2022 Edition

Intellectual and Developmental Disabilities Services (CA-IDDS) 2: Personnel

Direct support personnel have the competency and support needed to provide services, supports, and other forms of direct assistance.

Currently viewing: INTELLECTUAL AND DEVELOPMENTAL DISABILITIES SERVICES (CA-IDDS)

VIEW THE STANDARDS

Purpose

Intellectual and Developmental Disabilities Services support children, youth, and adults to achieve full integration and inclusion in the mainstream, make choices, exert control over their lives, and fully participate in, and contribute to, their communities.
1
All elements or requirements outlined in the standard are evident in practice, as indicated by full implementation of the practices outlined in the Practice Standards.
2
Practices are basically sound but there is room for improvement, as noted in the ratings for the Practice Standards; e.g.,  
  • With some exceptions, staff (direct service providers, supervisors, and program managers) possess the required qualifications, including education, experience, training, skills, temperament, etc., but the integrity of the service is not compromised; or
  • Supervisors provide additional support and oversight, as needed, to the few staff without the listed qualifications; or 
  • Most staff who do not meet educational requirements are seeking to obtain them; or 
  • With few exceptions, staff have received required training, including applicable specialized training; or
  • Training curricula are not fully developed or lack depth; or
  • Training documentation is consistently maintained and kept up-to-date with some exceptions; or
  • A substantial number of supervisors meet the requirements of the standard, and the organization provides training and/or consultation to improve competencies when needed; or
  • With few exceptions, caseload sizes are consistently maintained as required by the standards or as required by internal policy when caseload has not been set by a standard; or
  • Workloads are such that staff can effectively accomplish their assigned tasks and provide quality services and are adjusted as necessary; or
  • Specialized services are obtained as required by the standards.
3
Practice requires significant improvement, as noted in the ratings for the Practice Standards.  Service quality or program functioning may be compromised; e.g.,
  • A significant number of staff (direct service providers, supervisors, and program managers) do not possess the required qualifications, including education, experience, training, skills, temperament, etc.; and as a result, the integrity of the service may be compromised; or
  • Job descriptions typically do not reflect the requirements of the standards, and/or hiring practices do not document efforts to hire staff with required qualifications when vacancies occur; or 
  • Supervisors do not typically provide additional support and oversight to staff without the listed qualifications; or
  • A significant number of staff have not received required training, including applicable specialized training; or
  • Training documentation is poorly maintained; or
  • A significant number of supervisors do not meet the requirements of the standard, and the organization makes little effort to provide training and/or consultation to improve competencies; or
  • There are numerous instances where caseload sizes exceed the standards' requirements or the requirements of internal policy when a caseload size is not set by the standard; or
  • Workloads are excessive, and the integrity of the service may be compromised; or 
  • Specialized staff are typically not retained as required and/or many do not possess the required qualifications; or
  • Specialized services are infrequently obtained as required by the standards.
4
Implementation of the standard is minimal or there is no evidence of implementation at all, as noted in the ratings for the Practice Standards.
Self-Study EvidenceOn-Site EvidenceOn-Site Activities
  • List of program personnel that includes:
    • Title
    • Name
    • Employee, volunteer, or independent contractor
    • Degree or other qualifications
    • Time in current position
  • See organizational chart submitted during application
  • Procedures or other documentation relevant to continuity of care and case assignment
  • Table of contents of training curricula
  • Documentation tracking staff completion of required trainings and/or competencies
  • Sample job descriptions from across relevant job categories
  • Training curricula
  • Caseload size requirements set by policy, regulation, or contract, when applicable
  • Documentation of current caseload size per worker
  • Interviews may include:
    1. Program director
    2. Relevant personnel
  • Review personnel files

 

CA-IDDS 2.01

Direct support personnel have a high school degree or equivalent and are trained on or demonstrate competency in:
  1. interaction and communication techniques;
  2. implementation of person-centered service plans;
  3. implementing the principles of self-determination and inclusion;
  4. de-escalation techniques in relation to this population;
  5. use of assistive technology;
  6. teaching ADLs; and
  7. recognizing and addressing abuse, neglect, and exploitation.

 

CA-IDDS 2.02

Direct support personnel are trained or demonstrate competency in the following, as appropriate to the service and needs of individuals served:
  1. positive behavioural supports;
  2. assisted dining techniques and good nutrition;
  3. lifting and transfer techniques;
  4. safe transportation techniques;
  5. health related supports; and
  6. medication administration.

 
Fundamental Practice

CA-IDDS 2.03

There is at least one person on duty at each program site any time the program is in operation that has received first aid and age-appropriate CPR training in the previous two years that included an in-person, hands-on CPR skills assessment conducted by a certified CPR instructor.

 

CA-IDDS 2.04

The organization minimizes the number of workers assigned to the family over the course of their contact with the organization by:
  1. assigning a worker at intake or early in the contact; and
  2. avoiding the arbitrary or indiscriminate reassignment of direct service personnel.

 

CA-IDDS 2.05

Caseload size and case assignments are sufficiently small to permit direct support personnel to respond flexibly to the differing service needs of individuals and their families, and to support the achievement of client outcomes.
Examples: Examples of factors that may be considered when determining employee caseloads include, but are not limited to:
  1. the qualifications, competencies, and experience of the worker, including the level of supervision needed;
  2. the work and time required to accomplish assigned tasks and job responsibilities; and
  3. service volume, accounting for assessed level of needs of persons served.