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ERIC Number: ED308670
Record Type: Non-Journal
Publication Date: 1987
Pages: 32
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Evaluating Work Performance by Severely Handicapped Students in Work Experience Settings. Working Paper 87-5. COMPETE: Community-Based Model for Public-School Exit and Transition to Employment.
Easterday, Joseph R.; And Others
This paper is a product of Project COMPETE, a service demonstration project undertaken for the purpose developing and validating a model and training sequence that applies the results of previous research and exemplary practices to improved transition services for moderately, severely, and profoundly retarded youth. The paper presents a set of evaluation instruments for students or clients in community work experience settings. The evaluation packet contains four evaluative instruments: (1) Critical Functions Profile; (2) Employer Concern Form; (3) Employer Rating Scale of Worker Performance; and (4) Work Performance Profile. A Yearly Exploration Summary form used to summarize evaluative data for a single learner across one year of work experience placements is also included. The Critical Functions Profile identifies functions necessary to produce required results and also provides a record of the job coach's time commitment. Employers complete the Employer Concern Form frequently to identify social and work performance problems or deficiencies as early as possible. The Employer Rating Scale is a summative instrument requiring comparison of the mentally retarded worker to others doing the same or similar jobs. The Work Performance Profile is completed by the job coach at the end of a work experience placement. (DB)
Publication Type: Guides - General; Tests/Questionnaires
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Indiana State Dept. of Mental Health, Indianapolis.; Office of Special Education and Rehabilitative Services (ED), Washington, DC.
Authoring Institution: Indiana Univ., Bloomington. Center for Innovation in Teaching the Handicapped.