Affiliations: University of Iowa | Rural Employment Alternatives, Inc. | Ames Community School District
Note: [] The preparation of this article was supported in part by Grant no. G008730152, funded by the U.S. Department of Education, Office of Special Education, Cooperative Models for Planning and Developing Transitional Services; Grant no. H133G90150, funded by the U.S. Department of Education, Office of Special Education and Rehabilitative Services, National Institute of Disability and Rehabilitation Research; and the Iowa University Affiliated Program. However, the opinions expressed within this article do not necessarily reflect those of the granting agencies. The authors thank the job coaches and consumers who participated in this project, and Agnes DeRaad for her expert editorial handling of the manuscript. Requests for reprints should be sent to Thomas Flynn, 251 University Hospital School, University of Iowa, Iowa City, Iowa 52242.
Abstract: Two case examples are described involving long-term maintenance of supported work placements with persons who are moderately or severely disabled: (1) a successful supported employment program conducted by rural Employment Alternatives, Inc., and (2) a successful maintenance procedure conducted by the Ames Community School District. The first example documents that the program was successful via consumer outcomes and demonstrates the pragmatic problems associated with the lack of fading of job coaches. The second case shows how assessment data can be used to identify a potential maintenance problem (overreliance on a job coach) and how an individually designed maintenance plan can be developed by changing the role of the job coach. The results of these examples are discussed relative to the need for systematic fading plans that are based on direct assessment of individual consumers.
