College of Direct Support (CDS)

CDS – College of Direct Support

The College of Direct Support (CDS) is for direct support professionals, and others who support individuals with intellectual and developmental disabilities to live the lives they choose, fully, and actively in their communities. This curriculum uses practice levels that may be used to organize training plans. The practice levels include: Entry (CDS-E), Intermediate (CDS-I), Advanced (CDS-A), Specialty (S). Content in this curriculum is developed and maintained by the Institute on Community Integration at the University of Minnesota.

Home | Next curriculum

Civil Rights and Advocacy
Community Inclusion
Cultural Competence
Direct Support Professionalism
Disability Intensive Courses
Emergency Preparedness
Employment Supports for People with Disabilities
Everyone Can Communicate
Functional Assessment
The Health Insurance Portability and Accountability Act (HIPAA)
Hiring Great Direct Support Professionals
Home and Community Living

Implementing Participant-Directed Supports
Individual Rights and Choice
Introduction to Developmental Disabilities
Introduction to Medication Support
Introduction to Mental Health and Mental Illnesses
Maltreatment: Prevention and Response
Personal Care
Person-Centered Planning
Positive Behavior Support
Professional Documentation Practices

Safety
Supporting Healthy Lives
Supporting Jobs and Careers in the Community
Supporting Older Adults
Teaching People with Developmental Disabilities
Understanding Depression
Understanding Transitions Across the Life Span
Universal Precautions
Working with Families and Support Networks
You've Got a Friend

Topic Area - Intellectual and Developmental Differences
Topic Area - The Direct Support Profession

Home | Contents | Next curriculum

Civil Rights and Advocacy

Having human and civil rights is one thing. Exercising those rights is something very different. All people, regardless of ability, can be empowered and energized when they exercise their rights. They are strengthened when they can stand up for what they want. This course was developed to help direct support professionals (DSPs) understand their role in supporting individuals with disabilities as they stand up for their rights. You will learn about the history of the disability rights movement. You will learn about the various laws, rules, and regulations that define the rights of people with disabilities. Thanks to the disability rights movement, people with disabilities are gaining the independence and freedom they have always deserved, but have not always had. You will learn what it takes to be an effective advocate for and with the people you support. You will learn about the challenges faced when people with disabilities exercise their rights. Finally, you will learn strategies to overcome these challenges. This course will help you fully understand the role you play in supporting the expression of these rights.

CE Credits:

0.4

Contact Hours:

4.4

Total Lessons:

CDS-A: Challenges and Strategies for Exercising Rights (Contact hours: 0.9)

This lesson is about the challenges people with disabilities can face when they exercise their rights. You will learn about how personal factors can impact a person’s ability to exercise their rights. This lesson will help you identify these factors. It will provide a deeper understanding of how outside factors interfere with a person’s ability to exercise their rights. Finally, this lesson will provide ideas and strategies to help you and people you support overcome these challenges.

CDS-A: Disability Rights and Legislation (Contact hours: 0.7)

This lesson is about your role as a direct support professional in ensuring the civil rights of the people you support. You will learn about the role of laws, regulations, and courts in protecting civil rights. Major court cases and laws will be covered. This includes the Americans with Disabilities Act (ADA).

Home | Contents | Next curriculum

CDS-A: History of the Disability Rights Movement (Contact hours: 1.3)

In this lesson you will learn about the major rights movements that have occurred in our society. This lesson includes information about the issues faced in the disability rights movement. You will learn about some of the successful strategies used. You will learn about the different stages of the disability rights movement. It will also help you to explore how your actions and beliefs affect the rights of those you support.

CDS-A: Your Role in Effective Advocacy (Contact hours: 1.5)

Advocacy is important. It changes how people think and act toward individuals with disabilities. It can also change how people with disabilities think about themselves. When we advocate for our rights, we gain more confidence. In this lesson you will learn about your role as an advocate. This includes advocating on behalf of those you support. It also means assisting individuals to advocate for themselves. You will increase your knowledge, improve your skills, and create positive change for those you support. This lesson will help you understand the skills, characteristics, and attitudes needed for effective advocacy. Finally, this lesson will help you understand how important professional boundaries are in supporting the advocacy process.

Home | Contents | Next curriculum

Community Inclusion

People with disabilities want to participate in communities they choose. This is an important aspect of life. However, community inclusion means more than simply being present. It includes being a valued member. It means having opportunities to contribute in meaningful ways. This course helps direct support professionals (DSPs) to support engagement in ways that matter. It teaches DSPs the value of knowing a person and their interests to support deeper connections with others. They will learn how to build community capacity to include people with diverse needs. This content explores how natural supports can help people connect in broader ways. These strategies support richer lives and inclusion.

CE Credits:

0.4

Contact Hours:

4.0

Total Lessons:

CDS-E: The DSP Role in Community Inclusion (Contact hours: 0.9)

Community inclusion is being realized by more people with disabilities now than in the past. However, full inclusion is still not a consistent part of life for many. This lesson describes inclusion. It explains why integration is critical. Simply being present is not enough by itself, however. This lesson shares the value of social roles. You will learn why some support teams may need to challenge their thinking about inclusion. Direct support professionals (DSPs) may take a more active role in supporting advocacy and inclusion.

CDS-I: Matching Community Resources with Individual Interests (Contact hours: 1)

Belonging within a community means more than just being present. It means being a valued member. It means engaging with others in the ways a person wants. This includes connecting with people who have shared interests. It involves spending time with others who are not paid to provide support. This lesson teaches ways you can support people with matching their interests to community resources and opportunities.

Home | Contents | Next curriculum

CDS-A: Community Bridge Building and Networking (Contact hours: 1)

Community bridge-building is a set of methods for helping the community develop capacity to support people with diverse needs. At the same time, the needs of the individual are being met through enhanced connections to others. This lesson covers strategies such as volunteering, frequenting, joining, and networking.

CDS-A: Natural Supports (Contact hours: 1.1)

Natural support is a way of describing a natural state of interdependence that is expected in families, neighborhoods, and communities. Some people have been isolated from others. Some have even been separated from families. In these cases, natural supports can be absent. Helping people connect to natural supports helps them experience better lives. It helps them rely less on expensive and segregated special services. It provides richer family lives and communities for all of us. This lesson describes natural supports. It demonstrated how to implement strategies that help people create lives in which natural supports are present.

Home | Contents | Next curriculum

Cultural Competence

Cultural competence affects all of our interactions with each other. Being competent includes appreciating diversity. It also requires you to be aware of your own culture. Understanding how culture affects how we talk to each other is important, as well. This course explores how to understand and respect different cultures. This can help you be more thoughtful and helpful to others. The course describes where to find helpful information. It discusses how to change your behavior to be more inclusive and responsive to others' cultural needs. Content in this course helps the learner think about their own culture and learn about the cultural context of others. It teaches you how to apply this knowledge in the direct support role.

CE Credits:

0.6

Contact Hours:

6.2

Total Lessons:

CDS-I: Understanding Your Own Culture (Contact hours: 0.9)

This lesson is a series of reflections about the roots of culture. Developing an awareness of your own culture is an important step in being culturally humble and responsive. The learner answers questions about their own background. There are opportunities to compare these responses to those of people from various backgrounds. Completing this lesson helps learners understand how culture and background can affect beliefs and behavior. It can broaden their perspective on the influence of culture in support settings.

CDS-E: What is Cultural Competence? (Contact hours: 0.9)

The United States is a multicultural society. Cultural responsiveness and the ability to work with people from all backgrounds are critical to quality direct support work. This lesson defines terms used throughout this course, including culture, worldview, race, ethnicity, diversity, multiculturalism, cultural competence, and affiliation. The learner is introduced to five important elements and a continuum of cultural competence. Through a series of reflections, the learner begins to identify their own cultural views.

Home | Contents | Next curriculum

CDS-I: Culturally Competent Communication (Contact hours: 1.1)

This lesson describes the purpose and methods of communication. Cultural differences in communication patterns are reviewed. Learners will learn strategies for improving cross-cultural communication.

CDS-A: Cultural Competence in Daily Support (Contact hours: 0.7)

Cultural responsiveness must be encouraged at all points in the cycle of support services. Learners will explore strategies and methods for adapting or revising assessments and common methods of gathering information from people receiving supports. Ideas for learning more about the worldviews of people from communities they would like to support better are explored.

CDS-A: DSP Roles in Culturally Competent Organizations (Contact hours: 0.8)

Organizations seeking to become more culturally competent need to enroll direct support professionals (DSPs) in this work. This lesson reviews how organizations can become more competent in supporting multiculturalism. The lesson describes how the five elements of cultural competence apply to organizations. It explores ways to assess strengths and areas of growth within the organization.

CDS-A: The Cultural Competence Continuum (Contact hours: 0.8)

This lesson explores concepts including cultural capital, institutional bias, disability culture, macro culture, and micro culture. Some key values and views that are part of the macro culture and the service system are reviewed. Learners explore differences in definitions and responses to disability based on culture. Some

common service paradigms are reviewed through the lens of cultural competence.

CDS-A: The Culture of Support Services (Contact hours: 1)

The journey toward increasing cultural competence is never-ending. Cultural responsiveness is variable. This is true within individuals. It is true across organizations and communities. People and communities may be very advanced in their ability to respond to and include certain cultural groups. Or they may be culturally destructive toward others. In this lesson, each stage of cultural competence is explained and examples are given. There is an opportunity to identify where examples fall along the continuum. Opportunities to self-reflect are offered.

Home | Contents | Next curriculum

Direct Support Professionalism

This profession of direct support, and the people like you who work within it, are truly unique. As a direct support professional (DSP) you will support people in many different types of places and with a wide variety of supports. This course will present a variety of aspects of the profession, including what DSPs do and what are the best practices in the field. The course will also go into detail about ethics and data privacy and how they tie together to guide you and improve direct support professionalism. Since you will provide a wide range of supports for a diverse group of people, it is necessary for you to understand your strengths, limitations, and areas needing improvement. Finally, the course presents an in-depth discussion about the Health Insurance Portability and Accountability Act (HIPAA) and how it relates to DSP professionalism.

CE Credits:

0.3

Contact Hours:

3.4

Total Lessons:

CDS-E: Applying Ethics in Everyday Work (Contact hours: 0.7)

In providing supports, it is the direct support professional's responsibility to be ethical. In this lesson, we define ethics and explore why ethical practice is important. The lesson also presents the direct support professionals' Code of Ethics. Finally, this lesson provides an overview of common characteristics of ethical dilemmas. It also provides a framework to resolve them.

CDS-E: Becoming a Direct Support Professional (Contact hours: 0.7)

This lesson introduces the learner to the vocation of direct support. It does this by clarifying what direct support professionals do, who they work with, and what settings they work in. The lesson will also address professionalism, first generically then in the context of direct support. It will also discuss the numerous roles direct support professionals play in supporting people. There will also be a brief discussion about how these roles have changed over time.

Home | Contents | Next curriculum

CDS-E: Contemporary Best Practices (Contact hours: 0.7)

There are many characteristics of being a direct support professional. In this lesson, we explore the contemporary best practices. Specifically, this lesson will address best practice approaches to supporting people with disabilities with suggestions on how to integrate them into your practice. Finally, the lesson also identifies ways the direct support professional can expand his or her knowledge of best practices.

CDS-E: Practicing Confidentiality and Privacy (Contact hours: 0.7)

This lesson will review the importance for you to protect confidentiality. The lesson will begin by introducing you to confidentiality. It will then describe methods and strategies you can use to ensure confidentiality. Finally, the lesson will describe the consenting procedures and describe common ways confidentiality is breached.

CDS-E: Working with Your Strengths and Interests (Contact hours: 0.6)

In this lesson, you will focus on identifying your strengths and interests, discovering ways to use your strengths to support persons with intellectual and developmental disabilities, and reflecting and developing personal and professional development plans.

Home | Contents | Next curriculum

CDS – Disability Intensive Course (DIC)

Disability Intensive Courses (DIC) are specialized courses within the College of Direct Support (CDS). These courses focus on one disability and have one long lesson, instead of many lessons like other CDS courses. The course will define and describe the specific disability, along with providing information about the causes, characteristics, and symptoms of the disability. A DIC course will share stories of people who have this disability and his or her family members. This course will help you understand how the specific disability affects people in their daily lives. It helps you understand how co-occurring disorders may affect people with the disability and effective support strategies.

CDS-E-S: Brain Injury (CE 0.3/Contact hours: 3.4)

This course is an overview of brain injury. The purpose of the course is to give you enough knowledge of brain injury to be effective as a direct support professional when working with someone with a brain injury. In the course, you will learn what it means to have a brain injury and some of the common causes. You will also learn what the recovery process is like for someone who sustains a brain injury and what challenges might result from it. Taking this course will help you understand the short and long-term effects of brain injury. It will discuss some of the ways one can prevent brain injuries. It will also help you to understand how brain

injury may affect someone's life. You will learn about different strategies that can help you support someone with a disability caused by it.

CDS-E-S: Cerebral Palsy (CE 0.2/Contact hours: 2.3)

Cerebral palsy is a common disability. It is a brain disorder that affects body movement. It also affects muscle coordination. Cerebral palsy can begin in infancy or early childhood. People can also acquire it at a later age when a specific part of the brain is injured. It is a permanent condition. However, it does not get worse over time. You will learn to recognize common characteristics. This course will also describe the main types of cerebral palsy. Finally, you will

learn about some of the typical supports needed by someone who has cerebral palsy.

CDS-E-S: Diabetes (CE 0.3/Contact hours: 2.6)

This course is about the medical condition known as diabetes. It will help you understand the affect this condition may have on a person's overall health. Diabetes is a condition where the body does not or cannot produce enough insulin, and Diabetes is a condition that can impact all body systems. The hormone insulin is needed to convert sugar and starches into energy. It describes how diabetes may affect a person and his or her family. It discusses support strategies and diabetes resources that can be useful to direct support professionals.

Home | Contents | Next curriculum

CDS-E-S: Epilepsy (CE 0.3/Contact hours: 2.7)

Epilepsy is a condition that may be diagnosed when a person has had two or more unprovoked seizures. It is a complicated medical condition that affects the brain. Its most common symptom is seizures. But it affects different people in different ways. Seeing a seizure can be unsettling. This course will explain how to respond in different types of situations. It will explain epilepsy and the different types of seizures. It will also cover details about the history of epilepsy, causes, and different cultural beliefs. It will provide information on the impact that epilepsy has on people's lives. It will also share how a direct support professional (DSP) can provide care and support for a person with epilepsy.

Home | Contents | Next curriculum

Emergency Preparedness

As a direct support professional, you need to understand how to prepare for and respond to both large and small emergencies. You also need to know how to recover from these types of events. This course is designed to help you understand the importance of being prepared for emergencies. It will help you to be informed about the many types of emergencies you could encounter. It will help you identify actions you should take. This course will help you to understand the important role you play in supporting people with disabilities during these times. You will learn about the similarities and differences between pandemics and other emergencies. You will also learn about the role of the direct support professional in many types of emergencies.

CE Credits:

0.5

Contact Hours:

5.0

Total Lessons:

CDS-E: Defining Disasters and Emergencies (Contact hours: 1.5)

There are many kinds of disasters and emergencies. They may be more common for some people than others. However, being prepared can help you to respond better if you do face them. These skills are also an important part of your role as a direct support professional (DSP). This lesson gives you an opportunity to explore your responsibility in emergency preparedness. It explains the need for planning in any support setting. Knowing how to respond can help minimize the impacts of emergencies. It can help you promote recovery if these situations do happen.

CDS-E: What is Emergency Preparedness? (Contact hours: 1.1)

Emergencies can be a stressful part of direct support. Being prepared can reduce this stress. It can also save lives and prevent injury or harm. This lesson reviews three key aspects that are part of planning for emergencies. They are preparing, responding, and recovering. It also reviews methods of staying informed during actual emergencies.

Home | Contents | Next curriculum

CDS-I: Pandemics (Contact hours: 1.2)

Pandemics can be very serious. Responding to them requires a lot of direct support professionals (DSPs). DSPs are essential workers. They often need to keep working during a pandemic. This lesson describes pandemics. It gives strategies for staying safe. It includes current information about COVID. It also helps with preparing for pandemics in general.

CDS-A: The Role of the Direct Support Professional in Emergency Preparedness (Contact hours: 1.2)

Emergencies can happen at any time. Being prepared when they do is important in your role as a direct support professional (DSP) or other potential supporter. This lesson describes the important role you play in getting ready for emergencies. It explores your role in responding to these emergencies. You will also learn about your role in recovering from emergencies. This lesson reviews employer emergency plans and individual emergency plans. It teaches the value of these plans in the work you do. The lesson can help you to better manage emergencies when or if they happen.

Home | Contents | Next curriculum

Employment Supports for People with Disabilities: Exploring Individual Preferences for Job Attainment

This lesson explores the basics of employment services and supports for people with disabilities. The lesson covers a variety of supports available. It describes the value of identifying and using preferences when supporting people with job searches. It provides steps you can take when helping people to find a job. You will also learn about the role of the DSP and other key stakeholders in supporting employment.

CE Credits:

0.3

Contact Hours:

2.9

Total Lessons:

CDS-E: Introduction to Employment Supports (Contact hours: 0.8)

This lesson is an introduction to employment services and supports for people with disabilities. It will help you understand the cultural value of work in the United States and how people with disabilities fit into this framework. The lesson covers the various funding options available to people with disabilities to access vocational supports. The history of vocational services and a description of the various program types are examined. The various vocational service terms are defined, as well as the roles of Direct Support Professionals and other key stakeholders.

CDS-I-S: Identifying Individual Employment Preferences, Interests, Strengths, and Support Needs (Contact hours: 0.7)

This lesson will focus on important factors to keep in mind when providing vocational supports to an individual. This lesson will also cover the importance of identifying an individual's vocational strengths and challenges and how they may influence an individual's need for support. Vocational assessments will be reviewed, especially how the results can be analyzed and used.

Home | Contents | Next curriculum

CDS-A-S: Applying, Interviewing, and Making Accommodations for Work (Contact hours: 0.7)

This lesson reviews ways the direct support professional can assist an individual through the application and interview process. It also touches on ways to educate an employer about supported employment services. Lastly, the lesson discusses ways to negotiate employment and develop accommodations.

CDS-A-S: Job Opportunities and Job Searching (Contact hours: 0.7)

This lesson reviews how to research job markets and industries to expand an individual's job search. It discusses ways to contact employers about job leads as well as tools that can aid in the job search process. This lesson also explains ways to increase a job seeker's participation in his or her job search. Lastly, employer incentives are reviewed.

Home | Contents | Next curriculum

Everyone Can Communicate

Communication is important to everyone. It can help people get along with each other. It is an effective tool that can help people get what they want and need. Communication plays an important role in building relationships. But it can also create barriers and can lead to misunderstandings. You may already realize the important role it plays in the support you provide to people with disabilities. This course will help you understand the important role you play as a communication partner.

Communication is a process. It has specific components. It is both formal and informal. This course will help you to see how people communicate with and without words. You will learn strategies that can help you to communicate. You will also learn about different communication styles. You will learn what you can do to get rid of communication barriers. You will also learn about the importance of gestures in everyday communication. Finally, this course will introduce you to augmentative and alternative communication approaches. This course is designed to give you the skills you need to empower those you support. You will also be more prepared to encourage self-determination with communication.

CE Credits:

0.7

Contact Hours:

6.7

Total Lessons:

CDS-E: The Role of the Direct Support Professional as a Communication Partner (Contact hours: 1.4)

This lesson builds on what you have learned about how the communication partner's behavior can be a barrier or facilitator of communication. As a direct support professional, you are an important communication partner. This lesson will help you understand and make the most of your role.

CDS-E: What is Communication and Why is it Important? (Contact hours: 1.7)

This lesson defines communication and describes why it is important. It will introduce you to the process and components of communication. It will explain the difference between speech, language and communication. You will learn about the Communication Bill of Rights, and much more.

Home | Contents | Next curriculum

CDS-I: How People Communicate (Contact hours: 1.1)

This lesson explores the communication component of how people communicate. It also explores a bit more about why people communicate. You will discover that people communicate in many different ways about different things. You will learn that we communicate for different reasons. You will learn that an effective communicator is a good observer of non-speech communication. Finally, you will learn to use naturally-occurring gestures in your role as a direct support professional.

CDS-I-S: Augmentative and Alternative Communication (Contact hours: 1.4)

Augmentative and alternative communications (AAC) approaches are effective ways to enhance or augment spoken language. In this lesson you will be introduced to the range and scope of aided and unaided AAC approaches. Your role in AAC selection and implementation of an AACapproach will be introduced. Myths regarding AAC and the development of speech will be addressed.

CDS-I-S: Strategies to Enhance Communication (Contact hours: 1.1)

There are many things you can do as a direct support professional to enhance communication. This lesson introduces effective strategies. It also helps you apply them. Approaches such as modeling, waiting, and contingent responding will increase your ability to communicate with the people you support. This in turn will help you support the empowerment, participation, and self-advocacy of those you support.

Home | Contents | Next curriculum

Functional Assessment

Functional assessment is a tool that helps you learn more about people. It is useful for finding answers to the question of why a person engages in disruptive or harmful behaviors. Often direct support professionals (DSPs) are asked to participate in the process of functional assessment. This course is an overview of functional assessment. It is helpful to understand the purpose of functional assessment and be familiar with the way these assessments are completed. Functional assessment is a structured method of looking at behavior. It helps you support people to have more satisfying and fulfilling lives. Functional assessment includes careful observation, asking good questions, and working with others. In this course you will review what you know about behavior. You will learn about functional assessment. You will then learn about other types of assessments and the role of comprehensive assessment in functional assessment. Finally, you will learn how to use this information to plan for people.

CE Credits:

0.6

Contact Hours:

5.7

Total Lessons:

CDS-I-S: Understanding Behavior and Participating in the Functional Assessment Process (Contact hours: 1.6)

This lesson gives you an overview of principles and concepts of behavior. It will also review your role as a direct support professionals in functional assessment (FA).

CDS-A-S: Comprehensive Assessment and the Role of the Direct Support Professional (Contact hours: 1.6)

Comprehensive assessment is the process of pulling together information from a number of

sources in order to have a better understanding of a person. The lesson will help direct support professionals use and participate in various assessments. You will learn about the different types of assessments. You will see how assessments done by other professionals can provide information. You will learn about your role as a direct support professional in the assessment process. You will learn how comprehensive assessment is linked to the functional assessment process.

Home | Contents | Next curriculum

CDS-A-S: Strategies for Gathering and Organizing Functional Assessment Information (Contact hours: 1.4)

This lesson describes and defines the functional assessment (FA) process (sometimes called functional behavioral assessment.) Important terms in FA and its overall purpose are reviewed. DSP roles in the process are reviewed. Methods of collecting information are explained. The learner will be prepared to participate in data gathering activities. Ethical considerations in the FA process are included.

CDS-A-S: Using Functional Assessments and Behavior Support Plans (Contact hours: 1.1)

The purpose of completing a functional assessment is to create a plan that is likely to help people use more acceptable behaviors to get needs met. In this lesson you will have a chance to read and interact with functional assessments. You will also review and work with some behavior support plans. You learned a lot about functional assessments throughout this course, now you will have a chance to practice using what you learned.

Home | Contents | Next curriculum

The Health Insurance Portability and Accountability Act (HIPAA)

This lesson provides a brief overview of the current Health Insurance Portability and Accountability Act (HIPAA). It introduces basic terms associated with HIPAA. It describes the important role that direct support professionals (DSPs) play in protecting information. It helps them recognize protected health information (PHI). This lesson also introduces four rules essential to HIPAA. These rules are explored more fully in other lessons.

CE Credits:

0.1

Contact Hours:

1.1

Total Lessons:

CDS-E: Introduction to HIPAA (Contact hours: 0.4)

CDS-E: The Breach Notification Rule and Enforcement Rule (Contact hours: 0.3)

This lesson provides a brief overview of the HIPAA Breach Notification Rule and the HIPAA Enforcement Rule. It discusses how these rules impact the work of DSPs.

CDS-E: The Privacy Rule and Security Rule (Contact hours: 0.4)

This lesson provides a brief overview of the HIPAA Privacy Rule and the HIPAA Security Rule. It discusses how these rules impact the work of DSPs. This lesson also provides the learner with important ways to protect the health information of the people they support.

Home | Contents | Next curriculum

Hiring Great Direct Support Professionals

Participant-directed services promote decision-making, choice, and control. They promote flexibility and more independence in supports provided to people with disabilities, older people, people with mental illness, and family members who support them. Participant-directed services provide opportunities for people to hire, dismiss, supervise, and train direct support professionals (DSPs). This course is a toolkit with exercises and activities to help you learn some of the basics of hiring, training, and keeping great DSPs. These DSPs may be referred to by many different names. This includes personal care attendants (PCAs), homemaker aides, home health aides, direct support workers, and care workers. In this course we will refer to anyone who provides direct support services as DSPs. As an employer of DSPs, this course will provide you or your family members with tips for hiring and keeping great DSPs. This course will help you to decide what makes a DSP great in your own life. You will learn how to find and recruit great DSPs. You will learn to ask the right questions during an interview. You will also learn some tips to keep DSPs by using effective training techniques and recognition strategies.

CE Credits:

0.3

Contact Hours:

2.8

Total Lessons:

CDS-A: Introducing the Hiring Process (Contact hours: 0.4)

Participant-directed services give you a unique opportunity to hire and train your own direct support professionals. This lesson will help you understand three important steps in the hiring process. These steps include finding, choosing, and keeping great direct support professionals.

CDS-A: Looking for the Right Direct Support Professional (Contact hours: 0.4)

Finding a great direct support professional is important. It can help you to meet your needs and goals in life. This lesson will help you look at your needs. It will help you identify the things to look for in the direct support professionals you want to hire. Most people have a definition of what makes a great direct support professional. This lesson will help you understand what makes a great direct support professional in your own life.

Home | Contents | Next curriculum

CDS-A: Where to Find Great Direct Support Professionals (Contact hours: 0.5)

This lesson will help you locate sources where you can find the direct support professionals you need. You will learn how to use inside recruitment sources like family and friends. It briefly covers outside sources as well. You will also learn a little bit about how recruitment bonuses are used to help find direct support professionals.

CDS-A: Creating Your Real Story (Contact hours: 0.3)

This lesson introduces a tool called Your Real Story. This is also referred to as a realistic job preview. This tool can help you decide who is right for the job. You will learn what information you should add to your story so that a person you might hire can get a good idea of what it is like to work for you. You will also have an opportunity to create a real story of your own from a special template in this lesson.

CDS-A: The Art of Interviewing (Contact hours: 0.5)

This lesson covers how to interview potential direct support professionals. You will learn how to develop and ask good questions that will help you get to know a candidate. This will help you make a good decision about who to hire. You will also learn an easy technique for scoring answers to interview questions. This will help you compare candidates so you can pick the one that best matches your needs.

CDS-A: Teaching Direct Support Professionals the Job (Contact hours: 0.4)

This lesson is about teaching direct support professionals to do the job. It offers tips, hints and strategies you can use to make sure they know what to do to support you. You will also learn a little about who adult learners are and how they learn best. This will help you help them to be successful on the job.

CDS-A: Strategies for Keeping Great Direct Support Professionals (Contact hours: 0.3)

Sometimes providing support to someone can be stressful. Direct support professionals (DSPs) can burnout and leave the job. This lesson is about strategies and techniques that help you keep direct support professionals for a long time. You will learn how to help DSPs avoid stress and burnout. You will also learn about different ways to show appreciation for a job well done.

Home | Contents | Next curriculum

Home and Community Living

Our homes are important to us. The home is the heart of many activities that keep us connected to our communities. Homes are also personal spaces. Helping people live at home more comfortably, more safely, and in ways that are meaningful is part of your role as a DSP. This course will help you learn to support a person in their home in ways that they want to be supported. The lessons in this course cover many important aspects of supporting someone at home. Topics include learning about the boundaries and expectations in this role. They also include facts, techniques, and methods of support. Many other areas are covered as well. This includes cleaning, home maintenance and upkeep, and yard work. It also includes pet care, organization, and laundry.

CE Credits:

0.5

Contact Hours:

5.4

Total Lessons:

CDS-E-S: Clothing Care and Laundry (Contact hours: 1.2)

Direct support professionals often help with everyday tasks like cooking, cleaning and doing laundry. Taking care of clothes is an important part of keeping a home running well. It also helps people feel clean, comfortable and confident. Laundry and clothing care can be hard for some people. These tasks take some degree of planning, strength, and skill. People with disabilities may need extra help to do them safely and well. This lesson will teach you the basics of clothing care and laundry. You’ll learn how to support someone with these tasks in a way that builds their skills and independence.

CDS-E-S: Comfortable Living (Contact hours: 1.0)

People want to be comfortable at home. Direct support professionals (DSPs) play a role in people's comfort. Many people that need support may not be able to fully interact with the environment. They need DSPs to complete many basic chores. Some basic information regarding key areas of comfortable living are reviewed in this lesson. Decorating and organizing spaces to meet people's needs are included. The lesson also covers care of pets and plants.

Home | Contents | Next curriculum

CDS-E-S: Home Maintenance and Upkeep (Contact hours: 1.0)

Homes require care beyond cleaning to stay in good shape. Direct support professionals may be asked to help with minor maintenance. They may often help with common upkeep. This includes things like seasonal tasks that protect the home. This lesson will provide information about common maintenance activities and describe why they are important. Information about maintaining an energy-efficient home, as well as how to care for lawns and gardens is included. The lesson also addresses ways to prevent or get rid of pests in the home. Finally, it reviews information regarding the proper ways to dispose of recycling and garbage including hazardous waste.

CDS-E-S: Maintaining a Clean Home (Contact hours: 1.2)

Keeping a home clean is an important part of supporting someone’s daily life. As a direct support professional, you play a key role in making sure the home feels safe, healthy, and comfortable. Cleaning focuses on more than just the appearance of the home. It includes preventing the spread of germs, and protecting furniture, and other household items. It also focuses on respecting the preferences and sensitives of the people who live there. In this lesson, you’ll learn practical ways to clean that meet each person’s needs and create a welcoming environment they can enjoy.

CDS-E-S: Supporting Home Living: The DSP Role (Contact hours: 1.0)

This lesson reviews the role of direct support professionals in helping people to live comfortably, safely, and independently in their homes and communities. Learners will examine how home support can be different for each person. It can change based on what the person needs and where they live. Home living includes many tasks, such as cooking, cleaning, yard work, and caring for pets. This lesson reviews the importance of being a respectful neighbor and supporting the surrounding community.

Home | Contents | Next curriculum

Implementing Participant-Directed Supports

This course provides training to individuals and families who self-direct their supports. It is written in the context of a person who makes decisions about their own supports. It also applies to a family member or ally who may be delegated to direct supports for an individual. This course contains nine lessons. Lesson one is focused on understanding participant-directed supports. Lesson two provides an overview of the basic steps to implement participant-directed supports. The other seven lessons contain an in-depth explanation of each step outlined in lesson two about how to achieve and continue participant-directed supports successfully. After completing this course learners will be able to accurately describe participant-directed supports. Learners will also be able to describe and explain the essential steps needed for successful participant-directed supports.

CE Credits:

0.3

Contact Hours:

2.6

Total Lessons:

CDS-A: Understanding Participant-Directed Supports (Contact hours: 0.2)
This lesson provides information about the meaning of participant-directed supports. It explores the main principles of this concept. This lesson explains why participant-directed supports are important. It will help you to understand the connection between participant-direction, choice, and freedom.

CDS-A: Steps to Implementing Participant-Directed Supports (Contact hours: 0.3)
This lesson provides information about how to put participant-directed supports into action.

It presents basic information on this step-by-step process. It explains how to begin the process. It also offers ideas on how to continue in the process successfully.

CDS-A: Implementing Step 1: Assessment (Contact hours: 0.3)
In this lesson you will learn about the assessment process in participant-directed supports. You will learn about state rules and regulations that affect access to these supports. You will learn about government assistance to a person with support needs. You will learn about eligibility for services. You will also learn about the right to appeal if you are found not to be eligible for services.

CDS-A: Implementing Step 2: Identify Resources (Contact hours: 0.3)
In this lesson you will learn about personal assets. This can include your gifts and talents. It can also include your life experiences. You will learn how to identify who is in your personal networks. You will learn about what supports and items may be paid for through participant-directed services. You will also learn about the role of a support broker.

CDS-A: Implementing Step 3: Design the Plan (Contact hours: 0.3)
This lesson will cover the basics of how to design your plan for participant-directed services. It will include how to identify goals. It will cover how to use goals from your person-centered planning process. It will cover how to use support methods from step two of this process for identifying resources. It will address how to put supports and services into action. It will also cover how to gather and use input from your support team.

Home | Contents | Next curriculum

CDS-A: Implementing Step 4: Broker the Agreement (Contact hours: 0.3)
This lesson will focus on how to balance needed supports within your participant-directed services budget. It will help you to learn how a spending plan is developed. This will include the frequency, quality, and length of time for supports. You will learn about who provides supports. You will also learn how to identify your preferences and which of your support needs are most important.

CDS-A: Implementing Step 5: Organize Supports (Contact hours: 0.3)
This lesson will go into more depth about how to organize and coordinate the supports you need. It will address how to make sure supports meet your everyday needs. It will also go into detail about the role of the support broker. This includes the support broker's role as a liaison between the person and financial management services.

CDS-A: Implementing Step 6: Implement Supports (Contact hours: 0.3)
This lesson will address flexibility in using your supports. Participant-directed services can be used in a way that best fits your current situation. It will address what it means for you to have creativity and choice your over supports. It will cover how to use self-determination and person-centered planning to direct and manage your supports. It will also address your responsibility to oversee your supports and their delivery. This includes how you use your funding within state guidelines. It includes using the supports in your plan. It also includes making a report to your support team if problems occur.

CDS-A: Implementing Step 7: Evaluate (Contact hours: 0.3)
This lesson will cover evaluation of your services and supports. It will cover whether supports and services are adequate. It will cover how to know if these are helping you to meet your goals. It will cover what to do if goals are not being met. It will cover equity with regard to supports and services. It will also cover evaluating the efficiency of services and supports.

Home | Contents | Next curriculum

Individual Rights and Choice

Understanding, supporting, and advocating for people’s rights is an important part of being a direct support professional (DSP). People with support needs have often been barred from expressing their rights. In this course you will learn about the rights that individuals have. It provides an overview of relevant laws and the history of the development of those laws. You will also learn more about balancing the right to take risks with the right to be protected from harm. Finally, you will learn valuable skills in facilitating the ability of the individuals that you support to identify and express rights that are important to them.

CE Credits:

0.4

Contact Hours:

3.6

Total Lessons:

CDS-E: Overcoming a Past of Barriers and Restrictions (Contact hours: 0.8)

People with disabilities have faced many barriers to expressing their rights through history. They have had to endure cruel treatment at times. However, advocacy by people, families, and other supporters have led to changes that support rights and choice. This lesson describes how people were affected by past events. It reviews legislative acts that support rights today. It helps the learner understand that people may still face challenges when trying to express their rights.

CDS-E: Overview of Individual Rights (Contact hours: 1.0)

Every person has rights. Some rights are broad and apply to all people. Others may be limited by certain laws or situations. This lesson provides an overview of many aspects of individual rights. It defines rights and other related terms. Laws that have affected the rights and choices of people with intellectual or developmental disabilities (IDD) are reviewed. This lesson also looks at rights people have when they receive long-term services and support (LTSS).

CDS-E: Restrictions of Individual Rights (Contact hours: 1.0)

As a direct support professional (DSP), you are expected to support a person’s rights and choices. In addition, supporting people in ways that help them understand and manage possible risks is also part of your role. This lesson explains how to know when rights are being restricted.

It describes how legal arrangements such as guardianship can affect rights. It also explores how they can support a person’s choices. This lesson also reviews the role of human rights committees in agencies. It teaches DSPs how to help people balance their rights and choices with possible risks.

CDS-E: Your Role in Supporting Expression of Rights and Facilitating Choice (Contact hours: 0.8)

All people have rights. However, people with intellectual or developmental disabilities (IDD) have not always received support to express their rights. This is a key role of the direct support professional (DSP). Supporting people with making choices every day is also part of the DSP’s job. This lesson teaches DSPs to support people with expressing their rights in the ways they choose.

Home | Contents | Next curriculum

Introduction to Developmental Disabilities

Developmental disabilities have become more common over time. About one in six children in the US is affected by them. Developmental disabilities include a range of conditions that begin during a person’s development, up to 22 years of age. They include autism and attention-deficit disorders. They include learning disabilities. They also include developmental delays and other conditions. These conditions may affect life activities such as language and mobility. They could also impact learning and the ability to gain life skills. But the range of specific conditions and support needs are very diverse. This course provides information about supporting people with developmental disabilities. You will learn about the history of support and services. You will learn about important terms and using supportive language. There is a review of some causes of these conditions. Best practices are also shared. This content will help direct support professionals to communicate better in their roles. It will help them work within the systems that support people. They will be able to explain the service system to people and their families better. They will learn the importance of supporting self-direction.

CE Credits:

0.6

Contact Hours:

5.5

Total Lessons:

CDS-A: Terminology and Classification in Developmental Disabilities (Contact hours: 1.3)

People are eligible for services based on whether they meet certain criteria. This lesson will help you understand words and terms that are used to talk about service needs in the developmental disabilities field. These words are used to describe and classify disability. Knowledge of these terms will help you communicate about services and eligibility.

CDS-E: The Language and Ideas of Best Practices (Contact hours: 1.1)

This lesson focuses on the words and ideas that reflect the most promising new strategies and practices for supporting people with disabilities. These words and ideas are helping to change how people with disabilities live. You will learn the importance of using respectful language. Changing words and ideas can open up new opportunities for people.

Home | Contents | Next curriculum

CDS-I: A Brief History of Developmental Disability (Contact hours: 1.4)

The views about and treatment toward people with developmental disabilities have changed considerably over the past two centuries. This lesson describes three models that reflect these changing views. It reviews the historical shift of people with disabilities taking more control over their own lives. It focuses on key steps that led to these changes. This lesson discusses how the role of direct support professionals has changed as a result.

CDS-I: Causes of Developmental Disabilities (Contact hours: 0.8)

This lesson reviews the two primary causes of developmental disabilities. Understanding more about the people you support will help you provide better support. In this lesson you will learn about some conditions that may result from environmental and genetic factors. This knowledge is helpful in your role as a direct support professional. This is especially true in areas of health, communication, and behavior support. This lesson also provides strategies on how to learn more about different conditions.

CDS-A: Services for People with Developmental Disabilities (Contact hours: 0.9)

This lesson introduces you to the range of services available to people with developmental disabilities. You will learn some terms related to services. The lesson also explains how services are organized and funded. You will learn about the role of the service coordinator and how service design and delivery are changing.

Introduction to Medication Support

This course is an introduction to providing medication support. You will learn how to support people to safely manage their medications. The course is also designed to meet the needs of DSPs throughout the country who must meet specific state laws and rules as well as the policies and procedures of their employers. This course has some special features to help you understand and deal with these differences.

CE Credits:

0.8

Contact Hours:

7.5

Total Lessons:

CDS-E-S: Administration of Medications and Treatments (Contact hours: 1.7)

This lesson reviews methods for correctly administering medications through five common routes (mouth, eyes, ears, nose, and skin). Methods for preventing errors during administration such as the “triple check” of the label are described. In addition, methods for helping people understand their medications are shared. Information is provided on what to do when people will not take their medications or use them in ways that are not intended.

CDS-E-S: An Overview of Direct Support Roles in Medication Support (Contact hours: 1.2)

This lesson describes different types of medications. It describes why people take them. It describes what medication errors are. The lesson reviews health and medication histories and how to complete them. You will also learn about methods of identifying and tracking problems with medications. Finally, you will learn how to avoid errors when taking medications away from home.

Home | Contents | Next curriculum

CDS-E-S: Follow-up, Communication, and Documentation of Medications (Contact hours: 1.3)

This lesson reviews the importance of good communication and follow-up. It shows medication-related situations that require communication. General documentation practices are provided and you will be prompted on how to get information from your employer regarding specific rules about giving medications. You will review and use a Medication Administration Record and reflects on potential abuse, neglect, and exploitation situations.

CDS-E-S: Medication Basics (Contact hours: 1.5)

This lesson describes different types of medications. It describes why people take them and what medication errors are. The lesson reviews health and medication histories and how to complete them. You will learn about methods of identifying and tracking problems with medications. Finally, you will learn how to avoid errors when taking medications away from home.

CDS-E-S: Using Medication References and Resources (Contact hours: 0.5)

This mini-lesson will help you to understand why you may want to check a reference regarding a drug or medication. The lesson describes several different medication resources. You are encouraged to reflect on the benefits of and drawbacks to using common references and sources. You will be asked to demonstrate your ability to use a reference when necessary.

CDS-E-S: Working with Medications (Contact hours: 1.3)

This lesson provides an overview of working with medications. You will practice reading medication labels for both prescription and nonprescription medications. You will review the five rights that indicate a medication has been taken properly and practice identifying errors. You will learn proper hand-washing and hygiene techniques to follow before working with medications. The lesson also reviews the storage and destruction of medications.

Home | Contents | Next curriculum

Introduction to Mental Health and Mental Illnesses

There are millions of people in the US living with mental health conditions today. These conditions not only affect the person. They also affect their family, friends, and the community. Mental health conditions are invisible. They can be hard to understand. Some people will be mildly affected. Others may be affected much more severely. This course will assist you to understand more about mental health and mental illness. It will provide an overview of systems issues in mental health support. It will provide you with strategies you can use as a direct support professional (DSP) to provide compassionate, empowering, and respectful support to people with mental health conditions.

CE Credits:

0.8

Contact Hours:

8.3

Total Lessons:

CDS-E: Overview of Common Mental Illnesses, Treatment, and Service Options (Contact hours: 1.4)

This lesson provides history and context for mental illness. Past and future treatments of individuals living with mental illness will be covered. Learners will gain more in depth information on signs and symptoms of various mental illnesses. They will learn about a range of different treatment options and how to access them.

CDS-E: Overview of Mental Health and the Role of the DSP (Contact hours: 1.1)

Mental illness affects people of all ages and from all backgrounds. Mental health is an important part of a person’s overall well-being. This lesson provides a basic overview of mental health and mental illness. It includes causes and the importance of timely and accurate diagnosis. The lesson also provides information on how to take an active role in the mental health system while working as a direct support professional (DSP).

Home | Contents | Next curriculum

CDS-E-S: DSP Support Strategies (Contact hours: 1.3)

Supporting a person living with mental illness in a community setting takes skill and effort. There are some unique strategies that are likely to be more successful. Co-occurring conditions can complicate things. But these same strategies can be used with adaptations to support anyone with mood or thought disorders. This lesson will assist you to develop these skills.

CDS-E-S: Psychotropic Medications - Uses and Issues (Contact hours: 1.6)

Medication is often used to help manage the signs and symptoms of mental illness. Medication used for this purpose is sometimes called psychotropic medication (or psychotropics). This lesson will provide you with information about psychotropics. It also includes their uses and your role.

CDS-I-S: Supporting People with Mental Health Conditions in the Community (Contact hours: 1.5)

Mental health conditions affect millions of people every day. Having a serious mental illness can be life altering. The supports that are available to a person can have an important impact on recovery.

CDS-I-S: System Issues and Solutions in Mental Health (Contact hours: 1.4)

It is well known that the current services for a person living with mental illness are not adequate. There are many barriers to early identification and treatment. There are many barriers to obtaining person-centered, high quality care in the community. This lesson provides an overview of some of the critical issues in mental health. It also provides steps that a direct support professional (DSP) can implement to overcome or minimize these issues for those they support.

Home | Contents | Next curriculum

Maltreatment: Prevention and Response

Maltreatment of vulnerable adults and children happens every day. Estimates are that more than a million children and adults are maltreated in the US each year. Direct support professionals (DSPs) have an opportunity to help prevent maltreatment. They also are often mandated to report issues of concern. This course will help the learner to understand the factors that influence maltreatment risk. He or she will learn how to nurture protective factors. He or she will learn to manage his or her personal risks. The learner will identify local laws and policies that affect his or her role. He or she will also learn how to identify and respond to situations that are of concern.

CE Credits:

0.8

Contact Hours:

7.6

Total Lessons:

CDS-E: Follow-Up to Potential Maltreatment Reports (Contact hours: 0.4)

Sometimes a direct support professional (DSP) is not allowed access to the final ruling on a reported incident. But you can work with employers and the person you support to prevent future incidents. You can monitor the situation and help a person to recognize and resolve trauma. You can be willing to make a second or third report. You can help a person to engage other forms of advocacy and protection. This lesson will help you to learn about these topics. It will address how to follow up to potential maltreatment reports.

CDS-E: How to Report Potential Maltreatment (Contact hours: 0.4)

It’s important to be organized and prepared when you need to make a report about potential maltreatment. Objective and factual information can help the investigator. Evidence and documentation also help. A direct support professional (DSP) who needs to make a verbal or written report will need to have the important details. This includes who, what, when, where, and how. They need to provide enough details so that a person who isn’t familiar with the situation can understand it.

Home | Contents | Next curriculum

CDS-E: Responding to Potential Maltreatment (Contact hours: 0.4)

Some people will still be subject to maltreatment even with prevention in place. As a direct support professional (DSP), you must be able to recognize these situations. You must be prepared to report. This lesson reviews how to respond to these situations.

CDS-E: The Direct Support Professional Role (Contact hours: 0.4)

Each direct support professional (DSP) has a personal responsibility to avoid maltreatment of the people they support. The attitudes and beliefs of individuals and communities can make this situation more or less likely. DSPs have a role in preventing, identifying, and reporting these situations. In doing so, they can influence community and organizational attitudes. This begins when they start to examine their own attitudes and beliefs.

CDS-E: The Role of Documentation and Systems in Prevention (Contact hours: 0.4)

Documentation and use of systems can help prevent maltreatment. They can also help to more quickly identify problems and help substantiate facts. Keeping good information both at work and privately may help a direct support professional (DSP) stop maltreatment. This lesson will cover the basics of the DSP role in documentation and the use of systems in prevention.

CDS-E: What is Abuse? (Contact hours: 0.4)

Abuse can be physical. It can be emotional. It can also be sexual or verbal. Even people who communicate well can be vulnerable to abuse. Being observant and taking action when concerned is a critical part of the direct support professional (DSP) role. In this lesson you will learn more about what defines abuse and how to define abuse as required by your state and employer. You will also learn how to recognize signs of potential abuse.

CDS-E: What is Exploitation? (Contact hours: 0.4)

Exploitation is a type of maltreatment where a caregiver misuses their power to take advantage of a person they support. Exploitation can include financial, sexual, and other forms. Some forms of exploitation are deliberate. Others are unintentional. This lesson will help you understand the definition of exploitation. It will also help you learn how to recognize signs of exploitation.

CDS-E: What is Maltreatment? (Contact hours: 0.4)

This lesson will help you to gain a basic understanding of what maltreatment is and is not. It will help you to understand how to identify local laws and policies. You will learn about local definitions of maltreatment and the role of the direct support professional (DSP). This lesson will also help you to learn about the basics of who to contact and how to have the contact information organized.

Home | Contents | Next curriculum

CDS-E: What is Neglect? (Contact hours: 0.4)

Neglect can be intentional. It can also be unintentional. It can be extremely harmful and even deadly. Direct support professionals (DSPs) must be alert to signs of neglect. They must also prevent neglect by knowing the expectations and limits of their role. DSPs must provide proper supervision and follow protocols directly. This lesson will define neglect and the DSP’s responsibility in preventing neglect.

CDS-E: Where to Report Potential Maltreatment (Contact hours: 0.4)

Reporting maltreatment depends on the situation. The person’s age and where they live may affect where the report is made. Each direct support professional (DSP) must know where to report. They need to be ready to work with law enforcement to make a report as needed. They need to know about other agencies that may need to be informed. They also need to know

who can offer more support in certain situations. This lesson will cover the basics of where to report potential maltreatment.

CDS-A: An Overview of Risks for Maltreatment (Contact hours: 0.4)

Risks of maltreatment go beyond just the caregiver who engages in maltreatment. Community attitudes and support practices also have an influence. This lesson provides the learner with an overview of these issues.

CDS-I: Balancing Rights with Protection (Contact hours: 0.4)

Safety is important. But a person’s rights must also be protected. A pattern of rights violations may even meet the criteria for maltreatment. As a direct support professional (DSP), you must have the proper approval for any restrictions. This lesson will teach you how to balance a person’s rights and protect the person from harm at the same time.

CDS-A: Characteristics of Caregivers That Affect Risk (Contact hours: 0.4)

Some caregivers have traits that can cause an increased likelihood to commit maltreatment. Some of these traits include apathy and low tolerance for frustration. Poor stress and anger management skills increase this risk. Incompetent caregivers also increase this risk. This lesson will help you to learn signs to watch for that put you and those you support at increased risk of maltreatment. It will also give you some steps to take to reduce these risks.

CDS-A: Characteristics of People Supported that Affect Risk (Contact hours: 0.4)

Certain attributes can increase a person’s vulnerability to maltreatment. Attributes that increase caregiver frustration and decrease the caregiver’s ability to connect and bond can increase a person’s risk. Caregivers sometimes shelter people from information. They may encourage people supported to comply with

Home | Contents | Next curriculum

others. This also leaves a person more vulnerable to maltreatment. Direct support professionals (DSPs) need to do their part to overcome these challenges. This lesson will help you to learn more about these risks and what you can do.

CDS-A: Characteristics of Situations That Increase Risk (Contact hours: 0.4)

The expectations and situations that affect an environment can influence the risk of maltreatment. Overworked, unappreciated caregivers are at a higher risk. This is also true of caregivers who haven’t been properly trained. Tolerance for punishment increases a caregiver’s risk. Physical and social isolation make maltreatment more likely and easier to hide. This lesson will help you to learn more about situations where maltreatment is an increased risk.

CDS-A: Engaging and Supporting Protective Factors in Individuals (Contact hours: 0.4)

Attitudes in our homes, neighborhoods, and communities influence maltreatment. Organizational culture influences maltreatment. Direct support professionals (DSPs) can participate in activities that decrease the likelihood that maltreatment will happen or be accepted. This lesson will cover how to engage and support protective factors in organizations and communities.

CDS-A: Engaging and Supporting Protective Factors in Organizations and Communities (Contact hours: 0.4)

Attitudes in our communities, homes, and organizations make maltreatment more or less likely. This lesson encourages the learner to look at systemic issues and to get involved in change.

CDS-A: Reducing Caregiver Risk of Maltreating (Contact hours: 0.4)

Caregivers who have an increased risk of maltreatment often lack basic caregiving skills. They may also struggle with empathy, emotional regulation, and the need to control. This lesson will help you learn more about recognizing and managing these risks in yourself and others.

CDS-I: The Ethical Role of the DSP (Contact hours: 0.4)

People in helping professions need to have a good method to manage ethical dilemmas. As a direct support professional (DSP), you have a code of ethics that can guide you. All codes encourage person-centered, culturally appropriate support. This lesson will cover how to apply the code of ethics in your work with those you support.

Home | Contents | Next curriculum

Personal Care

Grooming and hygiene are important parts of daily life. Grooming and hygiene can reflect a person's well-being and self-esteem. Poor hygiene can lead to poor health. As a DSP you may help people with grooming and hygiene activities. These include tasks such as helping with dressing, bathing, shaving, or using the toilet. It may also include teaching these skills to children or adults with a variety of disabilities. You may feel uncomfortable assisting people with grooming and hygiene. Learning to support people with personal care in a sensitive and respectful manner is discussed. It is also important to respect a person's own grooming habits. These are personal and unique, and can be culturally based. You will learn how to find out about people's personal style and preferences. You will review methods for completing many grooming and hygiene tasks. This course will also help you understand health concerns and risks related to personal care.

CE Credits:

0.6

Contact Hours:

5.5

Total Lessons:

CDS-E-S: Basics of Grooming and Dressing (Contact hours: 1.0)

This lesson reviews how to complete a variety of grooming activities. The lesson includes instructions for assisting a person in dressing, complete hair care, nail care, shaving, and other grooming activities. You will review how to support a person with grooming in a way that reflects personal preferences.

CDS-E-S: Individualizing Personal Care (Contact hours: 1.2)

This lesson will help the learner to understand what “individualized” support means. It will describe how to provide individualized personal care support. It will explore how personal differences such as disability, age, culture, and gender may affect grooming and hygiene. Strategies will be provided to make sure that support is based on the needs and preferences of the person supported. Learners will be asked to reflect upon their own attitudes and beliefs about grooming and hygiene. They will learn how

Home | Contents | Next curriculum

these beliefs and attitudes may influence how they assist others with grooming and hygiene. How to prioritize activities when assisting with grooming and hygiene will also be discussed.

CDS-E-S: Oral Care (Contact hours: 1.2)

Good oral health is critical to overall health. This lesson teaches methods for assisting people in caring for their teeth and gums. This lesson covers denture care and reviews health concerns related to poor oral hygiene. It includes strategies for achieving the best possible oral health.

CDS-E-S: The Basics of Hygiene (Contact hours: 1.1)

This lesson reviews how to complete a variety of hygiene activities. The lesson includes instructions for completing bathing routines, personal cleanliness, skincare, nail care, hair care, oral care, and using the toilet. You will review potential health concerns and risks

related to these areas. You will be presented with methods to minimize these risks.

CDS-E-S: Understanding Personal and Self Care (Contact hours: 1.0)

Personal care is an important part of the direct support professional role. In this lesson you will learn what personal care is and why it is necessary. Learners will explore how to provide personal care assistance in a caring and respectful manner. This includes understanding the balance between health and safety, and individual choice. The ethical and legal responsibilities of the direct support professional will also be discussed.

Home | Contents | Next curriculum

Person-Centered Planning

This course provides an introduction to person-centered planning and supports. The course helps the learner understand the history of how person-centered planning developed. It compares person-centered planning to service-centered planning. It reviews several known approaches to person-centered planning. It provides practical tips and strategies for participating in person-centered planning and maintaining person-centered supports.

CE Credits:

0.4

Contact Hours:

3.9

Total Lessons:

CDS-E: Bringing Person-Centered Plans to Life (Contact hours: 0.9)
This lesson helps direct support professionals stay focused on person-centered support. It previews common barriers and challenges to keeping focused on person-centered supports. It provides strategies for avoiding and overcoming these challenges.

CDS-I: Foundations of Person-Centered Planning (Contact hours: 1.1)
This lesson reviews several person-centered planning methods. Person centered planning came out of a recognition that service planning often focuses on “fixing” people. People want to be supported to have full lives. They want help to get around, work, or maintain and develop relationships. Many service plans focus on progress toward goals that are unimportant to the person. Person-centered plans are an opportunity to be reacquainted with the whole person. They focus on strengths and personal goals. They help supporters mobilize resources to make goals achievable. This lesson explores the foundations and benefits of person-centered planning.

CDS-A: An Overview of Person-Centered Approaches (Contact hours: 1.0)
This overview helps the learner become familiar with different methods. This can be helpful in selecting a good approach to PCP. The review also includes who developed the method. It identifies some unique characteristics of each one. The lesson ends with information on how to select a facilitator.

CDS-A: The Person-Centered Planning Process (Contact hours: 0.9)
This lesson helps the learner prepare to participate in person-centered planning. The lesson describes the role of the direct support professional in this process. Direct support professionals may help in many ways with person-centered planning. They may help educate and prepare others. They may participate in the actual planning event. They may be key people to follow-up on items in an action plan.

Home | Contents | Next curriculum

Positive Behavior Support

This course is an introduction to supporting people who engage in challenging behaviors. It teaches interventions that are fair, safe, humane, and effective. You will learn a definition of challenging behavior. Basic behavioral terms and principles are reviewed. The history of treatment of people with disabilities is reviewed. The influence of current practices in positive behavior supports are reviewed. You will learn about regulations around the use of behavioral interventions. This course will help you effectively support people who have behavioral challenges.

CE Credits:

0.9

Contact Hours:

8.6

Total Lessons:

CDS-E: Functions and Causes of Behavior (Contact hours: 1.1)

Most behavior has a purpose. This lesson will help you understand more about identifying the function of challenging behavior. You will learn why identifying the actual function of the behavior is important. You will learn how it is used to create effective supports for changing behavior.

CDS-A: Rules, Regulations, Policies, and Rights (Contact hours: 1.3)

This lesson helps you understand rights restrictions in behavior support. It provides an overview of common restrictions. It gives you strategies for understanding if something is a

rights restriction or not. It explains the different roles people have in protecting other's rights.

CDS-E: Understanding Behavior (Contact hours: 1.5)

Sometimes people use disruptive or harmful behavior. This lesson gives an overview of behavior and what maintains it. It will help you understand what behavior is. It provides a definition of challenging behavior. You will learn some of the terminology used by behavior specialists to describe behavior. This knowledge will help you understand behavior. You will be better able to describe behavior to others. It will help you understand behavior support plans. Finally you will be better able to prevent and respond to challenging behavior.

Home | Contents | Next curriculum

CDS-E: Understanding Positive Approaches (Contact hours: 1.3)

There is a long history of trying to shape the behavior of people receiving supports. Unfortunately, choices in the past did not always respect people's rights. It did not always preserve their dignity or safety. This lesson reviews some of the lesson of the past and why changes in approaches are so critical. It helps you know what personal characteristics are helpful in supporting people with behavioral challenges. It helps you understand the purpose of supports.

CDS-A-S: Behavior Support Plans (Contact hours: 1.0)

This lesson is an overview of the behavior support plan. Behavior support plans are ways to organize information to help DSPs and others support the person effectively. This lesson helps you understand what to look for in a plan and how to implement plans. It describes the role of the DSP in creating and using these plans.

CDS-E-S: Preventing Challenging Behavior (Contact hours: 1.2)

This lesson teaches you how it implements prevention strategies. It helps you understand how to change things that happen before a behavior occurs. These changes can help the person do better immediately. Changes may be to the environment and expectation. It may include teaching new skills. Selection of new skills and the basics on how to teach them are included.

CDS-E-S: Responding to Behavior (Contact hours: 1.2)

This lesson is an overview of responses to challenging behavior. It includes information on how to manage consequences to behavior in ways that make challenging behavior less likely. It also includes basic information on crisis management.

Home | Contents | Next curriculum

Professional Documentation Practices

Documentation is a critical part of direct support work. Good documentation lays the foundation for support services. Documentation helps direct support professionals meet the needs of individuals with disabilities in all setting. In this course you will learn what documentation is and why it is important. The course covers reasons for and basic rules of documentation. You will learn the difference between subjective and objective documentation. In addition you will learn about confidentiality. Finally, it introduces to five common areas where documentation is often required.

CE Credits:

0.3

Contact Hours:

3.2

Total Lessons:

CDS-E: Documentation and the Direct Support Professional (Contact hours: 0.3)

This lesson will provide some helpful guidelines for writing effective and useful documentation entries. You will learn to write documentation entries that are clear and concise. You will learn the difference between objective and subjective entries. This will help provide valuable information to other support team members and help improve the quality of supports for the individuals being supported.

CDS-E: Incident and Accident Documentation (Contact hours: 0.2)

Accidents and incidents do happen on the job. This lesson will review accident and incident documentation. You will learn what information is needed on an accident and incidents report form.

CDS-E: Individual Support Plans, Progress, and Personal Goals (Contact hours: 0.3)

This lesson is about Individual Support Plans. It also covers personal goals and progress reporting. These plans are used to guide the supports and services a person receives. The plans also help individuals reach individual goals, dreams and preferences. You will use these in everyday practice.

Home | Contents | Next curriculum

CDS-E: Medical and Health Related Documentation (Contact hours: 0.4)

Good health is important in everyone's life. As a direct support professional, you need to encourage good health for the people you support. One way to do this is through the completion of medical documentation. In this lesson you will be introduced to medical and health related documentation forms.

CDS-E: Protecting Confidentiality (Contact hours: 0.3)

In your work as a direct support professional you will be reviewing a lot of documentation about the person you support. You will need this information to do a good job. Documentation will have private information about the person. This lesson will help you understand your role in protecting the person's private information. You will learn about confidentiality and why this is important to your everyday practice.

CDS-E: Reasons for Documentation (Contact hours: 0.3)

Documentation is an important aspect of direct support. It can help you provide better supports. It impacts the lives of those you work with. In this lesson, you will learn common reasons for documentation in your role.

CDS-E: Release of Information Forms (Contact hours: 0.3)

This lesson will help you understand what information is needed in order to secure a proper release of information form from a person being supported or their legal surrogate decision maker. You will learn what information should be included on an authorization form. You will also learn about appropriate ways to request information from the person or his or her legal surrogate decision maker.

CDS-E: Rights to Privacy (Contact hours: 0.3)

This lesson explains a person's rights to privacy. It also identifies some common substitute decision makers. These are people who are legally authorized to make decisions for the individual receiving supports. They would also have access to a person's confidential information.

CDS-E: Staff Communication Logs (Contact hours: 0.2)

Communication on the job is important. You need to be able to communicate with other staff across different shifts and different work days. This helps work places run smoothly. A staff communication log is at the hub of daily staff communications. This lesson is about staff communication logs. The lesson explains what staff communications logs are and how they are used to communicate important information.

Home | Contents | Next curriculum

CDS-E: The Basic Rules of Documentation (Contact hours: 0.3)

This lesson covers some of the basic rules for documentation. You will learn about rules covering any type of documentation. This includes formal and informal. It also covers both handwritten and electronic documentation.

CDS-E: The Purpose and Meaning of Documentation in Direct Support Work (Contact hours: 0.3)

Documentation is a critical part of direct support work. In this lesson you will learn what documentation is and why it is important to direct support work. You will learn that documentation's purpose, whether in paper form or electronic, is to communicate information.

Home | Contents | Next curriculum

Safety

Balancing risk, choice, and safety is a big responsibility for direct support professionals. Individuals with intellectual and developmental disabilities have the right to make choices even if these seem risky or unsafe to others. CDS's new Safety course will help learners balance the risks with persons they support as it pertains to safety and handle accidents and incidents as they occur. Each lesson in the course addresses specific safety strategies for various support situations. For instance, learners will learn how to promote safety in different areas of the home, fire prevention and motor vehicle and community transportation safety.

CE Credits:

0.8

Contact Hours:

7.6

Total Lessons:

CDS-E: Balancing Risk with Individual Safety and Choice (Contact hours: 0.4)

This lesson will explore the concepts of freedom of choice and reasonable risk. It will help you learn how to balance these two things in a safe manner for a person you support. It will explore the concept of informed choice. It will also help you learn how to provide support in a way that promotes personal expression and freedom of choice.

CDS-E: Community Safety (Contact hours: 0.4)

This lesson will help you learn about safety awareness in the community. You will learn how to assess risks in many different community

settings. You will learn how to evaluate individualneeds for different environments. This lesson also addresses your responsibilities for community safety in your role as a direct support professional.

CDS-E: Fire Emergency Plans and Evacuation (Contact hours: 0.4)

This lesson will help you learn how to prepare for a fire emergency. It will also cover evacuation procedures. It covers all of the key elements of fire emergency plans. It covers using community resources. It also includes how to involve stake holders in the process. All of this will be important to know in your role as a direct support professional.

Home | Contents | Next curriculum

CDS-E: Fire Emergency Response (Contact hours: 0.4)

In the previous lesson you learned about the dangers and characteristics of fire. You also learned how to prevent fires. This lesson will prepare you to respond to a fire emergency. You will learn two important things. One is how to follow the proper procedures when there is a fire. The other is how to handle things after a fire.

CDS-E: Fire Prevention (Contact hours: 0.4)

Fire prevention skills are critical in direct support practice. It is important to understand the dangers and characteristics of fire. Direct support professionals have a responsibility to take action with fire prevention strategies. This lesson will cover the basics of fire prevention when it comes to providing support to a person with a disability.

CDS-E: Following Accident and Injury Policies and Procedures (Contact hours: 0.4)

Accidents or incidents can happen anywhere and at any time. That is why safety and prevention are so important. You should understand your employer's policies and procedures about accidents, injuries, or incidents. This can be an important step in prevention. Knowing the safe and correct way to handle a situation decreases the likelihood of injury to those you support and yourself. This lesson will cover the importance of following policies and procedures for safety.

CDS-E: Individualized Fire Safety Plans and Skills (Contact hours: 0.4)

This lesson will help you learn how to effectively prepare for fire emergencies with the individual you support. It includes information on how to assess fire safety risks for individuals. It includes information on how to practice and teach fire safety skills. All of this will be important to know in your role as a direct support professional.

CDS-E: Individual Safety Plans (Contact hours: 0.4)

This lesson addresses how to assess risks for a person you support. This can be done in different environments. It covers how to manage risk through an individual safety plan. It also provides information on teaching and role modeling safety skills for each person you support.

CDS-E: Personal Safety (Contact hours: 0.4)

This lesson defines and describes personal safety and why it is important for each person a direct support professional supports. It covers key areas to address with regard to personal safety. It also reviews the responsibilities of the direct support professional with regard to the personal safety of those he or she supports.

Home | Contents | Next curriculum

CDS-E: Reporting Incidents and Accidents (Contact hours: 0.4)

Accidents or incidents will happen. As a direct support professional you have a responsibility to report accidents and injuries you witness. You may also need to make verbal or written accident reports. This might be for things you don’t witness. It is important to report an accident or injury objectively. You should use the five W’s. This includes who, what, where when, why/how. In this lesson you will learn how to make verbal and written reports. You will also learn about the importance of accurate and timely records. This is an important part of preventing future harm. It ensures hazards are addressed in a timely fashion.

CDS-E: Role of the Direct Support Professional: Accident Prevention, Risk Assessment, and Risk Management (Contact hours: 0.4)

The role of the direct support professional (DSP) can vary widely when it comes to promoting

safety for someone they support. It depends on the person’s needs. It depends on the safety concerns. It also depends on many other things. This lesson will cover two aspects of the DSP’s role in safety that have not been covered in depth in other lessons. One is accident and incident prevention. The other is risk assessment and management.

CDS-E: What is Risk? (Contact hours: 0.4)

This lesson explores the risk factors that are common for a person receiving support. It helps you to understand how to minimize risks related to choices. It reviews the different kinds of risks. It also helps you to understand the difference between real risk and perceived risk.

CDS-E-S: Community Transportation (Contact hours: 0.4)

Community transportation can include many different things. This lesson will cover a variety of community transportation options. It will help

you learn about why community transportation is important for those you support. It will cover how to be safe when traveling in the community. It will cover how community transportation aids in social interaction. It will also cover the direct support professional's roles and responsibilities for safe community transportation.

CDS-E-S: Safely Enjoying Outdoor Spaces at Home (Contact hours: 0.4)

In this lesson you will learn about safety in the outdoor areas of the home. This includes common safety hazards found in the outdoor areas. You will learn about safety strategies. You will learn how to prevent accidents. You will also learn about how to assist with the outdoor maintenance of someone you support.

CDS-E-S: Safety in the Bathroom (Contact hours: 0.4)

Bathrooms have safety hazards. Accidents are very common. Direct support professionals play

Home | Contents | Next curriculum

a role in promoting bathroom safety and preventing accidents. There are several areas to consider in bathroom safety prevention. Risks can include fall prevention, electrical appliance safety, burn prevention, and poisons. A big safety issue in the bathroom is the risk of slips and falls. Direct support professionals often support people with getting in and out of bathtub or shower. Bathroom transfers and supports need to be handled in safe manner. There are some bathroom safety features and materials that support increased bathroom safety.

CDS-E-S: Safety in the Bedroom (Contact hours: 0.4)

Prevention is the key to bedroom safety. A bedroom should be comfortable and well organized. It should promote safety, function, and restful sleep. There are five general areas to consider in bedroom safety planning. This includes good lighting, organization, laundry, communication, and fire safety. It is important to address each of these areas well to ensure that both you and the person you support are safe.

CDS-E-S: Safety in the Common Areas (Contact hours: 0.4)

This lesson focuses on safety in the common areas. It will include safety strategies. It will demonstrate how to prevent accidents. It will also help you learn how to support cleaning and organizing common areas in the living area of someone you support.

CDS-E-S: Safety in the Kitchen (Contact hours: 0.4)

It's common for accidents to happen in the kitchen. But it's not hard to avoid many kitchen hazards. Prevention is the key. Safe use of appliances, utensils, and household chemicals is an important part of kitchen safety. There are also many infectious agents and bacteria in the kitchen. One source is raw food. It is important to understand how to handle food safely. Finally, knowing how to clean a kitchen properly is part of good kitchen safety.

CDS-E-S: Vehicle Safety (Contact hours: 0.4)

The five knows provide information and skills on being a safe driver. Knowing your own strengths and weaknesses when operating a motor vehicle may prevent problems from occurring. You should have a working knowledge of your vehicle. This ensures you can operate it safely. Defensive driving strategies are useful skills that can help prevent accidents before they happen. Passengers are unique. Understanding each one’s needs is an important part of safety. Planning ahead in case of an accident or injury may make reacting to an emergency easier. Distracted driving is a cause of motor vehicle accidents and should be avoided. This lesson will cover the basics of safely operating a motor vehicle.