scholarly journals Risks of indirect trauma among direct support professionals who work with adults with intellectual/ developmental disabilities: Impact on organizational, staff and client outcomes.

2020 ◽  
Author(s):  
Daniel Boamah
Keyword(s):  
Developmental Disabilities ◽  
Client Outcomes ◽  
Indirect Trauma ◽  
Direct Support ◽  
Direct Support Professionals

The Perceived Role of Direct Support Professionals in the Health Promotion Efforts of Adults With Developmental Disabilities Receiving Support Services

2018 ◽  
Vol 56 (1) ◽  
pp. 40-55 ◽  
Author(s):  
Kendall A. Leser ◽  
Phyllis L. Pirie ◽  
Amy K. Ferketich ◽  
Susan M. Havercamp ◽  
Mary Ellen Wewers
Keyword(s):  
Health Promotion ◽  
Developmental Disabilities ◽  
Support Services ◽  
Social Role ◽  
Community Agency ◽  
Direct Support ◽  
Direct Support Professionals ◽  
Qualitative Focus Groups ◽  
Future Work

Abstract Direct support professionals (DSPs) play a large social role in the lives of people with developmental disabilities (DD) and have the potential to influence their health behaviors. Six qualitative focus groups (n = 48) were conducted with DD community agency administrators, DSPs, family members and adults with DD to better understand the perceived role of DSPs in the health promotion efforts of those with DD. Findings from this study suggest that DSPs experience several barriers when trying to promote the health of those with DD, one of which is fear of violating the rights of people with DD. Future work should identify ways to overcome the barriers experienced by DSPs, so that they can better assist people with DD with health promotion efforts.

The Effects of Aggression Subtypes on Burnout and Caregiver Instability in Direct Support Professionals

2021 ◽  
pp. 109830072110137
Author(s):  
Rose E. Nevill ◽  
Emily M. Istvan ◽  
Susan M. Havercamp
Keyword(s):  
Developmental Disabilities ◽  
The United States ◽  
Verbal Aggression ◽  
Direct Support ◽  
Direct Support Professionals ◽  
Aggression Subtypes ◽  
Active Attention ◽  
Intervention Planning ◽  
Emotional Effects

Aggression is a known contributor to burnout and caregiver instability among direct support professionals (DSPs) caring for adults with developmental disabilities. However, few studies have explored the differential effects of aggression subtypes on caregivers and what implications these may have for intervention planning. This longitudinal study examined whether different types of aggression were associated with greater burnout and instability in DSPs. Ninety DSPs reported on their experiences working with aggressive clients with developmental disabilities at baseline and at a 3-month follow-up. Participants were roughly representative of the population of DSPs in the United States. Verbal aggression and reduced length of time knowing the aggressive adult significantly predicted caregiver instability, with participants who had stopped working with the aggressive adult experiencing significantly worse verbal aggression than participants who were still working with the adult at follow-up. Hostile affect significantly predicted burnout. Verbal aggression and hostility, which are less frequently targeted for intervention as more dangerous forms of aggression, pose risks for caregivers and therefore warrant active attention through intervention. DSPs would benefit from training on how to diffuse and redirect verbal aggression and hostility, as well as use coping strategies to mitigate against the negative emotional effects of aggression.

scholarly journals Better Together: A Pilot Study on Cooking Matters for Adults With Developmental Disabilities and Direct Support Professionals

2019 ◽  
Vol 12 ◽  
pp. 117863881984003 ◽  
Author(s):  
Wesley R Barnhart ◽  
Susan M Havercamp ◽  
Allison Lorenz ◽  
Emily A Yang
Keyword(s):  
Developmental Disabilities ◽  
Nutrition Knowledge ◽  
Healthy Food ◽  
Food Preparation ◽  
Balanced Diet ◽  
Direct Support ◽  
Food And Beverage ◽  
Direct Support Professionals ◽  
Post Test ◽  
Adults With Developmental Disabilities

Adults with developmental disabilities face barriers to making healthy lifestyle choices that mirror the barriers faced by the direct support professionals who serve them. These two populations, direct support professionals and adults with developmental disabilities, are likely to lead inactive lifestyles, eat unhealthy diets, and be obese. Moreover, direct support professionals influence the nutrition knowledge, attitudes, and health behaviors of the adults with developmental disabilities whom they serve. We piloted a cooking-based nutrition education program, Cooking Matters for Adults, to dyads of adults with developmental disabilities (n = 8) and direct support professionals (n = 7). Team-taught by a volunteer chef and nutrition educator, Cooking Matters for Adults uses an active learning approach to teach food preparation safety skills and nutrition knowledge to inform healthy food and beverage choices. We assessed healthy food preparation, intake of a balanced diet, healthy food and beverage choices, and cooking confidence and barriers at pre-test, post-test, and 6-months after the intervention. Among both adults with developmental disabilities and direct support professionals, positive trends in healthy food preparation, eating a balanced diet, and reduction in cooking barriers were observed at post-test and 6-months. We also qualitatively assessed knowledge of and attitudes toward healthy eating, frequency of food and beverage intake, knowledge about kitchen skills and safety, as well as overall satisfaction, cooking confidence, and acceptability of the dyad approach. Participants with developmental disabilities and direct support professionals reported that they learned about healthy food and beverage choices and various cooking skills. Participants reported confidence in skills learned and were satisfied with the intervention and approach of including adults with developmental disabilities and direct support professionals in the intervention together.

Direct Support Professionals and Quality of Life of People With Intellectual and Developmental Disabilities

2018 ◽  
Vol 56 (4) ◽  
pp. 234-250 ◽  
Author(s):  
Carli Friedman
Keyword(s):  
Quality Of Life ◽  
Developmental Disabilities ◽  
The United States ◽  
Intellectual And Developmental Disabilities ◽  
Poverty Level ◽  
Direct Support ◽  
Direct Support Professionals ◽  
Services And Supports ◽  
The Impact

Abstract Direct Support Professionals (DSPs) are the “backbone” of long term services and supports (LTSS) in the United States (Bogenschutz, Hewitt, Nord, & Hepperlen, 2014, p. 317). This study examined the relationship between DSPs and people with intellectual and developmental disabilities' (IDD) quality of life. To do so, we utilized Personal Outcome Measures® interviews from over 1,300 people with IDD to examine the impact DSP change has at individual and organizational levels. We found DSP continuity is central to quality of life of people, including human security, community, relationships, choice, and goals. States cannot continue to provide near-poverty level reimbursement rates for DSPs and still ensure quality of life.

Workforce: Goals for Research and Innovation

Inclusion ◽  
2015 ◽  
Vol 3 (4) ◽  
pp. 267-273 ◽  
Author(s):  
Colleen McLaughlin ◽  
Lori Sedlezky ◽  
Harolyn Belcher ◽  
Abby Marquand ◽  
Amy Hewitt
Keyword(s):  
Family Support ◽  
The United States ◽  
Vital Role ◽  
Intellectual And Developmental Disabilities ◽  
Competency Development ◽  
Research And Innovation ◽  
Use Of Technology ◽  
Direct Support ◽  
Direct Support Professionals

Abstract Across the United States, there is growing demand for a competent and stable workforce able to effectively support the health and community lives of individuals with intellectual and developmental disabilities (IDD) throughout the lifespan. This article describes national goals for research and innovation to advance the IDD workforce. The research goals outlined address important workforce topics that include increasing capacity and sustainability, competency development and quality support, the use of technology, family support, and the vital role of direct support professionals in helping people with IDD to become fully included and valued members of their communities.

Direct Support Professionals' Perspectives on Ambulatory Health Care Processes and Quality

2019 ◽  
Vol 57 (3) ◽  
pp. 188-197
Author(s):  
Carl V. Tyler ◽  
Michael D. Wells ◽  
Keyword(s):  
Health Care ◽  
Quality Of Health Care ◽  
Health Care Improvement ◽  
Direct Support ◽  
Direct Support Professionals ◽  
Health Care Encounters ◽  
Competency Based ◽  
Care Improvement ◽  
Ambulatory Health Care

Abstract Direct support professionals (DSPs) frequently accompany persons with intellectual and other developmental disabilities (IDD) to their health care appointments and could offer valuable insights into potential target areas for health-care improvement. DSPs completed surveys assessing healthcare processes and quality immediately following 118 ambulatory health care encounters involving their patients with IDD. Although DSPs generally judged the quality of health care as good (44%) or excellent (52%), they also observed that physicians directed questions to the DSP that the patient could have answered in 22% of encounters, and noted that physicians failed to ask critical psychosocial information in 24% of encounters. Competency-based training of DSPs around health-care advocacy could significantly improve the quality of health care provided to persons with IDD.

Age of Persons Supported and Factors Predicting Intended Staff Turnover: A Comparative Study

Inclusion ◽  
2014 ◽  
Vol 2 (4) ◽  
pp. 316-328 ◽  
Author(s):  
Carol Britton Laws ◽  
Stacey R. Kolomer ◽  
Megan J. Gallagher
Keyword(s):  
Job Stress ◽  
Organizational Support ◽  
Online Survey ◽  
Staff Turnover ◽  
Community Based ◽  
Intent To Turnover ◽  
Direct Support ◽  
Direct Support Professionals ◽  
Survey Results ◽  
Aging Adults

Abstract Community-based direct support professionals (DSPs) face a myriad of challenges on the job that are intensified by the complexities of supporting people with disabilities who are aging. The purpose of this study was to compare the variables of job stress/demand, empowerment/control, perceived organizational support, organizational commitment, job satisfaction, and intent to turnover (identified as attitudinal antecedents to attrition), between DSPs who primarily support aging adults with an intellectual disability and those who support younger people. Ninety-seven DSPs completed an online survey. Results indicate that DSPs who support aging adults showed statistically lower empowerment/control than their peers. Data suggest that they are also at comparatively higher risk of attrition. Implications and recommendations for strengthening this workforce are shared.

Parent and Teacher Perspectives on Friendships and Social Interactions of Secondary Students With Intellectual and Developmental Disabilities

Inclusion ◽  
2016 ◽  
Vol 4 (4) ◽  
pp. 239-256 ◽  
Author(s):  
Zachary Rossetti ◽  
Donna Lehr ◽  
Shuoxi Huang ◽  
Jessica Ghai ◽  
Nancy Harayama
Keyword(s):  
High School Students ◽  
Developmental Disabilities ◽  
Social Interactions ◽  
Secondary Students ◽  
Future Research ◽  
Intellectual And Developmental Disabilities ◽  
Structured Interviews ◽  
School Students ◽  
Inclusive Settings ◽  
Direct Support

AbstractFriendships between students with and without intellectual and developmental disabilities (IDD) remain infrequent, especially at the secondary level. However, when friendships between students with and without IDD have developed, direct support from parents and teachers has been a critical facilitator. Thus, this qualitative study examined parent (n = 10) and teacher (n = 20) perspectives on friendships and social interactions of middle and high school students with IDD receiving special education services in inclusive settings at least part of the day. The data were collected through semi-structured interviews with each participant and analyzed inductively using a multistage process of open and then thematic coding. The thematic findings suggest that the challenge of friendship development between students with and without IDD is ongoing, though there may be potential in focusing more explicitly and intentionally on increasing social interaction opportunities both in and out of school. Implications for future research and practice are described in the context of supporting students with and without IDD to increase social interactions and develop friendships.

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