularly attend day activities outside their residences continue to participate in congregate daytreatment settings (West et al, 2002). If congregate treatment settings represent the type of service situation for the majority of adults with severe disabilities, it is useful to attempt to ensure that services in these types of settings are as beneficial as possible.…”

Section: Discussionmentioning

confidence: 99%

“…Although professional consensus usually endorses the benefits of communitybased supported employment relative to segregated congregate day programs (Mank, Cioffi, & Yovanoff, 2000;Rusch & Hughes, 1989), most adults with severe disabilities attend day activity centers, sheltered workshops, or adult education classrooms of a congregate nature (Lecher & McDonald, 1996). Further, congregate day-treatment programs continue to be developed around the United States (West et al, 2002).…”

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confidence: 99%

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Improving Day‐treatment Services for Adults With Severe Disabilities: A Norm‐referenced Application of Outcome Management

Parsons

Rollyson

Reid³

2004

J of App Behav Analysis

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We evaluated an outcome management program for working with staff to improve the performance of adults with severe disabilities in a congregate day-treatment setting. Initially, observations were conducted of student task involvement and staff distribution of teaching interactions across students in four program sites. Using recent normative data to establish objective goals for student performance, management intervention was warranted in two of the sites. A six-step outcome management program was then implemented in the two sites. The program involved defining desired student and staff outcomes, systematic monitoring of the outcomes, staff training, and supportive and corrective feedback. The outcome management program was accompanied by increases in student on-task behavior and staff distribution of teaching interactions in both sites. The increases brought the levels of on-task behavior above the normative average; on-task behavior was maintained above the baseline average for over 1 year in both sites. These results are discussed in terms of the benefits of relying on normative data for objectively evaluating and improving service delivery systems. Discussion of future research needs focuses on applying the outcome management program to other settings and services for people with disabilities.

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Section: Discussionmentioning

confidence: 99%

mentioning

confidence: 99%

Improving Day‐treatment Services for Adults With Severe Disabilities: A Norm‐referenced Application of Outcome Management

Parsons

Rollyson

Reid³

2004

J of App Behav Analysis

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“…The purpose of these waivers is to provide services for individuals who would need to live in an institutional setting without these services because of the significant nature of their disability and resulting support needs. For eligible individuals, the Home and Community Based Medicaid Waiver can provide access to supports for community living and employment [28]. The HCBS waiver might be a resource for some individuals with ASD who have more significant support needs.…”

Section: State Developmental Disabilities Agencies and Local Communitmentioning

confidence: 99%

Accessing employment supports in the adult system for transitioning youth with autism spectrum disorders

McDonough¹,

Revell²

2010

Journal of Vocational Rehabilitation

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Effective transition from school to the adult community and employment for youth with Autism Spectrum Disorders (ASD) requires knowledge of an array of state and community agencies and organizations. This paper provided an overview of current research on employment outcomes for persons with ASD, with emphasis on employment outcomes achieved through participation in services provided by State Vocational Rehabilitation agencies. Descriptions are given for the primary providers of employment and related supports in the adult service system for transitioning youth with ASD. Two case study examples are provided detailing the development and implementation of employment plans responsive to the unique needs and abilities of young adults with ASD. Becoming well informed about resources at the community and state level and learning how to network effectively among these resources are emphasized as key to planning and implementing an effective transition program for a youth with ASD.

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“…Despite the recognized advantages of supported work, most adults with severe disabilities (e.g., severe or profound cognitive disabilities and autism) have not benefited from the supported work movement (West, Revell, & Wehman, 1998). Persons with severe disabilities represent at most 10% of workers in supported employment (Mank, Cioffi, & Yovanoff, 1998); the majority of this population work in sheltered settings (Johnson, McGrew, Bloomberg, Bruininks, & Lin, 1997;West et al, 2002).…”

Section: ____________________________________________________________mentioning

confidence: 99%

Enhancing Job‐site Training of Supported Workers With Autism: A Reemphasis on Simulation

Lattimore

Parsons

Reid³

2006

J of App Behav Analysis

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Currently recommended practice in supported work emphasizes training job skills to workers with severe disabilities while on the job. Early behavioral research indicated that skills needed in natural environments could also be trained in simulated settings. We compared job-site plus simulation training for teaching job skills to supported workers with autism to provision of training exclusively on the job. Job-site training occurred in a small publishing company during the regular work routine, and simulation training occurred in an adult education site for people with severe disabilities. Two pairs of workers received training on two job skills; one skill was trained at the job site and the other was trained using job-site plus simulation training. Results indicated that for 3 of the 4 comparisons, job-site plus simulation training resulted in a higher level of skill or more rapid skill acquisition than did job-site-only training. Results suggested that job-site training, the assumed best practice for teaching vocational skills, is likely to be more effective if supplemented with simulation training. Directions for future research include expanding applications of behavioral technologies to other aspects of the current support paradigm.

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Medicaid HCBS Waivers and Supported Employment Pre- and Post-Balanced Budget Act of 1997

Cited by 11 publications

References 3 publications

Improving Day‐treatment Services for Adults With Severe Disabilities: A Norm‐referenced Application of Outcome Management

Improving Day‐treatment Services for Adults With Severe Disabilities: A Norm‐referenced Application of Outcome Management

Accessing employment supports in the adult system for transitioning youth with autism spectrum disorders

Enhancing Job‐site Training of Supported Workers With Autism: A Reemphasis on Simulation

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