371.425 
 
 In7r 
 
 
 ; 
 
 VOCATIONAL EVALUATION AND 
 WORK ADJUSTMENT SERVICES IN 
 VOCATIONAL REHABILITATION 
 
 
 TENTH INSTITUTE ON 
 REHABILITATION SERVICES 
 
 a training resource 
 
 U S. DEPARTMENT OF HEALTH. 
 EDUCATION. AND WELFARE 
 Social and Rehabilitation Service 
 
 y 
 
 Rehabilitation Services Administration 
 
DISCRIMINATION PROHIBITED — Title VI of the Civil Rights Act of 
 1964 states: "No person in the United States shall, on the ground 
 of race, color or national origin, be excluded from participation 
 in, be denied the benefits of, or be subject to discrimination 
 under any program or activity receiving Federal financial assis¬ 
 tance." Therefore, any program or activity supported by grants 
 from the Rehabilitation Services Administration, like every 
 program or activity receiving Federal financial assistance from 
 the Department of Health, Education, and Welfare, must be operated 
 in compliance with this law. 
 
3 n i . 
 
 /*■} 7 ^ 
 
 Report from the Study Group on 
 VOCATIONAL EVALUATION 
 AND 
 
 WORK ADJUSTMENT 
 SERVICES IN 
 
 VOCATIONAL REHABILITATION 
 
 Chairman 
 
 David L. Mills 
 Des Moines, Iowa 
 
 University Coordinator 
 
 Paul R. Hoffman, Ed.D. 
 University of Wisconsin - Stout 
 
 TENTH INSTITUTE ON REHABILITATION SERVICES 
 May 15-17, 1972 
 Minneapolis, Minnesota 
 
 Final preparation and printing by the Materials Development Center, 
 Department of Rehabilitation and Manpower Services, University of 
 Wisconsin - Stout, Menomonie, Wisconsin 5^+751, with support in part 
 by Research and Demonstration Grant 12—P—55307/5- 
 
 U.S. DEPARTMENT OF HEALTH, EDUCATION, AND WELFARE 
 Social and Rehabilitation Service 
 Rehabilitation Services Administration 
 Washington, D.C. 20201 
 
The materials in this publication do not 
 necessarily represent the official views of 
 the Rehabilitation Services Administration 
 nor of State vocational rehabilitation 
 agencies. They do, however, reflect an 
 attempt by State vocational rehabilitation 
 workers to explore a significant aspect of 
 their programs to encourage evaluation and 
 stimulate professional growth. 
 
£c/uc^. 
 
 FOREWORD 
 
 Vocational evaluation and work adjustment services have a long 
 history in the field of vocational rehabilitation. It has not 
 been until developments of the last four or five years, however, 
 that these services have received the attention they deserve. 
 Nationally the priority of manpower agencies to serve disadvan¬ 
 taged individuals and enactment of Section 15 of the Vocational 
 Rehabilitation Act (although this Section has never been funded) 
 combined to generate much of this added interest. More recently, 
 proposed Welfare Reform legislation and the enacted Talmadge 
 Amendments recognize merits of these services. Many programs 
 conducted in relation to the DHEW objective of rehabilitating 
 substantially greater numbers of disabled public assistance 
 applicants and recipients utilize such services. All of these 
 developments, in addition to the growth of our general programs, 
 are dramatically increasing demands for vocational evaluation 
 and work adjustment services. 
 
 This document establishes basic concepts and provides a resource 
 for better understanding the nature and scope of vocational 
 evaluation and work adjustment services in relation to the total 
 rehabilitation process. It contains very valuable information 
 for both State agency and facility staffs on how to improve the 
 use and effectiveness of these services. 
 
 Edward Newman 
 Commissioner 
 
 111 
 
 
Digitized by the Internet Archive 
 in 2018 with funding from 
 
 University of Illinois Urbana-Champaign Alternates 
 
 https://archive.org/details/reportfromstudygOOinst 
 
ABSTRACT 
 
 The key to the proper utilization of vocational evaluation and work 
 adjustment services by the vocational rehabilitation counselor is 
 his ability to select the rehabilitation facility which can provide 
 the programs which most nearly meet the needs of the client. This 
 guide is intended to provide assistance to the rehabilitation 
 counselor in making appropriate selection and use of vocational 
 evaluation and work adjustment programs. The Fourth Institute on 
 Rehabilitation Services developed Guidelines for Organizing Voca¬ 
 tional Evaluation Units . This material has been extended to 
 include work adjustment, and is presented from the perspective of 
 the vocational rehabilitation counselor. This guide defines the 
 essential elements of vocational evaluation and work adjustment 
 programs, identifies problems experienced by state vocational 
 rehabilitation agencies in obtaining high quality vocational 
 evaluation and work adjustment services, and provides guidelines 
 to assist vocational rehabilitation counselors to develop a better 
 understanding of the proper utilization of vocational evaluation 
 and work adjustment services. 
 
 Vocational evaluation and work adjustment are closely related in 
 the total rehabilitation process and, although they are different 
 processes, are often confused with one another. The chapter on 
 Mutual Relationships discusses some of the sources of confusion 
 and suggests that vocational evaluation is primarily an assessment 
 process which can serve to indicate the treatment or training 
 needed in a work adjustment program. 
 
 Vocational evaluation is viewed as an assessment process, beginning 
 with a referral for evaluation and ending with a recommendation for 
 further services needed by the individual. Evaluation is goal- 
 oriented with the goals being developed from comprehensive referral 
 information and awareness of the counselor-client objectives. 
 Guidelines for selecting clients for referral are presented, 
 including the types of information which should be forwarded to 
 the evaluation unit and information on orienting the client for 
 evaluation. The common techniques of vocational evaluation are 
 described and presented in relation to the need for individualized 
 client programing during evaluation. 
 
 Work adjustment is viewed as a treatment and/or training process 
 which utilizes work or work related activities. The chapter on 
 work adjustment presents guidelines for referral to work adjustment, 
 and a discussion of some of the common types of programing. An 
 emphasis is placed upon the types of information and services the 
 vocational rehabilitation counselor should expect to receive from 
 a work adjustment unit. 
 
The problem of effective communication between the counselor and 
 the facility can be resolved by effective reporting. The 
 referring counselor should ask specific questions and the facility 
 reports should answer those questions as well as provide other 
 significant information. Both informal and formal reports should 
 present an orderly sequence of facts and interpretations which 
 lead to specific conclusions and recommendations. 
 
 The chapter on personnel discusses some of the key roles and func¬ 
 tions of vocational evaluation and work adjustment staff. The 
 quality of service provided by the facility is dependent upon both 
 the qualifications of the staff and on the staff-client ratio. 
 Guidelines for qualifications of the various levels of staff in 
 vocational evaluation and work adjustment programs are presented, 
 along with guidelines for staff-client ratios which will permit 
 the delivery of quality services. 
 
 The provision of effective vocational evaluation and work adjust¬ 
 ment services to clients involves a number of mutual responsibili¬ 
 ties between the state rehabilitation agency and the rehabilitation 
 facility. These mutual responsibilities exist at a number of 
 levels. Methods of insuring coordination and communication at all 
 levels are discussed, with an emphasis upon the need for communi¬ 
 cation and coordination between the state agency counselor and the 
 facility staff, both of whom come in direct contact with the client. 
 
 The mutual responsibilities between the state rehabilitation agency 
 and the rehabilitation facility extend into the areas of cost and 
 payment for services. Rehabilitation facilities should be prepared 
 to document the cost of each service and to distinguish between the 
 costs of production and rehabilitation. At the same time the state 
 rehabilitation agency should be prepared to provide payment based 
 upon the actual costs of the service and not expect the facility to 
 subsidize services to state agency clients out of other funds. 
 
 The final chapter pulls together many of the points made in this 
 guide in the form of two checklists, one for vocational evaluation 
 and the other for work adjustment. The checklists summarize the 
 conditions, programs, and practices generally considered essential 
 for quality vocational evaluation and work adjustment services. 
 
 These checklists can be used by state facilities specialists to 
 develop facility directories, by rehabilitation counselors to 
 determine whether a facility can meet the needs of an individual 
 client, and by rehabilitation facilities for self-evaluation and 
 program improvement. 
 
 vi 
 
PREFACE 
 
 The purpose of the 1972 IRS Prime Study Group III was to develop 
 materials to be used in training counselors and other rehabilita¬ 
 tion personnel in the effective selection and utilization of 
 vocational evaluation and work adjustment services in rehabili¬ 
 tation facilities. The difficulties inherent in attempting to 
 define and structure concepts as complex as vocational evaluation 
 and work adjustment services were quickly realized at the Prime 
 Study Group III organizational meeting. Members of the Prime 
 Study Group called upon their experience, previously written 
 materials, and group discussion in preparing the rough draft for 
 presentation to the Full Study Committee at the Annual IRS 
 Meeting in Minneapolis. The Full Study Committee came prepared 
 to critique, and they provided the Prime Study Group with valuable 
 suggestions for improvement of this document. 
 
 A document of this nature required the contributions of many 
 dedicated and knowledgeable people. Recognition should be given 
 to the following individuals for their major writing contribution 
 
 to each chapt 
 
 :er: 
 
 
 Chapter 
 
 1 
 
 Introduction - Loerance Deaver and Ted Witham 
 Definitions - Paul Hoffman 
 
 Chapter 
 
 1 1 
 
 Paul Hoffmai. 
 
 Chapter 
 
 1 1 1 
 
 James Vai1 
 
 Chapter 
 
 IV 
 
 Darrel 1 Coffey 
 
 Chapter 
 
 V 
 
 Robert Mayes 
 
 Chapter 
 
 VI 
 
 B. Doug Rice 
 
 Chapter 
 
 VI 1 
 
 Herb Gragert, Harry McGuire, and Louis Stephens 
 
 Chapter 
 
 VI 1 1 
 
 Mike Dolnick 
 
 Chapter 
 
 IX 
 
 Ray Sankovsky 
 
 Behind the scenes of each chapter are hard working support staff. 
 Valuable assistance in researching previously written materials 
 was provided by Warren Birch, Graduate Assistant at the University 
 of Wisconsin - Stout. Jean Barnard of the Iowa Rehabilitation, 
 Education, and Services Branch provided the notes and valuable 
 taping of the organizational meeting. The definitions were 
 
 vi i 
 
developed by Paul Hoffman with the assistance of the staff of the 
 Department of Rehabilitation and Manpower Services, especially 
 that of Dennis Dunn. Much of the clerical and liaison activities 
 were provided by Susan McNamara and Yvonne Kutcher, and the final 
 editing was done by Dennis Dunn and Sharon Reynolds, all with the 
 University of Wisconsin - Stout. 
 
 The Prime Study Group recognized the impossibility of creating a 
 document acceptable to everyone. Rather, it developed a basic 
 document to be read, discussed, and critiqued. Most of all, it 
 developed a document to be used for the purpose of developing a 
 better understanding and utilization of vocational evaluation and 
 work adjustment services in rehabilitation facilities. It is a 
 document intended to stimulate the reader into functional 
 activities which could improve, update, and adapt the vocational 
 evaluation and work adjustment services provided to each state 
 rehabilitation agency. No greater tribute can be paid to the 
 effort and dedication shown by the Prime Study Group and the 
 Full Study Committee than the transfer of the material in this 
 document into action. 
 
 David L. Mills, Chairman 
 Prime Study Group I I I 
 
 vi i i 
 
TABLE OF CONTENTS 
 
 Foreword.l i i 
 
 Abstract . v 
 
 Preface.vi i 
 
 I INTRODUCTION . 1 
 
 Definitions . 2 
 
 II RELATIONSHIPS . 7 
 
 Sources of Confusion . 7 
 
 Relationships . 8 
 
 Recommending Work Adjustment . 13 
 
 III VOCATIONAL EVALUATION PROCESS . 17 
 
 Intake and Orientation . 17 
 
 Programs of Service.18 
 
 Individual Client Programing . 22 
 
 Recommendations and Follow-up . 23 
 
 IV WORK ADJUSTMENT PROCESS.25 
 
 Intake and Orientation . 26 
 
 Program of Services.30 
 
 Individual Client Programing . 33 
 
 Program Evaluation . 35 
 
 ix 
 
V REPORTS 
 
 37 
 
 Format of Report.37 
 
 Types of Reports.38 
 
 Communication and Reports . 39 
 
 Summary.40 
 
 VI PERSONNEL.43 
 
 Role and Function of the 
 
 Vocational Evaluator . 43 
 
 Vocational Evaluator-Client Ratio . 46 
 
 Qualifications of the Vocational Evaluator .... 47 
 
 Work Adjustment Personnel . 49 
 
 VII MUTUAL RESPONSIBILITIES . 53 
 
 Mutual Responsibilities Between 
 
 Facility Specialist and Counselors 
 
 of State Rehabilitation Agencies . 53 
 
 Mutual Responsibilities Between 
 State Rehabilitation Agencies 
 
 and Rehabilitation Facilities . 54 
 
 Mutual Responsibilities Between 
 
 Staff of State Rehabilitation Agencies 
 
 and of Rehabilitation Facilities . 55 
 
 Mutually Shared Responsibilities 
 
 for Client Preparation . 58 
 
 VI I I COST CONSIDERATIONS.61 
 
 IX CHECKLIST GUIDES. 65 
 
 Use of the Checklist.68 
 
 Checklist Guide to Vocational Evaluation . 69 
 
 Checklist Guide to Work Adjustment Services .... 79 
 
 x 
 
Appendix A. SELECTED BIBLIOGRAPHY . 84 
 
 Appendix B. PRIME STUDY GROUP III ROSTER . 87 
 
 Appendix C. STUDY GROUP III MEMBERS . 89 
 
 
 
 
 
 
 
 
CHAPTER I 
 
 INTRODUCTION 
 
 Vocational evaluation and work adjustment programs are important 
 components of the rehabilitation process. Their potential, 
 particularly as related to the newer client populations now being 
 served by the State/Federal VR Program, has not been developed to 
 a level which is inherent within the conceptual basis of evaluation 
 and work adjustment. 
 
 If the potential of work adjustment and vocational evaluation is 
 to be achieved, more than just recognition of their inherent value 
 is needed. Equally essential is the understanding by the counselor 
 of the components of a good program, what can or cannot be reason¬ 
 ably expected from the programs, and the criteria by which to 
 identify and appropriately use the facility. 
 
 The key to the proper utilization of services by the counselor is 
 the degree to which he is able to select that facility which can 
 provide the program having the capability to deliver those 
 evaluation and adjustment services which will most nearly meet the 
 client's unique requirements. This substantial responsibility, 
 placed upon the counselor at a crucial stage in the rehabilitation 
 process, requires not only a sensitivity to the client's needs but 
 an understanding of facilities and their programs and services. 
 
 The Fourth Institute on Rehabilitation Services in 1966 dealt 
 with the subject of Vocational Evaluation and developed "Guide¬ 
 lines for Organizing Vocational Evaluation Units" (HEW, 1966). 
 
 The need at that time was to assist facilities in their develop¬ 
 ment of evaluation units. The efforts of this study group are 
 intended to provide a linkage with the previous document and to 
 assist the VR counselor in making appropriate selection and use 
 of vocational evaluation and work adjustment programs. 
 
 To accomplish this, the following charge was accepted by the 
 study group: 
 
 1. To identify problems experienced by State VR Agencies in 
 obtaining or providing high quality vocational evaluation 
 and work adjustment services from rehabilitation facil- 
 
 ities. 
 
 2. To delineate the essential elements of vocational evalua¬ 
 tion programs. 
 
3. To outline the fundamental components of work adjustment 
 programs. 
 
 4. To provide guidelines that will assist VR Agencies to 
 better understand vocational evaluation programs and 
 services. 
 
 5. To provide guidelines that will assist VR Agencies to 
 better understand work adjustment programs and services. 
 
 The charge was complicated by several factors. Primary among 
 these was the lack of clarity and uniformity in the terminology 
 used to describe the program concepts of vocational evaluation 
 and work adjustment. The first task undertaken by the Prime 
 Study Group was the development of a set of definitions for 
 vocational evaluation and work adjustment which would adequately 
 portray these services as they are provided in contemporary 
 rehabilitation practice. 
 
 DEFINITIONS 
 
 Vocational evaluation and work adjustment have no commonly 
 accepted definitions. There are many definitions for both 
 concepts. In addition, there are other terms which are inter¬ 
 changeably used for both vocational evaluation and work adjust¬ 
 ment. The terms as defined in this document follow. Each 
 definition is broken down into its components with an explanation 
 included. It wi11 be noted that vocational evaluation and work 
 evaluation are used as equivalent terms. 
 
 Vocational (Work) Evaluation: 
 
 Vocational (work) evaluation is a comprehensive process that 
 systematically utilizes work, real or simulated, as the focal 
 point for assessment and vocational exploration, the purpose of 
 which is to assist individuals in vocational development. 
 
 Vocational (work) evaluation incorporates medical, psychological, 
 social, vocational, educational, cultural, and economic data in 
 the attainment of the goals of the evaluation process. 
 
 1. "Vocational (work) evaluation..." This equates the two 
 terms and indicates that they can be used interchangeably. 
 The fact that the word "vocational" is used first and 
 outside the parentheses indicates that it is the prefer¬ 
 able term. 
 
 2. "... is a comprehensive process..." Vocational evaluation 
 is not a singular or simple process, but it is truly a 
 comprehensive one. The comprehensiveness of the process 
 will be illustrated in this document. 
 
 3. "... that systematically utilizes work, real or simulated, 
 as the focal point..." The difference between vocational 
 
 2 
 
evaluation and other evaluative processes, such as 
 psychological testing, is the fact that work, real or 
 simulated, is the focal point for evaluation. It does 
 not eliminate the factor that vocational evaluation 
 also utilizes some psychological tests, biographical 
 data, etc. If vocational evaluation is to be a separate 
 entity, it must be different from other types of evalu¬ 
 ation. That difference is in work, either real or 
 simulated. The word "systematically" in the definition 
 indicates that there is a formal process in evaluating, 
 through the utilization of work, real or simulated. 
 
 4. "... for assessment and vocational exploration..." 
 Vocational evaluation assesses such factors as voca¬ 
 tional strengths and weaknesses (personality factors, 
 aptitudes, interests, dexterities, work habits, physical 
 tolerance, etc.) and also assists the individual in 
 vocational exploration. That is, it provides not only 
 the evaluator with information about an individual, but 
 when utilized properly, can help an individual learn 
 about himself and explore vocational opportunities. The 
 individual is assisted in the process of matching his 
 potentials, interests, etc., with various vocations and 
 learning the requirements and rewards of those vocations. 
 
 5. "... to assist individuals in vocational development..." 
 Vocational evaluation may work with groups, but the 
 emphasis is on the individual. The goal of vocational 
 evaluation is to assist an individual to reach his maxi¬ 
 mum vocational development. 
 
 6. "... Vocational (work) evaluation incorporates medical, 
 psychological, social, vocational, educational, cultural, 
 and economic data to assist in the attainment of the 
 goals of the evaluative process." Earlier definitions 
 have stated that vocational evaluation was a process of 
 medical, psychological, social, vocational, educational, 
 cultural, and economic evaluation. This interpretation 
 required the involvement of professionals or experts in 
 various areas. Here the definition states that vocation¬ 
 al evaluation incorporates data from these areas as part 
 of the vocational evaluation process. This is what the 
 psychologist or social worker does, for example, with 
 data from the medical field when he makes an evaluation 
 in his respective professional area. The difference may, 
 at first glance, seem subtle. However, it is a crucial 
 point in definition and process. In this definition, the 
 vocational evaluator may incorporate data collected by 
 other professionals. In the old definitions, specialists 
 are required from the various areas to conduct an 
 evaluation appropriate to their professional areas. 
 
 3 
 
Work Adjustment : 
 
 Work adjustment is a treatment/training process utilizing 
 individual and group work, or work related activities, to assist 
 individuals in understanding the meaning, value and demands of 
 work; to modify or develop attitudes, personal characteristics, 
 and work behavior; and to develop functional capacities, as 
 required, in order to assist individuals towards their optimum 
 level of vocational development. 
 
 1. "Work adjustment is a treatment/training process..." 
 
 The dual concept treatment/training indicates that in 
 some situations work adjustment is a treatment process, 
 while in others it is a training process. For example, 
 when the procedure to modify working behavior utilizes 
 reward as the change agent then the process can be 
 classified as a treatment process. On the other hand, 
 when work behavior is being changed or instilled through 
 the use of instruction, the process is a training process. 
 It would also be a training process when films were being 
 utilized in work adjustment. 
 
 2. "... utilizing individual and group..." This phrase 
 indicates that the situations which are utilized for 
 work adjustment can be both individual and group. Thus, 
 the treatment/training process might be with one partic¬ 
 ular individual in a work type of activity, or it might 
 be with a group of individuals. 
 
 3. "... work or work related activities..." Work activities 
 are actual work situations, whether they occur in a 
 sheltered workshop, some other type of vocational 
 rehabilitation facility, in the community, or elsewhere. 
 The situation may or may not involve remuneration for the 
 work, but often does. Work related activities involve 
 such things as the use of films related to the world of 
 work, videotape activities, role playing around work 
 related problems, etc. The use of work or work related 
 activities separates work adjustment from other adjust¬ 
 ment processes. 
 
 4. "... to assist individuals..." Work adjustment may 
 involve groups. As indicated earlier in the definition, 
 the emphasis is on assisting the individual. 
 
 5. "... in understanding the meaning, value, and demands of 
 work..." Work adjustment has a number of objectives, as 
 indicated by this definition. The first of these listed 
 is to understand the meaning, value, and demands of work. 
 Until an individual is able to do so, he is severely 
 hampered in vocational development. 
 
 6. "... to modify or develop attitudes, personal character¬ 
 istics, and work behavior..." Work adjustment is 
 
 k 
 
concerned with modifying or developing these factors 
 according to individual needs. This part of the 
 definition reflects the fact that, with some individuals, 
 it may be a matter of modifying current attitudes, 
 personality factors, and/or work habits, while in other 
 individuals (such as a retarded person who has never 
 worked), it may be concerned with developing appropriate 
 attitudes, personal characteristics and/or work behavior. 
 
 7. "... and to develop functional capacities..." The word 
 here might be "physical capacities" rather than 
 "functional". The concept implied is that work adjust¬ 
 ment is concerned with helping individuals to develop 
 the physical capacities and physical tolerance necessary 
 for work, with the emphasis on the capacity to function 
 at work. 
 
 8. "... as required..." This short phrase indicates that 
 work adjustment is concerned with factors only as they 
 are required in order to assist an individual in voca¬ 
 tional development. 
 
 9. "... in order to assist individuals toward their optimum 
 level of vocational development." This last part of the 
 definition recognizes that not all individuals will be 
 capable of complete economic self-sustainment and that 
 individuals will vary in the level of vocational develop¬ 
 ment. It indicates that the goal of work adjustment is 
 to assist the individual towards his optimum level of 
 attainment. 
 
 REFERENCES 
 
 National Citizens Advisory Committee on Rehabilitation, Department 
 of Health, Education, and Welfare. A report on rehabilitation 
 services, Washington, D.C., 1968, 47, 49, 51-60. 
 
 Smits, S. J. (Ed.) Training manual of the national institute on 
 the interdependency of rehabilitation facilities, workshop and 
 
 state agencies . Proceedings of a national institute sponsored by 
 Rehabilitation Services Administration, Department of Health, 
 Education, and Welfare. University of Maryland, 1967. 
 
 U.S. Department of Health, Education, and Welfare, Vocational 
 Rehabilitation Administration. Guidelines for organizing 
 vocational evaluation units : A training guide . Fourth 
 Institute on Rehabilitation Services, Washington, D.C.: U.S. 
 Government Printing Office, 1966. 
 
 5 
 
TOO OFTEN A CLIENT IS REFERRED TO WORK 
 ADJUSTMENT WITH A SIMPLE REQUEST... 
 
CHAPTER I I 
 
 RELATIONSHIPS 
 
 Although vocational evaluation and work adjustment are different 
 processes they are closely related in the total rehabilitation 
 process. An understanding not only of the two processes, but of 
 their relationship, will facilitate a counselor's ability to 
 judge the quality and effectiveness of programs offered by 
 rehabilitation facilities. 
 
 SOURCES OF CONFUSION 
 
 There are rehabilitation facilities which fail to carefully 
 delineate the differences between vocational evaluation and work 
 adjustment services. Some facilities will even maintain that 
 they are not separable and are conducted concomitantly. This 
 failure to be able to distinguish between the two programs 
 appears to be due to three main sources of confusion: (1) simi¬ 
 larities between the two processes, (2) the fact they are not 
 mutually exclusive, and (3) the evaluative process within work 
 adjustment programs. 
 
 The fact that there are similarities between vocational evalua¬ 
 tion and work adjustment leads some people to the conclusion that 
 the two processes are equated. Leshner (1970) and Barton (1970) 
 noted that both are concerned with the same behavioral variables, 
 with difficulties encountered in the work situation, are under¬ 
 taken in a realistic work environment, and involve a counseling 
 process. However, while noting similarities, they also stressed 
 differences that separate rather than equate vocational evaluation 
 and work adjustment. They stated that vocational evaluation and 
 work adjustment do deal with the same behavioral variables, but 
 that vocational evaluation is concerned with a wider range of 
 these variables. They further noted that the two processes are 
 administered differently and are usually perceived differently 
 by clients. It may also be stated that a comprehensive vocational 
 evaluation program tends to utilize a greater number of work 
 stations. 
 
 The second cause of confusion is often created by the fact that 
 vocational evaluation does take place during work adjustment and 
 work adjustment during evaluation. Hoffman (1971> p. 20) wrote: 
 
 "Although work (vocational) evaluation and work adjustment 
 
 are different processes, they are not necessarily mutually 
 
exclusive. Work evaluation does and should go on during 
 work adjustment, and adjustment does and should occur during 
 work evaluation. Observation and notation of behavior 
 significant to vocational development should be made when 
 occurring during the work adjustment process. By the same 
 token, a work evaluator would be doing a disservice to a 
 client if, during work evaluation, he failed to take 
 advantage of an opportunity to effect positive change in a 
 client. It is the situation where no difference is made 
 between the two processes that leads to inherent danger of 
 ineffective programs. The two processes are not mutually 
 exclusive, but they are separate entities. During work 
 evaluation the emphasis should be on assessment and during 
 work adjustment on treatment." 
 
 The final cause for confusion appears to stem from the fact that 
 there is an evaluative process in work adjustment. This evalua¬ 
 tive process tends to be confused with vocational evaluation 
 itself; however, they have different objectives. The objective 
 of vocational evaluation is to assess a wide range of factors and 
 to make recommendations for rehabilitation. Such recommendations 
 may include: (l) direct placement; (2) education; (3) on-the-job 
 training; (4) work adjustment; (5) placement in such programs as 
 extended sheltered employment, work activity, or day care; or 
 (6) not feasible for continued vocational rehabilitation services. 
 The objective of the evaluation process during work adjustment is 
 to: (1) observe behavior and performance, (2) determine progress 
 
 towards the goals of the adjustment program, and (3) recommend 
 needed changes, or termination, when work adjustment is completed. 
 Factors noted during work adjustment may be significant to further 
 programing after work adjustment, but this does not negate the 
 primary focus of this particular evaluative process, nor does it 
 equate vocational evaluation with work adjustment. 
 
 RELATIONSHIPS 
 
 It has been established that vocational evaluation and work adjust¬ 
 ment are separate but related processes. There are a number of 
 significant factors in this relationship. 
 
 Objective and Scope 
 
 Vocational evaluation and work adjustment are related in that both 
 are concerned with human behavior, functional capacities, and 
 vocational development. However, in relation to human behavior, 
 vocational evaluation is concerned with a broader range of behavior 
 than work adjustment. This is one of the main differences that 
 separate the two processes into distinct entities. 
 
 Vocational evaluation is concerned with the assessment of both 
 vocational strengths and weaknesses, while work adjustment is 
 primarily concerned with vocational weaknesses, even though to a 
 limited degree. Vocational evaluation deals with vocational 
 
 8 
 
strengths and weaknesses relating to skills, dexterities, atti¬ 
 tudes, interests, personality factors, work habits, performance 
 rate, and physical tolerance. Work adjustment is indicated only 
 where change or development is required. It is mainly concerned 
 with such factors as work habits, performance rate, personality 
 factors related to work, and physical tolerance. If, for example, 
 the determined vocational weakness is primarily a lack of skill, 
 then the treatment would be vocational training. If the weakness 
 was reading skill then the treatment would be remedial education. 
 
 To claim that work adjustment is concerned with a narrower range 
 of human behavior than vocational evaluation is not to imply that 
 it is less complex. Nor does it imply that a less qualified 
 person is needed to conduct work adjustment. 
 
 Time Sequence 
 
 Whereas vocational evaluation has assessment as a primary objec¬ 
 tive, treatment or training is the primary objective for work 
 adjustment; it then follows that assessment should precede the 
 adjustment process. 
 
 Too often a client is referred to work adjustment with a simple 
 request for work adjustment services. This is not an effective 
 procedure. It leads to hit-or-miss work adjustment programs 
 which are too often effective despite the program and not because 
 of it. 
 
 As Campbell and O'Toole (1971) indicate in their monograph, the 
 type of work adjustment program required depends upon the work 
 adjustment problems and behavior to be changed. Use of production 
 charts or wage increase might be employed to overcome lack of work 
 confidence. Praise or role playing might be used to improve self¬ 
 esteem. A planned program of specific reaction by the work 
 adjustment counselor may be used to treat a particular personality 
 problem. Techniques of treatment are not exclusive to particular 
 problems; however, without an identification of the problem, a 
 planned program of adjustment cannot be undertaken. 
 
 It is necessary not only to identify the problem or behavior to 
 be changed, but also to determine the degree to which the 
 maladaptive behavior exists. What is the base line of maladaptive 
 behavior? It is not sufficient to state that a worker is dis¬ 
 tracted from his work. How often is he distracted? Does he look 
 away, does his attention wander; or does he walk away? For 
 example, if he walks off, how often does he do so? The assessment 
 program should also attempt to determine what goal should be set 
 for developing adaptive behavior. 
 
 The completion of an assessment prior to work adjustment does not 
 mean that in every instance all problems will be determined at this 
 time. However, it does mean that the key work adjustment problems 
 will be identified and a basis provided for developing work 
 adjustment programs. 
 
 9 
 
Staff 
 
 Some rehabilitation facilities conduct only vocational evaluation 
 or work adjustment; however, the majority attempt to offer both. 
 When both processes are offered the more effective rehabilitation 
 facilities maintain separate staff who interact closely but who 
 have separate responsibilities. This reduces role confusion on 
 the part of clients and staff. However, not all facilities can 
 afford separate staff, and dual roles must be played. In such a 
 case it is even more important for the facility to carefully 
 delineate its programs. There needs to be evidence that the 
 staff involved in the dual role are able to discern which hat is 
 being worn when they are conducting vocational evaluation and work 
 adjustment. Competencies of the staff for conducting both 
 vocational evaluation and work adjustment must be clearly shown. 
 
 Physical Space and Equipment 
 
 Some rehabilitation facilities conducting both vocational evalu¬ 
 ation and work adjustment maintain a complete separation in space 
 and equipment. On the other extreme are rehabilitation facilities 
 which utilize exactly the same physical space and equipment for 
 both processes. 
 
 There is a problem in rehabilitation facilities which maintain no 
 separation of physical space and equipment. Without at least a 
 partial separation it is difficult for clients to identify which 
 process they are in. This in turn affects their attitudes and 
 frame of reference, factors which are important to both vocational 
 evaluation and work adjustment. 
 
 Rehabilitation facilities which offer no separation in physical 
 space and equipment will, for the most part, be limited in their 
 vocational evaluation program. They will not be able to conduct 
 a comprehensive vocational evaluation program which requires a 
 large number of work stations related to many vocational areas. 
 Such rehabilitation facilities will tend to be capable only of 
 evaluating behavioral variables, functional capacities, a few 
 skills, and other limited variables. They will be restricted in 
 evaluating such variables as interest, aptitudes, and skills for 
 a wide range of occupations. 
 
 Programs Within a Facility 
 
 When a rehabilitation facility maintains both vocational evalua¬ 
 tion and work adjustment programs, neither one should have status 
 over the other. Each program should be an established program 
 within the facility with qualified heads who report to the same 
 level of authority. In addition, the rehabilitation facility 
 should be able to: (1) show an operational chart for the facility 
 indicating where vocational evaluation and work adjustment fit 
 into the total program; (2) indicate how each program is carried 
 out in relation to intake, establishing a client's program, and 
 terminating a program; and (3) describe the relationship of both 
 
 10 
 
vocational evaluation and work adjustment without blending them 
 into inseparable entities. 
 
 Relationship in Total Rehabilitation Process 
 
 The relationship of vocational evaluation and work adjustment in 
 the total rehabilitation process was described by Hoffman (1971 )• 
 The chart developed by Hoffman is reproduced below. The term 
 "work evaluation" used in the original chart has been changed to 
 "vocational evaluation" in this chart. 
 
 A word of explanation is in order for reading the chart. The 
 rectangular boxes represent processes, such as vocational 
 evaluation, work adjustment, and training. The diamond shaped 
 boxes represent decision points. If the question is answered 
 in the positive, then the next appropriate step is in the direct 
 direction of the Y. If the answer is in the negative, then it 
 is in the direction of the N. Y stands for "yes" while N stands 
 for "no." 
 
 The first question to be considered in vocational evaluation is 
 whether or not an individual is generally employable. The factor 
 of general employability is dependent upon the degree of develop¬ 
 ment of social factors, work personality, work methods, work 
 habits, physical tolerance and basic academic skills. If a client 
 is found to be generally employable, then specific employability 
 factors are assessed and the individual referred for schooling, 
 on-the-job training, or placement. If the individual is not 
 generally employable, then referral to a program for behavior 
 change is required to overcome the vocational weakness. This 
 referral to a program of behavior change is shown by the arrow 
 labeled "no," leaving the "generally employable" box. 
 
 After it has been determined that an individual is not generally 
 employable, the first question asked is whether or not the 
 individual's social development is sufficient for vocational 
 development. Lack of social development will be encountered 
 mainly with the mentally retarded. If social development 
 training is required, it is provided at this point. If this is 
 not the problem, or if the problem has been alleviated, the 
 individual is then referred to the treatment process required, 
 such as (but not limited to) counseling, work adjustment, basic 
 academic education, or a combination of all four. After referral 
 to one or more of these latter processes, the question of general 
 employability is again asked. If the individual is still not 
 generally employable then alternatives of referral to a special 
 treatment program or sheltered employment, work activity, day 
 care or institutionalization must be considered and decided upon. 
 
 If the individual has been brought to a level of general employ- 
 ability, the need for further evaluation for specific employability 
 factors must be determined. In many instances where an individual 
 is not generally employable, it is impossible to adequately assess 
 specific employability factors until necessary behavior changes 
 have been made, and the individual should be referred to work 
 

 N 
 
 PLACEMENT 
 
 
 
 I V 
 
 VOCATIONAL 
 
 
 OR JOB 
 
 
 TRAIN INC 
 
 
 _1 
 
 SHELTERED EMPLOYMENT 
 WMI ACTIVITY 
 BAY CARE 
 IHSTmmMAUZE 
 
 DETERMINE REASON 
 AND RE ENTER CLIENT 
 INTO SYSTEM AT 
 NECESSARY POINT 
 
 RELATIONSHIPS OF VOCATIONAL EVALUATION. 
 WORK ADJUSTMENT. AND THE REHABILITATION 
 
 PROCESS 
 
evaluation. If additional information is not required, the 
 individual is referred into processing for training or direct 
 piacement. 
 
 RECOMMENDING WORK ADJUSTMENT 
 
 This chapter has stressed the need for assessment prior to work 
 adjustment in order to refer only those individuals who need and 
 can profit from work adjustment. Prior assessment also facilitates 
 better programing for a client in work adjustment. In relation to 
 prescribing work adjustment, it is stated in Chapter V on Reports 
 that: (1) the evaluation report should be specific in delineating 
 
 variables needing change, and (2) a base line of maladaptive 
 behavior should be established. 
 
 There is one problem not uncommon to rehabilitation counselors who 
 work with rehabilitation facilities that conduct both vocational 
 evaluation and work adjustment. This is the problem of the 
 facility referring the majority of clients from its vocational 
 evaluation to its work adjustment program. In such a situation 
 the rehabilitation counselor should first examine the clientele 
 he refers to the facility. It may be that all clientele are 
 severely handicapped, low level in potential, and/or lacking in 
 general employability factors. Many facilities have a legitimate 
 complaint when they say: "All the counselor ever refers are very 
 low level clients, and then he wonders why we refer them to work 
 adjustment." However, if this is not the case, then the counselor 
 needs to confer with the staff of the facility and carefully 
 explore the problem. If the counselor still feels that the 
 facility is referring too many clients to its own work adjustment 
 program he must take other action. One such action might be to 
 refer some clients to a vocational rehabilitation facility that 
 conducts only vocational evaluation, if such a facility is 
 available. This will enable the counselor to determine if his 
 clients can be referred to programs other than work adjustment 
 when vocational evaluation is complete. If such a facility is 
 not available and there are questions as to the validity of 
 referrals to work adjustment, then an outside expert should be 
 brought in to examine the situation. This can be done through 
 the Technical Assistance Program of the Rehabilitation Services 
 Administration. Information on this program is available from 
 the vocational rehabilitation agency of each state. 
 
 REFERENCES 
 
 Barton, E. Vocational evaluation and work adjustment. Journal 
 of Rehabilitation , 1970, 3.6 (1 ), 35-37. 
 
 Campbell, J. L. and O'Toole, R. A situational approach. Journal 
 of Rehabilitation , 1971, J7(^), 11-13. 
 
 13 
 
Hoffman, P. R. Work evaluation and adjustment: 
 Journal of Rehabilitation , 1971> .37.(4), 19-22. 
 
 Leshner, S. The relationship of work evaluation 
 Journal of Rehabilitation , 1970, 36(1), 32-34. 
 
 The relationship, 
 to work adjustment. 
 
 14 
 

 
 
 
 
 
 
 
 
 
 
OBSERVATIONS DURING WORK SAMPLES 
 CAN PROVIDE AN INDICATION OF AN 
 INDIVIDUAL'S ABILITY TO PERFORM 
 
CHAPTER I I I 
 
 VOCATIONAL EVALUATION PROCESS 
 
 Vocational evaluation is a process which begins with the referral 
 of a client to a facility for services. It proceeds through the 
 major steps of intake and orientation, individual programing, 
 evaluating, diagnosing, recommending a treatment plan and follow¬ 
 up. The counselor should be knowledgeable of the procedures and 
 involved in the various steps which require the referring person's 
 full or partial participation. 
 
 INTAKE AND ORIENTATION 
 
 The referring counselor should provide, or make provision for, 
 referral data. While each state has policies and procedures for 
 referrals, the material should minimally cover counselor 
 objectives, client objectives and personal data. The counselor 
 and client objectives provide questions which are basic to the 
 outline of client evaluation goals. The referring counselor 
 should state his objectives, which include either general or 
 specific questions. Client objectives should include expressed 
 interests, limitations, and assets for future planning, e.g., 
 family status, ability to travel or relocate. Complete admission 
 data is desired by the facility to avoid duplication of investiga¬ 
 tion on personal data by the evaluator. Inclusion of full data 
 prevents feedback of information which is previously known to the 
 referring counselor. Referral information should include reports 
 or observations regarding medical and psychiatric factors which 
 are vocationally limiting; emergency medical information; 
 psychological information describing intellectual and emotional 
 factors; levels of achievement and aptitudes; and social infor¬ 
 mation which may reflect on work performance, such as education, 
 home, school or job problems. 
 
 The rehabilitation facility should have a written procedure for 
 admission. The criteria for the procedure is to admit only those 
 clients whose needs are consistent with the services provided. 
 
 The pre-admission procedure of each facility will differ, and 
 these guidelines should be made known to the referrring counselor. 
 The facility criteria probably will include such factors as a 
 stabilized medical condition and the control of social behavior 
 so that a client will not disrupt programing for other clients. 
 
 The facility should have a pre-admission committee, or person, 
 to review the referral data. It is desirable that the referring 
 counselor attend the pre-admissions proceedings, if possible. 
 
Notification to the counselor of acceptance or rejection is an 
 important communication step. Such notification should usually 
 indicate the acceptance and starting date. There may be a 
 deferment until receipt of additional information or clarification 
 of certain referral information. On occasion a client referral 
 may need to be rejected. In such cases correspondence should 
 include the stated reasons and, if known, alternate plans. The 
 facility should share responsibilities with the referring 
 counselor on procedures of scheduling and informing the client 
 of acceptance. 
 
 Initial orientation is begun prior to the starting date through 
 preparation of the client by the referring counselor. Orientation 
 in the rehabilitation facility is an essential service and must be 
 provided according to the unique needs of the client. The first 
 day of vocational evaluation should include a formalized orienta¬ 
 tion program. Someone should be available to greet each new client. 
 The group of new persons should be given an overview of what is to 
 follow. This might include use of audiovisual materials, followed 
 by a tour of the facility. Individual intake interviews by the 
 facility staff are the final orientation step. Among the areas 
 covered should be goals and methods of vocational evaluation, 
 facility services, specific rules and regulations, safety, hours, 
 allowances and remuneration, introductions, and travel. Follow-up 
 orientation must be provided to those persons still in need of 
 additional assistance. 
 
 PROGRAMS OF SERVICE 
 
 Rehabilitation facilities generally utilize the following tech¬ 
 niques of vocational evaluation: work samples, situational 
 assessment, psychological testing or a job tryout approach. 
 
 While the facility might emphasize one approach or technique, it 
 is desirable that it has available two or more of the techniques 
 in order to evaluate disabled and disadvantaged individuals. 
 
 Each approach or technique has common characteristics. Each must 
 rely on the vocational evaluator as an observer and interpreter 
 of behavior and work habits. Each technique has assets and 
 limitations which require the use of at least one, and often most, 
 of the approaches to evaluate a client in view of his individual 
 needs. The availability or the emphasis of the techniques used 
 will be largely determined by the program dimensions of the reha¬ 
 bilitation facility. Dimensions include factors, such as whether 
 the facility is in-patient or out-patient, a community or govern¬ 
 mental agency, whether or not it provides service to multiple or 
 single disability groups and has a medical or vocational orienta¬ 
 tion; and the scope of the supportive staff available to the 
 evaluator. Each technique should be utilized selectively to 
 individualize evaluation services. The four basic work evaluation 
 techniques are as follows: 
 
 18 
 
Work Sample 
 
 A work sample is a close simulation of an actual industrial task, 
 business operation or a component of an occupational area. It can 
 be utilized by the evaluator to determine an individual's work 
 aptitudes and ability to function within a variety of related 
 vocational areas, while providing the client with the direct 
 feedback relative to his performance in these areas. Hence, this 
 information gathering and feedback process includes aspects of 
 vocational exploration. The client becomes involved in self- 
 assessment and modification of self concept through feedback and 
 the interpretation of performance provided by the evaluator. 
 
 In some cases work samples are taken directly from a job and 
 represent the actual work processes, including the duties, equip¬ 
 ment and tools of that area. Some samples are created by an 
 evaluator and are not directly extracted from a job but still 
 simulate the tasks which approximate available community jobs or 
 specific jobs not previously represented. Other job samples are 
 designed to measure an isolated trait or combination of traits 
 inherent in several jobs or job groups. Batteries of work 
 samples are available to facilities. The best known batteries are 
 the TOWER system, the Jewish Employment and Vocational Service 
 (JEVS) system and the SINGER/Graf1 ex system. Rehabilitation 
 facilities may utilize one or more batteries and/or a variety of 
 locally developed work samples which meet their specific needs. 
 
 The work samples usually cover areas ranging from simple routine 
 jobs to those involving more complex demands. These samples might 
 represent such occupational areas as service, technical, clerical, 
 commercial, industrial, mechanical, processing, bench work, struc¬ 
 tural, and graphic arts. 
 
 The work sample results can indicate job tryouts and situational 
 tasks that would be most appropriate and meaningful for a more 
 specific evaluation, hence specific occupations. Observations of 
 client performance during work samples can provide other types of 
 information, such as an indication of an individual's ability to 
 perform within the limits of a structured situation. Such infor¬ 
 mation may not be available from other sources. 
 
 The major assets of work samples include: the practical, hands-on 
 experience of work samples; the immediate and direct feedback to 
 the client in terms of performance and vocational exploration; 
 allowance for personal involvement to a significant degree; the 
 high degree of approximation to work and the concrete, meaningful 
 nature of the tasks, and the performance aspects which lead to 
 more effective measurement of clients with verbal limitations. 
 
 Limitations of work samples include: the expensive nature of 
 developing, maintaining and administering work samples; the need 
 to continuously reconstruct and standardize samples; and the fact 
 that some client groups, such as the adult offender, may perceive 
 transparency and reject the relevance of simulated tasks. 
 
 19 
 
Situational Assessment 
 
 Behavior observation is stressed in the situational technique of 
 evaluation. The client is placed in a vocational situation that 
 will elicit specific behaviors which the evaluator wishes to 
 measure. It should be noted that there are numerous situations 
 which can be utilized to observe behaviors. Work samples, too, 
 are vocational situations but might be employed for broader 
 measurements, such as productivity and aptitudes. The client 
 at lunch, at home, on the bus, etc. is in situations which have 
 vocational relevance and elicit specific behaviors. Situational 
 assessment in vocational evaluation is usually carried out in the 
 rehabilitation workshop or industrial vestibule. 
 
 Like the work sample approach, situational assessment is based on 
 an effort to simulate actual working conditions. Whereas the 
 orientation of the work sample is toward the assessment of 
 specific work skills, the orientation of the situational approach 
 focuses on what is called "the general work personality": the 
 meaning of work to the individual, the manner in which he relates 
 to persons on the job, his attitudes to supervisors, peers and 
 subordinates, and the roles he finds congenial to play. The 
 basic aim of situational assessment is to restructure the ordinary 
 workshop setting so that certain important features of unprotected 
 employment are more closely simulated (Neff, 1968). 
 
 Situational tasks confront the client with physical and mental 
 demands of work and offer an opportunity for behavior observation 
 and measurement. Many critical vocational behaviors, which might 
 not otherwise be displayed, are elicited and operate simultaneously 
 during situational assessment. The evaluator interprets the work 
 behavior to the client so that the client may modify his self 
 concept. The client is encouraged to change his habits through 
 appropriate reinforcement to prepare him for either work adjust¬ 
 ment or an actual work situation. Behavior rating forms are 
 generally used by the evaluator to note significant behaviors and 
 to help in interpreting their vocational significance. 
 
 The assets of the situational assessment approach include the 
 opportunity for the evaluator to interact in the situation and 
 interpret the behavior responses that are elicited, and for the 
 client to express himself vocationally within a realistic, but 
 protected, environment. 
 
 A limitation of this technique often includes the replication of 
 only a small range of jobs and situations that the client may 
 encounter in employment. In addition there are limitations in the 
 current scientific technology of situational analysis. 
 
 Psychological Testing 
 
 Psychological testing, if properly used, can assist the vocational 
 evaluator in his understanding of each client. Psychological 
 testing might be conducted prior to the referral for evaluation, 
 
 20 
 
during the initial or later stages, or following the evaluation as 
 an additional resource in planning the client's vocational goals. 
 The testing component might be completed in the rehabilitation 
 facility or through outside resources. Testing can include a 
 battery of tests or selected psychometric instruments, according 
 to the needs of the client. The tests most frequently used are 
 those which assess intelligence, aptitude, achievement, interest, 
 personality, dexterity, and level of adjustment. 
 
 Psychological tests can assist in the overall evaluation program 
 by providing objective measures of the client's abilities or 
 limitations. Testing results may suggest appropriate and 
 meaningful evaluation tasks and procedures. They can also 
 provide supplementary information to support or negate evaluator 
 observations or reports obtained from outside resources. 
 Psychological testing is a relatively quick, inexpensive, and 
 objective technique to determine the client's general abilities 
 and limitations. 
 
 The referring counselor should be aware of the limitations of 
 psychological testing. Limitations include some inappropriate 
 norms or significant data applicable to the severely disabled or 
 the disadvantaged populations; the irrelevance of most test 
 instruments to the actual job situation; emphasis on maximum 
 functions rather than average; the anxiety provoking nature of 
 most test situations; and the lack of indices of fatigue or 
 motivational changes. 
 
 Job Tryout 
 
 Placement of the client in existing vocational training programs, 
 occupations in the community, or in the facility usually constitute 
 the job tryout. Job tryouts are designed to provide the vocational 
 evaluator with an indication of the client's ability to contend 
 with the realities of the job or training program in question. The 
 utilization of a work station in an institution or in a rehabilita¬ 
 tion facility to observe general work behavior is not considered a 
 job tryout technique. The goal in using the work station, then, 
 is for situational assessment of the client's work behaviors or 
 general skills, rather than to determine his actual aptitude for 
 that particular job. 
 
 The job tryout is utilized to assess the client's total capacity 
 to function in a previously determined real work situation that is 
 consistent with his specific vocational goal. The results would 
 be supplemental information provided by a supervisor or instructor 
 whose major function and responsibility is outside the realm of 
 vocational evaluation. 
 
 The assets of the job tryout include the direct relationship of 
 the task to a specific occupation which is considered appropriate. 
 The realistic nature of the client's experience in a training 
 program or in work which exists in the community labor market is 
 directly related to a potential vocational plan. While the 
 
 21 
 
opinion of an outside resource is an asset, it may be a limitation 
 in that the foreman or instructor's reaction may not be typical of 
 competitive supervision. Other limitations include the lack of 
 available job tryout sites and the amount of coordination required 
 to maintain effective job tryout evaluation. 
 
 INDIVIDUAL CLIENT PROGRAMING 
 
 The accumulation of client data allows the facility staff to 
 establish the initial plan of objectives and goals. While the 
 client's program is in progress, the facility staff utilizes 
 both informal and formal staffings to revise or maintain the 
 client's goals. The basis of a good vocational evaluation 
 program lies in the continuity and integration of the services. 
 
 The manner in which these services are planned and coordinated 
 in each client's case determines the value and efficiency of 
 that particular evaluation. 
 
 Pre-planninq 
 
 The initial plan is formulated on the basis of the individual 
 needs of the client as determined by the available data. This 
 plan is initiated in the pre-admissions process and verified 
 during the intake interview. The goals established will vary 
 and might include evaluation of the client's aptitudes, interests, 
 work personality, attitudes and work habits. The objectives might 
 be to verify and validate known information, predict the client's 
 potential, or help him to understand himself through vocational 
 experiences and vocational counseling. When goals and objectives 
 are formulated, including the special requirements of the 
 handicap(s), the vocational evaluator can then schedule the client, 
 utilizing one or as many of the vocational evaluation techniques 
 as are available in the agency. 
 
 As previously noted, there are numerous techniques for evaluation, 
 and each has its limitations and assets. The scheduling will be 
 in terms of matching the needs of the client with the assets of 
 the available technique. The entry point in a procedure should 
 not be the same for each client. For example, not all clients 
 should begin evaluation in psychological testing. The client 
 should be changed from one assessment to another according to 
 his needs and not maintained in a component beyond his ability 
 to be assessed at that activity. The selection of the assessment 
 components is the basis of the individualized program. 
 
 Staff Conferences 
 
 Communication in evaluation is crucial to the efficient operation 
 of the program of services. In smaller units the total staff may 
 attend the conference, while in larger units only a portion of the 
 total staff might produce the most effective staffing. Methods of 
 conducting staff conferences vary among the rehabilitation 
 faci1ities. 
 
 22 
 
Staff conferences should vary according to the particular needs 
 of reviewing each client's progress, program, and potential. 
 Staffings are both formal and informal. Each facility should 
 notify the referring counselor of the formal staff conference 
 schedule. Frequent, often daily, informal conferences go on 
 between the facility staff members in order to maintain ongoing 
 appraisal of events in the client's program. Informal staffing 
 by phone with the referring counselor helps to maintain effective 
 communication for the same reasons. Immediate problems or 
 emergencies will often result in an informal staffing. The final 
 staffing is usually formal and is held at a regularly scheduled 
 time so that the referring counselor may attend. This staffing 
 may have the goal of determining the initial recommendation for 
 a treatment plan. The referring counselor is a key person in 
 the formal and informal staffings. As such, he should involve 
 himself as a member and utilize the staffings to monitor the 
 client's program. The communication between the rehabilitation 
 facility and the referring counselor, and among the facility 
 staff, is a primary vehicle for individualizing services to the 
 client. 
 
 RECOMMENDATIONS AND FOLLOW-UP 
 
 The results and recommendations are developed during the program 
 of evaluation and are formalized in the final report. The final 
 step—the recommendation for future rehabilitative services and 
 alternatives—comprises the main content of the evaluation report 
 to the referring counselor. 
 
 The recommendation is usually prognostic in nature and requires 
 follovr-up information to determine the predictive value of the 
 vocational evaluator's decisions. The facility staff should 
 share responsibilities with the referring counselor on procedures 
 of follow-up. Follow-up is essential to the ongoing assessment 
 of the effectiveness of the facilities' vocational evaluation 
 program. 
 
 REFERENCES 
 
 Neff, W. S. Work and human behavior . New York: Atherton Press, 
 
 1968. 
 
 23 
 
WORK 
 attitude 
 
 AJUSTMENT 
 AREA 
 
 THE REFERRING COUNSELOR SHOULD BECOME 
 FAMILIAR WITH THE PROCEDURES THAT 
 ORDINARILY OCCUR IN WORK ADJUSTMENT 
 
CHAPTER IV 
 
 WORK ADJUSTMENT PROCESS 
 
 Work adjustment is a systematic treatment/training process utiliz¬ 
 ing individual and group work or work related activities to assist 
 individuals to understand the meaning, value and demands of work; 
 to modify or develop attitudes, personal characteristics and work 
 behavior; and to develop functional capacities, as required, in 
 order to assist individuals toward their optimum level of voca¬ 
 tional development. 
 
 Referring counselors and work evaluation facility staff regularly 
 face the difficult problem of selecting the appropriate work 
 adjustment facility for their clients. This difficulty stems 
 from the facts that: (1) many objectives and programs have varied 
 names and hazy definitions, (2) client objectives and procedures 
 to attain these objectives are often unclear and (3) staff train¬ 
 ing and functions are inconsistent. The above definition should 
 help remedy the first of these difficulties, while a study and 
 understanding of work adjustment facilities and their programing 
 will help to remedy the other difficulties. The referring 
 counselor and facility specialist will need guidelines to help 
 make this study; some guidelines and program evaluation procedures 
 follow. 
 
 The study of the facility offering work adjustment services should 
 cover: (l) the overall purpose and objectives of the program; 
 
 (2) the accumulated knowledge, skills, training and team makeup 
 of the work adjustment staff; (3) techniques and procedures 
 available to staff and clients in the facility; (4) adequacy of 
 staff training, objectives, time and caseload; and (5) review and 
 feedback that can: (a) help to move the facility and clients 
 toward objectives, and (b) help to evaluate programing prior to 
 developing new directions and objectives as needed for both the 
 client and the facility. 
 
 The referring counselor, in evaluating the work adjustment facil¬ 
 ity, will need to consider the fact that the facility may not be 
 able to provide, or not need to provide, a comprehensive program 
 of client services. It is far better that a facility provide a 
 few key services of quality rather than many poor quality services. 
 The basic program will revolve around work and focus on improved 
 work behaviors and functioning. This will include services of 
 counseling on and about work and the job, and the change of work 
 and work related behavior. The trend and need, however, in work 
 
adjustment programing is to add the minimal concomitant services 
 of: (1) personal adjustment focusing on the client's personal 
 problems which hinder or prevent him from functioning effectively 
 in work or work related activities; (2) social adjustment which 
 focuses on improving the ability of the client to relate to 
 others; and (3) physical conditioning which focuses on helping 
 the client to increase work related physical tolerances and 
 functioning. 
 
 Other related programs may also be found in a rehabilitation 
 facility and should be evaluated by the referring counselor 
 in the same way that the work adjustment program is evaluated, 
 by looking at program and client objectives, procedures and 
 staff in the light of client needs and changes. 
 
 INTAKE AND ORIENTATION 
 
 Intake and orientation in work adjustment necessitates there 
 being a high level of easy communication between the referring 
 counselor, the facility specialist, and facility staff; the 
 counselor and his client, and the facility staff and the client. 
 The client entering work adjustment will be the least well 
 informed of the three, so it will be the responsibility of the 
 counselor and of facility staff members to initiate and main¬ 
 tain client communication on a meaningful and respectful level. 
 
 First contact, however, will be between facility work adjustment 
 staff and key DVR staff which will include the counselor and 
 facility's specialist. This should be a get-acquainted and 
 general discussion meeting to determine the overall work 
 adjustment needs of the DVR counselors for their clients and 
 to help the facility set up programing objectives, staffing, 
 techniques, and activities that will enable the facility to 
 meet these needs. 
 
 Contact with a client, or with a family about a specific client, 
 will ordinarily be initiated by the referring counselor after 
 he has studied the client, or information about the client, and 
 is familiar with facility objectives and programing; the counselor 
 will be aware that his client has needs or limitations that will 
 create problems for him in the labor market. If the counselor is 
 aware of community resources, he will also know that his client 
 cannot or has not responded appropriately to easier and/or more 
 economical community training of adjustment techniques. A 
 detailed facility service manual describing program objectives, 
 procedures and staffing is helpful to the referring counselor 
 at this point and will help assure that appropriate services 
 will be available and selected for a client. Given this situa¬ 
 tion, the counselor may decide to refer the client to a work 
 adjustment program. 
 
 The referring counselor and the work evaluator regularly face 
 the problem of whom to refer for work adjustment services. Two 
 
 26 
 
broad general questions can be helpful in deciding whether or not 
 to refer a client for work adjustment: (1) is this client's 
 functioning or behavior such that he would experience serious 
 adjustment problems in the labor market, even with selective 
 placement, and (2) does it appear that this functioning or level 
 of behavior can be changed? 
 
 The referring counselor's objective at the time of referral will 
 be to facilitate the transition to employment of this vocationally 
 handicapped person. Focus of the referring counselor will be on 
 improving the client's ability to secure and hold appropriate 
 employment and adapt to the job or to function more effectively 
 on the job. General objectives of facility staff with each client 
 in work adjustment will be to work systematically, and primarily 
 on-the-job, in helping the client to: (1) identify and study his 
 problems in vocational behavior and functioning, (2) make realistic 
 plans and decisions about vocational and related behavior change 
 and functioning, (3) initiate action that will promote client 
 change to improve his employability and job satisfaction. 
 
 Adequate referral information about a client referred work adjust¬ 
 ment will save facility staff and client time and help the client 
 to attain or maintain a high level of motivation for work adjust¬ 
 ment services. It is highly desirable that referral information 
 include as much of the following as possible: 
 
 1. Vocationally limiting and emergency medical information. 
 
 2. Psychological information describing intellectual, verbal, 
 performance, emotional, achievement and aptitude problems 
 and levels of functioning. 
 
 3. Social information describing situations that may reflect 
 on work performance, e.g., education, home, school and/or 
 job problems. 
 
 4. Vocational evaluation information describing: 
 
 a. Vocational interests, strengths and weaknesses. 
 
 b. Long and short range work and training goals. 
 
 c. Vocational problems that may be difficult to change 
 and should therefore likely be circumvented. 
 
 d. Specific vocational and vocationally related problem 
 areas, stated in behavioral terms (Mager, 1962), that 
 have need and potential for change. 
 
 e. Vocationally relevant target behaviors stated in 
 objective, observable, positive, measurable, behavioral 
 terms. 
 
 27 
 
f. Suggested work adjustment or conditioning techniques 
 that appear to have good potential for bringing about 
 desirable change. 
 
 Entrance criteria will vary from facility to facility, depending 
 upon stated objectives of the facility, staff availability and 
 competence, facility caseload and work availability. Some 
 general client entrance criteria are: 
 
 1. There is ample reason to believe that a client cannot 
 function or adjust adequately in suitable employment 
 because of physical, psychological, social, cultural, 
 or vocational problems. This information will come 
 from the referring counselor and the work evaluation 
 information and recommendations. 
 
 2. Vocational and related social problems are not amenable 
 to other less expensive approaches in vocational problem 
 solving, such as vocational counseling. 
 
 3. Physical problems have reached a point of stability so 
 that a client is able to look beyond his immediate 
 physiological needs toward physical and/or behavioral 
 growth needs. 
 
 4. Clients having unstable or medical problems will be 
 under medical supervision. 
 
 5. Control of social behavior is such that a client will 
 not disrupt programing for other clients or be a danger 
 to himself. 
 
 In a facility that has both vocational evaluation and work adjust¬ 
 ment programs, screening for work adjustment will occur over a 
 period of time during work evaluation and even during early work 
 adjustment. Screening will then involve identifying client 
 problems and determining whether or not the facility and its staff 
 are prepared to help a client in the solution of these problems. 
 Identification of client problems will occur primarily during the 
 client's work evaluation. However, the referring counselor should 
 have some input into this since he will likely already have 
 identified client problems from contacts with previous employers, 
 the client's family, and from the client himself. 
 
 More specifically, client problem areas that can be handled 
 effectively in work adjustment are: 
 
 1. The client demonstrates anxiety or discomfort when under 
 supervisi on. 
 
 2. The client experiences difficulty in accepting and 
 profiting from instruction or criticism. 
 
 3. The quality of work is below minimum industrial standards. 
 
 28 
 
4. The client has difficulty understanding, accepting, or 
 acting in the role of a worker. 
 
 5. Productivity is below minimal industrial standards. 
 
 6. The client does not socialize positively, appropriately, 
 or adequately with co-workers. 
 
 7. The client does not cooperate adequately with others on 
 work tasks. 
 
 8. Interpersonal relations are inadequate or inappropriate. 
 
 9. The client responds inappropriately to unpleasant jobs 
 or to unpleasant aspects of jobs. 
 
 10. The client experiences difficulty communicating with 
 his supervisor. 
 
 11. The client experiences difficulty in organizing his work 
 effectively. 
 
 12. The client does not present a good self-image to others. 
 
 13. The client experiences difficulty in the family, commun¬ 
 ity and neighborhood. 
 
 14. Social pressures or factors in the home or community 
 reduces client job or training effectiveness. 
 
 15. The client lacks strength, stamina or physical capacity 
 to work at appropriate jobs or tasks. (Adapted from 
 Research Utilization Laboratory, 1971) 
 
 The screening committee and the referring counselor should sit 
 down together where possible and look at the client and his 
 referral information in the light of these factors. 
 
 Screening of work adjustment clients may be by a committee which 
 meets weekly and matches client problems and needs with facility 
 programing and capabilities. For efficiency, this committee 
 should be relatively small and made up of two or three people 
 who are aware of aspects of human behavior, the labor market, 
 community services and services offered by the facility. A 
 larger committee may want to sit in review of clients about whom 
 there is a question of acceptance. This larger committee will 
 use the same entry criteria as the smaller committee but it will 
 be made up of staff from each major professional discipline in 
 the facility. 
 
 If the screening committee accepts the referred client, the 
 decision should be cleared with the referring counselor, if he 
 has not been in attendance, and the client contacted by the 
 counselor. An acceptance letter from the facility should follow 
 
 29 
 
the counselor's contact with the client about his acceptance. 
 
 This acceptance should be brief but should: (1) indicate 
 starting date and time for arrival, (2) indicate probable 
 length of programing, (3) give details of dress, housing, and 
 meals, (4) explain how to get to the center and (5) briefly 
 explain what will happen at the facility. 
 
 If the client is rejected by the screening committee, and the 
 referring counselor has not been present, the counselor should 
 be notified by the facility program director and given a clear 
 explanation for the rejection. The counselor should then contact 
 the client to prudently explain the rejection. 
 
 Orientation to the work adjustment program provides an opportunity 
 to gain rapport with clients and to make the work adjustment more 
 meaningful and effective. Information given in orientation can 
 help to get the client involved because he feels the enthusiasm 
 of the work adjustment staff and because the relationships of 
 work adjustment programing to his end goal of optimal job place¬ 
 ment and adjustment have been made obvious to him. Orientation 
 starts with the referring counselor and is continued by facility 
 staff even before the client arrives at the facility. The 
 referring counselor, as much as possible, should assist in this 
 orientation, for in doing so he will get to know the client 
 better, will make the client's task easier, and will help to make 
 the work adjustment program more effective. Orientation should 
 inform clients of day-to-day information such as facility rules, 
 hours of work, break periods, lunch, smoking rules, use of the 
 time clock, safety, fire and emergency procedures, supervisors 
 and supervision, off-limit areas, problem areas and pay. A 
 client handbook covering these same topics in detail is essential 
 in orientation, although it must also be explained in either 
 group or individual sessions. 
 
 PROGRAM OF SERVICES 
 
 Work in and of itself may have a beneficial effect for clients; 
 however, work alone cannot be considered work adjustment. There 
 must be, in addition, clearly stated general program objectives, 
 specific written client objectives and appropriate work adjustment 
 procedures which are planned by behaviorally trained and/or 
 medically trained consulting or supervisory staff and mediated 
 by skilled work adjustment technicians. 
 
 Work adjustment services in a rehabilitation facility have as an 
 overall goal the modification or change of client behavior and/or 
 physical and mental functioning relevant to improvement in seek¬ 
 ing, holding and/or adjusting to a job (Baker & Sawyer, 1971)* 
 
 The referring counselor will, however, understand that there are 
 numerous factors over which the work adjustment staff often has 
 little or no control, so that adjustment counselors and referring 
 counselors need to work around these factors, e.g., the labor 
 market, client motivation, home and family pressures, geographical 
 limitations, client age, etc. 
 
 30 
 
The choice and effectiveness of a behavioral change approach will 
 depend greatly upon the philosophy, objectives, structure and 
 support offered by the facility and its management. Discussion 
 with the director of the facility and a study of general facility 
 objectives will help indicate to the referring counselor how well 
 this has been achieved. 
 
 A description of the work adjustment program must be available to 
 the referring counselor and should include: 
 
 1. A printed statement of program purpose describing, in 
 practical language, the reasons for and aims of each part 
 of the program. 
 
 2. Specific objectives written in behavioral language for 
 each work adjustment client. These objectives will 
 suggest work adjustment procedures that will help to 
 move clients toward specific goals. Objectives for 
 clients and for facility programing must be clear and 
 lead to specific action by the individuals responsible 
 and involved. This means that each objective must 
 
 include: 
 
 a. A description of action to be taken. 
 
 b. An object of the action. 
 
 c. The expected results of the action. 
 
 d. The time span over which outcomes are expected. 
 
 e. Measurable characteristics. 
 
 The factor "measurable characteristics" is important in 
 work adjustment because there are so many client and 
 situational variables which may stymie a particular 
 work adjustment procedure. Procedures that may be quite 
 effective for one client may be completely ineffective 
 with another client who, on the surface at least, 
 appears to have similar problems. With a careful watch 
 kept on measured client characteristics, it is possible 
 to quickly detect change or lack of change and follow 
 up with other procedures. 
 
 It is important to know when a client is making satis¬ 
 factory progress. This may be measured by comparing 
 measurable client characteristics with (1) industrial 
 standards and (2) the client's own level of functioning 
 at the beginning of work adjustment. Industrial 
 standards are sometimes difficult to obtain, or it may 
 be difficult to relate client performance in one work 
 adjustment area to standards in a related industry or 
 business. A comparison of a client's progress with 
 his own performance at the beginning of his work 
 
 31 
 
adjustment is easier and will often be less traumatic to 
 many as they begin work adjustment. To facilitate this 
 comparison initial performance must be measured and this 
 used to establish a base line against which to compare 
 later performance. Base lines must be established for 
 each client objective where change action is planned. 
 
 An important tool in measurement which can be used is a 
 graph that will quickly and pictorially show to staff, 
 referring counselor and client the change, its direction, 
 and its amount. 
 
 3. Curriculum or program outlines developed to fit the 
 
 content and structure of the educational part of the work 
 adjustment program. Each outline must contain: 
 
 a. Purpose, with specific behaviorally stated objectives. 
 
 b. Course content material. 
 
 c. Procedures for attaining the listed objectives. 
 
 d. Lesson plans describing, at a glance, topics or sub¬ 
 ject areas for each session or objective. The lesson 
 plan should state the objective of each session, 
 materials needed, content or subject matter, suggested 
 methods and activities and means of evaluating effect¬ 
 iveness of the content, methods and progress of the 
 student. 
 
 Because of the complexity of client problems, there must 
 be a team of professional people available to help in 
 planning the work adjustment of clients. The team should 
 include at a minimum medical, psychological, social, 
 educational and vocational workers with other specialists 
 available as needed. 
 
 The effectiveness of a work adjustment procedure with a specific 
 client will vary with the client problem, the training of the work 
 adjustment staff and the relative pressures and influences 
 operating in and on the client. This means that, although the 
 clients may appear to have similar problems, completely different 
 procedures may be required in bringing about improved work adjust¬ 
 ment. The work adjustment staff should, for this reason, be 
 people with training in social learning, cultural differences 
 (especially as they concern work), theories of personality, and 
 techniques of changing behavior. 
 
 The work adjustment staff must be a very flexible one, thoroughly 
 trained in work adjustment philosophy and numerous work adjustment 
 procedures so that it can assist clients to cope, grow and develop 
 vocationally. It is essential that there be enough flexibility in 
 staff and the program to hold a client and to move him toward 
 vocational objectives; at the same time, the program needs adequate 
 
 32 
 
stability so that clients will be able to settle into desirable 
 patterns of work and work related functioning. 
 
 Some of the more common work adjustment techniques are individual 
 counseling, including stand-up or on-the-job guidance and 
 counseling, group counseling and discussion, behavior modification, 
 social adjustment training, personal adjustment training, role 
 playing, job modification, modeling, contingency contracting and 
 desensitization. Expertise in most of these areas must come from 
 intensive study and supervised practice. For this reason facility 
 management has a responsibility for either hiring adequately 
 trained staff in these areas or hiring and utilizing trained 
 consultants for weekly supervision. Referral counselors also have 
 responsibility at this point: (1) they should help in stabilizing 
 facility caseload and thereby in stabilizing facility staffing, 
 and (2) they should not ask a facility to offer services for which 
 staff lacks competencies or time to handle. 
 
 Staff conferences in work adjustment will be concerned with client 
 progress and planning. Staff conferences may be any one of three 
 kinds: (1) informal or immediate, (2) client scheduling (semi- 
 
 formal) or (3) formal. The informal or immediate conference will 
 be unscheduled and will occur at the time a client's immediate 
 problems become critical. This conference will ordinarily be 
 held in private near the work area and will consist of involved, 
 key people who are available. Such a conference may be called to 
 handle emergencies, such as overt disruptive behavior, conflicts 
 of interests or behaviors, obvious misplacements, discipline and 
 the like. The client scheduling conference will involve in-house 
 staff who will review each client's program and progress or lack 
 of progress toward specific client objectives and set up program 
 plans for the near future. If client progress has stopped, facil¬ 
 ity staff will recommend a formal conference. The formal confer¬ 
 ence will include all professional staff involved with the client. 
 They will review client progress, client programing, and change 
 of program. The referring counselor or his representative should 
 try to attend and participate in the formal conference. 
 
 INDIVIDUAL CLIENT PROGRAMING 
 
 Selecting the most appropriate procedures and programing for a 
 particular client will be dependent upon several factors: (1) 
 client needs, (2) the number of clients with similar needs, 
 
 (3) the structure and system already operational in a facility, 
 
 (4) the orientation and training of staff responsible for 
 procedures, and (5) availability of tools, materials and work 
 at the moment of client need. The referring counselor, being 
 aware of these factors, may find that at times he can select 
 or refer clients that fit better into the work adjustment 
 program. 
 
 The referring counselor also should become familiar with the 
 thinking and procedures that ordinarily occur in work adjustment 
 
 33 
 
with a client. He will then be better able to pre-orient the 
 client concerning what may happen at the facility and provide 
 significant feedback to facility staff. The thinking of the 
 work adjustment staff can be guided by a topical outline, and 
 such an outline should also be of value to the referring 
 counselor. The outline could be developed from wishes, 
 practices, and biases of the local labor market; from physical 
 medicine recommendations for conditioning and/or from sources 
 such as Krantz's list (1971 )» which includes details of critical 
 vocational behavior for job objectives, job seeking and job 
 keeping. 
 
 Structuring is essential for effective learning and for work 
 adjustment; some steps have been suggested to be followed in 
 any and every type of adjustment (work, social, personal) or 
 training: 
 
 1. Identifying and describing the problem in behaviora 1 
 language (not diagnosis or interpretation). These 
 problems should be listed and evaluated as to their 
 vocational relevancy, observability, changeability 
 and measurability. 
 
 2. Setting measurable behavioral goals . Goals will be 
 set to overcome problems or to help clients reach 
 optimal levels of functioning important in adjustment 
 to work. These goals too should be listed and 
 evaluated according to the factors listed in number 
 one above. 
 
 3. Contingency analysis (behavioral maintenance). What 
 is planned to reduce undesirable behaviors or perfor¬ 
 mance and what rewards are planned to bring about and 
 maintain desirable behavior or functioning. 
 
 4. Training breakdown and sequencing . This involves 
 setting attainable and compatible short term goals and 
 listing appropriate procedures. 
 
 5. Consistent and easy feedback to the client and staff. 
 
 6. Program modification to meet the needs of clients or a 
 specific client (Baker & Sawyer, 1971). 
 
 Very helpful in steps five and six is the graphical presentation 
 of client progress toward goals compared to initial (base line) 
 behavior or functioning. Specific details for making this 
 structure functional are the responsibility of the work adjust¬ 
 ment staff in the facility. The referring counselor should, 
 however, be able to ask incisive questions about this. He 
 should be aware of these steps in relation to his client, for 
 many times it will be possible to offer valuable input for any 
 or all of these steps. 
 
 34 
 
PROGRAM EVALUATION 
 
 Continual program evaluation is a key to quality work adjustment 
 programing. Clear, behaviorally stated objectives, expressed in 
 measurable outcomes for both clients and the facility work adjust¬ 
 ment program will help to make for more effective evaluation. 
 
 Graphical presentation of measured client behavioral or functional 
 change over a period of time has been found to be an excellent way 
 to show individual progress. Client work adjustment reports should 
 be structured and presented to counselors so that the counselor is 
 able to easily see this progress. Such graphical presentation will 
 be valuable in both monthly and critical-point client reports. 
 
 Similar graphical presentation of degree of attainment of facility 
 rehabilitation program goals will also be valuable in studying the 
 overall work adjustment program. This total program evaluation 
 will, however, be over a longer period of time and will be 
 influenced by numerous and less easily controlled outside factors. 
 For this reason the program evaluators may need to be far more 
 imaginative in studying program progress in making realistic 
 recommendations to improve future work adjustment programing. 
 
 REFERENCES 
 
 Baker, R. J. and Sawyer, H. W. Adjustment services in rehabili- 
 tation : Emphasis on human change . Auburn, Alabama: Auburn 
 University, 1971. 
 
 Bandura, A. Principles of behavior modification . New York: Holt, 
 Rinehart, and Winston, 1969. 
 
 Krantz, G. Critical vocational behavior. Journal of Rehabili¬ 
 tation , 1971, 37(4), 14-16. 
 
 Mager, R. F. Preparing instructional objectives . Belmont, 
 California: Fearon Publishers, 1962. 
 
 Research Utilization Laboratory. Manual for observation and 
 client evaluation in workshops . Chicago: Jewish Vocational 
 Services, 1971. 
 
 Ullman, L. P. and Krasner, L. (Eds.) Case studies in behavior 
 modification. New York: Holt, Rinehart, and Winston, 1965. 
 
 35 
 
IT IS THE REFERRING COUNSELOR'S RESPONSIBILITY 
 TO COMMUNICATE WITH THE FACILITY IF HE 
 DOES NOT UNDERSTAND THE REPORT 
 
CHAPTER V 
 
 REPORTS 
 
 The purpose of a report is to convey findings regarding tested 
 and/or observed behavior, identify services provided, interpret 
 data and make recommendations in relation to the client's current 
 and potential placement in employment. 
 
 The report should be used as a tool which the referring counselor 
 will combine with other data to determine what seems to be the 
 most appropriate rehabilitation plan with each individual client. 
 Since the report may be the only source of communication between 
 the referring counselor and the report writer, the report must 
 contain information useful to the recipient. 
 
 Smith (1971) lists six current problems of work evaluation 
 reports: (1) they present an excess of minutiae so that one is 
 
 not able to draw any conclusions when he is finished reading a 
 report; (2) they give a vocation objective, without any reason 
 or logic indicating why that objective was chosen; (3) the 
 single vocational objective given is frequently unfeasible for 
 a very basic or obvious reason; (4) when this occurs there are 
 no alternative vocational objectives; (5) the vocational 
 objective is frequently not tied in with existing vocational 
 training opportunities and employment opportunities; (6) the 
 vocational evaluation fails to take into account the aspects of 
 transportation which can be a severe problem for the physically 
 disabled, the mentally retarded, and the handicapped who live 
 in remote geographic areas not served by bus lines. 
 
 FORMAT OF REPORT 
 
 Currently, there is no standardized format for report writing. 
 Information contained in a report will vary with the function of 
 the facility, the information desired by the referring counselor 
 and the writing characteristics of the facility and its individ¬ 
 uals. 
 
 It is possible for a referring counselor to request evaluations 
 from a number of individual disciplines or to refer a client to 
 a facility that offers a number of disciplines within its own 
 structure. In the case of a comprehensive facility offering 
 many disciplines, the referring counselor should expect a packet 
 of information which would include individual reports from each 
 
of the disciplines providing services to the client. The coun¬ 
 selor should also expect that one member of the facility staff 
 be responsible for summarizing these individual reports into a 
 short, concise, and meaningful summary of the services provided, 
 including recommendations. This summary should provide the 
 referring counselor with the findings and recommendations of 
 each of the disciplines involved without going into all the 
 "whys and hows". If further and more detailed information is 
 sought by the referring counselor, he can examine the individual 
 reports. 
 
 TYPES OF REPORTS 
 
 A facility can use a variety of different types of reports. Each 
 has an appropriate role to play in the vocational evaluation and 
 work adjustment processes. Some of the common types of reports 
 are described in the following sections. 
 
 Dai 1y Log 
 
 Because services provided by a rehabilitation facility often 
 extend over a period of weeks or months, the referring counselor 
 should be particularly aware of the means by which the rehabili¬ 
 tation facility staff keeps daily records of each client. This 
 is particularly important since it provides a "daily log" of the 
 planning and progress of the client. This information will later 
 be used in writing all reports. 
 
 Interim Reports 
 
 When an evaluation or adjustment program extends over several 
 weeks or months, the referring counselor should expect a progress 
 report from the rehabilitation facility. This report might be in 
 the form of a telephone call, involvement of the referring coun¬ 
 selor in the facility staffing of his client, or a written report. 
 Regardless of the means of communication, the information should 
 relate to the progress of the client as well as the current 
 program planning. The purpose of this report is to keep the 
 referring counselor abreast of developments in the client's 
 program. 
 
 Vocational Evaluation Report 
 
 The vocational evaluation report is a summation of the significant 
 vocational findings of the facility. It is a formal written 
 report and should be a freestanding document. 
 
 The content of the report will include identifying information 
 about the client such as: name, address, age, marital status, 
 education, work experience, disability and the enrollment and 
 discharge dates at the facility. 
 
 The body of the report should contain only significant vocational 
 findings that have been separated from the trivial or unessential 
 
 38 
 
information. The report will discuss a client's strengths and 
 weaknesses, referral questions, learning problems, and general 
 adjustment problems. It will make general vocational predictions 
 which may include illustrations and discussion of how well a client 
 fits requirements for appropriate Dictionary of Occupational Titles 
 Worker Trait Group Arrangements. The report may also discuss the 
 relationship of the client's traits to a specific job. The report 
 should relate to the probability of success in specific jobs or job 
 areas, discuss problems that may be encountered in training or at 
 work, and the type of assistance that may be helpful to the client 
 in overcoming these problems. 
 
 Recommendations from the vocational evaluation report may indicate 
 a need for work adjustment services. The vocational evaluation 
 report should delineate the behavioral variables which need to be 
 changed if the client is to acquire acceptable work behaviors. A 
 recommendation which simply says that work adjustment is needed 
 should not be accepted as the basis for referral to work adjust¬ 
 ment. The behavior that required change, if the client is to 
 become generally employable, must be specified. The target 
 behaviors should be stated in objective, behavioral terms. The 
 report might also contain suggested techniques that appear to 
 have a good prognosis in bringing about the desirable change. 
 
 The degree of the maladaptive behavior (base line) should also be 
 specified. A report that indicated work adjustment is needed 
 because the client tends to be absent two or three times a month 
 and tardy two to four times a month establishes the problem and 
 base line of maladaptive behavior. This greatly enhances setting 
 up a work adjustment program that can set realistic goals. 
 
 Work Adjustment Report 
 
 Once a client is in work adjustment, concise, periodic reports 
 should be made to the referring counselor. These reports should 
 provide information concerning the client's progress, any 
 problems encountered, and recommendations. Recommendations for 
 continued work adjustment, either in the same program or a 
 changed program, should be supported by reasons. A report that 
 simply states "continued work adjustment is recommended" is 
 insufficient information for the counselor. 
 
 Once the work adjustment program has been completed a report 
 should be prepared identifying the extent to which the behavior 
 was changed, or the maladaptive behavior still exists, and the 
 relationships these changes or remaining behaviors have toward 
 successful vocational placement. 
 
 COMMUNICATION AND REPORTS 
 
 Although communication between the facility, the family—when 
 appropriate—and the referring counselor should have been an 
 ongoing process throughout the evaluation, it is in the final 
 
 39 
 
days of the evaluation that communication becomes an absolute 
 must. This will allow the family and the referring counselor to 
 gain an understanding of the services provided and the resulting 
 recommendations. It will also encourage continuous client 
 services and enhance the implementation of the rehabilitation plan. 
 
 The facility should compile all the reports in an orderly fashion, 
 including the final summary with specific recommendations, and 
 return the completed file to the referring counselor immediately. 
 The referring counselor's ability to understand the content 
 determines the success of the report. It is the referring 
 counselor's responsibility to communicate with the facility if 
 he does not understand and/or questions the content or recommen¬ 
 dations of the report. 
 
 SUMMARY 
 
 Reporting formats will vary with each rehabilitation facility. 
 Communication between the rehabilitation facility and the 
 referring counselor should include informal interim reports 
 relating to client progress and planning, as well as the formal 
 narrative report relating to specific vocational objectives. 
 
 The formal report should contain specific facts, as observed or 
 tested by the evaluator, and deductions from these facts. It 
 must be written in a manner that will allow the reader to 
 decipher the meaning without having the skills in evaluation 
 or adjustment and should lead the reader through an orderly 
 sequence of facts and interpretations co a conclusion and/or 
 recommendation. The report should answer those specific 
 questions the referring counselor has asked as well as other 
 significant data obtained. 
 
 REFERENCES 
 
 Smith, F. A rehabilitation counselor's model for work 
 
 evaluation. Journal of Applied Rehabilitation Counseling , 
 1971, 2(4), 191-193. 
 
 40 
 

 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
Personnel 
 
 MOST FACILITIES ESTABLISH THEIR OWN 
 EMPLOYMENT STANDARDS 
 
CHAPTER VI 
 
 PERSONNEL 
 
 This following chapter will focus on the role and function of the 
 vocational evaluator, a suggested evaluator-client ratio and 
 minimum qualifications for vocational evaluators and work adjust¬ 
 ment specialists. 
 
 THE ROLE AND FUNCTION OF THE VOCATIONAL EVALUATOR 
 
 The primary responsibility of the vocational evaluator, regardless 
 of his work setting, is to determine the rehabilitation client's 
 vocational potential. In order to achieve this goal and to 
 recommend the most appropriate services, vocational evaluators 
 must first identify the rehabilitation problems and gain an 
 understanding of the rehabilitation needs of each individual 
 client. They must then determine the specific types of rehabili¬ 
 tation services that are essential to alleviate or reduce the 
 handicapping or restrictive effects of these problems (Rice, 1972). 
 If the vocational evaluator is to meet this responsibility, he 
 must present the client with meaningful, real or simulated, work 
 activities in order to observe, assess, analyze, and predict future 
 work performance. Moreover, he must determine if an inadequate 
 performance by the client is due to physical or mental limitations, 
 emotional or behavioral problems, inappropriate work habits, lack 
 of work skills or experiences; and whether or not he should pre¬ 
 scribe rehabilitative services that will minimize these problems. 
 
 Regardless of the technique or approach utilized in vocational 
 evaluation, it is the vocational evaluator who is a key to the 
 success or failure of the vocational evaluation process. In 
 relation to this responsibility, the vocational evaluator has four 
 major objectives: 
 
 1. To determine the client's readiness for work, training, 
 or the need for other rehabilitation services; 
 
 2. If the client is ready for services, to identify those 
 services; 
 
 3. If the client is not ready for services, to document the 
 reasons why; 
 
k. To develop a recommended or prescriptive rehabilitation 
 plan to bring about the needed change in order for the 
 client to make a realistic vocational decision (Roberts, 
 1970). 
 
 The vocational evaluator should not assume total responsibility 
 for assessing the client's vocational potential. He should share 
 this responsibility with medical specialists, psychologists, 
 psychiatrists or other professional staff. The need for a group 
 decision is reflected in the fact that many rehabilitation clients 
 are beset with feelings of inadequacy and inferiority during 
 vocational evaluation. Thus, the various evaluative components 
 must be assessed in relation to their contribution to the total 
 individual rather than isolated emotional, mental, social and 
 physical elements. The relevance of group participation and 
 team decision is especially significant if specific or complex 
 problems are interfering with, or preventing, optimum performance 
 by the client. 
 
 The vocational evaluator in numerous rehabilitation facilities 
 must wear many hats, i.e., he must function in a variety of roles 
 in addition to that of vocational evaluator. Additional roles 
 could include psychometrist, case-coordinator and/or vocational 
 counselor. However, referring counselors should be aware that 
 vocational evaluation personnel do not favor a situation of this 
 nature. This is not ideal, but it exists and must be recognized 
 by referral sources, and more specifically by the referring 
 counselors. 
 
 In more exact terms the primary functions of the vocational evalu¬ 
 ator pertain to the areas listed below. 
 
 Knowledge of Background Information 
 
 The vocational evaluator should become thoroughly familiar with 
 the handicapped individual's social, family, educational and 
 vocational history provided to him by the referring counselor in 
 order to plan a meaningful vocational assessment program for the 
 client. 
 
 Intake Orientation 
 
 1. The client must be provided with an intake orientation 
 program, with emphasis on the purpose, procedures and 
 rules of the vocational evaluation unit. The vocational 
 evaluator should assume the responsibility for the 
 client's intake orientation. 
 
 2. The vocational evaluator must explain his role in the 
 evaluation process regarding reasons for selection of 
 particular work activities, real or simulated, and how 
 these activities will be interpreted, integrated, and 
 analyzed according to the final recommendations. 
 
Client Observation and Services 
 
 1. The vocational evaluator must synthesize information 
 from all the various sources into a meaningful and 
 practical vocational assessment program. 
 
 2. The vocational evaluator must observe, assess and 
 record the client's work performance, psychological 
 traits, and personal and social behavior. These 
 factors must be interpreted and a prediction made as 
 to their effects on future performance by the client 
 in training or employment. 
 
 3. The client's performance with regard to quantity and 
 quality in various work situations must be measured in 
 terms of the actual requirements of real work situations. 
 
 If adaptations are made in particular work activities, 
 the exact nature and extent of adaptation must be duly 
 noted by the vocational evaluator. 
 
 4. The client's performance must be evaluated and analyzed 
 in relation to real work situations, the Dictionary of 
 Occupational Titles and/or other related sources of 
 occupational information. 
 
 5. The vocational evaluator must make optimum use of 
 auxiliary personnel where professional assistance is 
 needed, rather than attempt to provide services outside 
 his realm of competencies. 
 
 Conferences or Staffinqs 
 
 The vocational evaluator must participate in informal or formal 
 staff conferences to assess the effectiveness of the services 
 provided and plan and outline future services for the client. 
 
 Reportinq 
 
 The vocational evaluator must provide the referring counselor with 
 an individualized and comprehensive report regarding the client's 
 work performance, behavior, work characteristics, interests, 
 relationship with co-workers and supervisors, and other pertinent 
 information during the vocational evaluation process. Included 
 in the report should be the results of work sample tests, situa¬ 
 tional tests and job tryouts as well as conclusions, summary, and 
 recommendations for future rehabilitative services. The compre¬ 
 hensive final report should include individual service reports, 
 such as, psychological, medical, social, recreational, dormitory, 
 etc., which could enhance the referring counselors' knowledge of 
 the client and improve future planning. One person must be 
 delegated the responsibility of sending the comprehensive report 
 to the referring counselor, preferably within three weeks after 
 the client has completed the evaluation program. As a professional 
 member of a rehabilitation facility, the vocational evaluator is 
 obligated to keep information pertaining to the client confidential. 
 
 45 
 
THE VOCATIONAL EVALUATOR-CLIENT RATIO 
 
 It is difficult to specify an ideal vocational evaluator-rehabili¬ 
 tation client ratio that will insure an adequate performance by 
 the vocational evaluator and a valid vocational evaluation of the 
 client. To compound the problem vocational evaluation facilities 
 differ in goals, objectives, techniques, staff qualifications, 
 resources, and clientele served. A practical caseload for the 
 vocational evaluator, nevertheless, is a necessity under any 
 conditions if a quality vocational assessment of the client is to 
 be realized. Although it is not ideal, the caseload of the voca¬ 
 tional evaluator may in many cases be determined by the facility 
 administration rather than by supervisory personnel of the voca¬ 
 tional evaluation facility. There are several factors that must 
 be taken into consideration to determine an efficient vocational 
 evaluator-client ratio. Some of these factors include: 
 
 1. The processes or techniques used by the vocational eval¬ 
 uation facility; 
 
 2. Type of clientele served (general rehabilitation clients, 
 deaf, blind, mental retardates, etc.) by the rehabilita¬ 
 tion facility; 
 
 3. Qualifications and competencies of vocational evaluation 
 personnel; 
 
 4. Amount of time the vocational evaluator devotes to other 
 required duties or assignments outside the actual realm 
 of vocational evaluation (psychometrist, coordinator, 
 etc.); 
 
 5. Average length of the vocational evaluation period for 
 the rehabilitation facility; 
 
 6. Comprehensiveness of the actual vocational evaluation 
 program with reference to the number of work sample 
 tests, situational tests, or job tryouts; 
 
 7. Type of rehabilitation facility, workshop, comprehensive 
 rehabilitation center, evaluation center, etc.; 
 
 8. Number and accessibility of auxiliary personnel to the 
 vocational evaluator. 
 
 The results of a national survey conducted by Sankovsky (1971) 
 indicated that 45% of the sample of the vocational evaluators 
 completed between seven and nine evaluations per month. However, 
 nine percent of those surveyed reported more than twenty clients 
 evaluated per month. It is possible to make some recommendations 
 regarding maximum caseloads in order to insure a valid vocational 
 assessment of the client. In a work sample oriented evaluation 
 facility, the vocational evaluator's caseload should not exceed 
 six clients. On the other hand, the evaluator using the 
 
 46 
 
situational assessment process typically found in sheltered 
 workshops should not attempt to evaluate over twelve clients at 
 a given time. Larger numbers than these will decrease the 
 vocational evaluator's effectiveness due to the varied, complex, 
 and complicated nature of the evaluation process, as well as the 
 demands made by clients. When the caseloads increase above those 
 recommended, the vocational evaluators must devote too much time 
 to unskilled activities, such as dispensing work sample tests, 
 assigning work activities, scoring and recording tests results— 
 rather than synthesizing, observing, and analyzing individual 
 clients. A reasonable vocational evaluator-client ratio must be 
 maintained so the vocational evaluator can observe how the client 
 arrives at his final product. The way a client progresses through 
 a work or work-related activity is sometimes more meaningful to 
 the vocational evaluator than the end result. Observing, synthe¬ 
 sizing and analyzing the performance and behavior of the rehabili¬ 
 tation client are the major elements of any vocational evaluation 
 process. These important factors must be kept constantly in mind 
 to insure the vocational evaluator an adequate, yet practical and 
 manageable, caseload. 
 
 QUALIFICATIONS OF THE VOCATIONAL EVALUATOR 
 
 Individuals employed as vocational evaluators come from varied 
 backgrounds, including industry, the skilled trades, business, and 
 education. The fact that vocational evaluators are employed in a 
 variety of facilities with different goals and objectives further 
 complicates the formation of personnel qualifications. Most 
 facilities currently establish their own employment standards with 
 regard to education and work experience. 
 
 Efforts are being made to professionalize the vocational evaluators 
 in rehabilitation. Ross (1971) cites as examples the formation of 
 the Vocational Evaluation and Work Adjustment Association (VEWAA), 
 publication of a professional journal, graduate programs in voca¬ 
 tional evaluation, in-service training, and various research 
 projects. Sankovsky (1971) found that approximately 87 percent 
 of the evaluators surveyed possessed at least a Bachelor's degree 
 in such fields as industrial arts, psychology, and social science 
 or related programs. Further, 28 percent of the vocational 
 evaluators reported an advanced degree. According to Egerman 
 and Gilbert (1969), advanced degrees were in such areas as 
 rehabilitation counseling, vocational guidance or counseling, 
 psychology, and education. 
 
 Vocational evaluators are becoming recognized as professionals 
 among rehabilitation personnel. Significant in this movement are 
 university sponsored graduate programs in Vocational Evaluation 
 at the University of Arizona, Auburn University and University of 
 Wisconsin - Stout. In addition, many institutions of higher 
 learning have developed or are planning to establish undergraduate 
 programs in social and rehabilitation services. With this con¬ 
 sideration and other significant developments in the area of 
 
 47 
 
vocational evaluation, the following recommendations are offered 
 as minimum requirements for employment of vocational evaluators. 
 
 As the majority of vocational evaluation facilities or units 
 employ three levels of vocational evaluators (vocational evaluation 
 supervisor or chief vocational evaluator, vocational evaluator and 
 vocational evaluator aide), the recommendations regarding qualifi¬ 
 cations are directed at these positions. 
 
 Vocational Evaluation Supervisor (Chief Vocational Evaluator ) 
 
 The primary role and function of the chief vocational evaluator 
 is, in most cases, rehabilitation facility administration, i.e., 
 overseeing, supervising and training other vocational evaluators 
 and vocational evaluator aides. In addition to administrative and 
 supervisory duties, the individual in this position is responsible 
 for work sample test development, devising situational tests, 
 obtaining job tryouts and remaining knowledgeable with new and 
 innovative evaluation techniques. 
 
 As this is a very responsible and demanding position, the person 
 in this capacity should have a Master's degreee in Vocational 
 Evaluation, Rehabilitation Counseling, Psychology, Sociology, 
 Education, Industrial Arts, or related areas. The "related 
 areas" have always been vague and, as a result, individuals have 
 been employed in this critical position without consideration for 
 understanding and knowledge of the problems of handicapped clients. 
 Specific requirements should include knowledge of human behavior, 
 theories of learning, personality theory, occupational information, 
 vocational counseling procedures, psychological and vocational 
 aspects of disabilities, theories of work, knowledge of the 
 Dictionary of Occupational Titles and other related tools, work 
 assessment methods, and report writing. In addition, the vocation¬ 
 al evaluation supervisor should have at least one year of experi¬ 
 ence as a vocational evaluator or, at a minimum, completion of a 
 supervised practicum or internship in vocational evaluation. 
 
 Vocational Evaluator 
 
 The vocational evaluator, sometimes referred to as "floor evalu¬ 
 ator," should have at least a Bachelor's degree in Rehabilitation 
 Services, Psychology, Sociology, Education, Industrial Arts, or 
 related areas. Training and knowledge of human behavior, person¬ 
 ality, counseling, psychological assessment methods, occupational 
 information or interpersonal relations are considered related 
 areas. Although knowledge in specialized areas such as mechanics, 
 business or electronics is desirable it should not be mandatory. 
 Evaluative skills can be developed, provided the potential 
 vocational evaluator is versed in the above-listed areas, as 
 well as motivated to upgrade his knowledge and expertise. 
 
 Vocational Evaluator Aide 
 
 The vocational evaluator aide should have post-high school train¬ 
 ing, preferably two years of college and actual work experience in 
 
 48 
 
vocational areas directly related to vocational evaluation. The 
 vocational evaluator aide must be capable of following instruc¬ 
 tions, establishing rapport with rehabilitation clients, and must 
 have the ability to work under supervision. Client observation, 
 scoring and reporting results of various evaluative procedures 
 under supervision are other vital elements of the vocational 
 evaluator aide's duties and responsibilities. 
 
 Prior to the vocational evaluator aide's direct involvement with 
 rehabilitation clients in the vocational evaluation process, it 
 should be mandatory that the vocational evaluator aide undergo an 
 intensive in-service training program with concentrated emphasis 
 on the evaluative techniques utilized, methods of client observa¬ 
 tion, recording and reporting client work performance and behavior. 
 A strong recommendation is presented for in-service training in 
 the areas of human relations with emphasis on interpersonal skills. 
 The vocational evaluator aide should be encouraged to attend 
 short-term training institutes or conferences in the area of 
 vocational evaluation as well as those that have a direct rela¬ 
 tionship to client services, including counseling and interpersonal 
 relations. 
 
 WORK ADJUSTMENT PERSONNEL 
 
 The work adjustment program in rehabilitation is closely related 
 to vocational evaluation. Hoffman (1971) reported that work 
 adjustment services are directed toward removal of client inade¬ 
 quacies rather than vocational assessment, although evaluation 
 and adjustment occur in both programs. As a result of this 
 relationship, staff organization and qualifications are similar. 
 
 Work adjustment staff should be competent in the areas of 
 modification of behavior, vocational counseling, learning theory, 
 occupations, interpersonal skills, and personality. Since work 
 adjustment facilities employ three levels of staff—work adjust¬ 
 ment supervisor, work adjustment specialists, and work adjustment 
 aides or assistants—the following recommendations are directed 
 at these positions. 
 
 Work Adjustment Supervisor 
 
 The work adjustment supervisor should hold a Master's degree in 
 Vocational Evaluation, Vocational Rehabilitation, Counseling, 
 Industrial Arts, Rehabilitation Counseling, Psychology, Education 
 or related areas. 
 
 Prior work experience in work adjustment, vocational evaluation 
 or other fields of rehabilitation, such as counseling of at least 
 one year should be required. A satisfactory completion of practi 
 cum or internship in the area of work adjustment or vocational 
 evaluation should be the minimum for consideration of employment. 
 
 49 
 
Work Adjustment Specialist 
 
 Work adjustment staff providing direct treatment services to 
 clients should meet similar requirements of the vocational evalu¬ 
 ator, i.e., Bachelor's degree in specified areas in addition to a 
 working knowledge of modification of behavior techniques. 
 
 Work Adjustment Aides (Assistants) 
 
 The work adjustment aide should have post-high school training, 
 preferably two years of college and direct experience in areas 
 related to work adjustment services. This person should be 
 capable of following direction, developing rapport with clients, 
 and able to work under supervision. The recommendations presented 
 for the evaluator aide would apply to the work adjustment aide 
 or assistant. 
 
 This brief description of work adjustment staff qualifications 
 must not be interpreted to mean vocational evaluators should be 
 batter qualified than work adjustment personnel. Work adjustment 
 requires skill and knowledge to bring about desired behavior change 
 in the client. It is re-emphasized that work adjustment staff and 
 vocational evaluation staff should be on the same level. In other 
 words, a definite and close relationship must exist between the 
 two, as adjustment is part of vocational evaluation and vocational 
 evaluation is a vital element in a rehabilitation client's work 
 adjustment program. 
 
 REFERENCES 
 
 Egerman, K. and Gilbert, J. The work evaluator. Journal of 
 Rehabi 1 itation , 1969, .35(3), 12-14. 
 
 Hoffman, P. R. Work evaluation and adjustment: The relationship. 
 Journal of Rehabilitation , 1971 , 37.(4), 19-22. 
 
 Rice, B. D. Prescriptive vocational evaluation. 
 Evaluation and Work Adjustment Bulletin , 1972, 
 
 Vocational 
 
 5 ( 1 ), 8 - 11 . 
 
 Roberts, C. Definitions, objectives, and goals in work evaluation. 
 Journal of Rehabilitation , 1970, 360 ), 12-15. 
 
 Ross, D. Conceptual model of a professional evaluator. In 
 R. Pacinelli (Ed.) Research Utilization in Rehabilitation 
 Faci1ities . Washington, D.C.: International Association of 
 Rehabilitation Facilities, 1971 - 
 
 Sankovsky, R. Characteristics of the VEWAA membership: 1971. 
 Vocational Evaluation and Work Adjustment Bulletin , 1971, 4(2), 
 17 - 26 . 
 
 50 
 

 
 
 
 
 
 
 
 
 
TWO WAY COMMUNICATION WILL INSURE 
 THAT THE CLIENT DOES NOT BECOME CAUGHT 
 BETWEEN CONFLICTING POLICIES 
 
CHAPTER VI I 
 
 MUTUAL RESPONSIBILITIES 
 
 The provision of effective services to clientele of state reha¬ 
 bilitation agencies by rehabilitation facilities involves mutual 
 responsibilities among (1) the facility specialist of state reha¬ 
 bilitation agencies and counselors of the same agencies, (2) the 
 state rehabilitation agencies and rehabilitation facilities, and 
 (3) counselors of the state rehabilitation agencies and counselors 
 of the rehabilitation facilities. The latter include shared 
 responsibilities for the preparation of the client. 
 
 MUTUAL RESPONSIBILITIES 
 BETWEEN FACILITY SPECIALIST AND COUNSELORS 
 
 OF STATE REHABILITATION AGENCIES 
 
 The counselor is the final determiner of client eligibility, of 
 client program, of client placement; in essence he carries the 
 total responsibility for the rehabilitation of the client. To 
 meet this responsibility the counselor needs tools and assistance, 
 and both must be provided him by the state agency. The agency as 
 a whole provides funds, operating methods, client referrals, 
 office space, clerical help, professional assistance, and other 
 related services; but the tools of the trade lie in the counselor's 
 know-how and the specialized tools of the facility. Each state 
 agency employs a facilities specialist to deal with facility 
 development; he and the counselor, working together, are responsi¬ 
 ble generally for the sharpening and utilization of the specialized 
 tool, the facility. 
 
 To accomplish the rehabilitation goal, the facilities specialist 
 must maintain close contact with the field counselor; he must know 
 and understand the counselor's needs, and he must then communicate 
 these needs to the facilities and assist them in necessary program 
 development and/or program modification. 
 
 Conversely, the counselor has a responsibility to maintain contact 
 with the facility and keep in close communication with the facil¬ 
 ities specialist. The counselor should keep the facilities 
 specialist informed as to relationships with the facility, problem 
 areas, what might be done to correct the problems, and any new 
 ideas for program development. 
 
 The facilities specialist is responsible to the counselor to main¬ 
 tain the facility in a viable condition through use of grant monies, 
 fee structure, application of standards, and other means to insure 
 high quality programing for the client. 
 
The facilities specialist should develop a directory of facilities 
 for counselor usage and insure that the directory is kept up to 
 date. He should provide guidance and direction for the counselor 
 in use of facilities and criteria on selection of clients for 
 facilities services. 
 
 The specialist and the field staff should work together harmoni¬ 
 ously in determining rehabilitation need in a given area and in 
 the establishment of facilities and prescription of services to 
 be offered in facilities. 
 
 Communication and cooperation between the facilities specialist 
 and the counselor are the requisites for a functioning, meaningful, 
 and productive facilities program within the state structure of 
 services. 
 
 MUTUAL RESPONSIBILITIES 
 BETWEEN STATE REHABILITATION AGENCIES AND 
 
 REHABILITATION FACILITIES 
 
 Mutual responsibilities of the state agency and the facility are 
 often implied and just as often misunderstood by all four parties 
 to the contractual arrangement that provides rehabilitation 
 services to handicapped persons. The four parties are state 
 vocational rehabilitation agency, facility, counselor, and client. 
 As a result of a survey conducted in a state agency and twelve 
 evaluation and training facilities, the following points were 
 listed as of primary importance. 
 
 The prime area of mutual responsibilities according to both sets 
 of respondents lay in the area of communication. It was generally 
 the feeling that central office, field office and facility needed 
 to keep the lines of communication open in regard to changing 
 philosophies and practices, in-service training, fiscal changes, 
 agency program changes and new needs, and communication of 
 facilities programs to field staff. 
 
 Another area of mutual responsibility lay in insuring a quality 
 program of services. The insurance can be accomplished through 
 referral of an adequate number of clients, an appropriate fee 
 structure, monitoring of program by the state vocational rehabili¬ 
 tation agency, and in-service training of facility staff and 
 counselors. This represents a constant effort on the part of the 
 state vocational rehabilitation agency, cooperation on the part 
 of the facility, close communications, and the development of an 
 harmonious working relationship. 
 
 The state vocational rehabilitation agency has a responsibility 
 to assist the facilities in creative growth through encouragement 
 of grant applications for development of new programs or expansion 
 and improvement of presently existing ones. When such grants are 
 made the facility has great responsibility for carrying out the 
 terms of its agreement as stipulated in the grant. 
 
 54 
 
The state vocational rehabilitation agency and the facility should 
 plan together in establishing programs that are meaningful in 
 terms of the community employment picture. It is useless to train 
 a handicapped person for a job that does not exist; it is also 
 unrealistic to train a client if he is unwilling to go where the 
 jobs are. Again, communication and counseling are of paramount 
 importance. 
 
 The mutual responsibilities of the state vocational rehabilitation 
 agency and the facility involve delegation and accountability. 
 
 The state vocational rehabilitation agency, through its field 
 staff and its operational procedures, delegates certain responsi¬ 
 bilities to the facility in respect to the welfare of the client. 
 The state vocational rehabilitation agency must stand ready to 
 provide all necessary assistance to the facility in meeting state 
 agency and client needs. The facility is accountable to the state 
 vocational rehabilitation agency in respect to the client and this 
 involves all of the ramifications attendant to program, services, 
 etc., but in the larger sense, ultimate accountability for the 
 client and the statewide program of facility services rests with 
 state vocational rehabilitation agency and if it abrogates its 
 responsibility, then the loser is the client. 
 
 MUTUAL RESPONSIBILITIES 
 BETWEEN STAFF OF STATE REHABILITATION 
 AGENCIES AND OF REHABILITATION FACILITIES 
 
 The establishment of a partnership between the referring counselor 
 and the rehabilitation facility is the first step in discharging 
 mutual responsibilities that are necessary for working together to 
 achieve a common goal of providing the most beneficial vocational 
 rehabilitation services for the handicapped individual. 
 
 This partnership creates some inherent responsibilities that are 
 common to the vocational rehabilitation counselor and the 
 facility's staff. The following concepts are considered to be 
 some of the mutual responsibilities: 
 
 Communication 
 
 Two-way communication between the vocational rehabilitation coun¬ 
 selor and the facility staff is the most important responsibility 
 in achieving the goal of providing the best service for the 
 handicapped individual. The vocational rehabilitation counselor 
 and the rehabilitation facility staff should continually discuss 
 policies regarding the scope of services offered, legal limita¬ 
 tions and obligations, as well as fee schedules that exist between 
 the two of them. This will insure that the client does not become 
 caught between conflicting policies of the two agencies or units 
 of the same agency. The responsibility of two-way communication 
 should be accepted in a manner which allows for open and frank 
 discussion with mutual trust and respect. 
 
 55 
 
Liaison Between the Rehabilitation Agency and the Rehabilitation 
 
 Faci1ity 
 
 The vocational rehabilitation counselor should become thoroughly 
 aware of the programs, staff and operations of the rehabilitation 
 facility. The facility should provide the counselor with the 
 means of doing this, including definitions of program terminology 
 and program objectives so that the counselor can make an intelli¬ 
 gent choice from the variety of services offered. It is also the 
 responsibility of the rehabilitation counselor and the facility 
 staff to work in a manner that will allow the most effective 
 services to be received by the handicapped individual. The problem 
 of establishing an effective liaison can be reduced by: 
 
 • Better understanding of the limitations of both the state 
 vocational rehabilitation agency and the facility. 
 
 • Active participation of the state vocational rehabilitation 
 agency's counselor on the facilities rehabilitation team. 
 
 • Preparation of a service manual detailing the services 
 offered by the facility. 
 
 • Preparation of a comprehensive referral report to the 
 faci1ity. 
 
 • Planned periodic visits to the facility with scheduled con¬ 
 ferences with various facility staff members. 
 
 • Providing the facility with information regarding the state 
 vocational rehabilitation agency's authorization, billing, 
 and reporting requirements. 
 
 Specific Responsibilities as Purchasers and Providers of Services 
 
 As purchasers and providers of services for handicapped individ¬ 
 uals, the vocational rehabilitation counselor and the facility 
 staff have some specific responsibilities. 
 
 The counselor has the specific responsibility of deciding whom to 
 refer to the facility based on: 
 
 •Inability to resolve problems of vocational adjustment 
 through counseling interviews and formal test results. 
 
 • The need for an early decision on client's feasibility. 
 
 • Utilization of the facility's expertise to assist in arriving 
 at an appropriate decision. 
 
 • The need to test client's physical capacities and tolerance 
 for industrial-type pressure. 
 
 • The need for a tentative vocational objective. 
 
 56 
 
• The need for an evaluation of the seemingly "non-feasibl e" 
 client. 
 
 • The type of services the facility offers and prior experiences 
 with the facility. 
 
 The vocational rehabilitation counselor's role after the decision 
 is made to refer the client should be: 
 
 • To thoroughly prepare the client for referral. 
 
 • To maintain follow-up contact with the facility and the client 
 by personal visits, telephone, and written contacts. 
 
 • To clarify and follow-up recommendations made by the facility. 
 
 • To provide counseling and other necessary supportive services, 
 such as maintenance allowance and physical restoration, and 
 act as a resource person to the facility when necessary. 
 
 • Provide feedback on client rehabilitation results to the 
 facility so that the facility can evaluate the effectiveness 
 of its program. 
 
 The facility's staff should be responsible for: 
 
 • An early decision on acceptance or non-acceptance of the 
 referral . 
 
 • Enrollment of the client in the shortest possible period of 
 time. 
 
 • A decision regarding the client's vocational potential as 
 quickly as possible. 
 
 • Providing information regarding the facility's procedures, 
 standards and capacity to effectively work with the client's 
 problems as outlined in the referral. 
 
 • Ready accessibility for consultation and participation in 
 conferences. 
 
 • Providing the necessary comprehensive and qualitative services 
 to insure adequate vocational evaluation or adjustment of the 
 client. 
 
 • Maintaining a flexible and innovative service attitude. 
 
 • Providing a clear, comprehensive and realistic report on the 
 program results as quickly as possible following completion 
 of the program. 
 
 57 
 
MUTUALLY SHARED RESPONSIBILITIES FOR CLIENT PREPARATION 
 
 Adequate preparation of the client for vocational evaluation and 
 work adjustment services and the acceptance of these services by 
 the client is essential for the eventual success of these programs 
 The state agency counselor and the facility staff have a mutually 
 shared responsibility for adequate preparation of the client. 
 
 Preparation of the Client for Vocational Evaluation and Work 
 
 Adjustment by the Counselor 
 
 When a decision is reached that a client's needs can be served 
 oest in a rehabilitation facility, it is an obligation of the 
 rehabilitation counselor to prepare the client to understand and 
 accept this phase of the vocational rehabilitation plan. In 
 orienting the client towards acceptance of vocational evaluation 
 or work adjustment, the counselor should be thoroughly familiar 
 with the particular facility to which he is referring his client. 
 First-hand knowledge of the facility's services, programs, and 
 personnel will initially enable the counselor to explain to the 
 client, and in many instances to the family, why he is enrolling 
 the client in the facility and what the facility can offer him. 
 
 For example, the counselor may point out that the rehabilitation 
 facility is able to provide a number of specialized services 
 within a single setting which can assist in the assessment of the 
 client's residual capacities, evaluate his potential for gainful 
 employment, or provide needed training or work adjustment. The 
 counselor should also anticipate and be prepared to answer 
 questions concerning transportation, lodging, or special services 
 that may be required to meet the needs of severely disabled and 
 limited individuals. If circumstances permit, it would be 
 desirable for the client to visit the facility prior to his 
 starting date. 
 
 Although preparation of the client for entering a vocational 
 evaluation or work adjustment program will occur most often with¬ 
 in the context of the counseling relationship between the voca¬ 
 tional rehabilitation counselor and the client, other approaches 
 may be appropriate, depending upon resources available to the 
 counselor. Counselor-aides, for example, who have socioeconomic 
 backgrounds similar to that of the client may be utilized to 
 motivate and effectively inform him about rehabilitation facility 
 services (U.S. Dept, of Health, Education, and Welfare, 1968). 
 
 In some instances the aide might accompany the client to the 
 facility for the first time and answer questions that may arise. 
 
 Another approach for the counselor to consider would be to arrange 
 for a group orientation of several clients whom he wishes to 
 prepare for vocational evaluation or work adjustment (Ayers, 1970 
 This method can be of significant value in encouraging and pro¬ 
 moting individual client acceptance. Here again, good use may be 
 made of counselor-aides and of experienced clients who have 
 successfully completed vocational evaluation and/or work adjust¬ 
 ment programs (Campbell and O'Toole, 1971 )• 
 
 58 
 
Preparation of the Client for Vocational Evaluation and Work 
 
 Adjustment by the Facility 
 
 Rehabilitation facilities should establish and follow definite 
 procedures for orientation of new clients. These may include 
 goals and specific evaluative procedures; facility regulations or 
 rules and client responsibilities; and the designation of a staff 
 member who can manage each client's program and provide counseling 
 (U.S. Dept, of Health, Education, and Welfare, 1966; Institute for 
 Crippled and Disabled, I960). These intake and orientation pro¬ 
 cedures should be written and available to referring sources. A 
 client handbook may be developed and used as a resource which will 
 provide referring counselors and clients with useful information 
 such as services provided, what to bring or leave home, basic 
 conduct, workshop related information, recreation, and transporta¬ 
 tion. 
 
 REFERENCES 
 
 Ayers, G. E. Counseling in work adjustment programs. Journal of 
 Rehabi 1 i tati on , 1971, 37_(^) i 3. 
 
 Campbell, J. L. and O'Toole, R. A situational approach. Journal 
 of Rehabilitation , 1971 , 37 (*0, 11-13. 
 
 Institute for the Crippled and Disabled. Cerebral palsy work 
 classification and evaluation project . Final Report 1955-1960, 
 Volume I. New York: Institute for the Crippled and Disabled, 
 I960. 
 
 U.S. Department of Health, Education, and Welfare, Vocational 
 Rehabilitation Administration. Guidelines for organizing 
 vocational evaluation units : A training guide . Fourth Institute 
 on Rehabilitation Services. Washington, D.C.: U.S. Government 
 Printing Office, 1966. 
 
 U.S. Department of Health, Education, and Welfare, Rehabilitation 
 Services Administration. Use of support personnel in vocational 
 rehabi1itation . Sixth Institute on Rehabilitation Services. 
 Washington, D.C.: U.S. Government Printing Office, 1968. 
 
 59 
 
Honest Al'S ev/ilUAT'O^ 
 AW Adjustment Ceh te £ 
 
 », N tv/ MNE OUT GV Fiyg 
 
 LOW PRICES AND POOR QUALITY ARE 
 FREQUENTLY CLOSELY RELATED 
 
CHAPTER VI I I 
 
 COST CONSIDERATIONS 
 
 The specialized financial and cost aspects of state-operated 
 rehabilitation facilities will not be discussed in this chapter, 
 even though state-operated facilities are the principle resource 
 for vocational evaluation and work adjustment services in a 
 number of states. There are two primary purposes for establish¬ 
 ing a financial relationship between a state agency and a private 
 rehabilitation facility. These are: 
 
 1. To effect increased, improved, and diversified services 
 to handicapped individuals who are the responsibility 
 of both the state agency and private rehabilitation 
 faci1ities; 
 
 2. To develop a cooperative relationship which allows for 
 joint planning and sharing of responsibilities (Galazan, 
 1967). 
 
 It is not possible in this short discussion to analyze the merits 
 of the various methods of payment to facilities for the purchase 
 of services. Essentially, the three basic methods are: (1) the 
 budget plan, where the state agency guarantees a specific gross 
 amount based on a budget for a program offering a variety of 
 services and includes a specific list of staff and other expendi¬ 
 tures; (2) the fee plan, where fees are paid on a per day, per 
 week, or per month basis for specific services where fees are 
 arrived at by joint negotiation between the state agency and 
 individual facilities or are set uniformly by the state agency; 
 (3) a plan of individual fees combined with a program of grants 
 to subsidize special staff. 
 
 Regardless of the financing method employed, the true cost of 
 the services purchased must be considered in arriving at a proper 
 base for establishing a sound fiscal relationship. 
 
 The rehabilitation profession as a whole has been slow to accept 
 the philosophy of relating fees to actual costs. In a survey 
 conducted in 1955» only 8 out of 50 respondents who were members 
 of the Conference on Rehabilitation Centers indicated that the 
 factor of cost had played a role in the setting of fees (Dolnick, 
 1956). Although there has been progress, in this respect since 
 1955> the idea of payments in relation to cost is still not 
 universally accepted. 
 
Quality vocational evaluation services are expensive. As with 
 other services or commodities, low prices and poor quality are 
 frequently closely related. The often prevalent policy in state 
 agencies of driving hard bargains and purchasing the lowest 
 priced service available, coupled with the belief that the actual 
 cost of service need bear no relationship to the fee that the 
 state agency will pay, has resulted in many instances in the 
 perpetuation of poor services that hardly deserve to be dignified 
 by the title of "vocational evaluation" or "work adjustment." 
 
 High fees alone will not insure quality services, but an inflex¬ 
 ible position by state agencies that the cost of a service need 
 not be a factor in determining its price will most certainly 
 impede the development of quality services. 
 
 The state agency should assume the responsibility to pay all 
 reasonable costs of serving clients who have been referred for 
 service. The state and federal governments have allotted funds 
 to the state agency for the purpose of providing service to 
 clients; it is not reasonable for the state agency to expect 
 community programs, often supported by donations, to cover the 
 costs of these services. The services needed by state agencies 
 for vocational rehabilitation differ in some respects from the 
 services provided to other sheltered employment clients. State 
 agencies, for example, may need evaluation services to assist 
 them in determining an applicant's eligibility under the Social 
 Security Act. These types of evaluations are usually not 
 included in the objectives set by the governing boards of most 
 community workshops. The state agency should be responsible for 
 costs associated with establishing and operating these particular 
 services if they are established and operated at the request of 
 the state agency. 
 
 Conversely, unreasonable requests for payment by facilities and 
 fee schedules that attempt to recover far more than the actual 
 cost of rehabilitation services will further damage relationships. 
 Facilities that expect state agency fees to cover all overhead 
 costs, including costs not related to the rehabilitation services 
 being purchased, are likely to find that they have priced them¬ 
 selves out of the market. 
 
 As a minimum, facility directors should be able to distinguish 
 between rehabilitation costs and production costs. They should 
 be able to document the cost of each service provided by their 
 facility. They need this information not merely for the 
 establishment of a basis for an equitable rate schedule, but 
 also for planning and administrative policy setting. 
 
 There is no longer any reason for a facility to be unable to 
 determine its actual cost of providing services. Assistance in 
 developing and installing adequate accounting systems is available 
 through the Federal Technical Assistance program or by contacting 
 the state facilities specialist. 
 
 62 
 
REFERENCES 
 
 Dolnick, M. M. Fees for rehabilitation and treatment center 
 services. Physical Therapy Review , 1956, ^6(11), 1-4. 
 
 Galazan, M. M. Fiscal relationships between state vocational 
 rehabilitation agencies and private rehabilitation facilities. 
 
 In S. J. Smits (Ed.) Training manual of the national institute 
 on the interdependency of rehabilitation facilities, workshops , 
 
 and state agencies . Proceedings of national institute sponsored 
 by Rehabilitation Services Administration, Department of Health, 
 Education, and Welfare. University of Maryland, 1967. 
 
 63 
 
IS THE AREA ASSIGNED FOR USE 
 FREE FROM ARCHITECTURAL BARRIERS ? 
 
CHAPTER IX 
 
 CHECKLIST GUIDES 
 
 This Checklist can be beneficial to state facility specialists or 
 supervisors in reviewing the kinds of services offered by facili¬ 
 ties within the state. Referring counselors often will not have 
 the time to study each facility. Should the facility specialist, 
 however, have reviewed the facility program, the referring coun¬ 
 selor can consult, or work along with, the facility specialist in 
 order to identify those facilities that could provide the appro¬ 
 priate and the most beneficial services for clients. 
 
 The purpose of this guide is to provide a method of systematically 
 determining what types of Vocational Evaluation and Work Adjust¬ 
 ment Services are furnished by rehabilitation or related programs. 
 
 The Checklist, which accompanies this guide, is not intended as 
 an evaluative tool, but more as a logistic and explorative 
 instrument. This caution is essential, for there are as yet no 
 fully documented research studies to support a specific set of 
 standards for the operation of a vocational evaluation and work 
 adjustment services program. There are guidelines, however, as 
 established by the Fourth Institute on Rehabilitation Services 
 (1966), as well as some preliminary standards established by 
 other organizations or groups. 
 
 Various other individuals and programs have put forth criteria 
 for providing vocational evaluation and/or adjustment services. 
 Many of these criteria have been reviewed and selected items have 
 been incorporated into the structure of the Checklist Guide to 
 Vocational Evaluation and Work Adjustment Services. 
 
 The primary function of the checklist is to supply an instrument 
 that could be used to study the elements and structure of a 
 vocational evaluation and adjustment services program, and to 
 enable the reviewer to log or record the components of the 
 services. 
 
 The effective and appropriate utilization of the checklist is 
 based on several assumptions: 
 
 1. That no one facility provides all the best vocational 
 evaluation and adjustment services. 
 
 2. That the referring counselor, evaluator, or responsible 
 individual is motivated to provide the best possible 
 services for his client. This is reflected by: 
 
a. His effort to identify some of the client's major 
 obstacles to rehabilitation, such as: inability to 
 get along with others, poor social habits, poor work 
 habits, no vocational skills. 
 
 b. His effort to study the program of service available. 
 
 c. His effort to effectively match those programs that 
 provide the services which will best meet the 
 identified needs of the client. 
 
 The checklist, then, is like a map. The responsible individual 
 identifies what he would like to accomplish with his client, and 
 the checklist will direct him to the center or program where the 
 probability for success is greatest. 
 
 In some instances there may be only one center or facility avail¬ 
 able for use. The need for a checklist in this situation is even 
 more essential. It behooves the referring agency to know that 
 certain types of services are not available, and the checklist 
 provides for a systematic study of the program. 
 
 In the event that there are a sizable number of services and 
 programs available, the referring counselor need not study them 
 all. Several individuals could each study one or two programs 
 and then exchange information in the checklist format. 
 
 An additional caution should be noted. The checklist should not 
 be presented as an evaluative tool designed to determine the 
 quality of the services. Its very nature, however, should enable 
 the referring counselor and the program director or evaluator to 
 communicate more effectively regarding the types of services 
 desired and those available. A natural consequence of this 
 dialogue would lead to the evaluation of the effectiveness of 
 these services. One alternative would be to have the evaluator 
 and the referring counselor complete the checklist independently, 
 and then cooperatively discuss their findings. 
 
 As the individual becomes familiar with the checklist, he may 
 wish to establish certain patterns of services listed so as to 
 correspond to similar problem cases. For example, a mentally 
 retarded client who has some personal and social adjustment 
 problems would fare better in a center or facility that provides 
 the appropriate psychological instruments to assess his intellec¬ 
 tual potential, aptitudes, and interests. Appropriate diagnostic 
 instruments in this case include psychological tests that do not 
 require a high reading level. Unfortunately it is not uncommon 
 to find vocational evaluation programs that routinely provide a 
 battery of psychological tests, without first determining if the 
 client has the appropriate reading level for these tests. 
 
 Likewise, this same mentally retarded client should have the 
 opportunity to develop good personal and social adjustment, and 
 
 66 
 
the facility or center selected should have a program of adjust¬ 
 ment services to meet this client's needs. If at all possible, 
 specific adjustment problems should be identified so that the 
 appropriate services in the facility or center can be pinpointed. 
 
 Frequently, when all the services needed for the client are 
 identified, there is no one program or center that can fill all 
 the needs. The process then becomes one of selecting the most 
 appropriate program of services available for a particular client. 
 
 The checklist should be as dynamic as the program it represents. 
 New or expanded programs and new staff should be added to update 
 the program of services. 
 
 About this time, the referring counselor or another responsible 
 individual might ask, "Is it really necessary to go through all 
 this trouble of making checklists and studying programs of 
 services? I've been getting some good results with the centers 
 I use." Questions like this are difficult to answer, especially 
 when most counselors are already overloaded and just don't have 
 the time for additional extra-curricular activities. Perhaps the 
 best way to answer this question takes us back to the second 
 assumption: that the referring counselor, evaluator, or respon¬ 
 sible individual is motivated to provide the best possible 
 services for his client. 
 
 The following questions or statements should be reviewed and 
 evaluated by the referring counselor. Based on his analysis, he 
 may or may not wish to use an approach such as a checklist to 
 improve his understanding of a program of vocational evaluation 
 and/or adjustive services. 
 
 1. Generally when a client is referred for vocational 
 evaluation all other attempts outside of a center or 
 facility have either been unsuccessful or unfeasible. 
 Frequently the facility or center program is the 
 client's last chance. It should be the best possible 
 one. 
 
 2. Has your follow-up or follow-along of clients been 
 thorough enough to determine the effectiveness of the 
 services you provide for the clients? 
 
 3. Do you frequently find that a vocational evaluation 
 program does not provide you with the information you 
 need; or that an adjustment services program does not 
 provide for the needs of your clients? 
 
 4. Are you aware of all the service available in vocational 
 evaluation and adjustment at the facilities where you 
 normally refer your clients? 
 
 67 
 
USE OF THE CHECKLIST 
 
 Although the checklist was originally designed for use by coun¬ 
 selors referring clients to rehabilitation facilities, it can 
 also be used as an in-house review of services offered in 
 vocational evaluation and work adjustment. 
 
 The checklist has been so designed that an affirmative response 
 indicates a desired or beneficial aspect of the program. Certain 
 questions, however, are not clear-cut and need to be interpreted 
 in light of the assets and limitations of the facilities and/or 
 their staff. In addition, the items on the checklist do not 
 carry equal weight; some are more critical than others. There 
 are as yet no generally accepted specific standards as to what 
 constitutes an adequate vocational evaluation or work adjustment 
 program; and until such standards are established and accepted, 
 the weight or value of a service component cannot be arbitrarily 
 as signed. 
 
 REFERENCES 
 
 U.S. Department of Health, Education and Welfare, Vocational 
 Rehabilitation Administration. Guidelines for organizing 
 vocational evaluation units : A training guide . Fourth 
 Institute on Rehabilitation Services, Washington, D.C.: 
 U.S. Government Printing Office, 1966. 
 
 68 
 
CHECKLIST GUIDE TO VOCATIONAL EVALUATION 
 
 Counselor: 
 Name of Faci1ity: 
 
 Location: 
 
 Date: 
 
 GENERAL CHARACTERISTICS 
 
 1. Is there an area within the facility designated exclusively 
 for providing vocational evaluation services? 
 
 2. Is the physical size of the evaluation unit adequate to 
 handle the number of clients assigned to evaluation? 
 (Average 100 sq. ft. per client) 
 
 3. Is a private office available for the evaluator to speak 
 confidentially to clients or to consultants? 
 
 4. Is the evaluator's desk arranged to that he can readily 
 observe clients at the various work stations? 
 
 5. Is the area assigned for use in evaluation free from 
 architectural barriers? 
 
 6. Is there sufficient lighting in the vocational evaluation 
 area? 
 
 7. Isa soundproof or quiet testing room available if psycho¬ 
 logical tests are administered? 
 
 8. Are the client case records and data sheets used by the 
 evaluator kept in a secure place when not in use? 
 
 69 
 
9. 
 
 Are psychological tests, manuals, scoring keys and related 
 material stored under lock and key? 
 
 POLICIES AND PROGRAM 
 
 10. Does vocational evaluation have the same administrative line 
 status as other programs in the facility? 
 
 11. Are the objectives and goals of the vocational evaluation 
 program stated in writing? 
 
 12. Does the facility have a flow chart or plan of services that 
 clearly specifies service components, and demonstrates how, 
 and in what sequence, vocational evaluation services are 
 performed? 
 
 13. Have criteria for accepting clients into the evaluation 
 
 program been established based on the facility limitations 
 and assets? 
 
 14. Is there evidence that only those clients who are within the 
 capabilities of the program are accepted into vocational 
 evaluation? 
 
 15* Is access to client records limited to professional staff 
 providing direct services to the client? 
 
 16. Is there evidence from the case file that the coordination 
 and management of each client's program is conducted in a 
 systematic and comprehensive manner? 
 
 17* Is there evidence that the overall vocational evaluation 
 program is reviewed periodically so as to incorporate new 
 strategies? 
 
 18. Are adequate funds available to the evaluation unit for 
 purchasing appropriate psychological tests or for the 
 development and construction of work or job samples? 
 
 70 
 
19. 
 
 If the facility indicates the availability of evaluation 
 services for the following listed handicapping conditions, 
 is there any evidence of special psychological testing or 
 multiple strategies for evaluating: 
 
 A. Disadvantaged 
 
 B. Blind 
 
 C. Deaf 
 
 D. Mentally Retarded 
 
 20. Is there at least one full-time vocational evaluator in the 
 program? 
 
 21. Does the evaluator have responsibilities other than voca¬ 
 tional evaluation, e.g., placement, administration, workshop 
 supervision, etc.? 
 
 22. Is there at least one full-time vocational evaluator for 
 every six clients in evaluation? (This is not a standard 
 figure, but is relative to the client population and the 
 technique of evaluation emphasized.) 
 
 23. Are evaluator aides used to perform the more routine 
 activities in vocational evaluation? 
 
 2k. If there is more than one evaluator (full or part time), is 
 there a supervisor in charge of the vocational evaluation 
 program? 
 
 25. Does the evaluation staff meet the standards as recommended 
 by the state agency? 
 
 26. Has the evaluator received formal academic training in 
 evaluation? 
 
 27. Is there an organized, in-service training program for new 
 evaluators? 
 
 28. Have job descriptions for all staff in vocational evaluation 
 been prepared? 
 
 29. Is there a structured formal system within the facility for 
 rating the effectiveness and performance of the vocational 
 evaluation staff? 
 
 71 
 
30. Is adequate time provided for vocational evaluators to review 
 current literature and research in vocational evaluation? 
 
 31. Are vocational evaluation staff free and encouraged to partic¬ 
 ipate in local or regional conferences related to vocational 
 evaluation? 
 
 32. Do the evaluators belong to the Vocational Evaluation and 
 Work Adjustment Association? 
 
 33. Are the staff of the vocational evaluation unit familiar with 
 the code of ethics regarding testing and confidentiality of 
 information? 
 
 INFORMATION PRIOR TO EVALUATION 
 
 3A. Does the evaluator establish a case file for each client 
 assigned to vocational evaluation? 
 
 35. Does the policy of the facility insure that adequate referral 
 information is obtained prior to admitting the client to 
 evaluation? 
 
 36. Does the evaluation unit request the following referral data 
 prior to accepting the client or beginning the evaluation? 
 
 A. Purpose or objectives of evaluation. 
 
 B. Specification of primary and secondary handicapping 
 conditions. 
 
 C. General medical examination. 
 
 D. Information on social and family background. 
 
 E. Previous work history. 
 
 F. Psychological examination. 
 
 G. Information on behavioral problems. 
 
 H. Previous educational records (school transcripts, 
 military training, trade or technical school, on-the- 
 job training, etc.) 
 
 37. Isa standard data sheet used to store basic information on 
 the client in evaluation? 
 
 72 
 
VOCATIONAL EVALUATION PROCESS 
 
 38. Is an orientation to vocational evaluation services routinely 
 provided for new clients? 
 
 39. Does each client have an intake interview? 
 
 40. Are staff conferences routinely conducted to review client 
 progress and problems? 
 
 41. Is information on meetings, staffings, and client progress 
 routinely recorded in the client's file? (Check "daily log" 
 record in case file.) 
 
 42. Is there evidence in the evaluator's report that communication 
 and cooperation with other programs in the facility (when 
 appropriate) have been established? 
 
 43. Are referral counselors invited to participate in case 
 conferences? 
 
 44. Does the evaluator maintain a continuous record of the 
 client's performance, behaviors, and other factors that could 
 relate to vocational potential or objectives? 
 
 45. Is there evidence that, throughout the evaluation process, 
 the client is involved in the decision-making process? 
 
 46. Does the vocational evaluation program provide for the 
 involvement of the family? 
 
 47. Are the client's social skills evaluated? (Ability to get 
 along with others, interpersonal skills, etc.) 
 
 48. Are the client's reading abilities evaluated prior to admin¬ 
 istering paper and pencil tests? 
 
 49. Is the client's tolerance for work or physical capacities 
 evaluated? (Standing, stooping, bending, walking, lifting, 
 etc.) 
 
 73 
 
50. Are the client's basic educational problems and the need for 
 remedial education identified? 
 
 51. Is the client's attitude toward work identified? 
 
 52. Are the client's personal adjustment problems identified? 
 (Grooming, hygiene, sex information, etc.) 
 
 53. Is the client in evaluation fully aware of his program goals? 
 (It may be necessary to talk to a few clients to answer this.) 
 
 54. Is there evidence that original referral information is used 
 in developing the client's program of service? 
 
 55. Are the client's assignments related to the estabished plan 
 and goals of the evaluation? 
 
 56. Prior to any change in the client's status, are the reasons 
 for the change first reviewed with the referring counselor 
 and the client? 
 
 57. Are clients who are assigned to evaluation on a full-time 
 basis under continuous supervision within the evaluation unit 
 or in other areas where their evaluation is being explored? 
 
 58. Are there periods of time in the evaluation program set 
 aside for the referral counselor to talk with his client 
 and/or vocational evaluator? 
 
 59. List the standardized psychological tests or inventories 
 commonly used in the vocational evaluation program: 
 
 Intelligence Tests: 
 
 74 
 
Aptitude Tests: 
 
 Personality or Behavioral Inventories: 
 
 Interest Inventories: 
 
 Dexterity Tests: 
 
 60. Do all new clients receive a standard or core battery of 
 psychological tests? 
 
 61. Does the evaluator have the necessary training and compe¬ 
 tencies to interpret the psychological tests routinely 
 administered in the evaluation program? 
 
 75 
 
62. 
 
 List the job or work samples available within the evaluation 
 units. 
 
 63. Are job samples administered and scored in a standardized 
 manner? 
 
 64. Do the job samples used in the evaluation program have 
 relevance to the major occupational industries or businesses 
 of the area or region? 
 
 65. Is there evidence that an attempt is made to account for the 
 physical capabilities of the client in relation to his perfor¬ 
 mance on job samples or related activities? 
 
 66. Are the evaluators trained in the use of the Dictionary of 
 Occupational Titles ? 
 
 67. Is there evidence that the evaluators use the Dictionary of 
 Occupational Titles ? 
 
 68. Is an occupational informational library available for client 
 use? 
 
 69. Which of the following services are provided as part of the 
 overall program or on a consultive basis? 
 
 A. Physical Medicine 
 
 B. Psychiatric 
 
 C. Psychological 
 
 D. Speech & Hearing 
 
 E. Nursing 
 
 F. Occupational Therapy 
 
 G. Physical Therapy 
 
 H. Social Work 
 
 I. Counseling 
 
 J. Vocational Evaluation 
 
 76 
 
K. Adjustment Services 
 
 L. Placement 
 
 M. Remedial Education 
 
 N. Vocational Instruction or Training 
 
 O. Workshop Employment 
 
 70. List the areas of vocational instruction or training offered 
 by the facility: 
 
 71. Is there evidence of the use of vocational training areas 
 within the facility for job tryout evaluation? 
 
 72. Is there evidence of on-the-job evaluations outside the 
 facility? (Service stations, grocery, etc.) 
 
 73. Is a formal evaluation report submitted to the referral 
 agency or counselor by the evaluator? 
 
 74 . 
 
 Does the referring counselor or agency receive an evaluation 
 report within three weeks after the evaluation is completed? 
 
 75. Does the evaluation report provide answers to the basic 
 questions raised by the referring counselor? 
 
 76. Are there periodic written reports to referring counselors 
 in long term or extended evaluations? 
 
 77. Does the evaluation report routinely provide recommendations 
 for: 
 
 A. Social Adjustment Services 
 
 B. Personal Adjustment Services 
 
 C. Work Adjustment Services 
 
 D. Vocational Training 
 
 E. On-The-Job Training 
 
 77 
 
F. Placement 
 
 G. Remedial Education 
 
 H. Workshop Employment 
 
 78. Is follow-up information by the referring counselor or agency 
 routinely provided to the evaluation unit? 
 
 78 
 
CHECKLIST GUIDE TO WORK ADJUSTMENT SERVICES 
 
 Counselor: 
 Name of Facility: 
 
 Location: 
 
 Date: 
 
 GENERAL CHARACTERISTICS 
 
 1. Does the policy of the program insure that only those clients 
 are accepted into work adjustment services who have specific 
 identified problems to resolve (based on prescription or 
 information obtained from vocational evaluation report or 
 case conference)? 
 
 2. Does the facility have an overall flow chart or plan of work 
 adjustment services that clearly specifies: 
 
 A. Service components 
 
 B. Interdepartmental relationships 
 
 C. Sequence of adjustment services 
 
 3. Are there designated programs within the facility that provide 
 work adjustment services? (If yes, list these programs.) 
 
 4. Does each of the areas just listed have a written description 
 or curriculum outline of the specific adjustment services 
 offered? 
 
 79 
 
5. Is there a full-time staff member in charge of coordinating 
 adjustment services? 
 
 6. Does the coordinator of adjustment services (or client coun¬ 
 selor, case manager, etc.) establish and maintain a case 
 file on each client receiving adjustment services? 
 
 7. Is the client informed on the nature and reason for the 
 adjustment service provided? 
 
 8. Are staff conferences conducted periodically to review client 
 progress or problems? 
 
 9. Is information from meetings, staffings, or case conferences 
 routinely recorded in the client's case file? 
 
 10. Has some standardized form for rating client change or prog¬ 
 ress while in adjustment services been developed or adopted? 
 
 11. Are production records maintained and available to document 
 client's progress? 
 
 12. Are adjustment services staff represented in vocational 
 evaluation case conferences? 
 
 13. Is an adjustment services final report written on each client? 
 
 14. Does the adjustment services program provide for the involve¬ 
 ment of the family? 
 
 15. Is individual counseling used as a technique in adjustment 
 services? 
 
 16. Is small group counseling used as a technique in adjustment 
 services? 
 
 80 
 
17. 
 
 Is a form of the behavior change process (behavior modifica¬ 
 tion) used in adjustment services? (If yes, please specify 
 type or types.) 
 
 18. Is there evidence that a program of services is outlined or 
 written for each client once he is accepted for adjustment 
 services? 
 
 19. Is there evidence in the case folder that the outlined or 
 written program of services for the client is being followed? 
 
 20. Is there a periodic review of the adjustment services program 
 so as to incorporate new strategies or to develop, modify, or 
 delete portions of the services? 
 
 21. When essential, do all staff involved with a particular 
 
 client's adjustment problems participate in the case confer 
 ence? (e.g., an attitude therapy program) 
 
 22. Does the program of adjustment services provide for the 
 
 development of the client's physical tolerances and capaci¬ 
 ties? (e.g., extend range of motion, tolerance for sitting, 
 etc.) 
 
 23. Does the adjustment service program provide any of the 
 following educational services: 
 
 A. Remedial education (English, math, reading, language, 
 art, etc.) 
 
 B. Adult education (Basic) 
 
 C. High school equivalency preparation 
 
 24. Does the adjustment services program provide for information 
 or training in any of the following areas of personal adjust¬ 
 ment : 
 
 A. Grooming and cleanliness 
 
 B. Sex education 
 
 C. Health and hygiene 
 
 81 
 
D. 
 
 E. 
 
 F. 
 
 Clothing and dress 
 Motivation 
 Other 
 
 25. Does the adjustment services program provide for participation 
 information or training in any of the following areas of 
 social adjustment? 
 
 A. Etiquette and manners 
 
 B. Getting along with others 
 
 C. Dating 
 
 D. Recreation (organized) 
 
 E. Social events (picnics, parties) 
 
 F. Other 
 
 26. Does the adjustment services program provide for information 
 or training in any of the following areas of life adjustment? 
 
 A. Community resources 
 
 B. Budgeting 
 
 C. Transportation 
 
 D. Legal rights and the law 
 
 E. Banking and checking accounts 
 
 F. Taxes (income, state, other) 
 
 G. Leisure time activities 
 
 H. Food and nutrition 
 
 I. Buying and selling (auto, home, etc.) 
 
 J. Safety 
 
 K. Other 
 
 27. Does the adjustment services program provide for information 
 or training in any of the following areas of work adjustment? 
 
 A. Job readiness (interviewing, completing job appli¬ 
 cations, etc.) 
 
 B. Work habits (promptness, punching in and out, etc.) 
 
 C. Attitude toward work 
 
 D. Developing work skills (workshop or other setting) 
 
 E. Developing work tolerances (concentration, etc.) 
 
 F. Ability to follow directions 
 
 G. Ability to get along with fellow employees 
 
 H. Ability to get along with employer 
 
 I. Other 
 
 28. Are audiovisual materials used in the adjustment services 
 program to facilitate communication? 
 
 29. Are techniques such as role playing or simulation used in 
 the adjustment services program? 
 
 82 
 
30. Is client follow-up information routinely provided to the 
 staff in adjustment services? 
 
 31. Is there evidence that follow-up information is used in 
 adjustment services to modify or improve the program? 
 
 83 
 
Appendix A 
 
 SELECTED BIBLIOGRAPHY 
 
 Arkansas Rehabilitation Research & Training Center. Evaluation 
 for rehabilitation potential : A workshop for experienced 
 evaluators . Hot Springs, Arkansas: Author, 1 965 . 
 
 Arkansas Rehabilitation Research & Training Center. Vocational 
 evaluation : A challenge to the field counselor . Hot Springs, 
 Arkansas: Author, 1965. 
 
 Bregman, M. The use and misuse of vocational evaluation in the 
 counseling process. Vocational Evaluation and Work Adjustment 
 Bulletin , 1968, J_( 2), 6-8. 
 
 Button, W. H., Kimberly, J. R., Lubow, B. T., & Kimberly, R. P. 
 
 A conceptual framework for the analysis of work behaviors in 
 
 sheltered workshops . Ithica, N.Y.: Region II Rehabilitation 
 Research Institute, Cornell University, n.d. 
 
 Campbell, J. L. & O'Toole, R. Work adjustment : A dynamic reha¬ 
 bilitation process . Cleveland, Ohio: Vocational Guidance & 
 Rehabilitation Services, n.d. 
 
 Couch, R., & Brabham, R. Evaluation staff conference. Vocational 
 Evaluation & Work Adjustment Bulletin , 1970, _3(3)> 11-14. 
 
 Dunn, D. J. Work adjustment, work evaluation, and employability. 
 Vocational Evaluation and Work Adjustment Bulletin , 1971» 4(2) 
 11-15. 
 
 Dunn, D. J. Work and behavior change. Journal of Rehabilitation , 
 1971, 37(4), 22-24. 
 
 Fry, R. (Ed.) Work evaluation : An annotated bibliography 1947— 
 1970. Menomonie, Wisconsin: Materials Development Center, 
 Department of Rehabilitation and Manpower Services, University 
 of Wisconsin - Stout, 1970. 
 
 Gellman, W. G., Gendel, H., Glaser, N. M., Friedman, S. B., and 
 Neff, W. S. Adjusting people to work . Chicago: Jewish 
 Vocational Service, 1957. 
 
 Gellman, W. G. The principles of vocational evaluation. Reha¬ 
 bilitation Literature , 1968, 29.(4), 98-102. 
 
 Hoffman, P. & Dunn, D. (Eds.) The work adjustment profile. 
 
 Journal of Rehabilitation , 1971, 37(4) 
 
 84 
 
Hoffman, P. R. Work evaluation: An overview. In J. G. Cull & 
 
 R. E. Hardy (Eds.) Vocational rehabilitation : Profession and 
 practice . Springfield, Illinois: Charles C. Thomas, 1972. 
 
 Linde, F. A manual of work adjustment training . Milwaukee, 
 Wisconsin: Jewish Vocational Service, n.d. 
 
 Lofquist, L. H. & Dawis, R. Adjustment to work : A psychological 
 view of man's problems in a work oriented society . New York: 
 Appleton - Century - Crofts, 1969. 
 
 Materials Development Center. Selected bibliography on work 
 
 adjustment . Menomonie, Wisconsin: Department of Rehabilitation 
 and Manpower Services, University of Wisconsin - Stout, 1971. 
 
 Miller, L. A. (Ed.) Training materials : Rehabilitation facili¬ 
 ties as resources for rehabilitation counselors . Iowa City, 
 
 Iowa: University of Iowa, 1970. 
 
 Miller, M. Work evaluation manual for Goodwill Industries . 
 Washington, D.C.: Goodwill Industries of America, Inc., 1968. 
 
 Nadolsky, J. Development of a model for vocational evaluation 
 of the disadvantaged . Auburn, Alabama: Auburn University, 1971. 
 
 Pruitt, W. Basic assumptions underlying work sample theory. 
 
 Journal of Rehabilitation , 1970, 360), 24-26. 
 
 Pruitt, W. (Ed.) Readings in work evaluation - 1 . Menomonie, 
 Wisconsin: Materials Development Center, Department of Rehabil¬ 
 itation and Manpower Services, University of Wisconsin - Stout, 
 1970. 
 
 Pruitt, W. & Longfellow, R. (Eds.) A colloquy on work evaluation. 
 Journal of Rehabilitation , 1970, 36(1). 
 
 Pruitt, W. & Pacinelli, R. N. (Eds.) Work evaluation in rehabili- 
 tation . Washington, D.C.: Association of Rehabilitation 
 Centers, 1969. 
 
 Sankovsky, R. Towards a common understanding of vocational 
 evaluation. Journal of Rehabilitation , 1970, ^6(1), 10-12. 
 
 Sankovsky, R. Adjustment services in rehabilitation. Journal of 
 Rehabi 1 itation , 1971 , .37.(4), 8-10. 
 
 Schmidt, P. Work adjustment manual for Goodwill Industries . 
 Washington, D.C.: Goodwill Industries of America, Inc., 1968. 
 
 U.S. Department of Health, Education, & Welfare, Rehabilitation 
 Services Administration. Guidelines for organizing vocational 
 evaluation units . Fourth Institute on Rehabilitation Services. 
 Washington, D.C.: U.S. Government Printing Office, 1966. 
 
 85 
 
Walker, R. The accountability game. Journal of Rehabilitation , 
 
 1971 , 37 ( 4 ), 34 - 36 . 
 
 ~~ 
 
 
 
 
 
 
 
 
 
 
 
 
Appendix B 
 
 PRIME STUDY GROUP III ROSTER 
 
 David L. Mills, Chairman 
 Chief, Resource Development Unit 
 Rehabilitation Education and Services Branch 
 801 Bankers Trust Bldg. 
 
 Des Moines, Iowa 50309 
 
 Paul Hoffman (University Sponsor) 
 
 Chairman, Department of Rehabilitation 
 and Manpower Services 
 School of Education 
 University of Wisconsin - Stout 
 Menomonie, Wisconsin 5^+751 
 
 Warren Birch (Graduate Assistant) 
 
 Department of Rehabilitation and Manpower Services 
 University of Wisconsin - Stout 
 Menomonie, Wisconsin 5^751 
 
 Darrell Coffey (University Rep.) 
 
 Department of Rehabilitation and Manpower Services 
 University of Wisconsin - Stout 
 Menomonie, Wisconsin 5^751 
 
 Loerance Deaver, Jr. 
 
 Assistant Regional Representative 
 Rehabilitation Services Administration 
 lllA Commerce Street - 9th Floor 
 Dallas, Texas 75202 
 
 Michael Dolnick 
 
 Chief, Coordinating Facilities Branch 
 Rehabilitation Services Administration 
 330 "C" Street, S.W. 
 
 Washington, D.C. 20201 
 
 Herbert T. Gragert 
 
 Coordinator of Facilities 
 
 Section of Vocational Rehabilitation 
 
 State Department of Education 
 
 Farm Bureau Building 
 
 1616 Missouri Boulevard 
 
 Jefferson City, Missouri 65101 
 
 Robert Mayes 
 
 Supervisor of Evaluation 
 
 Iowa State Vocational Evaluation Center 
 
 1029 Des Moines Street 
 
 Des Moines, Iowa 50316 
 
 87 
 
Harry McGuire 
 
 Assistant Regional Representative 
 Rehabilitation Services Administration 
 601 East 12th Street 
 Kansas City, Missouri 64106 
 
 Byron Douglas Rice 
 Supervisor of Projects 
 
 Arkansas Rehabilitation Research and Training Center 
 Hot Springs Rehabilitation Center 
 Hot Springs, Arkansas 71901 
 
 Ray Sankovsky 
 
 Director of Materials Center 
 
 Department of Vocational and Adult Education 
 
 Auburn University 
 
 Auburn, Alabama 36830 
 
 Louis Stephens 
 
 Wayne County Regional DVR Office 
 
 6660 Chase Road 
 
 Dearborn, Michigan 48126 
 
 James Vai1 
 
 Director of Evaluation and Training 
 Goodwill Industries of Cincinnati 
 10600 Springfield Pike 
 Cincinnati, Ohio 45215 
 
 T. J. Witham 
 
 Regional VR Program Specialist 
 Rehabilitation Services Administration 
 Social and Rehabilitation Service 
 300 S. Wacker Street 
 Chicago, Illinois 60606 
 
 88 
 
Appendix C 
 
 STUDY GROUP I I I MEMBERS 
 
 Kenneth G. Allison, State Casework Supervisor 
 Division of Rehabilitation Services 
 233 South Tenth Street 
 Lincoln, Nebraska 68506 
 
 D. Allen Brabham, Program Supervisor 
 Division of Vocational Rehabilitation 
 725 South Bronough Street 
 Tallahassee, Florida 32304 
 
 Dean Burket 
 
 Division of Developmental Disabilities 
 Rehabilitation Services Administration 
 Washington, D.C. 20201 
 
 Sam S. Burton, Supervisor 
 Workshops and Facilities 
 Vocational Rehabilitation 
 P.0. Box 1698 
 
 Jackson, Mississippi 39205 
 
 Max Carter, Senior Rehabilitation Counselor 
 Minnesota Braille & Sight Saving School 
 Faribault, Minnesota 55021 
 
 Roger Decker, Facilities Specialist 
 Vocational Rehabilitation Division 
 64 North Main Street 
 Concord, New Hampshire 03301 
 
 Altamont Dickerson, Director 
 
 Rehabilitation Facilities 
 
 Department of Vocational Rehabilitation 
 
 4615 West Broad Street 
 
 P.0. Box 11045 
 
 Richmond, Virginia 23230 
 
 David DiTullio, Facilities Specialist 
 Massachusetts Rehabilitation Commission 
 296 Boylston Street 
 Boston, Massachusetts 02116 
 
 A. J. Dixon, Director 
 Special Services 
 Vocational Rehabilitation 
 P.0. Box 44371 
 
 Baton Rouge, Louisiana 70804 
 
 89 
 
Fred Driver, Assistant Director 
 Division of Rehabilitation Facilities 
 270 State Office Building 
 Atlanta, Georgia 30334 
 
 Martin J. Eft, Area Supervisor Facilities 
 Division of Vocational Rehabilitation 
 819 North 6th Street 
 Milwaukee, Wisconsin 53203 
 
 Allan Free, Supervisor 
 Contractual Agreements 
 1028 Illinois Building 
 Indianapolis, Indiana 46204 
 
 Charles Freeman, Supervisor 
 Rehabilitation of the Blind 
 Bureau for the Blind 
 State Office Building 
 Jefferson City, Missouri 65101 
 
 Thomas R. Gaines, Supervisor 
 Workshop Services 
 
 Division of Vocational Rehabilitation 
 Department of Public Instruction 
 Raleigh, North Carolina 27602 
 
 Paul Glatz, Supervisor of Training 
 Michigan Rehabilitation Center for the Blind 
 1541 Oakland Drive 
 Kalamazoo, Michigan 49001 
 
 Robert Gnidziejko, Supervisor of Evaluation 
 Maryland Rehabilitation Center 
 2301 Argonne Drive 
 Baltimore, Maryland 21218 
 
 Gordon Grabhorn, Supervisor of 
 
 Vocational Rehabilitation Services 
 Division of Services for the Blind 
 and Visually Handicapped 
 State Department of Social Welfare 
 State Office Building 
 Topeka, Kansas 66612 
 
 Robert Granzeier, Acting Facilities Supervisor 
 Division of Vocational Rehabilitation 
 227 South Seventh Street 
 Springfield, Illinois 62706 
 
 Eugene Grater, Assistant Supervisor 
 Vocational Rehabilitation Service 
 621 South 18th Street 
 Birmingham, Alabama 35223 
 
 90 
 
Charles Guyler, Facilities Consultant 
 Maine Bureau of Rehabilitation 
 32 Winthrop Street 
 Augusta, Maine 04330 
 
 Robert F. Hawkins, Supervisor of Training Centers 
 Division of Vocational Rehabilitation 
 1808 West End Building, Room 1400 
 Nashville, Tennessee 37203 
 
 Stephen King 
 
 Vocational Evaluation Service 
 West Virginia Rehabilitation Center 
 Institute, West Virginia 25112 
 
 James McClary, Supervisor 
 Workshops and Facilities Division 
 Vocational Rehabilitation Department 
 2303 Devine Street 
 Columbia, South Carolina 29205 
 
 Ken Meiske, Facility Specialist 
 State Commission for the Blind 
 P.0. Box 12866 
 Austin, Texas 78711 
 
 T. V. Murphy, Supervisor 
 Workshops and Facilities 
 Services for the Blind 
 Department of Public Welfare 
 State Office Building 
 Nashville, Tennessee 37219 
 
 Raymond Nance, Field Coordinator 
 Rehabilitative Services 
 Department of Institutions, Social 
 and Rehabilitative Services 
 P.0. Box 25352 
 
 Oklahoma City, Oklahoma 73125 
 
 Jerry Nichols, Supervisor of Field Services 
 Rehabilitation Services for the Blind 
 900 West 4th Street 
 Little Rock, Arkansas 73501 
 
 Dick Noid, Vocational Rehabilitation Counselor 
 
 Battle Creek District Office 
 
 1346 West Columbia 
 
 Battle Creek, Michigan 49015 
 
 91 
 
Robert O'Connor, Rehabilitation 
 Specialist for Facilities 
 Division of Vocational Rehabilitation 
 State Department of Education 
 1745 University Avenue 
 St. Paul, Minnesota 55104 
 
 Thurber W. Owens, Supervisor 
 Facility Consultation and Planning 
 Rehabilitation Services 
 211 Broadway, Room 227 
 Little Rock, Arkansas 72201 
 
 William M. Rabucha, Program Supervisor 
 Division of Vocational Rehabilitation 
 725 South Bronough Street 
 Tallahassee, Florida 32304 
 
 George Saiki 
 
 Division of Vocational Rehabilitation 
 
 Minot Federal Savings & Loan Association Building 
 
 Minot, North Dakota 58701 
 
 Jesse L. Sherrill, Rehabilitation 
 Specialist for Research 
 Raleigh Lions Clinic for the Blind 
 315 Hubert Street 
 Raleigh, North Carolina 27603 
 
 Ray Vaughn, Program Specialist 
 Facilities Section 
 501 Medical Park Tower 
 1301 West 38th Street 
 Austin, Texas 78705 
 
 Ken Wilson, Supervisor 
 Roswell Evaluation Center 
 Division of Vocational Rehabilitation 
 Roswell Industrial Arts Center 
 Roswell, New Mexico 88201 
 
 92 
 
 7500-27-3K30008