Improving Employment Outcomes
for Individuals With
Autism Spectrum Disorder (ASD)
V3 Discovery Process
V3 Discovery Process
A general description of the V3 Discovery Process steps is provided below; however, the detailed information needed for completing each step is located in the V3 Discovery Process Checklist itself (form 1).
Step 1
Establish Student and Team
This step includes identifying the student, gathering preliminary information about the student, and ensuring that a signed Release of Information is obtained by the parent/guardian or the student, if appropriate, to complete the assessment process. This step also includes establishing and identifying the relevant team members and a team leader for the process, establishing the meeting dates and agendas, and determining the adult services the student is or may be eligible for [e.g., Medicaid Waiver, Michigan Rehabilitation Services (MRS), Supplemental Security Income (SSI), and/or other employment and independent living agencies].
Step 2
Conduct Records Review
This step requires assigned team members to review relevant school records and files including the EDP, memorabilia (e.g., awards in extra-curricular activities, certificates), social media, and other records of past and current student activities, supports, and services. This historical information will later be used to develop the V3 Discovery Profile.
Step 3
Provide Information on Discovery and Customized Employment and
Establish V3 Discovery Outcomes
This step ensures that all team members understand the V3 Discovery process and outcomes, including the development of the Postsecondary Vision, Vocational Profile, and Visual Resume. Also included in the information are the V3 Discovery Process Guiding Principles. In addition, team members at this step are expected to complete the Griffin & Hammis online modules on Discovery & Customized Employment (www.griffinhammis.com/training.asp), review the Autism Internet Modules (AIM) on Customized Employment, Preparing Individuals for Employment, and The Employee with Autism under the “Autism in the Workplace” tab (www.autisminternetmodules.org), and review the Michigan Transition Outcomes Project (MI-TOP) Learnport Modules Assessing for Transition and Transition Planning Made Easier (www.learnport.org).
Step 4
Plan and Conduct Interviews and Surveys
This step requires the team to determine names of individuals, personal and professional, who the student with ASD and/or the family feels know the student the best, including same-age peers, family members, teachers, itinerant staff, administrators, etc. The team members then utilize the V3 Discovery Interview and Survey Tools to conduct face-to-face interviews and/or have identified informants complete surveys.
Steps 5 and 6
Plan and Conduct Intentional Community Integrated Experience (ICIE) Observations
Steps 5 and 6 involve direct observations of the student during identified routines, experiences, and environments. Observations are more aptly defined as “hanging out with intention” as the observer is expected to engage and participate in the activities or routines and then document his or her experiences after the event on the ICIE Observation Form. The main purpose of these experiences is to capture the student’s interests and preferences; strengths, skills, abilities, and potential contributions; support needs; conditions that exist during the time the student is motivated and interest is peaked; conditions that exist when the student’s attention is sustained; pace, stamina, and, if applicable, the correctness if any tasks are performed; and relationships and potential connections to establish possible job opportunities.
Step 5: Determine one to two typical routines and activities that the student participates in successfully (at school, home, and in the community).
Step 6: Determine the student’s favorite places where he or she is at his or her personal best and select at least four as ICIE observations. Only one can be in an inclusive environment in school. The others should be two familiar favorite activities in familiar locations and then plan one familiar activity in a new location.
Step 7
Plan and Complete Visit With Student at Home and Neighborhood Tour
This step involves scheduling and conducting a home and neighborhood observation and tour. Guidelines for setting this up and documenting the information gained are provided in the V3 Discovery Home Visit and Neighborhood Tour form.
Step 8
Draft and Distribute Section 1 of V3 Discovery Profile, The Vocational Profile
In this step, teams begin to combine all the information gathered through the records review, interviews and surveys, ICIE observations, home observation, and neighborhood tour to draft the first section of the V3 Discovery Vocational Profile. This information will be needed for Step 9.
Step 9
Conduct the Brain Blizzard Meeting
This step requires the V3 Discovery team to conduct a team meeting with a focus on employment planning which includes completing the “brain blizzard” process and developing the student’s social capital map as well as deciding the visual resume format and content and who will complete it. Information is provided on the V3 Discovery Profile form to assist in all three.
Step 10
Develop the Visual Resume and Get State Identification Card
In this step, the team develops a representational portfolio (visual resume) for the student using visual and narrative information gathered throughout the V3 Discovery process. Information on developing the visual resume is provided in the V3 Discovery Profile form. This step also includes arranging for the student to get his or her Secretary of State issued state identification card.
Adapted from the Collaboration on Discovery & Innovation in Employment (CODIE),
Florida Center for Inclusive Communities (7-12).
Form 1: V3 Discovery Process Checklist
Module references are only for participants in Building Your Future (BYF) Secondary Transition Intensive Training (IT).
Step 1: Establish Student and TeamBYF Training—Module 1: Foundations in ASD and the Teaming Process
· Select target student, get signed Release of Information/Photo/Video Permission (form 2), and complete the Student Information Form (form 3).
· Establish relevant team members and identify the team leader. This includes determining what formal services the student is eligible for and/or has in place [e.g., Medicaid Waiver, Michigan Rehabilitation Services (MRS), Supplemental Security Income (SSI), and/or other employment and independent living agencies]. Invite relevant agency personnel to participate in the process.
§ Complete the Team Information Form (form 4).
· Schedule and plan the additional monthly meeting dates and basic agendas for the year (see “Sample Calendar for the School Year” after the checklist). The first meeting (step 3) may take one-and-a-half to two hours given the additional tasks to complete.
Student Information
Name:
Date of birth:
Program Information
Intermediate School District:
Local school district:
School building:
Team Information
Team leader:
Agencies/services represented:
Step 2: Conduct Records Review
BYF Training—Module 2: Guiding Principles and the Discovery Process
· Assign team members to review relevant school records and files including the Educational Development Plan (EDP), memorabilia (e.g., awards in extra-curricular activities, certificates), social media, and other records of past and current student activities, supports, and services. This historical information will be used to develop the V3 Discovery Profile (form 9). Get actual copies of records if available and document information on the Records Review Documentation Form (form 5).
Complete an Action Plan Form (form 10) for Step 2
Step 3: Provide Information on Discovery and Customized Employment
and Establish V3 Discovery Outcomes
BYF Training—Module 2: Guiding Principles and the Discovery Process
· Explain the V3 Discovery process and outcomes to the student’s team. Outcomes include the development of the Postsecondary Vision, Vocational Profile, and Visual Resume. Also include discussion of the V3 Process Guiding Principles.
· Complete the Griffin & Hammis online modules on Discovery & Customized Employment as a team (contact START to sign up).
NOTE: A team member will need to send contact information including an email address to Melissa Adair () at least two weeks in advance to obtain login information.
· Have team members register for and review the AIM modules Customized Employment, Preparing Individuals for Employment, and The Employee with Autism under the “Autism in the Workplace” tab (www.autisminternetmodules.org).
· Have all team members review the MI-TOP Learnport Modules Assessing for Transition and Transition Planning Made Easier (www.learnport.org).
Team and Student Projected Goals and Outcomes
1. Vision:
2. Vocational Profile:
3. Visual Resume:
Complete an Action Plan Form (form 10) for Step 3
Step 4: Plan and Conduct Interviews and Surveys
BYF Training—Module 2: Guiding Principles and the Discovery Process
· Determine names of individuals, personal and professional, who the student with ASD and/or the family feels know the student the best. Include people such as same-age peers, family members, teachers, itinerant staff, and administrators. List names and contact information on Interview and Survey Tools (form 6).
· Develop a plan for obtaining information from identified persons. Interview and Survey Tools has a number of survey/interview forms to use. The plan can include face-to-face interviews or completion of the detailed or brief surveys.
Complete an Action Plan Form (form 10) for Step 4
Step 5: Plan and Conduct Intentional Community Integrated Experience
(ICIE) Observations of Typical Life Activities and Routines
BYF Training—Module 3: Looking at Adults with ASD Differently
· Determine one to two typical routines and activities that the student participates in successfully (at school, home, and in the community). Decide who will participate with the student as he or she engages in these activities and document the information gained on the ICIE Observation Form (form 7). Take photos/video to enhance the process.
Observation
Selected routines:
Persons assigned to participate and/or observe:
Complete an Action Plan Form (form 10) for Step 5
Step 6: Plan and Conduct ICIE Observations of the
Student’s Favorite Places and Activities
BYF Training—Module 4: “Stop It” and other Behavioral Strategies
BYF Training—Module 5: Asperger Syndrome
· Determine the student’s favorite places where the student is at his or her personal best and select at least four as ICIE observations. Only one can be in an inclusive environment in school. The others should be two familiar favorite activities in familiar locations and then plan one familiar activity in a new location. Decide who will participate with the student as he or she engages in these activities and complete the observations using the ICIE Observation Form (form 7). Take photos/video to enhance the process.
Selected Student Favorite Places
Favorite place:
Favorite place:
Favorite place:
Favorite place:
Familiar favorite activity:
Familiar favorite activity:
Familiar activity/new Location:
Complete an Action Plan Form (form 10) for Step 6
Step 7: Plan and Complete Visit With Student at
Home and Neighborhood Tour
BYF Training—Module 6: Peer to Peer and other Natural Supports
· Schedule a meeting with the student and family at the student’s home (or at an alternate location if the family or student prefers). Use the Home Visit and Neighborhood Tour Documentation Form (form 8) as a guideline for gathering information.
· Tour the neighborhood within at least a one mile radius of the student’s home and observe the surroundings for factors such as safety, businesses, culture, transportation, and services near the home. Document observations on Home Visit and Neighborhood Tour Documentation Form.
Complete an Action Plan Form (form 10) for Step 7
Step 8: Draft and Distribute Section 1 of V3 Discovery Profile,
The Vocational Profile
BYF Training—Module 7: Discovery and the IEP
· Use all notes and information gathered through the records review, interviews, surveys, ICIE observations, home observation, and neighborhood tour to draft “Section 1: V3 Discovery Vocational Profile” of the V3 Discovery Profile (form 9). This information is needed for the Brain Blizzard meeting (step 9). Provide a copy of the draft to the student, family, and all team members for their review and suggestions.
Complete an Action Plan Form (form 10) for Step 8
Step 9: Conduct the Brain Blizzard Meeting
BYF Training—Module 7: Discovery and the IEP
· Conduct a team meeting with the focus on employment planning which involves completing:
§ the brain blizzard process, and
§ the student’s social capital map.
· Document information gathered in “Section 2: The Brain Blizzard” of the V3 Discovery Profile (form 9).
· If not already discussed, decide the visual resume format and content and who will complete it. Information is provided on the V3 Discovery Profile to assist in this decision-making.
Complete an Action Plan Form (form 10) for Step 9
Step 10: Develop the Visual Resume and Get State Identification
BYF Training—Module 7: Discovery and the IEP
· Develop a representational portfolio (visual resume) for the student using visual and narrative information developed during the V3 Discovery process. Information on developing the visual resume is provided in the V3 Discovery Profile (form 9).
· Arrange for the student to get his or her Secretary of State issued identification card.
V3 Discovery Profile DUE at Module 8
It is important to note remarkable moments in a student’s life.
Remarkable moments may seem like small things to others, but focus on those unexpected aspects of a student’s performance, behavior, or progress that are significant and merit attention and documentation.
Sample Calendar for the School Year
August / September / OctoberIdentify a Project Building
Identify Target Student for Participation
Get Signed Release of Information
Complete Student Information Form / Establish Team, Meeting Schedule, and Agendas for the Year
Complete Record Review
Hold Initial Meeting With Team to Complete Training and Establish Plan for the Year / Monthly Team Meeting
Conduct Interviews and Surveys
November / December / January
Monthly Team Meeting
Conduct ICIE Observations / Monthly Team Meeting
Conduct ICIE Observations / Monthly Team Meeting
Conduct ICIE Observations
February / March / April
Monthly Team Meeting
Conduct ICIE Observations
Conduct Home Visit/ Neighborhood Tour / Monthly Team Meeting
Write Draft of Vocational Profile / Monthly Team Meeting
Conduct Brain Blizzard Meeting
Establish Social Capital
May / June / July
Monthly Team Meeting
Complete Visual Resume
Get State Issued Identification Card / Monthly Team Meeting
Complete V3 Discovery Profile Document
Use Profile to Write IEP Vision
Develop a Summer Employment Action Plan / Implement Summer Job Opportunity for Student
Review End-of-the-Year Data
Plan for Next Year
Team Meeting Sample Agenda
· Calendar Review
· Follow Up on Action Items From Previous Meeting