CAS Manual - VA DRS VE Learning Community

Transcription

DORS
Division of Rehabilitation
Services
CAREER
ASSESSMENT
SERVICES
(CAS)
TRAINING MANUAL
Developed by:
Maryland VECAP (Vocational Evaluation and Career
Assessment Professionals (formerly known as VEWAA Vocational and Work Adjustment Association) in
conjunction with the DORS/CRP Advisory Vocational
Services Sub-Committee
2/2001
Rev. 05/02
Rev. 10/05
Rev. 12/05
Contributors to the Training and Manual are:
Lisa Blakeney, CVE .
Lynn Dowd, CVE
Laurie Fayne, CVE
Melissa Hensel, CVE
Chris Hudson
Donna Keegan, CVE
Maureen Keenan, CVE
Pam Leconte, CVE
Mary Piatt, CVE
Pam Winpigler, CVE
Developed in 2/2001
DORS Career Assessment Services Manual
Table of Contents
Titles
INTRODUCTION
CAREER ASSESSMENT
SERVICES (CAS) OPTIONS
Contents
1
2
3
4
5
5A
6
7
8
CAS ASSESSMENT PROCESS
9
9A
9A
9B
10
10A
10B
10C
11
11A
11B
11C
12
13
Title Page
CAS Contributors
Table of Contents
Purpose and Goals
Principles and Competencies
CAS Vendor Process
Essential Elements
CAS Option Descriptions
Itemized
Focused
Exploratory
Community Based
Comprehensive
CAS Checklist
Framework
Assessment Process
Flow Chart
CAS Values Base
Assessment of the Individual
Descriptor
Assessment of the Individual
Chart
Assessment Methods
Verification and Triangulation
Assessment Plan Purpose
Assessment Plan Components
Assessment Plan Example 1
Assessment Plan Example 2
Observing and Recording
Behaviors
Data Synthesis
REPORT WRITING
14
15
16
17
Importance of the Report
CAS Checklist
Report Writing Process
Components of a Good Report
Examples of Reports
16
17
18
19
20
21
22
23
24
25
26
Itemized 1
Itemized 2
Focused 1
Focused 2
Exploratory 1
Exploratory 2
Exploratory 3
Community Based 1
Community Based 2
Comprehensive 1
Comprehensive 2
Appendices
1
2
3
4
5
6
7
8
9
CAS History
CAS Internet Resources
Evaluator Skills Needs
Position Paper
CAS Referral Form
CAS Referral & Review
Process
CAS Vendor Qualification
Checklist
CAS Fees
Glossary
PURPOSE/GOALS OF CAREER ASSESSMENT
Professionals dedicated to the meaningfulness and usefulness of career
assessment (formerly vocational evaluation) services came together in an effort
to ensure uniform definitions, standards and practices and to improve the quality
of assessment services provided to individuals.
Furthermore, it was determined that a greater number of options which fall under
the umbrella of “career assessment” was needed in order to meet the needs of
the individuals served and provide consistency of services throughout the state.
Thus, regardless of where an individual or referral source seeks assessment
services, the primary factors for referral will be:
•
Location of agency
•
Number/variety of options provided by the agency
•
Waiting list
•
Time frame to provide each option
•
Format of report
It is the hope of the team of professionals, who worked diligently on this project,
that this manual will provide the guidelines, resources, format and room for
creativity in order for “trained” professionals to provide quality and uniform Career
Assessment Service Options to the individuals they serve.
Principles of Career Assessment
1.
Using a variety of approaches and methods is essential to provide fair and
accurate career assessment.
2.
Career assessment information (findings) must be verified or triangulated.
3.
Behavioral observation and personal interaction are essential in the career
assessment.
4.
Career assessment is ongoing and developmental.
5.
Career assessment is required to make decisions and develop plans.
6.
Career assessment never stands alone. It represents an integral part of
larger service processes or systems.
7.
To have value, assessment must be used and useful.
8.
Career assessment requires collaboration and several sources of input.
9.
Career assessment and evaluation information must be current, valid and
relevant.
10.
Career assessment and evaluation are grounded in vocational and work
contexts.
11.
Career assessment and evaluation are processes, not products.
12.
Career assessment and evaluation processes are systematic and
organized, but flexible.
The following seven principles serve as guides to best practice across settings.
Guiding Principles
1. A variety of methods, tools and approaches should be used to provide
accurate vocational evaluation and assessment. A broad range of questions
must be posted to determine what makes an individual as well as his/her abilities
and needs unique. Separating an individual’s
attributes into categories such as interest, aptitude, or learning style preferences
help organize the assessment.
2. Vocational evaluation and assessment information should be verified by using
different methods, tools and approaches. Using alternative methods or
approaches to validate findings can usually be achieved by a) observing an
individual’s demonstrated or manifested behaviors, such as performances on
actual work; b) using an individual’s self report or expressed statements; and/or
c) administering some type of survey, inventory or structured interview or test.
3. Behavioral observation is essential in any vocational assessment process.
Behavioral observation (e.g., observing physical performance, social
characteristics, interactions with people and other aspects of the environment)
occurs throughout the assessment process. The observation process can be a)
informal of formal, b) occur in a variety of environments, c) made by a variety of
people and d) should be documented and presented in an objective, non biased
manner.
4. Vocational evaluation and assessment may be an on-going development
process in career development. However, individuals especially those with
disabilities, may need evaluations/assessments of varying degrees given at
different junctures over their career life span.
5. Vocational evaluation and assessment should be an integral part of larger
service delivery systems. Vocational evaluation and assessment should be the
basis for planning needed services, resources and support; therefore, it can be
an integral part of the total service delivery system. Vocational evaluation and
assessment information should be interpreted and conveyed to the consumer as
well as others within the system.
6. Vocational evaluation and assessment requires the collection of input from a
variety of individuals and requires an understanding of how to use the results of
the assessment process. An interdisciplinary team approach allows for effective
use of information, which can be translated into effective planning,
implementation activities (e.g., placement, support services, counseling), and
fulfilled vocational development for consumers.
7. Vocational evaluation and assessment should be current, valid and relevant.
Vocational evaluation and assessment is grounded in career, vocational and
work contexts.
The Interdisciplinary Council on Vocational Evaluation and Assessment strongly
recommends that all individuals providing vocational evaluation and assessment
services demonstrate competency or successful completion of training in
competencies related to each of the guiding principles identified in this document.
They include the following:
Competencies
1. The ability to select, adopt, and/or develop methods, and approaches which
are useful in determining an individual’s attributes, abilities, and needs.
2. The ability to utilize alternative methods and approaches, which can be used
to cross validate information generated from other assessment sources.
3. The ability to conduct formal and/or informal behavioral observation strategies,
which can be integrated in a variety of settings.
4. The ability to collect and interpret ongoing data that can be utilized to promote
successful transition through critical junctures of the individual’s career
development.
5. The ability to interpret vocational evaluation and assessment data in a manner
that contributes to the total service delivery system. Vocational evaluation and
assessment team members must be capable of synthesizing and reporting
formal and informal data in a manner that promotes appropriate planning,
appropriate goal setting, and coordination of needed support services.
6. The ability to function as an effective participant on an interdisciplinary team.
7. The ability to select, implement and integrate evaluation and assessment
approaches which are current, valid, reliable, and grounded in career, vocational
and work contexts.
The Position Paper of The Interdisciplinary Council on Vocational Evaluation and
Assessment - Smith, F., Lombard, R., Newbert, D., Leconte, P., Rothenbacher, C., &
Sitlington, P.
CAREER ASSESSMENT LEVELS of SERVICE
Essential Elements of All Career Assessment Options
Regardless of which assessment option chosen:
1. The participation and input of the consumer is essential and will be included
throughout the process, particularly during each of the following activities:
•
•
•
•
•
Determining the purpose of Assessment
Conducting an initial interview
Developing the individual assessment plan
Reviewing and discussing results
Making recommendations
2. The process will be sensitive to cultural, linguistic, ethnic and other
environment considerations.
3. The process will include vocationally relevant behavioral
observations and temperament factors.
4. Assistive technology needs will be considered in the delivery of
each of the service options.
5. Results will be summarized, synthesized, and interpreted in written
form that is understandable to the individual.
Career Assessment Options
ITEMIZED ASSESSMENT: An individual assessment tool/instrument or method used
to answer a very specific referral question.
Referral question examples:
- What is this person's typing speed?
- What are this person's vocational Interests?
- What is this person's mechanical aptitude?
- What are this person's academic achievement levels?
- What are this person's scores on a practice GED test?
- Based on review of the records, would this individual benefit from an additional
assessment options? Specify which option.
Examples of tools, instruments or methods to be used: achievement tests, aptitude
tests, interest surveys, GED practice test, typing test, learning style inventory, dexterity
assessments, self assessment inventory, observations, records review.
Outcome: A written summary including a brief description of the test/instrument
administered, summary of the results and evaluator/career assessment specialist
observations.
Report Format must include: individual's name, date of birth, social security number,
disability(ies) and associated functional capacities and limitations, referral source,
evaluator/career assessment specialist's name, assessment period, date of report, reason
for referral, vocational accommodations/assistive technology, name of test/instrument
including brief description of tool/instrument or method, summary of results and
evaluator/career assessment specialist observations.
Note: The report format components listed are the minimum required and depending on
the referral question there may be additional components requested and/or needed. See
the enclosed reports for examples of referral questions, reports and components used.
FOCUSED ASSESSMENT: Assessment to determine the feasibility of a specific
chosen career area as a career goal (can include real or simulated work).
- Can this person learn and perform the duties and tasks of a secretary?
- Can this person learn and perform the duties and tasks of a welder?
- Can this person learn and perform the duties and tasks of an auto mechanic?
- Does this person possess the skills, temperaments, and behaviors to work in a
management position?
Examples of tools, instruments and methods that can be used: achievement tests,
aptitude tests, interest surveys, transferable skill analysis, learning style inventories,
commercial or evaluator/career assessment specialist made work samples, facility-based
job try-outs (situational assessment), self assessment inventory(ies), dexterity tests,
review of records, personal interview, career exploration resources, job shadowing,
environmental and/or task analysis, and evaluator/career assessment specialist
observations.
Outcome: A written synthesis including results, evaluator/career assessment specialist's
observations, vocational strengths, needs, and recommendations.
evaluator/career assessment specialist's name, assessment period, date of report, reason
for referral, accommodations/assistive technology, name of tests/instruments including
brief description of tools, instruments, or methods, test results, education, work history
and other background information, transferable skills, vocational strengths, vocational
needs, summary of results, interests and temperaments, knowledge of career information,
job seeking and keeping skills, community and employment supports, learning style
preferences, evaluator/career assessment specialist observations, and recommendations.
Note: Report format components listed are the minimum required and depending on the
referral question(s) there may be additional components needed. See the enclosed reports
for examples of referral questions, reports and components used.
EXPLORATORY ASSESSMENT: A process utilizing career exploration resources
and/or methods designed to provide information on the next step in long range planning
for the individual. Investigation and education in jobs and job clusters, taking into
consideration the individual’s interests, needs, abilities and functional capacities.
- What are this person's vocational strengths, needs and options?
- Does this person's disability have an impact on his/her specified career
objective?
- Are his/her interests aligned with projected labor market needs?
- What are this person's transferable skills?
- What interests are verified by job shadowing?
- Is information gained from career information activities sufficient for career
decision-making?
- What are this person's general aptitude, academic achievements levels and
vocational interests?
Examples of tools, instruments and methods that can be used: achievement tests,
aptitude tests, interest surveys, transferable skill analysis, learning style inventories, self
assessment inventories, dexterity tests, review of records, personal interview, career
exploration resources, job shadowing, limited use of worksamples, evaluator/career
assessment specialist observations.
disability(ies) and associated functional capacities and limitations, education, work
history and other background information, referral source, evaluator/career assessment
specialist's name, assessment period, date of report, reason for referral, vocational
accommodations/assistive technology, name of tests/instruments including brief
description of tool/instrument or method, summary of results, interests and
temperaments, knowledge of career information, job seeking and keeping skills,
community and employment supports, learning style preferences, evaluator/career
assessment specialist observations, vocational strengths, vocational needs, transferable
skills, description of career exploration activities and recommendations.
referral question there may be additional components needed. See the enclosed reports
COMMUNITY-BASED ASSESSMENT: A holistic assessment of an individual's
interests, needs, and abilities in a job/worksite setting located in the community.
Community-based assessment is an umbrella term depicting a category of methods,
which may include:
-
Situational assessment
On-the-job evaluations
Job try-outs or trials
Supported Employment assessment
Referral Questions might include:
- Does this person demonstrate appropriate daily living behaviors in the
community?
- How much support/training would this person need to be gainfully employed?
- Does this person demonstrate appropriate work behaviors on
the job?
Examples of tools, instruments or methods that can be used: real or simulated work to
discover career exploration, learning style, transferable skills, worker traits, social skills,
work behaviors, physical capacities, dexterity/motor skills, direction-following skills, job
readiness and job seeking skills, aptitudes, interests, transportation and community
supports, temperament factors, environmental and/or task analysis, and
accommodations/assistive technology needed to assist individual with learning and
performing the job duties and tasks.
observations, strengths, needs, and recommendations.
Report Format must include: individuals name, date of birth, social security number,
evaluator/career assessment specialists name, assessment period, date of report, reason
for referral, accommodations/assistive technology, name of tests/instruments including
brief description of work site, tools, instruments, and methods, test results, transferable
skills, education, work history and other background information, vocational strengths,
vocational needs, summary of results, name, location and description of assessment site,
interests and temperaments, knowledge of career information, job seeking and keeping
skills, community and employment supports, learning style preferences, evaluator/career
assessment specialist observations, and recommendations.
referral question(s) there may be additional components needed. See the enclosed reports
COMPREHENSIVE CAREER ASSESSMENT: The Comprehensive Career
Assessment is appropriate for individuals with the most significant disabilities who:
would have difficulty handling the reading or motor activity required
to independently perform the paper/pencil assessment activities
typically utilized as part of an Exploratory Career Assessment
have sensory impairments which require significant accommodation to
enable their participation
have never worked or have a significant period of absence from the
work force
due to their disability, require an extended period of observation to
determine their work behaviors
It is also a holistic, broad-based intensive process, which is: grounded in the use of real
or simulated work, individualized, uses a combination of all typical assessment methods
with the possible (but not required) exception of a community-based assessment, and
incorporates a career planning process for an individual who faces the most significant
vocational barriers or challenges.
Referral questions might include:
- Given this individual’s poor work history, what other options are available?
- Due to a severe injury, this individual needs to change careers, what can this
person do?
- This individual does not appear to have any vocational interests and states
he/she has no skills. What can this person do and how much support and/or
training does he/she need to be successfully employed?
Examples of tools, equipment or methods that can be used: real or simulated work,
environmental or task analysis, achievement tests, learning style inventory(ies), analysis
of transferable skills, worker traits, social skills, work behaviors, physical capacities,
dexterity tests/motor skills, direction-following skills, background information, job
readiness and job seeking skills, career exploration needs, aptitudes, interests,
transportation and community supports, temperament factors, and pertinent information
obtained from file review, individual interview, and significant others, career exploration,
community resource surveys, labor market review, etc.
Report Format must include: individuals name, date of birth, social security number,
evaluator/career assessment specialists name, assessment period, date of report, reason
for referral, accommodations/assistive technology, a brief description of work site, tools,
instruments or methods, test results, functional limitations, education, work history and
other background information, vocational strengths, vocational needs, summary of
results, name, location and description of assessment site (if utilized), interests and
temperaments, knowledge of career information, job seeking and keeping skills,
community and employment supports, learning style preferences, evaluator/career
assessment specialist observations, transferable skills and recommendations.
Note: The report format components listed are the minimum required and depending on
the referral question there may be additional components requested and/or needed. See
the enclosed reports for examples of referral questions, reports and components used.
ITEMIZED ASSESSMENT
SERVICE CHECKLIST
ITEMIZED ASSESSMENT: An individual assessment tool/instrument or method used to answer a
very specific referral question.
Content Indicators:
One individual assessment tool, instrument or method was administered to answer a very
specific referral question.
The participation and input of the individual was included throughout the process, particularly
during each of the following activities:
- determining the purpose of the assessment
- developing and modifying the individual assessment plan
- reviewing, discussing, and documenting results
- making recommendations.
The assessment process was sensitive to cultural, linguistic, ethnic, and other environmental
considerations.
The assessment process includes vocationally relevant observations and temperament
factors.
Assistive technology needs are considered in the delivery of the service.
The results are summarized, synthesized, and interpreted in written form.
The report includes/addresses:
individual's name
date of birth
social security number
disability(ies) and associated functional capacities and limitations
referral source
evaluator/career assessment specialist’s name
assessment period
date of report
reason for referral
vocational accommodations/assistive technology
name of test/instrument including brief description of tool/instrument or method
summary of results
evaluator/career assessment specialist observations
11/01
ITEMIZED (Continued)
Quality Indicators:
Timeliness
Was the report received within 14 working days of the completion of the Itemized
Assessment?
Yes _____ No ______
Usefulness
The referral questions were answered or addressed.
The report is written in a positive tone and is person-centered.
The background information or collected data support the recommendations.
The information was presented in a manner that was clearly understandable.
Alternative recommendations were given, when appropriate.
11/01
FOCUSED ASSESSMENT
SERVICE CHECKLIST
FOCUSED ASSESSMENT: Assessment to determine the feasibility of a specific chosen career area
as a career goal (can include real or simulated work).
Content Indicators:
The assessment focused on one job, job cluster or career area.
The tools, instruments and methods that were used focused on the interest factors,
educational, physical and cognitive skills required in that job, job cluster or career area. They
included at least several of the following: achievement tests, aptitude tests, interest surveys,
transferable skill analysis, learning style inventories, commercial or evaluator made work
samples, facility-based job try-outs (situational assessment), self assessment inventory(ies),
dexterity tests, review of records, personal interview, career exploration resources, job
shadowing, environmental and/or task analysis, and evaluator observations.
- conducting an initial interview
- making recommendations
considerations.
factors.
individual's name
date of birth
education
work history
referral source
11/01
FOCUSED (Continued)
assessment period
date of report
reason for referral
name of tests/instruments including brief description of tool/instrument or method
summary of results
interests and temperaments
knowledge of career information
job seeking and keeping skills
job availability in geographic area
community and employment supports
learning style preferences
vocational strengths
vocational needs
transferable skills
recommendations
Quality Indicators:
Timeliness
Was the report received within 14 working days of the completion of the Focused
Assessment?
Yes _____ No ______
Usefulness
11/01
EXPLORATORY ASSESSMENT
SERVICE CHECKLIST
EXPLORATORY ASSESSMENT: A process utilizing career exploration resources and/or methods
designed to provide information on the next step in long range planning for the individual.
Investigation and education in jobs and job clusters, taking into consideration the individual’s
interests, needs, abilities and functional limitations.
Content Indicators:
Numerous tools, instruments and methods were used to explore career options available to the
individual. They include but are not limited to: achievement tests, aptitude tests, interest
surveys, transferable skill analysis, learning style inventories, self assessment inventories,
shadowing, limited use of worksamples and evaluator/career assessment specialist
observations.
The primary focus of the assessment was on psychometrics and the use of career information
materials and systems.
considerations.
factors.
individual's name
date of birth
education
Revised 12/05
EXPLORATORY (Continued)
work history
other background information
referral source
assessment period
date of report
reason for referral
summary of results
vocational needs
transferable skills
description of career exploration activities
recommendations
Quality Indicators:
Timeliness
Was the report received within 14 working days of the completion of the
Exploratory Assessment?
Yes _____ No ______
Usefulness
Revised 12/05
COMMUNITY BASED ASSESSMENT
SERVICE CHECKLIST
COMMUNITY-BASED ASSESSMENT: A holistic assessment of an individual's interests, needs, and
abilities in a job/worksite setting located in the community. Community-based assessment is an
umbrella term depicting a category of methods, which may include:
-
Content Indicators:
The assessment took place in a community setting in which the individual was integrated with
peers without disabilities.
A variety of tools, instruments and methods were used. They included: real or simulated work
to discover career exploration, learning style, transferable skills, worker traits, social skills,
readiness and job seeking skills, aptitudes, interests, transportation and community supports,
temperament factors, environmental and/or task analysis, and accommodations/assistive
technology needed to assist client with learning and performing the job duties and tasks.
considerations.
factors.
individual's name
date of birth
6/03
COMMUNITY BASED
(Continued)
education
work history
referral source
assessment period
date of report
reason for referral
summary of results
name, location and description of assessment site
vocational needs
transferable skills
recommendations
Quality Indicators:
Timeliness
Community Based Assessment?
Yes _____ No ______
Usefulness
6/03
COMMUNITY BASED (Continued)
The assessment took place in a community setting in which the individual was
integrated with those employed competitively at the work site, excluding those
that are employed in an enclave or other specialized placement.
While the individual may or may not be paid, they should be completing tasks
comparable to a competitive position, paying at least minimum wage, with an
official job description.
The individual is instructed in job tasks by someone other than the evaluator.
Includes description of the job duties performed and wage information.
6/03
COMPREHENSIVE CAREER ASSESSMENT
SERVICE CHECKLIST
COMPREHENSIVE CAREER ASSESSMENT: The Comprehensive Career Assessment is
appropriate for individuals with the most significant disabilities who:

would have difficulty handling the reading or motor activity required to independently perform
the paper/pencil assessment activities typically utilized as part of an Exploratory Career
Assessment
have sensory impairments which require significant accommodation to enable their
participation
have never worked or have a significant period of absence from the work force
due to their disability, require an extended period of observation to determine their work
behaviors
It is also a holistic, broad-based intensive process, which is: grounded in the use of real or simulated work,
individualized, uses a combination of all typical assessment methods with the possible (but not required)
exception of a community-based assessment, and incorporates a career planning process for an individual
who faces the most significant vocational barriers or challenges.
Content Indicators:
Documentation will show that the primary focus of the assessment was on the use of real or
simulated work, in terms of the percentage of time (50% or more) and/or the number of
worksamples used.
A wide variety of tools, equipment and/or methods were used including : real or simulated
work, environmental or task analysis, achievement tests, learning style inventory(ies), analysis
of transferable skills, worker traits, social skills, work behaviors, physical capacities, dexterity
tests/motor skills, direction-following skills, background information, job readiness and job
seeking skills, career exploration needs, aptitudes, interests, transportation and community
supports, temperament factors, and pertinent information obtained from file review, client
interview, and significant others, career exploration, community resource surveys, labor market
review, etc.
considerations.
factors.
individual's name
date of birth
Revised 12/05
COMPREHENSIVE (Continued)
education
work history
referral source
assessment period
date of report
reason for referral
summary of results
vocational needs
transferable skills
recommendations
Quality Indicators:
Timeliness
Comprehensive Assessment?
Yes _____ No ______
Usefulness
12/05
Framework for Career Assessment
Appropriate career assessments must encompass collection and synthesis of
information from the following three dimensions.
The Individual
Any attribute or characteristic of an individual which is vocationally relevant,
which does or could potentially interact with various ecologies.
The Ecology
Past, present, and potential environments, circumstances, relationships,
situations, or resources, with which the individual does or could interact.
Congruence
The interactions, compatibilities, and discrepancies between the individual, his or
her attributes, and “ecologies”. This dimension requires making positive matches
between the individual and various ecological options.
Steps of the Career Assessment Process
1.
2.
3.
4.
Identification of Individual – made by DORS Counselor
Selection of Assessment Option – made by DORS and Provider
Referral – made by DORS Counselor
Interview/Intake Interview – conducted by Evaluator
The following list items/tasks are typically included in the
Individualized Career Assessment Planning Process and Assessment.
The entire Assessment Process will include critical observation of
behavior….
-
Work Tasks
Psychometric Testing
Orientation
Work Samples
Transferable Skills Analysis
Personal Interactions
Job/Shop Try-Outs Or Trials
On-The-Job Evaluations
Situational Assessment
Feedback Conference
The Assessment should be followed up with the following items:
-
Report and/or Career Profile
Conferences
Career and Vocational Planning
Implementation of Recommendations
Follow-up of Recommendations
Values Base for Career Assessment
Quality career assessment services must be:

Humanistic
Therapeutic
Holistic
Equitable
A Humanistic Process
First and foremost, the career assessment process is individualized to the needs
of the consumer. This individualization starts by choosing an appropriate level of
assessment service that includes development of an individual career
assessment plan, modification of that plan to include new information discovered
during the assessment process, and results in an assessment report and
recommendations that are unique to the individual. As a humanistic process it is
based on the belief that each person is unique and wants to contribute to society.
Each person has abilities, talents and gifts that if uncovered can lead to finding
meaning and fulfillment in their lives.
A Therapeutic Process
The career assessment process is therapeutic. By learning more about
themselves and the options available to them, consumers are empowered to
make decisions regarding their careers and their lives. It is very much a process
that is done with someone rather than done to someone. Individuals through
their participation gain from the experience, which facilitates their career growth
and personal development. The process is straight forward and honest and
yields positive outcomes.
A Holistic Process
Because not just one part of the person needs to get to work, (one’s whole being
is engaged in the work process), the process has to be holistic in order to be
effective. Life circumstances including family, income needs, transportation,
functional aspects of disability, legal concerns, leisure interests, other service
systems and support networks (as well as a host of other considerations) need to
be taken into account during the assessment process. Recommendations will
likely include specific job outcomes but will also need to include other services
and supports to address individual consumer work-related needs. A quality
career assessment process deals with the whole person and integrates all
environments and life circumstances.
An Equitable Process
Because each consumer is different, the career assessment process must be
flexible enough to meet their unique needs. The type of assessment chosen and
the accommodations provided during the assessment process must be adapted
for the individual. Staff to consumer ratios need to be such that specially
customized services are received by each individual served. Individual time and
attention are needed to accurately understand the consumer and interpret his or
her uniqueness, strengths, needs and goals to others. Valid measures such as
commercially normed work samples and psychometric tools are utilized in
conjunction with observation and informal measures into a process and outcome
that is fair and accurate.
Integrative Assessment of the Total Individual
The following categories describe typical attributes of an individual that
must be assessed to assist in vocational planning and career decisionmaking. All information collected about these attributes should be
vocationally relevant, valid and current. These are the components that
make up the content of an individual’s career assessment.
Information from each of these categories is analyzed, synthesized and
interpreted into an individual vocational profile, which emphasizes
vocational strengths, needs and recommendations for implementation
within the overall career development process. (Leconte & Roebuck,
1984)
Self Concept
Self-concept represents the core of any individual. This core equates
one’s ideas about who he or she is.
Self-image, one’s inner mirror, comprises the way one sees and thinks
about one’s self. (Roebuck, L., 1991). Self-image is often
indistinguishably bound to self-concept, which is reflected via behaviors
and performances, which emanate through the remaining attributes. By
observing self-concept, one’s self-esteem can be better defined, meaning
the feelings both positive and negative, one holds about who he or she is.
(Roebuck, L., 1991)
Behaviors
Behaviors are manifestations of how the person presents him or herself
to the world. Observations of behaviors can lead to true indications of
one’s abilities, interests, unique talents, and needs.
Vocational or Career Interests
Vocational interests comprise what one wants to do, would be happy
doing, and/or dreams of doing in regard to careers, occupations and jobs.
Vocational interests are determined through the following means:
Expressed
Tested
Manifest
Worker Style Preferences or Temperaments
Worker Style Preferences or Temperaments refer to personal traits,
which reflect one’s disposition or responses and choices towards
environments and other individuals. Preferences for working with
people, data or things are tied to one’s temperaments.
Learning Preferences and Styles
Learning preferences and styles entails how one prefers to receive,
organize and use information. Often learning modalities, such as
auditory, visual, kinesthetic and variations of these are associated with
leaning styles. Other characteristics of learning preferences include
environment (light, sound, temperature), emotional (motivation,
persistence) and physical (time of day, mobility) considerations as well
as sociological ones that may involve other people (working with peers
or authority figures) (Dunn & Dunn, 1978)
Developmental Background
Often referred to as background information, it does not refer to a
comprehensive case history, but includes information that is pertinent to
one’s performances and future regarding vocational development.
Background information can include previous work history, vocational
activities, academic performances, vocational implications of disability,
medical, and cultural considerations.
Worker Characteristics
Worker Characteristics include personal traits, values, attitudes,
employability skills and work related behaviors, such as work habits,
social skills and job keeping skills.
Vocational/Occupational Skills
Vocational skills refer to specific technical, industrial/business or other
types of skills that are required in actual occupations of jobs. Sometimes
these are categorized as occupationally specific, a vocational, and
transferable skills.
Vocational Aptitudes
Vocational aptitudes can be defined, as one’s ability to learn something
or one’s potential to learn. More specifically, it represents a person’s
capacity and capability to acquire proficiency within a given amount of
time with formal and/or informal training
Functional/Life Skills
Functional or life skills encompass those skills that an individual needs
to succeed in personal life and in the realms of community and
independent living. (Rothenbacher & Leconte, 1990) Examples of such
skills include financial management, use of transportation, decisionmaking, and problem solving.
Career Assessment:
Integrative Assessment of the Total Individual
Values
Behaviors
Career
Interests
• Tested
• Expressed
• Demonstrated
Worker
Style
Preferences
Career
Aptitude
• General
• Specific
• Performance
Self
Concept &
Self Esteem
(Temperaments)
Disposition to
•Environment
•Individuals
Learning
Style
• Instructional
• Operational
• Response
Career
Skills
• Transferable
• Specific
•Avocational
Worker
Characteristics
• Worker Traits
• Attitude/Values
• Employability
Skills
Background
Information
• Academic
• Medical
• Cultural
Behaviors
Values
Career Profile
Strengths
Needs
Capabilities
Potential
Attain Potential
•
•
•
•
•
Self Guided Individualized Career, Vocational, and Education Planning
Collaboration in Skill Development and Training
Implementation of Career Assessment Recommendations
Support Services--Training, Employment Readiness, Work Experience, Employment Supports
Placement
Methods of Career Assessment
Methods are those techniques, instruments, and activities that are
organized in a systematic way to assist one in the process of gathering
career and vocationally relevant information about him or herself to
facilitate his or her career development, vocational planning, and short and
long-term decision-making. Methods may include the following:
1.
2.
3.
4.
5.
job analysis
training analysis
community mapping and environmental scanning
community resources analysis
support network identification/analysis
6. psychometric testing (e.g., interest inventories, temperament surveys,
aptitude tests, achievement tests, dexterity performance tests, learning
style assessments, values identification surveys, career barriers survey,
mulitiple intelligence questionnaires, etc.)
7. observation and recording of behavior
8. work sampling
9. vocational interviewing
10. review of background information and records
11. employment histories
12. computerized assessment batteries
13. transferable skills analysis
14. physical capacity assessments
15. web-based surveys and occupational exploration
16. situational assessment
17. on-the-job evaluations
18. job shadowing
19. job-try-outs (work trials)
20. functional skills assessment
21. portfolios (electronic or paper with artifacts)
22. career and/or vocational profiling
23. career and/or vocational reporting
VERIFICATION AND TRIANGULATION
Verification and Triangulation of a Career Assessment requires that
the Evaluator obtain information and proof of Expressed,
Tested/Surveyed, and Demonstrated Interests, Aptitudes,
Achievement Levels, strengths, limitations, etc. during the
assessment process. In addition, all information must be current,
relevant and valid. Therefore, an Evaluator can not just take the
expressed interest from an individual and go with only that
information. The Evaluator must also administer a survey and have
the individual perform some aspect of the expressed interest for
verification. This method must be completed with all areas needing
to be assessed.
CAS Assessment Plan
When is the career assessment plan developed?
Initial development of the career assessment plan begins with the
referral. The information from sources is reviewed by the evaluator
and applied to the selection of assessment instruments, strategies and
procedures. The plan is reviewed with the individual prior to the start
of the assessment, with their input incorporated into the plan.
Additional revisions take place as the individual participates in the
assessment process and new areas of ability, interest or need are
identified. As noted by the study group in the Fourteenth Institute on
Rehabilitation Issues (1987), “any plan should be flexible enough to
allow for revisions and adaptations, while not diluting or fragmenting
the original purposes” (p. 56).
The career assessment planning process varies dependent on the
referral question, needs of the individual being serviced, preferences,
training and personal style of the vocational evaluator/career
assessment specialist, the program’s policies and procedures, and the
type of career assessment completed. Suggested basic career
assessment formats follow with additional references.
Career Assessment Planning
Purpose: The career assessment plan provides structure to the career
assessment process. The plan identifies instruments, strategies and
modifications to be used during the evaluation process to answer the
referral question.
What information is needed to develop a career assessment plan?
Referral question(s)
Relevant background information
Medical history and current medical records
Employment history
Psychological or neuropsychological evaluations
Educational records
Intake interview information (from the individual, referral source and
advocates)
Personal preferences and input from the person being served
Daily performance/observations
Who is involved?
The vocational evaluator/career assessment specialist develops the plan
with input from the individual participating in the assessment. The
active participation of the person receiving services is vital to a
successful career assessment. Additional input can be obtained from the
referral source and advocates for the participant.
What is included within a career assessment plan?
The career assessment plan specifically identifies the following:
Questions to be answered through the career assessment
How these questions will be answered
Who will answer these questions
Assistive Technology techniques to be used in the assessment process
Evidence of participation of the individual being served in the career
assessment planning
When is the career assessment plan developed?
Initial development of the career assessment plan begins with the
referral. The information from sources listed above is reviewed by the
evaluator and applied to the selection of assessment instruments,
strategies and procedures. The plan is reviewed with the individual prior
to the start of the assessment, with their input incorporated into the plan.
Additional revisions take place as the individual participates in the
assessment process and new areas of ability, interest or need are
identified. As noted by the study group in the fourteenth Institute on
Rehabilitation Issues (1987) “any plan should be flexible enough to
allow for revisions and adaptations, while not diluting or fragmenting
the original purposes” (p. 56).
The career assessment planning process varies dependent on the
preferences, training and personal style of the vocational
evaluator/career assessment specialist, the program’s policies and
procedures, and the type of career assessment completed. Suggested
basic career assessment planning formats follow with additional
references.
NAME:
CAS Option:
SSN:
DATE OF ASSESSMENT:
Referral Question or Reason for Referral:
Assessed Areas
Method of Measurement / Assessment Tools Used
Academics
Wide Range Achievement Test (Math), Nelson Denny Reading Comprehension, SRA Reading, SRA Math, Records
Aptitude
General Clerical Test, Career Ability Placement Survey, Computer Operator Aptitude Battery
Learning Style
CITE, Wells Concrete Directions, Observation/Interview
Interest
Career Decision Making System, Expressed, Becker Reading Free, Self-Directed Search
Dexterity
Bennett Hand Tool, Purdue, Crawford Small Parts
Career Knowledge
Interview, Questionnaire
Job Seeking & Keeping
Skills
Interview, Questionnaire
Temperaments
Interview, Questionnaire, Observation
Non-Work Needs
Interview
Completion Date
Simulated / Real Work Tasks
Simulated / Real Work Tasks
Accommodations/Assistive
Technology Needs
Physical Endurance
Interview & Observations
Transferable Skills
Interview/Review of Work History
Emotional Stability
Interview/Observations
Interview, Questionnaire, Observations
I agree with goals and plans set in this meeting and agree to work with staff to reach my goals.
Individual Signature:
Date:
Staff Signature:
Date:
Individual Career Assessment Plan
Participant:
Reason for Referral:
Assessment Questions
Dates of Assessment:
Critical Factors
Modifications/
Accommodations
Assistive Technology
Procedures/Tools
The Individual Career Assessment Plan above has been reviewed and agreed upon with the exceptions noted.
Assessment Specialist Signature:
Date: _________________________________
Participant Signature:
Date: _________________________________
Persons
Responsible
K
What I know about myself
W
What I want to know about myself
L
What I learned about myself
Observing and Recording of Performance and Behavior
PURPOSE – The purpose of observing and recording is to “capture” behaviors demonstrated in
the career assessment process that may be important in the development of an individualized
comprehensive assessment profile. Behaviors that identify or relate vocationally in areas such as
these:
• Strengths and aptitudes
• Interests
• Worker traits
• Learning and performance style
• Needs and uniqueness
• Work performances
WHY OBSERVE AND RECORD – Know why you are observing/recording otherwise it will be
haphazard information. What doesn’t make sense is nonsense.
1. Paper and pencil has a better memory.
2. Detailed information is needed for synthesis, making recommendations and reporting.
3. Provide objective, accurate, informal feedback to the client.
4. Help personalize/individualize the report so its not just numbers and figures from norms
– don’t do a disservice to the client.
5. To put performances into context – indicate environment, conditions, antecedents. To
see patterns in client behavior.
6. Keep evaluator on task, attuned, directed.
7. Develop information that is reliable, consistent and can be counted on
8. Make it easier to later write reports.
9. To see if the client has necessary behaviors for particular job training or job – maybe
can’t do something but can do ……; related to job.
10. As predictor of how will perform on the job.
SYNTHESIS AND INTERPRETATION OF CAREER
ASSESSMENT DATA
Synthesis and interpretation of the data collected prior to and throughout the career
assessment is one of the most important aspects of the process. The career assessment
professional should be thoroughly familiar with the different tests, measures and
approaches used during the career assessment and should be prepared to explain what the
test scores mean as well as communicate information based on observations and
demonstrated behaviors. The career assessment specialist may start by reviewing all test
scores, observations and other information gleaned during the career assessment. This data
should all be examined in light of the client's expressed interest and the referral questions
which the career assessment needed to address. The career assessment specialist needs to
formulate answers to all specific referral questions outlined in the career assessment plan.
If two different scores designed to measure the same factor seem contradictory, career
assessment specialists must attempt to find reasons why the scores may be different. They
need to consider differences among the tests, such as test characteristics and norm groups
used, time restrictions of the tests, individual vs. group administration, etc. They must also
consider differences within the individual on different testing days, such as fatigue, stress
level and distractibility. This is one of the many reasons it is important to record
meaningful behavioral observations during each testing session.
Based on synthesis of all data, including the individual's expressed and tested interests,
abilities, behaviors, temperaments, physical capabilities and all other pertinent factors, the
career assessment specialist must then decide on which work areas he or she would
recommend for consideration. He or she must also make decisions regarding what other
services may be needed to enhance the client's employability.
The career assessment should be the basis for planning needed services, resources and
support. Assessment information should be conveyed to the client, referral source and all
other pertinent parties during a staffing (wrap up or informational session). This staffing is
very important and should be held as soon after the last career assessment session as
possible. A team approach at the staffing can allow for effective use of the information,
which can be translated into planning and implementation of a vocational plan. Information
must be conveyed in understandable, functional terms, which all present can understand.
Ideally, the staffing should be held before the final recommendations are written so that
ideas and information presented at the staffing can be incorporated into the
recommendations in the report. The information presented at the staffing should include
strengths, needs and recommendations, but allow room for decision making and lay
groundwork for the next step.
References
Leconte, Pamela, et. al. (1997)"Fundamentals of Vocational Evaluation Practice"- Pre-Conference Workshop at
Eighth National Forum on Issues in Vocational Assessment, Colorado Springs, Colorado
Power, Paul W. (2000) A Guide to Vocational Assessment. 3rd Edition, Pro-Ed.
REPORT WRITING
A career assessment report is one of the most important and
dynamic aspects of the career assessment process. This portion of
our ‘How To Manual" will include: 1) The definition and purpose
of a career assessment report; 2) several articles/handouts on the
"How- To's" of style, process writing, and components that will
help you develop your own reporting style; 3) the necessary
components for each assessment option; and 4) examples of reports.
It is our hope that this information will help you develop a
comprehensive and informative career assessment report that will
reflect the work that you are doing in your particular agency, and
will meet the needs of your consumers and referral sources. This
information alone cannot provide comprehensive training on report
writing. Therefore, we encourage you to develop your skills by
participating in additional training/course work in career assessment
report writing, as well as confer with other vocational evaluators.
The ultimate test in the effectiveness of your report writing is your
referral source. If your referral source indicates that the information
is useful, you will know that you are on the right track in providing
a valuable report.
The career assessment report is the document that communicates
al1 of the individual's experience during the assessment process
and offers recommendations related to employment, training, and
support services. This document serves to organize, synthesize,
analyze, and summarize vocationally relevant information from
an individual's background, their experience during career
assessment, and the desires and concerns that they express
throughout the assessment process. This report should reflect the
interests and concerns of two customers; the individual with the
disability, and the referral source. Reports can be written in any
number of different styles. Regardless of style or format,
however, all reports should effectively communicate:
¾ Answers to referral questions;
¾ Vocationally relevant information;
¾ Individuals’ expressed and demonstrated interests and concerns;
¾ The principles of informed choice.
It must contain all of the items listed on the checklist for the
appropriate service type. See CAS Checklist. Most importantly,
we encourage you to always remain sensitive to the individual
with the disability when writing your reports. Imagine that you
are that that individual--or your child is that individual--with a
hope or a dream for the future. Imagine that prior to participating
in this career assessment that you have been hearing about all of
your limitations and disabilities and this might possibly be the
first experience where you have an opportunity to minimize your
limitations and capitalize on your strengths. Please write
objectively and also positively. Write about negative or sensitive
disabilities and behaviors in terms of areas that your client needs
to develop all improve upon to help him/her be successful on a
job. Please write as if your client were to read every word. With
an effective career assessment report, you have an opportunity to
provide a practical document that can help shape someone's
future.
ITEMIZED ASSESSMENT
SERVICE CHECKLIST
ITEMIZED ASSESSMENT: An individual assessment tool/instrument or method used to answer a
very specific referral question.
Content Indicators:
One individual assessment tool, instrument or method was administered to answer a very
specific referral question.
- making recommendations.
considerations.
factors.
individual's name
date of birth
referral source
assessment period
date of report
reason for referral
name of test/instrument including brief description of tool/instrument or method
summary of results
11/01
ITEMIZED (Continued)
Quality Indicators:
Timeliness
Was the report received within 14 working days of the completion of the Itemized
Assessment?
Yes _____ No ______
Usefulness
11/01
FOCUSED ASSESSMENT
SERVICE CHECKLIST
FOCUSED ASSESSMENT: Assessment to determine the feasibility of a specific chosen career area
as a career goal (can include real or simulated work).
Content Indicators:
The assessment focused on one job, job cluster or career area.
The tools, instruments and methods that were used focused on the interest factors,
educational, physical and cognitive skills required in that job, job cluster or career area. They
included at least several of the following: achievement tests, aptitude tests, interest surveys,
transferable skill analysis, learning style inventories, commercial or evaluator made work
samples, facility-based job try-outs (situational assessment), self assessment inventory(ies),
shadowing, environmental and/or task analysis, and evaluator observations.
considerations.
factors.
individual's name
date of birth
education
work history
referral source
11/01
FOCUSED (Continued)
assessment period
date of report
reason for referral
summary of results
vocational needs
transferable skills
recommendations
Quality Indicators:
Timeliness
Was the report received within 14 working days of the completion of the Focused
Assessment?
Yes _____ No ______
Usefulness
11/01
EXPLORATORY ASSESSMENT
SERVICE CHECKLIST
EXPLORATORY ASSESSMENT: A process utilizing career exploration resources and/or methods
interests, needs, abilities and functional limitations.
Content Indicators:
Numerous tools, instruments and methods were used to explore career options available to the
individual. They include but are not limited to: achievement tests, aptitude tests, interest
surveys, transferable skill analysis, learning style inventories, self assessment inventories,
shadowing, limited use of worksamples and evaluator/career assessment specialist
observations.
The primary focus of the assessment was on psychometrics and the use of career information
materials and systems.
considerations.
factors.
individual's name
date of birth
education
Revised 12/05
EXPLORATORY (Continued)
work history
referral source
assessment period
date of report
reason for referral
summary of results
vocational needs
transferable skills
description of career exploration activities
recommendations
Quality Indicators:
Timeliness
Exploratory Assessment?
Yes _____ No ______
Usefulness
Revised 12/05
COMMUNITY BASED ASSESSMENT
SERVICE CHECKLIST
COMMUNITY-BASED ASSESSMENT: A holistic assessment of an individual's interests, needs, and
umbrella term depicting a category of methods, which may include:
-
Content Indicators:
The assessment took place in a community setting in which the individual was integrated with
peers without disabilities.
A variety of tools, instruments and methods were used. They included: real or simulated work
to discover career exploration, learning style, transferable skills, worker traits, social skills,
readiness and job seeking skills, aptitudes, interests, transportation and community supports,
temperament factors, environmental and/or task analysis, and accommodations/assistive
technology needed to assist client with learning and performing the job duties and tasks.
considerations.
factors.
individual's name
date of birth
6/03
COMMUNITY BASED
(Continued)
education
work history
referral source
assessment period
date of report
reason for referral
summary of results
name, location and description of assessment site
vocational needs
transferable skills
recommendations
Quality Indicators:
Timeliness
Community Based Assessment?
Yes _____ No ______
Usefulness
6/03
COMMUNITY BASED (Continued)
The assessment took place in a community setting in which the individual was
integrated with those employed competitively at the work site, excluding those
that are employed in an enclave or other specialized placement.
While the individual may or may not be paid, they should be completing tasks
comparable to a competitive position, paying at least minimum wage, with an
official job description.
The individual is instructed in job tasks by someone other than the evaluator.
Includes description of the job duties performed and wage information.
6/03
COMPREHENSIVE CAREER ASSESSMENT
SERVICE CHECKLIST
COMPREHENSIVE CAREER ASSESSMENT: The Comprehensive Career Assessment is
appropriate for individuals with the most significant disabilities who:

would have difficulty handling the reading or motor activity required to independently perform
the paper/pencil assessment activities typically utilized as part of an Exploratory Career
Assessment
have sensory impairments which require significant accommodation to enable their
participation
have never worked or have a significant period of absence from the work force
due to their disability, require an extended period of observation to determine their work
behaviors
It is also a holistic, broad-based intensive process, which is: grounded in the use of real or simulated work,
individualized, uses a combination of all typical assessment methods with the possible (but not required)
exception of a community-based assessment, and incorporates a career planning process for an individual
who faces the most significant vocational barriers or challenges.
Content Indicators:
Documentation will show that the primary focus of the assessment was on the use of real or
simulated work, in terms of the percentage of time (50% or more) and/or the number of
worksamples used.
A wide variety of tools, equipment and/or methods were used including : real or simulated
work, environmental or task analysis, achievement tests, learning style inventory(ies), analysis
of transferable skills, worker traits, social skills, work behaviors, physical capacities, dexterity
tests/motor skills, direction-following skills, background information, job readiness and job
seeking skills, career exploration needs, aptitudes, interests, transportation and community
supports, temperament factors, and pertinent information obtained from file review, client
interview, and significant others, career exploration, community resource surveys, labor market
review, etc.
considerations.
factors.
individual's name
date of birth
Revised 12/05
COMPREHENSIVE (Continued)
education
work history
referral source
assessment period
date of report
reason for referral
summary of results
vocational needs
transferable skills
recommendations
Quality Indicators:
Timeliness
Comprehensive Assessment?
Yes _____ No ______
Usefulness
12/05
Career Assessment Report Writing
Process
Profile/Report
•
•
•
Synthesis
Gathered/organized
Categorized
Analyzed
•
•
•
•
•
•
•
Reports
Formatted
Interpreted
Prescriptive
Summarized
Recommendations
Draft
Final
Reader/Individual/
Consumer
•
•
•
•
Report
Positive
Timely
Prescriptive
Relevant
Conference/
Action Plan
Team Meeting
• Planned
• Purposeful
• Sharing
• Client Focus
• Next Steps
Components of a Good Report
• The Purpose of the assessment should be clearly stated early
in work relevant terms
• The internal organization of the report should be clear
• It should be easy to retrieve essential data without wading
through paragraphs, or even pages of text
• Any terms that may be unfamiliar to the reader should be
explained.
• The summary and recommendations should reflect the
initially stated purpose of the assessment and should be stated
in work relevant terms.
Itemized Career Assessment
Interests & Academic Skills
Identifying Information
Name: David Hunter
Address: 555 Farm Stream Lane, Severn, MD 21144
Phone Number: 410-555-5555
Date of Birth: 5/15/86
SSN: 555-55-5555
Referred by: Mary Counselor, Glen Burnie DORS
Assessment Period: July 6, 2004
Date of Report: July 9, 2004
Reason for Referral: David was referred for an Exploratory Assessment to determine appropriate
career goals in line with his career interests.
Summary
David Hunter is an 18 year old man with a history of drug and alcohol abuse, attention deficit
disorder, and academic problems. He was referred for an Exploratory Career Assessment and
participated in one day of assessment on July 6, 2004.
Due to very low reading levels, David was unable to use most of the materials typically involved in
an Exploratory Career Assessment. It was determined that he would be a better candidate for
career assessment through experiential means either via a Focused Career Assessment or a
Community Based Assessment in an area of his interest.
Thus, the focus of this assessment changed to identification of career interests, academic skills
and potential resources to meet David's needs in these areas.
Strengths
David:

is personable
is interested in making changes in his life
Needs
David:

needs experiential methods to explore careers and assess his skills
needs reading remediation
on-going support for drug/alcohol abuse and attention deficit hyperactivity disorder
Recommendations/Resources
1. Further Assessment Though Experiential Means
David was unable to use many of the materials for an Exploratory Career assessment due to his
limited reading skills. He would benefit from further assessment using experiential means.
David could explore Auto Service work through a focused career assessment at WTC in their Tire
Service, Oil and Lubrication program. He could also consider a focused career assessment in
Food Service to determine his potential to learn to be a cook, another of his expressed interests.
A Community Based Assessment, in which David would "try out" these jobs with a local employer,
would be another experiential method to gather relevant information on David's ability and potential
in his areas of interest.
2. Continued Drug & Alcohol Abstinence/Continued Support Services
David used drugs and alcohol as recently as two weeks ago. He would benefit from continued and
consistent treatment efforts to ensure that he maintains drug and alcohol abstinence. Ongoing
participation in Narcotics Anonymous and/or Alcoholics Anonymous or a similar program is
recommended. David's success is contingent upon him remaining drug and alcohol free.
Many if not all of David's prior juvenile charges were related to drug/alcohol use. David recently
turned 18, thus his juvenile record is closed. To maintain a clean record as an adult and to enable
the greatest range of occupational choices to be available to him, David needs to get his drug and
alcohol problem under control.
3. Increase Understanding of /Consider Medical Treatment for ADHD
David received treatment for his ADHD while in school but discontinued medication in the past
several years. Depending upon the employment, training or educational setting he wishes to
pursue, he may benefit from medical intervention in this regard.
David would benefit from increased understanding of his disability, particularly that his pattern of
impulsive behavior, legal difficulty and self-medication with drugs and alcohol are typical of adults
with untreated attentional issues. He may wish to do some reading on this (i.e. have someone
read to him) and/or to participate in an adult support group such as CHADD. See attached.
4. Reading Instruction
David has very limited reading skills. He lacks the basic sound symbol recognition necessary for
effective reading. Based on the academic assessments completed and from observations made
during this assessment, David would benefit from academic remediation focusing on code
knowledge and phonological processing. The Dyslexia Tutoring Program is recommended as a
resource for David in this regard. See attached.
Typically, a psychological evaluation is completed as part of the admissions process for the
Dyslexia Tutoring Program. If for any reason this is not done, it may be beneficial to have a
-2-
neuropsychological evaluation completed to clarify David's abilities and needs. Should David not
be deemed a candidate for the Dyslexia Tutoring Project for any reason, other reading instruction
resources should be explored.
Sue Smith, CVE
Certified Vocational Evaluator
CVE # 55555555
-3-
Career Assessment Tools and Techniques Utilized
Interview
Records Review
Voc Ed Exploration Survey
Self Directed Search
Talent Search
Wide Range Achievement Test (WRAT3)
Woodcock Reading Mastery Tests -- Revised II
Materials Reviewed
DORS Application for Rehabilitation Services - undated
DORS Health Status Self Report - undated
DORS Case Note - 4/22/04
Psychological Evaluation - 6/1/97
Interview
Medical/Psychological
David:

reported a history of drug and alcohol abuse.
last used marijuana and alcohol on his 18th birthday, approximately two weeks ago.
attended Pathways treatment program last year.
has not been attending AA meetings due to working nearly every day.
smokes approximately ½ packs of cigarettes per day.
reported that he has Asthma for which he is prescribed Albuterol.
reported no limitation on what he is able to do physically in regard to work.
Education/Work History
David:

reported that he was in a number of schools in the Anne Arundel County Public School
system and that he got "kicked out almost every year."
last attended 9th grade at North High School.
worked with his mother doing cleaning of office buildings.
presently is working at Skip's restaurant in Severn as a dishwasher. He has worked there
for 3 months.
Personal/Social
David:

resides with his mother and 4 of his 7 siblings in Severn, Maryland.
reported that his parents are divorced but that he has regular contact with his father.
has income through his job as a dishwasher.
reported he has health insurance through his mother.
's hobbies include listening and composing Rap music and playing basketball.
relies on friends/family for transportation. He reported that he is not eligible to get his
-4-
license until age 21.
Interests
David was asked to identify occupational daydreams - jobs in which he was interested but did not
necessarily have the skills, abilities or education to secure at the present time. David expressed
interest in the following occupations:

Cook
Auto Mechanic
Rap Artist
Cleaner
Outside Work
David’s tested interests were measured by the Voc Ed Exploration Survey. This survey required
David to state whether he liked, disliked or needed more information about 150 different jobs in 15
job clusters. His primary interest clusters were Maintenance & Repair and Construction.
The specific jobs David endorsed on this measure as being of interest to him include:

Hotel or Restaurant Manager
Social Worker
Clothing/Home Decoration Designer
Radio/Television Announcer
Coach/Sports Instructor
Dietetic Technician
Child Care Worker
Housekeeper/Cleaner
Precision Machine Operator
Tailor
Tool and Die Maker
Brick/Stone Mason
Electrician
Drywall Installer/Finisher
Road Paving Worker
Equipment Repairer
Auto Body Repairer
Small Engine Mechanic
Auto Mechanic
Woodworker
Assembler
Bakery Machine Operator
Water Treatment Plant Operator
Heavy Equipment Operator
Career Goals
David stated that he would like to become an auto mechanic and a cook. He reported that ideally,
he'd like to own his own auto repair business and have a cafe/grill next door where "people can get
some breakfast while waiting for their car to be fixed."
David identified his greatest personal strength as being "a good people person." He identified his
greatest need as further education and training. David's view of a successful life involves
"sobriety" and "being free" to pursue the kind of work he would like to do.
Academic Skills
David has limited academic achievement. On a standardized measure of his reading achievement,
David achieved a grade equivalent of 2.5 in his word identification skills. He was able to identify
words such as exit, dangerous, and major. David was unable to identify the high frequency word
here, instead identifying it as there. He identified eat as ate, leg as log, sheep as ship, and
everyone as very one.
-5-
His word attack or basic phonics skills were also rated at the second grade level. David responded
very slowly on the decoding activity. He does not have automaticity with sound symbol recognition
and is also unfamiliar with the typical syllable patterns of the English language.
David's overall reading comprehension was rated at the 2.3 grade level. He misinterpreted some
sentences written on a first and second grade level which included picture clues to help with
context.
David's spelling skills were rated at the first grade level. He was accurate in spelling words such
as boy, run and will. He was unable to spell words such as shout, arm or train. David's written
language skills were limited to single words or short phrases to convey his thoughts. Usually these
contained spelling errors.
David was better able to perform mathematical problems. With the use of a calculator, he was able
to do addition, subtraction, and multiplication. David occasionally performed the wrong operation,
performing addition instead of subtraction and multiplication instead of addition. This may have
been due to inattention. David's overall mathematical abilities were rated at the fifth grade level.
Worker Characteristics/Observations
David arrived on time for his scheduled appointment for assessment. He was pleasant and
cooperative.
David was up front about his difficulty with reading, mentioning it to the evaluator at the beginning
of the Exploratory Career Assessment process. Thus reading assessment was undertaken at the
outset to determine what level of written materials he would be able to use, if any. Because his
reading skills are so limited, an assessment focused on hands-on, experiential means would better
meet his needs at this time. David was accepting of participating in a different type of career
assessment.
David was observed to doze off while completing the video-based interest assessment. He
responded to prompting and immediately got back on task. He had no difficulty handling the
recording or reporting associated with this interest survey.
David’s needs for assistive technology were considered during this assessment - it was determined
that he has no needs in this area at this time.
Cultural, Ethnic & Linguistic Considerations
David’s needs in the cultural, ethnic and linguistic areas were considered during this assessment it was determined that he has no needs in this area at this time.
Accommodations, Modifications & Environmental Considerations
David used a calculator for mathematics and was given extra time as needed to complete
assessments. He was read some of the materials but it was determined that in general, the type of
-6-
materials used for an Exploratory Career Assessment would be inappropriate given his limited
academic capabilities.
-7-
Appendix A - Assessment Descriptions and Performance Scores
Self-Directed Search (SDS) - required David to state whether he liked or disliked a variety of
activities and occupations, identify his competencies and evaluate his abilities.
Expressed Interests:

Cook
Auto Mechanic
Rap Artist
Cleaner
Outside Work
SDS Summary Code: N/A - Discontinued
Voc Ed Exploration Survey - required David to state whether he liked, disliked or needed more
information about 150 different jobs in 15 job clusters. The jobs were presented via video and had
a brief description of the job tasks. His primary interest clusters are noted below:
Interests:
• Maintenance & Repair
• Construction
Woodcock Reading Mastery Tests - Revised - provided a diagnostic assessment of several
important aspects of reading. David’s performance was compared with his same age peers.
Subtest
Grade Level
Percentile
Standard Score
Word Identification
2.5
0.1
49
Word Attack
2.5
1.0
67
Word Comprehension
N/A
N/A
N/A
Passage Comprehension
2.3
0.2
57
-8-
Wide Range Achievement Test (WRAT3) - was administered as a measure of David’s academic
skills in the areas of reading (word recognition), spelling and arithmetic. Scores were based on a
comparison with David’s same age peers.
Subtest
Standard
Score
Grade
Equivalent
Reading
N/A
Spelling
Arithmetic
Percentile
Performance
Range
N/A
N/A
N/A
52
1st Grade
0.09
Below Average
76
5th Grade
5
Below Average
(untimed with the
use of a calculator)
-9-
Attachments to the Report
Information on CHADD
Information on the Dyslexia Tutoring Program
- 10 -
Career Assessment Services
Itemized Career Assessment
January 19, 2006
CLIENT: Doe, John
DISCHARGE SUMMARY DATE: 1/11/06
S.S.N.: 123-45-6789
ASSESSMENT PERIOD: 1/11/06
DATE OF BIRTH: 00/0/00
AGE: 21
DISABILITY: Reading Disorder, Math Disorder, Expressive Language Disorder,
Asthma, Depression, Substance Dependence
EVALUATOR:
WTC CASE MANAGER:
REFERRAL SOURCE:
REFERRAL SOURCE PHONE#:
FIELD OFFICE:
WTC SERVICE ITEM OUTCOME:
Mrs. Alphabet Soup, M.Ed.
Rehabilitation Technical Specialist
Ms. Computer Literate
A. Competent Worker, DORS Counselor
410-000-0000
Mt. Royal
Completed
Other services provided concurrent with the vocational evaluation include:
none
REASON FOR REFERRAL:
Mr. John Doe was referred for an itemized assessment in the area of automotive
detailing. He previously completed a comprehensive career assessment in October of
2005 with Alliance, Inc. There were no specific referral questions to be addressed by
this assessment. However, the referring counselor did indicate the following: “Ct rptd
interest in auto detailing program”
FUNCTIONAL CAPACITIES AND VOCATIONAL STRENGTHS: (per
referral/medical information and assessment findings): Intact as to all limbs and digits;
No reported difficulties with mobility, vision, or hearing; Speech appears to be
functional with satisfactory communication skills; Demonstrated the ability to work
independently and follow verbal and demonstrated instructions; Demonstrated
appropriate work behaviors (dress, hygiene, interaction with peers/supervisor,
requesting assistance); Able to use public transportation
2
Doe, John
123-45-6789
Itemized Career Assessment Report
FUNCTIONAL LIMITATIONS: (per referral/medical information and assessment
findings): Does not possess a high school diploma or GED
A discharge conference was held on this date at which time the following
options, which will be supported in the CAS report to follow were discussed.
VOCATIONAL NEEDS/OPTIONS:
1.
Training is being recommended in the area of automotive detailing. Prior to
entering training in this area, Mr. Doe must have a driver’s license.
2.
Mr. Doe indicated to this evaluator that he has a learner’s permit and is trying to
obtain his license. It is recommended to he continue to follow through with this
effort.
3.
Mr. Doe would benefit from continued vocational support services, including
counseling, job seeking skills, placement assistance, and follow-up throughout
his rehabilitation process.
I have talked with my evaluator about my vocational evaluation recommendations.
COMMENTS:
Discharged in absentia due to evaluators absence
______________________________
Client's Signature
Date
______________________________
Date
Rehabilitation Specialist (410)
DISTRIBUTION
Client/Referral Source
Evaluator/Evaluation Supervisor (7/95)
REASONABLE ACCOMMODATIONS/ ASSISTIVE TECHNOLOGY:
3
Doe, John
123-45-6789
For evaluation/training/employment: No accommodations were provided
or requested during his situational assessment.
TEST RESULTS AND OBSERVATIONS:
Validity: The assessments
used were (check all that
apply):
X
Culturally Fair
X
Environmentally Enabling
X
In the Primary Language
X
Disability Valid
ASSESSMENTS/INSTRUMENTS USED:
Review of Pertinent Referral Data/Information/Relevant Records
Consumer Interview/Behavioral Observations
Situational Assessment in the area of automotive detailing
WTC BEHAVIORAL OBSERVATION CHECKLIST:
N.O. = No Opportunity
Appearance
Always
95%+
1. Dresses neatly
X
2. Dresses work appropriately
X
3. Displays personal grooming
X
4. Displays personal hygiene
X
Manual Abilities
Always
95%+
Frequently Sometime
94-70%
s 70-40%
Never
<40%
N.O.
Frequently Sometime
94-70%
s 70-40%
Never
<40%
N.O.
4
1. Uses both hands with ease
X
2. Easily handles large objects
X
3. Easily handles small objects
X
4. Writes easily
X
Dependability
Always
95%+
1. In attendance
X
2. Punctual
X
3. Remains at station or in room
X
4. Only takes scheduled breaks
X
Learning Aptitudes
Always
95%+
1. Follows written instructions
X
2. Follows oral instructions
X
3. Retains instructions
X
4. Learns quickly
X
5. Easily adapts to new tasks
X
Performance Behaviors
Always
95%+
1. Concentrates on task
X
2. Seeks appropriate assistance
X
3. Works independently
X
4. Shows good teamwork
X
5. Is not easily distracted
X
6. Does not distract others
X
7. Shows perseverance
X
8. Shows attention to detail
X
9. Shows initiative
X
Doe, John
123-45-6789
Frequently Sometime
94-70%
s 70-40%
Never
<40%
N.O.
Frequently Sometime
94-70%
s 70-40%
Never
<40%
N.O.
Frequently Sometime
94-70%
s 70-40%
Never
<40%
N.O.
5
10. Accepts supervision
Doe, John
123-45-6789
X
11. Tolerates repetition
X
12. Attends to safety
X
13. Meets time scheduling
X
14. Strives for quality
X
15. Cares for materials/property
X
Personal Interaction
Always
95%+
1. Relates easily to
evaluator/training instructor
X
2. Relates easily to consumers
X
3. No somatic complaints.
X
Frequently Sometime
94-70%
s 70-40%
Never
<40%
N.O.
Automotive Detailing Situational Assessment:
Mr. Doe participated in a one-day situational assessment in the area of automotive
detailing under the direction of training instructor John Skleres. He was assessed on
his ability to detail both the inside and the outside of an automobile. The areas
assessed were his washing methods, rinsing, and drying a vehicle, motivation, interest
in work tasks, following directions, and applying various polishes and waxes.
Instructor feedback indicated that Mr. Doe possessed excellent skills and was very
motivated. He completed all the aforementioned modules for this area of training.
Training is being recommended in this area. Prior to participation in training, Mr. Doe
will need to obtain his driver’s license.
SUMMARY:
Mr. Doe presented as a personable young man. He readily interacted with this
evaluator and staff while at the center. He appears to have a career plan and
conversation with him indicated that he has given thought to his current life situation.
He stated: “I am working on getting my GED. I don’t know how to do much, but I
know I like to clean cars. So, that is where I plan on starting. Once I obtain my GED I
will have more career options available to me and I eventually would like to work my
way up to automotive mechanics.” Mr. Doe was punctual and appeared motivated to
attend his situational assessment. He asked pertinent questions about his assessment
and what he could expect as an end result. Results of his assessment were favorable
6
Doe, John
123-45-6789
and yielded a recommendation for training. Mr. Doe will need to meet training
prerequisites.
WTC/CAS4(2/03)CR
CAREER ASSESSMENT REPORT
Option Selected: Focused
Evaluee: D_____
Date of Birth: April 1, 1955
Hand Dominance: right
Assessment Period: December 19 & 20, 2005
Case #:
Age: 50
Referring Counselor:
Agency: DORS-
REFERRAL QUESTION: “Assessment of vocational interests and evaluation of vocational
skills potential.”
REHABILITATION/EMPLOYMENT CONSIDERATIONS:
During the initial interview, Ms. _____ was asked to describe any diagnoses, illnesses or barriers
to employment she may have. She shared that she has arthritis in both of her knees, the left one
being affected more than the right. She said that she uses a cane when her knees feel weaker but
did not use the cane during her assessment. She also experiences arthritis pain in her left wrist
and neck, sciatica and a slipped disc in her back. Ms. _______ said that she began experiencing
symptoms of her mental illness in 1998. She was working at the Department of Social Services
when she required a hysterectomy. After her surgery, she said she had trouble “getting started”
until the afternoon. She resigned from the job because she thought that she would be fired. Ms.
_______ was diagnosed with Major Depression with Psychosis; however, her only
hospitalization was at Johns Hopkins Bayview in August 2005 for three days, due to
experiencing suicidal ideation. She reported that she was supposed to stay for a longer time;
however, they did not have a bed open for her, so she stayed in the emergency room for her
entire stay and later attended their day program. She said that the hospitalization was precipitated
by concern about her upcoming move as she was worried that her mail would be lost. Her
records indicate that she experienced auditory hallucinations which were negative in nature
saying, “you're messing up again; you can't do it right.” These hallucinations were accompanied
by increased suspicion of people, isolating herself from others, and decreased concentration and
energy. When asked how her conditions affect or restrict her work activities she said, “my
thoughts will close in on me too much. I have to take a break or my thinking will cloud up. I'll
feel frustrated. As long as things are in order for me, I’m all right, but if they're out of order, I
have to regroup all over again.” She said that her physical limitations prevent her from standing
or walking on cement floors for an extended period. She can stand for a maximum of 45 minutes
and can walk approximately five blocks or one half mile before her knees begin to hurt. When
sitting, she needs to stretch her knees periodically. Her ability to bend, stoop, crouch, or walk
downstairs is limited due to excessive pain in her knees. She said that she is able to reach and
handle objects but her left wrist sometimes causes her pain when rotating it. Additionally, she
can not lift heavy objects, but did not know a specific weight limitation. She said that her wrist
does not hurt when she types and she first noticed the pain in July 2005. Ms. _______ is
currently taking Risperdal and Lexapro and sees her therapist weekly. She also participates in
D ___ A____ -
2
the Variety Program at Johns Hopkins Bayview which focuses on stress management and
symptom management.
BACKGROUND SUMMARY:
Ms. _______ is single and has a son, age 27 and a daughter, age 31 with whom she had lived
before her move. She currently lives with her niece and said that it is a little uncomfortable, and
hopes to be able to move back in with her daughter once her daughter’s housing situation is
stable. She said that currently, she does not participate in any leisure activities but she used to
enjoy reading, sewing, bird-watching, bowling and singing. She said, “I don’t have any friends to
go bowling with anymore. She said that she would be interested in finding a bowling league to
make social connections. She identified her son, her daughter and her niece as her primary
support system. Ms. _______ also participates in National Alliance for the Mentally Ill (NAMI)
meetings on Saturdays. She does not receive SSDI but said that she has applied for it. She
currently received Temporary Disability Assistance from DSS which will end in September. Ms.
_______ recently receives Medical Assistance and said that she needs to find doctors that accept
it so that she can schedule a physical. When asked about any legal issues, Ms. _______ said that
she did not complete her taxes in 2003 and got an extension but still did not get them completed.
She said, “I think there is a number I can call [to get help].”
Ms. _______ graduated from Eastern High School in 1972 and did not receive any special
education services. Her favorite classes were French and English and her least favorite classes
were History and Science. While in high school, she attended vocational training to work in
retail sales. In 1988, she attended National Training Systems and studied bookkeeping, typing,
spreadsheets, English and Math. She recently learned MS Word, Excel, PowerPoint and MS
Publisher through a course at the library.
Ms. _______ has been unemployed since October 2004 when she had to quit her job at the Rite
Aid warehouse where she had worked for four years. Her duties consisted of filling orders
(requiring that she constantly stand, reach, lift and handle objects) which caused her excessive
pain in her knees and her left-hand. She explained that the stress of her pain exacerbated her
mental illness. She said that she originally chose the job because it was a night shift and said, “I
didn't know what to do. I had trouble being up early in the morning after my operation, but it
wasn't a good move for me.” Before that she worked at the Department of Social Services as a
case manager in income management for two and a half years. As mentioned previously, she left
the job in 2000 due to difficulty with waking up and getting started in the morning. She said, “I
thought I should resign instead of losing my job.” Before that, Ms. _______ worked in retail
sales at the Hecht Company for three months, and prior to that, worked as an assistant to the
personnel manager for a security company for three years (1993 to 1996). She left the job
because it did not pay a competitive salary for that job. She said that she was also being sexually
harassed on-the-job, but did not report it as he had “gotten away with it several times before.”
Before that, Ms. _______ worked as an office assistant at Epstein's, but left when the store
closed. She said that she had not worked in many years before that as she stayed home to raise
her children. Before starting her family, she worked for four months in a doughnut shop at age
19. She also reported performing some volunteer work as a receptionist at Good Samaritan
Hospital from 1996 to 1997. She participated in her community organization and applied to
volunteer at the library in July 2005, but has not yet received a response from them.
D ___ A____ -
3
When asked which job she most enjoyed, Ms. _______ said, “Administrative assistant work,
keeping files and records straight, providing customer service on the phone, doing accounts
receivable and payroll.” When asked which job she least enjoyed she said, “Retail. I hate the
rotation of the products. When I worked in retail, I passed the time by thinking about writing
stories except when I was doing customer service. I like to give good customer service.” When
asked to describe her vocational strengths and skills, she said, “I give good customer service and
attention to detail. I have good phone answering skills, I’m timely to work and I'm computer
literate.” When asked in what areas she would need to improve in order to be successful in a job,
Ms. _______ said, “My typing skills; they're lacking in speed. With myself personally, my
concentration is getting better. It was bad when I wasn't feeling well. I wasn't feeling good
about myself. I have gained weight and my clothes don’t fit. Things have fallen apart for me. I
try to exercise more, it helps me feel better. I have more energy and clearer thinking when I
exercise.”
Ms. _______ has her driver's license with no points or charges but does not have her own
transportation currently. She said, “I made a mess of that. I thought I was better but I would
forget things. My insurance lapsed and my car was stolen, so I still have to pay for the car but I
don't have it.” She said that she feels comfortable taking the bus and would like to remain in her
local area (in Towson) for training or employment. She would like to work part time as she does
not feel that she could handle full-time work at the present time. When asked about her
vocational goals she said, “Working in a library or bookstore or with birds in a pet shop.
Something quiet; I don't know.” She said that she began looking for clerical positions last year
but felt discouraged as she has been out of the clerical field for a few years. She said that she has
applied to work for the retirement system for firefighters and police officers, a job she found
with the assistance of the Department of Labor Licensing and Registration’s employment office.
She would like to work indoors and earn at least $9 per hour. Ms. _______ said that she would
be open to attending training and said, “I always want to learn something to improve myself and
stay alert. I’d like to learn Spanish.”
Accommodations/modifications requested and/or provided during the assessment: No
accommodations or modifications were requested during this assessment. Ms. _______ was
given instructions in both oral and visual formats. With the exception of the aptitude testing
(which must be performed on a timed basis), assessment tasks were given on an untimed basis.
Breaks were offered as needed.
Accommodations/modifications/environmental
considerations
requested
and/or
recommended for employment or training to enhance capacities: Ms. _______ would
perform best in a quiet, supportive work environment. She would benefit from using her visual
learning style in any training program. She should take notes as needed and create lists and
diagrams to help her learn and remember her job duties.
Specific Cultural, Linguistic, Ethnic and/or Environmental Considerations: These items
were considered by the evaluee and evaluator and none were found to have an effect on the
assessment or employment process.
D ___ A____ -
4
ASSESSMENT OUTCOMES AND EMPLOYMENT IMPLICATIONS
WORKING/LEARNING STYLE PREFERENCES:
The C.I.T.E. Learning Styles Instrument is a self-report questionnaire which identifies the
evaluee’s major and minor learning styles as well as strategies a trainer can use to facilitate this
individual’s learning. Ms. _______’s major learning styles were found to be:
Visual Perception and Visual Skills (language and numerical): Trainer should enlarge print
size; reduce distractions or use fewer problems per page; increase space for writing answers or
provide separate answer sheets; retype materials double spaced or larger; use color codes to
emphasize important information and directions; provide arrows to direct movement in certain
directions; frame, highlight, or outline shapes; have student trace shapes and/or letters. If the
material is visually confusing, outline with a window of construction paper to focus on one part
at a time; color-code topic sentence, instructions and math symbols.
Expressiveness – Written: Trainer should provide illustrations to supplement reading material;
diagram the described response from the learner; use pictures/illustrations directly related to the
material.
GENERAL EDUCATIONAL DEVELOPMENT (GED):
ACADEMIC SKILLS ASSESSMENT: The Survey Battery of the Tests of Adult Basic
Education (TABE) is a series of tests that yield both normed scores and skill and outcomeperformance scores in five areas: Reading, Mathematics Computation, Applied Mathematics,
Language and Spelling for adults with pre-reading skills to adults at the college levels. The
first step in using the TABE was to complete the practice exercise and Locator test to select
the TABE level that would be correct for the evaluee. Based on Ms. _______’s answers on
the Locator, the following TABE levels were selected for administration:
Reading:
Mathematics:
Language:
Level A
Level D
Level A
Level Codes: E=Easy (1.6-3.9 Grade Range) M=Medium (3.6-6.9 GR) D=Difficult (6.6-8.9 GR) A=Advanced (8.6-14.9 GR)
When Ms. _______ finished the Survey Battery of the TABE, her scores were then compared
to the Vocational Technical norm group with the following results:
D ___ A____ -
Area
Reading
Language
Spelling
Math Computation
Applied Math
(Total Math)
Total Battery*
Level
Administered
Percentile
Rank
A
A
A
D
D
D
91
82
97
N/A
73
75
87
5
Grade
Equivalency
12.9+
12.9+
12.9+
N/A
11.0
10.3
12.9+
* Total Battery = Reading + Language + Total Math, divided by 3
INTERESTS/PREFERENCES/TEMPERAMENTS:
According to the Career Decision Making System Interest Survey-Level 1, Ms. _______
scored highest in the Office Operations, Social and the Arts career clusters, and selected
Social/Human Services Assistant, General Office Clerk, Order Clerk and Receptionist as
the positions she would be most interested in pursuing. She stated she would prefer to receive her
training through a short training program at a community college.
The Work Preference Match (WPM) asks the client to check those items that are most critical
for her to feel comfortable in the workplace. (*) Denotes that client ranked this in the top 5 most
important work preferences.
The job must have:
-
attention to detail
variety of duties
having a tangible result, end product
making independent judgments
helping other people
working with data/information
opportunity to continually learn new things
* indoors only
quiet work environment
personally controlled pace
neat/clean work and surroundings
* work set hours
* daytime hours
* part-time only
working independently
earn at least $9 per hour
D ___ A____ -
-
6
earn a wage consistent with other related jobs in the area
opportunity for regular wage increases
receive health insurance and other benefits
* vacation leave
dedication or time on the job is valued
belief in the philosophy/values of the company
job security
The job must not have:
-
hands-on work with tools, materials or machinery
supervising others
influencing others
opportunity to take risks
outdoors only
working in a variety of locations
noisy work environment
job controlled pace
the opportunity to get dirty
exposure to hazardous conditions
exposure to smells/odors
shift work
nighttime hours
work seasonally
have periods of layoff between job assignments
opportunity for overtime
work on commission
wear a uniform for work
long distance travel
APTITUDES:
Aptitudes are the quickness and ease with which a person can learn or do something. The
APTICOM 5B program was used to screen for aptitudes. The Apticom consists of timed tests
which assess aptitudes based on how quickly and effectively a person can complete the given
task compared to a norm group of adults and 11th & 12th grade students.
(DOT LEVEL KEY: Level 1-Above 90th %ile; Level 2-67th to 90th %ile; Level 3-33rd to
67th%ile; Level 4-10th to 33rd %ile; Level 5-Below 10th%ile)
D ___ A____ -
Aptitude
Standard
Tested
Score
Percentile
7
Estimated Ability
& DOT Level
G-General Learning Ability-Understanding instructions, facts and underlying reasoning. Being
able to reason and make judgments. Closely related to school achievement.
99
48
3 Mid Average
V-Verbal Aptitude-Understanding meanings of words and ideas, and the ability to use them to
present information or ideas clearly.
109
67
2 High Average
N-Numerical Aptitude-Doing arithmetic operations quickly and accurately. (calculator not
used)
100
50
3 Mid Average
S-Spatial Aptitude-Looking at flat drawings or pictures of objects and being able to form
mental images of them in three dimension in terms of height, width and depth.
87
25
4 Low Average
P-Form Perception-Observing detail in objects or drawings and noticing differences in shapes.
83
20
4 Low Average
Q-Clerical Aptitude-Observing details and recognizing errors in numbers, spelling, and
punctuation in written materials, charts and tables, and in avoiding errors when copying
materials.
103
56
3 Mid Average
F-Finger Dexterity-Moving the fingers to work with small objects rapidly and correctly.
93
36
3 Mid Average
M-Manual Dexterity-Moving the hands with ease and skill in placing and turning motions.
93
36
3 Mid Average
Clerical Abilities Battery- Assesses the ability to perform various clerical tasks. Norms Used:
Part Time Clerical Workers and Applicants for Clerical Positions.
Copying Information: Measures the ability to copy (by hand) numerical or written information
from one document to another. Time Limit: 5 minutes
Raw Score: 15
Percentile: 15
Using Tables: Measures the ability to use numerical tables to determine costs or rates.
Time Limit: 5 minutes.
Raw Score: 29
Percentile: 25
D ___ A____ -
8
JOB SEEKING AND KEEPING SKILLS ASSESSMENT:
Ms. _______ was asked to complete a job application as though she was actually applying for a
position. The position selected was that of General Clerk. She completed the application very
neatly and thoroughly and included all of the necessary information a potential employer would
need. In the employment history section, in the space provided for the applicant to note her
reason for leaving the job, Ms. _______ wrote, “Illness” or “Resigned due to Illness.” She was
counseled that it is not generally recommended to disclose any kind of disability during the
application process, instead it is recommended that one wait until receiving a job offer and then
disclose a disability only if job accommodations are needed.
Ms. _______ was given assistance with searching for jobs on the Internet and demonstrated the
ability to search for jobs using a variety of sources including Maryland's Job Bank and the
Baltimore County Government employment web site.
Ms. _______ would seem to have effective job keeping skills as can be assessed from her work
history. She has maintained each of her jobs for between 2 ½ and 4 years.
SIMULATED WORK STATIONS AND TASKS:
Proofreading: Assesses the ability to identify errors in two letters using correct copies for
comparison.
Interest: High
Results: High
Ms. _______ scored 93% on the proofreading task and, in addition to demonstrating attention to
detail in locating and correcting mistakes, she was familiar with standard editing symbols.
Computer Keyboarding: Assesses words per minute typed and accuracy.
Interest: High
Results: Average
Ms. _______ typed 35 words per minute with 1 error. A competitive typing rate required for
most clerical positions is 40 -70 words per minute. She was very enthusiastic about increasing
her typing speed and plans to practice on her computer and time herself.
BEHAVIORAL OBSERVATIONS:
Ms. _______ arrived early each day was very neatly dressed and groomed. She displayed a
polite and pleasant but reserved demeanor and also appeared very anxious and worried. She
worked in a quiet, focused manner and demonstrated investment in performing at her best. She
listened attentively to instructions and followed through with verbal and written instructions with
no difficulty. Ms. _______ demonstrated high work stamina and, although she was encouraged
to take breaks, she needed very few and worked at a very effective pace.
It was noted that Ms. _______ seemed to have a negatively skewed perception of her abilities
and presumed that she had performed poorly on her tests. She made several comments during the
course of the evaluation that indicated that her self esteem was quite low. She also reported
feeling depressed and discouraged about looking for jobs but responded very positively to
D ___ A____ -
9
assistance with looking for jobs online. She appeared encouraged to find several jobs for which
she was qualified during our job search.
SUMMARY
Based on the results of this Career Assessment, the following are considered significant for
vocational planning:
EMPLOYABILITY ASSETS:
-
punctual
neatly dressed and groomed
very pleasant and polite demeanor
has driver’s license and is familiar with using public transportation
followed multi-step directions easily in both verbal and written formats
demonstrated willingness to participate in all assessment tasks as well as openness to
feedback given
high school graduate
career training and transferable skills in clerical, retail and social services
long and steady work history
detail oriented, organized and prepared
possessed insight about need for therapy and treatment
academics tested at the college level
tested interests same as stated interests
all aptitudes in the average range with Verbal Aptitude in the high average range
found job information online without difficulty
neatly and thoroughly completed job application
demonstrated knowledge of job seeking skills
demonstrated knowledge of proofreading and editing
identified her family as her primary support system
EMPLOYABILITY NEEDS:
-
continue treatment for diagnosed conditions
obtain training to update computer skills in order to compete successfully for work in
desired field
would benefit from Job Development and Placement assistance
would benefit from receiving financial assistance with transportation i.e. bus tokens
will need sedentary employment with breaks to stand and stretch as needed
would benefit from using her visual learning style in any training situation
may need to obtain clothing for interviews and work
D ___ A____ - 10
RECOMMENDATIONS
At the end of the assessment period, the results were reviewed and discussed with Ms. _______.
Based on that discussion, the following recommendations are offered for consideration:
1.
Ms. _______ should continue treatment for her physical and mental health conditions to
manage symptoms and maintain her stability. As she recently obtained Medical
Assistance, she is attempting to locate doctors that accept the insurance. She should
continue to address issues of self esteem in therapy. It would seem likely that
experiencing success in a job will improve her self esteem as well. She should also
continue to participate in the support groups at Johns Hopkins Bayview and with NAMI
to build social connections and possibly explore joining a bowling league to meet
people with similar interests.
2.
Ms. _______ took a short class in MS Word, Excel, Powerpoint and Publisher at her
local library. She felt that she would benefit from a more in depth class to polish her
skills in these programs. Proficiency in these programs will certainly increase her
competitiveness when applying for any job involving clerical/administrative work.
3.
Ms. _______ would definitely benefit from Job Development, Placement and Retention
services. She voiced some trepidation about searching for a job and said that she had
difficulty maintaining her job search due to her tendency to become discouraged.
During the assessment, we used the internet to locate jobs in her area that fit her
interests and preferences. We also discussed the possibility of her re-applying to work
at the Department of Social Services as she is still eligible for employment there. She
also considered working for other county agencies due to her experience there. In our
search, we also located a job with the county performing finger printing for which there
were three different shifts available, one of which was the night shift. Ms. _______ said
that she had experience with performing fingerprinting and had chosen her last job for
it’s late shift. As she is currently reliant on public transportation, she may not wish to
work the night shift, but she felt encouraged to find a range of positions for which she
was qualified. She expressed particular interest in working in social services in some
capacity or in a library. She also mentioned working in a bookstore or a pet store;
however, it is likely that these jobs would involve standing for much of her shift.
4.
Once Ms. _______ obtains a job, she would benefit from short term off site job
coaching to assist her with managing any issues that arise on the job. Although she has
successfully maintained employment for 2 to 4 years in past jobs, it is felt that this
continued support will give her the best chance of success in her next position. Job
coaching would focus on problem solving, confidence building, communication of any
issues or concerns, etc.
5.
Ms. _______ would benefit from receiving assistance with transportation such as bus
tokens as she is currently living on a very limited income. As she has recently moved to
the Towson area, she has access to public transportation and it was agreed that her case
would be transferred to the Towson DORS office for her convenience.
D ___ A____ - 11
6.
Ms. _______ will need sedentary employment with breaks to stand and stretch as
needed. She reported that she has wrist pain related to her arthritis but said that
currently, it only affects her lifting. If she notices that it (or other physical symptoms)
begin to affect her work when typing or performing other job duties, she should notify
her DORS counselor as she may need an assistive technology assessment.
7.
Ms. _______ would perform best in a quiet, supportive work environment. She would
benefit from using her visual learning style in any training program. She should take
notes as needed and create lists and diagrams to help her learn and remember her job
duties.
8.
Ms. _______ mentioned that she has very little clothing that fits due to a recent weight
gain, thus she may need to acquire some clothing for work and job interviews. She can
obtain business attire at no cost at Suited to Succeed. Information about this resource
including directions and hours of operation is attached to this report.
Attached to this report are job descriptions and requirements for a few jobs for which Ms.
_______ expressed interest. According to Maryland’s Job Bank, the Baltimore County
Government’s Employment website and the Baltimore Sun’s online career search resource, there
were many positions advertised for receptionists and administrative assistants, and a few
positions for social service assistants for which Ms. _______ would be qualified.
Also attached to this report is information from the Job Accommodation Network (JAN) that
may be helpful to Ms. _______ in a work situation and to those who are working with her.
Ms. _______ demonstrated many excellent qualities that will help her to be successful in the job
of her choice. It was a pleasure to work with Ms. _______ and I wish her all the best as she
begins to explore her job options.
___________________________________
Career Assessment Consultant
January 12, 2006
Last day of assessment: December 20, 2005
Report due date: January 11, 2006
Date report mailed: ___________________
Focused Career Assessment
Name: Eric James
Address: 5555 One Way, Severna Park, MD 21146
SSN: 555-55-5555
Referred by: Mary Counselor, Annapolis DORS
Assessment Period: September 14, 2005 & September 22, 2005
Date of Report: October 10, 2005
Reason for Referral: Eric was referred for a Focused Assessment to determine:

his vocational strengths and limitations
his interests, aptitudes and abilities
whether he is capable of part-time or full-time competitive employment.
what his transferable skills are and are there jobs that he can do within the nursing arena
taking into consideration his limitations
Summary
Eric James is a 51-year-old man with a history of chronic pain due to several lumbar spine injuries
and surgeries. He is a registered nurse with an AA degree in nursing from Anne Arundel
Community College. Eric is presently on disability retirement from his job as a State nursing home
surveyor. He reported work history in a variety of nursing areas including quality assurance,
emergency medical care, neurology, intensive care, psychiatry, and burn care.
Eric presently receives pain management services and is treated with medication and a spinal cord
stimulator. He also receives weekly individual counseling. Eric reported that he is limited in what
he can do physically and stated that during the day time he needs the opportunity to lie down
frequently to minimize his discomfort.
Eric expressed the desire to do something that would provide additional meaning in his life. He
enjoys helping others, being mentally challenged and investigating problems. Ideally, he would like
to go back to school to complete a bachelor’s degree. He is presently taking several courses at
Anne Arundel Community College and recently has become particularly interested in learning new
languages.
Eric had difficulty handling the approximately five hours of relatively sedentary activity he was
asked to complete as part of his focused career assessment. Eric did not self-advocate or indicate
that he was having any difficulty with pain management until the end of the day and upon follow up.
Strengths
Eric:

has a degree in nursing and has had a variety of related work experiences
is motivated to find work that will provide him with more meaning in his life

has good family support
has a financial base of support
Needs
Eric:

needs relatively sedentary employment that can be performed primarily at home
needs to increase his self-advocacy – to make his work related needs known
needs to practice disability disclosure
1. Customize Employment/Self-Employment
Eric will need customized employment which enables him to work primarily at home and keeps
driving and time away from home to a minimum. Although Eric cannot guarantee to be anywhere
for particular time periods, he reported that he could be available at his home during set time
periods (to answer calls, etc.). Customized employment would afford him the greatest flexibility to
accommodate his medical schedule as well as fluctuations in his pain level. See attached
information on Customized Employment. Eric may be able to make arrangements for this type of
employment directly with an employer or he may need to become self-employed, securing
employment contracts.
Eric may wish to take short-term training to improve his business skills/knowledge and develop a
business plan. Short term, targeted training is offered through SCORE (Service Corp of Retired
Executives). They offer counseling/mentoring as well as one day seminars on a variety of topics
related to starting and managing a business. The closest SCORE chapter to Eric is in Annapolis.
Eric may also be a candidate for DORS' Project Rise. See attached information on these
programs.
2. Possible Target Areas of Employment
Eric may be a candidate for information providing occupations such as staffing an “Ask a Nurse”
help line or crisis intervention hotline. Calls would need to be routed to a dedicated phone line in
his home. He could also consider providing pre-surgical instructions to patients via telephone.
Eric has some experience in medical writing and he could consider returning to that kind of work.
Although opportunities do exist in this area, they are competitive. See attached information.
Eric may wish to learn website design and target medical website development and/or
maintenance. Employment in this area is highly skill based and requires less in terms of formal
education/training. Typically, a portfolio of personally designed websites is what is needed to
secure work. AACC offers short-term training in website design - see attached information. Note:
Eric would be eligible for free tuition through AACC as he is on disability retirement.
Because Eric has had experience in licensing and compliance, he could consider work in which
would assist nursing homes or other medical facilities in meeting licensing requirements. Eric also
did quality assurance work in the past. This could be considered for the future as well.
-2-
Eric may wish to develop or work for a medical staffing agency, matching qualified workers to
temporary employment vacancies.
Eric could consider securing certification in medical records coding. This type of work is often quite
flexible. Anne Arundel Community College offers a certificate program in this specialty area. See
attached information.
Eric will need to do further exploration to arrive at a career target.
3. Consider pursuit of a bachelor’s degree
Eric expressed a desire to enhance his qualifications for employment by furthering his education.
He will require a degree program that can be done completely at home through distance learning
or with minimal local travel.
Although he expressed a desire to pursue a Bachelor’s degree in nursing, even programs which
offer RN to BSN degrees online require a clinical component – a requirement which Eric would
likely be unable to meet. Eric may be more successful in finding degree programs which can be
completed through distance learning in other areas such as technical writing.
Eric may wish to explore distance education through http://www.petersons.com/distancelearning/
a website dedicated to matching students with educational opportunities that meet their needs and
requirements.
4. Develop Script for Discussing Disability
Information about discussing a disability with a potential employer is attached. Eric should review
this information and apply relevant points to his personal situation in the development of a script for
disability presentation. It will be important for Eric to convey to potential employers that he is at a
stable point medically, his specific needs and also that he will be able to meet the demands of the
work.
Susan Lane, CVE
CVE # 555555555
-3-
Interview
Records Review
Talent Search
Work Preference Match
Values Sort
Myers-Briggs Personality Indicator
Employment Readiness Scale
Job Seeking Skills Assessment
Learning: It's a Matter of Style
Questionnaire on Time
Materials Reviewed
DORS Referral for Career Assessment Services - 8/19/05
Interview
Eric

has had 5 back surgeries including 3 laminectomies of L5-S1 (1988- 1995) and a lumbar
fusion in 2003 with rods/screws inserted. He had additional hardware placed later in 2003.
has chronic pain due to his back problems and is treated with medication (Methadone) and
a spinal cord stimulator.
takes Synthroid for a long-standing thyroid problem and Prozac for depression.
has many restrictions on his physical abilities. He can not lift more that 8 pounds, cannot
climb stairs or pick up things from the floor. During the daytime, he needs the opportunity
to lie down frequently to minimize his discomfort.
regularly sees a pain management specialist and is also receiving individual counseling on
a weekly basis.
Eric

graduated from North High School in 1972 where he had several favorite classes including
History, Science and English.
graduated from Anne Arundel Community College in 1982 with an Associate’s degree in
nursing.
is an RN with an active state license.
worked last in 5/03 for the State of Maryland as a Surveyor, investigating nursing homes.
worked for Burns Manor, a private psychiatric facility, in Quality Assurance for 6 years.
was an Emergency Room Nurse for 5 years.
worked in Neurology, ICU and the Burn Center for Lake City Hospital.
also held various other jobs including laying carpets, driving trucks, shipyard electrician,
and shipyard EMT.
-4-
Personal/Social
Eric

currently lives with his wife and father-in-law.
has 3 grown children.
receives disability retirement and health insurance from the State of Maryland.
currently stays home much of the time. His hobbies include reading and studying
languages.
recently took classes at home on photography, graphic arts, and Polish at AACC.
has a valid driver’s license and a vehicle.
Career Goals
Eric reported a desire to do something in the field of medicine. He ideally would like to take care of
individuals who are poor and who have little access to health care. Eric stated that he has
considered volunteering at a clinic but stated that he is “worried that they’ll come to depend on me.”
Eric stated that due to his back condition and current levels of pain that he cannot guarantee to be
anywhere at particular times. In addition, the duration of time he can spend away from home is
limited. He reported that he lies down frequently during the day to relieve his discomfort.
Eric indicated an interest in having some type of work that would provide more meaning in his life.
He stated that income was not a particular issue as he has disability retirement income through the
State of Maryland.
Eric completed the Employment Readiness Scale, a self rating of his perceived readiness for
employment. On the 7 point scale, Eric gave himself a rating of 4. A rating of 1 indicates lack of
readiness for employment and a rating of 7 indicates complete readiness for employment. The
reasons Eric provided for this rating include "education" and "chronic pain."
Interests
Eric completed an activity in which he had to identify the values most important to him in a career.
His primary value was Moral Fulfillment. He stated, “Because without it, nothing matters.” He also
values Achievement/Accomplishment. He said, “You have to make the world better by being
there.” Additional values which Eric identified as important to him include Creativity, Freedom, and
(being) Helpful.
Eric’s Myers – Briggs type is ISFP (ISFP (Introvert, Sensor, Feeler, and Perceiver). Careers which
match this personality type include many jobs in service related fields. Occupations matching this
personality style include:

Nursing
Storekeeper
Clerical Supervisor
Dental Assistant
Bookkeeper
Cleaning Service Worker
Cook
-5-
For ISFP’s career satisfaction means doing work that:

is consistent with his strong inner values and is something he cares deeply about
is done with others in a supported and affirming climate where he works as a member of a
team
requires attention to detail where he works with real things that benefit other people and
have practical applications
gives him the freedom to work independently but nearby other compatible people where he
doesn’t feel restricted by excessive rules, structure or inflexible operating procedures
lets him be adaptable yet committed, working where he has a sense of purpose and is able
to see an experience actual results of his accomplishments
lets him use his sense of taste and aesthetics to enhance his physical workspace
is done in a quiet cheerful and cooperative setting where interpersonal conflicts are kept to
a minimum
gives him an opportunity to experience personal growth and development
lets him handle problems promptly and simply, offering practical help
does not require him to perform regular public speaking or lead a large group of people he
doesn't know well
According the Work Preference Match, work factors which were important to Eric included having a
job in which:

he would help others
he would be mentally challenged
he could investigate problems
he could teach others
he would work independently
he would not have to do much lifting, standing or walking
he would drive short distances, no more than ½ hour
he would not be required to work on Saturdays
Eric reported a willingness to spend whatever amount of time in training or preparation for
employment. He stated that ideally, he would like to go back to school.
Learning Style
On a learning style assessment, Eric indicated a preference for learning through visual nonverbal
and tactile or kinesthetic means. Visual/Nonverbal indicates that Eric prefers to learn when
information is presented visually and in a picture or design format. In a classroom setting, he
would benefit from instructors who use visual aids such as film, video, maps, and charts.
Tactile/Kinesthetic indicates that Eric prefers to learn new tasks when physically engaged in a
"hands on" activity where he can manipulate materials to learn new information or when he is
physically active in the learning environment. Some learning strategies associated with these
learning styles are included within the appendix of this report.
During this assessment, Eric demonstrated good oral direction following skills. Eric grasped the
instructions for the various tasks he was asked to complete quickly and easily.
Eric completed a questionnaire on time preferences to determine if he had a preferred time for
optimal functioning. On this measure, Eric indicated a preference for late morning or afternoon
-6-
hours.
Transferable Skills
Eric demonstrated the following transferable skills from his prior employment:

assist in examining or treating medical patients
administer injections, medications or treatments
understand properties or composition of drugs
care for mentally ill patients
collect clinical data
communicate technical information
conduct patient assessments
explain testing procedures to patient
follow infectious materials procedures
follow patient observation procedures
make presentations or instruct on topics such as health education or disease prevention
interpret medical laboratory test results
inventory medical supplies or instruments
maintain medical records
use interviewing procedures to obtain information from clients, customers, or patients
take vital signs
use clinical problem solving techniques
use counseling techniques
use knowledge of investigation techniques
use knowledge of medical terminology
use knowledge of nursing terminology
use nursing practices or procedures
approve or disallow application or license
ensure compliance with government regulations
examine documents for completeness, accuracy, or conformance to standards
examine permits or licenses to ensure compliance with requirements
explain government laws, rules, policies or regulations
issue citation or warning for violation of laws
issue licenses or permits
monitor operations to verify conformance to standards and recommend action to ensure
compliance
prepare reports of inspections and rate ability of applicant
write business correspondence
analyze technical data, designs, or preliminary specifications
write or edit written material
ensure correct grammar, punctuation, or spelling
interpret technical information for written materials
maintain records, reports, or files
organize journalistic or literary data
prepare instruction manuals, technical reports or related documentation
set page layout or composition
understand computer equipment operating manuals
Note: The extent to which Eric can perform some of the more physical duties noted above is
limited due to his back injury and pain tolerance.
-7-
Career Awareness & Job Seeking Skills
Eric seems to have a good awareness of career opportunities and their associated requirements.
He was able to identify various sources for finding employment and knew what to do when applying
for job and when interviewing.
To determine how he presented his work history on paper in application for employment, Eric was
asked to complete an employment application. Eric listed "injury" as his reason for leaving his two
most recent jobs. This could potentially be evaluated negatively by a potential employer and/or
Eric may be perceived as unable to work. Ideally, he should leave this blank to give himself the
opportunity to discuss it in an interview.
Eric also failed to answer the question which asked whether he had been convicted of a violation of
the law other than minor traffic violations. From information provided in the interview, Eric could
have appropriately answered this no. A lack of response to this question may unnecessarily
prevent him from being considered for an interview or for a particular job opening.
Eric has not dealt with presenting information about his disability in an interview situation. It will be
necessary for Eric to disclose his disability to make appropriate employment arrangements and to
receive needed accommodations. Information about disability disclosure is attached.
Eric was 10 minutes late for his assessment appointment. He provided his own transportation to
the assessment site at the Annapolis DORS office.
Eric did not notify the evaluator when he was finished with an assigned task. He instead began
reading a book which he had brought with him. When he was encouraged to notify the evaluator of
his completion, he did not do so consistently. Eric did maintain good attention to task and always
worked to completion.
Eric seemed irritable and unhappy with what he was being asked to do as part of the career
assessment process. Only later in the day was it determined that this irritability was due to his
pain level. Eric did not self-advocate or in any way indicate that his pain was a problem at the time.
Eric’s affect was relatively flat. Again, this was likely due to his pain level. Eric was more animated
when talking about his work history. He reported and it was apparent from his conversation that he
greatly enjoyed his various nursing assignments.
Eric participated in approximately 5 hours of relatively sedentary activity. Upon follow up, he
reported that he spent most of that evening and the following day in bed due to his level of pain.
Eric’s needs for assistive technology were considered during this assessment - it was determined
that he has no needs in this area at this time.
-8-
Eric’s needs in the cultural, ethnic and linguistic areas were considered during this assessment - it
was determined that he has no needs in this area at this time.
Eric did not require any modifications or accommodations to fully participate in the career
assessment process. In employment, Eric will need a job that is customized to his need to work
primarily from home. He will need to keep driving and time away from home to a minimum.
-9-
Values Sort - Eric completed an activity in which he had to identify the values most important to
him in a career.
Primary value:
Secondary values:
▪ Moral Fulfillment
▪ Achievement/Accomplishment
▪ Creativity
▪ Freedom
▪ Helpful
Work Preference Match - required Eric to identify temperaments and other factors important to
him in a work situation. Important work factors for Eric include:
▪ helping others
▪ being mentally challenged
▪ investigating problems
▪ teaching others
▪ working independently
Myers - Briggs Personality Indicator - Quick Form required Eric to choose from among two
categories in response to questions about where his energy is naturally directed, what kinds of
information he naturally remembers, how he makes decisions and what kind of environment makes
him most comfortable.
Myers-Briggs Type: I S F P
Learning: It's a Matter of Style - This measure required Eric to identify which statements best
matched his personal preferences. His preferred mode of processing and performing was rated
according to 4 areas.
Predominant learning style: Visual/Nonverbal and Tactile/Kinesthetic
Learning Strategies For The Visual/Nonverbal Learner
1.
Make flashcards of key information that needs to be memorized. Draw symbols and
pictures on the cards to facilitate recall. Use highlighter pens to highlight key words and pictures on
the flashcards. Limit the amount of information per card, so your mind can take a mental "picture"
of the information.
2.
Mark up the margins of your textbook with key words, symbols, and diagrams that help you
remember the text. Use highlighter pens of contrasting colors to "color code" the information.
3.
When learning mathematical or technical information, make charts to organize the
information. When a mathematical problem involves a sequence of steps, draw a series of boxes,
each containing the appropriate bit of information in sequence.
- 10 -
4.
Use large square graph paper to assist in creating charts and diagrams that illustrate key
concepts.
5.
Use the computer to assist in organizing material that needs to be memorized. Using word
processing, create tables and charts with graphics that help you to understand and retain course
material. Use spreadsheet and database software to further organize material that needs to be
learned.
6.
As much as possible, translate words and ideas into symbols, pictures, and diagrams.
Learning Strategies For The Tactile/Kinesthetic Learner
1.
To help you stay focused on class lecture, sit near the front of the room and take notes
throughout the class period. Don't worry about correct spelling or writing in complete sentences.
Jot down key words and draw pictures or make charts to help you remember the information you
are hearing.
2.
When studying, walk back and forth with textbook, notes, or flashcards in hand and read the
information aloud.
3.
Think of ways to make your learning tangible, i. e, something you can put your hands on. For
example, make a model that illustrates a key concept. Spend extra time in a lab setting to learn an
important procedure. Spend time in the field (e. g., museum, historical site, or job site) to gain firsthand experience of your subject matter.
4.
To learn a sequence of steps, make 3"x 5" flashcards for each step. Arrange the cards on a
tabletop to represent the correct sequence. Put words, symbols, or pictures on your flashcards anything that helps you remember the information. Use highlighter pens in contrasting colors to
emphasize important points. Limit the amount of information per card to aid recall. Practice putting
the cards in order until the sequence becomes automatic.
5.
When reviewing new information, copy key points onto a chalkboard, easel board, or other
large writing surface.
6.
Make use of the computer to reinforce learning through the sense of touch. Using word
processing software, copy essential information from your notes and textbook. Use graphics,
tables, and spreadsheets to further organize material that must be learned.
7.
Listen to audio tapes on a Walkman tape player while exercising. Make your own tapes
containing important course information.
Questionnaire on Time - This measure required Eric to respond to true and false statements
about his preferred time for performing tasks.
Predominant time preference: Late morning/Afternoon
- 11 -
Additional Attachments

Information on Disability Disclosure
Job listings in areas related to his interests within a 10 mile radius of his home
Information on SCORE and Project Rise
Information on Customized Employment
Information on AACC Certificate Program in Medical Coding
- 12 -
Name: Xxxxxxxx Xxxxx
Referral Source:
Date of Birth: September 1, 19
Social Security Number:
- Division of Rehabilitation Services
Assessment Type: Exploratory
Assessment Dates: April 28, 30, and May 19, 2003
Date of Report:
Referral Question: What are Mr. Xxxxxs' placement options?
Background Information
Xxxxxxxx graduated from Houstonwood High School in the 1970's (he could not remember the exact
year). He attended the Community College of Baltimore City in the 1970's for one year, but did not have
a major. In 1986, Xxxxxxxx received his Locksmith Certificate from Foley-Belsaw Technical School in
Kansas City, but lost the certificate in a fire, and is hoping to replace it in the near future. Xxxxxxxx
worked at Montgomery Ward Department Store as a Reconditioner in the 1970's and 1980's, but left for a
better job. He then worked for six months at Bethlehem Steel before being laid off in the 1980's. From
then until the early 1990's, Xxxxxxxx worked several jobs as a Construction Laborer, but he could not
remember specific names or dates. For six months in 2000, he worked at the United States Naval
Academy as a Laborer, where his duties include cleaning the construction sites on campus, until he was
referred to inpatient drug treatment. He has worked sporadically as a Laborer for Tops Temporary
Agency, but has been mainly unemployed since 1999.
Xxxxxxxx currently lives by himself in an apartment, through subsidized housing. However, between the
first and last days of the assessment, Xxxxxxxx reported that he was expecting to receive an eviction
notice, as he had not paid his rent in the last month due to a stoppage of his Social Service benefits. He
was planning to go to rent court and pursue assistance through a church or community agency. He had
been receiving Public Assistance of $185.00 per month, but his case was closed at the end of April 2003,
and although he had received a letter informing him that his case was being reconsidered, he had not yet
met with his Social Services Worker. In his spare time, Xxxxxxxx enjoys playing chess and playing the
piano, as well as listening to music. He reported that he relies on his sister, uncle, and Department of
Social Services Worker for emotional support. Xxxxxxxx has a driver's license that was suspended due to
an unpaid ticket, and he does not have a vehicle, so he uses public transportation independently.
Xxxxxxxx's primary diagnosis is Opioid Dependence (Cocaine, Cannabis, and Alcohol Abuse), sustained
full remission. He has also been diagnosed with Hypothyroidism, and swelling in his left ankle, for which
there is no known cause. Xxxxxxxx reported that he has been substance free for three years. He also
reported that due to the swelling in his ankle, he would not be able to stand for more than two hours at a
time, and would not be able to lift more than fifty pounds. He is prescribed Synthroid, Hydrochloric Acid
for High Blood Pressure, and an Albuterol inhaler. Xxxxxxxx attends Narcotics Anonymous on a regular
basis.
Summary
Xxxxxxxx participated in a three-day, Exploratory Assessment in order to determine his placement
options. Xxxxxxxx was originally scheduled to begin his Assessment one week previous to when he
began, but had difficulties with the bus, which made him late, so he did not come in. He then came in on
the second day, but as he had not called and was not able to be reached by phone, the Evaluator was not
in. He agreed to come in the following week. He was early on the first day, but did not come in on the
second day, as he had become locked out of his apartment without identification, and asked to reschedule.
He was early on the third day and rescheduled day. Xxxxxxxx was personable, has a high school
diploma, and held a certificate as a Locksmith. However, his primary barriers to employment were his
lack of experience in his field of interest, his unrealistic vocational expectations, and his unstable housing
situation.
Xxxxxxxx's expressed vocational goal was to work as a Locksmith, in order to utilize the Locksmith
Certificate he received in 1986, but has only used for friends. He was interested in working part-time,
and he initially hoped to make $50,000 per year. However, after researching entry level salaries for
Locksmiths, it was brought to Xxxxxxxx's attention that this was not a realistic expectation. He revised
his interests, and was receptive to suggestions including Custodial Services, Salesperson, and Assembler.
He also expressed an interest in becoming a Welder, but was unsure of his ability to stand for long periods
of time. He preferred a position which would be repetitive but offer a variety of duties, and that allowed
him to work with tools or his hands.
Based on Xxxxxxxx's vocational interests, strengths, limitations, and performance during the assessment,
it is recommended that he continue to attend Narcotics Anonymous, in order to assist him with
maintaining sobriety. He would benefit from participating in an Employee Development Services
(formerly Work Adjustment Training) Program for an extended period of time, including job shadowing
and informational interviewing for positions including Locksmiths, Keymakers, Stocking, and Parts
Assembler. Employee Development Services would also assist Xxxxxxxx with learning budgeting, time
management, and organizational skills, as well as employer expectations. If he needs to receive an
income during Employee Development Services, he would benefit from pursuing a position as a
Custodian or Janitor. After completing Employee Development Services, Xxxxxxxx would benefit from
receiving job development and placement assistance for a part-time position of interest. Once he has been
able to save money from employment, he would benefit from paying his speeding ticket, in order to
reinstate his driver's license, in order to increase his opportunities for employment.
Recommendations
In order to assist Xxxxxxxx with becoming employed and self sufficient, the following recommendations
are suggested:
1.
Xxxxxxxx,
ORS Counselor, any significant others, and
Career
Assessment Specialist, should meet to discuss assessment results. Scheduled for
2.
Xxxxxxxx would benefit from continuing to participate in Narcotics Anonymous to assist him
with maintaining sobriety.
3.
Xxxxxxxx would benefit from participating in an Employee Development Services (formerly
Work Adjustment Training) Program for an extended period of time, to include participation in
job shadowing and/or informational interviewing for a variety of positions such as Locksmith,
Keymaker, Assistant Stock Clerk, and Parts Assembler. Employee Development Services would
also assist Xxxxxxxx in learning budgeting, time management, and organizational skills, as well
as employer expectations.
Recommendations continued…
4.
If Xxxxxxxx needs to receive and income while participating in Employee Development Services,
he would benefit from receiving a part-time position as a Custodian or Janitor.
5.
Once Xxxxxxxx completes Employee Development Services, he would benefit from receiving job
development and placement assistance for a part-time, non-supported position of interest. See list
of accommodations page four.
6.
After receiving employment, Xxxxxxxx would benefit from paying his speeding ticket, and
reinstating his driver's license, in order to increase his opportunities for employment.
7.
Depending on the position he receives, Xxxxxxxx may need assistance obtaining work-related
uniforms, clothing, and/or shoes.
The following job titles correspond to some of the occupations, which match Xxxxxxxx's current interests
and skills:
• Parts Assembler
• Packager
• Information Clerk
• Parts Puller
• Keymaker (in a hardware store)
• Stock Assistant
• Custodian
Functional Strengths:
• High school diploma
• Personable
• Open to suggestion
• Holds Locksmith Certificate
• Above average manual dexterity with tools
• Not easily distracted or frustrated
• Able to follow multi-step oral instructions
Functional Limitations:
• Lack of experience in field of interest
• Unrealistic vocational expectations (making $50,000 per year as a Locksmith without experience)
• Questionable housing situation
• Non-competitive academic scores
• Lack of organizational skills (did not call when he was not able to come in until following day, did not
go to court for speeding ticket, has waited to follow through on pending eviction).
Accommodations/modifications requested and/or provided during the assessment:
• None requested or provided
Accommodations/modifications/environmental considerations requested and/or recommended for
employment or training to enhance capacities:
• Xxxxxxxx would benefit from receiving a position that allows him to sit and stand as needed, with
standing not to exceed two hours.
• Xxxxxxxx should not be required to lift more than fifty pounds.
• Xxxxxxxx would benefit from receiving a position that does not require extensive reading or math
skills.
• Xxxxxxxx would benefit from receiving a position that that is repetitive and requires minimal
decision-making.
Transferable Skills:
• Custodial Skills
Knowledge of Career Information and Job Seeking and Keeping Skills: Xxxxxxxx scored 86% on a
questionnaire regarding job knowledge and seeking skills. He was aware of the requirements of a
Locksmith, but had unrealistic expectations of earnings in the field, as he would be in an entry-level
position. He also had some difficulty choosing a field of interest due to unrealistic training and earnings
expectations. Xxxxxxxx has held many positions in the past, most for approximately six months,
although he did maintain one position for several years. Also, many of the positions Xxxxxxxx has held
were temporary, Custodial Labor positions.
Cultural, linguistic and/or ethnic considerations: None noted or requested.
Job Availability in Geographic Area: According to Sunspot.net, there were several positions available
for Stock Clerks and Parts Clerks, for several of which Xxxxxxxx would be qualified. There was one
position available for a Locksmith, which did not give details of qualifications.
Behavioral Observations: Xxxxxxxx was originally scheduled to participate in an assessment the week
before he began, but due to transportation problems, he was unable to attend the first scheduled day. He
then came in the next day, without calling. Xxxxxxxx was informed that he would have to be rescheduled
for the following week, and he agreed. Xxxxxxxx was on time on the first day of the assessment, but did
not come in on the second day. He called later that morning to say that he'd been locked out of his
apartment without identification, and would have to spend the day making arrangements to get in to his
apartment. He was on time the next day, and scheduled a make-up day. Xxxxxxxx was personable, and
was willing to attempt all tasks presented to him. He maintained a steady work rate throughout the
assessment, and was not easily distracted or frustrated.
Assessment Results and Interpretations
Vocational Interests and Temperaments: According to the Career Decision Making System Interest
Survey-Level 2, Xxxxxxxx scored highest in the Scientific, Arts, and Business career clusters, and
selected Locksmith, Security Guard, and Welder as the positions he would be most interested in pursuing.
Xxxxxxxx selected community college as his future plans. However, after exploration and discussion,
Xxxxxxxx determined that although he would be most interested in utilizing his Locksmith training, it
would be important for him to find work in order to begin to receive an income. Xxxxxxxx was
interested in working in a variety of areas, and was open to suggestions.
Xxxxxxxx's preferred working conditions were to work indoors and outdoors, in a variety of locations,
with his hands, tools, or machinery. He preferred work that required attention to detail, with a variety of
duties, but that was repetitive. He was interested in working part-time, daytime hours, and he was willing
to travel locally. He hoped to earn $50,000.00 per year, to receive health insurance, and one week per
year of vacation.
Intellectual Skills:
•
Test of Adult Basic Education – Survey
Reading-Difficult Level: 12 Raw Score=5.2 Grade Equivalent
Language-Easy Level: 10 Raw Score=2.3 Grade Equivalent
Spelling-Easy Level: 13 Raw Score=4.1 Grade Equivalent
Mathematics Computation-Easy Level: 12 Raw Score, No Grade Equivalent Available
Applied Mathematics-Easy Level: 13 Raw Score=3.3 Grade Equivalent
•
Bennett Mechanical Comprehension: assesses knowledge of mechanical principles and the laws of
physics. Raw Score=3rd percentile, Low for Skilled Trades Jobs, Automobile Company
•
C.I.T.E. Learning Style – Xxxxxxxx's major learning styles were Visual Language and Visual
Numerical (enlarge print size, reduce distractions and use fewer problems, increase space for writing
answers, retype material double spaced or larger, color-code to emphasize important information,
outline or highlight shapes, have individual trace shapes or letters, outline material with window of
construction paper, and color-code topic sentence or direction) and Expressive-Written (provide
illustrations to supplement reading material, diagram described result response, use
pictures/illustrations directly related to material, and use programmed learning to develop written
expression).
Dexterity:
Bennett Hand Tool - Manual Dexterity with Tools - Score: 70th percentile, High Average for
Employees and Applicants in a Manufacturing Company.
Purdue Pegboard - Fine Finger Dexterity without Tools - Score: Low, 1st to 6th percentile for all areas
assessed, based on work rate.
Crawford Small Parts Dexterity – Score: High Average, 65th percentile for Pins and Collars and Low,
3rd percentile for Screws, for Students in a Prevocational Adult Basic Education Class.
Simulated Work Stations and Tasks:
Employment Application: assesses ability to complete an employment application independently.
Interest: N/A
Results: Average
Xxxxxxxx's handwriting was legible, and he attempted to complete each section of the application.
However, he listed Tops Temporary Agency as his only past employment, and did not list any dates of
employment.
Logic Test: assesses ability to complete a pattern given the first characters in its sequence, and complete
math word problems.
Interest: Above Average
Results: Below Average
Xxxxxxxx 33% accuracy, and demonstrated difficulty completing the pattern sequence.
Linear Measurement: assesses ability to measure accurately to 1/16th of an inch.
Interest: High
Results: High
Xxxxxxxx scored 100% accuracy.
Blueprint Reading: assesses ability to read and interpret three view blueprints.
Interest: Above Average
Results: Average
Xxxxxxxx scored 50% accuracy.
Map Reading: assesses ability to identify routes and landmarks given a map.
Interest: High
Results: Above Average
Xxxxxxxx scored 80% accuracy, and maintained a steady work rate.
Order Taking: assesses ability to accurately record orders from a cassette tape.
Interest: High
Results: High Average
Xxxxxxxx completed seven orders in thirty five minutes, and scored 72% accuracy.
It was a pleasure meeting and working with Xxxxxxxx. If there are any questions or concerns regarding
this assessment, please do not hesitate to contact me.
________________________________
Career Assessment Specialist
Exploratory Career Assessment
Name: Joan (name has been changed for confidentiality)
Address: Salisbury, Maryland
Phone Number:
SSN:
Referred by: John Doe- Division of Rehabilitation Services, Salisbury
Assessment Period: December 18 & 19, 2003
Date of Report: January 5, 2004
Reason for Referral: Joan was referred for an Exploratory Career Assessment to determine her
vocational interests, strengths and abilities. Accommodations, supports and training opportunities
were explored to identify appropriate career goals for competitive employment.
Summary
Joan is a forty-six-year-old woman who lives in Salisbury, Maryland. She has a high school diploma
and has completed several health related, college courses at Howard County Community College.
Past work experiences include working as an Office Manager, Medical Office Assistant, and Medical
Assistant, all for a substantial period of time.
Joan is Bi Polar and is recovering from drug and alcohol dependence. She is currently living in
transitional housing and has been sober and clean for the past eight months. Joan also mentioned
that she had Attention Deficit Hyperactive Disorder (ADHD), which affects her ability to sit for long
periods of time.
Joan’s long-term goal is to work with critical care patients in a Hospice setting. She is primarily
seeking financial assistance for formal education and training in a health care profession. Joan feels
that her dedication, loyalty, and being a hard working team player are attributes she can offer an
employer.
Strengths
• Joan works well with others and demonstrated socially appropriate behavior during the
assessment.
• She feels she is very patient, especially with animals, children, and the elderly.
• She is organized, opened minded, and is willing and able to learn new skills.
• Her job retention on past jobs is very good (4 years and 13 years).
• She has a high school diploma.
Needs
• Joan feels that being a perfectionist is a limitation.
• She feels her spelling skills need improvement.
• Joan is in need of support and stability to continue with her recovery from chemical
dependency.
• Joan is in need of reliable transportation.
• She is in need of training, a job, and financial stability.
1. Joan should continue with her treatment and recovery. Joan said she was taking her
medication regularly, participating in counseling and was benefiting from the “support and
stability” of her transitional housing.
2. Joan is in need of reliable transportation. She mentioned she had a car, but needed to pay
for her license and car insurance before she would be able to drive. At this time, Joan would
need to look for training or employment, which is accessible to public transportation.
3. Joan may benefit from a psychological assessment, if she has not already had one.
She appeared psychologically stable during the assessment and interacted appropriately with
others. However, she mentioned she was hospitalized, not too long ago, in September 2003
to get stabilized from her chemical imbalance.
4. Joan should expunge her probation before judgment charge so that it will not appear
on her background report. She should be eligible to file for expungement when either her
probation is over or three years have passed. Information about expungement is included at
the end of this report. Meanwhile, Joan may want to get a copy of her background report so
she can be prepared if an employer asks her about her DUI and drug possession charge.
5. Joan should begin training for a career. Wor Wic Community College offers classes in
Phlebotomy, Nursing, and Radiological Technology. Delaware Tech also offers coursework in
Physical Therapy, Occupational Therapy, and Veterinary Assistant. The commute to Del Tech
would be difficult unless she is able to drive.
6. Joan would benefit from accommodations. She should find employment, which does not
require excessive lifting. She feels she could only lift 50 pounds due to possible arthritis or
osteoporosis. She would benefit from employment, which allows her to be active and does not
require sitting for long periods of time. In addition, she would benefit from additional time to
complete timed tests and activities. Overall, her quality of work is very precise and thorough,
when she is given ample time.
7. Joan should update her resume.
8. Joan should look for jobs that suit her interests, strengths and abilities. It is
recommended that Joan limit herself to working on a part time basis, so she can concentrate
on her education. After training, she is hoping to work full time. Appropriate job choices would
include Medical Assistant, X-ray Technician, Phlebotomist, Physical Therapy Assistant or
Aide, Occupational Therapy Assistant or Aide, Nurse or Nurse Aide, Veterinary Assistant, or
Social and Human Service Assistant. Joan made it clear during the assessment that working
around medicine would not have a negative impact on her recovery. She simply stated she
would not put herself in a bad situation.
9. Joan should be able to find employment on her own, especially after training. Her
primary need is payment for education and training, from the Division of Rehabilitation
Services.
Job Availability in Geographical Area
Healthcare and medical occupations offer a good chance for employment on the Lower Eastern
Shore. Joan is already trained as a Medical Office Assistance, which has good job availability;
however, she would like to find a job, which is more physical.
2
Records Review
Interview
Career Occupational Preference System (COPS)
Career Key
Talent Search
Work Factors Match
Values Sort
Career Exploration
CITE Learning Styles Instrument
Woodcock Reading Mastery Tests – Revised II
Personnel Test for Industry Oral Directions Test
Purdue Pegboard Dexterity Test
Mavis Beacon Typing Program
Nursing Work Sample
Group Interaction and Decision Making Work Sample
Materials Reviewed
DORS Referral Worksheet- John Doe- 12/09/03
DORS Application- John Doe- 12/04/03
DORS Health Status: Self Report- Joan
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Joan stated that she is Bipolar and has Attention Deficit Hyperactive Disorder (ADHD), which
affects her moods and her ability to sit for long periods of time. She denies having any trouble
at past jobs due to her mood disorder. Records also indicate that Joan has Hepatitis C, which
she did not mention during the assessment.
Joan is recovering from alcohol and drug dependence and has been sober and clean for the
past eight months. She is currently living in a halfway house, in Salisbury.
Joan is prescribed Welbutrin (an antidepressant) and Triliptal (a mood stabilizer). She has
health insurance through Medical Assistance.
Joan receives counseling services from the Lower Shore Clinic.
Her most recent hospitalization was in September 2003, at Sheppard Pratt. She stated that
she was imbalanced at the time and needed to get stabilized.
Joan said she is able to perform movements such as walking, stooping, bending, lifting and
carrying up to 50 pounds, with no restrictions. Her file indicated she may have arthritis or
osteoporosis, which was undetectable during the assessment.
Joan completed the 12 grade and received her diploma from Wilde Lake High School in
Columbia, Maryland.
She mentioned she has completed 20-25 credits at Howard County Community College in
health related classes, such as nutrition and crisis intervention. She did not finish college
because she had a child and there was “too much going on”. She also received a certificate
for completing four years of coursework at a religion and philosophy school.
th
3
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Joan worked at Stanton Plumbing Company, as an Office Manager for four years. Duties
included taking appointments, dispatching, accounts payable and ordering office supplies.
She said she was laid off from this job.
Joan worked for thirteen years as a Medical Office Assistant and Medical Assistant. Job
duties included taking claims over the phone, coordinating benefits, quality assurance, giving
injections, taking vital signs, germ and allergy testing, reading EKG’s and ICD-9 medical
coding/ billing. She left this job to work for her friends at Stanton Plumbing.
Joan worked for a Urologist, doing office related work, such as making appointments for
patients, which lasted for two years.
Other jobs included prep work in a restaurant and working for a bank for 6 months, before
leaving to work for the Urologist.
Volunteer experiences include answering phones at crisis hotline for 1 year and helping
individuals with disabilities ride horses.
Joan said her favorite job was working as a Medical Assistant because she liked working with
the people and the doctors.
Personal/Social
Joan has been living in a halfway house for the past two months.
She is separated and has an 11-year-old daughter.
Her hobbies include reading, taking walks, horseback riding, and making crafts.
She receives $125.00 per month in food stamps. She has low rent housing and has applied
for SSDI, which has not yet been decided.
Joan said she does not have a criminal record and has received probation before judgment for
a DUI and for drug possession.
Joan said she had a car, but needed money to pay for her license and insurance. She
currently relies on friends for rides and is able to take public transportation.
Joan said she needs to have a job or volunteer in order to continue living in her low rent
housing.
Interests
Joan was asked to identify occupational daydreams, jobs in which she was interested but did not
necessarily have the skills, abilities or education to secure at the present time. Joan expressed
•
•
•
Working with terminally ill patients such as in a Hospice setting or rehabilitation
Working with children, geriatric patients or the handicapped in a medical field
Working as a veterinarian or wild life rescue
Joan’s tested interests were highest in jobs, which would be classified as Social, Realistic and Artistic.
Career clusters of interest include Skilled Science, Outdoor and Professional Service occupations.
Some jobs which match this interest profile and in which Joan indicated interest include:
Biological Technician
X-Ray Technician
Teacher, Secondary or Voc Ed.
Physical Therapist
Occupational Therapist
Wildlife Agent
Dietician or Nutritionist
Emergency Medical Technician
Medical Assistant
Instructor, Voc. Tech
Nurse
Rehab Counselor
Animal Caretaker
Horse Trainer
School Counselor
Home Health Aide
4
Radiation Therapist
Caseworker
Psychiatric Technician
Social Worker
Veterinary Assistant
Landscape Architect
Respiratory Therapist
Recreation and Fitness Worker
Joan was asked to identify the values, which were most important to her in a work environment.
Primary work values include being Helpful, Achievement/Accomplishment, and Moral Fulfillment.
Other important values include having a Challenge and Working with Others.
Work factors which were important to Joan included having a job in which she would:
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Not have to sit all day
Work with animals, children or the elderly
Interact with people
Believe in the philosophy or values of the job
Help others
Have benefits and health insurance
Dedication or time on the job is valued
Have a variety of duties
Work in close social contact with co-workers
Work at a busy pace
Not have to work with information or data
Work daytime hours
Abilities
Joan demonstrated the following abilities:
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Word identification skills on the post high school level. She is able to read words such as
taupe, expostulate, and heterogeneous. Her reading comprehension was also rated on the
post high school level (grade level 16.9).
Spelling skills are average, on the high school level. She is able to spell words such as
recognize, anxiety, and lucidity.
Mathematical skills are in the low average range on the 7th grade level. She is able to solve
problems, which involve multiplication, division, decimals, and some fractions.
Oral direction following ability was rated as below average. It should be noted that Joan’s
preferred mode of learning is visual (reading or seeing directions).
Fine motor/finger dexterity was rated in the average range for using her dominant, nondominant and both hands. Her ability to assemble small pieces was rated in the above
average range.
Aptitudes, which were tested include Language Usage, Perceptual Speed and Accuracy and
Spatial Relations. Joan’s timed scores rated below average. However, when time was not a
factor and she was given a few extra minutes, she did very well, scoring above average in
each area.
Typing speed (her best words per minute) was scored at 33 words per minute with 100%
accuracy.
Joan demonstrated the ability to accurately use a blood pressure cuff and stethoscope to take
a blood pressure. She is also able to count respirations and take a pulse. In addition, she
scored a 90% on a nursing task, which required her to answer challenging questions using a
college level nursing study guide. Joan appears to understand medical terminology and
abbreviations.
Joan is able to complete an employment application independently and she has a good
understanding of the skills and behaviors needed to get and keep a job.
5
Learning Style
Joan expressed that she preferred to have a combination of written and oral explanation, however if
she had to choose only one, it would be written instruction. Joan’s tested learning styles were highest
in Visual Language (preferring to see words in books or charts), Visual Numerical (preferring to see
numbers written) and Kinesthetic-Tactile (preferring to learn through bodily sensations and hands-on
instruction).
Joan demonstrated a good understanding of the skills and behaviors needed to get and keep a job.
The only questions she missed were in regards to it being ok for an employer to ask whether a person
has a disability or physical limitation, in which she responded “true”. Joan said she would use the
newspaper, computer and employment agencies to find a job. She knew what a resume was and
said she had one but it needed to be updated. When asked how she would act in an interview, she
responded “outgoing, courteous, interested and prepared”. Joan said she would wear a skirt, top,
stockings and heels or a suit to an interview.
Joan demonstrated that she is able to complete an employment application independently and neatly.
However, she left the reference section blank. When asked about concerns in finding a job, Joan
said, “I could probably find any job I am qualified for, but find an interesting, secure career with
benefits is much harder”.
Joan arrived five minutes late on the first day of the assessment and was on time for the second day.
She mentioned she received a ride from a friend and was planning to walk home, when finished. She
wore jeans and a sweatshirt and appeared neat and clean. Joan was very cooperative with the
evaluator and interacted appropriately with others in the assessment group. She worked at an
average pace for most activities, but needed extra time to complete a nursing work task and during
timed aptitude tests. Joan’s work was very accurate and answers to questions were very thorough.
She never appeared frustrated nor did she seem to have any trouble concentrating and completing
tasks. She communicated well with the evaluator and presented a pleasant and positive attitude.
Joan’s needs for assistive technology were considered during this assessment. It was determined
that she only requires reading glasses, at this time.
Joan’s needs in the cultural, ethnic and linguistic areas were considered during this assessment. It
was determined that she has no needs in this area at this time.
Joan did not require any modifications or accommodations to fully participate in the career
assessment process. It appears that she would benefit from extra time to complete tests and
activities. She is also limited in her lifting ability to approximately 50 pounds.
Transferable Skills
Joan demonstrated the following transferable skills from her prior employment:
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Taking blood pressure and vital signs including temperature and pulse
Performing injections and taking blood samples
Reading EKG’s
Making allergy serum
Knowledge of medical terminology, psychological terminology and medical codes (ICD-9)
She is able to use a computer, multi-lined phone, calculator, fax machine and most other office
6
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and medical office equipment.
Ordering supplies and billing for services
Answering phone calls from customers and dispatching for service calls
Making appointments, organizing records and various other office duties
Food prep and cooking
Other talents: training pets
Career Goals
Joan should talk to academic advisors at Wor Wic Community College to gather more information
about training offered in health care, so she can choose a field of study. The field of nursing is
probably the closest training that would lead toward her long-term goal of working in a Hospice with
critical care patients.
_____________________________
Jane Doe , Vocational Evaluator
_________
Date
7
Career Occupational Preference System (COPS)- is designed to assist an individual in planning for
a career. The first step is to define your interests by rating activities according to preferences. The
next step is to plot your profile and identify career clusters of interest. The individual selects a job of
interest in career clusters with the highest rating.
Career Clusters
Interest Percentile
Job of Interest in
Cluster
Skilled Science
80%
Biological Technician
Medical Assistant
Radiation Therapist
X-ray Technician
Outdoor
90%
Animal Caretaker
Veterinary Assistant
Wildlife Agent
Horse Trainer
Professional Service
94%
Instructor, Voc. Tech
Teacher, Voc. Ed.
Caseworker
Physical Therapist
Rehab Counselor
Psychiatric Technician
Social Worker
Nurse
Career Key- this computerized interest inventory required Joan to answer questions about her
vocational interests, abilities, and values. She was then asked to identify occupations of interest out
of her areas of highest interest.
Interest Areas: Social, Realistic and Artistic
Occupations of Interest
Animal Caretaker
Counselor
Respiratory Therapist
Medical Assistant
Landscape Architect
Social Worker
Physical Therapist
Emergency Medical Technician
Veterinarian Technician
Dietician or Nutritionist
Nurse
X-RAY Technician
Home Health Aide
Recreation and Fitness Worker
Values Sort - Joan completed an activity in which she had to identify the values most important to her
in a career.
Primary values: Helpful, Achievement/Accomplishment and Moral Fulfillment
Secondary values: Challenge and Work with Others
Work Factors Match - required Joan to identify temperaments and other factors important to her in a
work situation. Important work factors for Joan include:
• Listed on page 5.
Personnel Test for Industry Oral Directions Test - This assessment measured Joan’s ability to
follow oral directions in performing a variety of paper and pencil activities. It is also used to look at
logic, short-term memory, following multiple step commands, abstract reasoning and decision-making.
Percentile: 10% (below average)
Normative Group: Applicants for Semi-Skilled Positions at a County Government
8
important aspects of reading. Joan’s performance was compared with her same age peers.
Subtest
Standard
Score
Percentile
Grade
Equivalent
Age Equivalent
Word Identification
100
50% (average)
16.9
33
Word Attack
118
89% (above average)
16.9
18-6
Passage
Comprehension
106
65% (high average)
16.9
36
Wide Range Achievement Test (WRAT3) - was administered as a measure of Joan’s academic
comparison with Joan’s same age peers.
Subtest
Standard
Score
Grade
Equivalent
Percentile
Performance
Range
Reading
N/A
N/A
N/A
N/A
Spelling
93
High School
32%
Average
Arithmetic
87
7th grade
19%
Low Average
Arithmetic w/
calculator
89
7th grade
23%
Low Average
Note: Using a calculator did not make a significant difference in her mathematical performance.
CITE Learning Styles Instrument - This measure required Joan to identify which statements best
matched her personal preferences. Her preferred mode of processing and performing was rated
according to 8 categories.
Predominant learning styles: Visual Numerical, Kinesthetic-Tactile and Visual Language
Discordant learning styles: Expressive Oral
Purdue Pegboard Dexterity Test - was administered as an assessment of Joan’s skills in this area.
She placed pegs into a pegboard using her dominant hand (right), non-dominant hand, and both
hands simultaneously. The last section of this assessment called for the completion of a series of 4
piece assemblies.
Dominant Hand Percentile:
Non-Dominant Hand Percentile:
Both Hands Percentile:
Assembly Percentile:
40% (average)
20% (low average)
55% (average)
87% (above average)
Normative Group: Female Hourly Production Workers
9
Career Ability Placement Survey (CAPS)- is a series of aptitude tests to provide information in
regard to potentials, strengths, and weaknesses.
Norms used: Community College
Language Usage- measures how well a person can recognize and use correct grammar, punctuation
and capitalization. This ability is important in clerical jobs and professional level occupations in all
levels of business and service.
Timed Score= 15
Percentile= 32%
Rating= A little below average
Untimed Score= 19
Percentile= 68%
Rating= A little above average
Note: Joan’s score improved dramatically with extra time (2 additional minutes).
Perceptual Speed and Accuracy- measures how well a person can perceive small detail rapidly and
accurately within a mass of letters, numbers and symbols. This ability is important in office work and
other jobs requiring fine visual discrimination.
Score=56
Percentile=8%*
Rating= low*
**Note- Joan performed this test with 100% accuracy; however, she worked at a slow pace which
resulted in a low score. With extra time, she did very well on this activity.
Spatial Relations- measures how well a person can visualize or think in three dimensions and can
mentally picture the position of objects from a diagram or picture. This ability is important in job in
Science, Technology and Arts.
Timed Score= 8
Percentile= 32%
Rating= a little below average
Untimed Score= 11
Percentile= 68%
Rating= a little above average
Note: Joan’s score improved dramatically with extra time.
Mavis Beacon Typing Program - Joan performed this computer administered typing test to assess
her typing speed and accuracy. She was given the opportunity to complete standard typing speed
assessments twice. The best words per minute (wpm) score was recorded.
Best Words per Minute: 33 wpm with 100% Accuracy
Nursing Work Sample- required Joan to answer ten nursing questions by using a college level study
guide, to find the answers. Sample questions include “In a normal EKG, what is represented by the
QRS complex?” and “What is the function of the oculomotor nerve?” Questions were also asked
regarding medical terminology and metric conversions of liquids.
Results: Joan received a score of 90% correct on this activity. She took a lot of time on this activity,
but was thorough. Joan said she really enjoyed this activity.
Interest: High
Potential: High
10
Work Task- Taking a Blood Pressure, Pulse Rate, and Counting Respirations- required Joan to
use a blood pressure cuff and stethoscope to take the evaluator’s blood pressure. She was also
asked to take a pulse reading on the brachial artery (wrist) and count the number of respirations in a
one minute time period.
Results: Joan was able to put the blood pressure cuff on and position the stethoscope in the correct
position. She pumped the cuff to an appropriate level (160) and had a little trouble loosening the
valve, with one hand, to let the air out. After three tries to loosen the valve, she was able to do it
successfully, slowly controlling the air pressure. Joan was able to hear and see the two distinct
sounds (systolic and diastolic) and give an accurate reading. She was also able to take an accurate
pulse using the evaluator’s brachial artery. She was able to discreetly watch her patient’s chest rise
and fall without advertising the fact that she was counting respirations. Joan conversed well with the
patient (the evaluator) and did not appear to mind the physical interaction which was required in these
tasks.
Interest: High
Potential: Average
Work Task- Calculating an I.V. Drip Rate- required Joan to use a standard mathematical equation
to calculate the I.V. drip rate for two patients. A sample was provided to use as a reference.
Results: Joan said she did not know how to complete this task and felt as though an RN would
perform this type of task. Joan did not choose to complete this activity.
11
Changing Your Criminal Record
How can I change my criminal record?
What should I know about my criminal record?
How can I get my charge “expunged”?
How can I get a copy of my criminal record?
Employment discrimination and your criminal record.
How can I get legal help?
How can I change my criminal record?
There is a special process called “expungement” that you can use to change your criminal record.
Expungement is a court process that can allow you to remove certain items from your criminal record,
depending on the situation.
What should I know about my criminal record?
•
•
•
Generally, any arrest or citation will show up on your criminal record regardless of what
happened later in court. Your record will show the arrest or citation even if:
o Your case was dismissed; or
o You were acquitted (found not guilty); or
o Probation Before Judgment was entered; or
o A Nolle Prosequi was entered in your case (This occurs when the prosecutor decides
to drop the case either before or during trial. Lawyers commonly refer to this as a “noll
pros”); or
o The case was placed on the “stet docket,” an inactive group of cases which generally
are not reopened.
If you were found guilty or paid a fine after being arrested, that will appear on your records as
a conviction
You can get a copy of your criminal record from the Criminal Justice Information System
How can I get my charge “expunged?”
Under Maryland law, you must file a petition and ask the court to expunge your records. You can ask
for expungement if:
•
•
You were acquitted (found not guilty); or
Your charge was dismissed.
Additionally, you can ask for expungement if you were not subsequently convicted of any crime which
carried a possible prison sentence if:
•
•
•
•
You received Probation Before Judgment; or
A Nolle Prosequi was entered in your case (This occurs when the prosecutor decides to drop
the case either before or during trial. Lawyers commonly refer to this as a “noll pros”); or
Your case was placed on the “stet docket,” an inactive group of cases which generally are not
reopened; or
Your case was transferred to juvenile court.
The only way to get a conviction expunged is by full and unconditional pardon of the Governor.
The only exception to this is if your case was transfered to juvenile court. You are not eligible for an
expungement if you were subsequently convicted of a crime or are a defendant in a pending criminal
12
proceeding. If your case had multiple charges and you were found guilty of one of those charges, you
may NOT have the other charges expunged.
Generally you must wait three (3) years after your case was decided before you can file for
expungement, but the rules vary based on the results of your case:
•
•
•
•
If you were acquitted or received a nolle prosequi or dismissal of the charges, you may file
earlier if you also file a general release and waiver of any and all people against whom you
may have a legal claim as a result of your arrest.
If you received a probation before judgment, you may not file for expungement until your
probationary period is over or until three (3) years have passed, whichever is longer
If your case was placed on the stet docket, you may not file earlier than three (3) after the
judgment.
If you were pardoned by the governor, you must wait at least five (5) years but not more than
ten (10) years after your pardon.
In all above cases, however, a court may grant a petition for expungement at any time if the court
feels you have shown good cause. Maryland Code : CRIMINAL PROCEDURE : TITLE 10. CRIMINAL
RECORDS : SUBTITLE 1. EXPUNGEMENT OF POLICE AND COURT RECORDS : § 10-105.
Expungement of record after charge is filed. If you file for expungement before the time period has
elapsed, the State's Attorney may file an objection. You will then have the opportunity to show why
you have good cause at a hearing.
When you file for an expungement, you must pay a $30 filing fee for each case with charges that you
want expunged unless you were acquitted of the charges. All expungement requests must be filed
with the court in which your criminal proceeding was held. Maryland Code : CRIMINAL PROCEDURE :
TITLE 10. CRIMINAL RECORDS : SUBTITLE 1. EXPUNGEMENT OF POLICE AND COURT
RECORDS : § 10-105. Expungement of record after charge is filed. Note: You may only file for
expungement of Maryland charges in a Maryland court. Traffic violations cannot be expunged.
Tip:
In district court, you need to fill out a Petition for Expungement (available online). To help you
complete the form and answer other questions you may have concerning you expungement, the
District Court of Maryland has available a printable brochure on Expungement online.
It is important to use broad language when you request an expungement. You should indicate that you
wish to expunge all police records, court records, and "other records maintained by the State of
Maryland and its subdivisions" relating to your charge.
In circuit court, broad language is the best way to ensure that all records of your arrest, detention, etc.
are expunged. If you fail to include such broad language, the court will only order the expungement of
the records you mention specifically. Davis v. Magee, 2001 Md. App. LEXIS 129
After you have filed for expungement, the State’s Attorney has 30 days to file an objection to your
petition. If the State’s Attorney does not do so, the court will order the expungement of police and
court records relating to your charge. If the State’s Attorney does object, the court will conduct a
hearing on your petition at which the court will decide whether or not you are entitled to an
expungement.
How can I get a copy of my criminal record?
Your criminal record is available from the Criminal Justice Information System (CJIS). The cost for
retrieving your records is $23 and must be paid with a money order or personal or certified check.
13
Cash is not accepted. To get a copy of your records, you must appear between 8 am and 3:30 pm at:
CJIS – Central Repository
Reisterstown Plaza, Room 200
6776 Reisterstown Road
Baltimore, Maryland
(410) 764-5160
A second location you may go to for obtaining your criminal records is a state police office nearest to
you.
Employment discrimination and your criminal record:
Some employers (like those dealing with child care or adult dependant care) are required to ask about
your criminal history. If an employer does look at your criminal history, they should keep in mind the
following three factors:
1. the nature and seriousness of the crime(s)
2. the amount of time which has passed since the crime or completion of the sentence
3. the nature of the job for which you applied.
There is no law in Maryland that requires employers to look at these factors. However, if an employer
does not take these factors into account, it is possible the employer is discriminating against you
unlawfully if you are a minority.
Organizations that can assist you with discrimination cases.
How can I get legal help with a record expungement?
There are two projects that can help those who meet certain income criteria:
The Maryland Volunteer Lawyers’ Service (MVLS)
16 South Calvert St. Suite 700
Baltimore, MD 21202
(410) 547-6537
Anyone with an expungable record who meets their income criteria may contact MVLS between 9 am
and 2 pm for assistance. You must have a copy of your criminal record and you will have to pay all
expenses.
The Homeless Persons Representation Project (HPRP)
300 Cathedral St. Suite 204
Baltimore, MD 21201
(800) 773-4340 ext. 101 or 118
HPRP helps those who are homeless or at risk for becoming homeless. They can assist you file for an
expungement and fill out the necessary forms with you. Additionally, HPRP can get a waiver of the
filing fees for you. HPRP does have income eligibility guidelines – contact them to see if you qualify
for their assistance.
If you do not meet the income criteria for these projects, you can contact a private attorney.
14
Exploratory Career Assessment
Name: Allison Smith
Address: 555 Oak Street, Annapolis, MD 21401
SSN: 555-55-5555
Referred by: Joe Counselor, Annapolis DORS Office
Assessment Period: January 18 & 20, 2006
Date of Report: January 25, 2006
Reason for Referral: Allison was referred for an Exploratory Career Assessment to determine
appropriate her strengths, need for additional training, and whether employment in the clerical field
is a feasible option.
Summary
Allison Smith is a 48 year old woman with a history of surgery to repair a congenital brain anomaly.
As a result, she has mild coordination problems with her left hand and upper extremity. Allison
also has a history of substance abuse which she has had under control for the past 3 ½ years.
She has bursitis which causes swelling in her knees with extended standing.
Allison has her GED and recently completed targeted training through Anne Arundel Community
College to gain proficiency with Microsoft Office products. She has work experience as a
typesetter in the printing industry, housekeeper, housekeeping supervisor, and in retail
sales/customer service.
During this assessment, Allison stated an interest in self-employment and in computer jobs which
would take place within an office/business setting. Her tested interests were strongest in
occupations which would be considered Conventional, Social and Enterprising. Jobs which match
this interest profile include Secretary, Fundraiser, Administrative Assistant, Court Reporter and
Travel Agent, among others.
Allison likes to be mentally challenged on-the-job and wants a job which is in line with her moral
values. From a physical standpoint, she needs to not stand continuously, not lift in excess of 25
pounds, and not perform tasks involving fine coordination with her left hand. From a personal
standpoint, she would like to work daytime hours and to work in Anne Arundel County or Baltimore
to minimize her commute time.
Allison demonstrated strong reading capabilities and high school level spelling skills. Her
mathematics skills, although in the lowest end of the average range in comparison with her age
group, are functional for the performance of most jobs and life activities as she has proficiency with
the basic operations.
Allison has basic career awareness and job seeking skills. Her work behavior and performance
during this assessment was excellent. She showed herself to be a practical and responsible
worker.
Strengths
Allison:
has her GED and has strong reading skills
has a history of stable employment
has transportation
Needs
Allison:
needs to continue drug abstinence
needs employment in line with her current abilities
1. Maintain Drug Abstinence
Allison has maintained abstinence in excess of 3 years and appears to be doing well at this time.
She would benefit from continued participation in NA. Abstinence continues to be a critical step for
Allison in order for her to be successful in other endeavors.
2. Direct Placement
In employment, Allison will need a job which:
does not require significant fine motor coordination of her left, non-dominant hand
does not require her to stand for the full work day
has a sedentary or light physical demand level (lifting 20 pounds or less)
Allison can handle light typing and data entry as part of her job duties. She can also utilize her
good interpersonal and customer service skills. Jobs such as administrative assistant, receptionist,
customer service representative, and clerk would be appropriate at this time.
Jobs in the above areas were identified utilizing local resources. Attached are descriptions of the
types of jobs for which Allison may be an appropriate candidate. These are included as examples
and not as specific job leads.
3. Consider Expungement/Practice Disclosure of Criminal Record Information
Allison would benefit from having any charges which appear on her record expunged, if she is
eligible to do so. See attached information. Should this not be the case, she would benefit from
developing a script and practicing presenting information about her criminal record in the most
-2-
positive light possible during an employment interview.
4. Secure Clothing for Job Seeking/Employment
Allison lacks sufficient clothing for job seeking and employment. She would benefit from enhancing
her current wardrobe with appropriate office attire.
5. Résumé revision
Allison may wish to make revisions to her résumé to clearly link the job title and the name of the
employer for whom she worked as this is a little unclear on her current résumé. In addition, she
may wish to remove the references and hobbies sections as they are not needed.
Mary Evaluator, CVE
CVE # 55555555
-3-
Interview
Records Review
Self Directed Search
Voc Ed Exploration Survey
Talent Search
Work Preference Match
Values Sort
Myers-Briggs Personality Indicator
Career Exploration
Barriers to Employment Success Inventory
CITE Learning Styles Instrument
Woodcock Reading Mastery Tests -- Revised II
Personnel Test for Industry Oral Directions Test
Typing Master Timed Typing Test
Purdue Pegboard Dexterity Test
Materials Reviewed
DORS Referral for Career Assessment Services - 11/29/05
DORS Application for Rehabilitation Services - 6/8/05
DORS Health Status Self Report - 6/8/05
Interview
Allison:
reported that she had a congenital brain anamoly and underwent surgery in 1988. As a
result of the surgery, she has diminished coordination on the left side of her body.
reported a history of drug abuse and stated that she has been clean for 3 ½ years.
attends NA meetings 5 nights per week.
has bursitis in her knees and has difficulty standing for extended time periods.
smokes ½ pack of cigarettes per day.
is 5'7" tall and weighs 130 pounds.
Allison:

attended Anne Arundel High School until the 9th grade at which time she dropped out.
secured her GED in 1976.
attended ABC Secretarial School in 1976 and completed an 18 month certificate program.
-4-

took several classes at Anne Arundel Community College in the 1980's (bookkeeping,
business law, advertising)
recently took classes at Anne Arundel Community College (Microsoft Word, Excel & Power
Point).
is presently working at the Naval Exchange in the pricing department.
will be starting a temporary job with Intec shortly in which she will be doing data processing.
worked as a sales clerk at 7-11 for 4 months.
worked as a maid and supervisor for 6 years.
worked for 15 years as a typesetter.
Personal/Social
Allison:
, along with her two children, reside with her mother in Annapolis, Maryland.
is divorced.
plans to remarry in March, 2005 and will relocate to Glen Burnie.
has income from her job. Allison reported that her ex-husband is behind on child support.
's leisure activities include reading and sitting by the water.
has a drug possession charge from 2000 which she reported she can have expunged from
her record in March.
has her own vehicle and a valid driver's license.
Career Goals
Allison reported that she plans to work for Intec until she can find a permanent job. She would like
to work with computers in an office setting. Allison expressed the desire to improve her computer
skills, to learn to troubleshoot computer problems.
Allison stated that she would like to have her own business, ideally, an Internet based business.
She also expressed interest in having a home-based daycare business.
Allison identified her greatest personal strength as her "principles." She identified her greatest
need as to "keep improving." A successful life for Allison would be "having something that can
hold my interest" and which provides "adequate finances."
Allison completed the Employment Readiness Scale, a self rating of her perceived readiness for
employment. On this measure, Allison gave herself a rating of 6.5 out of seven, indicating that she
felt nearly ready for employment at this time. The reasons Allison provided for this rating were "I
need to get my schedule in line with job and children to be on time" and that she needed more time
"to acquire adequate dress attire to fit in."
Interests
Allison was asked to identify occupational daydreams - jobs in which she was interested but did not
necessarily have the skills, abilities or education to secure at the present time. Allison expressed

Online Business owner
Bed & Breakfast owner
-5-

Run a convalescent home
Daycare for Children
Titles Business
Allison’s tested interests were highest in jobs which would be classified as Conventional, Social,
and Enterprising. Some jobs which match this interest profile and in which Allison indicated
interest include:
▪
▪
▪
▪
▪
▪
Title Examiner
Secretary
Fund Raiser
Administrative Assistant
Child Development Specialist
Investigator, Internal Affairs
▪
▪
▪
▪
▪
▪
Post Office Clerk
Court Reporter
Appraiser, Real Estate
Occupational Therapy Assistant
Securities Clerk
Quality Control Coordinator
▪
▪
▪
▪
▪
Receptionist
Library Assistant
Travel Agent
Physical Therapist
Media Director
Allison completed an activity in which she had to identify the values most important to her in a
career. Her primary work value was Moral Fulfillment. She stated that this was important to her
so, "I don't have to go against my grain." Additional work values important to Allison include:
Achievement/Accomplishment, Challenge, Change & Variety and Creativity.
Allison's Myers-Briggs type is ISTJ (Introverted, Sensing, Thinking, and Judging). Careers which
match this personality type include many occupations in management or administrative areas.
Occupations related to this personality type include:

Business Manager
Accountant
Law Enforcement
School Principal
School Bus Driver
Purchasing Agent
Computer Professional
Dentist
Steel Worker
As an ISTJ, career satisfaction means doing work that:

Is technical in nature and lets her depend on her ability to use and remember important
facts and details
Involves a real product or service done in a thoughtful, logical, and efficient way, preferably
using standard operating procedures
Lets her be independent, with plenty of time to work alone and use her excellent powers of
concentration to complete projects and/or tasks
Is done in a stable and traditional environment, where she will not be required to take
unnecessary risks or use untested or experimental approaches
Has results that are tangible and measurable, where precision and exacting standards are
used and respected
Has explicit objectives and a clearly defined organizational structure
Gives her adequate time to prepare before presenting or turning in her work, preferably in a
one-on-one or small group setting
Gives her increasing levels of responsibility, with a minimum of social politics, where she is
evaluated on how well she has achieved the requirements of the job description and is
appreciated for her contribution
-6-

Is done in an environment where her practical judgment and experience are valued and
rewarded
Allows her to set and reach stated goals by providing her with the necessary resource
Work related strengths of ISTJs may include:

Precise and accurate in all work
Follow established routines and procedures
Have excellent powers of concentration and are able to work alone without the need for
socializing
Great maintainer of organization
Stable, dependable, and can be counted on to follow through
Work related weaknesses of ISTJs may include:

May have trouble adapting to changing systems
May need to see practical application to accept new ideas
Tend not to like change; may be inflexible
May not understand needs different from their own
May underestimate themselves and their contribute to the organization
According to the Work Preference Match, work factors which were important to Allison included
having a job in which:

she would work with a computer
she would be mentally challenged on the job
she could earn at least $17K annually
she would work daytime hours
she would not have to travel long distance
she would not be exposed to heights
she would not be required to do continuous standing
she would not be expected to lift in excess of 25 pounds
she would have a relatively short commute (Anne Arundel County or Baltimore)
Allison expressed a willingness to spend whatever time necessary to prepare for employment.
She would prefer on the job training or an apprenticeship program. Allison reported that she would
need at least part-time income while engaged in any additional education or training for
employment.
Abilities
Allison's word identification skills or her ability to identify and pronounce words was rated within the
lower end of the average range in comparison with her same age peers. Despite some difficulty
with this component skill, she demonstrated very good reading comprehension skills. She has
college level reading comprehension according to the Woodcock Reading Mastery Tests. Her
grade equivalent on the passage comprehension section was 16.9. This performance was rated
within the upper end of the average range in comparison with her age group.
Allison demonstrated high school level spelling abilities, within the average in comparison with her
age group. Allison was able to accurately spell words such as possession, medieval and
opportunity. Only minor difficulty with spelling was noted in her written work during the
-7-
assessment.
Allison reported difficulty with math skills. She demonstrated the ability to perform problems
involving the basic operations, decimals and simple fractions. She had some difficulty with
problems involving percentages. Her performance on the mathematics section of the Wide Range
Achievement Test 3 was rated at the 7th grade level and was within the low average range in
comparison with her peer group.
Allison demonstrated average pace on a dexterity assessment using her right, dominant hand.
She had difficulty coordinating the use of her left hand to perform a fine manipulation task. Allison
often wanted to rely on her right hand to assist her left but she was ultimately able to complete the
task using her left hand only. Her pace was slow in doing so. Allison was able to use both hands
together to complete an assembly task. She worked more slowly than would be expected as she
relied primarily on her right hand and used the left as an assist.
Allison completed a timed typing assessment. She achieved a corrected words per minute score
of 24. Allison reported that at one time (before her surgery) her typing speed was in excess of 80
words per minute.
Learning Style
On a learning style assessment, Allison indicated a preference for learning through tactile or
kinesthetic means. This indicates that she learns best when physically engaged in a "hands on"
activity where she can manipulate materials to learn new information or when she is physically
active in the learning environment.
Allison also demonstrated a preference for using the visual modality to learn. This indicates that
Allison learns best when information is presented visually and in a written language format. In a
classroom setting, she may benefit from instructors who use the blackboard (or overhead projector)
to list the essential points of a lecture, or who provide her with an outline to follow along with during
lecture. She may benefit from information obtained from textbooks and class notes.
Allison also prefers to learn new information alone rather than as part of a group. In fact, she may
think best and remember more when the learning has been done alone.
During this assessment, Allison demonstrated good oral direction following skills. On a
standardized test of these abilities, she scored within the average range in comparison with
competitive work standards. Allison generally grasped the instructions for the various tasks she
was asked to complete quickly and easily.
Allison completed a questionnaire on time preferences to determine if she had a preferred time for
optimal functioning. On this measure, Allison indicated a preference for early morning hours.
Allison demonstrated basic career awareness skills and was able to use career information
resources to gather information about jobs. She used the Work Preference Match to explore a
variety of careers including secretary, computer help desk, daycare provider, and real estate
appraiser.
-8-
During her assessment, Allison completed an application for employment to determine how she
presented herself and her work history on paper. Allison's application appeared complete and she
provided detailed descriptions of her prior jobs. Allison answered "yes" to the question on the
application which asked whether she had been convicted of any violation of the law other than
minor traffic violations and listed the date and a brief description of the charge. She may wish to
leave this blank to give herself the opportunity to discuss it in an interview. On an employment
application, the goal should be to provide the most information possible without providing
information which could be viewed negatively by a potential employer.
Allison was able to identify a several sources for finding a job and knew the procedures necessary
to apply for a job. She was asked to dress as if attending a job interview on her second day of
assessment. She came neatly attired in a burgundy dress and pumps, creating a very nice
personal appearance. Allison reported that she lacks sufficient professional attire for employment.
Allison provided her résumé for review during this assessment. The format is neat and it provides
relevant information. Because Allison has the job titles boldfaced, it appears as if the dates and
companies for which she worked are linked with the incorrect job descriptions. She may wish to list
the dates of employment, employer name, and city/state directly under the bold job title headings
so as not to confuse readers. Allison also provided some information (employment references,
personal references, and hobbies) which are not needed on the résumé.
Allison demonstrated a good idea of what behaviors were important for keeping a job as well as
what behaviors might cause one to lose a job. She also knew acceptable reasons for being late for
work and what to do if that was the case.
During her assessment, Allison completed the Barriers to Employment Success Inventory.
According to this measure, she demonstrated more barriers than most adults in two of the five
areas measured by this instrument (Career Decision-making & Planning and Job Seeking
Knowledge). Allison identified the following areas of personal concern:

not enough money to live on
poor or unstable living situation
lacking child care
having low self-esteem
having inadequate or unrealistic ideas about various occupations
lacking goal-setting skills
not being sure how to create a good first impression in an interview
needing further training in career specific skills
Allison arrived on time for each of her two scheduled appointments for assessment. She was
pleasant and cooperative with a practical, matter-of-fact attitude.
Allison interacted appropriately with the evaluator and with the other individuals who were
completing the assessment process at the same time. Allison maintained good attention to task
and always worked to completion on assignments. She seemed to work to the best of her ability
and did a thorough and accurate job.
-9-
Allison’s needs for assistive technology were considered during this assessment - it was
determined that she has no needs in this area at this time.
Allison’s needs in the cultural, ethnic and linguistic areas were considered during this assessment it was determined that she has no needs in this area at this time.
Allison did not require any modifications or accommodations to fully participate in the career
assessment process.
In employment, Allison will need a job which does not require significant fine motor coordination of
her left, non-dominant hand. She will also need a position which does not require her to stand for
the full work day and which has sedentary or light in physical demand level (lifting 20 pounds or
less).
Transferable Skills
Allison demonstrated the following transferable skills from her prior employment:

computer operation skills
knowledge of the printing industry
knowledge of housekeeping procedures
staff supervision
sales and customer service skills
- 10 -
Self-Directed Search (SDS) - required Allison to state whether she liked or disliked a variety of
activities and occupations, identify her competencies and evaluate her abilities.
SDS Summary Code: C S E
Related Occupations:
▪
▪
▪
▪
▪
▪
▪
▪
▪
Title Examiner
Receptionist
Court Reporter
Fund Raiser
Travel Agent
Occupational Therapy Assistant
Physical Therapist
Investigator, Internal Affairs
Media Director
▪
▪
▪
▪
▪
▪
▪
▪
Post Office Clerk
Secretary
Library Assistant
Appraiser, Real Estate
Administrative Assistant
Child Development Specialist
Securities Clerk
Quality Control Coordinator
Values Sort - Allison completed an activity in which she had to identify the values most important
to her in a career.
Primary value:
Secondary values:
▪
▪
▪
▪
▪
Moral Fulfillment
Achievement/Accomplishment
Challenge
Change & Variety
Creativity
Work Preference Match - required Allison to identify temperaments and other factors important to
her in a work situation. Important work factors for Allison include:
▪
▪
▪
▪
▪
Work with a computer
Be mentally challenged
Work daytime hours
Earn $17K annually
Not travel long distance
Myers - Briggs Personality Indicator - Quick Form required Allison to choose from among two
categories in response to questions about where her energy is naturally directed, what kinds of
information she naturally remembers, how she makes decisions and what kind of environment
makes her most comfortable.
Myers-Briggs Type:
ISTJ (Introvert, Sensor, Thinker, Judger)
- 11 -
Barriers to Employment Success Inventory - required Allison to respond to a series of questions
in order to identify potential barriers to getting and succeeding on a job. Her responses were rated
in five areas - personal & financial (PF), emotional & physical (EP), job seeking knowledge (JS),
training and education (TE), and career planning & decision-making (CP) Ratings reported below
indicate whether Allison has more barriers, fewer barriers, or about the same level of barriers than
most adults.
Scale
Rating
Personal & Financial (PF)
Emotional & Physical (EP)
Career Planning & Decision-making (CP)
Job Seeking Knowledge (JS)
Training and Education (TE)
Same
Same
More
More
Same
Personnel Test for Industry Oral Directions Test - This assessment measured Allison’s ability to
follow oral directions in performing a variety of paper and pencil activities.
Percentile: 50
Normative Group: Applicants for Semi-Skilled Positions at a County Government
important aspects of reading. Allison’s performance was compared with her same age peers.
Subtest
Grade Level
Percentile
Standard Score
Word Identification
8.8
28
91
Word Attack
N/A
N/A
N/A
Word Comprehension
N/A
N/A
N/A
Passage Comprehension
16.9
70
108
Wide Range Achievement Test (WRAT3) - was administered as a measure of Allison’s academic
comparison with Allison’s same age peers.
Subtest
Standard
Score
Grade
Equivalent
N/A
Percentile
N/A
Performance
Range
Reading
N/A
Spelling
98
High School
45
Average
Arithmetic
89
7th Grade
23
Low Average
- 12 -
N/A
CITE Learning Styles Instrument - This measure required Allison to identify which statements
best matched her personal preferences. Her preferred mode of processing and performing was
rated according to 8 categories.
Predominant learning styles:
Discordant learning styles:
Visual Language, Visual Numerical, Kinesthetic,
Social Individual
None
Learning Strategies For The Tactile/Kinesthetic Learner
1.
To help you stay focused on class lecture, sit near the front of the room and take notes
throughout the class period. Don't worry about correct spelling or writing in complete sentences.
Jot down key words and draw pictures or make charts to help you remember the information you
are hearing.
2.
When studying, walk back and forth with textbook, notes, or flashcards in hand and read the
information aloud.
3.
Think of ways to make your learning tangible, i. e, something you can put your hands on. For
example, make a model that illustrates a key concept. Spend extra time in a lab setting to learn an
important procedure. Spend time in the field (e. g., museum, historical site, or job site) to gain firsthand experience of your subject matter.
4.
To learn a sequence of steps, make 3"x 5" flashcards for each step. Arrange the cards on a
tabletop to represent the correct sequence. Put words, symbols, or pictures on your flashcards anything that helps you remember the information. Use highlighter pens in contrasting colors to
emphasize important points. Limit the amount of information per card to aid recall. Practice putting
the cards in order until the sequence becomes automatic.
5.
When reviewing new information, copy key points onto a chalkboard, easel board, or other
large writing surface.
6.
Make use of the computer to reinforce learning through the sense of touch. Using word
processing software, copy essential information from your notes and textbook. Use graphics,
tables, and spreadsheets to further organize material that must be learned.
7.
Listen to audio tapes on a Walkman tape player while exercising. Make your own tapes
containing important course information.
Learning Strategies For The Visual Learner
1.
To aid recall, make use of "color coding" when studying new information in your textbook or
notes. Using highlighter pens, highlight different kinds of information in contrasting colors.
2.
Write out sentences and phrases that summarize key information obtained from your
textbook and lecture.
3.
Make flashcards of vocabulary words and concepts that need to be memorized. Use
highlighter pens to emphasize key points on the cards. Limit the amount of information per card so
your mind can take a mental "picture" of the information.
- 13 -
4.
When learning information is presented in diagrams or illustrations, write out explanations for
the information.
5.
When learning mathematical or technical information, write out in sentences and key
phrases your understanding of the material. When a problem involves a sequence of steps, write
out in detail how to do each step.
6.
Make use of computer word processing. Copy key information from your notes and textbook
into a computer. Use the printouts for visual review.
7.
Before an exam, make yourself visual reminders of information that must be memorized.
Make "stick it" notes containing key words and concepts and place them in highly visible places on your mirror, notebook, car dashboard, etc.
Questionnaire on Time - This measure required Allison to respond to true and false statements
about her preferred time for performing tasks.
Predominant time preference: Early Morning
Purdue Pegboard Dexterity Test - was administered as an assessment of Allison’s skills in this
area. She placed pegs into a pegboard using her dominant hand (right), non-dominant hand, and
both hands simultaneously. The last section of this assessment called for the completion of a
series of 4 piece assemblies.
Dominant Hand Performance Range: Average
Non-Dominant Hand Performance Range: Below Average
Both Hands Performance Range: N/A
Assembly Performance Range: Below Average
Normative Group: Female Applicants for Assembly Jobs
Typing Master Timed Typing Test - Allison performed this computer administered typing test to
assess her typing speed and accuracy.
Best Words per Minute: 28 with 86 % Accuracy
Corrected Words per Minute: 24
- 14 -
Additional Attachments
Information about criminal expungement
Information about presenting criminal record information to an employer
Job listings in administrative assistant, receptionist, customer service representative, and
clerk positions within a 25 mile radius of her home.
- 15 -
Name: Xxxxxx (Xxx) Xxxxxxx
Date of Birth: 08/26/XX
Social Security Number: 123-45-6789
Referral Source: Xxxxxx Xxxxxxx, Xxxxxxxxx - Division of Rehabilitation Services
Assessment Type: Community-Based
Assessment Dates: September 29, October 7 & 8, 2003
Date of Report: October 27, 2003
Name and Location of the Assessment Site: Whole Food Market
123 Smith Rd.
Anywhere, M D 54321
Referral Question: “Is Xxxxxx capable of competitive employment (on a part-time basis)?
Strengths/Limitations? Transferable skills? For instance could he work as a courtesy clerk or in
the hospitality industry? What are your recommendations and suggestions?”
Summary
Xxxxxx (Xxx) Xxxxxxx participated in a 10 hour, three-day Community-Based Assessment to assist him
with determining a realistic vocational goal. This assessment included 1 day (3 hours), in the Xxxxxxxxx
DORS office to conduct the initial intake interview and to administer an interest and learning style
assessment. This also included 2 days (7 hours), on site at Whole Foods Market in Anywhere, Maryland.
Xxx performed duties in the Cashier Assistant position. Some duties for this position as described in the
position description include; clean tables/chairs and microwave area in the café, stock napkins & utensils
in café, stock supplies for the register area including all types of bags, collect carts out front and from
parking lot, bag groceries for cashiers, and collect shopping baskets from register area, etc.
Xxx was friendly, polite, and very cooperative throughout the assessment process. He demonstrated a
very positive work ethic, though he did not express a particularly strong desire to do any one type of
work. He spoke fondly of working on Mercury outboard motors and working at Champs Marina as if it
was last week, although it was over 26 years ago before his accident. He could not report much about his
interests or what he does with his time since the accident and since his parents retired from their
restaurant business 10 years ago. Xxx’s strengths include his attitude of responsibility and reliability, his
thoroughness, attention to detail, neatness, good listening skills, and supportive family. His major
barriers to employment include his lack of work experience (no work since his accident, 26 years ago,
except occasionally in parent’s restaurant). Also, Xxx takes long to process new information, has a slow
work pace, and has significant memory issues. Xxx expressed that his vocational goal was to get a job for
something to do and because his dad wants him to.
Based on Xxx’s vocational skills, abilities, limitations, interests, and performance in the community-
based assessment the following is recommended in order to assist him with pursuing a realistic vocational
goal with the greatest potential for success and fulfillment. It is recommended that Xxx receive job
placement and job coaching assistance in a part-time, competitive position. It is noted that an appropriate
job match in an environment that is rich with natural support is critical to job success. It is also important
to have quality job coaching to train Xxx on specific and general job skills and to increase work pace in
relation to the requirements of a specific job. It is felt that it would be more meaningful for Xxx to learn
employee skills in relation to a specific job that he has, instead of in some broad training class before his
is employed. (*See list of job accommodations on pages 4 & 5.) Training should include specific tasks,
and also time management, money skills, personal organization, memory aides, transportation skills,
safety skills, and effective communication with supervisor, coworkers, and customers. It is also
recommended that Xxx be part of a social group or club in order to meet peers of a similar age. Xxx
could join a group for adults with traumatic brain injury, a hobby group, or even a group designed for
single men and women with disabilities. Finding a place to volunteer might also be another positive and
useful outlet for Xxx.
Positions recommended for Xxx include; Courtesy Clerk/Cashier Assistant (Grocery Store – excluding
bagging due to work pace), Custodial Staff (Hotel or Assisted Living Residence – Polish Silver, Banquet
setup, Specialty Cleaning), Restaurant Worker (Pot Washer, Specialty Cleaning, Dishwasher), Retail
Associate (Stocking, Restock Returned Items, Plant Care).
Recommendations
In order to assist Xxx with becoming employed and self sufficient, the following recommendations are
suggested:
1.
Xxx, Xxxxxx Xxxx – Division of Rehabilitation Counselor, and any significant others, should
meet to discuss the Career Assessment Services (CAS) report recommendations. A meeting was
held with Xxx and Lorrie Strong - CAS Consultant/Humanim on October 8, 2003 to discuss
preliminary recommendations and assessment results. Preliminary results were also discussed
briefly with Xxx’s father that same day.
2.
It is recommended that Xxx receive Job Placement assistance to be placed in a part-time,
competitive job and also receive comprehensive and effective initial job coach support. Though
Xxx would benefit from having ongoing job coach training and follow-up, if that is not available,
Xxx could also be successful with the right job match and with thorough initial job coaching
including job design, task setup, and training including implementing assistive technology
strategies for organization and memory improvement. This job would have to be a good job
match to Xxx’s skills and personality and also be a rich environment of natural supports. It must
be a type of company and a position that does not emphasize high productivity, but values a good
quality job, a positive attitude, reliability, and someone who will do whatever it takes to get the
job done for his boss. (*See list of job accommodations on pages 4 & 5.)
Included during this initial job training time should be a focus on general job readiness skills. (It
is felt that it would be more meaningful for Xxx to learn employee skills in relation to a specific
job that he has, instead of in some broad training class before he is employed.) Some of the areas
to be addressed in job training should include; time management, personal organization (watch,
wallet, calendar, memory tools), self-advocacy (making own decisions and initiating action
without being directly instructed each time), and general self-awareness (becoming better aware of
his preferences and also how he interacts with others in an environment). A good job coach
should also work with Xxx’s supervisor and coworkers to develop effective ways to communicate
with each other and for them to be able to work with Xxx to grow in his position and improve his
productivity and general work pace over time. Other general skill areas that should be addressed
in the context of a new job are functional money skills, safety procedures (including having
numbers of people to contact in an emergency and money for a phone call at all times), and
transportation skills (how to call a taxi if a parent is not able to pick him up). If Xxx is given great
initial training in the right job in a naturally supportive environment, it is felt that Xxx could be
successful and find much enjoyment that comes from being part of a team and doing meaningful
work with peers in a community based job.
3.
It is also recommended that Xxx get involved in a social group with peers of similar age
independent from his family. Currently, Xxx does not have friends and does not socialize with
people much outside his family. Groups that Xxx might consider include social groups for
individuals with cognitive disabilities or for those who have had traumatic brain injuries. Other
options could center on an interest of Xxx’s like fishing, boating, tinkering with engines, or
restoring boats. Xxx could even develop a new hobby altogether for the sole purpose of meeting
other men and women. Joining a travel club or taking a class at a local community center or
recreation center in automotive mechanics, art, or horticulture may introduce him to a new group
of people. He could even consider a social group designed for single men and women with
disabilities to meet each other.
Another idea is to find a volunteer job of some interest for Xxx. He could develop work and
transferable skills, social skills, transportation skills (learn to take a taxi or bus on his own), as
well as be part of a group of people of various ages where he might make a new friend. If Xxx is
not comfortable to join a social group of individuals with traumatic brain injury, maybe he could
volunteer to assist a group like this as a helper or an aide. In the process of being out of the house
and around other people, he is more likely to make friends.
The following job titles correspond to some of the occupations, which match Xxx’s current interests and
skills:
Cashier’s Assistant/Courtesy Clerk
(grocery store - collecting carts/helping customers, but NOT bagging groceries – slow work pace)
Custodial Staff
(Hotel, Assisted Living Community - Specialty cleaning – polishing silver, shampooing carpets,
Banquet department – work on team to set up large rooms for conferences)
Restaurant worker
(Dishwasher (light volume), Pot Washer, Specialty cleaning jobs)
Retail Associate
(Stocking, Restocking returned items, Plant Care, etc.)
• Xxx is 50 years old
• He lives with his parents in Anywhere, MD
• Xxx sustained a closed head injury in 1977 from a car accident resulting in a seizure disorder and
cognitive impairment
• Xxx has been free of seizures for the past 18 years
• Currently Xxx’s medication includes Depakote and Dilantin
• Prior to his injury, Xxx graduated from high school (Baltimore Polytechnic Institute) in 1972
• Also before his accident, he studied to be a Mercury Outboard Motor Mechanic (earned certificate)
• Xxx has never been married and has no children
• Before his accident he worked for Champs Marine and Oak Grove Marina
• Since his accident, Xxx has not had a job except for working in his parent’s restaurant in Baltimore
• In the restaurant his job duties included; bussing tables and washing dishes
• Xxx reported that his only support system is his sisters and parents. He does not report having friends
to do things with or any other support/hobby group
• As hobbies, Xxx reported that he likes boats, the water, fishing, playing cards, and tuning outboard
motors
• As a goal, Xxx said he wanted a part-time job for something to do during the day so he doesn’t get
bored. (But, then he later said that his dad is the one who wants him to get a job)
• Thoroughness with task at hand
• Detail oriented
• Good listening skills
• Neat habits when working with materials
• Friendly and socially appropriate individual
• Responsible attitude - good work ethic
• Neat appearance
• Supportive parents/family
• Significant memory issues
• No paid work experience since accident - for 26 years (except occasionally in parent’s restaurant)
• Demonstrated slow work pace
• Has no social circle with same age peers (has no friends in which to learn social skills and enjoy
hobbies)
• Has no ability to drive a car and also does not have experience using a public transportation system
• Took a longer than average time to process new information presented
• Xxx’s perception of his own interests in not well developed – he appears confused and inconsistent
when asked questions about his preferences (partly because of memory, but also because of lack of
life/work experiences in order to know what he likes)
Xxx used a simple task checklist on day 2 of his assessment to assist him in remembering the tasks he
needed to perform. Pencil and paper assessments given to Xxx before and after going on the community
job site were read with him and explained as needed.
• Checklist of daily duties – can be written or in combination with pictures (displayed on a clipboard or
in another prominent position so Xxx will not forget to refer to the list for direction)
• Structured working environment will minimize the need for Xxx to synthesize new information and
make judgements or frequent decisions about task completion (Xxx demonstrated being able to make
a quality judgement about a task, but this process was not time efficient)
• Close interaction with supervisor or a lead coworker for Xxx to be able to receive frequent
instructions, directions, and feedback about his progress. This is especially important in the beginning
as Xxx learns more about his job and working in general. Xxx demonstrated his ability to take in
information and learn about the task, job site environment, his coworkers, and his own performance.
• Pacing prompts will be a critical tool to use to not only assist Xxx to meet productivity standards on a
job, but also to help Xxx to be aware of his own speed and learn ways to work faster. This is a skill
that he has never been required to learn. The focus with Xxx on a job site (his parent’s restaurant) has
been only on doing a quality job. Pacing prompts may include; a watch with pre-set alarms, an egg
timer that is kept with his supplies or other electronic buzzer device that is worn. As part of the job
learning process, they devices can be part of the daily routine to be set at the beginning of certain
tasks. A coworker may also be a pacing prompt if Xxx works as part of a team together with a
coworker to complete a task.
• Working in an environment that does not require high productivity and is generally low stress would
also be necessary
• Memory tools for personal organization and work proficiency are necessary for Xxx to incorporate in
his work and personal life. These should include; a calendar for remembering appointments/work
schedule, wallet with personal safety information including phone numbers for family/doctor/taxi, a
watch that has the ability to be set for several alarms, and a small notebook for writing down
information to remember (locker/door codes, phone numbers, peoples names). These items could all
be carried in one unit that zippers and looks like a big wallet or small organizer. There are also
electronic voice recorders that Xxx could record information he needs to remember that day for work
or after work. Xxx need to take more personal ownership of his life and time management that he has
relied on his family for.
• Experience working in and around a restaurant environment (washed pots, bussed tables)
• Experience working on outboard motors before his accident – retains some general familiarity with an
engine now
• Years of experience performing many regular house cleaning (vacuuming, dusting), and yard
maintenance (raking, caring for pool) tasks
More about the Assessment Site:
Description of the Site Whole Foods Market is a specialty grocery store located in the Xxxxxx Xxxxxx Shopping Center. This is
a store that focuses on organic and natural products. The design of the store and arrangement of the
produce and all other grocery items is in a beautiful and upscale presentation. The position that Xxx
tried out during his assessment was the Cashier Assistant position. Physically, the employee in this
position is mainly located in the front of the store either around the cash register area, the café area, or
outside keeping the carts in order or helping customers. The Cashier Assistant must also at times walk
the parking lot gathering carts, or go into the back of the store to get items to stock around the cash
registers (bags) or to throw away trash. This business is a fully integrated site with employees of various
ages and abilities as well as constant contact with the public in general who are its customers. Xxx
performed the following duties on 10/7-8/2003 from the position description of a Cashier’s Assistant;
stocked bags, cleaned Cashier area, bagged groceries, cleaned café area (wiped tables, wiped microwave,
filled silverware, swept floor), collected green baskets, collected carts, spot swept outside, and helped
customers load their car. Xxx worked with a Cashier Assistant Supervisor each day to learn the job and
receive task assignments. Also involved in setting up this assessment and in providing some information
to Xxx as needed were the Front End Team Supervisor, the Assistant Store Manager, and the Store
Manager.
Feedback from Community Employer –
Feedback received from the Head Cashier Assistant that Xxx worked very closely with on day 1 included
positive mention of Xxx’s good attitude and helpfulness to customers. She also mentioned that Xxx was
attentive to all the instructions and explanations she was giving and that he learned some of the duties by
the end of day one. When asked if Xxx could do this type of position for this company, she replied that
he would not be fast enough to do the bagging task, but collecting carts and helping customers would be a
good match for him in her opinion. She also added that currently they had 2 employees that also did not
bag and they were assigned to work outside or to stock the supplies for the cashiers.
Behavioral Observations:
With People
• Was cooperative and polite throughout assessment process
• When concentrating on a task, did not show friendly facial expressions
• When focused on good customer service, or when someone spoke to him, he was very friendly and
appropriate with customers
• In casual conversation used the word “colored” to refer to an African American person, (did not
appear to be derogatory for Xxx, but only a very outdated term. No derogatory remarks were noted
the rest of the day about any person. It was observed that Xxx holds traditional attitudes about
helping women with their bags because that it what a man should do.)
• Very focused active listening skills (listened to others talking, gave good eye contact, and asked
relevant questions in response to new information)
• Used thank-you, you’re welcome, excuse me, hello, and other good manners
• On one occasion when a customer asked Xxx a question that he didn’t know the answer to (Is there
bottled water to buy outside?), Xxx froze and said nothing to her and she walked away. When talking
with Xxx afterwards, he said that he could not remember what to say.
Performing Tasks
• Appeared frequently distracted by visual and auditory stimuli
• Observed frequently making slow and deliberate physical movements (stepping sideways to give
someone extra room to get by, stopping to pick up a small piece of paper on the floor)
• Observed a disproportionate over-focus on details
• When focused on a specific task, showed ability to combine movements and put shortcuts in place
• Has a naturally occurring pause built in between parts of tasks (appears to be a time built in for
processing information and deciding on appropriate next step to take)
• Displayed set views of how he thought several tasks should be performed (like, “I just collected the
baskets and I don’t think they need checking again”), when asked to change his way of doing
something, he was very willing to be cooperative (“I’m sorry, I don’t mind doing that, this is fine”)
• Observed having memory issues (did not recall where broom/dustpan were from 10 minutes earlier,
did not remember task checklist in his pocket from 5 minutes earlier and with 1 verbal prompt, did not
remember what a green basket looked like or where is was after doing task several times the day
before)
Performing Tasks – continue…
• Neat and orderly pattern to doing small parts of a task (was very thorough with small details to a task)
• Appeared to process any newly presented information at a slow pace
• Did initiate performing next task or additional tasks when he observed that they needed to be done
(this was done but at his own slower pace)
• Approached each task using good personal safety skills and habits (walked slower if floor was wet,
walked carefully around displays)
• At times appeared just a bit too careful
• Started tasks carefully, actively assessed what he could do, and then added steps appropriately (helped
customer load one grocery bag in car, decided he could carry up to 3 and still properly place bags
without spilling or crushing the contents) – seemed to do this process automatically
• When presented with a task or part of a task that he was not familiar with or could not do, he
responded well to verbal explanation and cues and showed a positive attitude (couldn’t work the spray
bottle – responded to 2 verbal cues)
• Was observed getting “stuck” several times when he encountered any physical resistance (the bags
didn’t fit, the spray bottle didn’t work, carts were stuck), but he took verbal direction well and showed
that he learned and put into place the technique for the next try at that task.
Work Attitudes/Habits
• Arrived early for the assessments on each day (parents took responsibility for getting Xxx there)
• Xxx was dressed neatly and very appropriately for the work environment
• Did not wear a watch on day 1, wore watch on day 2 after a specific request to do so
• Did not have a personal calendar planner, a wallet, or other memory aides with him on either day
• Expressed and demonstrated a good work ethic (“I will do what I need to do, what needs to be done”)
• Personal perception and reporting of his own interests and preferences is confused, inconsistent, and
not well-developed (when asked a question about a preference can answer one time yes, next time no)
(this may be a combination of both memory deficits and also from a lack of life/job experience)
• Frequently checked back with me for direction instead of continuing with the task given. After
numerous verbal prompts to ignore me and go ahead and perform the job independently, Xxx did
show some improvement with independently working through a task and making small decisions
about priorities (helping a customer comes before sweeping).
• Xxx did not seem to seek any praise for his work (he is motivated by his work ethic), but he would
seek out direction (maybe not used to thinking through a work situation for himself).
Cultural, linguistic and/or ethnic considerations: These items were considered by the evaluee and
evaluator and none were found to have an effect on the assessment or employment process.
Job Availability in Geographic Area: In the greater Xxxxxxxxx area there is a large variety of
businesses that correspond with the jobs recommended for Xxx. There are hotels, assisted living
residences, retail stores of almost any type desired, a large variety of restaurants, and grocery stores as
well. Examples of business names include; Safeway, Whole Foods Market, Trader Joes, Michael’s
Crafts, Home Depot, and Boater’s World to name just a few.
Vocational Interests and Temperaments:
“The World of Work; Thinking About What you Like” questionnaire - a simple career interest
exploration tool assessing preferences in job tasks, working around other people, environment, and work
schedule.
Information about Xxx’s job interests was gathered from interviewing him, observing his work on the job
site, and by going through this questionnaire with him. He consistently demonstrated difficulty when
asked to explain what he liked. He was very cooperative, but he found it hard to decide on an answer at
times, he often just did not know. He often did not seem to have a clear preference or he gave 2
seemingly contradictory preferences. For example, one time when asked he would say he liked to work
outside better and the next time he would say inside better. One time he would say he preferred to work
by himself, and the next time he said he preferred to work with others. Overall, two conclusions became
clear. Xxx does not have the work or possibly the general life experience to be able to know what he
likes concerning work issues. Also, he does appear to have a flexible attitude and a good work ethic that
he will do what he needs to do to get the job done and will work in a variety of environments. He also
showed this positive attitude and flexibility on the job site at Whole Foods.
Interests and preferences that Xxx did indicate on the questionnaire include; prefers a variety of tasks,
likes to work some of the day with other people, likes to work around a supervisor/coworker in case
he needs to ask questions, prefers to dress casually, is willing to work any schedule, is not interested
in computers, and has a variety of interests including working with people, animals, or plants. Xxx
indicated that he really loves to work with cars, work on engines, work around boats and water,
and likes to fish.
Learning Style Preferences:
•
C.I.T.E. Learning Style - is a self-report questionnaire that identifies the evaluee’s major learning
styles. Also noted are recommendations for success in learning situations.
Xxx was given the CITE Learning Style assessment verbally and each question was explained as
needed to Xxx. The evaluator recorded his answers. He did appear to understand the questions,
but on several he did not have a preference and could not make up his mind. On those he agreed
to mark a score in the middle of the scale. Xxx’s top 3 learning style preferences were found to be
Kinesthetic–Tactile, Expressiveness-Oral, and Visual Language. These styles reflect
preferences for learning by doing hands-on tasks, by seeing visual written information, and by
expressing himself orally instead of in writing. The styles indicated in the CITE were confirmed
by observation of Xxx in the work site environment. Xxx consistently picked up visual
information in the work environment. He read pamphlets, saw when items were out of order,
spotted paper on the floor, and read his task checklist. Xxx also appeared to learn from physically
doing a task and even independently combined steps and added shortcuts to the task after doing it
a few times (like putting 4 carts together without being cued or picking up 2 potted mums to carry
to a customer’s car instead of 1 at a time). Xxx was also very friendly to coworkers and
customers. He demonstrated appropriate conversational skills consistently, with the only
exception being a couple times when he was focused on a visual cleaning task, he did not smile or
notice a person’s comment. He was very easily redirected from this cleaning focus with a verbal
cue. Even though Xxx’s preferred and most useful style is oral expression, because of memory
difficulties, he sometimes can stop in the middle of a conversation not remembering what he
wanted to say. He also demonstrated reporting inconsistent information regarding his likes,
dislikes, and general life preferences. This could be a combination of issues with verbal
expression, memory, and also limited life experiences. Xxx’s lowest learning style preference was
in the area of Expressiveness-Written. This was also confirmed when Xxx was asked to complete
a Job Application and also complete a general Job Knowledge questionnaire.
Knowledge of Career Information and Job Seeking and Keeping Skills:
Job Knowledge Questionnaire- asks general questions about searching for a position, interviewing, and
working on a job site.
Results: Average, 65%
Xxx was able to read and complete this questionnaire with a moderate level of explanation of the
questions. Xxx demonstrated basic knowledge about making a good impression at an interview, having a
past employer give you a good reference, and general job definitions like promotion, raise, and resume.
Xxx expressed and demonstrated on the job an attitude of a strong work ethic, the importance of hard
work and being very responsible. He also expressed and demonstrated a broad knowledge of what an
employer may expect. Because of limited life and work experiences, Xxx did not show that he has
specific knowledge of any jobs of interest. On this questionnaire, Xxx could not specifically identify the
duties he would perform if he stocked shelves at a store, nor what money he would like to make. He
stated that in the past he got $8 in tips per week delivering take-out food at his parent’s restaurant, and he
was happy with that.
Employment Application- assesses ability to complete an employment application independently.
Results: Low
Xxx was asked to complete a job application for Whole Foods Market as if he was applying for the
position of Cashier Assistant. Xxx took an application home with him after the first day and brought it
back on the second day. He filled it out neatly, but in a very incomplete manner. He was able to respond
to questions asked on the application by checking a box, but was not able to answer in detail any
questions requiring him to fill in written information.
Job Seeking and Keeping Skills (from interview and observation) – Because of Xxx’s limited job
experience beyond working in his parents business, he did not demonstrate the knowledge about various
jobs of interest. He also did not demonstrate the ability to look for appropriate positions on his own. He
did discuss when interviewed and also exhibit on the job site many positive job keeping attitudes and
habits. He frequently talked about doing what needed to be done according to what the supervisor
wanted. Also, even though he had his own idea how to perform certain tasks, he quickly said he needed
to do it the supervisor’s way and not his own way. Xxx also was observed developing and using time
saving shortcuts and did not ask for or require unnecessary breaks. In order for Xxx to have the greatest
opportunity to keep a job, one area that will need to be considered when searching for an appropriate job
match will be Xxx’s demonstrated slow work pace.
It was a real pleasure meeting and working with Xxx. I hope he is able to further identify and then work
toward accomplishing his desired goals. If there are any questions or concerns regarding this assessment,
please do not hesitate to contact me.
________________________________
Name: Xxxxxxx Xxxxxx
Referral Source:
- Division of Rehabilitation Services
Assessment Type: Community-Based
Assessment Dates: October 1 and 30, 2003
December 4 and December 9, 2003
Date of Report: December 12, 2003
Referral Question: Does Xxxxxxxx possess skills to perform Janitorial work. While working does
Xxxxxxxx stay on task and take direction from others with minimal complications?
Summary
Xxxxxxx Xxxxxx participated in a 2 day, 10 hour Community-Based Assessment in order to determine if
he has the skills and appropriate work behaviors to perform janitorial work. Xxxxxxxx’s primary
vocational strengths were that he demonstrated exceptional and competitive cleaning skills, appropriate
and respectful work behaviors while on community based site, and he has his drivers license and own
vehicle. As for barriers to employment, the only item that Xxxxxxxx demonstrated was that prior to the
actual start of the assessment, he demonstrated poor impulse control by being verbally combative by
using obscenities and at times being augmentative.
Xxxxxxxx maintained a strong desire to obtain a cleaning position in a hospital setting in the Belair area.
He reported that he has re-applied to Chesapeake Hospital in Belair (where he was previously employed
and fired approximately 4 years ago), and was told that he was not eligible for rehire. Xxxxxxxx
expressed that he can not work in closed-in spaces, and only wanting to work in a hospital. Xxxxxxxx
also is interested in obtaining full-time employment (set hours), with benefits, indoors only,
independently, and earning at least $10.00 to $12.00/hr.
Based on Xxxxxxxx’s vocational interests, skills and performance during the Intake and CommunityBased Assessment it is recommend that Xxxxxxxx have the opportunity to meet and develop a rapport
with a Job Developer/Job Coach prior to beginning job development for Xxxxxxxx. This would provide
Xxxxxxxx with the chance to ease his anxieties and to develop an effective and positive working
relationship with the assigned staff person. While developing a rapport with the Job Developer/Job
Coach, Xxxxxxxx and the assigned Developer/Coach should work on updating his resume and practice
interviewing. Xxxxxxxx will also require job development and placement assistance with seeking and
obtaining a full-time (with benefits), cleaning position in a hospital. Xxxxxxxx should also consider a
cleaning position in a clinic or doctors office, if there are no current positions available at a hospital. In
addition, Xxxxxxxx will require job coaching to assist him with transitioning into the position, learning
and mastering duties and responsibilities, with establishing effective working relationship and natural
supports on the job site, creating a job duty checklist, determining additional accommodations as needed,
and with maintaining successful employment. Furthermore, depending on the position that Xxxxxxxx
obtains, he may need assistance with obtaining work related clothing, uniform and/or shoes.
X. Xxxxxx -2
Recommendations
In order to assist Xxxxxxxx with becoming employed and self sufficient, the following recommendations
are suggested:
1.
Xxxxxxxx, Kris Rinker-DORS Counselor, any significant others, and Xxxx Xxxxxxxx-Manager,
Career Development Services/evaluator should meet to discuss assessment results. The
preliminary assessment results were discussed with Xxxxxxxx by the evaluator on December 4
and 12, 2003.
2.
Xxxxxxxx would benefit from having the opportunity to meet and develop a rapport with a Job
Developer/Job Coach prior to beginning job development for Xxxxxxxx. This would provide
Xxxxxxxx with the chance to ease his anxieties and to develop an effective and positive working
relationship.
While developing a rapport with the Job Developer/Job Coach, Xxxxxxxx and the assigned
Developer/Coach should work on updating his resume and practice interviewing.
3.
Xxxxxxxx will require job development and placement assistance with seeking and obtaining a
full-time (with benefits), cleaning position in a hospital, clinic or doctors office.
4.
Xxxxxxxx will require job coaching to assist him with transitioning into the position, learning and
mastering duties and responsibilities, with establishing effective working relationship and natural
supports on the job site, creating a job duty checklist, determining additional accommodations as
needed, and with maintaining successful employment.
5.
Depending on the position that Xxxxxxxx obtains, he may need assistance with obtaining work
related clothing, uniform and/or shoes.
The following job titles correspond to some of the occupations, which match Xxxxxxxx’s current
interests and skills:
Cleaner
Janitor
Environmental Services Worker
*Positions should be sought in a hospital, or clinic or medical setting if a position is not currently
available in a hospital.
Education and Work History
• Graduated from Overlea High School
• Completed Custodial Training Program and Certificate from Maryland Rehabilitation Center in
1998
• Employed as Dishwasher at Station House Restaurant for 3 years (off & on) until the restaurant
closed in September of 2003. Xxxxxxxx was making $8.50/hr.
• Employed as Service Assistant at Denny’s, where he performed cleaning, bussing and assisted
with unloading trucks and restocking. He was employed at Denny’s from October 1989 to June
1992; until he left for a better job.
X. Xxxxxx -3
Background Information – continue…
Living Situation, Leisure Time, Support System, and Transportation
• Currently living with brother and his parents in their home in Street, Maryland, and considers the
arrangements satisfactory
• Spends spare time attending Alcoholics Anonymous meetings daily
• Considers Social Worker from Curtis Hand Center as primary support system
• Has driver’s license and own vehicle for transportation
• Supports self financially with Unemployment Insurance that he began receiving in October 2003
• Received Worker’s Compensation Benefits in the past, when injured hand on the job.
•
•
•
•
•
•
Diagnosis, Functional Limitations, etc.
Primary diagnoses of Mood Disorder NOS and Bipolar
Documentation of Emphysema, and missing portions of three fingers on left hand (which did not
demonstrate to be of any limitation while cleaning)
Currently being treated with Zyprexa 10mg, hs and Paxil CR 12.5 mg 1 hs
Sees Psychiatrist and therapist once a month
Reported being arrested 10 years ago, however Xxxxxxxx did not provide details
Reported that he attends Alcoholic Anonymous meetings daily, and does not have a Sponsor
because he does not believe in it.
- High school diploma
- Prior work experience and training in janitorial and cleaning skills
- Fast and steady work rate
- Not easily distracted
- Thorough cleaning skills and techniques
- Knowledgeable of cleaning procedures
- Driver’s license and own vehicle
- Neat and work appropriate appearance
- Poor impulse control (can be verbally combative-use of obscenities and argumentative)
- Evaluator would counsel Xxxxxxxx in a firm demeanor and place full responsibility on him when he
became argumentative and non-compliant
- Opportunity for Xxxxxxxx to become familiar and comfortable with Job Developer and/or Job Coach
- Medium size glove for right hand and large size glove for left hand
- Job coaching to assist with transitioning into and mastering responsibilities and duties
- Oral instruction, along with a demonstration (as needed), and checklist to ensure retention of duties
- Placement to be sought in hospital, clinic or medical setting
X. Xxxxxx -4
- Floor care skills (including mopping, stripping, waxing and buffing)
- Operation of carpet shampooer, vacuum cleaner, high-speed and side-to-side buffer
- Cleaning experience
- Dishwashing experience
- Material Handling experience
Behavioral Observations: Prior to the actual beginning of the community-based assessment (on-site),
Xxxxxxxx was regularly verbally combative, argumentative, loud, and demonstrated signs of frustration
and possible anxiety. However, once he walked through the door of the community-based site, he was
quiet, professional, receptive to suggestions from on-site supervisor (who he had just met), and
demonstrated appropriate and effective worker traits and behaviors. In addition, while cleaning,
Xxxxxxxx demonstrated a competitive work rate, was not easily distracted or frustrated, and cleaned
thoroughly and effectively. On the first day of cleaning, Xxxxxxxx would at times grab the wrong
cleaning solution or skip a step, which may have been due to nervousness and/or working too quickly.
However, he was receptive to the supervisor and evaluator when oversights were pointed out. On the
second day of assessment in the community; which was 5 days after the first, he retained all procedures
without difficulty and maintained a fast and steady work, and appropriate work behaviors and interactions
with others (of all races).
Knowledge of Career Information and Job Seeking and Keeping Skills: Xxxxxxxx was asked to
complete a job application as though he was actually applying for at position. He completed the
application neatly and accurately. However, he did leave out some dates of employment and placed
information in inaccurate order for first job listed. In addition, Xxxxxxxx has a resume which just needs
to be updated with employment information.
Xxxxxxxx has demonstrated job seeking skills by obtaining positions in the past, independently. In
regards to job keeping skills, Xxxxxxxx has also demonstrated the ability to maintain employment, by
keeping a position for up to 3 years.
Cultural, linguistic and/or ethnic considerations: These items were considered by the evaluee and
evaluator and none were found to have an effect on the assessment or employment process.
Job Availability in Geographic Area: Based on Xxxxxxxx’s interest of only wanting to clean in a
hospital, his job availability; especially in his geographic area, will be limited. However, Xxxxxxxx
expressed a willingness to travel to Baltimore or surrounding areas in order to increase his opportunity for
employment. There were several cleaning positions listed in hospitals within a 50 mile radius to
Xxxxxxxx’s zip code based on Maryland’s Job Bank
http://www.jobsearch.org/MD/seeker/jobsearch/quick. Position titles listed were: Maintenance
Housekeeper, Environmental Support Associate, Support Technician, Cleaner-Hospital, and
Housekeeping Aide. The hospitals listed were: Lancaster Health Alliance in Lancaster, PA; MEDSTAR
Health-Franklin Square Hospital Center in Baltimore, MD; Life Bridge Health, Inc. in Baltimore, MD;
Well Span Health in York, PA; and Johns Hopkins Bay view Medical Center in Baltimore, MD. (See
Attachment)
X. Xxxxxx -5
Vocational Interests and Temperaments: Based on self-report, Xxxxxxxx is only interested in
performing cleaning skills in a hospital setting. Although, he has experience in floor care and buffer
operation, he had stated that he had no interest in performing those duties on a job. In addition,
Xxxxxxxx wants a full-time position (with set hours) with benefits. He also expressed a strong desire to
only have a white, female job developer/job coach, and selected male or female supervisor on a work
preference questionnaire. On this questionnaire, Xxxxxxxx also reported that he would like to make at
least $10.00-$12.00/hour.
•
Academic Skills – Based on psychological assessment from 1996, Xxxxxxxx score at a 10th grade
reading level and ending level of 4th grade for math skills, based on the WRAT-R.
•
Learning Style - Based on self-report and observation, Xxxxxxxx learns best when he is provided
with 1-2 step, oral instruction, provided with a demonstration as needed, and a checklist to assist
him with remembering required steps and responsibilities.
Community-Based Site Description:
Xxxxxxxx’s community-based assessment took place at a coffee distribution warehouse-Wm. Riley
Company at 3501 Duncan Avenue in East Baltimore. The warehouse was an integrated site, with
warehouse and office workers. There were male and female, Caucasian, African-American and Hispanic
employees, with an approximate average age of 35 on the site. The building has the strong aroma of
coffee and is environmentally controlled. Xxxxxxxx encountered several employees, male and female
during the assessment. He was also introduced to the supervisor of the cleaning crew (white, female) and
supervisor of the warehouse (white, male). Xxxxxxxx usually would only speak if spoken to; with the
exception of the female cleaning crew supervisor, who he appeared to feel comfortable with almost
immediately and would accept constructive criticism and share cleaning techniques with. If Xxxxxxxx
would come in contact with a warehouse employee while cleaning, he would stand back patiently and
wait for the person to leave his work area before continuing his work tasks.
On day 1 of the assessment at Wm. Riley & Co., Xxxxxxxx was supervised by the cleaning crew
supervisor and warehouse supervisor, and evaluator. He cleaned two male bathrooms from 10:15 a.m. to
12:00 p.m. Duties included: cleaning in the proper order with proper supplies, cleaning sinks, mirrors,
spot cleaning walls and wiping down partitions and supply containers, cleaning toilets and urinals,
emptying trash, sweeping and mopping. Xxxxxxxx was receptive to suggestions, polite and appropriate
to supervisor, familiar with proper order of cleaning, wore gloves, and cleaned at a fast, competitive work
rate and thoroughly; including wiping down pipes under sinks and based of toilets. He also expressed and
demonstrated “tricks of the trade”—leaving toilet seat up after cleaning so you know that it has been
cleaned, tying trash bags for better fit, using glass cleaner on sink faucets after cleaning sinks and wiping
with paper towels for added shine, after cleaning toilets and urinals spraying disinfectant in base to
provide clean smell. In addition, Xxxxxxxx was very attentive replacing cleaning supplies in proper
places in stock room.
X. Xxxxxx -6
Community-Based Site Description: - continue…
On day 2 of the assessment (5 days after first day due to: snow day, weekend, and getting lost on day 4)
at Wm. Riley & Co., Xxxxxxxx was supervised by the cleaning crew and warehouse supervisor. He
cleaned the same bathrooms as on day 1 and a small office from 9:15 a.m. to 11:30 a.m. Xxxxxxxx was
again receptive and appropriate with supervisor and retained all steps and procedures from day 1. He also
maintained a fast, competitive work rate and thorough cleaning techniques. The supervisor reported “His
work ethics and respect towards others was good. Xxxxxxxx had no difficulty carrying a conversation
with a staff person at Wm. Riley, and when being introduced to others he responded properly.”
During both days of the community-based assessment, Xxxxxxxx did not demonstrate any inappropriate
behaviors or combative, augmentative verbalizations.
It was a pleasure meeting and working with Xxxxxxxx. If there are any questions or concerns regarding
this assessment, please do not hesitate to contact me.
Xxxx Xxxxxxxx,
Manager, Career Development Services
Option Selected: Comprehensive
Evaluee: A____
Date of Birth: November 1, 1983
Hand Dominance: right
Assessment Period: September 7 & 8, 2005
Case #:
Age: 21
Referring Counselor:
Agency: DORS-Towson
REFERRAL QUESTION: “Client expressed an interest in food service. [For] what types of
work is this client best suited? What supports are necessary for client to be successful in
competitive employment?”
REHABILITATION/EMPLOYMENT CONSIDERATIONS:
During the initial interview, Andrew was asked to describe any diagnoses, illnesses or barriers to
employment he may have. Andrew was unaware of his diagnoses or medical condition and could
not identify any way in which his condition affects or restricts his work activities. His health
status self-report form included with his DORS application noted that he has a heart murmur
which does not affect his work. Andrew wears glasses but uses no other assistive devices.
Andrew’s records indicate that he has Down Syndrome. In testing performed on April 2004,
Andrew was given the Woodcock-Johnson III Tests of Achievement and scored at the
kindergarten to first grade level on each subtest measuring Broad Math, Broad Written
Language, Math Calculation Skills, Written Expression, Academic Skills and Academic
Applications. Andrew also participated in a psychological assessment given through the
Baltimore County Public School System in 1999. He was administered the Wechsler Intelligence
Scale for Children-Third Edition (WISC-III) which indicated a Verbal IQ of 46, Performance IQ
of 46 and Full Scale IQ of 40. The Verbal IQ and the Performance IQ were noted to be in the
mildly mentally retarded range and the Full Scale IQ fell in the moderately mentally retarded
range. It noted, “in the Verbal area, all language skills assessed fell at the deficient level…On the
Performance scale, all visual processing skills were exhibited at a mentally deficient level as
well.” It noted that, on each of these tests, he performed best when he was provided with visual
cues and benefited from a concrete model. However, the examiner noted that on visual memory
task of the Bender-Gestalt, his performance suggested “significantly weak visual memory skills.”
Results from that administration of the (WISC-III) also indicated a Verbal Comprehension Index
Score of 50, Perceptual Organization Index Score of 50 and a Freedom from Distractibility Index
Score of 50. At that time he was also given the Wide Range Achievement Test Revision-3
(WRAT-3) and attained a scaled score of <45 and grade equivalent scores at the kindergarten
level for Reading, Spelling and Mathematics.
-
2
In regard to the question of how Andrew’s condition affects or restricts his work activities, his
performance records from his supported employment work obtained through the Arc indicated
the following information: Andrew currently works in the dining hall at Goucher College
Monday through Friday from 9 a.m. to 2 p.m. and earns $4.66 per hour. He requires a staffing
ratio of 1:4 and requires supervision “67 to 99%” of the time. His duties include washing dishes,
putting the dishes away and emptying trash cans. It indicated that there were many areas of his
performance that continue to require addressing including consistent lateness, remaining on task,
taking long breaks, engaging in “play” instead of work, refusing to take direction, refusing to
perform tasks when asked and occasionally “talking back to supervisor.” His records noted that
he needed to be separated from a peer with whom he tended to play instead of work and that he
needed reminders to continue working as well as modeling from staff in order to perform the task
as required. His work checklist indicated that he is “fair” with following instructions and
requires “repetitive, one step tasks.” He requires reminders for two step tasks and requires
prompts and supervision to follow directions and perform tasks as assigned. He is unable to
follow written instructions as he cannot read. Andrew’s performance documentation also noted
“fair” marks in regard to stress level, maturity level, motivation efficiency/accuracy (which was
noted to be inconsistent), consistency, attention span, behavior and responsibility (it was noted
that he needed prompting to stay on task). Specific quotes included, “Andrew refuses to take
direction and when he is told to do something he stands there. He plays around at times and can
be very rude at times. He also takes very long breaks. When I ask them to do something, he tells
me what I just said then doesn't do it.” It also noted that he does not complete all of his work at
times. His records indicated that he has a good rapport with one of his supervisors, Georgia.
However, when Georgia went on vacation, Andrew was fired by his crew chief and required
Georgia's intervention upon her return in order to regain his job.
BACKGROUND SUMMARY:
Andrew reported that he currently lives with his father which he said is a satisfactory living
situation at this time. He was asked what he likes to do in his spare time when he is not working
and he initially said, “Work.” The question was clarified and he then answered, “Games.” He
said that he is notcurrently involved in any support or social groups with the exception of his
supported employment through the Arc.
Andrew is currently participating in the Essex Life Skills Program. He has received special
education services in all aspects of his schooling. He reported that his favorite class is Math and
his least favorite class is Reading.
As noted above, Andrew participates in supported employment through the Arc in an enclave
setting at the dining hall at Goucher College. Andrew described other work experiences he has
had through the Arc including “doing paperwork and working on computers.” He said that he
had a job coach in those jobs but was unable to describe the tasks he performed other than
“computers-hit keys, did paperwork.” He also said that he worked at the zoo in a custodial
position in which he cleaned bathrooms, emptied the trash cans and fed animals. Lastly, he
reported that he worked in a laundry facility at a hotel with the Arc. He was unable to describe
extensive details about any of the jobs and could not recall how long he performed any of the
jobs.
-
3
When asked which job he most enjoyed and why, Andrew said, “In the office.” He also said that
he enjoyed feeding the animals at the zoo and enjoys “working with Ms. Georgia at Goucher
College.” When asked which was his least favorite job, Andrew said, “At high school-pulling the
trash and working in the kitchen.”
Andrew was not able to describe his vocational strengths and skills or any areas in which he
needs to improve on the job. Each question was rephrased for him; however, it was clear that he
did not understand the question and he replied, “I don't know.”
When asked what kind of job he would like to do, Andrew said, “washing around in a house.”
He added, “in the kitchen, basement, backyard, laundry and washing clothes.” He also said that
he would like to “put paper in a box or in the trash.” When asked what salary he would like to
earn, Andrew said, “$3.40.” He currently earns $4.66 per hour.
Accommodations/modifications requested and/or provided during the assessment: Andrew
was provided with one-on-one assistance and verbal instruction and visual modeling for all tasks.
He required frequent prompts in order to perform the task as required. Breaks were offered as
needed. As he declined to stand as requested for several tasks that required it, Andrew was
permitted to sit as this was clearly his preference.
Accommodations/modifications/environmental
considerations
requested
and/or
recommended for employment or training to enhance capacities: As specified in Andrew’s
background records and performance reports, he will need very close supervision and frequent
prompts to ascertain that he stays on task and performs tasks as required. Close supervision will
also be needed to ascertain that the requirements of the job are met and the tasks of the job are
completed adequately.
Specific Cultural, Linguistic, Ethnic and/or Environmental Considerations: These items
were considered by the evaluee and evaluator and none were found to have an effect on the
assessment or employment process.
ASSESSMENT OUTCOMES AND EMPLOYMENT IMPLICATIONS
WORKING/LEARNING STYLE PREFERENCES:
The Swassing-Barbe Modality Index, a matching to sample activity, examines how one
acquires, learns and remembers new information the easiest. Andrew’s responses were found to
be:
-
Visual Learner (learns best by seeing, by visualization): 36 %
Auditory Learner (learns best by hearing instructions): 30 %
Kinesthetic Learner (learns best by doing, by hands-on experience): 33 %
Differences of five percentage points or more are considered important clues on how new
information should be presented to this person.
-
4
GENERAL EDUCATIONAL DEVELOPMENT (GED):
Andrew's background records were used to gain information about his academic levels. As
reported above, Andrew scored within the mildly to moderately mentally retarded range (or
between the kindergarten and first grade equivalent levels) on all intelligence testing performed
within the last several years.
INTERESTS/PREFERENCES/TEMPERAMENTS:
Interest screening was completed using the Becker Reading Free Interest Inventory. When
compared to the Norm Group of Learning Disabled Public School Males Ages 16-19, Andrew’s
main interest areas were Laundry (90th percentile), Patient Care (80th percentile) and Food
Service (75th percentile).
APTITUDES:
Aptitudes are the quickness and ease with which a person can learn or do something. The
APTICOM 5B program was used to screen for aptitudes. The Apticom consists of timed tests
which assess aptitudes based on how quickly and effectively a person can complete the given
task compared to a norm group of adults and 11th & 12th grade students.
(DOT LEVEL KEY: Level 1-Above 90th %ile; Level 2-67th to 90th %ile; Level 3-33rd to
67th%ile; Level 4-10th to 33rd %ile; Level 5-Below 10th%ile)
Aptitude
Standard
Tested
Score
Percentile
Estimated Ability
& DOT Level
P-Form Perception-Observing detail in objects or drawings and noticing differences in shapes
and shadings.
57
2
5 Below Average
F-Finger Dexterity-Moving the fingers to work with small objects rapidly and correctly.
66
5
5 Below Average
M-Manual Dexterity-Moving the hands with ease and skill in placing and turning motions.
81
17
4 Low Average
-
5
JOB SEEKING AND KEEPING SKILLS ASSESSMENT:
Andrew was not asked to complete a job application as he is unable to read or write at a
functional level and would need assistance with all aspects of finding, applying for and
performing a job.
Andrew has needed significant supports in order to maintain his current job. As noted in his
performance evaluations supplied by the Arc, he requires almost constant supervision to ensure
that he performs duties as required in order to maintain his job. The records indicated that he has
a good rapport with one of his job coaches; however, when she went on vacation, the crew chief
fired Andrew and the intervention of his job coach was required in order to regain his job.
SIMULATED WORK STATIONS AND TASKS:
Alphabetical Filing: Assesses the ability to file 50 cards alphabetically.
Interest: Average
Results: Low
Andrew was able to file the cards by the first letter but was unable to file the cards within the
letter section (ex. Sa, Se, Si), thus was unable to successfully complete the exercise. He reported
that he had performed filing tasks in previous job placements.
Numerical Filing: Assesses the ability to file 50 cards numerically by five numbers.
Interest: Average
Results: Low
Andrew was unable to file numerically.
Mail Sorting: Assesses ability to sort 100 cards by zip code into boxes labeled with the zip code.
Interest: High
Results: Low
Andrew was unable to match the zip codes in order to sort the cards effectively. He initially
demonstrated understanding of the task, but then did not file the cards in their correct boxes.
Additionally, he was asked to stand to perform the task to most closely simulate the task as
performed on the job. Andrew was prompted to stand three times and stood on the third prompt.
He stood very briefly while performing the task then sat back down and completed the rest of the
task in a seated position.
Sorting, Collating and Packaging: Assesses the ability to accurately sort, group and collate bus
schedules into (written) requested order combinations and put them into envelopes when the
order is completed.
Interest: Average
Results: Low
Andrew was able to accurately sort the bus schedules into the appropriate piles based on the
route number written in large print on the front of the bus schedule. The evaluator wrote order
requests on envelopes and asked Andrew to fill the order written on the envelopes. He was
unable to package the bus schedules by route number written on the envelope and placed only
one bus schedule in each envelope. The bus schedule that he placed in the envelope was the one
listed first on the order. On the second attempt, Andrew ran out of one set of bus schedules, but
did not alert the evaluator and thus did not complete the order.
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6
Valpar Work Sample 7: Multi Level Sorting: Assesses the ability to make decisions while
performing work tasks requiring physical manipulation and visual discrimination of colors, color
– number, color – letter, and color – letter – number combinations.
Interest: High
Results: Low
Andrew was given verbal and visual directions and was also given the opportunity to practice
sorting into a section of the board; however, he mis-sorted several of the tiles as the colors were
similar. Before being timed on the actual test, the error was pointed out to him so that he could
differentiate the colors on the actual test. On the first attempt, Andrew completed this task in 28
minutes 19 seconds with 20 errors corresponding to the <1st percentile. He was encouraged to
attempt the task again later to see if he could improve his score. He completed the task with 5
errors in 14 minutes 59 seconds. Although his accuracy improved greatly, his pace continued to
be in the <1 percentile (Far Below Average range). Norms used were Employed Workers in the
San Diego area. Andrew was again asked to stand to perform this task as it is specified in the test
instructions. Andrew again stood for less than a minute before he began leaning on the table. He
then kneeled in front of the table. Andrew was asked if his feet or his back hurt while standing
and he replied, “No, I'm just lazy.” He was permitted to sit for the task; however, it was pointed
out to him that he overlooked one of the pieces he was to sort for the task because he was in a
seated position. He was unable to demonstrate an effective work pace; however, he did ask one
question when it was unclear to him whether a tile was printed with a “6” or a “9.”
Stocking: Assesses the ability to sort 72 envelopes labeled with letters, numbers and symbols
into 12 shelves labeled with the same letter-number-symbol combination.
Interest: High
Results: Low
Andrew sorted all of the envelopes, but overlooked two entire sections of the shelf, where
several of the envelopes were to be placed. He returned the cards to the evaluator, explaining that
he could not locate their appropriate place. Andrew required 7 minutes 30 seconds to perform
the task on the first try which is not considered a competitive work rate. He was asked to attempt
the task again and was shown the space on the shelf where the envelopes he did not sort were to
be placed. He made the same errors as on the first attempt but completed the task in 4 minutes 59
seconds. It was noted that, prior to beginning the task, Andrew noticed that part of the shelf
display was coming apart. He asked the office secretary for tape with which to fix the display.
Andrew was thanked for his thoughtful assistance in fixing the display.
Liquid Measurement: Assesses the ability to measure quantities of liquid using a measuring
cup with fractions of a cup, milliliter and ounce measurements.
Interest: Average
Results: Low
Andrew was verbally asked to measure amounts of liquid. He was able to measure liquid
accurately if the measurement specified was written on the cup. For example, he was able to
measure 12 ounces and 8 ounces, but was not able to measure 10 ounces because that amount
was not written on the cup. Similarly, he was able to measure ½ cup and 1 cup, but was not able
to measure ¾ cup because it was not written on the measuring cup.
Table Setting: Assesses the ability to set a table with four table settings given a visual model.
Interest: Average
Results: High
Andrew initially sat down to perform the task but eventually stood up in order to complete the
task. He set the table neatly and accurately and worked at an effective rate.
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7
Silverware Rolling: Assesses the ability to neatly wrap a place setting of silverware in a fabric
napkin as demonstrated.
Interest: Average
Results: Average
Andrew would need more practice in rolling the napkin neatly and in the same manner as
demonstrated. He would need repeated demonstrations of this task as well as a visual concrete
model of the finished product.
Food Safety and Hand Washing Work Sample: Assesses the ability to demonstrate proper
hand washing techniques and knowledge of hygienic food preparation procedures.
Interest: Average
Results: Low
Andrew was asked what he would do before beginning to prepare food. He was unaware that he
should wash his hands before preparing food. After this was established, he was asked what kind
of water he would use to wash his hands. He said, “Cold.” He was informed that he should use
very warm water. He began running the warm water and finished washing his hands without
using soap. He was informed that he needed to use soap with the warm water and rub his hands
together to effectively cleanse his hands before preparing food.
Vegetable Peeling and Slicing: Assesses the ability to peel, slice and prepare vegetables to
serve in a restaurant.
Interest: Average
Results: Low
Andrew was given a demonstration of how to wash, peel and slice cucumbers for a salad.
Andrew washed the cucumbers as demonstrated, but did not understand how to use a standard
peeler to peel the skin off the cucumbers. This was demonstrated for him several times; however,
he was unable to peel the skin effectively and broke both cucumbers in half attempting to peel
them. He was provided with assistance with peeling the cucumbers and was then given a cutting
board and knife in order to slice the cucumbers. Andrew was asked to slice the cucumbers thinly
as though he was preparing them for a salad. Andrew was unable to slice the cucumbers thinly.
It appeared that his poor dexterity and visual motor skills which were observed in previous
evaluations limited his ability to perform this skill effectively.
Cleaning (office dining area): Assesses work rate, accuracy, thoroughness, technique, and
safety procedures for cleaning.
Interest: Average
Results: Low
As Andrew had expressed interest in cleaning houses for work, he was asked to demonstrate how
he would clean a microwave oven. Andrew cleaned the inside bottom of the microwave oven
with the provided spray cleaner and paper towel. He did not clean the top, sides or door of the
inside of the oven and did not clean the outside of the microwave. Based on this assessment, it
would not seem that Andrew would be able to independently clean a house in a detailed and
effective way.
-
8
BEHAVIORAL OBSERVATIONS:
On the first day of the assessment Andrew arrived 20 minutes late and was transported by his
sister. He was neatly dressed and groomed and displayed a pleasant, polite and very sociable
demeanor. Andrew seemed to place a high value on his interpersonal interactions and he clearly
enjoyed talking with the evaluator and the other evaluees. It was noted that he burped loudly
several times during the assessment but each time said, “Excuse me.”
During the introductory interview, the evaluator had to leave the room for a moment and
returned to find Andrew sitting on the floor. On several occasions throughout the assessment, it
was clear that Andrew did his best to provide answers to questions but often answered, “Yes” to
a question, but then conveyed that he did not understand the question that was asked. At times,
his speech was difficult to understand.
Andrew was also observed to fall asleep during breaks and during a task in which he was
instructed to close his eyes to feel plastic shapes with his hands. This tendency was noted in his
performance records as a reason for his often being late to his job.
Andrew was cooperative; however, his motivation and initiative in completing all assigned tasks
were poor. On one occasion however, before beginning the stocking task, Andrew noticed that
part of the shelf display was coming apart. He asked the office secretary for tape with which to
fix the display. Andrew was thanked for his thoughtful assistance in fixing the display.
Andrew's work stamina was poor and despite being repeatedly prompted to stand when
completing certain tasks, he sat down as soon as he felt the evaluator was not observing him. He
was asked if he was uncomfortable while standing and displayed a sense of humor when he said,
“No, I’m just lazy.” Despite being prompted, he sat down to complete each task, with the
exception of those food preparation work samples performed in the kitchen at the sink.
Additionally, Andrew did not demonstrate that he placed a high value on accuracy as he did not
ask questions when uncertain of how to perform a task and did not inform the evaluator when he
ran out of needed materials to complete a task.
Generally, Andrew displayed appropriate social behaviors and interacted in a friendly and polite
way with the evaluator and the other evaluees. On a number of occasions however, Andrew
complimented the evaluator's appearance in a fairly benign manner. This was not noted to be an
issue in any of his performance evaluations from the Arc, but he may need counseling as to how
to interact with female staff and co-workers if his comments cause discomfort to either staff or
co-workers.
-
9
SUMMARY
Based on the results of this Career Assessment, the following are considered significant for
vocational planning:
EMPLOYABILITY ASSETS:
-
neatly dressed and groomed
pleasant and polite demeanor
currently attending the Life Skills Training Program through the Community College
of Baltimore County at Essex
currently receiving the appropriate level of on-site job coaching through the Arc
reported work experience obtained through the Arc in the areas of food service,
laundry service, dishwashing and clerical packaging
demonstrated effective knowledge of table setting on work sample
no documented physical limitations
EMPLOYABILITY NEEDS:
-
continue to receive on-site job coaching with close supervision to ensure quality of
work performed and to focus on work habits needing improvement
requires hands-on work with repeated visual demonstration, hands-on instruction and
concrete model of finished product
prefers a seated work station
RECOMMENDATIONS
1. The referral question asked, “Client expressed an interest in food service. [For] what
types of work as this client best suited? What supports are necessary for client to be
successful in competitive employment?” Based on the results of this assessment and his
job performance evaluations performed at his current job placement with the Arc, it is
clear that Andrew will continue to need on-site supported employment with a small staff
to client ratio and close supervision. See Rehabilitation/Employment Consideration
section (page 1 and 2).
2. Further review of his records supported the need for his current level of employment
supports and noted further suggestions. His psychological evaluation, performed in 1999,
recommended that “Andrew would benefit from concrete manipulatives, repetition and
multisensory instruction techniques. His Individual Education Program (IEP) constructed
in April, 2004 recommended that he be given a calculator for use in any calculation tasks.
It noted that he would benefit from instruction in a small classroom setting with a small
teacher to student ratio. In the Essex Life Skills Program, which he currently attends, he
should be provided with “preferential seating, supervision with job coach, special
- 10
transportation and transition planning.” It specified that supervision is needed when he
participates in any employment or community activities.
3. Andrew demonstrated a preference for a seated work station if performing stationary
work. To the extent possible, this preference should be accommodated. He should be
questioned about any discomfort he experiences while standing to work in order to
address any possible physical concern as it is uncertain as to whether he would volunteer
this information.
As Andrew will need to continue to receive on-site supported employment, his options will be
limited to those enclave work sites in which the Arc can provide services. As a result,
information about the availability of competitive jobs in his area is not included with this report.
Attached to this report is information from the Job Accommodation Network (JAN) that may be
helpful to Andrew in a work situation and to those who are working with him.
It was a pleasure to work with Andrew and I wish him all the best as he begins to explore his job
options.
___________________________________
September 24, 2005
Last day of assessment: September 8, 2005
Report due date: September 28, 2005
Date report mailed: ___________________
Name: John Jones, Jr.
Date of Birth: June 21, 1987
Date of Report: July 29, 2005
Referral Source:
– Dundalk Division of Rehabilitation Services
Assessment Type: Comprehensive
Assessment Dates: July 7-8, 21-22, 2005
Referral Question: What are John’s interests, strengths, and limitations? What positions could he perform? John
communicates well, but has difficulty with math, reading and writing. What types of supports will be needed to become
employed competitively? He has a slight interest in auto mechanics, but academics appear too limited. Would he be
successful in other automotive fields, and if not what other types of positions could he do?
Summary
John Jones, Jr. participated in a three day, 13 hour Comprehensive Career Assessment in order to determine his
vocational interests, strengths, potential barriers to employment, and what supports he will need in a position that meets
his potential and skills. John was originally scheduled to attend on July 7 and 8, but was only able to attend the first day,
due to his mother not being able to provide him with transportation on July 8. Therefore, two additional days were
scheduled for John at a later date. John’s primary vocational strengths were that he was receptive to suggestions,
cooperative and willing to attempt any tasks requested of him. However, his major potential barriers to employment are
his non-competitive academic skills, writing and spelling skills, he was easily distracted and at times had to be verbally
prompted to return to the task at hand, and his non-competitive work rate.
Initially, John expressed an interest in becoming an Auto Mechanic, although he was unable to state a reason for this
interest. As a result of a formal interest survey, John selected: Actor, Singer, Reporter, Manager, and Special Agent as
his top positions of interest. However, after the evaluator conducted an extensive career exploration with John and
provided him with a variety of potential positions that meet his interests and potential skills and work environments and
John selected to work: in a store, performing landscaping, in a mailroom, performing cleaning, with animals in a kennel,
or in a restaurant. John was also adamant about not working in a hospital or nursing home.
Based on John’s vocational interests, strengths and barriers, the suitable employment environment for John would be a
supported employment or enclave position. John requires direct and constant supervision to maintain his attention to task
and to provide assistance as needed. Therefore, in order to assist John with achieving his vocational goal, he will need to
apply for Development Disability Administration (DDA) vocational services so he will be eligible for attending a
Vocational Program at a Community Rehabilitation Program for individuals with developmental disabilities. See
Recommendations on page 2 for additional details.
J. Jones, Jr.-2
Recommendations
In order to assist John with becoming employed and self sufficient, the following recommendations are suggested: The
preliminary assessment results were discussed with John by the evaluator on the last day of the assessment.
1.
John and his mother need to apply for Development Disability Administration (DDA) vocational services so he
will be eligible for attending a Vocational Program at a Community Rehabilitation Program (CRP) for
individuals with developmental disabilities. The CRP will provide John with the opportunity for transportation,
mobility training, daily living skills, social skills, and vocational skills. The areas that John should focus on while
attending the CRP are: increasing work rate to a competitive level, gaining additional transferable skills, and
increasing his attention to detail.
2.
John should apply for Para-Transit MTA Mobility Services in order to provide him with independent
transportation and to widen his opportunity for services.
3.
Once John is work ready, he will require a supported employment or enclave position where he is performing
repetitive tasks and constant supervision. In order to assist John with increasing his work rate and performance,
he should be provided with a timer at his work station and informed that he has a certain period of time to
attempt to complete a task, and/or paired up with a co-worker to assist with production and natural support to
prompt John to stay on task. See page 4 for suggested Accommodations/Modifications.
J. Jones, Jr.-3
EDUCATION AND WORK HISTORY
John and his mother reported that he graduated in June 2005 with a regular High School Diploma, from Kenwood
High school; however, it was requested that John bring in a copy of his diploma and it is actually a Maryland High
School Certificate of attendance
- Based on school records and John, he received Special Education Services while in high school
-
-
John’s only work experiences have been unpaid and provided through school. He reported work study in the
following positions:
1) Family Dollar Store where he placed clothing on hangers, swept the floors, and placed shoes on
racks and Fashion Bug where he “helped other workers in the back” and placed clothing on hangers;
during 12th Grade
2) John reported not participating in work study during the 11th Grade
3) Mars Grocery Store where he replaced food on shelves, “helped other workers in the back”, and
cleaned up; during 10th Grade
4) Marshall’s Department Store where he took out bags and placed clothing in boxes; during 9th Grade
John also reported that with his mother and step-father’s assistance, he has applied at McDonald’s, Mars Grocery
Store, and Gersback Grocery Store, but that he has not received a call back.
LIVING SITUATION, LEISURE TIME, EMOTIONAL AND FINANCIAL SUPPORT, AND
TRANSPORTATION
John currently lives with his mother and step-father; when asked how long he has had a step-father, John stated
“since he has been out of jail”. He was then asked how long ago it has been that John’s mother and step-father have
been married, John stated since he was 17 years old and reported that his relationship with his step-father was
sometimes good and sometimes bad. John also expressed that he still has contact with his biological father who lives
in Harford County with John’s sister.
John reported spending his spare time playing PlayStation 2 (racing games), and going outside to hang out with
friends from his neighborhood (ranging in ages from 6 to 18 years old), and that he sometimes sees friends from high
school.
- When John was asked who he would go to talk about a problem he was having, his first response was “supervisor”,
when asked by the evaluator, what about if it was a personal problem, he said his mother or father
John has recently applied for Social Security Benefits, and currently receives financial assistance from his mother
John reported that he can use the public transportation system as long as he is with someone, and usually receives
transportation from his mother.
DISABILITY INFORMATION
- John’s primary diagnosis is Mild Mental Retardation
- On the DORS Health Status Sheet is was recorded that John had a learning disability, needed
to wear
eyeglasses, required minimal assistance with routine activities of daily living,
sometimes had difficulty with remembering, following instruction, doing what others expect
of him, and reading or understanding. Furthermore, on the form it stated that John had low
muscle tone (which John was uncertain of the cause of muscle tone and when asked for
cause…he just said “back”.
- John is not on any medications
J. Jones, Jr.-4
- Prior work exposure through school
- Demonstrated no signs of frustration
- Cooperative and receptive to suggestions
- Willing to attempt any task requested of him
- Effectively dressed and groomed
- Easily and frequently distracted
- Hand writing was illegible at times, and demonstrated poor spelling skills
- Lacks a high school diploma
-
Requires a supported employment or enclave position, but lacks DDA funding
Non-competitive work rate
Non-competitive academic skills
- Use of a calculator
- Private room to complete academic assessments to eliminate distractions
- Additional explanation and clarification of directions and tasks
Accommodations/modifications/environmental considerations requested and/or recommended for employment or
training to enhance capacities:
- extra response and processing time
- hands-on learning, modeling, guiding questions
- step-by-step oral and written (short phrases) directions
- use of visual aids
- repetitive tasks
- quiet work area with minimal or no distractions
- auditory cue to return to task at hand (ex. alarm that can be set for every minute or so)
- to work with a partner to assist with peer prompting to stay on task
- direct supervision to assist with learning work tasks, to improve attention to detail and production rate
- part-time position to start, to ease into the work place
- supported employment or enclave position (once work rate and attention to detail is increased)
- placing clothing on hangers
- placing items on shelves
- sweeping
Behavioral Observations:
- arrived 15 minutes late on day one, and absent on day two due to his mother not being able to transport him
- knew other evaluee at the assessment, but did not acknowledge or interact with him until the evaluator asked if they
knew each other and the other evaluee asked John if he wanted to go outside to eat lunch
- distracted often by anyone moving in the room and when the other evaluee was working on a task; needed to be
regularly and verbally prompted to return to task
J. Jones, Jr.-5
Knowledge of Career Information and Job Seeking and Keeping Skills:
¾ Job Knowledge – John was unaware of career information, potential pay, minimum wage amount, and
qualifications for his positions of interest.
John completed a generic employment application to the best of his ability, but he was unable to write
legible (primarily due to spelling skills) and he did not put job experience provided through school as work
history. In the place of address and phone number for employers, John put his address and phone number
for all 3 slots.
¾ Job Seeking and Keeping Skills – John was aware of places to look for jobs and ways to keep employment.
However, John has never held a paid position, would require assistance with completing all employment
related forms and with maintaining competitive worker traits and behaviors.
Cultural, linguistic and/or ethnic considerations: These items were considered by
expressed that he did not want to work on Sunday’s due to church activities.
John and the evaluator and John
Job Availability in Geographic Area: Based on John’s current employment needs of a supported employment or enclave
employment position and the fact that he lacks Developmental Disability Administration (DDA) vocational services
funding, drastically limits his job availability. Therefore, in order for John to increase his opportunity for employment, he
will need to apply for DDA vocational services. Once John receives the funding, he will then have a variety of
Community Rehabilitation Programs that provide supported employment and enclave sites in and around his geographic
area.
Vocational Interests and Temperaments: According to the Career Decision Making System Interest Survey-Level 1,
John scored highest in the Arts and Business career clusters from which he chose Actor, Singer, Reporter, and Special
Agent as the positions that he was most interested in pursuing. The evaluator encouraged John to select positions that
were less competitive and did not require college or formal training. John was unable to do this independently.
The evaluator conducted extensive career exploration with John and provided him with a variety of potential positions that
meet his interests and potential skills and work environments and John selected to work: in a store, performing
landscaping, in a mailroom, performing cleaning, with animals in a kennel, or in a restaurant. John was also adamant
about not working in a hospital or nursing home. When asked, John reported that he enjoyed working at Mars Grocery
Store most of all due to “getting to do more stuff and liked it up there” (White Marsh); the position that he expressed
that he least enjoyed was Fashion Bug because of the “crazy stuff he did” (working with women’s clothing). In addition,
John expressed a strong desire to attend college.
J. Jones, Jr.-6
Assessment Results and Interpretations – continue…
Work Preference Match: a career exploration tool that assists individuals with gathering information from career
resources and in the decision making process regarding careers of interests and job values important to them. The job
values that John expressed were most important to him were: to help people, to own his own landscaping business, to
make more money, to work full-time/during the days from 9:00 a.m. to 9:00 p.m., and to get help if needed (from
supervisor and co-workers).
•
SRA Reading Test – assesses proficiency in Picture-Word Association, Word Decoding, Phrase, Sentence and
Paragraph Comprehension.
John was proficient through Phrase Comprehension.
•
SRA Arithmetic Test - assesses proficiency in Addition, Subtraction, Multiplication and Division of Whole
Numbers, Fractions, and Decimals and Percentages.
John was proficient in Addition, Subtraction, Multiplication and Division of Whole Numbers only.
•
Learning Style - Based on observation, John learns best when he is provided with one-step, oral or written
directions, provided with hands-on demonstration and provided the opportunity to practice the task to mastery.
Dexterity: Based on observation and assessment, John experienced difficulty with his manual and fine-finger dexterity.
When he would close his hands onto an object to pick it up, he kept his fingers and thumb extended instead of being in a
grip method. This was observed on every task that he performed during the simulated and real work tasks, which
appeared to make it difficult for John to manipulate and complete tasks at a more competitive work rate and with ease.
Bennett Hand Tool Dexterity – assesses manual dexterity with tools:
Score: Low, time: 33 minutes and 32 seconds.
Norms: Applicants and Employees in an Assembly and Manufacturing Company
Simulated Work Stations and Tasks:
Sorting – assesses work rate and ability to sort by size and color discrimination.
Results: Average
John completed the task in 9 minutes and 20 seconds, and maintained a steady work rate on the task.
J. Jones, Jr.-7
Simulated Work Stations and Tasks: - continue…
Alphabetical Filing - assesses accuracy and work rate for filing alphabetically by 3 letters.
Results: Low
First Attempt with 50 cards – John had the cards spread across the work area with no apparent order. After 11 minutes
and 24 seconds, he had only placed one card out of 50. The evaluator provided a demonstration on how to take the first
card and place it in front of him, and then place the next card before or after that first card depending on if it is a larger
or smaller number and so on. John appeared to comprehend this method after several demonstrations. After another 11
½ minutes, he had completed 21 out of 50 cards with 3 errors.
Second Attempt with 20 cards - John completed the task at a noncompetitive work rate and 5 errors.
Drawer Count and Change Making - assesses the ability to identify coins and bills and their associated value, perform an
accurate drawer count, and make change independently.
Results: Low
John was able to identify monetary denominations, but was unable to record the amounts correctly for the drawer count
(ex: for 23 pennies wrote 1 cent, for 11 quarters wrote 2 quarters and put 50 cents, for 5 twenties wrote $60, etc.). In
addition, John was unable to make change independently even for a $2.00 charge and paid for with a $5.00 bill – he
gave $2.00 change.
Measurement (Linear) – assesses ability to measure to 1/16th increments and knowledge of how to measure width, depth,
and height.
Results: Low
John was only able to measure accurately to whole inches and he was unaware of how to measure width, depth and
height.
Measurement (Liquid) – assesses ability to measure accurately in cups, ounces, and teaspoons.
Results: Low
John demonstrated difficulty comprehending the directions and measurement amounts requested. He was only able to
measure accurately to whole cups. All measurement requests needed to be verbally repeated to him at least 3 times. The
measurements were not level or accurate.
Carburetor Disassembly and Assembly - assesses ability to use provided tools and problem-solving skills effectively to
disassemble and reassemble a carburetor.
Results: Low
John disassembled the carburetor at a non-competitive work rate. He was able to manipulate a standard screwdriver to
remove several parts off of the carburetor, but appeared awkward using the tools. John was unable to reassemble any
parts back on to the carburetor.
Simulated Work Stations and Tasks: - continue…
J. Jones, Jr.-8
Cleaning - assesses work rate, accuracy, thoroughness, technique, and safety procedures for using a vacuum cleaner,
cleaning a table, and cleaning procedures and products.
Although, John required assistance with starting the vacuum cleaner and lowering the arm, he did vacuum effectively, but
would need to learn to pull chairs away from the table in order to vacuum under the table. He also wiped the table off
effectively, but his work rate was non-competitive due to repeatedly going over and over the same spot. In addition, John
would need to learn the proper procedures and cleaning products to use when cleaning.
Cleaning Scenario Problem Solving - assesses ability to problem-solve a variety of problematic scenarios when cleaning.
Results: Low
John was unaware of how to handle possible problems when cleaning (ex: when asked what to do if someone left papers
on a table that he needed to clean… John stated that he would take the papers and throw them in the trash can).
Recipe Alteration - assesses ability to alter a basic recipe.
Results: Low
John did not get any questions correct out of 4 possible.
Food Preparation – assesses ability to use a potato peeler and paring knife to peel and cut a potato, and the definition of
cut in half, slice, sticks, dice and mince.
Results: Low
Results based on work rate and procedure. John had difficulty peeling the potato and did not cut the potato in half. He
did know definition of slice, but the slices were uneven. He also knew how to cut sticks and dice, but not mince.
Customer Service Problem Solving - assesses ability to problem-solve a variety of problematic scenarios when providing
customer service.
Results: Low
Mail Sorting – assesses work rate and accuracy for sorting mail by zip code into labeled mail slots.
Although John scored 94% accuracy, his work rate was non-competitive
Evaluator Signature
History of Career Assessment
Career assessment has been known as Vocational Assessment, Vocational
Appraisal, Work Evaluation, and Vocational Evaluation during its evolution to the
Twenty-first Century. Each of these terms has been misunderstood or misused by the
various service systems that integrated career, occupationally or vocationally-oriented
assessment into career planning, decision-making, or development for individuals who
have faced career, vocational, or employment challenges. For the purposes of this
manual and the newly structured assessment services within Maryland’s Division of
Rehabilitation Services (DORS), the term career assessment will be used to describe the
umbrella from which the five Career Assessment Service Options (CAS) emanate.
Origins: Alternatives to Standardized Testing
During the late 1950’s until the late1960’s, communities became more aware of
the need to develop some type of alternative assessment process(es) for people who did
not perform well on paper and pencil standardized tests. This need was addressed in
various sectors of the country and Europe in the late 1800’s through the 1940’s. It is
common knowledge that as veterans returned from the world wars, employers,
rehabilitation personnel, and medical professionals were confronted with the problem of
how to match people with disabilities to work that they were able to perform. An
underlying, but sometimes overlooked, goal was to identify work training and work that
would meet their personal interests and long-term, quality of life goals.
Origins: The Economy and Industrial Competition
At the same time, the employment sector was experimenting with vocational
assessment techniques to identify a) methods and organization of work and b) workers
who could work the fast and accurately to increase productivity and improve profits. The
goals of industrialists were to improve their status among competitors and to make profits
from the economy that evolved from agrarian to industrial manufacturing. Workers with
disabilities were often viewed as impediments to achieving these goals and thus, were not
selected to participate in the workplace or in the benefits of a thriving economy.
Rehabilitation professionals began to merge the techniques used in industry (e.g., time
motion studies, work sampling, job analysis) with the individualized assessment methods
(interest surveys, situational assessments, behavioral observation) used with people who
had disabilities—the outcome spawned a new discipline and a new profession:
vocational evaluation.
Qualified Professionals
Although contemporary service systems and practices are changing from using
the terminology of vocational evaluation to career assessment, the professionals training
and qualified (i.e., meeting minimum national competency requirements) to provide the
entire range (or continuum) of career assessment services are called Certified Vocational
Evaluators (CVEs). Those trained and qualified to perform many but not the entire range
of services are identified as Career Assessment Service Specialists (CASS)
(http://www.ccwaves.org). The Commission on Certification of Work Adjustment and
Vocational Evaluation Specialists (CCWAVES) was created in 1981 as another
benchmark in the developing profession of vocational evaluation. Today, CCWAVES
oversees the certification of professionals from the United States, Canada, and several
other countries. The Commission is comprised of representative Directors from several
national (and international) professional associations (e.g., Vocational Evaluation and
Work Adjustment Association, National Association of Vocational Education Special
Needs Professionals) and consumer organizations (e.g., The ARC of the United States).
The first graduate program to train vocational evaluators was started at the
University of Wisconsin-Stout (then Stout State) in 1966. Graduates of the Stout
program began other graduate programs at Auburn University in Alabama and the
University of Arizona. Today, the Stout and Auburn programs still exist along with
about nine others: George Washington University in Washington, D.C., East Carolina
University in North Carolina, University of Northern Colorado in Greely, Boston
University, and University of Puerto Rico to name a few). The premier professional
association for vocational evaluators began in 1967. It eventually was named the
Vocational Evaluation and Work Adjustment Association and until 2000 it served as a
division of the National Rehabilitation Association. It is now an independent
organization that attracts career assessment professionals from across the nation and the
world that work with a variety of consumer groups.
Since career assessment services began as an alternative to more traditional types
of testing, many agencies and institutions now employ the various methods and processes
to help guide, educate, train, place in employment “hard-to-serve” consumers. These
include, but are not limited to rehabilitation consumers, secondary education students,
students who are “placed at risk,” welfare to work clients, college students, dislocated
workers, youth and adults who are incarcerated, immigrants, and potential employees
who apply for jobs, etc.
General
Social Security Online
http://www.ssa.gov/
The Official Website of the Social Security Administration and Disability Programs
Workers’ Compensation Commission
Commission on Certification of Work Adjustment and Vocational Evaluation Specialist – CCWAVES
http://www.ccwaves.org/
Provides information regarding certification for Vocational Evaluators, and Publications and Resources
Vocational Evaluators and Career Assessment Professionals – VECAP
http://www.vecap.org/
Provides information regarding training, resources, membership, etc.
George Washington University – Collaborative Vocational Evaluation Training Program
http://www.gwu.edu/ - and access the CVET website
Provides information about training and courses related to Vocational Evaluation and Grant Funded Program
Assistive Technology & Job Accommodation
Tech Connections: Welcome to Tech Connections
http://www.techconnections.org/index.html
Your one-stop resource for information on Assistive Technology (AT) designed to accommodate people with disa
the workplace and in everyday life activities
ADA Document Center - ADA Law with link to accommodation toolbox.
http://janwvu.edu/links/adalinks.htm
LD Online – Comprehensive website on Learning Disabilities for parents, teachers and professionals.
http://www.LDOnline.org
The Alliance for Technology Access – Location of assistive technology centers within U.S. Technology v
and developers.
http://www.ataccess.org
Center for Information Technology Accommodation – Description of the law requiring Federal Agencies
electronic and IT Technology assessable to persons with disabilities.
http://www.section508.gov/
Closing the Gap – Focus on Computer technology for persons with special needs. Highlights hardware a
software.
http://www.closingthegap.com
Microsoft's Accessibility Site – Guides provide a list of assistive technology products and links to step b
tutorials for accessibility features.
http://www.microsoft.com/enable
Rehabilitation and Assistive Technology Association of America – Rehab Engineering and Assistive Tec
Society of North America.
http://www.resna.org/
ADA Technical Assistance – Comprehensive Resources for Info on the Americans with Disabilities Act,
accessible Information Technology and more.
http://www.adata.org/
Infinitec Home Page – Total resource guide for Blindness or Visual Impairment; For Deafness or Hearing
general AT resource guide.
http://www.infinitec.org
Designing More Usable Web Sites – Details links towards creating a more usable web for all.
http://trace.wisc.edu/world/web/
Apple Computer's Disability Connection – Outlines accessibility technologies in MAC OS.
http://www.apple.com/accessubility/
Job Accommodation Network (JAN) on the Web – Comprehensive source for Job Accommodations
http://janweb.icdi.wvu.edu/
Trace Research & Development Center – Concepts in universal design.
http://trace.wisc.edu/
National Center to Improve Practice (NCIP) – National center to improve practice in special education thr
technology. Media and Materials.
http://www2.edc.org/NCIP/
CAST's Home Page – Non profit organization. Research and Development in Universal design for Learni
http://www.cast.org/
Worksupport.com – Information, resources and research about work and disability issues.
http://www.worksupport.com/
Abledata – Information about assistive technology and rehabilitation equipment available.
http://www.abledata.com/
The National Center on Accessible Media – How to use accessibility options to receive program from Wg
http://www.wgbh.org/wgbh/access
Assis-TECH, Inc. Assistive Technology and Ergonomic Products – Online shopping for assistive devices
daily living aids that support independent living for the disabled.
http://www.disabilityproducts.com/assis-tech/
Career Assessment
Transferable Skills Survey – University of Minnesota, Duluth. Actual survey to assess transferable skills
http://www.d.umn.edu/student/loon/car/self/career_transfer_survey.html
The Career Key - Expert help with career choices -- career changes, career planning, job skills, and choo
college major or educational program.
http://www2.ncsu.edu/unity/lockers/users/l/lkj/
The Vocational Evaluation and Work Adjustment Association (VEWAA) - The national professional assoc
for Vocational Evaluation and Assessment personnel
http://www.vewaa.org
The Commission on Certification of Work Adjustment and Vocational Evaluation Specialists (CCWAVES)
national certification office for certification in vocational evaluation, assessment and work adjustment
http://www.ccwaves.org
Career Guidance
ExPAN on the web – My Road – a personalized and comprehensive guidance solution. Assists with expl
college majors, colleges and careers. Annual Membership Fee - $19.95
http://www.collegeboard.com/expan/html/indx000.html
Peterson's Education Site – Test Prep (Fee). College Search.
http://www.petersons.com/
Bridges.com – Test Prep, Career Choices. Software and online education, planning, career exploration.
HS/College test prep resources.
http://cx.bridges.com/
Career Magazine - Up to date information on subjects related to career planning and job skills. Job Seeke
search jobs, post resume, career resources.
http://www.careermag.com
The Internet’s Online Career Center – “Monster”. Search jobs, apply online. Resume builder, career adv
http://www.occ.com
Job Search & Resume Preparation Guides – Information regarding career transition, career management
JobScout – Fee Service: Post resumes, etc.
http://www.dbm.coml
Career Information & Employment Resources
The National Transition Alliance – Disabilities studies and services center.
http://www.dssc.org
America's Job Bank
http://www.ajb.dni.us/
Career Connections - Fairfax County Public Schools, Fairfax, VA – Self assessments, occupational resea
experience learning, post high school options.
http://www.fcps.edu/ss/CareerConnections/
The Riley Guide – Individual Career Transition.
http://www.dbm.com
Hot Jobs for the 21st Century – Department of Labor site.
http://www.dol.gov/
America's Career InfoNet – Occupational information, industry information and state information. Interac
tools – career, education and business decision.
http://www.acinet.org/acinet/default.asp
Discovering the Career that Fits You – Students, adults – career decisions.
http://www.learnmoreindiana.org/@default
Virginia's Career Connect – Virginia’s One Stop Workforce Development System.
http://www.careerconnect.state.va.us/
Best Jobs USA – Information on career, job choices
http://www.bestjobsusa.com/
Gotajob – Job tips and advice for teens, students and adults.
http://www.gotajob.com/
Maryland's Career Net – Job seeking services, career planning.
http://www.careernet.state.md.us/
Virginia VIEW – Careers, education, career services.
http://www.vaview.vt.edu/
Usworkforce.org – Lists websites for jobs/employment.
http://usworkforce.org
SCANS Reports: The Secretary’s Commission on Achieving Necessary Skills
http://www.academicinnovations.com/report.html
Career Voyages
www.careervoyages.gov
AFB Career Connect
www.afb.org/CareerConnect
Computer Technology
Windows 98 Annoyances
http://www.annoyances.org/win98/
Windows 98 Annoyances is the most complete collection of information assembled for and by actual users of Wi
Getting Started on the Internet
http://www.imaginarylandscape.com/helpweb/
This guide is intended to help people who are just getting started on the Internet learn their way around.
Office Ergonomics
http://www.office-ergo.com
Download.com
http://download.cnet.com
PC Webopedia
http://webopedia.internet.com/TERM/d/digital_photography.html
PC Magazine
http://www.zdnet.com/
Metacrawler Search Engine
http://www.metacrawler.com/
Ask Jeeves Search Engine
http://www.askjeeves.com/
In and Out of the Classroom (Microsoft Corporation)
http://www.microsoft.com/education/tutorial/default.asp
The Milken Exchange on Educational Technology
http://www.mff.org/edtech/
Disability Information
National Clearinghouse of Rehabilitation Training Materials
http://www.nchrtm.okstate.edu/index_3.html
Center for People with Disabilities
http://www.cpd.usu.edu/
Autism Network International
http://www.staff.uiuc.edu/~bordner/ani/
National Attention Deficit Disorder Association
http://www.add.org/
National Center for Learning Disabilities
http://www.ncld.org/
World Institute on Disability
http://www.wid.org/
The Empowerment Zone
http://www.Empowermentzone.com/
LD Resources
http://www.ldresources.com/
The Association of Persons with Severe Handicaps
http://www.tash.org/
National Association for the Deaf
http://nad.policy.net/
American Sign Language
http://www.bconnex.net/~randys/index2.html
American Council for the Blind
http://www.acb.org/
Internet Resources for Special Children
http://www.irsc.org/
American Speech Language and Hearing Association
http://www.asha.org/
National Down Syndrome Society
http://www.ndss.org/
National Alliance for the Mentally Ill
http://www.nami.org/
National Information Center for Children and Youth with Disabilities
http://www.nichcy.org/index.html
The Arc
http://www.thearc.org/
National Resources
The National Parent Education Advocacy Training Center
http://www.peatc.org/
Social Security Online
http://www.ssa.gov/
United States Department of Labor
http://www.dol.gov/
The Association for Persons in Supported Employment
http://www.apse.org/
The National Rehabilitation Information Center (NARIC)
http://www.naric.com/naric/
Occupational Outlook
Occupational Information Network (ONET)
http://www.doleta.gov/programs/onet/
The American Association of Career & Technical Education
http://www.avaonline.org/
The Bureau of Labor Statistics
http://www.bls.gov/
Overview of BLS Career Information
http://stats.bls.gov/k12/html/edu_over.htm
The Occupational Outlook Handbook
http://www.bls.gov/ocohome.htm
The National School to Work Center
http://www.stw.ed.gov/ht/lc.htm
US Workforce.org
http://usworkforce.org/
Occupational Safety and Health Association
http://www.osha.gov/oshstats/work.html
Chartbook on Work and Disability in the United States
http://www.infouse.com/disabilitydata/workdisability.html
US Equal Employment Opportunity Commission
http://www.eeoc.gov/
National Occupation Information Coordinating Committee
http://www.noicc.gov/
Georgia Department of Labor
http://www.dol.state.ga.us/lmi/
Georgia Career Information System
http://www.gcic.peachnet.edu/
Georgia Job Information System
http://www.DOL.State.Ga.US/eshtml/eshtml01.htm
EVALUATOR SKILL DEVELOPMENT/LEVEL OF EXPERTISE…
Vocational evaluators/career assessment specialists perform a variety of functions.
These functions may vary according to agency, individual needs and available
resources, but all evaluators/specialists must have a level of expertise in the
following:

Acquire the knowledge, skills and abilities to provide professional counseling
and guidance services to consumers with individualized needs.

Review and assess medical, psychological, neuropsychological, legal, social,
educational, and employment information for consumers who have been referred
for a career assessment.

Conduct initial evaluation to determine existing employment skills; data-peoplething history, training received, certifications, familiarity with job requirements;
time factors (period of training or time elapsed).

Obtain information about a person’s interests, aptitudes, physical abilities and
temperaments with respect to employment and training through the use of
assessment materials.

Each evaluator/career specialist should be knowledgeable about testing
principles, understand the concept of measurement error, have the ability to
interpret obtained scores, and understand the literature relevant to the test or
testing problems.

Conduct interest and abilities testing through interest inventories, work
sampling (real or simulated), psychometrics, work trials, and/or situational
assessments. In addition, observe and evaluate the physical stamina,
endurance, agility and range of motion in relation to industrial performance
requirements.

Evaluate the degree to which a particular disability is a limitation to the
employment objective.

Assess the use of assistive technology and accommodations needed to assist
consumer to achieve his/her career objectives.

Conduct on-going research on the availability of jobs and training under
consideration in a given geographic area using available information.

Be able to utilize the DOT, OOH, GOE, Internet, classified ads, employers,
schools and/or organizations involved with work training and/or employment.

Provide all the results to the individual in the manner that he/she can
understand and provide a written report of all testing results to the referral
source and consumer.
In addition, conduct a meeting with all interested parties to determine what the
next steps are and who is to follow-up on the results.
The Position Paper of The Interdisciplinary Council on Vocational
Evaluation and Assessment
Smith, F., Lombard, R., Newbert, D., Leconte, P., Rothenbacher, C., &
Sitlington, P.
The Interdisciplinary Council on Vocational Evaluation and Assessment
is a national coalition, which represents the issues and concerns of
personnel involved in vocational evaluation and assessment across a
variety of settings and disciplines. The organizations, which comprise
this coalition, include:
American Occupational Therapy Association (AOTA)
American Rehabilitation Counseling Association (ARCA)
Council For Educational Diagnostic Services (CEDS)
Division on Career Development and Transition (DCDT)
National Association for Vocational Assessment in Education (NAVAE)
National Association for Vocational Special Needs Personnel
(NAVESNP)
National Rehabilitation Counseling Association (NRCA)
The Vocational Evaluation and Work Adjustment Association
(VEWAA)
National Association of School Psychologists (NASP)
National Association of Disability Evaluation Professionals (NADEP)
Commission on Certification of Work Adjustment and Vocational
Evaluation Specialists (CCWAVES) (ADHOC member)
The Interdisciplinary Council seeks to promote, through a unified voice,
the responsible practice of vocational assessment and evaluation by
encouraging advocacy, professional standards, communication,
leadership and policy development, all of which enhance the overall
provision of best practice.
Goals and Objectives
Provide an avenue for linkages among disciplines
Promote a unified voice regarding certification, policy development and
legislation
Promote professional standards of practice
Promote the development of common language and definitions,
recognizing diversity among disciplines
Promote significant consumer participation in the development and
implementation of vocational evaluation and assessment practices
Provide a forum to discuss key concerns in the field and share
information across disciplines, Encourage the establishment of unified
quality assurance in practice and outcome
Promote public education and advocacy for vocational evaluation and
assessment
Advocate for support and funding of education and training in
vocational evaluation and assessment.
Vocational evaluation and assessment are professional disciplines,
which utilize a systematic appraisal process to identify an individual’s
vocational potential. Consumers range from school-aged youth to older
adults who are making career decisions or vocational transitions. The
vocational evaluation and assessment professional provides services to
measure, observe, and document an individual’s interests, values,
temperaments, work-related behaviors, aptitudes and skills, physical
capacities, learning style, and training needs.
The foundation of vocational evaluation and assessment is that all
human assessment should be holistic and humanistic. A holistic
approach encompasses issues of diversity, all relevant attributes of the
individual, his/her existing or potential environments (ecologies), and
the interactions between the individual and the environments. A
humanistic approach to vocational evaluation and assessment requires
consumer involvement, and processes that are designed and
implemented to benefit the individual served with an emphasis on
individual capabilities rather than disability. Further, the environment
should fit the individual rather than the individual adjusting to fit the
vocational environment. The following seven principles serve as guides
to best practice across settings.
Guiding Principles
1. A variety of methods, tools and approaches should be used to provide
accurate vocational evaluation and assessment. A broad range of
questions must be posted to determine what makes an individual as well
as his/her abilities and needs unique. Separating an individual’s
attributes into categories such as interest, aptitude, or learning style
preferences help organize the assessment.
2. Vocational evaluation and assessment information should be verified
by using different methods, tools and approaches. Using alternative
methods or approaches to validate findings can usually be achieved by a)
observing an individual’s demonstrated or manifested behaviors, such as
performances on actual work; b) using an individual’s self report or
expressed statements; and/or c) administering some type of survey,
inventory or structured interview or test.
3. Behavioral observation is essential in any vocational assessment
process. Behavioral observation (e.g., observing physical performance,
social characteristics, interactions with people and other aspects of the
environment) occurs throughout the assessment process. The
observation process can be a) informal of formal, b) occur in a variety of
environments, c) made by a variety of people and d) should be
documented and presented in an objective, non biased manner.
4. Vocational evaluation and assessment may be an on-going
development process in career development. However, individuals
especially those with disabilities, may need evaluations/assessments of
varying degrees given at different junctures over their career life span.
5. Vocational evaluation and assessment should be an integral part of
larger service delivery systems. Vocational evaluation and assessment
should be the basis for planning needed services, resources and support;
therefore, it can be an integral part of the total service delivery system.
Vocational evaluation and assessment information should be interpreted
and conveyed to the consumer as well as others within the system.
6. Vocational evaluation and assessment requires the collection of input
from a variety of individuals and requires an understanding of how to
use the results of the assessment process. An interdisciplinary team
approach allows for effective use of information, which can be translated
into effective planning, implementation activities (e.g., placement,
support services, counseling), and fulfilled vocational development for
consumers.
7. Vocational evaluation and assessment should be current, valid and
relevant. Vocational evaluation and assessment is grounded in career,
vocational and work contexts.
strongly recommends that all individuals providing vocational
evaluation and assessment services demonstrate competency or
successful completion of training in competencies related to each of the
guiding principles identified in this document. They include the
following:
Competencies
1. The ability to select, adopt, and/or develop methods, and approaches
which are useful in determining an individual’s attributes, abilities, and
needs.
2. The ability to utilize alternative methods and approaches, which can
be used to cross validate information generated from other assessment
sources.
3. The ability to conduct formal and/or informal behavioral observation
strategies, which can be integrated in a variety of settings.
4. The ability to collect and interpret ongoing data that can be utilized to
promote successful transition through critical junctures of the
individual’s career development.
5. The ability to interpret vocational evaluation and assessment data in a
manner that contributes to the total service delivery system. Vocational
evaluation and assessment team members must be capable of
synthesizing and reporting formal and informal data in a manner that
promotes appropriate planning, appropriate goal setting, and
coordination of needed support services.
6. The ability to function as an effective participant on an
interdisciplinary team.
7. The ability to select, implement and integrate evaluation and
assessment approaches which are current, valid, reliable, and grounded
in career, vocational and work contexts.
will work with its member organizations to implement the principles
outlined in this document. We believe an interdisciplinary approach to
vocational evaluation and assessment encourages the involvement of a
team of professionals, practitioners, and consumers. Hence, individual
roles and certification criteria should be met accordingly to the specific
service area. The vocational evaluation and assessment specialist who
has in-depth training in vocational evaluation and assessment is an
essential team member.
The Council affirms its commitment to the stated mission, goals and
objectives, and its dedication to proactively supporting consumers and
service providers in responding to the challenges of current economic
conditions, new legislative mandates, changing demographics and
changing delivery systems. Increased consumer input will guide
provision of services.
Rev.10/93, 10/95
Maryland State Department of Education
Division of Rehabilitation Services
REFERRAL for CAREER ASSESSMENT SERVICES
DORS Counselor:
Address line 1:
Address line 2:
Phone:
Referral to: (provider)
Date of referral:
Name of Individual:
SSN: Background Information: (not required if DORS Application is attached)
Address Line 1:
Address Line 2:
Day Phone:
Evening Phone:
Date of Birth:
Emergency Contact Person and Phone: (required)
CAS Option Requested:
[
[
[
[
[
]
]
]
]
]
Itemized Assessment – Specific Information Desired:
Focused Assessment – Target Area:
Exploratory Assessment
Community-Based Assessment
Comprehensive Career Assessment
Questions to be answered by the assessment:
Disability information/impact:
(include functional capacities/limitations and related factors)
Special needs/accommodations/concerns: (e.g., lodging, interpreter, test site, support system,
transportation)
Information attached:
[x ] DORS Application (RS-1c)
[ ] Specialist Evaluation:
[x] DORS Health Status Self Report (RS-4e)
[x ] Psychiatric Evaluation
[x] Psychological Evaluation
[ ] Other: (Facilities may require additional information; see admission procedures)
Contact DORS 1-888-554-0334 to receive this form in Braille, large print, on disk of in other format.
MSDE-DORS-RS-4c:02/02 Required
Page 1 of 1
Career Assessment Services Process
The Division of Rehabilitation Services (DORS) Counselor determines along with the
individual the most appropriate Career Assessment Service (CAS) Option and a
Service Provider.
A CAS Referral Form is completed by the DORS Counselor and sent along with
supporting documentation to the Service Provider.
If necessary the DORS Counselor and Evaluator discuss specifics of the Assessment
and/or request additional information.
The Service Provider schedules and provides the Assessment.
Career Assessment Review Committee Procedures
1. Local Monitoring Committees
1.1. Each region in the state will have a committee for the purpose of reviewing the
career assessment services purchased within that region
1.2. The Local Monitoring Committee will be composed of at least 5 members. One
DORS member from the CRP liaison committee from the region, two members
chosen by the Regional Director from DORS staff in the region, and two
members from CRPs in the region. The committee will identify alternative
members.
1.3. The chair of the Local Monitoring Committee will be chosen by the Regional
Director from the DORS members of the Local Monitoring Committee.
2. Local Monitoring Committee Responsibilities
2.1. The Local Monitoring Committee will review submitted career assessment
reports and related documentation (Referral Form, Assessment Plan, and client
satisfaction information as provided by the vendor) for compliance with
established standards.
2.2. Each assessment report and related documents will be reviewed utilizing the
appropriate service checklist by all committee members.
2.3. Prior to a CRPs permanent approval as a provider of assessment services, at least
three reports for each option for which the CRP has secured temporary approval
will be reviewed by the Local Monitoring Committee.
2.4. The chair of the Local Monitoring Committee will fax review results to the CRP
and staff specialist at the conclusion of the review.
2.5. When the Local Monitoring Committee is satisfied that a given CRP is producing
an assessment product that consistently meets the CAS standards (checklist) a
recommendation for permanent approval will be made to the Staff Specialist for
Facilities.
2.6. After a given CRP has been given permanent approval as a provider of the career
assessment options they wish to provide the Local Monitoring Committee will
review a random sampling of reports from that CRP for those assessment
services on a semi-annual basis.
2.7. If a CRP committee member’s agency’s reports are being reviewed, that person
has the option to sit in or sit out for the review as long as the entire committee is
in agreement.
3. Initial reviews
3.1. Until CRPs in the region are approved on a permanent basis, they will be
responsible for forwarding a copy of all the assessments (for options which they
have temporary not permanent approval) purchased from them to the chair of the
Local Monitoring Committee along with copies of the referral form and
assessment plan. This information will then be dispersed to the members of the
committee responsible for approval consideration for that CRP
3.2. A determination of review frequency will be made regionally based on the
volume of assessments to be reviewed, at least quarterly.
3.3. Each assessment and related documents will be reviewed utilizing the
.
4. Ongoing reviews of Permanent Approval
4.1. Head quarters will generate a semi-annual report, which will be sent to the Local
Monitoring Committee chair through the Regional Director.
4.2. The semi-annual report will be a list of all the career assessment purchase orders
(services code A 13) written in the region during the given period. Purchase
order number, client name, and social security number, counselor number, and
vendor number will be included on the report
4.3. The number of reports to be reviewed semi-annually will be determined
regionally, but will include at a minimum 5-20 % of each vendors reports,
including an equitable distribution of assessment options.
4.4. Reviews will be conducted and the resulting reports written and forwarded along
with copies of the service checklists to the Staff Specialist for Facilities, and to
the Regional Directors for distribution and dissemination as determined
regionally within 90 days of the end of the review period.
4.5. Each assessment and related documents will be reviewed utilizing the
4.6. 100% of checklist items need to be present for an assessment to meet standards
4.7. Committee members will then summarize vendor compliance by completing the
review results form for each vendor and faxing the results to the CRP and Staff
Specialist for Facilities.
4.8. LMC’s can choose to meet more frequently than semi-annually if determined
necessary.
4.9. The CRP will be notified of the selected reports by the LMC Chairperson and
will be required to send a copy of the report, Referral Form, and Assessment plan
to the LMC Chairperson within 10 days of notice.
5. Chairperson Responsibilities
5.1. ( Initial ) The chairperson of the Local Monitoring Committee will set a date and
time for the review and coordinate with the members of the review team for their
attendance as determined by regional procedures.
5.2. The chairperson will provide the supervisor with a sufficient number of
DORS counselor input forms and ask that for each assessment identified the
DORS counselor who purchased the service complete a DORS counselor
input form. These forms should be competed and forwarded with the copies
of assessments and other requested information.
5.3. The chairperson should indicate to the supervisor a timeline for forwarding the
requested information.
5.4. The chairperson will notify the vendors of the assessments to be reviewed. The
chairperson will provide a list of those assessments and request copies of
additional client satisfaction information that might have been collected.
5.5. The chairperson will provide the vendor with a sufficient number of Vendor
input forms and ask that for each assessment identified the vendor complete a
vendor input form. These forms should be completed and forwarded with the
copies of the client satisfaction information.
5.6. The chairperson should indicate to the vendor a timeline for forwarding the
requested information.
5.7. Upon receipt of the semi-annual report, the chairperson will identify the
assessments to be reviewed as determined by policy (4.1)
5.8. After the review the Chairperson will forward the assessment reviews and
checklists to the Staff Specialist for Facilities for distribution and dissemination
as determined regionally.
6. Dissemination of Information
6.1. The regional chair will forward copies of the assessment reviews and checklists
and the Staff Specialist for Facilities.
6.2. It is suggested that vendor compliance information be shared with DORS
regional staff through regional supervisor meetings..
7. Items to be collected for ongoing review
7.1. Referral form, Assessment plan, Assessment report, Client satisfaction
information, {DORS counselor input form, Vendor input form.}
8. CRP Responsibilities
8.1. Submitting copy (until permanent approval) of referral form, assessment plan,
original (to counselor) and copy of the assessment report(to LMC), and client
satisfaction information to the counselor with the bill for services.(and same info
to LMC Chair)
8.2. Completion of vendor input forms and submission of those forms along with
additional client satisfaction information as requested by the regional chair
8.3. Once the CRP is notified of the selected reports by the LMC Chairperson for the
semi-annual review, they will be required to send a copy of the report, Referral
Form, and Assessment plan to the LMC Chairperson within 14 working days
days of notice.
9. Training
9.1. DORS will provide at a minimum yearly training sessions for new DORS and
Vendor staff or those who would like clarification regarding Career Assessment
Services
9.2. The DORS Quality Rehabilitation Training will include a section on Career
Assessment Services. This section will be available as training for all DORS
staff.
9.3. It is suggested that Local Monitoring Committees include one DORS staff
member from the region that is not on the Local Monitoring Committee on a
rotating basis as a means of educating non-committee members and as a means
of infusing a fresh perspective to the review team.
10. Technical Assistance
10.1. CRP staff and DORS counselors will have available to them an inquire link for
Career Assessment Services Questions through the web site.
10.2. CRP staff can address questions to the regional chair or to the staff specialist for
facilities.
11. Vendor Appeal Process
11.1. A State monitoring committee will be created and made up of one member of each
regional monitoring committee selected by that Local Monitoring Committee to sit
on the state monitoring committee. This committee will be chaired by the staff
specialist for facilities.
11.2. If CRP staff feel that a particular assessment review is an inaccurate reflection
of the services provided they may request an appeal of the review.
11.3. To request an appeal of a review, a representative of the CRP should request in
writing to the Staff Specialist for Facilities that a particular assessment, or
assessments be reviewed by the State monitoring committee.
11.4. An appeal should only be requested if there is evidence of severe inaccuracies in
the initial review, and/or the approval status of the vendor is in jeopardy.
11.5. The Staff Specialist for Facilities has final review and determination.
12. Forms
12.1 Attachment Career Assessment Services Referral
12.2. Attachment Checklists 1-5
Community Rehabilitation Program/Private
Practioner/Vendor
CAREER ASSESSMENT SERVICES CHECKLIST
Note: Agency must have access and be able to use an up to date computer with Internet access (as
needed).
ITEMIZED
The following list of items are items that an agency must
have at a “minimum”

Assessment Plan
Observation Checklist/Form
Report Format
Career Information
- Computer Internet access
- Occupational Outlook Handbook (book or on internet)
Community Resources (knowledge base of areas serving)
- educational programs
- public programs
- employers
- labor market
- Chamber of commerce
Materials in the content requested which may include academic, aptitude
assessments or work samples
FOCUSED

Interview Format
Assessment Plan
Report Format
Career Information
- public programs
- employers
- labor market
Work samples (informal and/or formal – related to career cluster or specific
job(s))
- real and/or simulated work experiences/sites
Academic Tests (assesses reading-word recognition, reading comprehension,
arithmetic, spelling, and language)
Aptitude
- General
- Clerical
- Mechanical
- Computer
Interest
- Non-Reading
- Reading (at least 6th grade)
Dexterity
- Fine Finger with or without tools
- Manual with or without tools
Learning Style (public domain = free/share ware)
Temperaments (public domain = free/share ware)
EXPLORATORY

Interview Format
Assessment Plan
Report Format
Career Information
- public programs
- employers
- labor market
Work samples (informal and/or formal)
Academic Test (that assesses reading-word recognition, reading comprehension,
arithmetic, spelling, language )
Aptitude
- General
Interest
- Non-Reading
Dexterity
COMMUNITY BASED

Interview Format
Assessment Plan
Reporting Format
Observation Checklist/Forms (ideally developed to specific job demands)
Site/Contact Person
Job Analysis of the job to be performed
Agreement form between the evaluator, site supervisor and client
Proof of Worker's Compensation Insurance
Form for Supervisor feedback
Career Information
- public programs
- employers
- labor market
COMPREHENSIVE

Interview Format
Assessment Plan
Report Format
Career Information
- public programs
- employers
- labor market
Work samples (informal and/or formal– more variety than in Exploratory)
- real and/or simulated work experiences/sites
Academic Test (that assesses reading-word recognition, reading comprehension
arithmetic, spelling, language)
Aptitude
- General
- Clerical
- Mechanical
- Computer
Interest
- Non-Reading
Dexterity
Physical Endurance (stamina)
- Simulated
- Formal
EVALUATOR’S QUALIFICATIONS
and KNOWLEDGE BASE REQUIREMENTS

Degree in related field

Knowledge of various types of disabilities

Interpersonal Skills/ Ability to work with small groups

Ability to individualize services/Ability to provide needed accommodations/
modifications to the assessment process

Ability to observe behaviors and objectively record information

Knowledge and ability to administer score and interpret tests/assessment materials

Knowledge, understanding and ability to triangulate data

Ability to synthesize and compile information in a readable format

Knowledge of Occupational resources

Knowledge of Community resources

Computer Literacy

Exposure to the philosophy and practice of Career Assessment (Vocational
Evaluation) through mentorship, job shadowing, internship or related practical
experience.
DORS CAREER ASSESSMENT SERVICES FEE SCHEDULE
Effective July 1, 2001
Assessment Service **
Service
Duration ****
Comprehensive
2 – 3 weeks
Community Based
Fee
(Flat Rate)
*****
CVE/CARF
Fee *
(Flat Rate)
Fee
No Show
CVE/CARF Fee
No Show ***
$810.00
$932.00
$202.50
$233.00
3 - 5 days
575.00
662.00
143.75
165.50
Exploratory
3 – 5 days
525.00
604.00
131.25
151.00
Focused
2 – 3 days
390.00
450.00
97.50
112.50
Itemized
1 – 2 days
130.00
150.00
32.50
37.50
* DORS will pay approximately 15% premium for assessments submitted by or under the
supervision of a Certified Vocational Evaluator or if provided in a CRP which has been CARF
accredited for Comprehensive Vocational Evaluation services.
** Multiple Assessment Rule – With the exception of an Itemized Assessment, if an assessment
undertaken for an individual recommends another level of assessment to be conducted, the
Division will pay only 75% of the cost of the second assessment when conducted subsequent to
and within a three-month period from the original assessment.
*** No Show fee is 25% of normal service.
**** A goal of the systems change diversifying career assessment options in Maryland was to
move from services that the individual must fit, to services that fit the individual. Because each
assessment in the new system is individualized, there are no definitive timelines for the new
system’s assessment options. The time necessary for each option will be determined by the
evaluator in completing the assessment activities required to meet at least the minimal standards
included in the checklist. Variables that will affect the length of each assessment include, but are
not limited to the following:
A.)
B.)
C.)
D.)
Consumer choice
Severity of disability
Functional capacities of consumer
Number and type of assessment tools/resources available
***** Standard fee is used for individual practitioners approved to provide career assessments.
General Standards
•
•
•
A 4 to 6 hour consumer assessment workday is typical.
An evaluator: consumer ratio of no more that 1:3 or 1:4 during group
assessment has been the standard set by VEWAA since 1975 (Vocational
Evaluation Project: Final Report).
The written report is to be submitted to the referral source within 14 days from
the completion of the assessment.
Glossary
academic achievement - The results of learning or teaching; the level or specific skills acquired as
a result of learning or educational endeavors. Most often either standardized or teacher-developed
tests are administered to determine these levels or skills of an individual. Usually these tests are
designed to "test" or measure via only one modality, that of paper-and-pencil or computer screening
devices. (Fry & Botterbusch, 1988)
aptitude – A combination of abilities and other characteristics, whether native or acquired, that are
indicative of an individual's ability to learn or develop proficiency in some particular area if
appropriate education or training is provided. (Mitchell, n.d.)
The following aptitudes can be measured:
G - Intelligence - General learning ability or the ability to "catch on" or understand instructions
and underlying principles; the ability to reason and make judgments.
V - Verbal Aptitude -The ability to understand meaning of words and use them effectively.
The ability to comprehend language, to understand relationships between words and to
understand meanings of whole sentences and paragraphs.
N - Numerical Aptitude – The ability to perform arithmetic operations quickly and accurately.
S - Spatial Aptitude – The ability to think visually of geometric forms and to comprehend the
two-dimensional representation of three-dimensional objects.
P - Form Perception – The ability to perceive pertinent detail in objects or in pictorial or
graphic material. The ability to make visual comparisons and discriminations and see slight
differences in shapes and shadings of figures and widths and lengths of lines.
Q - Clerical Perception – The ability to perceive pertinent detail in verbal or tabular material.
The ability to observe differences in copy, to proofread words and numbers, and to avoid
perceptual errors in arithmetic computation.
K - Motor Coordination – The ability to coordinate eyes and hands or fingers rapidly and
accurately in making precise movements with speed.
F - Finger Dexterity –The ability to move the fingers and manipulate small objects with the
fingers rapidly or accurately.
M - Manual Dexterity – The ability to move the hands easily and skillfully. The ability to work
with the hands in placing and turning motions.
(U.S. Department of Labor, 1970)
assistive technology (device) - Any item, piece of equipment, or product system, whether acquired
commercially off the shelf, modified or customized, that is used to increase, maintain, or improve
functional capabilities of individuals with disabilities. (Technology- Related Assistance for Individuals
with Disabilities Act, 1988) SYN: Rehabilitation technology.
background information - Pertinent information on an individual obtained prior to the start of the
assessment process from the individual; from lay persons such as relatives, friends, former
employers; or from professionals such as physicians, psychologists, counselors, social workers, or
other vocational evaluators. (Fry & Botterbusch, 1988, edited 1993)
behavior - Any directly observable and measurable activity of an individual or group of individuals
within a physical and social environment. (Fry & Botterbusch, 1988)
career assessment - Any process of measurement which: is used to identify individual
characteristics and education, training, and placement needs; contributes to the career planning
process and; provides the individual with insight into their career potential. The types of career
assessment include: itemized assessment , exploratory assessment, focused assessment,
community-based assessment and comprehensive career assessment.
career assessment report - A well-planned, carefully written document that communicates vital
career-related information about an individual. It is a permanent record of significant career data
observed as the individual and the evaluator interact in various types of work and work-like
situations. The report puts the assessment plan, action, results, reasons, and interpretation of the
assessment in writing. It often includes description of the individual's physical capacities, learning
ability, personal characteristics, social competence, and worker traits as they compare to minimum
requirements of selected jobs or work areas. The report includes recommendations for the future
and may also provide a prescriptive-descriptive sequence of experiences that are aimed at
maximizing the individual's potential. (Fry & Botterbusch, 1988, edited 1993, 2001)
career exploration - A process whereby a person is exposed to work experiences and occupational
information intended to increase knowledge of the world of work. (Fry & Botterbusch, 1988)
certified in vocational evaluation (CVE) - An individual certified in vocational evaluation by the
Commission on Certification of Work Adjustment and Vocational Evaluation Specialists (CCWAVES)
and who has met the published standards of the Commission in areas such as: job analysis,
occupational information, interviewing, individualized vocational evaluation planning, work samples,
psychological testing, learning style, situational assessment, functional living skills, functional
limitations of disability, and report development.
(Commission of Certification of Work Adjustment and Vocational Evaluation Specialists, 1992)
client follow-up - Supportive assistance provided to an individual following career assessment.
Such services also provide feedback to the organization and may provide the employer with needed
assistance in maintaining the individual's employment. (Fry & Botterbusch, 1988, edited 1993, 2001)
client plan - A written program of action developed and reviewed at regular intervals, with the direct
participation of the client, personnel from other agencies, and other significant persons. It specifies
objectives and goals and identifies a continuum of services to achieve those objectives and goals
within a specific time. (Fry & Botterbusch, 1988) SYN: Client program, individual career assessment
plan, individual program plan, individual employment plan.
Commission on Certification of Work Adjustment. and Vocational Evaluation Specialists
(CCWAVES) - An independent commission whose members are assigned from one of several
appointing organizations. CCWAVES' purpose is to identify and certify vocational evaluation and
work adjustment professionals in order to provide assurance that those professionals can meet
acceptable standards of quality. The existence of such standards is considered to be in the best
interests of clients, other practitioners, individuals in allied professions, and the public. (Commission
on Certification of Work Adjustment and Vocational Evaluation Specialists, 1992)
community-based assessment - A holistic assessment of an individual's interests, needs, and
umbrella term depicting a category of methods, which may include: Situational assessment, Onthe-job evaluations, Job try-outs or trials, Supported Employment assessment. (MDVEWAA, 2000)
community resources – public or private agencies, schools, or programs offering social services to
people. Such resources are usually funded by governmental bodies, community drives, donations
and fees. (Fry & Botterbusch, 1988)
comprehensive career assessment - A holistic, broad-based intensive process, which is grounded in
the use of real or simulated work, individualized, answers questions that could not be answered by other CAS
options, and uses a combination of all typical assessment methods with the possible (but not required)
exception of a community-based assessment. This option is appropriate for an individual with the most
significant disabilities who: would have difficulty handling the reading or motor activity required to
independently perform the paper/pencil assessment activities typically utilized as part of an
Exploratory Career Assessment; have sensory impairments which require significant
accommodation to enable their participation; have never worked or have a significant period of
absence from the work force; due to their disability, require an extended period of observation to
determine their work behaviors.
dexterity - Skill in using fingers, hands, arms, and shoulders, sometimes in combination with other
body parts. It is usually measured by observing performances on various work activities, such as
work samples, or by administering standardized performance tests. (Fry & Botterbusch, 1988)
diagnostic test - A test used to "diagnose" or analyze; that is, to locate an individual's specific
areas of weakness or strength, to determine the nature of his weaknesses or deficiencies, and
wherever possible, to suggest their cause. (Mitchell, n.d.)
disability - Any restriction or lack of ability (resulting from impairment) to perform an activity in the
manner or within the range considered normal for the human being. (Wood, 1980)
disadvantaged individual - Any individual who is economically restricted due to factors such as:
physical or mental disability, youth, advanced age, low educational attainment, ethnic or cultural
factors, prison, or delinquency records or poverty. (Fry & Botterbusch, 1988)
enclave - A small group of persons (usually six to eight) with disabilities employed in an industry to
work along with or beside co-workers without disabilities. Typically, continual support by a supported
employment specialist is provided. Creative enclave models do not cluster the persons with
disabilities together. (Powell, Panecofar, Steere, Butterworth, Itzkowitz, & Rainforth, 1991)
environmental (working) conditions - The physical surroundings of the job that make specific
demands on a worker's physical capacity. (Botterbusch, 1984)
exploratory assessment - A process utilizing career exploration resources and/or methods
interests, needs, abilities and functional limitations. (MDVEWAA, 2000)
focused assessment - Assessment to determine the feasibility of a specific chosen career area
as a career goal (can include real or simulated work). (MDVEWAA, 2000)
functional limitations - Behaviors or conditions exhibited by individuals and/or presented by their
environments that need to be eliminated or improved in order for the individuals to fulfill their
potential or maximize their functioning. (CARF, 2000)
generalizable skills - Cognitive, affective, or psychomotor skills that are basic to, necessary for
success in and transferable within and across vocational programs and occupations. They are
functional and important because they are common vocational curriculum components that facilitate
learners' transitions from vocational programs into the world of work or postsecondary education and
training. Persons who possess generalizable skills should be able to adapt to changes in vocational
programs, careers, occupations, or jobs, thereby enhancing their employability. (Greenan, 1989, as
cited in Berkell & Brown, 1989)
grade equivalent -The grade level for which a given score is the real or estimated average.
(Mitchell, n.d.)
handicap - The disadvantages experienced by an individual as a result of impairments and
disabilities. Handicaps reflect interaction with and adaptation to the individual’s surroundings. (World
Health Organization, 1980.)
heavy work - Exerting 50 to 100 pounds of force occasionally, and/or 25 to 50 pounds of force
frequently, and/or 10 to 20 pounds of force constantly to move objects. Physical demand
requirements are in excess of those for medium work. (U.S. Department of Labor, 1991)
impairment - Any loss or abnormality of psychological, physiological, or anatomical structure or
function; it can be the result of disease, injury, malnutrition, or birth defect. (Wood, 1980)
independent living skills - Basic skills needed by individuals with disabilities to successfully
function on their own to the greatest extent possible in most appropriate and least restrictive
environments. Such skills can include self-help, domestic maintenance, community living, financial
planning and maintenance, etc. (Davis, 1986)
individual placement model - Placing an individual with a disability in a job site where most coworkers are not disabled and the individual with a disability is not part of a work group of other
individuals with disabilities. This model provides the maximum integration and is the preferred
model. (Hill, 1986)
individualized career assessment plan - A directed, systematic series of events designed to
specifically meet the needs of the individual being served and satisfy the demands of the referral
source. Through the individualized career assessment plan, the individual being served, the referral
source, and the evaluator obtain a concise picture of the individual's overall career assessment
program. (McCray, 1978)
individualized education program (IEP) - A written statement for each student with a disability
that is developed in any meeting by a representative of the local education agency or an
intermediate educational unit who shall be qualified to provide, or supervise the provision of,
specially designed instruction to meet the unique needs of students with disabilities, which shall
include a statement of the needed transition services for students beginning no later than age 16
and annually thereafter (and, when determined appropriate for the individual, beginning at age 14 or
younger), including, when appropriate, a statement of interagency responsibilities or linkages (or
both) before the student leaves the school setting. (Individuals with Disabilities Education Act, 1990).
industrial standards - Industrial worker requirements based on the employer's expectations in
terms of quality and quantity of work. (Fry & Botterbusch, 1988, edited 1993)
informed choice - A decision made by a person served that is based on sufficient experience and
knowledge, including exposure, awareness, interactions, or instructional opportunities, to ensure that
the choice is made with adequate awareness of the alternatives to and consequences of the options
available. (CARF, 2000)
intake - Those activities resulting in an individual's entry into an agency or referral to another more
appropriate agency, including the action taken to make the necessary arrangements for such entry
(e.g., funding, housing, or programming). (Fry & Botterbusch, 1988, edited 1993)
integrated work setting - Industry-based work setting where competitive work is performed with
opportunity for work and non-work interaction with workers who are not disabled. Ratio of nondisabled to disabled workers is no higher than 8:1. (Hursh & Kerns, 1989)
intelligence quotient - A measure of general intelligence obtained by testing consisting of either:
(1) a ratio of mental age to chronological age or (2) a deviation score from an expected test
performance by age. (Fry & Botterbusch, 1988)
interdisciplinary approach - A method of diagnosis, evaluation, and individual program planning in
which two or more specialists (e.g., physicians, psychologists, teachers, vocational evaluators,
therapists, social workers, rehabilitation counselors, etc.) participate as a team, contributing their
skills, competencies, insights, perspectives to focus on identifying the needs of an individual and on
devising ways to meet those needs. (Fry & Botterbusch, 1988, edited 1993)
interest - The existence of a strong preference, attention, or curiosity about some occupational,
vocational, or career-related activity or area. (Fry & Botterbusch, 1988, edited 1993)
interview - Communication between two or more persons used for purposes such as diagnosis,
education, counseling, or to obtain information. (Fry & Botterbusch, 1988, edited 1993) ,.
inventory -A questionnaire or check list, usually in the form of a self-report, designed to elicit nonintellective information about an individual. (Mitchell, n.d.)
itemized assessment - An individual assessment tool/instrument or method used to answer a
very specific referral question. (MDVEWAA, 2000)
job analysis - The gathering, evaluating, and recording of accurate, objective, and complete job
data. Job analysis identifies and describes, in a systematic and comprehensive but succinct
manner: What the worker does in terms of activities or function; How the work is done -- the
methods, techniques, or processes involved, and the work devices used; Results of the work--the
goods produced, services rendered, or materials used; Worker characteristics--the skills,
knowledge, abilities, and adaptations needed to accomplish the tasks involved. It also identifies the
context of the work in terms of environmental and organizational factors and the nature of the
worker's discretion, responsibility, or accountability. (U.S. Department of Labor, 1982)
job carving - Analyzing work duties at a job location and identifying specific tasks that might be
assigned to an employee with severe disabilities. (Griffin, 1991)
job coach - A professional or possibly paraprofessional who provides individualized one-to-one
assistance to the client in job placement, travel training, skill training at the job site, ongoing
assessment, and long-term assessment. (Wehman & Melia, 1985)
job development specialist - An individual who contacts businesses and industries for the purpose
of placing individuals in competitive employment or on-the-job training stations. The specialist
analyzes the job in respect to the individual's capabilities and consults with the individual's
counselor, the facility, and the individual in recommending him/her for a specific job. The job
development specialist may provide follow-up services to the individual on the job. (Fry &
Botterbusch, 1988, edited 1993)
job keeping skills - Those skills enabling a person to keep employment once hired. These may
include knowledge/expectations of attendance, punctuality, quantity and quality of work done,
supervisor interaction, co-worker interaction, safety, grooming/hygiene. (Fry & Botterbusch, 1988,
edited 1993)
job matching - The process whereby an individual's worker characteristics are compared with the
results of a thorough job analysis for a particular job. (R. J. Spitznagel, personal correspondence,
May 24, 1991)
job modification - A process in which a target job is altered to meet the needs of a particular
worker. This is accomplished through environmental adaptations, adaptive equipment and devices,
or job process modification. (Ogden-Niemeyer. & Jacobs, 1989)
job sample - Those work samples that, in their entirety, are replicated directly from industry and
include the equipment, tools, raw materials, exact procedures, and work standards of the job. (Fry &
Botterbusch, 1988)
job seeking skills - Those skills enabling a person to seek out job vacancies and follow through
the hiring process. It includes knowledge of where to find information about job openings and how to
fill out applications, take employment tests, construct resumes, and make a positive impression
before, during, and after the interview. (Fry & Botterbusch, 1988, edited 1993)
job task - A single work activity taken in its entirety (without any changes) directly from a specific
job. (Fry & Botterbusch, 1988)
job tryout - A temporary job placement or internship designed to provide the participant with real
work experience and community contacts. Job tryouts: 1.) expose the participant to new
occupational experiences; 2.) assess the participant's work, social, and personal skills in a real work
environment (situational assessment); 3.) expose employers to persons with disabilities as potential
and viable workers; 4.) gather additional data useful in making job placement decisions; and 5.)
provide the participant with references and work experience to be documented on his/her resume.
(Neubert & Tilson, 1987)
labor market information (LMI) - Current data that project the availability and growth or decline of
jobs or occupational areas (clusters) within a specific geographic region (e.g., city, state, region, or
nation) . LMI also includes specific job titles, salaries, job responsibilities, requirements, and
demands within specific businesses and companies as well as within general occupational
definitions. (P. J. Leconte, personal correspondence, July 15, 1991)
labor market survey - A systematic analysis, based on an individual's transferable skills and
residual functional capacity, of a given job or jobs within a geographic area with respect to hiring
trends, salary levels, employment availability, growth potential, and future outlook. (Hursh & Kerns,
1989)
learning style - The way in which an individual learns new material. Learning style is usually
defined in terms of the sensory modalities (e.g., visual, auditory, tactile, and kinesthetic) by which
the person learns the fastest. (Fry & Botterbusch, 1988)
light work - Exerting up to 20 pounds of force occasionally, and/or up to 10 pounds of force
frequently, and/or a negligible amount of force constantly (2/3 or more of the time) to move objects.
Physical demand requirements are in excess of those for sedentary work. Even though the weight
lifted may be only a negligible amount, a job should be rated light work: (1.) when it requires walking
or standing to a significant degree; (2.) when it requires sitting most of the time but entails pushing
and/or pulling of arm or leg controls; and/or (3.) when the job requires working at a production rate
pace entailing the constant pushing and/or pulling of materials even though the weight of those
materials is negligible. (U.S. Department of Labor, 1991)
medium work - Exerting 20 to 50 pounds of force occasionally, and/or 10 to 25 pounds of force
frequently, and/or greater than negligible up to 10 pounds of force constantly to move objects.
Physical demands are in excess of those for light work. (U.S. Department of Labor, 1991)
methods of career assessment - Those techniques, instruments and organized, systematic
activities which assist in the process of gathering relevant information about an individual in relation
to facilitating his or her career development or career decision-making. Methods of career
assessment may include job analysis, training analysis, psychometric testing (e.g., interest
inventories, temperament surveys, aptitude tests, dexterity performance tests, learning style
assessments, etc.), observations and recording of behavior, work sampling, situational assessment,
community based assessment, interviewing, review of background information, taking employment
histories, and physical capacity assessments. (Leconte, 1991)
methods-time-measurement (MTM) - A procedure which analyzes any manual operation or
method into the basic motions required to perform it and assigns to each motion a predetermined
time standard which is determined by the nature of the motion and the conditions under which it was
made. (Maynard, Stegemerten, & Schwab, 1948)
mobile work crews - A supported employment model in which an individual works in a communitybased job site either alone or as part of a small work crew having no more than eight handicapped
individuals. A work supervisor is usually responsible for this small crew. The work done is usually
contracted and can be at different locations or at the same location for a limited time until another
contract takes effect. Integration must take place during working hours with persons other than the
supervisor or job coach and must involve more than just social integration at lunch and breaks. (Hill,
1986; Wehman & Melia, 1985)
natural supports - The use of coworkers, employers, and other naturally occurring sources of
assistance to facilitate the employment of an individual in an integrated, community-based
employment setting. (Schafer, 1990)
norms - Statistics that supply a frame of reference by which meaning may be given to obtain test
scores. (Mitchell, n.d.)
percentile rank - The expression of an obtained test score in terms of its position within a group of
100 scores; the percentile rank of a score is the percent of scores equal to or lower than the given
score in its own or some external reference group. (Mitchell, n.d.)
performance test - A test involving some motor or manual response on the examinee's part,
generally a manipulation of concrete equipment or materials. (Mitchell, n.d.)
physical capacity - The degree of physical strength, mobility, and endurance needed by a person
to perform the physical demands of a specific job or a cluster of related jobs. (Fry & Botterbusch,
1988)
psychometric instruments - Standardized instruments, typically pencil tasks, that measure
aspects of cognition, psychomotor skills, affect, interest, needs, and values. They are important to
the educational and rehabilitation process by answering questions concerning an individual's
personal, social, and vocational domains. (Fry & Botterbusch, 1988, edited 1993)
raw score - The first quantitative result obtained in scoring a test. It is usually the number of right
answers; time required for performance; number of errors; or another similar direct, unconverted,
uninterpreted measure. (Mitchell, n.d.)
reasonable accommodation - Any change or adjustment to a job or work environment that permits
a qualified applicant or employee with a disability to participate in the job application process, to
perform the essential functions of a job, or to enjoy the benefits and privileges of employment equal
to those enjoyed by employees without disabilities. (The Americans With Disabilities Act, 1990)
reliability - The extent to which a test is consistent in measuring whatever it does measure:
dependability, stability, trustworthiness; relative freedom from errors of measurement. (Mitchell, n.d.)
sedentary work - Exerting up to 10 pounds of force occasionally (up to 1/3 of the time) and/or a
negligible amount of force frequently (2/3 or more of the time) to lift, carry, push, pull, or otherwise
move objects, including the human body. Sedentary work involves sitting most of the time but may
involve walking or standing for brief periods of time. Jobs are sedentary if walking and standing are
required only occasionally and all other sedentary criteria are met. (U.S. Department of Labor, 1991)
simulated work sample - A work sample that attempts to replicate a segment of the essential
work-related factors and tools of a job as it is performed in industry. (Fry & Botterbusch, 1988)
single-trait work sample - A work sample that assesses a single trait or characteristic. It may have
relevance to a specific job or many jobs, but it is intended to assess only a single, isolated factor.
(Fry & Botterbusch, 1988, edited 1993)
situational assessment - The systematic observation process for evaluating work-related
behaviors in a controlled or semi-controlled work environment. Although any type of task or situation
may be used, real work is most often used in order to add relevance. The element distinguishing
situational assessment from other types of assessment is the capability of systematically varying
demands in order to evaluate work-related behaviors (e.g., social skills, quantity of work, and use of
materials) .(Fry & Botterbusch, 1988, edited 1993)
standard score - A general term referring to any of a variety of " transformed" scores, in terms of
which raw scores may be expressed for reasons of convenience, comparability, and ease of
interpretation. (Mitchell, n.d.)
standardized test - A test designed to provide a systematic sample of individual performance,
administered according to prescribed directions, scored in conformance with definite rules, and
interpreted in reference to certain normative information. (Mitchell, n.d.)
supported employment or supported work (model) - Paid employment for individuals with
severe disabilities. All supported employment programs take place in integrated settings. A major
difference between supported employment and other rehabilitation models is that permanent ongoing job site support is provided by professional staff to the severely disabled. (RRTC, VCU, 1987)
These programs provide intensive on-site training in integrated, community-based employment
settings. (Wehman & Kregel, 1985)
synthesizing - The process by which case study information from various segments of rehabilitation
and other information sources are combined or integrated into a whole for purposes of
understanding and planning. (Wright, 1980)
temperament -The adaptability requirements made on the worker by specific types of jobs.
Temperaments became one of the components of job analysis because it was found that different
job situations called for different personality traits on the part of the worker. (U.S. Department of
Labor, 1982)
transferability of work skills - A person is considered to have skills that can be used in jobs other
than those performed previously .when the skilled or semi-skilled work activities from past jobs can
be "used to meet the requirements of skilled or semi-skilled work activities of other jobs or kinds of
work. The transferability of a person's skills is most probably and meaningful among jobs which:
1) The same or a lesser degree of skill is required, and
2) The same or similar tools and machines are used, and
3) The same or similar raw materials, products, processes or services are involved.
(Code of Federal Regulation, 1988, Vol. 20, part 404, section 1560-1568)
transition services - A coordinated set of activities for an individual, designed within an outcomeoriented process, which promotes movement from school to postschool activities, including postsecondary education, vocational training, integrated employment (including supported employment),
continuing and adult education, adult services, independent living, or community participation. The
coordinated set of activities shall be based upon the individual's preferences and interests and shall
include instruction, community experience, the development of employment and other post-school
adult living objectives, and, when appropriate, acquisition of daily living skills and functional
vocational evaluation. (Individuals with Disabilities Education Act, 1990)
validity - The extent to which a test does the job for which it is used. (Mitchell, n.d.)
very heavy work - Exerting in excess of 100 pounds of force occasionally, and/or in excess of 50
pounds frequently, and/or in excess of 20 pounds of force constantly to move objects. Physical
demands are in excess of heavy work. (U.S. Department of Labor, 1991)
vocational counseling - The process of obtaining information from and providing occupational
information to an individual and assisting that person to understand vocational assets and liabilities
in choosing a suitable occupation. (Fry & Botterbusch, 1988)
vocational evaluation - a term which has historically been used to describe comprehensive career
assessment. (MDVEWAA, 2000)
work habits - Those aspects of behavior in a work setting that enable a person to meet the
demands of the job in accordance with employment standards. This includes areas such as:
attendance, punctuality, hygiene, social behavior, team work, cooperation, ability to accept
constructive criticism, ability to accept supervision, effort, initiative, perseverance, dependability,
meeting work schedules, attention to detail, housekeeping, neatness in work performed, careful use
of materials and property, and safety awareness. (Fry & Botterbusch, 1988)
work history - The cumulative paid or unpaid employment experiences, including job titles, job
requirements, work environments, and specific duties performed by an individual. Work or
employment histories are typically taken from written documentation (a form completed by the
individual) and/or an interview conducted by a professional as part of a career assessment process.
(P. J. Leconte, personal correspondence, July 15, 1991) SYN: Employment history.
work sample - A well-defined work activity involving tasks or materials, and tools that are identical
or similar to those in an actual job or cluster of jobs. Work samples are used to assess a person's
aptitude(s), work characteristics, and/or interests (Fry & Botterbusch, 1988)
work tolerance - Ability to sustain a work effort for a prolonged period of time; ability to maintain a
steady flow of production at an acceptable pace and acceptable level of quality; ability to handle a
certain amount of pressure as determined by the job demands. (Fry & Botterbusch, 1988)
worker trait - The occupational requirements made of the worker in terms of the following factors:
general educational development, aptitudes, specific vocational preparation, physical demands,
environmental conditions, interests, and temperaments. All of these factors are defined, measured,
and used in conjunction with the U.S. Department of Labor's job analysis procedures. (Fry &
Botterbusch, 1988)