
Intellectual and Developmental Disabilities Services Definition
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.Definition
Interpretation
Throughout this document the term "individual" is defined to include children, youth, and adults with intellectual and developmental disabilities. In instances where the individual cannot make his or her own decisions, sign documents, or is otherwise limited in his or her ability to provide informed consent, the term "individual" may be understood to also include an advocate or legal guardian, as in "...the individual, his/her advocate, or legal guardian...""Team" is defined to include the individual’s family, friends and other natural supports, circle of support, support/service broker, service coordinator, or others chosen by the individual. It is essential that members of the person’s team are, to the extent possible, chosen by, and are the preference of the individual.
Note:Please see the IDDS Reference List for the research that informed the development of these standards.
Note:For information about changes made in the 2020 Edition, please see the IDDS Crosswalk.
Intellectual and Developmental Disabilities Services (IDDS) 1: Person-Centered Logic Model
Logic models have been implemented for all programs and the organization has identified at least two outcomes for all its programs.
- Procedures need strengthening; or
- With few exceptions, procedures are understood by staff and are being used; or
- Logic models need improvement or clarification; or
- Logic models are still under development for some of its programs, but are completed for all high-risk programs such as protective services, foster care, residential treatment, etc.; or
- At least one client outcome has been identified for all of its programs; or
- All but a few staff have been trained on use of therapeutic interventions and training is scheduled for the rest; or
- With few exceptions the policy on prohibited interventions is understood by staff, or the written policy needs minor clarification.
- Procedures and/or case record documentation need significant strengthening; or
- Procedures are not well-understood or used appropriately; or
- Logic models need significant improvement; or
- Logic models are still under development for a majority of programs; or
- A logic model has not been developed for one or more high-risk programs; or
- Outcomes have not been identified for one or more programs; or
- Several staff have not been trained on the use of therapeutic interventions; or
- There are gaps in monitoring of therapeutic interventions, as required; or
- There is no process for identifying risks associated with use of therapeutic interventions; or
- Policy on prohibited interventions does not include at least one of the required elements.
- Logic models have not been developed or implemented; or
- Outcomes have not been identified for any programs; or
- There is no written policy or procedures for the use of therapeutic interventions; or
- Procedures are clearly inadequate or not being used; or
- Documentation on therapeutic interventions is routinely incomplete and/or missing; or
- There is evidence that clients have been harmed by inappropriate or unmonitored use of therapeutic interventions.
Self-Study Evidence | On-Site Evidence | On-Site Activities |
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IDDS 1.01
- needs the program will address;
- available human, financial, organizational, and community resources (i.e. inputs);
- program activities intended to bring about desired results;
- program outputs (i.e. the size and scope of services delivered);
- desired outcomes (i.e. the changes you expect to see in service recipients); and
- expected long-term impact on the organization, community, and/or system.
Examples: Information that may be used to inform the development of the program logic model includes, but is not limited to:
- needs assessments and periodic reassessments;
- risks assessments conducted for specific interventions; and
- the best available evidence of service effectiveness.
IDDS 1.02
- change in clinical status;
- change in functional status;
- health, welfare, and safety;
- permanency of life situation;
- quality of life;
- achievement of individual service goals; and
- other outcomes as appropriate to the program or service population.
Interpretation: Outcomes data should be disaggregated to identify patterns of disparity or inequity that can be masked by aggregate data reporting. See PQI 5.02 for more information on disaggregating data to track and monitor identified outcomes.
IDDS 1.03
- corporal punishment;
- the use of aversive stimuli;
- interventions that involve withholding nutrition or hydration, or that inflict physical or psychological pain;
- the use of demeaning, shaming, or degrading language or activities;
- forced physical exercise to eliminate behaviors;
- unwarranted use of invasive procedures or activities as a disciplinary action;
- punitive work assignments;
- punishment by peers; and
- group punishment or discipline for individual behavior.
IDDS 1.04
- the organization can document its reasons for believing that the intervention will be beneficial to the individual;
- the individual or his or her guardian has been fully informed about the risks and benefits of the intervention and has consented to it;
- the intervention is prescribed by a qualified medial practitioner or recommended by an interdisciplinary team;
- the organization periodically reviews the continued need for and effectiveness of the treatment or intervention;
- all direct service personnel working with an individual has been trained on their specific treatment plan and its parameters; and
- the intervention is not used as a substitute for appropriate staffing patterns, for the convenience of staff, or as punishment.
IDDS 1.05
- ensures personnel are trained on therapeutic interventions prior to coming in contact with the service population;
- monitors the use and effectiveness of therapeutic interventions;
- identifies potential risks associated with therapeutic interventions and takes appropriate steps to minimize risk, when necessary; and
- discontinues an intervention immediately if it produces adverse side effects or is deemed unacceptable according to prevailing professional standards.
Note: Therapeutic Interventions do not include restrictive behavior management techniques, which are addressed in Behavior Support and Management (BSM ). Please see the glossary definition for Therapeutic Interventions for additional guidance on this standard.
Intellectual and Developmental Disabilities Services (IDDS) 2: Personnel
- 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.
- 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.
Self-Study Evidence | On-Site Evidence | On-Site Activities |
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IDDS 2.01
- interaction and communication techniques;
- implementation of person-centered service plans;
- implementing the principles of self-determination and inclusion;
- de-escalation techniques in relation to this population;
- use of assistive technology;
- teaching ADLs; and
- recognizing and addressing abuse, neglect, and exploitation.
IDDS 2.02
- positive behavioral supports;
- assisted dining techniques and good nutrition;
- lifting and transfer techniques;
- safe transportation techniques;
- health related supports; and
- medication administration.
IDDS 2.03
IDDS 2.04
- assigning a worker at intake or early in the contact; and
- avoiding the arbitrary or indiscriminate reassignment of direct service personnel.
IDDS 2.05
- the qualifications, competencies, and experience of the worker, including the level of supervision needed;
- the work and time required to accomplish assigned tasks and job responsibilities; and
- service volume, accounting for assessed level of needs of persons served.
Intellectual and Developmental Disabilities Services (IDDS) 3: Intake and Assessment
- Minor inconsistencies and not yet fully developed practices are noted; however, these do not significantly impact service quality; or
- Procedures need strengthening; or
- With few exceptions, procedures are understood by staff and are being used; or
- In a few rare instances, urgent needs were not prioritized; or
- For the most part, established timeframes are met; or
- Culturally responsive assessments are the norm and any issues with individual staff members are being addressed through performance evaluations and training; or
- Active client participation occurs to a considerable extent.
- Procedures and/or case record documentation need significant strengthening; or
- Procedures are not well-understood or used appropriately; or
- Urgent needs are often not prioritized; or
- Services are frequently not initiated in a timely manner; or
- Applicants are not receiving referrals, as appropriate; or
- Assessment and reassessment timeframes are often missed; or
- Assessments are sometimes not sufficiently individualized;
- Culturally responsive assessments are not the norm, and this is not being addressed in supervision or training; or
- Several client records are missing important information; or
- Client participation is inconsistent; or
- Intake or assessment is done by another organization or referral source and no documentation and/or summary of required information is present in case record.
- There are no written procedures, or procedures are clearly inadequate or not being used; or
- Documentation is routinely incomplete and/or missing.
Self-Study Evidence | On-Site Evidence | On-Site Activities |
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IDDS 3.01
- how their request matches the organization's services; and
- what services will be available and when.
IDDS 3.02
IDDS 3.03
- include assignment of a primary contact person within the organization;
- give priority to urgent needs and emergency situations;
- support timely initiation of services; and
- provide placement on a waiting list or referral to appropriate resources when individuals cannot be served or cannot be served promptly.
IDDS 3.04
- completed within established timeframes;
- updated as needed based on the needs of persons served; and
- focused on information pertinent for meeting service requests and objectives.
Interpretation: The Assessment Matrix - Private, Public, Canadian, Network determines which level of assessment is required for COA’s Service Sections. The assessment elements of the Matrix can be tailored according to the needs of specific individuals or service design.
Intellectual and Developmental Disabilities Services (IDDS) 4: Service Planning and Monitoring
- Minor inconsistencies and not yet fully developed practices are noted; however, these do not significantly impact service quality; or
- Procedures need strengthening; or
- With few exceptions, procedures are understood by staff and are being used; or
- For the most part, established timeframes are met; or
- Proper documentation is the norm and any issues with individual staff members are being addressed through performance evaluations and training; or
- In a few instances, client or staff signatures are missing and/or not dated; or
- With few exceptions, staff work with persons served, when appropriate, to help them receive needed support, access services, mediate barriers, etc.; or
- Active client participation occurs to a considerable extent.
- Procedures and/or case record documentation need significant strengthening; or
- Procedures are not well-understood or used appropriately; or
- Timeframes are often missed; or
- In several instances, client or staff signatures are missing and/or not dated; or
- Quarterly reviews are not being done consistently; or
- Level of care for some clients is clearly inappropriate; or
- Service planning is often done without full client participation; or
- Appropriate family involvement is not documented; or
- Documentation is routinely incomplete and/or missing; or
- Individual staff members work with persons served, when appropriate, to help them receive needed support, access services, mediate barriers, etc., but this is the exception.
- No written procedures, or procedures are clearly inadequate or not being used; or
- Documentation is routinely incomplete and/or missing.
Self-Study Evidence | On-Site Evidence | On-Site Activities |
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No On-Site Evidence
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IDDS 4.01
IDDS 4.02
IDDS 4.03
- agreed upon goals, desired outcomes, and timeframes for achieving them;
- services and supports to be provided, and by whom;
- a means for resolving conflicts, and possibilities for maintaining and strengthening family relationships and other informal social networks;
- procedures for expedited service planning when crisis or urgent need is identified; and
- the individual’s signature.
IDDS 4.04
- assume a service coordination role, as appropriate, when the need has been identified and no other organization has assumed that responsibility;
- ensure that they receive appropriate advocacy support;
- assist with access to the full array of services to which they are eligible; and
- mediate barriers to services within the service delivery system.
IDDS 4.05
- health and safety issues;
- degree of supervision needed;
- independent living, social, and daily living skills;
- nutritional and dietary needs;
- leisure and vocational interests, aptitudes, and need for greater social inclusion;
- screening and treatment for co-occurring psychiatric disorders or substance use conditions;
- the need for assistive technology, auxiliary aids, and other special accommodations;
- positive behavior support planning;
- medication needs;
- issues related to adaptive, behavior, and cognitive functioning, including concrete and abstract reasoning;
- specialized supports such as physical, speech, and occupational therapy;
- ancillary services;
- end of life planning; and
- the need for hospice or palliative care.
IDDS 4.06
- service plan implementation;
- progress toward achieving service goals and desired outcomes; and
- the continuing appropriateness of the agreed upon service goals.
IDDS 4.07
- review progress toward achievement of agreed upon service goals; and
- sign revisions to service goals and plans.
Intellectual and Developmental Disabilities Services (IDDS) 5: Social Inclusion and Community Participation
- Minor inconsistencies and not yet fully developed practices are noted; however, these do not significantly impact service quality; or
- Procedures need strengthening; or
- With few exceptions, procedures are understood by staff and are being used; or
- For the most part, established timeframes are met; or
- Proper documentation is the norm and any issues with individual staff members are being addressed through performance evaluations and training; or
- Active client participation occurs to a considerable extent.
- Procedures and/or case record documentation need significant strengthening; or
- Procedures are not well-understood or used appropriately; or
- Timeframes are often missed; or
- Several client records are missing important information; or
- Client participation is inconsistent.
- No written procedures, or procedures are clearly inadequate or not being used; or
- Documentation is routinely incomplete and/or missing.
Self-Study Evidence | On-Site Evidence | On-Site Activities |
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IDDS 5.01
- identifying and pursuing the types of social roles, as well as family and other relationships, the individual wishes to pursue;
- providing opportunities for social and physical interaction with persons, in addition to service providers and recipients; and
- achieving an optimal level of community involvement and participation.
IDDS 5.02
- adult foster care or kinship care;
- education;
- employment, including supported employment;
- health and behavioral health services;
- housing services and supports;
- in-home support;
- recreation;
- volunteerism;
- religious and spiritual supports;
- mentoring services; and
- transportation.
- after-school programs;
- education support; and
- mentoring.
IDDS 5.03
- sexual development;
- safe and healthy relationships;
- family planning;
- prevention of STDs and HIV/AIDS; and
- prevention of sexual abuse and exploitation, including giving and receiving sexual consent.
Intellectual and Developmental Disabilities Services (IDDS) 6: Assistive Technology
- Minor inconsistencies and not yet fully developed practices are noted; however, these do not significantly impact service quality; or
- Procedures need strengthening; or
- With few exceptions, procedures are understood by staff and are being used; or
- For the most part, established timeframes are met; or
- Proper documentation is the norm and any issues with individual staff members are being addressed through performance evaluations and training; or
- Active client participation occurs to a considerable extent.
- Procedures and/or case record documentation need significant strengthening; or
- Procedures are not well-understood or used appropriately; or
- Timeframes are often missed; or
- Several client records are missing important information; or
- Client participation is inconsistent.
- No written procedures, or procedures are clearly inadequate or not being used; or
- Documentation is routinely incomplete and/or missing.
Self-Study Evidence | On-Site Evidence | On-Site Activities |
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No On-Site Evidence
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IDDS 6.01
- involved in the selection of specific technologies;
- afforded the opportunity to try the device prior to purchase or assignment; and
- trained on the use of specific assistive devices being provided.
IDDS 6.02
- purchase or gain access to assistive technology, auxiliary aids, and other assistive devices; and
- make necessary physical adaptations to the person's home.
Intellectual and Developmental Disabilities Services (IDDS) 7: Support Services for Family and Caregivers
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- Minor inconsistencies and not yet fully developed practices are noted; however, these do not significantly impact service quality; or
- Procedures need strengthening; or
- With few exceptions, procedures are understood by staff and are being used; or
- For the most part, established timeframes are met; or
- Proper documentation is the norm and any issues with individual staff members are being addressed through performance evaluations and training; or
- Active client participation occurs to a considerable extent.
- Procedures and/or case record documentation need significant strengthening; or
- Procedures are not well-understood or used appropriately; or
- Timeframes are often missed; or
- Several client records are missing important information; or
- Client participation is inconsistent.
- No written procedures, or procedures are clearly inadequate or not being used; or
- Documentation is routinely incomplete and/or missing.
Self-Study Evidence | On-Site Evidence | On-Site Activities |
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IDDS 7.01
IDDS 7.02
- behavioral support;
- case management;
- counseling;
- early intervention services;
- financial assistance;
- in-home support;
- public entitlements;
- respite services; and
- support groups.
Intellectual and Developmental Disabilities Services (IDDS) 8: Case Closing and Aftercare
- Minor inconsistencies and not yet fully developed practices are noted; however, these do not significantly impact service quality; or
- Procedures need strengthening; or
- With few exceptions, procedures are understood by staff and are being used; or
- Proper documentation is the norm and any issues with individual staff members are being addressed through performance evaluations and training; or
- In a few instances, the organization terminated services inappropriately; or
- Active client participation occurs to a considerable extent; or
- A formal case closing evaluation is not consistently provided to the public authority per the requirements of the standard.
- Procedures and/or case record documentation need significant strengthening; or
- Procedures are not well-understood or used appropriately; or
- Services are frequently terminated inappropriately; or
- Aftercare planning is not initiated early enough to ensure orderly transitions; or
- A formal case closing summary and assessment is seldom provided to the public authority per the requirements of the standard; or
- Several client records are missing important information; or
- Client participation is inconsistent.
- No written procedures, or procedures are clearly inadequate or not being used; or
- Documentation is routinely incomplete and/or missing.
Self-Study Evidence | On-Site Evidence | On-Site Activities |
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IDDS 8.01
- is a clearly defined process that includes assignment of staff responsibility;
- begins at intake; and
- involves the worker, persons served and others, as appropriate to the needs and wishes of the individual.
IDDS 8.02
IDDS 8.03
IDDS 8.04
- develop an aftercare plan, sufficiently in advance of case closing, that identifies short- and long-term needs and goals and facilitates the initiation or continuation of needed supports and services; or
- conduct a formal case closing evaluation, including an assessment of unmet need, when the organization has a contract with a public authority that does not include aftercare planning or follow-up.