13
Lessons
7.5 hrs
Duration
All
Skill Level
Overview
Core training course for the Positive Supports Rule (MN Rules, Chapter 9544). This online course offers engaging content that focuses on the critical aspect of positive supports, while emphasizing a person-centered approach. Lessons are developed by the STAR consulting team, who have all worked as DSPs during their careers. Their years of experience and passion for supporting people with disabilities can be seen in all aspects of the training through the examples, stories, and a compassionate approach. The lessons provide practical strategies and relatable content to help empower DSPs with the skills they need to competently and confidently provide person-centered support.
Course Description
This course provides staff the important knowledge of how to work with the people they support in a positive and supportive manner. It includes the required topics as listed in MN Rule 9544.0090 Subp. 1. It also includes the requirements in MN Statute 245D 245D.09 Subd. 4, clause (6)-(8) and 245D.061 Subd. 9, clause (4), items (i-viii), excluding (iii). Specific topics include: de-escalation techniques and their value; principles of person-centered service planning and delivery as identified in section 245D.07, subdivision 1a, and how they apply to direct support service provided by the staff person; principles of positive support strategies such as positive behavior supports, the relationship between staff interactions with the person and the person’s behavior, and the relationship between the person’s environment and the person’s behavior; the safe and correct use of manual restraint on an emergency basis according to 245D.061; staff responsibilities related to restricted and permitted actions and procedures under 245D.06, subdivisions 6 and 7; the situations in which staff must contact 911 services in response to an imminent risk of harm to the person or others; the procedures and forms staff must use to monitor and report use of restrictive interventions that are part of a positive support transition plan; the procedures and requirements for notifying members of the person’s expanded support team after the use of a restrictive intervention with the person; understanding of the person as a unique individual and how to implement treatment plans and responsibilities assigned to the license holder; cultural competence; personal staff accountability and staff self-care after emergencies; alternatives to manual restraint procedures, including techniques to identify events and environmental factors that may escalate conduct that poses an imminent risk of physical harm to self or others; how to avoid power struggles; how to properly identify thresholds for implementing and ceasing restrictive procedures; how to recognize, monitor, and respond to the person’s physical signs of distress, including positional asphyxia; the physiological and psychological impact on the person and the staff when restrictive procedures are used; the communicative intent of behaviors; relationship building; the safe and correct use of manual restraint on an emergency basis according to the requirements in 245D.061, and what constitutes the use of restraints, time out, and seclusion, including chemical restraint; staff responsibilities related to prohibited procedures under 245D.06, subd. 5, why such procedures are not effective for reducing or eliminating symptoms or undesired/interfering behavior, and why such procedures are not safe.
In order to meet the training requirements in MN Statute 245D.061 and 245D.09, staff must additionally demonstrate competency and be trained in their employer’s specific EUMR policy and engage in simulated experiences of administering and receiving manual restraint procedures allowed by the license holder on an emergency basis, and any person-specific treatment plans and responsibilities assigned to the license holder. Please be sure to document on each person’s training record the amount of time this additional, company-specific training takes to ensure your staff have at least 8 hours of total training time for their PSR Core requirement.
Learning Path
This lesson provides an overview of MN Rules Chapter 9544 also known as the Positive Supports Rule. Additionally, it discusses the history of disability services and the evolution of person-centered supports. It reviews the principles of person-centered services planning and delivery as identified in MN Statutes Section 245D.07, subdivision 1a, and MN Rules 9544.0030 Subp.2 and 3 and how they apply to direct support services provided by the staff person.
This lesson reviews staff’s responsibilities related to permitted actions and procedures under Minnesota Statutes, section 245D.06, subdivision 7 and Mn Rules Chapter 9544.0050. Staff learn the instructional techniques and intervention procedures they are permitted to use when supporting a person who receives 245D services. Additionally, staff are taught about the intermittent use of the actions and procedures, and also about the use on a continuous basis that requires documentation in a person’s CSSP Addendum.
In this lesson, staff learn about relationships building with the people they support, and others. It discusses steps for how to build and sustain trusting relationships with the people. Additionally, it discusses some of the unique challenges a person may face when building relationships with the people they support and how to successfully navigate these situations.
This lesson focuses on de-escalation techniques and their value. It also includes principles of positive support strategies, such as positive behavior supports, the relationship between staff interactions with the person and the person’s behavior, and the relationship between the person’s environment and the person’s behavior.
This lesson was designed to help staff demonstrate understanding in the area of cultural competence. Students learned the definition of culture and cultural competence, how cultural competence is an important part of person-centered support and strategies to improve their cultural competence.
This is the first of two lessons regarding staff responsibilities related to prohibited procedures under Minnesota Statutes, section 245D.06, subdivision 5 and the prohibitions and restrictions in MN Rules 9544.0060. The two lessons must both be taken to complete the topic requirements. The lessons include what constitutes the use of prohibited procedures including that staff are prohibited from using chemical restraints, mechanical restraints, manual restraints, time out, seclusion, or any other aversive or deprivation procedures, as a substitute for adequate staffing, for a behavioral or therapeutic program to reduce or eliminate behavior, as punishment, or for staff convenience. It also includes why such procedures are not effective for reducing or eliminating symptoms or undesired behavior, and why such procedures are not safe.
This lesson discussed the principles of person-centered services planning and delivery as identified in MN Statutes Section 245D.07, subdivision 1a, and how they apply to direct support services provided by the staff person. It includes that the license holder must provide services in response to the person’s identified needs, interests, preferences, and desired outcomes as specified in the coordinated service and support plan and the Coordinated Service and Support Plan Addendum. It also includes techniques for how to understand the person as a unique individual and strategies for how to take a person-centered approach when implementing treatment plans and responsibilities assigned to the license holder. It reviews person-centered tools such as Important To/Important For; Good Day/Bad Day; One-Page Profiles; the importance of person-centered language; and more.
This is the second of two lessons regarding staff responsibilities related to prohibited procedures under Minnesota Statutes, section 245D.06, subdivision 5 and the prohibitions and restrictions in MN Rules 9544.0060. The two lessons must both be taken to complete the topic requirements. The lessons include what constitutes the use of prohibited procedures including that staff are prohibited from using chemical restraints, mechanical restraints, manual restraints, time out, seclusion, or any other aversive or deprivation procedures, as a substitute for adequate staffing, for a behavioral or therapeutic program to reduce or eliminate behavior, as punishment, or for staff convenience. It also includes why such procedures are not effective for reducing or eliminating symptoms or undesired behavior, and why such procedures are not safe.
This lesson reviews the principles of positive support strategies such as positive behavior supports, the relationship between staff interactions with the person and the person’s behavior, and the relationship between the person’s environment and the person’s behavior. It also discusses the Positive Support Strategies implementation requirements in MN Rules 9544, including their documentation and review.
This is the first of two lessons that discusses staff responsibilities related to restricted actions and procedures under Minnesota Statutes, section 245D.06, subdivisions 6. The two lessons must both be taken to complete the topic requirements. It also includes what constitutes the use of restraint; the safe and correct use of manual restraint on an emergency basis according to Minnesota Statutes, section 245D.061; the situations in which staff must contact 911 services in response to an imminent risk of harm to the person or others; the procedures and forms staff must use to monitor and report use of restrictive interventions that are part of a positive support transition plan; the procedures and requirements for notifying members of the person’s expanded support team after the use of a restrictive intervention with the person; alternatives to manual restraint procedures, including techniques to identify events and environmental factors that may escalate conduct that poses an imminent risk of physical harm to self or others; how to properly identify thresholds for implementing and ceasing restrictive procedures; how to recognize, monitor, and respond to the person’s physical signs of distress, including positional asphyxia; the physiological and psychological impact on the person and the staff when restrictive procedures are used; and the communicative intent of behaviors.
This lesson discusses the topic of power struggles and how to avoid them when providing direct support services. It includes how to identify power struggles, avoiding power struggles, strategies to stop power struggles, and the skill of active listening.
This is the second of two lessons that discusses staff responsibilities related to restricted actions and procedures under Minnesota Statutes, section 245D.06, subdivisions 6. The two lessons must both be taken to complete the topic requirements. It also includes what constitutes the use of restraint; the safe and correct use of manual restraint on an emergency basis according to Minnesota Statutes, section 245D.061; the situations in which staff must contact 911 services in response to an imminent risk of harm to the person or others; the procedures and forms staff must use to monitor and report use of restrictive interventions that are part of a positive support transition plan; the procedures and requirements for notifying members of the person’s expanded support team after the use of a restrictive intervention with the person; alternatives to manual restraint procedures, including techniques to identify events and environmental factors that may escalate conduct that poses an imminent risk of physical harm to self or others; how to properly identify thresholds for implementing and ceasing restrictive procedures; how to recognize, monitor, and respond to the person’s physical signs of distress, including positional asphyxia; the physiological and psychological impact on the person and the staff when restrictive procedures are used; and the communicative intent of behaviors.
This lesson discusses personal staff accountability and staff self-care after emergencies. It helps the learner understand personal responsibility in their roles as a direct support professional and how their words and actions can affect the people we support. It also discusses how to take care of yourself, and we how we can help take care of others in times of stress. It includes techniques for managing stress, increasing coping skills, and how to positively take care of yourself after an emergency situation.