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How to Use this Manual
This is the Adobe Acrobat PDF version of the Ride Connection Best Practice
Guide to Travel Training. The Table of Contents lists the main topics of the guide
and where to find them. The forms and tools used most frequently by Ride
Connection Travel Trainers are at the end of the manual. You will need an
Adobe Acrobat 5.0 or greater in order to open this PDF document.
You will notice that this electronic version is hyperlinked and. This means that
you can click on any section of the Table of Contents and be taken directly to that
page. You can also click on any form, training tool, website, or other section
referenced throughout the body of this document and be taken directly to the
corresponding page. When navigating through the document, your cursor will
appear as an open hand. Any time you pass over a link, the hand will turn into a
pointed index finger. You can then click and jump to that section of the manual.
Then, simply click on the green, left-pointing arrow at the bottom of the screen (to
the right of the page number) to return to your original page.
Occasionally, while navigating through the manual, you may run into a PDF
reading error where the text appears to jumble together. If you encounter such an
error, try scrolling to the next page and then back. If scrolling does not correct the
error, you may need to close out of the document and then open it again.
pg_0003
Acknowledgements
We would like to thank the following organizations and individuals for their invaluable
resources that helped in the creation of this best practices guide:
Association of Travel Instruction
Easter Seals Project ACTION
Independent Living Resource, Portland Oregon
Jennifer Hedlund, Special Education Transition Services Westview High School
Kathie Snow, Disability is Natural
RideWise Committee Members
Lynn Jolley
John Bon-Signor
Ted Barber
Laura Kooiman
Carol Ann Wonner
Vicki Stewart
Marjorie Halford
Paratransit, Inc.
The Kennedy Center, Inc
Julie Wilcke, Ride Connection, Program Lead
The development of this guide was funded by Special Transportation Funds through
Oregon Department of Transportation Public Transit Division.
This guide may be used freely in the interest of improved understanding of travel
training. Please Notify Ride Connection or TriMet at the address below if you add to,
change any of the materials, or wish to comment on the guide, forms or training tools.
Ride Connection, Inc TriMet
3220 N Williams 4012 SE 17th
Portland, OR 97227 Portland, OR 97202
jwilcke@rideconnection.org
storms@triment.org
503.528.1737 503.962.6437
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Introduction
TriMet and Ride Connection’s goal is to effectively train individuals to ride
independently and supports the community’s efforts to train as well. Furthermore, we
recognize the fact that the skill of riding TriMet independently opens up more doors of
opportunity for individuals who would have otherwise stayed home or had to rely on
others for their community outings. This guide provides both site-based activities and
field training activities to be used for people with disabilities and older adults, as
appropriate. This guide covers a wide variety of topics related to increased independence
and community inclusion.
TriMet and Ride Connection believe that mobility training should be available to
anybody who needs assistance learning to ride public transportation. For example, older
adults who are new to the community or have never had a prior need for public
transportation are often in need of an introduction to public transportation. People who
have physical disabilities may need training on the safe and proper use of accessible
buses, wheelchair securement devices and/or other specialized equipment. People who
have a mental disability are usually limited in their transportation options and often need
to rely on the bus as a main source of transportation. People who have developmental
disabilities may also be successfully trained to ride the fixed-route system independently.
When using this curriculum, it is important to remember that all individuals learn
differently, and we must try to teach to each individual’s strengths rather than to their
weakness or disability. With this in mind, it is also important to remember that travel
trainers need to be flexible and creative when choosing the most appropriate method of
training and mold the specific activities chosen to fit the needs of the individual. All
training tools are designed to be easily modified to successfully train anybody who is in
need of travel training.
The activities and discussions have been arranged in a logical and sequential
manner of instruction; however, we realize that all individuals have different skills and
abilities as well as needs. The travel trainers will determine which activities and
discussions are appropriate for each individual that they are training. Some judgements
that need to be made in this decision include selection of age appropriate activities,
background knowledge or training with public transportation, and the individual’s ability
to master new skills. After taking all of these into consideration, the travel trainers have
the ability to use individual activities in an order that they see suitable for the trainees.
Each site-based activity and discussion is designed to create a conversation and problem
solving session regarding the topic being discussed. Each field training activity is
designed to practice reacting appropriately to each of the different situations that could
occur while riding public transportation. We recognize the fact that some activities or
discussions may be a good starting point, but the travel trainer needs to modify the
material, the instruction of the material and/or the activity itself. We encourage these
modifications because we want every individual’s needs to be met through this process.
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It is our recommendation that an initial intake and instructional plan be developed
prior to training any individual. This, coupled with progressive evaluation of travel skills
and final evaluation, will insure the highest level of success among the trainees.
pg_0006
Best Practices – A Guide to Travel Training
Table of Contents
Section 1: Program Description………………………………………………….…1
Mission
Customer Service Statement
Definition of Program Elements
Section 2: Code of Ethics…………………………………………………………….2
Keys to Effective Training
Confidentiality
Conflict of Interest
Informed Consent
Setting Boundaries
Section 3: Emotions and Traveling Independently………………………………..3
Understanding and Dealing with Emotions
Section 4: Developing Natural Support System……………………………………7
Section 5: Travel Skill Identification……………………………………………….9
Definition of Travel Concepts and Skills
Travel Training Intake and Referral Process
Referral Process
Initial Interview
Goal Setting and Instructional Plan
Motivators
Self Advocacy
Behavior
Section 6: How people travel in their environment………………………………12
How we find our way
Landmarks
Signage
Directional
Street names and numbers
Section 7: Barrier Analysis…………………………………………………...……14
Environmental Barriers
Physical and Social Barriers
Section 8: Safety and its Importance in Independent Travel……………………16
General Safety Tips
Pre-trip Planning
Safety when out in the community
1
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Safety when waiting for public transportation
Safety when on public transportation
Safety when exiting a public transportation vehicle
Safety when traveling at night
Safe and Unsafe Social Situations
Techniques to use when confronted with an uncomfortable situation
Techniques for problem solving difficult or emergency situations
Finding a Lost Trainee
Safe Pedestrian Techniques
Walking
Visibility
Street crossing
Understanding pedestrian traffic signals
Turning vehicles
Using audible signals
Section 9: System Knowledge……………………………………………………28
Trip Planning
Calling
Website
Schedules, guides, system map
Transit Tracker
Reading a schedule
Fares
Fare Zones
Fareless Square
Fare Schedule
Honored Citizen Fares
Tickets and where to purchase
Paying Fares
Where to buy
Ticket Vending Machine
Validating Tickets
Transit Centers
Rules for riding
Prohibited behavior
The Transit Mall
Bikes of Trimet
Fixed Route Bus
Hours of operation
Arriving at the bus stop
Boarding and riding the bus
Getting off the bus
Accessibility
Evening Travel
Light Rail – Max
2
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Hours of operation
Max stations
General Information
Signage
Arriving at the MAX station
Boarding and riding the MAX
Getting off the MAX
Accessibility
Portland Streetcar
Hours of operation
Arriving at the streetcar stop
Boarding and riding the streetcar
Getting off the street car
Service Animals of TriMet
TriMet Accessibility Aids
Special Transportation Services
Security on TriMet
Section 10: Field Training…………………………………………………………52
Identifying learning style
Method of Training
Model
Prompt
Verbal Cues
Physical Prompt
Non-verbal Cues
Role Playing
Monitor and Fade
Observe and Shadow
Independent Travel and Follow-up
Other tools
Association
Generalization
Association – Memory
Section 11: Ongoing Evaluation…………………………………………………….56
Progressive Evaluation
Final Evaluation
Follow-up Evaluation
Section 12: Medical Aspects of Disabilities………………………………………...57
Physical Impairment
Hearing Impairment
Speech and Communication Impairment
Vision Impairment
3
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Stroke
Cognitive Impairment
Developmental Disability
Mental Retardation
Autism Spectrum Disorder
Behavior Disorders
Medications
Section 13: The ADA – Rights and Responsibilities………………………………67
Equipment Malfunction
Inappropriate Operators
Filing a Formal Complaint or Comment with TriMet
4
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Section 1: Program Description
RideWise is an innovative and collaborative effort between TriMet, Ride Connection, and other
organizations to assist older adults and people with disabilities, other than those with blindness,
to travel independently and safely by accessing the bus, light rail (MAX) and other individually
appropriate transportation options in the community.
Customer Service Statement
Ride Connection is committed to providing the highest quality service to all customers. Each
person who requests our service is treated with dignity, respect and patience.
Definition of Program Elements
RideWise offers a continuum of services that provides training and support for all customers.
•
A personalized trip planning system that is easy to access, and addresses the individual
travel needs of each customer. All calls for transportation assistance are channeled
through one central number. Service Representatives guide individuals through the
resources and options available in their community. This personalized service provides
customers with information on all transportation options so they are able to choose the
best option for each of their trips.
•
Consumer education and outreach program to familiarize customers with their
transportation options, including bus, light rail and all other community-based
transportation options.
•
Fixed-route vehicle familiarization services designed for individuals who need
assistance and practical experience boarding TriMet buses and MAX cars. This training
takes place when the vehicles are not in service.
•
Volunteer travel training program to connect customers needing a little extra
assistance with a trained volunteer who is comfortable negotiating the transit system.
•
Specialized one-on-one travel training, a short-term, one-on-one, intensive and
individualized course of instruction designed to teach older adults and people with
disabilities to travel safely and independently using public transportation.
•
Ongoing support and training for professionals that serve older adults and people
living with disabilities. The commitment of community partners is essential to the
success of the program. Working with community organizations, local jurisdictions and
other regional partners will result in improved communication and coordination while
providing individual customers with access to services.
•
Transportation Resource Specialists are recruited at specific sites in the community to
be the local contact for consumers seeking basic information about transportation options.
This allows the program to maintain a high level of customer service using a very cost
effective approach.
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Section 2: Code of Ethics
The travel trainer will provide support, encouragement and training to any individual interested
in traveling on public transportation. Travel trainers acknowledge that:
•
Every person should be able to move about without harm and with purpose.
•
All older adults and people with disabilities should be allowed the dignity afforded by
independent travel and to acknowledge the risks associated with such travel.
•
All older adults and people with disabilities should be valued and treated respectfully and
with dignity without regard to age, race, color, creed, sex, sexual orientation, disability,
national or ethnic origins, or economic factors.
Keys to Effective Training
•
Always keep safety as the foremost concern.
•
Be sensitive to different learning needs, styles and patterns.
•
Involve the trainee in planning his or her own travel goals.
•
Structure lesson sequence so that each succeeding task is built upon previous successes.
•
Keep the training steps short and simple.
•
Check back to see that the trainee has understood the explanation, by asking for
restatement or demonstration.
•
Take cues from the trainee as to the speed and conditions of training.
•
Use the natural helping network to reinforce the skills taught and provide encouragement.
•
Turn what may be a negative occurrence in bus travel into a positive travel training
experience.
•
Use psychological motivators (i.e. freedom, independence, money) to encourage the
trainee to learn the fixed-route system.
•
Communicate a positive acceptance of the trainee, regardless of success or failure during
the travel training lessons.
•
Foster independence, but remain an advocate.
•
Be patient.
•
Keep a sense of humor.
•
Make the learning process fun.
Source: Easter Seals Project ACTION
People Accessing Community Transportation (PACT), The Kennedy Center, Inc.
Confidentiality
Ride Connection and all subcontractors must comply with the Health Insurance Portability and
Accountability Act of 1996 (HIPAA).
Travel trainers may often know or become familiar with trainees. While it is desirable to
establish a positive relationship with trainees in order to provide the best possible service, it is
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important to avoid situations that can create “conflicts of interest.” Travel trainers must sign a
confidentiality statement and acknowledge an understanding of confidentiality rights (Form 1:
Confidentiality Agreement).
Violations of confidentiality are grounds for termination. The following must serve as guidelines
for the sharing and handling of trainee information.
The right to confidentiality is breached when information received from or about a trainee is
repeated to persons other than the Mobility Support Service Coordinator or Ride Connection
Volunteer Coordinator. Trainees may confide in a trusted travel trainer and it is tempting to
share this information with others, but this temptation should be avoided. Travel trainers are
encouraged to share their concerns with the Mobility Support Service Coordinator, but not with
others. Additionally, the names of individuals receiving service from a program must not be
shared.
Information about a trainee must not be shared unless it is necessary to obtain needed services
and the trainee has given written consent. If a trainee is not able to give permission to share
information for his/her own well-being, the travel trainer and Mobility Support Service
Coordinator should use his/her best judgment to share information only to ensure that needed
services are provided.
Under some circumstances, the travel trainer is required to share information. This applies when
it relates to abuse and neglect. If abuse or neglect is suspected, this information must be
immediately reported to the Mobility Support Service Coordinator and to others if required by
law.
Conflict of Interest
Conflict of interest occurs when personal arrangements for transportation are made with trainees
outside the scope of duties as a travel trainer. Such arrangements are prohibited and can lead to
serious liability issues for the travel trainer and Ride Connection.
Trainees should never have access to personal phone numbers and addresses of travel trainers.
Trainee requests for this information should be relayed to the Mobility Support Service
Coordinator.
Travel trainers must not ask personal questions of trainees nor suggest medical, legal or other
professional or treatment advice.
Travel trainers will not use, to their personal advantage, any trainee information gleaned in the
course of their duties.
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Informed Consent
When a trainee decides to become an independent traveler, the Mobility Support Service
Coordinator will use clear and understandable language in accessible formats to inform trainees
of the nature and purpose of training, risks involved, the timeframe and extent of instruction, and
the trainee’s right to refuse or withdraw consent. The trainee, family member and/or case
manager must participate in this informed consent. The trainee and individuals involved in the
care of the trainee will be required to sign the Ride Connection Travel Training Liability Waiver
(Form 2: Travel Training Liability Waiver).
Setting Boundaries
The travel trainer will provide training only to the level of his/her ability. The travel trainer must
not misrepresent their role or competence to the trainee. If during training, it becomes apparent
that the needs of the trainee exceed the abilities of the travel trainer, the travel trainer should
suspend training and immediately report the concern to the RideWise Coordinator.
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Section 3: Emotions and Traveling Independently
Understanding and Dealing with Emotions
Travel training is often filled with emotions for the trainee, as well as the trainee’s family and
natural support network. These emotions can be positive or negative.
Depending on the trainee’s emotional makeup, prior exposure to the community, and skill level,
many fears about independent travel may exist. These fears may include concerns about
personal safety, getting lost or being stranded, forgetting routes, crowds, having a seizure, not
being able to communicate, falling, the vehicle itself, or using the lift. Insensitivity on the part of
the operator or other passengers can also influence the trainee negatively. The travel trainer must
work with the trainee on each identified fear. The travel trainer should acknowledge the feelings
of the trainee and respond with empathy and understanding. The travel trainer can then find
ways to help work through these feelings and take steps to overcome the problem. For some
trainees, this may be their first time experiencing true independence. They may be
unaccustomed to making their own decisions or being solely responsible for themselves. Other
trainees may have difficulty accurately labeling feelings and will tend to cover them up.
See Training Tool 1: Let’s Discuss Our Fears about Riding TriMet
Learning how to travel independently can invoke a myriad of feelings and emotions. It is
important to note that these feelings may be part of the trainee’s emotional makeup, or develop
because of the fears associated with the concept of independent travel. Some of these feelings
and emotions are:
•
Embarrassment may occur if a trainee feels that they are slowing down and
inconveniencing other bus travelers.
•
Frustration may occur if the trainee feels they have made a mistake about bus
procedures.
•
Humiliation or anger may occur if the trainee feels they are being treated with
disrespect by operators or other passengers.
•
Anxiety may occur if a bus breaks down or is off schedule.
During the initial interview, planning session and subsequent training process, the travel trainer
will gather information about the trainee’s feelings, emotional state and what incidents may
trigger certain emotions. With this information the travel trainer can help develop appropriate
responses and strategies. The goal is to help the trainee understand, and manage these feelings
so that independent travel is not inhibited.
Positive feelings also emerge from the experiences of traveling independently. Trainees can feel
very good about their accomplishments throughout the training process. The travel trainer needs
to stress the importance of the trainee’s participation in this entire process and encourage the
trainee to be involved every step of the way. The self-confidence gained from travel training
frequently causes a ripple effect in other aspects of the trainee’s lives, giving them the drive to
try new things.
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On the other hand, newly found feelings of freedom and independence may result in unsafe
choices. It is important to discuss limitations and choices with the trainee to make them aware
of possible implications if they should find themselves in an unsafe situation (see Section 8:
Safety, its importance in independent travel and preparing for unseen circumstances).
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Section 4: Developing Natural Support
A natural support system is essential to the success of the trainee’s independent travel. It is
important to include participation and support throughout the travel training process.
Riding public transportation does not happen in isolation, but through interactions with other
people and an individual’s environment. Many trainees already receive help from people
involved in their lives. These individuals are pre-existing natural support for the trainee and can
help the travel trainer reinforce the skills needed for independent travel. Members of a trainee’s
natural support network might include:
•
family members
•
friends
•
professionals
•
neighbors
•
individuals they work with
•
direct care staff
New people will be encountered on the way to and from the bus stop, but these people should
NOT be mistaken for natural helpers (see Section 8: Safety, its importance in independent travel
and preparing for unforeseen circumstances, Safe and Unsafe social situations).
How to Develop a Natural Support System
The trainee’s natural support system may be fixed or may change, depending on the trainee’s
needs, desires, and the regularity of riding the bus. Every person must have some form of a
natural support system in place. The travel trainer must help the trainee identify people who they
could go to for help – either on the bus or off. Potential sources of natural support to consider
are:
•
bus operators
•
police
•
fire department
•
local businesses
Bus operators can be part of an individual’s natural support system and should be discussed. If
there is a regular bus operator on the trainee’s route, that operator may become a natural helper.
Once individuals have been identified, the travel trainer should arrange at least one situation in
which the trainee must initiate contact with a natural helper.
See Training Tool 2: Identify Your Own Natural Helper
Working with a Natural Support System
Family members, guardians, personal assistants and other caregivers often believe they represent
the trainee’s best interest. They can potentially impede the training process by assuming that the
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trainee will never be a successful independent traveler. More often than not, this is based on
their own fears and an underestimation of the trainee’s ability to become an independent traveler.
The importance of the trainee’s family, guardian or other caregiver cannot be minimized or
ignored. If these individuals are opposed to travel training, it can be detrimental to achieving
success. Suggestions for involving the family, guardians or direct care staff:
•
With the trainee’s consent, family members could be involved in the field practice of the
training.
•
Family members could speak to others who have been through the training and be
comforted by their success.
•
Family members may want to periodically check in on progress with the travel trainer.
Efforts to include an individual’s family, guardian or other care provider can be beneficial and
time well spent.
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Section 5: Travel Skill Identification
Definition of Travel Concepts and Skills
Travel concepts include the effects that body awareness, spatial issues, time, position, directional
and environmental awareness have on moving purposefully within the environment.
Simply showing an individual a route to travel does not ensure safe travel. Trainees must
demonstrate certain skills before they can be considered independent travelers. Three important
skills are:
•
An awareness of personal space.
•
An awareness of their environment.
•
The ability to recognize and respond to dangerous or unsafe situations.
Prior to training, it is essential to first identify the skill set of the trainee and then build on those
skills. Fundamental skills are defined as skills that apply to activities of daily living, including
use of the telephone, handling money, functional reading, and communication. These
fundamental skills must be present in order for an individual to become an independent traveler.
Upon completion of an initial interview (intake), a trainee may be asked to gain certain
fundamental skills prior to receiving travel training.
Before completion of the traveling training program a trainee must demonstrate 100%
proficiency in the following travel skills:
•
Ability to cross streets safely
•
Identify and board the vehicle in chosen mode of transportation
•
Problem solve
•
Demonstrate decision making skills
•
Follow directions
•
Initiateaction
•
Maintain appropriate behavior
•
Interact appropriately with strangers
•
Handle unexpected situations
•
Recognize and avoid dangerous situations and obstacles
•
Ask for assistance and request help from an appropriate source
Travel trainers must begin to teach the concepts that the trainee is lacking and determine the
level of independence that is possible. Because all individuals are different, despite any
disability that they might have, they may require different training methods and techniques
before a concept can be learned and then generalized to all appropriate environments.
The site-based and field training activities that accompany this guide will provide the travel
trainer with additional supports to reinforce skills and concepts for independent travel. The
curriculum is all-inclusive and should be modified to fit