VIRGINIA COMMONWEALTH UNIVERSITY VCU-RRTC OCTOBER 18, 2004 PRESENTER: TERESA GROSSI >> TERESA GROSSI: Thanks for being with us. Today the topic is fading job site supports. It's one of the most critical parts of our job site training and supports. But before we get into the specifics about fading our job site supports, I want to do a quality check with you. It's basically thinking about what do we need to make sure happens before we start fading? This is a time for you as an employment specialist or job coach, (I'll use those words interchangeably, probably you'll hear the term employment specialist), to ask, "What are we doing on those job sites?" Let's do a little reflection of our own behaviors. I decided to think about this in three ways. Are we being exclusive, intrusive, or inclusive? When we think about the term "inclusive," we really are thinking like Webster's defines it, excluding all others, not shared, sole. We have the exclusive right. But more importantly, we are excluding people for economic or social reasons. At this point, think about some of your work on that job Site. Are you exhibiting behaviors or strategies that may make the individual with a disability, the employee, more exclusive? I think sometimes about exclusion plus excuses equals exclusive. Because sometimes I hear job coaches or employment specialists say to me, "Well, we have always done it that way. That's just the way we do our work. Our companies tell us to do that." So what I want us to get away from is those exclusives. Let's think about some of those activities that may make us be more exclusive. Here is just a few examples for you to think about. When you enter into that job site or when you're on there, are you considering the company's typical hiring orientation and training, compensation package or work role? Often if we are being exclusive, we are not considering how does that specific company that you're in the business, typically hire their individuals? What is their typical hiring procedures? What are their typical orientation and training procedures? Who does the training? Who does the orientation? What about the hours that most typical employees work? What is their typical wages or benefits? And how about the work roles? What about the employment specialist being seen as that expert and not using some of those company supports? Again, are we being more exclusive when we do not consider the company's typical workplace supports or the employment specialist being seen as that expert. That they know all. They know how to provide all the strategies and all those supports? Another activity that sometimes help trigger those exclusive types of behaviors is that we don't include coworkers in any aspect of the employment process. We don't allow the employees to take breaks with others. We often see where the job coach and the employee goes off on their own for their break or their lunch. So the questions would arise, what happens during those times and where are the other employees? The other big piece is to think about the hours or the schedules that the individual works. Often we foe that the hours are the most critical part in a job negotiating aspect, when we are going into the company. The part of that job development piece. So these are the kinds of activities that do make someone exclusive. We will end the presentation talking about the things about what do we need to do to be more inclusive? Now we can talk about, are you being more inclusive with some of your behaviors, strategies, or activities that you do with your employee on the job site? We will move a bit and think about are we being intrusive? Sometimes exclusive and intrusive are very similar. I think one of the words that I hear from coworkers that make someone exclusive or intrusive is when I hear them say, "So, that's so and so. And that is Tom. He is part of that program." That is definitely an exclusive kind of approach to a company, that they are really not including the individual. Or in some ways, it can also be a little intrusive as well. Let's think about intrusive for a moment. The difference between exclusive and intrusive. Intrusive is to push, to force oneself upon others without being asked or welcomed. To impede another's progress or to act as a barrier or an obstacle. At this point, I think we were on the job site. We know that we haven't really excluded the employee with a disability on that job site. I'm asking you to think about what are those things that you may be doing or may not be doing that is causing other coworkers or employees within that setting to consider you as being rather intrusive? I think the hard part here is the fact that we're going on the job site with an individual, is already being intrusive. We need to know that that is a given, and that with our presence we are being intrusive. But I think the motto I like to use a lot is that we need to do as much as necessary, but as little as possible. But we have to make sure the individual is going to be successful. Therefore, what are some other things we need to be careful of that we may be doing that are causing us to be intrusive in that workplace? I think we could start with where we are ignoring the workplace culture, routines or the traditions. Again, you're going to hear me mention about when we're being exclusive, but also, when we are intrusive, if we're really not paying attention to what that workplace culture is really like. Do people take coffee breaks in certain locations? Do people assist with paying for the coffee? Are there celebrations that go on a regular basis that we need to be a part of? Are there other routines or traditions in that culture that we have to ask about? Is there some informal structures that we don't know about? Who is the person in the workplace that really does have all the insight? What are the rules and regulations that sometimes aren't always written down? The employment specialist takes total control of all the training throughout the day. I'm going to be talking a lot more about this when we get to being more inclusive. But, it really is that we're not including other people within that workplace to assist with the training; that the individual is right next to us and we're taking total responsibility. I think that feeds into the next point here. It's about the employment specialist remaining next to the individuals throughout the breaks and the lunch. It's about how do the coworkers really penetrate the ability to get to that employee when they have another adult sitting next to them? I think the two things we see happen sometimes is that the employee with a disability never gets to have those conversations or those dialogs, because they are being ignored, or no one wants to approach them because they have this adult next to them. The other thing that happens sometimes is that the other coworkers end up talking to the job coach the whole time and ignoring the employee with a disability. At this point, it becomes so critical that we really begin facilitating those interactions. Again when we get to that inclusive part, that the employment specialist or job coach really starts to remove themselves from that setting. The employment specialist continues to use that physical or verbal prompt, that we really begin with the most intrusive training approach, versus looking at more the more natural approaches, the more natural cues. Or, that we never fade our prompting system, and that we really rely on the verbal prompts or someone giving those prompts. Or, the employment specialist does it their way. I remember an example years ago when an employer looked at the job coach and said, "You know what? I think things are going okay, but I really would like to try it without you here." We were pretty early on into the job site training, and it was a little nerve wracking for all. Of course I was ready to say okay. The job coach looked at the employer and said, "Sorry, we don't do it that way. We always have a job coach present." And it goes back to really understanding that employer, understanding that workplace culture, and knowing that when that does happen, we may need to come up with some backup. We may think something is going to happen, but I'm going to have to make sure I'm readily available to go in and assist that employee if they are going to need those supports. I'm sure as you're sitting with your colleagues and coworkers there, that you can come up with a number of examples that you have seen or maybe that you've even done where you have become rather intrusive. I know that in my early days I did the same. I made a lot of mistakes. So now it's thinking about how do we not become exclusive or intrusive, and that we become more inclusive with our work to insure that the individual is part of that workplace culture. As we move to the inclusive part, we think about taking everything into account. We want to make sure that everything is enclosed, to have as a part of a whole, to contain or compromise, and again to take into account. That is really about being inclusive, making sure that individual is part of that workplace culture. Sometimes when we think about inclusive education, we sometimes think about the ABCs of inclusiveness. Is the person really being accepted by that workplace? Do they feel that sense of belonging, that they are definitely a part of that workplace culture? Are they feeling that they are part of the community of that culture? That they understand the routines and the customs? And, they are a contributor to that workplace culture and feeling a part of that community? Probably the meat of a lot of this presentation is how do we fade our job site supports and what do we need to put in place to insure that the person is successful? Again, I think the model is we do as much as needed, but as little as possible. We want to make sure that person is successful, but let's not be intrusive. Here are some inclusive examples. The first thing we want to do is make sure that we start fading from the onset of the employment process. The first day that we walk in, and I'm going to make the assumption that that individual wants you present and that the employer wants you present. If it's an individual with a mental health diagnosis, that they agreed to have an employment specialist present, and you worked through the disclosure issues. But as we enter into that workplace, our first task is to figure out how are we going to get out of here? When we talk about fading from the onset, it's about thinking what that individual is able to do on their own, to not need your assistance. You're already removing yourself as much as possible, which goes into the next point of watching your physical positioning. Again, with you just being present, it's a prompt. And, it is intrusive. If an individual is capable of checking in or clocking in independently, then you can be backing away and maybe not having to go into that area. Maybe you just need to do it the first day, and then you can remove yourself from that area. That you are always trying to physically remove yourself and see how you can fade from even the littlest of tasks, including breaks and lunchtime. How are you utilizing coworkers in problem solving? It's definitely the critical point where, if you want buy-in from coworkers, you're going to need to utilize coworkers throughout the employment process. And they know the ins and outs. You want to make sure that it's a coworker that has been around, that is well respected both from coworkers as well as the supervisor. They can give you a lot of good information of how to figure it out. Sometimes, even when you're trying to get the buy-in from the coworker, it's really good to ask them when you already know the answer. Again, it helps you with some of the small dialog, chitchatting, getting to know them, letting them get to know the employee, as well as understanding why you're there. Look for opportunities to back away, where the coworker is teaching the task or interacting. Especially if we are really partnering with coworkers, and that they are assisting in setting up the job site and maybe initially starting the teaching of the task. You can begin removing yourself, and to ensure that those interactions are occurring between the employee and the coworker, and not between you and the coworker. It's the same for the employee with the disability. She wants to make sure that they are asking the questions to the coworkers, and not to you. It's a very good strategy to think about very early on. I think one of the difficult tasks of a job coach is trying to demystify your role, explain what you are doing, and why you are there. I'm sure many of you have these great examples of when coworkers have come up to you and asked, "Are you there from headquarters? Are you there watching them do their jobs?" And so this is probably the most difficult aspect of trying to not only fade, but so that people understand your role. I would really encourage you with your coworkers, your network of employment specialists, or your supervisors to come up with some candid statements to be able to make to coworkers. Here is the fine line. You have to be careful you're not doing any disclosure and people are going to want to say to you, "What's wrong with Tom?" And if he has a disability, "What is his disability?" You know that there are a lot of confidentiality issues that you have to think about, and you have to think about how do you present it in a very positive way? It's probably something that you need to work with the employee with the disability and allow them to be able to tell people why you are present on the job site. It's a great way to encourage self-advocacy and self-determination. It's something that really should be worked through prior to even going on a job site. The other thing to think about is to be overt. Ask coworkers to model a task or assist with training. When I say overt, you may need to directly say, "I need your help. Can you come and show Tom how to do this? Because I may not be getting through to him." However it may be, sometimes you may need to be as direct as possible that you need their help. Other times, you may need to be covert. You see interaction going and you know that by you being present you're going to be that barrier, especially from the social relationship act. This is a time that you can excuse yourself and say you need to go to the restroom or that you need to make a phone call. Again, trying to just quietly remove yourself and really encourage that interaction. We do know and some of the research shows that one of the biggest barriers that is caused by having an employment specialist present is the social interactions. We need to be really in tuned to that and make sure we are facilitating those interactions as much as possible. And, always make sure that we can have every teaching moment, every time that moment arises. We make sure we are demonstrating it. We are modeling it. Or, we really are facilitating those interactions between the coworkers and the employee with a disability. Let's talk a bit more about some examples. Another rule of thumb, anytime you feel you need to be there, try to find another way - create an adaptation, redesign a task, use a picture prompt, use coworkers. This is the point where it's really important - an individual has become fairly independent on the job site, and you've been able to remove yourself for most of the tasks for most of the day, but there is a small portion of a task or a duty that is requiring some assistance. It is important to make sure that you put this in their ongoing support plan, so whoever is doing the follow along knows this. But at this point it may be coming up with some picture prompts. It may be coming up with some other compensatory strategies or self-management strategies that I'm going to mention later on. It may be asking coworkers if it's possible. This is a point to remember that if you're getting out of that job site, how you're going to get out of the job site, is this something that is causing you to remain? So again, thinking about another way. Make sure that the individual takes breaks and lunch with others. The trainers or employment specialist should leave unless it's absolutely necessary. Usually it's necessary only for the very beginning, the first day or two. Or if someone has more challenges with social interactions or communication skills, that you may have to facilitate this. This is also the time that when we think about inclusiveness. I go back to the first exclusive slide, when we talk about the hours, if you really stop and think about it, most individuals are more integrated in job settings based on the hours. If I'm only working two hours a day, the chances of me really taking a break or lunch with my other coworkers are going to be pretty slim, basically slim to none. We know that hours are not only the key to increased wages and better outcomes, it's the key to integration. If you do have someone who is only working a couple hours a day, and may miss those routine breaks and lunch on the job settings, you may need to think about what are some other ways that you could include the individuals in the workplace culture? Maybe they come in a little bit earlier and take breaks with people. Or they stay a little bit later a couple times a week to make sure they have lunch or a break with people. It's the only way they are going to really get to know their coworkers and be more part of that culture. The other piece to remember is to watch for the unwritten rules. An example I have is fading during lunch. You all know if you can think about your own workplace, what are those unwritten rules that no one ever told you about? That when you go into the meeting, someone always sits on the first seat. Or, that there is a group of people that always have lunch at a certain table every day, and you never dare go to that table. Or that someone always is in charge of bringing the doughnuts, and they like it because that's their job. Those are the things that you never know in the orientation manual, and those are the things you're going to have to ask directly. What are some of the rules that some people just don't tell you about. Think about those in your own work setting. We talked a bit about this, about how to be exclusive or intrusive. But very critical of fading strategies and being inclusive is that we have to have supervisors and coworkers involved from the onset. If we are going to have individuals really be a part of their workplace culture, and that employers and businesses take ownership and that they don't say, "Oh, that's Tom from that program," we need to have supervisors and coworkers assisting from the very beginning. We are finding more and more examples where employers are saying,"We could try this. We want you around here, but let us try with the training." And, they start the training. And if it gets a bit too involved and that individuals need a bit more time, that's when the job coach steps in. But again, we try to understand for that workplace what is that typical training and orientation process, so we can supplement what they do. We don't supplant what they do. Probably a key to our fading is to fade systematically and that we fade towards our natural cues. A few slides from now I'm going to show an example of some data to show how we systematically have to fade ourselves, our prompts, and that we have to make sure we're fading towards those natural cues. Such as if I'm a dishwasher and the dishes are piling up. The natural cue is look, the dishes are piling up. I need to work faster. Or, if the mail is piling up, and I'm sorting that mail, that could be the cue that I need to work a bit faster. Or, this boss comes in, and I know that when I see the supervisor walking in that I've got to make sure that I'm busy. Again, what are those natural cues around us that could help serve as that prompt for the next step of the task, or to initiate the task? Are we fading towards natural cues? Are we removing ourselves as the job coach employment specialist and having the coworkers take over, providing some of the prompts, or assisting the individual in a lunchroom or during break or reminding them, when they need to go do a task. They are providing the prompts and supports and not us. How are we fading ourselves from proximity and accessibility to the worker? One of the key elements that we always forget is that by being present, we are serving as a prompt. I may not be giving a gesture. I may not be pointing. But with our presence, we know the individual is more likely to respond correctly with us present than when we are not. Sometimes what happens, because we want to be such great helpers, we inadvertently provide a gesture. We point to the door. Or, we point to the mailbox to help remind the person to go into that. Every time you do that, and every time you're present, you need to ask yourself, "What is this person going to do when I'm not present? And how are we moving from less and less intrusive types of assistance and prompts? How are we going from that physical prompt to the verbal prompt to us removing ourselves physically where they cannot see us anymore?" That is what we talk about when we fade our prompts and fade ourselves systematically. What is the data telling you? Are you increasing the amount of time between the cues and prompts? This is where we talk about looking at maybe we provide a verbal prompt and we say, "Tom, you need to go get the mail." Then the next time we wait a little longer. We may wait 10 or 15 seconds before we provide that prompt, and to see if Tom does that. The next time, and if he does it, we again try to increase the amount of time between the cues and the prompts. Again, that is fading our prompts. It's an incredibly powerful fading strategy, but sometimes we forget about the time. Because if we continue to provide that prompt immediately, again we are increasing that dependency. Later we will be talking about some of the self management strategies. But this is the time that as you're fading, that you may need to think about instituting some self- management and self-reinforcement strategies. I know we're not going to have enough time in this session to really go into details. I'm going to give some very, very brief examples. There is a lot of literature out there on self-management strategies. It's incredibly powerful. I know that we all use self-management strategies on a daily basis. When I get to that slide, I'll get to more of those types of examples. Systematic fading of our prompts and ourselves. Some things to think about,if we fade too fast, we're going to increase the worker's errors which is going to cause us to have a longer training time.Again, our key to tells us when we need to fade is what the data is telling us.But if we fade too slow, what we are really doing is fostering worker dependence, and it will cause longer training time. An every time when I talk about foster worker dependence, we talk about the employee with the disability becoming more reliant, more dependent on the job coach in that setting. I also caution you that when we go too slowly, and we are not watching our data, that sometimes the job coach gets very comfortable in that setting. I've gotten to know the coworkers. I've gotten to know the Routine. I just am starting to feel comfortable for me. They end up staying just a bit longer out of their own dependency to the employee and/or to that workplace. If we're not systematic about it, we just do it because we think that when the person is ready, what we tend to get is inconsistent worker performance, which will end up requiring longer training time. When we think about fading our prompts and end up with longer training time, probably the three things I think about is: when I'm on a job site too long and they're not increasing their independence and their performance, or we are not putting some level of supports in those areas when they are having some difficulty, those adaptations, first I go back to make sure it was a good job match. But when we know it's a good job match, that we have done a really good person-centered approach, we really did a good job analysis and we have done a good match between what is required at the job setting and what the individual strengths and talents are, then I have to look at how we are training. Nine out of ten times it's about not being systematic. When we think about not being systematic, we are not using our data to tell us when we need to provide more prompts and when we need to fade. And we usually fade too fast or too slow and what we end up with is inconsistent worker performance. Let's take a couple minutes and talk about some data collection methods and why we should collect data. I know there are a lot of people out there that know that this was the key to their instruction. I also know a lot of people say to me, "It's just too time consuming." I want to go through some points of why it's very important to collect data. But before I do that, I want to make sure that when people know when we are collecting data, we have to be as unobtrusive as possible. We don't want to be obtrusive there. Because, nobody walks into a job site with a clipboard or a stopwatch. But, we could walk into the job site with data collection forms that we put in our pocket or purse, and that we write down the data in a very, very inconspicuous way so that we are not highlighting the individual. Again we know that is not natural, we know it's not typical. We know it's an incredibly important strategy for how we can do that without being intrusive upon the individual. So why collect data? The key is that it provides a record of the worker's performance. I can't tell you the number of times having data about the worker's performance has saved many individuals' jobs. Because when an employer has said to me they are not meeting production, I can show them where they are. And I've always been able to save jobs where the employer says to me, "I'll give you one month and this person is gone." I've been able to say give me two weeks and look at the data and then we can decide. It obviously is an objective evaluation of the individual's performance. It shows when it's time to fade and when we need continued training. I'm going to give an example of that in a couple more slides. But this talks about my instruction, what am I doing, when am I doing it. The data tells me. It calls attention to the areas that may need different training methods, adaptations, self-management systems. The data tells us I need some help. It's a great way that you can go back into your office, ask your coworkers or supervisors, and say, "I'm stuck here." This is where we need to get to some of our compensatory strategies, a different method of teaching. Maybe we need to think about some adaptations. More importantly, are there self-management strategies that we can teach the individual and then we can get out of a job site? It can be used as a reinforcement tool for the worker. I'll tell you that because as a job coach, years ago, I used to graph a lot of the data, especially the productivity data. I always used it as a feedback to the worker to tell them how they were doing. I would show them where we needed to be and to get. Let's say if I'm vacuuming, and I needed to vacuum within a half hour. And, it was taking them 40 or 45 minutes. I would highlight on the bar where we needed to be so they know they could continue to work quicker. And, they could see if they are improving or not. It's a feedback tool. It can also be used for coworkers, if you need assistance, feedback, new ideas, again, bringing the coworkers and supervisors in for some problem solving. When you're really stuck you can show the data and say what else can I do? And most importantly, it serves as an accountability tool to funders, management and individuals and their families. I know that many of you have had to go back to your major funding source, usually vocational rehabilitation, and say I need another 20 hours. We are making progress, they're doing better, or I need another 50 hours. But we're not there yet. Sitting in that seat of vocational rehabilitation, I would have to ask you how do you know? And they should be asking how do you know? And you can't be just saying because I know. Show them the data. Show them the progress. Show them how they're improving, and that you need some more time. And this is what you're doing to make sure that you're going to reach the level of performance the individual needs to perform. Usually when we think about data collection we think about it in two ways. The area that I always say there are people who like to collect data just for the sake of collecting data. Do not do that. If the person is already performing the job independently, you don't need to collect the data, don't collect it. It should be meaningful. It should be simple to use. It should be very easy to read and easy to interpret. We want to keep it to the basic. We need to keep it useful about how we are teaching, how we are giving feedback, and how we can increase the performance of the individual. Basically, how are they doing? And there are probably two terminologies that you think about in data collection. One is probe data, and that is used to find out how the worker is doing without any intervention, any prompts, or any reinforcement. The other type of data we collect is trial data. That you can think about as, how you are instructing the individual. It's used when we are training on the one to one, to show where a worker is having difficulty in performing specific steps. It shows the level of prompting you're needing to use on that task. The next slide shows an example. If you look under the 10/4, and you see the minuses, that is the probe data. We went in, did not provide any instruction and said okay, go get the film and deliver the film. You gave the prompt of the task, and they weren't able to do it. There you know you're going to need to instruct on each step. The next day you begin your instruction on what we called the trial data. Here you could see what the individual needed out of the five steps. This is a very simple example, five verbal prompts and one physical prompt. The next day you see the individual really got it. Then you see that the first two steps they were able to do independently and the last two steps. This is your signal that you could start fading. Remember the physical proximity? You could start removing yourself next to the individual and allowing them to do it independently. Being far enough away that you can see what they're doing, but close enough that you can step in and provide the prompt when needed, as in number 3, needing a verbal prompt. Again, you can see as the individual is learning the task, it is not only telling you about your instruction, but it's telling you that you can begin fading from that task, from that physical area, or the day. If an individual is able to independently do the first two tasks of the day, you shouldn't be around. You should be fading yourself and then step in on those tasks that they are needing assistance with. And then within the task, you should be fading yourself. Again, following the data. When you see that they are able to do it independently, you're starting to remove yourself physically. This is very, very important. Because what we tend to see is individuals, as they are doing it independently, someone is still standing next to them. What we are doing is encouraging that dependency, because you're still serving as that prompt. In some settings this becomes difficult and that is the key. When you go into the setting, you need to be able to see where can you remove yourself, and be far enough away where the individual may not see you or depend on you, but close enough so that you can step in when needed. I wish I had lots, lots more time to talk about self- management strategies, a key to really promoting independence. We all use self-management strategies in our everyday life. I can't imagine there is anybody in this world that doesn't. I'm going to give some very, very quick examples. I would encourage you to check the literature. Or if you e-mail Teri or myself, I'd be happy to share some of the literature and examples. Stimulus control techniques. Those are the things where we want to be faced with the item - what we have to remember to do. I always think about this is when I forget to return my audiotapes to the library. I tend to leave them on the seat of my car so I'm faced with it, and I know that I will turn it in. Sometimes, for individuals, we make sure at the end of the day when they go home, whatever they take to work every day they put all in one spot, like their name badge, maybe their key, and their ID card. They know that everything is there in one place. They are faced with the stimulus to take with them the next day. Antecedent cue regulation. A lot of us do this - picture prompts, checklists. The pictures are probably the most widely used, and it prompts us through the steps of the task. Also, audio prompts, when you are listening to music, there are a couple research studies out there, you listen to music and it's interspersed with the prompt to remind the person to do the steps. Self-monitoring and self-evaluation is very closely related. It's about checking off the step or the task or the job duties of the day. Maybe using picture prompts to know they have done every step they are supposed to do. With self- evaluation, you compare it to some set of criteria. If you're mopping a floor, that would be what is the amount of time it should be taking to do that floor? And then self-instruction. There has been some research about problem solving, but it's about individuals quietly saying the steps of their task or doing some problem solving steps that they have, such as I'm out of glass cleaner. What do I need to do? I need to get more glass cleaner. I go and get more glass cleaner. Now I have it. Again it's about doing some verbalization with the individual. A very powerful tool, a very effective tool. I know we use it on a regular basis with ourselves, telling us what we need to do in our daily work. I'd like to end a little bit with when we talk about our quality, again, of our job sites, when is good enough? If you think about the curse of good enough, if 99 percent is good enough, which we always say when we talk about some of the objectives that we used for individuals, we say 80 percent is good enough. But think about if we said 99 percent is good enough? Twelve newborns would go to the wrong parents each day. 18,322 mishandled mail items per hour. 2 million documents would be lost a year by the IRS. Too bad it couldn't be my taxes! 2.5 million books would be shipped mis-covered each year. 20,000 incorrect drug scripts each year. And over 800,000 credit cards are wrongly magnetized. When is good enough, enough? When you think about employment and you think about the practices that we do, good enough and employment would means that a job match is less than perfect. That 99 percent, if we think about, is that enough? That job match would be less than perfect. An employer would be less than invested. An employee is less than contributing and a wage is less than typical. We would think about a safety issue is less than secured against. A support structure is less than sturdy, and our work file is less than accurate. Therefore, we have to make sure that we do the best of the best practices. In order to do that, we need to insure that our job match between the consumer and job site analysis is as perfect as we possibly can get. Especially, we need to identify the non-negotiables. We need to make sure that job is extraordinary typical, typical for that specific employer or that employment setting. What is typical in that setting will not be typical in another setting. Do we understand that workplace cultures? Do we understand that relationships are interdependent, that none of us are totally independent. We rely on each other throughout our days and our weeks. How do we foster that interdependency in the workplace? The language that we use really reflects equity and capacity. That we use that person centered and person first language, and we really are building upon the individual's capacities. That all the strategies that we use on the job site, our strategies and activities really flow from a very quality assessment. That the job that the job is one that you'd like for your own loved one, that it is of the highest quality. I think about the job is non-seasonal in a stable or growing industry that allows for evolution. The individual has the opportunity to grow. It has many enhancing features. The expectations of the performance are clearly defined, they are stable, and we work closely with the employer to understand what it is that they expect. That the employer is committed to diversity. That they are warm and welcoming. That the coach has probed data and ongoing communication with the job site. That we utilized our data and fading and communicated with the supervisor. The coach tries to find other ways to fund other supports, like attendant care and/or transportation. I end with, stealing from my colleagues from TransCen. They did a survey. They said employers value supported employment providers that are educated; that understand the best practices; that understand how businesses work and how to support businesses; that are knowledgeable, that make frequent contacts and follow-up, and that really spend time getting to know the company and getting to know the workplace culture. They value where providers understand the job requirements, those expectations and demands, and they really know the applicant's abilities and strengths. Most importantly and finally, that they respond quickly, that they provide that customer service in a way that we would want to have responded by our doctors and our dentists and plumbers. I's good quality customer service. In order for us to do that, we have to really know the Company, and we have to really know our applicants. Thank you all. I appreciate your time, and I look forward to talking to you on the Web.