Safety

Portfolio Assignments

Safety

The following is a sample list of work a learner can place in a work sample portfolio. This work demonstrates the knowledge, skills, and attitudes that should be learned by taking this course. These activities show an advanced level of competence. They may take several weeks to complete. They are included as a resource for trainers, educators, and learners. All activities are directly linked to the course content. However, not all of these will apply to every learner's situation. Learners do not have to complete all of these activities. One of these could be selected to demonstrate competence. These can also be adapted for each learner as needed.

These examples will help learners begin a portfolio for the National Alliance for Direct Support Professionals (NADSP) Voluntary Credentialing program. Learners will need to submit additional work samples and refinement to complete a credentialing portfolio. You can learn more about portfolio requirements of the NADSP. Go to http://www.nadsp.org. You can download the credentialing guidebook. You can also review the requirements.

Many portfolios include samples of actual work the learner has done. Work samples must maintain the confidentiality of the individuals being supported. A learner should seek permission from the person he or she supports to use the materials. Any legal representatives must also give permission. Learners should remove any names and identifying information from the original documents. However, the learner may leave his or her own name on the sample. Reviewers of the portfolio may ask for proof that permission to use the sample was obtained. The following are recommended portfolio options for this course:

Lesson #1:

The learner should identify an individual he or she supports. He or she should create a work sample that identifies and describes the risk factors for this person with regard to three different types of activities the person participates in on a regular basis. He or she should then make a list that describes the real risks vs. the perceived risks. It should include why it is important to distinguish between these two types of risks for this person. It should also include information on how the learner will help inform the individual about his or her choices for risk and safety. The learner should share this work sample with his or her supervisor. The work sample should include a summary statement about what was learned by doing this activity. It should also include how this will inform the learner's direct support practice in the future.

Lesson #2:

The learner should identify a person he or she supports. The learner should create a work sample that identifies and describes the risk factors for this person. Risk factors should include those identified based on the person's history as well as any potential risk factors related to specific goals or activities. He or she should then develop a document that describes the person's real risks vs. perceived risks. It should include why it is important to distinguish between these two types of risks for this person. The document should also include information on how the learner will help inform the individual about his or her choices for risk and safety. The learner should share this essay with his or her supervisor. The work sample should include a summary statement about what was learned. It should also include how it will inform the learner's direct support practice in the future.

Lesson #3:

The learner should develop a short presentation on personal safety. This can be done in any way the learner feels comfortable such as a PowerPoint presentation, poster boards, or just a handout. The presentation should cover all of the key points made in this lesson with regard to what personal safety is, why it's important for those he or she supports, what areas need to be addressed, and the role of the direct support professional. The learner should schedule time to present this information to his or her coworkers and supervisor. He or she should facilitate a discussion that includes concerns that other direct support professionals have with regard to the personal safety of those he or she supports, what can be done to proactively address these concerns, and any rules or policies of the company he or she works for with regard to personal safety. The learner should include a summary statement that covers this information, the outcome of the discussion, and what the learner will do differently in the future based on what was learned by preparing and doing this presentation.

Lesson #4:

The learner identifies one person he or she supports to assess for risks both at home and in the community. With the person's permission, the learner reviews the person's individual safety or risk management plan. If the person does not have one the learner will create one based on his or her assessment. The learner should interview the person he or she supports to find out more about his or her disability. The learner should ask about any areas in the person's living environment that appear to cause more risk than others and why. He or she should explore each area of the living environment together and assess each area for any obvious risks or hazards. The learner and the person supported should brainstorm a list of ways to lower the risks and hazards present in each area. This might include things like moving furniture, tacking down rugs, and moving items that block entryways and stairwells. The learner should also talk with the person he or she supports about common hazards that increase risks when the person is out in the community. Together the learner and person supported should generate a list of ways to plan ahead to minimize these hazards. The learner should then create a summary statement that includes all information gathered through the interview and assessment with the person he or she supports and all recommendations for lowering risk and improving the home and community environment. The summary statement should be shared with the person's supervisor and a risk management or individual safety plan should be created if one does not already exist. If one does exist, it should be reviewed and updated to reflect the findings in the summary report.

Lesson #5:

The learner should create a photo tour presentation of a kitchen where he or she provides support. The learner should identify and explain common safety hazards that are found in the kitchen. The learner should explain how safety strategies were implemented in the kitchen. Additional topics should include kitchen accident prevention, safe food handling, and kitchen cleaning. All explanations should be accompanied by photos that demonstrate best practices. The learner should include a summary statement that describes the process, what was learned, and how this will improve the learner's future practices on the job.

Lesson #6:

The learner should create a photo tour presentation of the bathroom in which he or she provides support. The learner should identify and explain common safety hazards that were found in the bathroom. The learner should explain how safety strategies were implemented in the bathroom. Additional topics may include bathroom fall prevention, use of electrical appliances, poison prevention, and bathroom hygiene. All explanations should be accompanied by photos demonstrating best practices around safety in the bathroom. The learner should include a summary statement that describes the process, what was learned, and how this will improve his or her practice in the future.

Lesson #7:

The learner should create a PowerPoint or other type of presentation of the common areas where he or she provides support. The learner should identify and explain common safety hazards that were found in these common areas. The learner should explain how safety strategies were implemented in these areas. Additional topics should include common area safety awareness, appropriate lighting, fall prevention tips, and clutter free organization tips. All explanations should be accompanied by photos that demonstrate best practices around safety in the common areas. The learner should schedule a time to present this to his or her coworkers and supervisor and hold a discussion about additional things that could be done to create safety in the common areas of a home where he or she provides support. The learner should include a summary statement that describes the process, what was learned and how this will impact his or her future practice.

Lesson #8:

The learner should create a photo tour presentation of the bedroom in which he or she provides support. The learner should identify and explain common safety hazards that are found in the bedroom. The learner should explain how safety strategies are implemented in the bedroom. Additional topics should include bedroom fire safety awareness, appropriate lighting, emergency contacts, and clutter free organization tips. All explanations should be accompanied by photos that explain best practices around safety in the bedroom. The learner should include a summary statement that describes the process, what was learned, and how this will affect his or her future practices.

Lesson #9:

The learner should create a photo tour presentation of the outdoor living spaces of a home or group setting where he or she provides support. He or she should identify and explain common safety hazards that were found in the outdoor living spaces of the home. The learner should explain how safety strategies were implemented. Additional topics should include outdoor accident prevention, safe outdoor cooking practices, and yard and garden maintenance. All explanations should be accompanied by photos demonstrating best practices. The learner should include a summary statement that describes the process, what was learned, and how this will affect his or her future practice.

Lesson #10:

The learner should research fire safety and fire prevention strategies. He or she should write a short paper that describes the essential facts, techniques, and strategies that are effective in preventing fires. The learner should include a summary statement that reflects how what he or she has learned might be applied to those he or she currently supports. The summary statement should include how the learner will apply these strategies in each setting where he or she provides supports. This may include a home, community, and vocational setting.

Lesson #11:

The learner should develop a presentation to teach others about fire emergency response that is specific to the primary setting in which she or he provides support. The learner should use the guidelines in this course to summarize how to effectively respond in the support setting. Those guidelines include:

The RACE Plan
Survival Techniques
Using a Fire Extinguisher
Handling Matters After A Fire
What to do in the Event Something Catches on Fire

The learner should use a PowerPoint or other multimedia to present this information to individuals who may also use the support setting. The learner should hold a discussion with the audience about fire emergencies and the importance of effective response strategies.

Lesson #12:

The learner should evaluate the Fire Emergency Plan for the setting in which he or she primarily provides supports. The learner should review the components of the Fire Emergency Plan with the person she or he supports, which include: (1) early warning alert systems, (2) escape routes, (3) meeting places, and (4) evacuation drills. The learner should use the following questions to evaluate the Fire Emergency Plan. The learner should provide a written response to each question below and report any required actions to update the plans.

Is there a current fire emergency plan?
When was the plan last reviewed and updated?
Is the plan clearly organized? Is it easy to read with concise directions and instructions?
Does the plan include diagrams? If so, do they communicate information quickly through clear graphic representation?
How well did the plan function during any actual fire emergencies or evacuation drills?
Where are copies of the plan kept? Who is the plan given to and reviewed by?
Does the plan meet current codes and regulations?
Have new home or building systems or features been added? Will they affect or override previous emergency plans?
Have copies of the plan been forwarded to the fire department and other critical emergency response agencies?

Lesson #13:

The learner should identify an individual he or she supports and develop a work sample that includes individualized fire safety plans and skills. This plan should be developed with the individual he or she supports. The sample should include how the learner has effectively demonstrated specific strategies that mitigated fire safety risks for the person both at home and in community settings. Using documentation or an individual plan (with permission) the learner should demonstrate the changes and progress of the individual in taking fire safety steps. The learner should include a summary statement that describes the process, what was learned, and how this will change his or her future practice in providing support.

Lesson #14:

The learner should provide a work sample that demonstrates how she or he conducted a Community Safety Assessment with an individual that he or she supports. The work sample should include a summary statement that outlines what resources were used during the assessment phase, what information was gathered, and how the learner involved the individual in the development of the safety plan. It should also include what was learned by conducting and developing the Community Safety Plan and how this experience will inform the learner's daily practice as a direct support professional. The learner should explain the process to the individual beforehand and obtain informed consent to complete these activities.

Lesson #15:

The learner should research the topic of motor vehicle safety and transporting individuals with disabilities. He or she should develop a short job aid that summarizes key findings. These should be things that direct support professionals will find helpful in remembering vehicle safety standards when transporting individuals with disabilities. The learner should include a short summary statement that describes why motor vehicle safety is an important responsibility for all direct support professionals. The sample should include what resources and methods were used to conduct the research. The learner should also include what she or he learned and how it will inform his or her daily practice as a direct support professional.

Lesson #16:

The learner should create a list of community transportation options in the local area of someone he or she supports. The learner should make a list with information for each one with regard to the person being supported. The list should include the following things:

Describe the type of transportation.
Where can the person board the transportation and how is this done (by lift, stairs, etc.).
Is there a schedule that can be obtained with boarding times? If so where can the schedule be found.
How much does it cost to ride? How is the fare paid? Is there an "all you can ride" card that can be purchased instead of using money?
List any safety concerns that may be part of using this type of transportation and what could be done to lessen the risks for the person you support.

When you are done, share the list with the person you support and discuss what you've learned. Keep a copy of the list for yourself. Include a summary statement that describes what you've learned and how this will impact your future practice.

Lesson #17:

The learner should develop a risk management assessment and plan for a person he or she supports. The plan should include a specific list of strategies and resources needed to minimize risk but also support choice. Information may be based on interviews with the person he or she supports. It could include his or her family if appropriate. Interviews may also be conducted with fellow direct support professionals. The plan should include specific strategies to support the person to learn new skills to minimize risks for activities of choice. The learner should include a summary statement that addresses the following:

What was learned by developing the plan.
Questions and concerns that may still need to be addressed.
A list of the strategies and resources that are most useful and why.
How the plan, strategies, and resources may be useful to others at the learners place of employment.

Lesson #18:

The learner should create a list of policies that should be reviewed annually by direct support professionals. For each policy the learner should create a highlight sheet of 5-10 important review points as a guide for learning. The learner should meet with his or her supervisor to discuss how the review guide could be shared within the DSP's immediate work environment and possibly the rest of the organization. The learner should work with his or her supervisor to create a group of 3 case scenarios using various policies. These should showcase how a policy would assist the learner to make sound decisions when working with the individuals he or she supports. The DSP should present and discuss these 3 case scenarios at a staff meeting or training event.

Lesson #19:

The learner should think about a situation where a serious accident or incident occurred while providing support to a person with a disability. The learner should create a journal entry, video, recording, or some other visible method of describing the situation. The learner should include what happened, how he or she dealt with the situation, who was contacted and why, and what type of report was ultimately made regarding the accident or incident. The learner should include a summary statement regarding what he or she learned and what the learner will do differently in the future because of this.