Direct Support Professional
Hybrid-based
ONET: 21-1093.00
2
Years
82
Skills
842.2h
Related instructions
2250h
On-the-job training
Classroom instruction topics
- WSU DSP Badge Course - DSP Basic Certification Part 1
- Relias - Basic Certificate
- OADSP - Computer Information and Planning (CIP)
- Relias - Initial Proficiency Certificate
- WSU DSP Badge Course - DSP Basic Certification Part 2
- OADSP - Certificate of Initial Proficiency w/ Workbook Completion
- WSU DSP Badge Course - DSP Certificate of Initial Proficiency Part 1
- Relias - Advanced Proficiency Certificate
- OADSP - Computer Aided Planning (CAP)
- WSU DSP Badge Course - DSP Certificate of Initial Proficiency Part 2
- OADSP - Certificate of Advanced Proficiency w/ Workbook Completion
- WSU DSP Badge Course - DSP Certificate of Advanced Proficiency Part 1
- WSU DSP Badge Course - DSP Certificate of Advanced Proficiency Part 2
- WSU DSP Badge Course - DSP Certificate of Advanced Proficiency Part 3
- WSU DSP Badge Course - DSP Certificate of Advanced Proficiency Part 4
On-the-job training
- Section 1a: Intro to DSP Role & Orientation to the Work Environment
- Job description and requirements
- Expectations and nees of individual(s) receiving support
- Overview & fulfillment of employer's philosophy of support service
- Employer history
- Employer policy and procedures
- Co-worker, mentor and supervisory relationships/working with employer's networks (for DSPs directly employed by service participant)
- Access to mentors, supervisors, employee assistance programs and other support structures
- Overview of upcoming regular and specialized social and other employer events
- Section 1b: Intro to the DSP Role & Orientation to the Work Environment
- 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
- Terminology, communication devices, breathing or nutritional support equipment, etc.
- Health and medical concerns unique to the work environment including the support of medication administration, awareness and management of health concerns of people receiving support
- Introduction to roles of specialists/consultants supporting service participant(s) in the work environment
- Section 1c: Intro to DSP Role & Orientation to the Work Environment
- Blood borne pathogens/universal precautions/infection control
- Safety in lifting, transferring and positioning customized to service participants
- Recognizing and correcting hazards in the workplace
- Individualized risk assessment of service participant(s)
- Responding to emergencies
- Reasonable risk and common sense
- Section 1d: Intro to the DSP Role & Orientation to the Work Environment
- Putting DSP ethics into practice
- Career and educational paths associated with the work environment
- Becoming a culturally competent practitioner
- Identifying and mastering team work and collaboration skills
- Self assessment, performance appraisal and use of supervision
- Communicating effectively with others
- Confidentiality and HIPAA
- Creative problem solving
- Understanding and fulfilling the employer's mission
- Section 1e: Intro to the DSP Role & Orientation to the Work Environment
- Oral communication, be able to listen actively; demonstrates clarity and precision; adopts appropriate tone and word choice
- Empathy, demonstrate the ability to identify the needs of others; effectively validates others' feelings
- Creative problem solving, identifies patterns, exercises convergent/divergent thinking, manages ambiguity and applies an iterative process
- Critical thinking, gathers relevant information; effectively identifies relevant partners/stakeholders; questions assumptions
- Section 2: Contemporary Best Practices in Community Support (customized for unique support environment/special population)
- Individualized planning strategies;
- Quality of life including income enhancement, a comfortable home, quality health care, relaxation and recreation, career and educational \advancement and connection to social and family (where appropriate) networks.Community centered supports;
- Focus on participant-defined life outcomes;
- Integrating formal and informal supports;
- Eliciting, respecting and actively supporting participant choices and preferences;
- Welcoming individuals chosen by the participant into the circle of support;
- Facilitating inclusion and engagement in community and neighborhood life;
- Promoting appropriate social roles sought by the service participant such as student, church member, friend, home owner, career professional, income enhancement, quality health care, etc.; and
- Promoting typical life patterns and conditions that enhance quality of life including income enhancement, a comfortable home, quality health care, relaxation and recreation, career and educational \advancement and connection to social and family (where appropriate) networks.
- Section 3: Advocacy, Supporting Empowerment and Recognition, Prevention and Reporting of Abuse, Neglect and Exploitation
- Promotion of empowerment and self-confidence of service participants to speak out for themselves and others;
- Defining common forms of abuse, neglect and exploitation;
- Mastery of abuse prevention strategies; and
- Review of state and employer requirements and protocols regarding mandated or other reporting of abuse, neglect and exploitation;
- Recognizing signs of abuse, neglect and exploitation;
- Common challenges facing victims of abuse, neglect or exploitation;
- Common challenges to human, civil and legal rights for this (special population);
- Education of service participants regarding abuse, neglect and exploitation and strategies for prevention; and
- Theory and application of direct support ethical code to every day experience.
- Section 4: Wellness Issues (Customized to Work Setting or Special Population)
- CPR;
- First Aid;
- Medication Administration and supporting self-administration where appropriate;
- Nutrition, food handling and meal preparation;
- Preventive health and dentistry;
- Characteristics of a healthy lifestyle;
- Responding to common health concerns;
- Responding to individual health needs (issues pertinent to special population, people receiving support etc.);
- Childhood disease, etc);
- Monitoring for medication side-effects specific to medications people in the support environment are using;
- Lifting, transferring, and body positioning (or other specialized support based on workplace or special population);
- Use of adaptive equipment;
- Safety (environmental, personal, and driving);
- Identifying health resources, judging quality and coordinating/communicating with health care practitioners; and
- Supporting service participants in understanding and participating in routine and special health care screening and treatment.
- Section 5: Communication
- Effective and appropriate communication skills
- Basic counseling skills
- Basic team communication skills and facilitation structures
- Effective, efficient and timely documentation
- Using alternative communication devices
- Obtaining interpreters when needed.
- Section 6: Teaching and Supporting Others
- Methods of learning preferences, choices, and goals of people receiving support;
- Teaching strategies, principles of reinforcement, relationships, task analysis and prompting, positive feedback and natural times to teach;
- 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.); and
- Recognition of the unacceptability of the use of punishment procedures in teaching.
- Section 7: Crisis Management
- Awareness of the individual needs of service participants;
- Familiarity with crises typical or common to the support environment and the service participants and prevention and intervention strategies specific to individuals and circumstances;
- Familiarity with procedures for prevention and intervention in atypical crises including securing the safety of all involved, and the means of obtaining emergency assistance;
- Standard operating procedures following a crisis including communication with parties involved to better understand the situation; documentation in accordance with standard operating procedures and review and refinement of prevention procedures where necessary;
- Familiarity with statutes and regulations regarding the use of potentially aversive management practices including physical restraints and time out;
- Fulfillment of all statutory or regulatory skill certifications in crisis prevention and management. (e.g., Mandt, CPI or other program that may be agency or state specific;
- Familiarity with principles of positive behavior support;
- Conflict Resolution.
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