A. Role of DSP B. Strengths-based approach C. Participant rights

A. Role of DSP in helping participants design supports B. Choices in support services for participants C. Communication with participants about level of supports D. Recognition of person-centered supports and changing level of services if needed

A. Access to self advocacy services B. Knowledge of the self advocacy movement C. Needs of participants in understanding self advocacy services D. Role of DSP in helping participants to access self advocacy services

A. Balancing rights and risk of self advocacy involvement and independent decision making B. Identification of various rights for participants C. Legislation that guides self advocacy and participant empowerment D. Guardianship role in participants’ lives E. Legislative and programmatic protections for participants (human rights committees)

A. Assessment process 1.) Collection of data 2.) Structured observation, documentation, communication 3.) Record reviews 4.) Interviews 5.) Ethical considerations a.) Accuracy and completeness b.) Respect, privacy, confidentiality

A. Comprehensive assessments 1.) Spectrum of person’s past, present, future 2.) Purpose a.) Funding and systems benefits b.) Personal support 3.) Safety and risk management a.) Physical, medical, sensory b.) Cognitive, behavioral c.) Cultural, recreational B. Functional behavioral assessment 1.) Challenging behavior: ID, plan, outcomes 2.) Social history 3.) Medical, mental, physical issues 4.) Ethical boundaries C. Identification and use of assessment 1.) Presenting strengths and barriers 2.) Objectivity and descriptiveness 3.) Cultural and personal context 4.) Changing manifestations and needs 5.) Recommendations, advocacy and referrals within role of DSP 6.) Confidentiality

A. Definition B. Types C. Process

A. Nature and characteristics of beneficial types of formal and informal supports B. Value of informal supports 1.) Roles family, friends, roommates, volunteers, neighbors, and coworkers can play 2.) How informal supports can create a practical network of support for the focus person C. Finding, linking, and coordinating formal and informal supports to improve quality of life and assure well-being D. Engaging and supporting others in finding creative, rewarding and practical ways of supporting participant-defined life outcomes and forming a circle of support

A. Identifying the strengths, interests, and participant desire for community involvement. 1.) Providing multiple different opportunities for participant to explore community interests 2.) Identifying community resources that are a good match for individuals 3.) Discriminating between activities and events that are likely to lead to inclusion and those that are not B. Facilitating participation in community activities and events C. Supporting and communicating with other staff to promote ongoing involvement in community activities desired by participant

A. Organizing and coordinating activities that support 1.) Growth 2.) Development 3.) Inclusion 4.) Valued roles 5.) Achievement of desired outcomes B. Assuring communication and understanding of all involved 1.) DSPs 2.) Participant 3.) Family/guardian 4.) Others in the formal and informal support network C. Monitoring well-being and progress D. Assuring high quality support

A. Identifying features common to most types of person-centered, strength-based plans B. Valued roles and contributing roles C. Differentiating PCPs from traditional, deficit-based, servicefocused, or medical model service plans D. Characteristics and examples of short term and long term personcentered outcomes E. Key differences between person-centered outcomes and servicecentered outcomes and goals F. Roles that participants, family, friends, advocates, guardians and DSPs or other professionals fulfill in PCP G. Legal and ethical considerations in PCP

A. Identifying activities to effectively prepare and help others prepare for planning sessions B. Methods of learning about individual preferences, goals and interests C. Assuring participant preferences, goals and interests are central to the plan D. Welcoming and supporting others in the planning circle of support E. Promoting and supporting the involvement of the focus person in the planning process F. Participatory planning techniques

A. Availability of resources; B. Intensity of support; C. Preferences and motivation of the focus person; appropriateness of goals; D. Skills of supporters; and E. Availability of informal support

A. Purpose B. Current, advanced, and next practices 1.) Mandated training and certification completions 2.) Organization 3.) State and federal licensing agencies 4.) Accreditations C. Non-mandated, competency-based trainings and education 1.) Advanced coursework 2.) Specializations D. Nationally certified DSP credential 1.) Based on standards tested for validity and reliability 2.) Accredited instruction and outcomes-based on-the-job learning 3.) Portfolio demonstration scored by independent party 4.) Advanced certified credentials in specialized areas E. Self-development 1.) Purpose of professional self-development F. Process 1.) Reflective thinking and career commitment 2.) Personal professional development plan 3.) Portfolio of completed trainings, courses and degrees 4.) Portfolio of service involvement 5.) Participation in trends and development in the field 6.) Organizational participation 7.) Mentorship: instruction, feedback, development a.) Using a mentor b.) Being a mentor

A. Knowledge of helping participants protect themselves from harm or abuse B. Identify common forms of abuse, neglect and exploitation C. Abuse prevention strategies D. Recognizing signs of abuse, neglect and exploitation E. State and employer requirements and protocols regarding mandated or other reporting of abuse, neglect and exploitation

A. Identify common barriers for participants to needed community resources B. Educates community when relevant to promoting the participants inclusion in the community C. Knowledgeable about range of support services available to participants D. Researches, initiates and facilitates application for additional services as appropriate E. Promote full array of services needed to meet individual outcomes

A. Educate service participants regarding abuse, neglect and exploitation and strategies for prevention B. Promote the empowerment and self-confidence of service participants to speak out for themselves and others. C. Recognition and appropriate use of power and control DSP has in helping relationships; D. Assist the participant to make informed choices and make decisions E. Engage the participant in developing connection to advocacy groups F. Support participant involvement in self-advocacy.

A. Promote full array of services needed to meet individual outcomes B. Identify common challenges and barriers to human, civil and legal rights for this (special population) C. Knowledge of human, legal and civil rights and their protections D. Protect the privacy and confidentiality of all participants

A. Assists participant in career exploration B. Continues to review opportunities and preferences made by participant reflecting individual choice C. Knowledge about educational and vocational support options for participants D. Legal and civil rights for employment practices for participants in the program E. Job retention services for participants who work in the community F. Structured types of work settings for participants and how those settings support consumers

A. Working with community partners in support of the participants to develop job or vocational skills, including transition services B. Observing participant and recognizing unmet needs for service C. Serving as team member supporting participant in community employment D. Advocating for participant to their employer when changes are needed E. Knowledge of transportation needs of the participant to access community employment

A. Environmental and individual characteristics that may affect risk and safety of participants B. Assessing reasonable and necessary risk for participant growth or unnecessary and unreasonable risk

A. Required certifications in crisis prevention and management (e.g., Fire Safety, First-Aid, Violence Prevention such as Mandated Reporter Training or CPI training.) B. Basic principles and techniques of conflict resolution C. Interventions to safeguard specific conditions of risk or predictable crises D. Recognizing patterns of incidents, conditions, behaviors or activities that result in dangerous situations and require prevention plans E. Methods of arranging environmental, organizational, personal and other conditions to prevent known risks and predictable crises F. Implementing risk management or PCPs G. Agency procedures, emergency egress, evacuation plans etc., that can mediate crisis situations H. Ethical and procedural responsibilities when unsafe procedures or conditions are identified

A. Implementing individualized safety plans, obtaining emergency assistance B. DSP self-management practices necessary in emergency or crisis situations C. Communication with parties involved; documentation in accordance with standard operating procedures D. Review and refinement of prevention procedures and risk management plan as necessary E. Knowledge of appropriate limited use of aversive management practices including physical restraints and time out, and when such practices are not appropriate

A. Definition, principles, application of PBS B. Recognizing behavior as communication C. Methods of functional assessment of behavior D. Comparison of positive practices with punitive and aversive practices E. Shifting methods of practices 1.) Paternalism to self-determination 2.) Protectiveness to natural supports 3.) Isolation to participation 4.) One-size to individualized F. Role of DSP 1.) Self-understanding, understanding own limits 2.) Positive characteristics: respect 3.) Strategies for remaining positive 4.) Methods of tracking behavior G. Preventing and managing challenging behavior 1.) Understanding PBS prevention strategies 2.) Understanding the context of behavior a.) Antecedents b.) Consequences c.) Environmental 3.) Links between prevention and response strategies a.) Links between prevention and hypothesis b.) Teaching strategies: new skills, replacement behavior, modeling, prompting, shaping, etc. c.) Regulations, policies, human rights

A. Competency-based training 1.) Self-assessment, feedback 2.) Set of knowledge, skills, behaviors, outcomes 3.) Professional competence, confidence B. Voluntary credentialing C. Professional development plan, career goals D. Self-reflection, performance appraisals and use of supervision in professional development E. Alignment with vision, mission, values of organization

A. Personal and professional B. Strategies 1.) Assessment of self and culture 2.) Intervention planning to create positive change

A. Role of teamwork in the human service environment B. Types of teams: work, project, inter-disciplinary, self-directed C. Building organizational alignment D. Roles and responsibilities 1.) Norms, expectations, goals 2.) Team building strategies a.) coordination b.) collaboration c.) problem-solving d.) feedback e.) support 3.) Conflict resolution

A. Peer mentoring strategies 1.) Mutual commitment 2.) Goal setting 3.) Constructive feedback 4.) Reinforcement 5.) Other strategies B. Performance evaluation and reporting 1.) Observation 2.) Objective assessment 3.) Confidentiality C. Positive working relationships 1.) Rapport 2.) Cooperation 3.) Confronting 4.) Reinforcement D. Role of skill mentor in U.S. Department of Labor Apprenticeship Program

A. Understanding participatory decision-making B. Volunteering for committees, work groups, planning sessions C. Membership in civic associations and community groups D. Membership in professional associations (e.g., NADSP Chapter) E. Self-advocacy participation F. Self-advocacy facilitation G. Educating legislators and policy makers as a citizen and DSP: meetings, letters, calls H. Recognition strategies with others 1.) People served / supported 2.) Peers 3.) Supervisors

A. Defining natural social connections B. Importance of natural social connections in quality of life C. Exploring social roles desired by service participant D. Strategies to assist in relationship-building E. Strategies to assist participant in maintaining friendships and other natural social connections. F. Barriers to building and maintaining relationships G. DSP boundaries in supporting relationships H. Normal patterns of friendships and relationships I. Potential for exploitation and abuse in relationships

A. Benefits and challenges of social networks and community inclusion B. Strategies that DSPs can use to work in partnership with families C. Roles of a DSP in supporting community inclusion 1.) Discriminating between inclusive and non-inclusive 2.) Promoting involvement in inclusive opportunities

A. Benefits and challenges of natural/informal supports B. Strategies to develop natural supports C. Coordination of informal and formal supports

A. Differentiate PCPs from traditional, deficit based, servicefocused, or medical model service plans B. Characteristics and examples of short term and long-term personcentered outcomes C. Identify key differences between person-centered outcomes and service-centered outcomes and goals D. Explore roles that participants, family, friends, advocates, guardians and DSPs or other professionals fulfill in PCP E. Legal and ethical considerations in PCP 1.) Describes the benefits and challenges of person-centered and strengthsbased planning and support strategies 2.) Prepares himself/herself and others to contribute to a person's personcentered planning process 3.) Engages in behaviors and actions that are supportive of the personcentered planning process

A. Integrates person-centered supports into daily activities 1.) In home and personal care 2.) Community inclusion 3.) Health care 4.) Relationships B. Implements methods for ensuring that goals of person-centered plans are likely to be achieved and maintained over time C. Uses effective strategies to stay focused on person-centered approaches D. Looks for opportunities to help the person make choices, learn, get to know people, contribute and take on valued social roles E. Assists people being supported and teams in finding resources F. Examines why and how to support cultural differences in the person-centered process G. Discovers person-centered methods for assisting people to identify opportunities for participating in the culture and lifestyle of their families and communities H. Distinguishes between formal and informal supports; and realizes the benefits of integrating these I. Understands the importance of eliciting, respecting and actively supporting participant choices and preferences J. Explains how person-centered approaches and methods can be used to overcome barriers and challenges to relationships

A. Role of lifestyle choices in the promotion of health and wellness 1.) Regular physical activity 2.) Good nutrition 3.) Managing stress 4.) Daily hygiene 5.) Taking medications 6.) Preventive and routine medical and dental care 7.) Emotional well-being B. Educating participants about healthy lifestyles and fostering healthy lifestyle choices C. Knowledge of the annual routine medical and dental examinations, screenings, immunizations and procedures necessary to maintain good health. D. Engaging participant in choices and activities that contribute to good health E. Assisting individuals to take daily medications, therapies and specialized treatment in a timely and accurate way F. Maintaining updated training certificates in First-Aid, CPR, and Universal Precautions and models these skills for others G. Regulatory and organizational requirements for monitoring and documenting health/well being of participants H. Recognizing barriers people with disabilities face in obtaining high quality, coordinated health care support I. Assisting the participant to keep the people in his/her support team informed of health status

A. Methods of assisting the participant to understand health problems that arise and how to manage them 1.) Talking to the focus person, guardians and with consent others in the support network 2.) Reading medical records 3.) Noticing signs of well-being and illness 4.) With consent, discussing participant’s health with team members B. Unique health care conditions of people he/she supports C. Procedures and interventions to follow in health care emergencies likely to occur with specific individuals, and conditions including use of risk assessment plans D. Communicate participant well-being to team members

A. Knowledge of legal and organizational procedures regarding medication administration for people he/she supports B. Assisting people he/she supports in becoming self-directed in taking medications to the extent possible C. Defining psychotropic medications and the side effects that can occur D. Monitoring side effects using appropriate assessment, and tracking of data E. Administering psychotropic medication according to protocol and following medication administration error requirements F. Side effects associated with the specific medicines taken by people he/she supports and methods of monitoring for negative side effects G. Importance of heightened monitoring when individuals begin new medication protocols

A. Identifying the physical and environmental conditions necessary for health and wellness and methods of maintaining these conditions B. General health and safety procedures of the work environment and how to apply these at work C. Health and safety conditions unique to each person he/she supports and applying these in the work setting including 1.) Risk Assessment or Management plans 2.) Individual support plans 3.) Health care assessments and orders 4.) Discussions with specialists and others involved in the individual’s health and safety 5.) Procedures for supporting the use of adaptive equipment and lifting, transferring, and body positioning (or other specialized support based on workplace or special population)

A. Knowledge of behaviors and communication skills that contribute to good teamwork and partnership with families, guardians, co-workers and other health care providers B. Roles of team members in supporting health and wellness to ensure that age-appropriate screening, immunizations, and general care is provided to each person he/she supports C. Recognizing how cultural differences affect the participant and team member views on health and wellness D. Contributing documentation and information E. Supporting the participant in directing the course of his/her healthcare support to the extent possible