CDS-S: Functional Assessment

Portfolio Options

CDS-S: Functional Assessment

Portfolios are a way to demonstrate skill when learners cannot be observed in a work environment. They offer organized evidence that learners have the right skills, knowledge, and attitudes for the job. They can be used for credit-for-prior-learning in academic settings. They can be used by employers as part of a hiring process. They can also be a development task that gives structure to employee learning and an opportunity to share that learning. The following is an example or examples of how portfolio materials relate to the knowledge, skills, and attitudes that could be gained through completing this content. These assignments usually show an advanced level of competence (although they can be learning opportunities for new workers, too). They may take several weeks to complete. However, not all of these will apply to every learner's situation. They can also be adapted as needed. You do not have to complete these assignments, but if you do, work samples must maintain the confidentiality of the individuals being supported. You should seek permission from the person you support and any legal substitute decision-maker, if applicable. Remove any names and identifying information from the original documents. However, you may leave your name on the sample. Reviewers of the portfolio may ask for proof that permission to use the sample was obtained. Portfolio options for this course are listed below.

The National Alliance on Direct Support Professionals (NADSP) has an E-Badge Program for credentialing. DirectCourse content is an approved curriculum for educational E-Badges. In addition, they may support practices that help you gain and demonstrate skills related to E-Badges. The area where this content is most closely aligned to an E-Badge is identified below.

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

Portfolio Description:

The direct support professional gathers work samples together that reflects their ability to provide positive behavioral supports. Examples could include a photo or video essay, a "diary" of the DSPs interactions and practices, or a series of documents. These samples should reflect the person's desire or need to learn new behaviors and the DSPs role in supporting the person. A summary in regards to how these interventions meet the definition of "positive behavior support" and the outcome for the person being supported is included. DSPs may also include lessons learned and things they would do differently based on this experience and outcome.
The direct support professional (DSP) pulls together several actual work samples in which they have documented challenging behavior. These may include documents related to behavior support plans, behavioral or accident/incident records, medical logs, other types of records, or logs of contact with other in regards to the behavior. The DSP highlights examples of behavior, challenging behavior, antecedent, consequence, setting events, and reinforcement in the work samples. The DSP includes a summary and reflection on how well and accurately they organized and completed the information if it was going to be used as part of a functional assessment. A description of what they would do differently next time, if anything, and examples of better more accurate ways to document are included in the statement.
The direct support professional (DSP) researches the effect of sensitivities or sensory disabilities. They review books, journal articles, and online sources in regards to people who are more sensitive to sounds, smells, noise, textures, tastes, etc. They also research people who are less sensitive to this information or who have sensory disabilities or disorders. The DSP will cite all sources in APA style. they will present a well organized research project on the topic. A summary or cover sheet with a reflection of how the DSP will expect to apply this information in practice and particularly when faced with challenging behavior is included.
The direct support professional (DSP) includes several samples of their ability to document and track behaviors from actual support settings. Included in the samples are highlighted sections in which the DSP has reviewed the documentation for strengths and weaknesses. Examples will include highlighting places where the DSP used objective, subjective, or judging descriptions. A summary statement is included that provides the DSPs overall assessment of how helpful the documentation would be to a functional assessment process in terms of accuracy, completeness, objectivity and insightfulness. The statement includes strategies the DSP used to complete the accurate and helpful parts of the documentation. The statement also includes information on reasons the DSP struggled with any aspect of objectivity, accuracy, or completeness and how they might overcome these in the future.

NADSP E-Badge Connection: Content from this lesson is most likely going to help learners achieve an NADSP E-Badge in the area of crisis prevention and intervention. The Centers for Medicare and Medicaid Services (CMS) – Direct Service Workforce Core Competency most connected to this content is part of Participant Crisis Prevention and Intervention: 4.D. Seeks help from other staff or services when needed during a crisis. It also aligns with the NADSP Competencies of Crisis Prevention and Intervention and Assessment.

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

Portfolio Description:

The direct support professional (DSP) gathers work samples that demonstrate the DSP's capacity to use a "person-centered" approach to behavior support. The DSP uses a summary statement to describe how a person's strengths, goals, and a focus on positive social roles were incorporated into behavioral supports. The DSP reflects on whether this increased or decreased the effectiveness of behavioral interventions including any ethical considerations in regards to these issues.
The direct support professional provides evidence of actual work in which they participated or led a functional assessment process. A summary statement in regards to challenges and successes in achieving the outcomes of a functional assessment is included. These outcomes should include a clear description of a person's behavior, the times, events and situations where the behavior may occur, the consequences that maintain the behavior, and the summary or hypothesis statement about the behavior. Information on how data was collected and how the hypothesis was tested are included. The DSP includes information in the summary about what they learned through this process.
The direct support professional (DSP) gathers multiple work samples that indicate their competence in using various methods of data collection to assist with or complete a functional assessment. These can include completed structured observation forms, notes from interviews-as participant or as an interviewer, or summaries or evidence of record reviews. The DSP includes a summary statement in regards to how this information was used in the functional assessment. The statement includes information on strengths and weakness of the DSPs participation and what they would do differently next time if anything.
The direct support professional (DSP) does a research project on the ethics of functional assessment and behavioral interventions. The DSP gathers information online or from books, records, interviews, and other methods to gain an understanding of how behavioral interventions have been used in the past as compared with today. They look specifically for information on rights, respect, and other ethical considerations when trying to help someone change their behavior. The final report can be done in any medium including paper, video, scrapbook, multimedia presentation, or training module. Information sources should be well-documented. The DSPs views on the ethics of behavioral interventions and how to conduct functional assessment in ethical ways should be clear.

NADSP E-Badge Connection: Content from this lesson is most likely going to help learners achieve an NADSP E-Badge in the areas of evaluation, observation, and assessment. The Centers for Medicare and Medicaid Services (CMS) – Direct Service Workforce Core Competency most connected to this content is part of Evaluation and Observation: 3.A. Helps with the assessment process by gathering information from many sources. It also aligns with the NADSP Competency of Assessment.

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

Portfolio Description:

The direct support professional (DSP) gathers work samples that reflect their ability to participate in a comprehensive assessment (CA) for the purpose of understanding challenging behavior. The DSP includes actual work samples that they participated in such as structured observations, completing behavioral inventories, participating as part of a support team, or other related activities. A summary statement is included that demonstrates the DSPs understanding of the purpose and process of CA. The DSP includes a reflection on things that could have been improved in the actual process as well as things that went well. They reflect on what was learned and what they would do differently if anything in future CA duties.
The direct support professional (DSP) gathers a variety of assessments. The DSP reviews these assessments and analyzes them for their strengths and weakness in terms of completing a comprehensive assessment (CA). The DSP provides a short summary on each assessment that describes situations in which it may be helpful and what might be learned. Limitations of the assessment are included as well. A summary statement in regards to how standard assessments will be helpful or limiting in the DSPs planned area of practice is included.
The direct support professional (DSP) does a compare and contrast between information gained through formal assessment and a person-centered planning process. The DSP provides summaries and examples of these types of assessments for someone they support that has also participated in a formal person-centered planning process. A summary comparing and contrasting the differences with an emphasis on how the two complement each other or not in actual practice. In addition, the summary will describe the DSP perspective in regards to whether PCP is helpful in creating a meaningful life for someone who uses challenging behaviors.

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

Portfolio Description:

The direct support professional (DSP) includes a work sample in which they provide, or is given, a "completed" functional assessment. The DSP analyses the functional assessment for completeness. The analysis includes a review of the description of the behavior, the methods of gathering information, the accuracy and thoroughness of information, inclusion of critical aspects of comprehensive assessment, and the accuracy and completeness of the hypothesis statement. The DSP includes suggestions for improvement to each of these aspects that they find lacking. A reflection on how this information and analysis will influence the DSP in practice is included.
The direct support professional (DSP) provides work-based evidence of having helped a team improve a plan by providing meaningful feedback in regards to the plan. DSP includes a summary that describes the methods and reasons that the DSP offered this feedback. Information about the outcome of this request is included. The DSP reflects on anything they would do differently if anything when in this situation in the future.
The direct support professional (DSP) includes a sample of a behavior support plan and their ability to document correctly to support the plan. Actual documentation samples are included. The DSP includes an analysis of their documentation and the documentation expectations of the plan in general. For example, was too much or too little documentation requested? Were directions clear? Was the documentation clearly connected to the important outcomes for the person or not?
The direct support professional (DSP) includes a work sample of a behavior support plan. They include a summary in regards to their roles in developing and implementing this plan. The process of functional assessment and how it informed the plan is included. Information in regards to how successful the plan was for the person is included. A reflection in regards to what the DSP would change or do differently, if anything is included.

NADSP E-Badge Connection: Content from this lesson is most likely going to help learners achieve an NADSP E-Badge in the area of crisis prevention and intervention. The Centers for Medicare and Medicaid Services (CMS) – Direct Service Workforce Core Competency most connected to this content is part of Participant Crisis Prevention and Intervention: 4.B. Uses positive behavior supports to prevent an individual’s crisis in a way that meets the individual’s need. It also aligns with the NADSP Competencies of Crisis Prevention and Intervention.