DSPATHS CREDENTIALING PROGRAM

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1 Certificate of Advanced Proficiency (CAP) The Certificate of Advanced Proficiency (CAP) program is an education and training program designed for Direct Support Professionals who have completed the Certificate of Initial Proficiency (CIP) and are interested in pursuing a higher level of certification, learning and skill attainment. The DSPATHS CAP Program includes sixty (60) hours of classroom instruction. In addition, candidates for the DSPATHS CAP credential are required to demonstrate their proficiency in specific competency areas through the development of a professional portfolio. The DSPATHS CAP Portfolio consists of a collection of work samples that demonstrate the candidate s mastery of skills in a variety of areas. Module 201 Participant Empowerment, Part 1 (also available online, option for part 1 or 2) In this first of the CAP modules students will continue CIP class discussions on empowering individuals with developmental disabilities. Students will discuss the meaning of empowerment and the importance of empowering relationships and will investigate ways to help build an individual s self-confidence and reverse learned helplessness. Module 202 Participant Empowerment, Part 2 (also available online, option for part 1 or 2) In this continuation of the topic of participant empowerment students will discuss and demonstrate assertive, aggressive, and passive communication styles. They will also investigate the three stages of the choice-making process with the goal of assisting individuals to achieve greater levels of self-determination. Finally the class will discuss the importance of determining and providing the appropriate level and type of support to individuals. Module 203 Overview of Entitlement Benefits Title II and Title XVI This class introduces students to entitlement programs and provides them with the opportunity to develop a working understanding of governmental needs based benefits and the agencies that administer them. In this first of three classes students will study the basics of Social Security Disability Insurance and Supplemental Security Income and will learn how to compute a person s benefit amounts. Students will learn how to identify individual eligibility for governmental needs based benefits and how to apply for and maintain benefits. Module 204 Overview of Entitlement Benefits Work Incentives In this second of three entitlement benefits classes students will learn about how employment affects entitlement benefits. The class will take an in depth look at the structure and purpose of work incentives and how to use Title XVI and Title II work incentives to maximize potential income while protecting entitlement benefits. 1

2 Module 205 Overview of Entitlement Benefits Medicaid and Medicare In this final benefits class students will investigate the basics of the Medicaid and Medicare Programs and will look into special Medicaid programs for people with disabilities including Ticket to Work, Special Needs Trusts, and Medicaid Buy in. Students will learn about the purpose of and the calculations for Patient Liabilities and the Medicaid Spend Down. Module 206 Crisis Intervention (also available online) This class guides students in investigating the phases of a crisis situation. Students will explore crisis prevention by identifying situations in the environment that can evolve into a crisis and the strategies which might be employed in these situations to prevent a crisis. This class assists students in developing skill in utilizing appropriate techniques that can be used to intervene in a crisis. Students also investigate post-event teaching strategies which may be employed to support individuals after a crisis as well as help prevent future crisis. Module 207 Understanding and Utilizing Assessments (also available online) In this class students will investigate assessments used in the human services field. Students will examine assessments which evaluate educational and academic performance, vocational skills and aptitudes, psychological and behavioral status, medical status and independent living skills. In addition to this overview of formal and informal assessments students will discuss ways to prepare an individual for an assessment and approaches to assist individuals to participate in the assessment process. This class also discusses the potential ethical problems that can arise before, during or after the assessment process. Module 208 Advocacy and Promoting Self Advocacy and Self Determination Students will work in this class to describe and demonstrate how actions of the direct support professional best fit the definition of advocate for individuals with developmental disabilities. Students will investigate different styles of direct support practice and in group activities involving role play demonstrate a supportive, coaching style of advocacy. Students will discuss the importance of network building in their advocacy efforts on behalf of individuals they support. This class delves into the concepts of attribution styles and individual s internal and external locus of control and how maximizing an internal locus of control benefits successful goal directed decision making and self-advocacy. Discussion also includes forms of legal advocacy including guardianship. Module 209 Facilitation of Services - Individualizing the Planning Process This class investigates the provision of effective supports through the person-centered planning process. Students will look at specific person centered planning techniques used to determine 2

3 the formal/informal and natural/planned supports to be provided to individuals. Students will explore their roles as facilitators of supports to individuals as well as their roles as team members. Module 210 Supporting Successful Community Living - Adaptive Equipment, Environmental Modifications and Supportive Therapies This class guides students in an exploration of a variety of high and low tech assistive devices and therapy services available to individuals with developmental disabilities. Students will develop skills in assessing individual s needs and assets and then facilitating appropriate supports reflective of those. Students will discover the process required to obtain and secure funding for assistive equipment and therapies. Module 211 Supporting Successful Community Living - Assisting People to Direct Their Own Supportive Services In this class students will identify and discuss strategies to assist people receiving support to participate in the recruitment, training, and management of support staff. Students will investigate how they might best work within their agency s structure to maximize the supported individual s opportunity to direct their own supportive services. In assisting individuals to take leadership roles in their own supportive services students will learn techniques for helping individuals to identify their own needs, preferences, and priorities. Module 212 Promoting Community Service and Networking This class guides the student in the evaluation of how human services organizations function in the community with a focus on the changing perspective of these agencies from a needs based focus to an assets based focus. Through an in depth look at the philosophy of Asset Based Community Development the students are encouraged to shift their own focus to one which seeks to identify the assets of individuals which can be used to facilitate community connections and relationships rather than looking at meeting needs of individuals through the provision of professional supports. Students will participate in activities in which they will research and develop information on community resources which may be relevant to the utilization of the assets, interests and needs of the individual. Module 213 Advanced Teaching Strategies, Part 1 This class focuses on the skill of the student in his or her role of teacher on individuals with developmental disabilities. This class emphasizes the importance of knowing the preferred learning styles and communication and sensory preferences of the individual before designing teaching and learning experiences. A focus of this class is the creation and adaptation of teaching tools which reflect the learning styles and preferences of the individual. 3

4 Module 214 Advanced Teaching Strategies, Part 2 This second teaching strategies class focuses on teaching skills such as how to complete a procedural task analysis and flow chart prior to teaching a new skill and understanding of the usage of a prompting hierarchy with a discussion about the importance of a prompt fading plan. In this class students will investigate techniques they may use to ensure individuals generalize the skills they have been taught. Students also will explore techniques to evaluate their own teaching effectiveness. Module 215 Organizational Participation In this class students explore their roles as team and organization members. Examination of the mission statement and guiding principles of organizations help individuals to investigate how these relate to and guide day-to-day work and focus. Students will work in this class to design their own professional mission statements from which to evaluate their own focus and efforts when at work. Students participate in activities to build skills in interviewing, evaluating and selecting job candidates. This class also addresses organizational conflict, conflict management styles and allows students an opportunity to practice conflict resolution techniques, and negotiation. Module 216 Education, Training, and Self-Development A focus of this class is to guide students through goal setting to develop personal goals and to enhance personal strengths and identify the skills needed to succeed at work. To develop skill at achieving goals students will explore the components of a quality planning cycle. In this class students will focus on themselves evaluating their own personal strengths, values and vision. Module 217 Conflict Resolution and Problem Solving This class focuses on conflict within teams. Discussion revolves around communication tools and techniques and how these can be used to help or to harm teams. Styles of conflict resolution are evaluated with emphasis on creating win-win solutions when possible, creating a safe environment within a team for conflict resolution to occur and for deciding when to resolve conflicts. The process of conflict resolution is investigated with a look at how the problem solving process, understood and used effectively, assists a team in the conflict resolution process. Module 218 Direct Support Professional as Leader Students in this class will continue to look at the components of mission statements and will discuss how mission statements correlate to day-to-day work. As they focus on their own leadership skills within their organizations students will identify important information in applications, resumes, and interviews that help in evaluating and selecting the best job 4

5 candidates. Interviewing of potential job candidates will be investigated with a focus on developing appropriate professional interview practices. The class leads students in a discussion of the best practices of effective leaders. Module 219 Direct Support Professional as Mentor In this class students will look at their own skills and role as mentor of other people who work as direct support professionals. Students will investigate the role of a mentor and the qualities of an effective mentor. Among the skills of a mentor that the students will explore is the ability to guide a mentee using open ended questions and the ability to offer constructive feedback to a mentee based on specific observations. Module Vocational, Educational, and Career Support This class looks first at vocational services and programs for individuals with developmental disabilities. Students will explore the process and best practices associated with the transition of individuals with disabilities from school to work. They will proceed to investigate assisting individuals to determine their job type preferences, customizing employment how to best utilize the skills and preferences of the individual while meeting needs and expectations of the workplace. This class also explores ways in which students may assist the individual to prepare for work, including job development and job coaching. For More Information For More Information visit: Contact: or

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