MO DDD Training Dashboard

FOUNDATIONAL VALUES, BELIEFS, AND SKILLS:

Knowledgeable and adaptable professionals, demonstrating ethical behavior and professionalism across all core competency areas. 

Practices

Disability Values and Knowledge: Understand and articulate the philosophies and practices related to supporting individuals with disabilities, and the various systems that establish and ensure services and supports align with these paradigms
Self-Awareness: Recognize and respond to any personal or professional values or behavior that may interfere with the ability to provide supports in an ethical, unbiased, and culturally competent manner
Professionalism: Continually develop and utilize personal and professional skills in a responsible and responsive manner to meet both regular and unexpected work tasks 

Knowledge, Skills, and Attitudes

• Integrate the philosophical values related to supporting persons with disabilities into all core competency areas 
• Understand the formal services and service structures at federal, state, and local levels, including both internal agency and external service delivery practices and standards 
• Identify and implement evidence-based intervention approaches to promote well-being in all life domains 
• Respect the cultural needs and preferences of each individual, including the use of verbal and written communication that is understandable to all  
• Recognize potential personal biases and prevent them from interfering with work tasks or relationships 
• Demonstrate the qualities of an ethical, respectful, responsive, and responsible employee in personal appearance, work behavior, task completion, relationship-building, and team collaboration 
• Utilize personal strengths and decision-making skills to prioritize work tasks, seeking feedback and assistance from appropriate others when needed 
• Maintain qualifications and develop additional capacities through accessing opportunities for personal and professional growth

ENGAGEMENT:

Develops and maintains a relationship with the individual and their team that facilitates effective communication and collaboration to promote well-being.

Practices

Relationship Building: Establish collaborative, professional relationships that are built on mutual respect and trust with the individual and others on the support team

Communication: Use positive and respectful verbal, non-verbal, and written communication in a way that can be understood and facilitates coordination between all members of the team

Holistic Perspective of Person: Identify and address the physical, social, emotional, behavioral, and spiritual well-being of the individual across all life stages and quality of life areas

Knowledge, Skills, and Attitudes 

• Understands and effectively communicates with the individual and support team the roles and responsibilities of the team
• Shows genuine concern for the individual’s welfare and future
• Continuously demonstrates personal integrity, honesty, and sincerity
• Demonstrates respect for an individual’s perceptions, learning style, personal being, and culture
• Possesses confidence in working with strong emotions and the ability to self-manage to facilitate a collaborative team and mediate potential disagreements
• Accurately interprets and utilizes tone of voice and body language
• Uses language appropriate and respectful to the individual and team (non-technical, non-jargon)
• Demonstrates effective communication skills, including active listening (summarizing, paraphrasing, reiterating, etc.) and conveying accurate information in a manner that can be understood
• Demonstrates basic professionalism and courtesy – such as timeliness, responsiveness, and follow-through
• Utilizes basic team facilitation skills, including problem-solving, action planning, and leading a meeting
• Utilizes technology to accommodate individual needs and ensure efficiency
• Facilitates meaningful conversation through awareness and utilization of a variety of tools and strategies and relevant language supports (accessible language, adaptive communication, use of an interpreter, etc.)
• Understands and uses People First language in all interactions

EMPOWER:

Enhance the individual’s capacity for self-direction through ensuring awareness of rights and responsibilities and facilitating access to resources.

Practices

Advocacy: Support the individual to continually increase self-direction by equipping him/her to speak for him/herself with providers, family members, community, and others and by promoting systems change that removes barriers to self-determination

Education: Educate the individual and all support team members regarding individual rights and responsibilities and resources and options, including their related benefits and risks

Capacity Building: Increase individual autonomy, resiliency, and skill sets by identifying and providing the appropriate level of support in each circumstance

Knowledge, Skills, and Attitudes

• Identifies and builds upon the strengths and resources of the individual and/or support team
• Possess a basic understanding of various systems, and applicable policies and procedures
• Understands developmental stages and the life cycle, and applies knowledge to normalize experiences and educate regarding life possibilities
• Bridges and connects to resources across all life stages and quality of life areas
• Advocates on behalf of the individual with the support team or other stakeholders when necessary
• Facilitates self-exploration and self-advocacy to enhance skills of self-determination
• Assesses the specific information needed, and provides education that is culturally and developmentally appropriate and sensitive to the learning style
• Understands and clearly articulates individual rights and takes action when rights are infringed upon
• Understands and clearly articulates resources a person has when rights are violated or a person is dissatisfied with the quality of services (complaints and appeals)
• Provides impartial information about the array of options and ensures informed choice
• Identifies social, political, economic, and cultural factors that affect the individual, and assists the individual to identify external barriers that may affect their ability to live a self-directed, self-determined life and/or access needed resources
• Promotes the individual’s self-advocacy skills and links to opportunities for enhancement
• Develops alliances with groups working for change

EXPLORE AND PLAN:

Engage the team in a person-centered planning process that results in an integrated and comprehensive plan that is reflective of and responsive to the strengths, interests, needs, and desired outcomes of the individual in all areas of their life.

Practices

Assessment: Facilitate identification and articulation of personal goals, as well as supports and services that will assist the individual to achieve those goals

Plan Development: Collaboratively develop a person-centered plan that is a comprehensive reflection of the individual with a related plan for services and supports

Implementation: Assist the individual to set goals, and to identify and make informed choices regarding strategies to achieve his/her goals

Knowledge, Skills, and Attitudes

• Facilitates collaboration and discussion
• Identifies trends in observations and conversation
• Utilizes informal assessment techniques, such as asking open-ended questions, reviewing case notes, etc. to gather meaningful information
• Utilizes formal assessment tools to gather information
• Identifies strengths, interests, needs, areas for learning and growth
• Consolidates collected information and collaboratively establishes a plan that addresses major concerns and major areas for learning and development
• Facilitates the planning process so that an integrated plan that encompasses the family context, relevant history, current situation, future goals, etc. results
• Facilitates planning for both the long-term and the short-term
• Designs plans that meet regulatory requirements but remain relevant and sensitive to the individual
• Utilizes and reflects the person’s voice when articulating meaningful, attainable, measurable, and specific goals and outcomes
• Identifies integrated resources, supports, and/or services and facilitates the development of goals to help the individual to achieve identified outcomes
• Monitors for progress, reassessing and responding as necessary
• Understands awareness of circumstances necessitating revisions to the plan, such as changes in client’s condition, lack of response to the plan, preference changes, transitions across the setting, etc.
• Presents anticipatory guidance by facilitating a proactive conversation related to the potential experiences and related expectations, needs and desired outcomes at each stage of life

CONNECT TO INTEGRATED SUPPORTS AND SERVICES:

Assist the support team to cultivate an array of resources that meet the needs of the person, including paid and non-paid supports.

Practices

Navigate: Support the individual to identify and access needed resources, supports, and/or services relevant to the current and upcoming life stage and the cultural context of the individual

Inform: Explain services and service terms to the individual being supported and the support team

Network: Develop and leverage personal and professional knowledge and relationships that will facilitate opportunities for the individual to make connections and access integrated supports

Negotiate: Assist the individual to overcome barriers to receive needed services

Knowledge, Skills, and Attitudes

• Demonstrates an awareness of a variety of resources available, including eligibility, relevant policies, and procedures, the “right” contacts, etc.
• Provides multiple options for resources (whenever possible) to ensure individual choice
• Models strategies for and supports the individual/family to make informed choices
• Assess the level of support needed and enhances the capacity of the individual (or family) to avoid creating dependence
• Demonstrates the ability to look forward and prepare for transitions by anticipating and identifying expectations, needs, and desired outcomes during each stage of life and during transitions
• Researches locate and refer to resources
• Connects the individual and stakeholders to other organizations and groups
• Develop a system for remaining aware of changing resources
• Encourage and assist an individual in connecting with others in a valued social role
• Support the individual to identify, connect to and access recreational, social, and learning opportunities valued in his/her culture
• Support the individual to connect to friends and live included in the community of their choice
• Acts as mediator or liaison when necessary
• Demonstrates an ability to problem solve and resolve conflict
• Demonstrates awareness of technological supports
• Demonstrates networking skills and builds relationships in the community that can be leveraged to enhance the resources available to (or experiences of) individuals and families
• Leverages and facilitates access to an array of identified resources and supports to meet the individual’s needs and personal outcomes, prioritizing the use of resources available to any individual in the community prior to state and federal disability-specific funding

FACILITATE LONG-TERM SERVICES AND SUPPORTS:

Facilitate the exploration and acquisition of paid supports from a variety of funding sources and monitors for quality services that maximize the use of support dollars to meet identified goals and minimize risks.

Practices

Gather and Access Information: Formally and informally gather, review, and analyze information from a variety of sources, utilizing the results to track progress and collaboratively guide support work

Monitor and Manage Risk: Objectively identify the potential for positive and negative outcomes, working to maximize individual progress and satisfaction and minimize/prevent abuse, neglect, exploitation, or other negative outcomes

Resource Management and Stewardship: Facilitate the utilization of available support dollars from a variety of funding sources to allow for timeliness of service delivery in accordance with an individual’s justified needs and identified goals

Knowledge, Skills, and Attitudes

• Understands and explains disability-specific funding mechanisms and eligibility for federal, state, and local resources and how to integrate with other community supports
• Understands and explains types of long term service and supports, and the role of providers in supporting a person throughout the lifespan
• Explains roles, expectations, rights/regulations, and responsibilities governing the relationship between the disability service providers and the persons receiving supports and ensures understanding between parties
• Interprets information from formal and informal assessments to justify services and supports needed to reach identified outcomes
• Demonstrates objectivity and discernment that facilitates unbiased provider relationships to facilitate informed choice regarding services and supports received and from whom
• Monitors progress toward personal outcomes and a person’s quality of life in all domains, quality of service, and environments/settings through regular observation, conversation, documentation review, and formal monitoring
• Identifies, communicates, documents, and responds appropriately to issues found during monitoring and/or reported by the individual or team members
• Recognizes the signs of abuse, neglect, and/or exploitation, report incidents according to applicable regulations and procedures, and completes appropriate actions to ensure immediate health and safety
• Identifies serious events and complete appropriate follow-up action
• Accurately and thoroughly completes all documentation, including (but not limited to) eligibility, monitoring, resolution of identified issues, etc.
• Facilitates authorization of paid services according to specified time frames
• Ensures availability of service provision through completion of authorization processes according to specified time frames