Kendra supports twelve individuals Monday through Thursday as part of the organization’s Day and Work Services. Each Friday she drives nearly twenty miles to assist two men who service the magazines and books at a grocery store in New Milford, CT. To add to this already busy workload, on Tuesdays, Wednesdays and Sundays Kendra covers open shifts at various residential homes.

“Building trust with people over time is very important in this job,” Kendra says.  “People need to know you and know that they can trust you and that you will be there and know what you expect.  Trust makes all the difference in doing this job well.”

She is a graduate of the agency’s Pathways to Excellence career track program. A major component of that program is the CDS web-based curriculum. “CDS taught me a wide range of skills needed in this profession,” she adds. “There, I learned what a DSP does day in and day out and what are the best practices in the field.”

Click here to read the full story on Kendra Majette.

This issue of the Admin Corner focuses on Classes and Events, a tool designed to track classroom training attendance and completions. Classes and Events helps you schedule and maximize every facet of classroom training, including classrooms and personnel (both learners and instructors),
automatically sends email enrollment confirmations, and alerts you to time/location conflicts. The Event Manager connects all your learning management system (LMS) classroom training across the entire organization.

If you would like additional information about Elsevier Performance Manager: Core Development and its many tools, such as Classes and Events, please contact a member of the DirectCourse Client Services team toll free: 1-877-353-2767.

Also, there are some incompatibilities with Microsoft’s Internet Explorer (IE) 8 or 9 browsers within the Elsevier Performance Manager (EPM) system. IE 8 and 9 include a ‘compatibility view’ that is available on the address bar adjacent to the refresh button. This view disables some of IE 8 and 9’s more aggressive extensions, and fixes issues with menu compatibility for the EPM.

There are three ways to enable compatibility view:

1. From the IE8 IE9 Address Bar (recommended)
2. From the Tools Menu
3. From the Tools Menu, All Websites

Follow the Help Document link: http://www.webinservice.com/helplinks/kds/AdminHelp.html and choose the IE 8-9 Compatibility for step-by-step instructions.

Credentialed staff are essential to confronting the challenges posed by the Sundram Report. The National Alliance for Direct Support Professionals (NADSP) has developed a national credentialing program for Direct Support professionals. The College of Direct Support (CDS) curriculum is an accredited program that conforms to NADSP standards.

CDS courses that directly address some of the issues raised in the Sundram Report include Positive Behavior Support, a seven-part course designed to help learners understand vulnerable adults who
exhibit challenging behavior; Individual Rights and Choice, a course that familiarizes direct support professionals on the legal rights of individuals with disabilities; and Maltreatment of Vulnerable Adults and Children, a course that instructs learners on identifying abuse, neglect and exploitation, and how to protect the person you support.

CDS continues to monitor The Sundram Report as more details emerge, and will continue to design coursework to meet the challenges Direct Support Professionals meet every day.

Information on NADSP Credentialing: https://nadsp.org/dsp-credentialing/about-dsp-credentialing.html

New York State draft report of The Measure of a Society: Protection of Vulnerable Persons in Residential Facilities Against Abuse and Neglect (aka The Sundram Report) from The New York Times: http://www.nytimes.com/interactive/2012/03/22/nyregion/20110322-abused-document.html?ref=nyregion

The College of Direct Support is a set of web-based courses designed for direct support professionals (DSPs) and others who support individuals with disabilities. Its website says, “This flexible oursework is designed to connect them with a nationally recognized set of skills and a clear career path, and to celebrate their important role in helping the people they support toward developing richer, more fulfilling lives.”

The program provides quality online training, available anytime, anywhere. It is designed to be cost effective and reduce turnover. The courses are developed in collaboration with the University of Minnesota.

IACP got a two-year grant to offer this on a limited basis in Iowa. Over 150 providers are members of the IACP, so participating in this trial is an honor for Opportunity Village.

Sally Craig, Supported Community Living Quality Compliance Auditor at the Village, attended two days of training on the program in January. She will teach key people here on the system. The Village is developing a plan to make these online courses available to all staff. There also is a module for supervisory training. As part of the studies by IACP on the usage in these 15 agencies, the Village will provide data on things like staff turnover.

In the future, staff could get credentialed through this training, after passing a competency level. Jim Aberg, Services Director, said that eventually as part of the redesign of provider funding in Iowa, the state might provide a higher rate of reimbursement based on credentialed staff. This might allow credentialed staff to get higher pay.

Opportunity Village’s Strategic Plan for the next three years has a goal under “Quality” to involve staff in the College of Direct Support online study. Aberg said the Village plans to continue face-to-face training for many classes, such as Day One, which require more interaction, practice, or information unique to this agency.

“There’s nothing wrong with the training we’ve done in the past, but times are changing,” said Village CEO John Severtson. The Village faces budget challenges, an accelerating demand for services, legacy systems, and workforce shortages.

“By 2018, it is estimated that there will be more direct care workers than teachers, law enforcement officers, RNs, and other service staff.”

DirectConnect” was created to help identify and put into place sustainable best-practice models for the recruiting, training, educating and retaining of direct-care workers across four population sectors – aging, mental health, physical and developmental disabilities.

This statewide project with national implications is funded by a $2.9 million grant from the U.S. Department of Labor. Why New Hampshire? It is one of five states with the fastest-growing aging population. As the population ages, more and more people will need care and supports. As Bill Tapp, the founder of the College of Direct Support (CDS) says, “If we live along enough we’ll all have a disability of some kind and need someone to care and support each of us.”

Scott Trudo is the Project Director at the University of New Hampshire’s Institute on Disability. He has taken the CDS curriculum and melded it into a one-of-a-kind integrated training program that is working very smoothly to date with approximately 275 learners working toward certification.

To read the full Partner Profile just click on this LINK to learn the details of the project as Trudo explains how and why it is working.

The first Evaluation Brief was published in January 2005. Since then 10 more have been published and can be found on our DirectCourse website at this link:
http://directcourseonline.com/directsupport/resources/evaluation-briefs/

Such evidence-based research helps guide the team’s work on future CDS courses and improve the lives of those with disabilities being supported.

“The purpose of training is to improve the skills of the Direct Support Professionals (DSP),” says Kristin Dean, Director of DirectCourse at the RTC. “In doing so, it is expected that the DSP is able to provide more effective supports that address the unique needs of each person. The research we have done through the years shows that the CDS works to improve retention, increase DSP competencies and is cost effective training. It also shows that it improves the quality of life for people supported.”

To this end, the DirectCourse team is currently engaged in a randomized control study that is being conducted at organizational sites (e.g., group homes) that are assigned to either a control group or an intervention training group where all DSPs will use the CDS, be part of group discussion, and the mentoring process. The early outcomes are very encouraging. This study, Dean says, is another example of how the CDS team is constantly evaluating CDS to come away with evidence-based outcomes.

The preliminary results (approximately 1/5 of the respondents reporting) found individuals receiving support from DSPs in the intervention group experienced improvements in service outcomes, when compared to the control group.

Specifically, those receiving support from DSPs completing DirectCourse/CDS, group work, and mentoring experienced:

• Increases in friendships (besides staff/family)
• Increases in community inclusion
• Decreases in DSPs entering their home without permission
• Decreases in feeling lonely

Consumers from the control and intervention sites are randomly sampled to participate in the surveying, where a number of outcomes are assessed over time using the National Core Indicators Consumer Survey interview process. This is the only known, rigorous study assessing a site training intervention and its effects on people with disabilities receiving supports, Dean said.

To learn more about Elsevier’s DirectCourse/CDS curriculum and its evaluations, call 1-888-526-8756 or email directcourse@elsevier.com.

The APA is completing work on the fifth edition of its Diagnostic and Statistical Manual of Mental Disorders (DSM-5), the first major revision in 17 years. This manual is the standard reference for mental disorders, driving research, treatment and insurance decisions.

DirectCourse is closely following this development since our College of Direct Support curriculum includes a course on autism that educates and trains DSPs in providing support that is based on best practices for those diagnosed with this disorder. Should the APA move to make this proposed change, we will move to update our curriculum immediately to reflect the changes-ensuring that the learner always has the most up to date information available.

Researchers will publish a broader analysis based on a representative sample of 1,000 later in 2012. The APA says a new definition will not come out until some time in 2013.

The APA in a Jan. 20 press release said that the proposal by the DSM-5 Neurodevelopmental Work Group recommends a new category called autism spectrum disorder, which would incorporate several previously separate diagnoses, including autistic disorder, Asperger’s syndrome, childhood disintegrative disorder and pervasive developmental disorder not otherwise specified.

In January, the New York Times first reported news of the proposed changes and this part of their story puts this issue into perspective: “…For years, many experts have privately contended that the vagueness of the current criteria for autism and related disorders like Asperger syndrome was contributing to the increase in the rate of diagnoses — which has ballooned to one child in 100, according to some estimates. The psychiatrists’ association is wrestling with one of the most agonizing questions in mental health — where to draw the line between unusual and abnormal — and its decisions are sure to be wrenching for some families. At a time when school budgets for special education are stretched, the new diagnosis could herald more pitched battles. Tens of thousands of people receive state-backed services to help offset the disorders’ disabling effects, which include sometimes severe learning and social problems, and the diagnosis is in many ways central to their lives.”

The proposal asserts that symptoms of these four disorders represent a continuum from mild to severe, rather than a simple yes or no diagnosis to a specific disorder. The proposed diagnostic criteria for autism spectrum disorder specify a range of severity as well as describe the individual’s overall developmental status–in social communication and other relevant cognitive and motor behaviors.

Dr. James Scully, Medical Director of the American Psychiatric Association said in the APA news release, “The proposed criteria will lead to more accurate diagnosis and will help physicians and therapists design better treatment interventions for children who suffer from autism spectrum disorder.”

Here are three links to articles and comments about this proposed change:

APA’s DSM V Development Site
http://www.dsm5.org/Pages/Default.aspx

APA’s DSM V most recent press release on the changes for Autism
http://www.dsm5.org/Documents/12-03%20Autism%20Spectrum%20Disorders%20-%20DSM5.pdf

American Academy of Pediatrics- Illinois
http://illinoisaap.org/2011/07/whats-new-for-autism-in-dsm-v/

The Elsevier Performance Manager: Core Development is an online educational and performance management tool that administrators use to train and communicate with their employees. A different Elsevier Performance Management Tool will be highlighted in the Admin Corner bi-monthly. This month we will focus on the Survey Tool.

Survey is a tool that can be used to gather information about learners, supervisors, management and board members. Administrators can create, deliver, track and analyze surveys on the Elsevier Performance Manager. Responses are anonymous and automatically calculated with the results presented in clear and easy to understand reports.

With Surveyor you can parse response data in many ways. You can retrieve comprehensive reports or focus on a single question or issue to review. The survey results are displayed in easy to read charts.

In addition to the Survey tool, please continue taking advantage of several other training tool options:

Classes & Events: track classroom training, attendance and completions

Ontrack: track certifications and re-certifications

Assessments & Remedial Training: assign remedial trainings based on learner responses to a free standing test

Knowledge Manager: skills checklist

Content Linking: create, assign and upload in house trainings

Announcements: create Announcements and allow learners the option to acknowledge information received in the Announcement

Report Analytics: updated version of existing reports can be found in the Custom drop down menu

If you would like additional information about Elsevier Performance Manager: Core Development and its tools, such as Survey, please contact Client Services toll free at 1-877-353-2767.

Editing Modules

Always remember to edit module properties when creating new modules. Administrators must enter a specific number of questions in the test bank deliver box to pull a given amount of questions. Our test banks may house 40+ questions, if the administrator doesn’t enter a number, such as 10, in the test bank deliver box, and save the test deliver entry, the learners will see a test with 40+ questions when they complete a lesson on the Elsevier Performance Management System.

Please contact Client Services toll free at 1-877-353-2767 for information about Creating and Editing Assignable Modules.

Consider these Elvin Alvarez milestones:

• Earned a Bachelor of Arts degree in Psychology with a minor in Organizational Psychology from the Universidad Tecnologica de Bolivar in Colombia, South America at the age of 20.
• Is among a select few nationwide DSP-Cs who participated in the formal portfolio submission
  review and critique process for DSP-Registered seeking to gain DSP-Credentialed status.
• First DSP and MCP employee to earn DSP-Credentialed status from the National Alliance for Direct Support Professionals (NADSP).

His thirst for knowledge and accomplishments endure. In the fall of 2012 he will begin working on his Master’s in Behavioral Analysis at Florida International University.  “Then I’d like to start work on my Ph.D, maybe in Clinical Psychology,” Elvin says. “I am motivated, and always have been, to continue learning, to continue my education. Otherwise I would not be happy.”

Elvin came to MCP Residential in 2007 when he left his homeland in Colombia to work in the United States. He found MCP and didn’t know if he’d like the work.  He did. He began as others do – as a DSP Apprentice – and was assigned to the Braddock facility, which supports 24 people with varying disabilities.  Today he is the Assistant Administrator at Braddock, but works daily with clients, trains DSPs and at heart remains a DSP in spirit and in is normal work day.

Kellen Hassell is the Braddock Facility Administrator and Elvin’s boss.  He says this about his young Assistant Administrator: “One of the things that everyone can agree upon is that Elvin is absolutely just fun to work with and be around.  He’s confident and secure and takes his role supporting individuals with disabilities and our staff very seriously.”

Hassell remembers a situation that he says exemplifies Elvin’s maturity and poise under pressure. In February 2009 one of the agency’s vehicles was carrying four MCP Braddock residents on an outing. Elvin was in the car behind them. Another car ran a red light and plowed into the MCP vehicle.

“It was a pretty horrific accident that resulted in some serious injuries. Elvin was one of the first people on the scene, intervened, stepped-up, kept his composure amongst the chaos, and played a key role in relaying critical information to our Executive Director and to the EMS/911 Rescue personnel for the four individuals and staff under his supervision,” Hassell recounted. “He had valuable and key information for the paramedics about how to deal with our clients and their disabilities. Once those four individuals came back to our facility, Elvin worked very closely with our interdisciplinary team and medical department to support the full recovery of those who sustained the most severe and extensive injuries.”

Hassell added this: “He enjoys taking charge in a crisis situation when things don’t go according to plan.  He doesn’t panic, he keeps his composure, he doesn’t take things personally, and he really seems to respond very well under pressure and enjoys taking on that ultimate responsibility.”

During National DSP Recognition Week the Florida Association of Direct Support Professionals (FADSP) honored him as a “DSP Making a Difference.”

When you ask Elvin about his primary responsibilities, he gives you a list of the top 12, and among those are: works with families and outside providers….maintains all client information and records….conducts quality assurance monitoring….helps with staff development and training and is a reviewing officer for DSPs….on call 365/24/7 for anything that comes up….participates as On-Duty staff on a rotating basis on weekends and holidays and is Officer on Duty for weekends and holidays.

His motivation to learn also included the College of Direct Support (CDS) curriculum.  “We have no training like this in my country. I enjoyed the CDS curriculum because it was something additional to all of the training components that I did once I was hired at MCP. I really liked all the courses because they show ‘the big picture’ of what DSPs need to be doing to provide great supports. Also, it was important because I learned additional things I did not learn in my normal training.”

This matches his passion for becoming a DSP-Credentialed through NADSP. “When I first read about the NADSP credentialing program (DSP-R; DSP-C; DSP-S), I said to myself I would become a DSP-C,” he explained. “It was not an easy task, but after several workshops I understood the right way to create portfolios, and then I could complete my DSP-C application package. It was fun doing this. It made me think beyond just providing services to individuals with disabilities. Currently, I am helping (coaching) DSPs at MCP to do their DSP-C application packages.”

Hassell described one other problem that Elvin solved.  For a while, MCP had struggled with creating, organizing, and maintaining a stable group of On-Call DSPs to step into roles in a last-minute or emergency basis. He described the system that was used was “inconsistent and not always efficient or maximized staff talent or effectiveness.”

In stepped Elvin, who had come to understand the need for stability in the lives of those they support. “Looking at this problem with a big-picture mentality in that it was impacting nearly all MCP residents and staff, Elvin was able to attack it and solve the problem employing a great attention to detail and by remaining organized,” Hassell said. “He became the ultimate gate-keeper for the On-Call staff at the Braddock Facility.  He created a simple, yet perfectly designed system of organizing the On-Call staff schedules at our Braddock Facility by working 1:1 with our Residential Service Coordinator supervisors on a weekly basis in order to plan ahead for the need for On-Call and additional fill-in staff based on what is happening in the individuals’ lives at that time and also planning for the unexpected by allowing for free blocks where On-Call staff would be available in the event of a last-minute change or emergency.”

The result? Elvin’s system matched On-Call DSPs with clients they knew and who the people being supported knew.

“The bottom line is that Elvin was able to essentially see both sides of the issue. Unlike those who favor one approach over the other, Elvin has shown increasingly that he is not wedded to one particular mode of conceptualizing or solving a problem,” Hassell added. “Those of us who know him really well see where he typically falls on an issue, but he has demonstrated an ability to literally use both his left brain and his right brain (without prejudice) in order to work to implement whatever is necessary, whatever the situation demands – not what he arbitrarily prefers.  That’s another extremely significant way that Elvin’s maturity as a person and professional greatly impacts us at MCP.”

He began as a DSP. Today, he manages and helps train DSPs and down deep he’s still a DSP.  “We make a difference in their lives,” Elvin said.  “That’s what being a DSP is all about.  It’s simple.”