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Continuing Education
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CE Person Centered Care IDD
Participants learn to design and implement person‑centered plans, support self‑determination, navigate the HCBS Settings Rule, apply positive behavior support, and promote community integration for individuals with IDD.
Who Should Take This
Direct support professionals, case managers, program administrators, and service coordinators working in intellectual and developmental disability services benefit from this training. They typically have foundational experience and seek competency in person‑centered planning, rights protection, behavior support, and workforce development to enhance outcomes for the people they serve.
What's Included in AccelaStudy® AI
Adaptive Knowledge Graph
Practice Questions
Lesson Modules
Console Simulator Labs
Exam Tips & Strategy
20 Activity Formats
Course Outline
63 learning goals
1
Person-Centered Planning
1 topic
PCP principles and process
- Recognize the core principles of person-centered planning including the individual as the focus, ordinary community life, and a lifelong process of listening and learning.
- Describe the major person-centered planning approaches including MAPS, PATH, Essential Lifestyle Planning, and Personal Futures Planning.
- Explain the facilitation skills required for person-centered planning meetings including active listening, graphic facilitation, and inclusive communication.
- Describe how to identify and document what is important TO the person versus what is important FOR the person and how to balance both in planning.
- Analyze a person-centered plan to evaluate whether it genuinely reflects the individual's preferences, strengths, and goals rather than service system defaults.
- Synthesize a comprehensive person-centered plan incorporating the individual's vision, goals, support needs, community connections, and accountability mechanisms.
2
Self-Determination
1 topic
Autonomy and choice
- Recognize the principles of self-determination for individuals with IDD including freedom, authority, support, responsibility, and confirmation.
- Describe the strategies for supporting choice-making across daily life domains including meals, activities, relationships, living arrangements, and employment.
- Explain how to support informed decision-making for individuals with significant cognitive disabilities using visual supports, experiential learning, and adapted information.
- Describe self-advocacy skills development and the role of self-advocacy organizations in promoting the rights and voices of people with IDD.
- Analyze service delivery practices to identify where staff convenience or organizational efficiency overrides individual choice and recommend person-centered alternatives.
3
HCBS Settings Rule
1 topic
CMS requirements for community settings
- Recognize the requirements of the CMS Home and Community-Based Services Settings Rule including community integration, individual rights, and setting qualities.
- Describe the qualities that HCBS settings must have including community integration, individual choice of setting, rights to privacy, dignity, and respect.
- Explain the settings that are presumed institutional including those on the grounds of institutions, gated communities for people with disabilities, and settings with isolating characteristics.
- Describe the person-centered service plan requirements under HCBS including informed consent, conflict-free case management, and the right to modify services.
- Explain the process for modifying HCBS rights-related conditions including documentation of the specific need, less restrictive alternatives attempted, and time-limited modifications.
- Analyze a residential service setting to evaluate compliance with the HCBS Settings Rule and identify modifications needed to meet community integration requirements.
- Synthesize a transition plan for converting a congregate residential setting to meet HCBS Settings Rule compliance including environmental changes, service delivery modifications, and staff retraining.
4
Positive Behavior Support
1 topic
PBS framework and implementation
- Recognize the foundational principles of positive behavior support including person-centered values, functional understanding of behavior, and proactive strategies.
- Describe the functional behavior assessment process including indirect assessment, direct observation, and functional analysis to identify behavior functions.
- Explain the development of a positive behavior support plan including antecedent strategies, teaching replacement behaviors, and consequence-based strategies.
- Describe the ethical requirements for behavior support including least restrictive interventions, prohibition of aversive procedures, and human rights committee review.
- Explain the data collection and progress monitoring methods used to evaluate the effectiveness of positive behavior support interventions.
- Analyze behavioral data to determine the function of challenging behavior and evaluate the effectiveness of a current behavior support plan.
- Synthesize a comprehensive positive behavior support plan incorporating environmental modifications, skill building, crisis prevention, and data-based decision making.
5
Community Integration
1 topic
Inclusion and participation
- Recognize the dimensions of community integration including physical presence, social participation, meaningful relationships, and valued social roles.
- Describe strategies for supporting community participation including community mapping, natural supports development, and transportation planning.
- Explain the concept of social role valorization and how creating valued social roles enhances the community status and life quality of people with IDD.
- Describe competitive integrated employment as a priority outcome and explain supported employment models including job coaching and customized employment.
- Analyze the barriers to community integration for a specific individual and develop a support plan that builds on strengths and natural community resources.
- Synthesize a community inclusion plan for an individual transitioning from a segregated setting to community-based services addressing housing, employment, social connections, and ongoing support.
6
Supported Decision-Making
1 topic
SDM frameworks and practice
- Recognize supported decision-making as an alternative to guardianship that preserves legal capacity while providing assistance with decision processes.
- Describe the components of a supported decision-making agreement including the decision areas covered, the supporters identified, and the types of support provided.
- Explain the legal recognition of supported decision-making across states and the movement to reform guardianship laws to include SDM as a less restrictive alternative.
- Describe the safeguards needed in supported decision-making to prevent undue influence, exploitation, and abuse of the support relationship.
- Analyze a guardianship case to determine whether supported decision-making could provide adequate support while preserving the individual's legal rights and autonomy.
7
Rights of Individuals with IDD
1 topic
Legal rights and protections
- Identify the key federal laws protecting the rights of individuals with IDD including the ADA, Section 504, Olmstead decision, and IDEA.
- Describe the Olmstead Supreme Court decision and its requirement for community-based services in the most integrated setting appropriate to the individual's needs.
- Explain the rights of individuals in IDD service settings including freedom from restraint and seclusion, privacy, personal possessions, and relationships.
- Describe the role of Protection and Advocacy organizations in safeguarding the rights of people with IDD including investigation authority and legal representation.
- Analyze a service delivery scenario for potential rights violations and determine the appropriate advocacy response and corrective measures.
8
Direct Support Professional Competencies
1 topic
DSP core competencies
- Recognize the NADSP Code of Ethics and the core competency areas for direct support professionals including person-centered practices, health and safety, and community living.
- Describe the competencies required for supporting health and wellness including medication administration, health monitoring, and recognizing changes in health status.
- Explain the professional boundaries and ethical responsibilities of DSPs including maintaining dignity, respecting privacy, and managing personal relationships with individuals served.
- Describe strategies for DSP recruitment, retention, and professional development to address the workforce crisis in IDD services.
- Analyze DSP performance to identify competency gaps and develop individualized professional development plans aligned with person-centered service outcomes.
- Synthesize a comprehensive DSP training and credentialing program incorporating NADSP competencies, person-centered values, and ongoing professional development.
9
Health and Safety
1 topic
Health supports and risk management
- Identify the common health disparities experienced by people with IDD including higher rates of chronic conditions, mental health co-morbidities, and barriers to healthcare access.
- Describe the principles of the dignity of risk and how to balance personal choice with health and safety through collaborative risk assessment.
- Explain the development and implementation of individual risk management plans that identify specific risks, mitigation strategies, and monitoring procedures.
- Describe the healthcare coordination responsibilities of IDD service providers including preventive care scheduling, specialist referrals, and hospital discharge planning.
- Analyze a health and safety incident to identify contributing factors and recommend systemic improvements that prevent recurrence while preserving personal choice.
10
Dual Diagnosis: IDD and Mental Health
1 topic
Co-occurring IDD and mental health
- Recognize the prevalence and challenges of diagnosing mental health conditions in individuals with IDD including diagnostic overshadowing and atypical symptom presentation.
- Describe adapted mental health assessment approaches for individuals with IDD including informant-based tools, behavioral indicators, and modified interview techniques.
- Explain the challenges of psychotropic medication management for individuals with IDD including informed consent, side effect monitoring, and polypharmacy reduction efforts.
- Analyze a case involving an individual with IDD and challenging behavior to differentiate between behavioral expressions of mental illness, environmental factors, and communication attempts.
11
Transition and Life Span Planning
1 topic
Transition planning across life stages
- Identify the major life transitions for individuals with IDD including school-to-adult services, family home to independent living, and aging-related transitions.
- Describe the transition planning process from school to adult services including interagency collaboration, vocational planning, and benefits counseling.
- Explain the aging-related challenges for individuals with IDD including early-onset dementia in Down syndrome, retirement planning, and evolving support needs.
- Synthesize a life span support plan for an individual with IDD that addresses current goals, anticipated transitions, and long-term quality of life outcomes.
12
Technology Supports
1 topic
Assistive and enabling technology
- Identify the categories of assistive and enabling technology that support independence for people with IDD including communication devices, smart home systems, and remote monitoring.
- Describe how technology solutions can replace or supplement direct support staff presence while maintaining safety and promoting autonomy.
- Explain the ethical considerations of technology-based monitoring including privacy, consent, dignity of risk, and the balance between safety and surveillance.
Scope
Included Topics
- Person-centered planning approaches (MAPS, PATH, ELP, PFP), facilitation skills, and important TO vs. important FOR distinctions.
- Self-determination principles, choice-making support, informed decision-making for cognitive disabilities, and self-advocacy development.
- CMS HCBS Settings Rule requirements, community integration qualities, presumed institutional settings, and rights modification processes.
- Positive behavior support including functional behavior assessment, PBS plan development, ethical requirements, and data-based decision making.
- Community integration dimensions, social role valorization, supported employment models, and natural supports development.
- Supported decision-making as a guardianship alternative including agreements, legal recognition, and safeguards against undue influence.
- Federal rights protections (ADA, Section 504, Olmstead), service setting rights, and Protection and Advocacy organization roles.
- DSP competencies per NADSP, professional ethics, workforce recruitment and retention, and credentialing programs.
- Health disparities in IDD, dignity of risk, risk management planning, and healthcare coordination responsibilities.
- Dual diagnosis (IDD and mental health), diagnostic overshadowing, adapted assessment, and psychotropic medication management.
- Life span transition planning including school-to-adult, independent living, aging with IDD, and early-onset dementia in Down syndrome.
Not Covered
- Special education law or IEP development beyond transition planning to adult services.
- Detailed psychopharmacology beyond practitioner-level awareness of psychotropic medication issues in IDD.
- Applied behavior analysis certification or supervision requirements beyond foundational PBS understanding.
- Medicaid waiver program administration or state funding mechanisms beyond service delivery implications.
- Genetic syndromes or medical conditions associated with IDD beyond their impact on person-centered service delivery.
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