Area 1: Participant Empowerment

The Direct Support Professional enhances the ability of the participant to lead a self-determining life by providing the support and information necessary to build self-esteem, and assertiveness; and to make decisions.

Skill Statements

• The competent DSP assists and supports the participant to develop strategies, make informed choices, follow through on responsibilities, and take risks.

Area 2: Communication

The Direct Support Professional should be knowledgeable about the range of effective communication strategies and skills necessary to establish a collaborative relationship with the participant.

Skill Statements

• The skilled DSP learns and uses terminology appropriately, explaining as necessary to ensure participant understanding.

Area 3: Assessment

The Direct Support Professional should be knowledgeable about formal and informal assessment practices in order to respond to the needs, desires and interests of the participants.

Skill Statements

• The competent DSP initiates or assists in the initiation of an assessment process by gathering information (e.g., participant’s self-assessment and history, prior records, test results, additional evaluation) and informing the participant about what to expect throughout the assessment process.

Area 4: Community and Service Networking

The Direct Support Professional should be knowledgeable about the formal and informal supports available in his or her community and skilled in assisting the participant to identify and gain access to such supports.

Skill Statements

• The competent DSP helps to identify the needs of the participant for community supports, working with the participant’s informal support system, and assisting with, or initiating identified community connections.
• The competent DSP researches, develops, and maintains information on community and other resources relevant to the needs of participants.
• The competent DSP ensures participant access to needed and available community resources coordinating supports across agencies.

Area 5: Facilitation of Services

The Direct Support Professional is knowledgeable about a range of participatory planning techniques and is skilled in implementing plans in a collaborative and expeditious manner.

Skill Statements

• The competent DSP assists and/or facilitates the development of an individualized plan based on participant preferences, needs, and interests.

Area 8: Advocacy

The Direct Support Professional should be knowledgeable about the diverse challenges facing participants (e.g., human rights, legal, administrative and financial) and should be able to identify and use effective advocacy strategies to overcome such challenges.

Skill Statements

• The competent DSP interacts with and educates community members and organizations (e.g., employer, landlord, civic organization) when relevant to participant’s needs or services.

Area 9: Vocational, Educational & Career Support

The Direct Support Professional should be knowledgeable about the career and education related concerns of the participant and should be able to mobilize the resources and support necessary to assist the participant to reach his or her goals.

Skill Statements

• The competent DSP explores with the participant his/her vocational interests and aptitudes, assists in preparing for job or school entry, and reviews opportunities for continued career growth.

Area 14: Provide Person Centered Supports

Skill Statements

• The competent DSP provides support to people using a person centered approach.
• The competent DSP modifies support programs and interventions to ensure they are person centered.

Area 1: Communication

The DSW builds trust and productive relationships with people s/he supports, co-workers and others through respectful and clear verbal and written communication.

Skill Statements:

The Direct Service Worker:

• Uses positive and respectful verbal, non-verbal and written communication a way that can be understood by the individual, and actively listens and responds to him or her in a respectful, caring manner.
• Explains services and service terms to the individual being supported and his or her family members.

Area 2: Person-Centered Practices

The DSW uses person-centered practices, assisting individuals to make choices and plan goals, and provides services to help individuals achieve their goals.

Skill Statements:

The Direct Service Worker:

• Helps design services or support plans based on the choices and goals of the individual supported, and involves the individual in the process.
• Gathers and reviews information about an individual to provide quality services.

Area 3: Evaluation and Observation

The DSW closely monitors an individual’s physical and emotional health, gathers information about the individual, and communicates observations to guide services.

Skill Statements:

The Direct Service Worker:

• Helps with the assessment process by gathering information from many sources.
• Uses the results of assessments to discuss options with the individual and with team members to guide support work.

Area 6: Professionalism and Ethics

The DSW works in a professional and ethical manner, maintaining confidentiality and respecting individual and family rights.

Skill Statements:

The Direct Service Worker:

• Follows relevant laws, regulations and is guided by ethical standards when doing work tasks.

Area 7: Empowerment & Advocacy

The DSW provides advocacy, and empowers and assists individuals to advocate for what they need.

Skill Statements:

The Direct Service Worker:

• Helps the individual set goals, make informed choices, and follow-through on responsibilities.
• Supports the individual to advocate for him or herself by encouraging the individual to speak for his or her self.
• Supports the individual to get needed services, support and resources.
• Assists the individual get past barriers to get needed services.

Area 9: Community Living Skills and Supports

The DSW helps individuals to manage the personal, financial and household tasks that are necessary on a day-to-day basis to pursue an independent, community-based lifestyle.

Skill Statements:

The Direct Service Worker:

• Provides person centered support and helps the individual to build on his or her strengths in life activities.

Area 10: Community Inclusion and Networking

The DSW helps individuals to be a part of the community through valued roles and relationships, and assists individuals with major transitions that occur in community life.

Skill Statements:

The Direct Service Worker:

• Helps the individual transition between services and adapt to life changes, including moving into home and community based settings.
• Respects the role of family members in planning and providing services.

Area 11: Cultural Competency

The DSW respects cultural differences, and provides services and supports that fit with an individual’s preferences.

Skill Statements:

The Direct Service Worker:

• Recognizes own biases and doesn’t let them interfere in work relationships.
• Assists the individual to find social, learning and recreational opportunities valued in his or her culture.

Area 12: Education, Training and Self-Development

The DSW obtains and maintains necessary certifications, and seeks opportunities to improve their skills and work practices through further education and training.

Skill Statements:

The Direct Service Worker:

• Completes training and continues to develop skills and seek certification.
• Seeks feedback from many sources and uses to improve work performance and skills.

Competency Standard 1: Assessment and Observation

The qualified direct support professional (DSP) is competent in the area of “assessment and observation” as it relates to individuals with Intellectual or Developmental Disabilities and Mental Illness (IDD/MI).

Benchmark 1A: Knowledge of Assessment and Observation Process

The qualified DSP is knowledgeable regarding specifics methods of assessment. The DSP is aware of potential cultural bias in formal assessment and works with others to ensure accuracy. The DSP uses results of assessments in planning, implementing, and evaluating services and outcomes. The qualified DSP demonstrates knowledge of the specific assessments and observations of individuals served, including assessments from other professionals.

Benchmark 1A Performance Indicators

In the area of “knowledge of assessment and observation,” the qualified DSP:

1. Explains the importance and function of assessment in planning and providing quality services.
4. Identifies and describes common classifications of intellectual disabilities and the potential impact on assessment.

Benchmark 1B: Use of Assessment and Observation Tools

The qualified DSP demonstrates proficiency in the use of assessments and observation methods to support needs of individuals served.

Benchmark 1B Performance Indicators

In the area of “assessment and observation tools,” the qualified DSP:

3. Uses individual goals, desires, preferences, expectations, and interests for each person in daily interactions and support.

Benchmark 1D: Documentation and Communication Related to Assessment and Observation

The qualified DSP demonstrates effective skills in documentation and communication of assessment information and observations to others. The DSP maintains ethical and legal standards of confidentiality.

Benchmark 1D Performance Indicators

In the area of “documentation and communication,” the qualified DSP:

5. Communicates and documents information in a professional and culturally-sensitive manner.

Competency Standard 2: Behavior Support

The qualified direct support professional (DSP) is competent in the area of “behavior support” as it relates to individuals with Intellectual or Developmental Disabilities and Mental Illness (IDD/MI).

Benchmark 2A: Knowledge and Assessment of the Causes and Functions of Challenging Behavior

The qualified DSP is knowledgeable of factors that influence behavior for people supported and in general. He/she is skilled at recognizing functions of behavior and triggers or antecedents for each individual. When challenging behavior is persistent or serious, the DSP is able to coordinate support with others. He/she supports the formal assessment of the function of the behavior. The DSP tracks, summarizes, and shares information about behavior. He/she uses this information as the basis of understanding the success or failure of strategies of behavior support.

Benchmark 2A Performance Indicators

In the area of “cause and function of challenging behavior,” the qualified DSP:

7. Gives examples of how the characteristics of autism spectrum disorders and/or sensory processing disorders can trigger or contribute to challenging behavior.
8. Gives examples of how barriers to communication, cognitive flexibility, planning, and impulse control can influence behavior.
11. Gives examples of how support of or lack of choice and control may influence behavior.

Benchmark 2B: Maintaining a Supportive Physical and Social Environment

The qualified DSP is aware of patterns and triggers to challenging behavior and plans accordingly. He/she is skilled at adapting demands and supporting new skill development. The DSP recognizes and build on a person’s strengths and interests. He/she encourages maximum choice and control in each environment. The DSP is validating and reinforcing of the person’s use of positive behavior choices.

Benchmark 2B Performance Indicators

In the area of “supportive physical and social environment,” the qualified DSP:

1. Provides a positive physical and social environment consistent with the preferences and expectations of individuals supported.
5. Uses effective and respectful communication strategies. Is patient and appropriate when communicating with individuals.

Benchmark 2D: Teaching New Behaviors and Skills

The qualified DSP demonstrates skill in teaching and support methods related to behavior support. The DSP understands that the individual with intellectual disabilities may have cognitive challenges that affect learning. However, he/she does not make assumptions on individual learning potential. The DSP recognizes that behavior is complex. He/she teaches skills related to behavior management. However, he/she also recognizes that quality of life affects behavior. He /she take the time to teach life skills that promote independence, integration, and opportunity.

Benchmark 2D Performance Indicators

In the area of “teaching new behaviors and skills,” the qualified DSP:

1. Uses basic principles of effective communication and teaching including clearly communicating expectations, checking for understanding, and adjusting styles to meet unique needs.

Competency Standard 4: Health and Wellness

The qualified direct support professional (DSP) is competent in the area of “health and wellness” as it relates to individuals with Intellectual or Developmental Disabilities and Mental Illness (IDD/MI).

Benchmark 4A: Knowledge of Health and Wellness

The qualified DSP has skills in basic health support. He/she uses proper infection control procedures. The DSP recognizes and responds to signs and symptoms of illness. He/she helps people obtain preventative and responsive medical services as needed. The qualified DSP recognizes health and wellness as holistic. He/she supports activities, choices and lifestyles that lead happiness and satisfaction on the part of the person. The DSP supports overall quality of life despite barriers. The DSP helps people develop and maintain positive relationships, valued social roles, and new opportunities.

Benchmark 4A Performance Indicators

In the area of “health and wellness,” the qualified DSP:

8. Incorporates the expectations of each individual’s identified support network in life planning.

Benchmark 4B: Knowledge Intellectual and Developmental Disabilities, Mental Health Disorders and Co-Occurring Disorders

The qualified DSP demonstrates an understanding of the implications of common disorders. (I.e., intellectual, developmental, and mental health disorders.) He/she recognizes these disorders will have implications in many areas. These include behavior, health, physical capacity, communication, judgment, impulse control, and moods. It will also affect the person’s ability to self-manage. The DSP demonstrates knowledge about the specific impairments and needs among the individuals he or she supports. The DSP is knowledgeable regarding best practice in co-occurring disorders. He/she has an understanding of treatments, interventions and support for people supported as well as general knowledge.

Benchmark 4B Performance Indicators

In the area of “intellectual and developmental disabilities, mental health and co-occurring disorders,” the qualified DSP:

2. Identifies the effects of common intellectual and developmental disabilities (IDD) including: down syndrome, autism spectrum disorders, fragile X syndrome, spins bifida, cerebral palsy, traumatic brain injury, fetal alcohol spectrum disorders and unspecified or general intellectual disabilities.
3. Gives examples and describes ways in which a co-occurring IDD with MI and implications for services and supports.
6. Identifies a range of evidence-based treatment and support options for IDD or MI.
7. Implements best practice in support of people with IDD/MI.

Competency Standard 5: Community Collaboration and Teamwork

The qualified direct support professional (DSP) is competent in the area of “community collaboration and teamwork” as it relates to individuals with Intellectual or Developmental Disabilities and Mental Illness (IDD/MI).

Benchmark 5A: Knowledge of Service Systems

One objective of collaboration across systems is to improve the effectiveness of service delivery to individuals. The DSP supports effectiveness by working to harness the combined benefits of available support to meet the specific needs of individuals. The DSP has a basic awareness of options benefits available to people in their communities. This includes housing, transportation, employement support, case management, and education. It also includes other types of systems such as criminal justice diversion programs or community mental health clinic. The DSP is able to recognize when cultural issues may be barriers and reaches out to necessary communities in order to identify proper support for individuals. The DSP is able to effectively research additional options when needed.

Benchmark 5A Performance Indicators

In the area of “service systems,” the qualified DSP:

1. Lists typical state and provincial systems and services available to individuals supported and how they must access them. (Including education, health care, DD/IDD services, mental health services, inpatient referral process, the justice system, foster care, youth services, community disability services, transportation and employment.)
2. Supports people in obtaining information as needed regarding services, benefits or community based resources.
3. Supports individuals in accessing state and provincial services.

Benchmark 5B: Communication Across Systems

Effective communication skills are essential for the qualified DSP. Each system has its own language and lens. Being able to recognize, organize, and share critical information is a key component to effectively working with others across systems. The DSP must also be able to listen to others and gain necessary information to help individuals understand what is available to them. Sharing current and accurate information will help in obtaining the most appropriate and effective supports.

Benchmark 5B Performance Indicators

In the area of “communication across systems,” the qualified DSP:

2. Recognizes the focus of the particular system that is being engaged and adjust message to be most effective to obtaining what is needed by the individual.
4. Is sensitive to the policies and procedures of other professionals and works with them effectively on behalf of the individual supported.

Benchmark 5C: Facilitating Positive and Cooperative Relationships

The qualified DSP recognizes that he or she is often the first point of contact with families and others across multiple systems. He/she is also a central member of the professional team. The DSP considers the effects of his or her behavior and statements in interactions with others. The DSP is effective in his or her role as the liaison between individuals and other professionals providing services. As the main point of contact, the DSP provides accurate and complete information. He/she communicates the needs of individuals and supports a collaborative approach to treatment.

Benchmark 5C Performance Indicators

In the area of “positive and cooperative relationships,” the qualified DSP:

1. Shares recommendations between systems (e.g., psychiatrists and other health professionals, employment, residential settings) for maximum coordination of service and benefit to the person supported.
5. Recognizes and addresses barriers to services in a professional and effective manner.
7. Recognizes members of the person’s informal support network (family, loved ones) as integral partners in support and gathers input from them as appropriate.

Benchmark 5D: Promoting Person-Centered Support, Informed Consent and Advocacy

Person-Centered care places the individual at center of his or her support plan. The qualified DSP recognizes that by their nature services are not person-centered. He/she also recognizes that people with IDD/MI are at high risk for having their rights overlooked or denied. The DSP takes an active role in supporting individuals in participating in decisions about their own treatment. The DSP focuses on flexibility and choice. He/she recognizes that efforts must be made to ensure people with IDD/MI understand and are consenting appropriately. He/she helps individual reach out to their systems of natural support in decision-making. He/she helps individuals develop self-awareness about their treatment needs and preferences. The DSP promotes inclusion and independence in communities of the person’s choice. He/she supports self-advocacy and participates in advocacy when needed.

Benchmark 5D Performance Indicators

In the area of “person-centered support,” the qualified DSP:

3. Recognizes and encourages opportunities to promote self-directed supports on a daily basis.
6. Assists individuals with understanding and evaluating treatment options and preferences so that it can be ensured they are making informed consent to services.
7. Works collaboratively with guardians, families or others upon whom the person relieds to help protect their rights and organize services.
8. Helps people obtain needed support when they lack a guardian or others who can help them with expression of rights (paid advocates, legal aid, protection and advocacy systems, guardian ad litem, etc.)