CDS-S: Functional Assessment

On-the-Job Training Assessments

CDS-S: Functional Assessment

These are the On-the-Job Training (OJT) Assessment statements for this course. OJT Assessments are observable measures of skills. They help connect lesson content to skills used in daily practice. Supervisors, employers, trainers, and educators can use the OJTs in a variety of ways. For example:

To develop on-the-job training opportunities
As part of a classroom demonstration
To develop or revise job descriptions
As measures within a performance review

The learner should be able to demonstrate these skills or similar ones after taking the course. Mentors or supervisors can help transfer these skills through demonstration, observation, and feedback in the work environment. Workers must be able to perform skills in the workplace.

The OJTs are directly connected to the content of the lessons. However, not all OJTs apply to every situation. They can be adapted to match activities that most closely relate to the learner’s actual work. A record of the observed outcomes can be recorded in Elsevier Performance Manager. Contact your learning administrator to find out more about these evaluation options. The following assessments are recommended OJTs for these lessons:

Lesson 1: CDS-I-S: Understanding Behavior and Participating in the Functional Assessment Process

OJT Description:

DSP makes efforts to understand the purpose of challenging behaviors. Recognizes the person's right to meet their needs. Adjusts environments and teaches new skills as needed to help person meet needs positively.
DSP seeks an appropriate referral when challenging behaviors are persistent and unresponsive to interventions. Works with the behavior specialist to gather data and shape the functional assessment.
DSP accurately defines and applies these terms: behavior, antecedent, consequence, reinforcement, punishment, setting events, subjective, objective, intensity, frequency, duration, emotional state, physical state, and comprehensive assessment.
DSP is able to recognize potential environmental, social, or medical setting events to challenging behavior. Makes logical guesses about possible internal states that may be affecting behavior and has effective methods for testing the likelihood of these guesses being accurate.
DSP accurately documents behaviors. Uses objective and non-judging words to describe behavior. Correctly identifies the frequency, intensity, and duration of behavior. Is flexible in approaching challenging behaviors and willing to try new things.

Lesson 2: CDS-A-S: Strategies for Gathering and Organizing Functional Assessment Information

OJT Description:

DSP can define and describe the following terms as they relate to functional assessment: functional assessment, functional analysis, data collection, structured observation, record reviews, interviews, person-centered approaches, behavior support plans, hypothesis statements.
DSP can describe the outcomes of FA and how they may be achieved for people who have challenging behavior. Describes behavior in observable and measurable terms. Participates in methods to describe behavior accurately and completely. Can develop or test a reasonable hypothesis statement.
DSP can effectively performs data gathering tasks as requested as part of a functional assessment process. Is familiar with the strengths and drawbacks of interviews, record reviews, and observations. Uses forms and procedures correctly. Documents accurately. Observes confidentiality.
DSP has read the NADSP Code of Ethics and applies it to practice. Can describe the benefits and limits of laws and practices in ensuring ethical practice. Regularly engages self and others in discussions and efforts to improve ethics in practice around behavior support.

Lesson 3: CDS-A-S: Comprehensive Assessment and the Role of the Direct Support Professional

OJT Description:

DSP can describe how comprehensive assessment and functional assessment are related. Is able to identify areas that may be useful to explore in regards to challenging behavior. Connects the tasks and results of comprehensive assessment to the purpose and the needs of the person.
DSP can describe the purpose, roles and process of comprehensive assessment (CA) activities. Identifies a variety of professionals and the types of assessments they can complete in CA. Recognizes that mental and physical health, information about the behavior, basic social history, and current daily routines are a common starting point for CA.
DSP can identify important assessments and reports to review or complete as part of the comprehensive assessment process. When reviewing reports can find and organize the most important information. Complete checklist and assessments accurately and as requested.
DSP gathers and communicates important information to support team and professionals as needed in regards to behaviors and related events such as possible illness, recent trauma, etc. Learns new terms or skills as needed to participate in assessment. Observes confidentiality.
DSP can describe the benefits of person-centered planning and supports to the comprehensive assessment and functional assessment process. Ensures that people's strengths and preferences are included in all assessments and daily supports. Provides opportunities on a regular basis for the person to make choices, contribute, and participate.

Lesson 4: CDS-A-S: Using Functional Assessments and Behavior Support Plans

OJT Description:

DSP recognizes if a functional assessment is complete or not. Makes suggestions for additional information or clarification of items as needed. Completes tasks related to FA thoroughly and effectively.
DSP can identify interventions that are likely to succeed based on information gathered during functional assessment. Works to ensure that interventions include changes in environment and approach, are respectful, and support self-management and choice.
DSP can identify the important components of a behavior support plan. Helps the team develop a plan that is based on the functional assessment and uses strategies that are likely to be successful. Implements plan correctly. Keeps team informed about progress and barriers to success.