Case Studies in Rehabilitation (REH 6150)
Spring Semester 2006
Course Syllabus - Revised Feb 2, 2006
Instructor:
Catherine Chambless, Ph.D. – chamblessut@comcast.net
Office Hours: Monday 2:00-4:00 pm
Other times by appointment
Phone: 801-467-2926

Location: HSRC 105
Class Meets: Mondays – 5:00 PM – 7:30 MST
Text: We will be utilizing individual readings in lieu of a textbook. A course reader will be made available in WebCT in the form of required and supplemental readings.
Purpose:
REH 6150 Case Studies in Rehabilitation
The purpose of this class is to assist students in acquiring knowledge and applying skills in regard to the rehabilitation code of ethics, individual assessment, eligibility determination and development of individualized rehabilitation programs. Class will cover fiscal and caseload management skills and coordination of community resources. The class will emphasize client choice in rehabilitation planning. Discussion will relate to both public and private rehabilitation sectors.
Course Objectives:
1. Become knowledgeable about the principles that govern ethical behavior, the role of ethics in professional behavior and the Rehabilitation Counseling Code of Ethics.
2. Become knowledgeable about provisions of the federal Rehabilitation Act.
3. Develop case development and case management skills in the rehabilitation process.
Class Schedule
Because of the nature of this class, the dates are approximations for the discussions to be held. Of necessity there must be some flexibility in the schedule as the course develops.
Week 1: Jan 9, 2006
Topic: Intro to Course, Ethical Principals and overview of Rehabilitation Act
Reading:
 CRC Code of Ethics
 Rehabilitation Act: Findings, purposes; overview of Titles
 Leahy, Chan, & Saunders- Job functions and knowledge requirements of certified rehabilitation counselors in the 21st century
Lecture: Ethics; Findings, purposes and overview of the Rehabilitation Act
Week 2: Jan 16 (no class meeting due to Monday holiday)
Topic: Intake Interview, Ethics and Law
Readings:
 An Overview of Rehabilitation (1999). Course Reader - Reh6150 Case Studies in Rehabilitation, Utah State University.
 McReynolds (2001). The meaning of work in the lives of people living with HIV disease and AIDS.
 Chambless (1994). Ethical dilemmas in the vocational rehabilitation program.
Assignment: Get acquainted with others in your small group; discuss ethical case study assignment.


Week 3: Jan 23
Topic: Ethical decision making; elements of a case.
Readings:
 Summary of vocational rehabilitation rights: Eligibility for Services, Arizona Center for Disability Law.
 Bolton, Bellini and Brookings, Predicting client employment outcomes from personal history, functional limitations and rehabilitation services.
 Rehabilitation Act: Definitions
Lecture: Ethical questions; elements of a case; Rehabilitation Act definitions


Week 4: Jan 30 – CLASS CANCELLED

Week 5: Feb 6
Topic: Intake and eligibility; case documentation
Readings
 Faubion & Andrew (2000)- A systems analysis of the case coordinator model and an outcomes analysis in supported employment
 Drebing et al.(2003)- Patterns in referral and admission to vocational rehabilitation associated with coexisting psychiatric and substance-use disorders
 Rehabilitation Act: Title I Findings; VR State Plan
Lecture: Intake and eligibility; VR State Plan
Assignment Due Feb 10: Ethical decision making assignment (Ethical Case Study 1 and 2)


Week 6: Feb 13
Topic: Individual Plan for Employment and Informed Choice
Reading:
 Summary of vocational rehabilitation (VR) rights: Individual plan for employment (2001) Arizona Center for Disability Law.
 Rehabilitation Act: Eligibility and IPE
Lecture: Informed choice and individual plan for employment

Week 7: Feb 21 (class meeting moved to Tuesday due to Monday holiday)
Topic: Social Security and other Resources
Reading:
 Shrey & Bangs (1991). Returning Social Security beneficiaries to work: A proactive disability management model
 Blackwell et al. (2003). Predictors of vocational rehabilitation return-to-work outcomes in workers’ compensation
 Rehabilitation Act: VR services, State Council, Client Assistance Program
Lectures: VR services; Social Security disability programs
Assignment Due: Quiz 1
Week 8: Feb 27

Topic: Budgeting; community resources
Reading:
 Patterson (1994)- The client as customer: Achieving service quality and customer satisfaction in rehabilitation
 Habeck et al. (1989). Balancing human and economic costs in disability management
Lecture: Budgeting; One-Stop Employment system; transition planning


Week 9: March 6
Topic: Case study discussion; job placement and collaboration
Reading:
 Gilbride, Stensrud, & Golden (2003). Identification of the characteristics of work environments and employers open to hiring and accommodating people with disabilities
 Chambless (2005) Transition from School to Work for Students with Disabilities in Utah: Focus Groups with Employers, Educators, Parents & Students
Lecture: Case study 1 discussion; referral and job placement
Assignment Due: Case Study 1: Dan S.


Week 10: March 13
NO CLASS – Spring Break

Week 11: March 20
Topic: Post-placement services and job accommodations
Reading:
 Dunn (2001)- Occupational congruence in the placement of injured workers
 Fraser, Vandergoot, Thomas and Wagner (2004). Employment outcomes research in vocational rehabilitation: Implications for rehabilitation counselor training.
Lecture: Post-placement services and job accommodations


Week 12: March 27
Topic: Case Closure and Follow-up
Reading:
 Wheaton, Wilson, & Brown (1996). The relationship between vocational rehabilitation services and the consumer’s sex, race, and closure status
Lecture: Closure and follow-up


Week 13: April 3
Topic: Case Study Discussion, Job Retention
Reading:
 Botuck, Levy and Rimmerman (1998). Post-placement outcomes in competitive employment: How do urban young adults with developmental disabilities fare over time?
Lecture: Case study 2 discussion; job separation and retention issues
Assignment Due: Case Study 2: Alice P.


Week 14: April 10
Topic: Caseload management techniques; Case Study Discussion
Reading:
 McCormick, Liese and Julnes (2005). Outcomes from the Consumer Survey of the Utah Benefit Planning Assistance and Outreach Program
 Greenwood, Schriner and Johnson (1991). Employer concerns regarding workers with disabilities and the business-rehabilitation partnership: The PWI practitioners’ perspective.
 Stoddard and Premo (2004). Expanding employment opportunities: Independent living center employment services and collaboration with vocational rehabilitation
Lecture: Lecture: Using management information systems; benefits planning assistance and outreach; Case Study discussion

Week 15: April 17
Topic: Counselor characteristics and counseling tasks
Reading:
 Nufer, Rosenberg and Smith (1998). Consumer and case manager perceptions of important case manager characteristics
 Mullins and Roessler (1998). Improving employment outcomes: Perspectives of experienced counselors regarding the importance of counseling tasks
Lecture: Counselor characteristics and counseling tasks
Assignment Due: Quiz 2

Week 16: April 24
No Class
Assignment Due: Case Study 3 due by 6 pm



Evaluation/Grading

Each student will submit work for evaluation in the following areas:
1. Case Studies (300 pts.) – Each student will participate in a group of 3-4 students whose focus will be to prepare three case studies for evaluation. Each case study will have a specific focus reflecting the content covered during the class and in the readings.
a. Case 1 – Eligibility, Intake, Files & Notes, Referral & Evaluation
b. Case 2 – Community Resources, IPE Development, Budgeting
c. Case 3 – Placement, Post-Placement, Closure
Each case study will be worth 100 points. Because these will be done in a group format, it is essential that each student participate in the group process and contribute to the final products being submitted. Therefore, 20 of the points will be based on your participation in the group. After each case is turned in, each member of the group will rate the participation level of the others, which will result in your score for that portion of the grade.

2. Ethical Decision Making Assignment (100 pts.) – Each student will submit an assignment outlining the issues and process of dealing with ethical dilemmas in two case studies. Each case study will be worth 50 points for a total of 100 points for the assignment.

3. Quizzes (300 pts.) – There will be two quizzes, each quiz is worth 150 points.

The total points possible for this course are 700. Grades are assigned according to the following scale

A = 700 – 658
A - = 657 – 630
B+ = 629 – 609
B = 608 – 588
B - = 587 – 560
C+ = 559 – 539
C = 538 – 518
C- = 517 – 490

Anything below a C- is not acceptable for credit. You will need to contact one of the instructors.

Accommodations
In coordination with the Disability Resource Center, reasonable accommodation will be provided for qualified students with disabilities. Please meet with the instructor during the first week of class to make arrangements. Accommodations and alternative format print materials (large print, audio, diskette or Braille) are available through the Disability Resource Center, located in the Taggart Student Center room 104, phone number (435) 797-2444.

USU Policy on Incomplete Grade (I)

Students are required to complete all courses for which they are registered by the end of the semester. In some cases, a student may be unable to complete all of the work in a course due to extenuating circumstances, but not due to poor performance. The term “extenuating circumstances” includes:

1) incapacitating illness which prevents a student from attending classes for a period of at least two weeks, (2) a death in the immediate family,
2) financial responsibilities requiring a student to alter course schedule to secure employment,
3) change in work schedule as required by employer, or
4) other emergencies of this nature.

Documentation of the circumstances cited to justify an incomplete grade is required. Such a student may petition the instructor of the course for time beyond the end of the semester to finish the work. If the instructor agrees, two grades will be placed on the final grade list for the student: an I and a letter grade for the course computed as if the missing work were zero. The student is then required to complete the work by the time agreed upon, or not longer than 12 months. If no change of grade has been submitted by the instructor within the prescribed period, the I grade will be removed and the letter grade originally submitted with the I will remain as the permanent grade for the course.

Notice of Academic Dishonesty

The University expects that students and faculty alike maintain the highest standards of academic honesty. For the benefit of students who may not be aware of specific standards of the University concerning academic honest, the following information is quoted from the code of Polices and Procedure for Students at Utah State University, Article V, Section 3;

Violations of University Standards

Acts of academic dishonesty.

A. Cheating includes intentionally:
1. Using or attempting to use or providing others with any unauthorized assistance in taking quizzes, tests, examinations, or in any other academic exercise or activity;
2. Depending upon the aid of sources beyond those authorized by the instructor in writing papers, preparing reports, solving problems, or carrying out other assignments;
3. Substituting for another student, or permitting another student to substitute for oneself, in taking an examination or preparing academic work;
4. Acquiring tests or other academic material belonging to a faculty member, staff member, or another student without express permission; and
5. Engaging in any form of research fraud.

B. Falsification includes the intentional and unauthorized altering or inventing of any information or citation in an academic exercise or activity.
1. Plagiarism includes knowingly representing, by paraphrase or direct quotation, the published or unpublished work of another person as one's own in any academic exercise or activity without full and clear acknowledgement.
2. It also includes the unacknowledged use of materials prepared by another person or agency engaged in the selling of term papers or other academic materials.

C. Violations of the above policy will subject the offender to the University discipline procedures as outlined in Article VI, Section 1 of the Handbook. Those procedures may lead to: (a) a reprimand; (b) a grade adjustment; (c) being placed on warning or probation; (d) suspension from the University; or (e) expulsion from the University.