1. Orientation to the Role of the Direct Support Professional a. Learning job descriptions and requirements b. Learning expectations and needs of individual(s)receiving support c. Overview and fulfillment of employer’s philosophy of support service d. Reviewing history of employer e. Reviewing employer policy and procedures f. Developing coworker, mentor, and supervisory relationships. Working with employer’s networks (for DSP’s directly employed by service participant) g. Providing access to mentor’s supervisors, employee assistance program and other support structures h. Overview of upcoming regular and specialized social and other employer events. 2. Overview of Specialized and Technical Knowledge Unique to the Work Environment a. Learning the characteristics of the individual(s) served. Consideration of diagnostic issues, e.g., (overview of Developmental disabilities, behavioral health, child development/welfare, fragile elders, substance abuse, traumatic brain injury, at-risk youth, rehabilitative health), co-occurring, i.e. developmental disabilities and mental health disorders and/or substance abuse and mental health disorders. b. Learning the terminology necessary for the work environment c. Operating and maintaining any specialized equipment (adaptive technology, communication devices, breathing or nutritional support equipment, etc.) d. Learning health and medical concerns unique to the work environment, including the support of medication administration, awareness management of health concerns of people receiving support e. Introducing role of specialists/consultants supporting service participant(s) in the work environment. 3. Employee and Service Participant Safety in the Support Environment a. Learning about blood borne pathogens/universal precautions/ infection control b. Practicing safety in lifting, transferring and positioning customized to service participant(s); c. Recognizing and correcting hazards in the workplace d. Assessing individualized risk of service participant(s) e. Responding to emergencies f. Recognizing reasonable risk and making common sense in keeping with agency policy g. Care and maintenance of wheelchairs, walkers, and other adaptive equipment h. Fire safety. 4. Implementing Ethical and Professional Practice a. Putting Direct Support Professional ethics into practice b. Exploring career and educational paths associated with the work environment c. Becoming a culturally competent practitioner d. Identifying and mastering teamwork and collaboration skills e. Communicating effectively with others f. Observing rules of confidentiality g. Practicing creative problem solving h. Understanding and fulfilling the employer’s mission.

1. Developing individualized planning strategies. 2. Focusing on participant-defined life outcomes. 3. Integrating formal and informal supports. 4. Eliciting, respecting, and actively supporting participant choices and preferences. 5. Welcoming individuals chosen by the participant into the circle of support. 6. Facilitating inclusion and engagement in community and neighborhood life. 7. Promoting appropriate valued social roles sought by the service participant such as: student, church member, friend, homeowner, career professional, income enhancement, quality health care, parent, spouse, family member, etc. 8. Promoting typical life patterns and conditions that enhance quality of life including enhancement, a comfortable home, quality health center, relaxation and recreation, career and educational advancement and connection to social and family (where appropriate) networks.

1. Promoting empowerment and self-confidence of service participants to speak out for themselves and others. 2. Defining common forms of abuse, neglect, and exploitation. 3. Mastery of abuse prevention strategies. 4. Reviewing state and employer requirements and protocols regarding mandated and other reporting of abuse, neglect, and exploitation. 5. Examining common challenges facing victims of abuse, neglect, or exploitation 6. Examining common challenges to human, civil and legal rights for this (special population). 7. Educating service participants regarding abuse, neglect and exploitation and providing strategies for prevention. 8. Applying theory of direct support ethical code to everyday experience.

1. Learning and practicing CPR and other First Aid techniques 2. Administering medication and supporting selfadministration where appropriate 3. Applying principles of good nutrition, food handling and proper meal preparation 4. Offering preventive health and dentistry 5. Responding to common health concerns 6. Responding to individual health needs (issues pertinent to special population, people receiving support, etc.) 7. Exploring childhood diseases 8. Monitoring for medication side effects-specific to medications people in the support environment are using 9. Lifting, transferring, and body positioning (or other specialized support based on workplace or special population) 10.Implementing safety in environmental, personal, and driving conditions 11.Identifying health resources, judging quality, and coordinating/communicating with health care practitioners 12.Supporting service participants in understanding and participating in routine and special health care screening and treatment 13.Characteristics of a healthy lifestyle

1. Implementing effective and appropriate communication skills 2. Implementing basic counseling skills 3. Following basic team communication skills and facilitation structures 4. Developing effective, efficient, and timely documentation 5. Using alternative communication devices 6. Obtaining interpreters when needed 7. Effectively using technology related to communication (i.e., computer skills)

1. Practicing methods of learning preferences, choices and goals of people receiving support 2. Teaching strategies, principles of reinforcement, relationships, task analysis and prompting, positive feedback and natural times to teach 3. Teaching skills customized to the individuals in the support environment (e.g., teaching daily living skills, self-care, teaching work skills, working with children and youth, leisure and recreation skills, etc.) 4. Recognizing unacceptable use of disciplinary procedures in teaching.

1. Developing awareness of the individual needs of service participants 2. Becoming familiar with crisis typical or common to the support environment and the service participants and prevention and intervention strategies specific to individuals and circumstances 3. Becoming familiar with procedures for prevention and intervention in atypical crisis including securing the safety of all involved, and the means of obtaining emergency assistance 4. Implementing standard operating procedures following a crisis including communication with parties involved to better understand the situation, documenting in accordance with standard operating procedures and reviewing and refinement of prevention procedures when necessary 5. Becoming familiar with statutes and regulations regarding the use of potential aversive management practices including physical restraints, seclusion, and time-out 6. Fulfilling all statutory or regulator skills certifications in crisis prevention and management (e.g., Mandt, CPI or other program that may be agency or state-specific) 7. Becoming familiar with principles of positive behavior support 8. Handling and managing conflict to ensure effective resolution.

1. General (including Fire, Electrical, Chemical Safety; OSHA Hazard 2. Communication Standard; Disaster Preparedness Plan) 3. Occupational (including Universal Precautions and other Infection Controls 4. Blood-borne and Air-borne Pathogens; Proper Lifting Techniques) 5. First Aid and CPR (6.5 hours every 3 years) 6. Sexual Harassment Prevention Training – must comply with Section 201-g of the Labor Law

1. Observation of At-Risk Patients on Constant Basis 2. Violence Prevention 3. Knowledge of Alcoholism and Substance Abuses 4. Basic Knowledge: Physical and Pharmacological Effects 5. Introduction to Human Sexuality 6. Introduction to Abnormal Psychology 7. Introduction to Child Development 8. Introduction to Special Population Needs 9. Nutrition Skills 10.Overview of Current Counseling Theories 11.Developing Short and Long-term Progress Goals for Clients 12.Principles of Adult Learning 13.Leading and Facilitating Group Discussion 14.Time Management 15.Crisis Intervention and Prevention 16.Americans with Disabilities Act Overview 17.Human Growth and Development (to include the entire life span) 18.Geriatrics, Death and Dying 19.Assessment; Clinical Evaluation; Treatment Planning; Case Management; and Patient, Family and Community Education 20.Treatment Planning, Clinical Record keeping, and Discharge Planning 21.Case Management and Referral 22.Cultural Diversity 23.Sensitivity Awareness as Related to People with Disabilities 24.Professional and Ethical Responsibilities 25.Confidentiality/Legal Issues/Documentation 26.Basic Writing Skills 27.Basic Computer Skills 28.Stress Management 29.Listening Skills 30.Compassion Fatigue 31.Teaching Activities of Daily Living and Other Skills 32.Community and Human Services 33.Budget and Income Management 34.Communication Techniques