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.
• The competent DSP provides information about human, legal, civil rights and other resources, facilitates access to such information and assists the participant to use information for self-advocacy and decision making about living, work, and social relationships.

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 competent DSP uses effective, sensitive communication skills to build rapport and channels of communication by recognizing and adapting to the range of participant communication styles.

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 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 maintains collaborative professional relationships with the participant and all support team members (including family/friends), follows ethical standards of practice (e.g., confidentiality, informed consent, etc.), and recognizes his or her own personal limitations.

Area 7: Education, Training & Self-Development

The Direct Support Professional should be able to identify areas for self improvement, pursue necessary educational/training resources, and share knowledge with others.

Skill Statements

• The competent DSP completes required training education/certification, continues professional development, and keeps abreast of relevant resources and information.
• The competent DSP educates participants, co-workers and community members about issues by providing information and support and facilitating training.

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 and the participant identify advocacy issues by gathering information, reviewing and analyzing all aspects of the issue.
• 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 10: Crisis Prevention and Intervention

The Direct Support Professional should be knowledgeable about crisis prevention, intervention and resolution techniques and should match such techniques to particular circumstances and individuals.

Skill Statements

• The competent DSP identifies the crisis, defuses the situation, evaluates and determines an intervention strategy and contacts necessary supports.
• The competent DSP continues to monitor crisis situations, discussing the incident with authorized staff and participant(s), adjusting supports and the environment, and complying with regulations for reporting.

Area 12: Documentation

The Direct Support Professional is aware of the requirements for documentation in his or her organization and is able to manage these requirements efficiently.

Skill Statements

• The competent DSP maintains accurate records, collecting, compiling and evaluating data, and submitting records to appropriate sources in a timely fashion.
• The competent DSP maintains standards of confidentiality and ethical practice.
• The competent DSP learns and remains current with appropriate documentation systems, setting priorities and developing a system to manage documentation.

Area 14: Provide Person Centered Supports

Skill Statements

• The competent DSP provides support to people using a person centered approach.
• The competent DSP challenges co-workers and supervisors to use person centered practices.

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.

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:

• Builds collaborative, professional relationships with the individual and others on the support team.

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.
• Observes the health and behavior of the individual within his or her cultural context.

Area 4: Crisis Prevention and Intervention

The DSW identifies risk and behaviors that that can lead to a crisis, and uses effective strategies to prevent or intervene in the crisis in collaboration with others.

Skill Statements:

The Direct Service Worker:

• Monitors situations and communicates with the individual and his or her family and support team to reduce risk.
• Reports incidents according to rules.
• Sees own potential role within a conflict or crisis and changes behavior to minimize conflict.

Area 5: Safety

The DSW is attentive to signs of abuse, neglect or exploitation and follows procedures to protect an individual from such harm. S/he helps people to avoid unsafe situations and uses appropriate procedures to assure safety during emergency situations.

Skill Statements:

Abuse and Neglect

The Direct Service Worker:

• Demonstrates the ability to identify, prevent, and report situations of abuse, exploitation, and neglect according to laws and agency rules.
• Recognizes signs of abuse and neglect, including the inappropriate use of restraints, and works to prevent them.

Emergency Preparedness

The Direct Service Worker:

• Helps individuals to be safe and learn to be safe in the community.

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.
• Supports individual in a collaborative manner and maintains professional boundaries.
• Seeks to reduce personal stress and increase wellness.
• Respects the individual and his or her families right to privacy, respect, and dignity.
• Maintains confidentiality in all spoken and written communication, and follows in the rules in the Health Insurance Portability and Accountability Act of 1996 (HIPAA).

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.
• Tells the individual and his or her family their rights and how they are protected.

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:

• Encourages and assists individuals in connecting with others and developing social and valued social and/or work roles based on his or her choices.

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:

• Provides or accesses services that fit with the individuals’ culture or preferences.
• Recognizes own biases and doesn’t let them interfere in work relationships.

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.
6. Describes when, how, and with whom to share assessment information with others.
7. Assures confidentiality of assessment and observation information and is aware of agency’s confidentiality policies about sharing information.
8. Provides examples of potential cultural bias in assessment and describes how to compensate for these.

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:

1. Explains the assessment process to individuals in ways that are paced to and respectful of their unique needs.
2. Coordinates efforts with peers and others to ensure complete and accurate assessment.
3. Uses individual goals, desires, preferences, expectations, and interests for each person in daily interactions and support.
6. Shares critical information regarding informal daily assessments in effective and timely ways.
7. Completes formal assessment tasks accurately and as requested.

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:

1. Documents observations accurately and objectively in clear, measurable terms.
4. Reports and documents risks to individual health and safety promptly.
5. Communicates and documents information in a professional and culturally-sensitive manner.
6. Records and reports observations/assessment information as an active member of the treatment team in a clear and organized manner.
7. Discriminates between essential and non-essential information and reports only and all essential information when documenting or communicating.
8. Adjusts communication styles to meet the needs of individuals, family members, and professionals.

Competency Standard 3: Crisis Prevention and Intervention

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

Benchmark 3A: Knowledge and Use of Crisis Prevention Strategies

The qualified DSP recognizes great toll that crisis takes on individuals supported. He/she works to help each person reduce the risk of repeated crisis. The DSP implements daily strategies that reduce the likelihood of crisis. This includes supporting a health and safe environment. This includes helping the person learn new skills and abilities that prevent crisis. It is includes being aware of early signs of building crisis or triggers for each person and taking early steps to avert crisis.

Benchmark 3A Performance Indicators

In the area of “crisis prevention,” the qualified DSP:

6. Supports people in lifestyle choices that reduce vulnerabilities (exercise, sleep, food, therapy, support group, family time, relaxation, etc.).
7. Supports the person in identifying and learning alternative coping skills and for how to avoid or reduce triggers to crisis.
8. Maintains a positive environment that minimizes or eliminates triggers to crisis and prevents dangerous options per ethical and legal guidelines. (i.e., remove or lock up pills, knives, alcohol, etc.)

Benchmark 3B: Knowledge and Use of Crisis Intervention Strategies

The qualified DSP uses safe and effective crisis intervention strategies when necessary. He/she is aware of the specific needs and triggers of individuals supported and works with each person individually. He/she also is able to handle unexpected crises by using established response techniques. In a crisis, the qualified DSP is able to stay calm and work well with the person and others. He/she is able to work effectively with emergency response personnel. He/she is able to consider immediate as well as long-term outcomes for the person in choosing responses. The DSP is organized with necessary information and supports the comfortable transition of the person supported to crisis services. The DSP correctly identifies who to inform and when post-crisis.

Benchmark 3B Performance Indicators

In the area of “crisis interventions,” the qualified DSP:

1. Recognizes when a situation has become unsafe or the person needs more assistance and takes steps to respond in a way that protects people.
4. Uses methods likely to reduce trauma and agitation including a calm gentle voice, a relaxed but attentive demeanor at a safe distance, allowing for maximum freedom of movement of the individual, validation of individual’s concerns or needs, and offers of help. Paces interventions so that the person has time to process.
5. Avoids methods that may increase trauma or agitation such as crowding the person, threatening the person with aversive consequences, yelling, panicking, demanding, dismissing the person’s concerns, touching or unnecessarily blocking the person from movement.
6. Uses non-physical interventions to control and/or protect individuals and others in a crisis situation whenever possible.
14. Promptly reports crisis to correct members of the support and treatment team.
15. Facilitates follow-up services while individuals are in other temporary placements as requested.

Benchmark 3C: Documentation and Communication of Crisis Situations

The qualified DSP recognizes that effective and complete documentation of crisis events is useful. It will guide future decisions regarding prevention and response in crisis. He/she follows all employer documentation guidelines as well as the state documentation requirements. The qualified DSP is familiar with and skilled at following each individual’s treatment plan. He/she communicates with the treatment team as indicated. The qualified DSP understands his/her unique position to observe and document individual behavior. This will support the treatment team in understanding behavioral antecedents and possible positive reinforcements.

Benchmark 3C Performance Indicators

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

3. Recognizes and documents changes in behavior, including responses to specific interventions.
6. Documents and reports events of crisis incidents accurately and in a timely manner, in accordance with agency policy and state guidelines.
7. Communicates with family and the person supported in a clear and supportive way post-crisis to help them understand next steps and to minimize trauma.

Benchmark 3D: Managing Stress and Burnout

The qualified DSP recognizes that supporting people who experience significant or frequent crisis is a challenging job. The DSP recognizes that these experiences affect their own mental health and well-being. The DSP knows that burnout and stress can reduce effectiveness. In order to maintain a positive and effective approach to support, the DSP must be skilled at recognizing and attending to his or her own needs. The DSP has methods of recognizing signs of toxic stress and burnout. The DSP regularly engages in prevention and response strategies relate to these needs.

Benchmark 3D Performance Indicators

In the area of “managing stress and burnout,” the qualified DSP:

1. Observes healthy and positive boundaries with people supported, support teams and coworkers.
3. Describes risks of being overtired, stressed out, or frustrated when providing direct support and ways in which a DSP can manage these risks.
4. Recognizes signs that he/she is becoming toxically stressed or burned out and engages effective strategies for getting back on track.
5. Seeks professional help or assistance from employer as needed to prevent or manage toxic stress and burnout.

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 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:

1. Assists individuals in developing skills to be proactive in their own supports/treatment program.
2. Uses alternate methods of recognizing people’s preferences and choices in services and treatment when direct communication is not available. (For example, established method of PCP, observations, information from support network and social norms of peer group, etc.)
3. Recognizes and encourages opportunities to promote self-directed supports on a daily basis.
4. Describes the civil, legal, and service recipient rights people have.
5. Vigorously protect people’s rights by reviewing their rights with them and helping them advocate when rights are violated.
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.)
10. Works to protect an individual’s confidentiality to promote privacy and respect while simultaneously ensuring information gets to the correct people as desired by person supported.