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Developmental Disability Awareness Training
Introduction
The purpose of Developmental Disability Awareness Training is to provide education that will enable you to work better with people with developmental disabilities.
This training will help Keolis Transit America’s Bus Attendants increase their basic knowledge about people with developmental disabilities and help them to foster positive attitudes about them.
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Section OneTraining Overview
SECTION 2• Overview of the Four Major Developmental Disabilities Recognized by the State of California.• Understanding Developmental Disabilities.• Developmental vs. Functional Disabilities.• Working with Individuals with Functional Disabilities.• Overview of “People First Language.”
SECTION 3•What are Blood Borne Pathogens?•Understanding Standard Precautions and Techniques.
SECTION 4•Behavioral Support Techniques.• Common Types of “Challenging Behavior.”•Understanding the Importance of Documenting Challenging Behaviors.
SECTION 5•Review of Disability Acts and Laws.•When and How to Report Rights Violations and Abuse.•What is a Mandated Reporter?
Section TwoDevelopmental Disabilities
• What is a Developmental Disability?• The Four Major Development Disabilities Recognized by the State of California• What is a Functional Disability?• “People First” Language
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What is a Developmental Disability?
California law defines a developmental disability as :
•A severe chronic disability that begins any time from birth through the age 18 (“the developmental years”).
• Disability continues, or can be expected to continue indefinitely.
•Disability limits the person’s ability to care for themselves.
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The Four Major Developmental Disabilities Recognized by the State of California:
• Mental Retardation, now known as Intellectually Disabled (ID)
• Autism
• Cerebral Palsy
• Epilepsy
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Intellectual Disability
Intellectual Disability is a term used when there are limits to a person’s ability to learn.
An Intellectual Disability can be caused by injury, disease, or a problem in the brain. For many people the cause of their intellectual disability is not known. One of the most common intellectual disabilities is Down Syndrome.
Intellectual Disabilities are categorized in four different degrees depending on the severity. The different degrees of Intellectual Disability are:
•Mild.
•Moderate.
•Severe
•Profound
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Intellectual Disability
People with Intellectual Disabilities May:
•Learn more slowly than their non-disabled peers.•Have a hard time remembering things that are learned.•Have a hard time using what is learned in a new situation.•Think about things in more real-life or concrete ways.
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We Are More Alike Than Different
http://www.youtube.com/watch?v=VMoZhgN0V5o
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Autism
Autism is a developmental brain disorder that affects brain areas controlling language, social interaction and thought.
People with autism are usually sensitive to:
•Touch
•Taste
•Hearing
•Sight
Autism
Characteristics of Autism may include:
•Avoidance of or not paying attention to others.
•Difficult time relating to other people.
•Difficulty communicating.
•Monotonously repetitive motor behavior (such as rocking back and forth).
•Repetitive behaviors that can cause injury to themselves.
•Possible reduction in intelligence.
•Behavior problems that include resistance to change.
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Cerebral Palsy
Cerebral Palsy is a group of disorders that can involve brain and nervous system functions, such as
•Movement
•Learning
•Hearing
•Seeing
•Thinking
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Epilepsy
Epilepsy, sometimes referred to as seizure disorder, is a general term that refers to having recurrent seizures. Symptoms can vary from:
•A momentary disruption of the senses.
•Short periods of unconsciousness.
•Staring spells
•Convulsions.
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Let’s see what you rememberAbout Developmental Disabilities?
Activity
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What is a Functional Disability?
A functional disability is a disability that produces long-term limitation in activity resulting from a health problem.
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Hearing Impaired
A hearing impairment is a hearing loss that prevents a person from totally receiving sounds through the ear. If the loss is mild, the person has difficulty hearing faint or distant speech. A person with this degree of hearing impairment may use a hearing aid to amplify sounds. If the hearing loss is severe, the person may not be able to distinguish any sounds.
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Working with the Hearing Impaired
•Face the hearing impaired person directly.•Speak clearly, slowly, distinctly, but naturally, without shouting or exaggerating mouth movements.
•Exaggerated mouth movements will not improve the person's ability to understand you. *Note- When people who are hearing impaired wave their hands or stomp their feet, it is often
an indication of trying to get an individual's attention. It may seem rude or immature but it is very appropriate in deaf culture to do these actions.
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Vision Impaired
The term "visual impairment" refers to a functional limitation of the eye(s).
Correct Guiding Position
• The visually impaired person takes hold of your arm just above the elbow, four fingers on the inside, thumb on the outside; the grip should be firm.
• You should keep your arm relaxed and close to the side of your body.
• You should remain half a step ahead of the person you are guiding.
• Give brief but clear verbal instructions, mention appropriate hazards and say if there are steps or curbs up or down.
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People First Language
When talking about people with disabilities, remember to put “people” first. The disability comes second. The subtle difference between calling a consumer “a person with an intellectual disability” rather than an intellectually disabled person is one that acknowledges them as a person first.
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People First Language
When talking about people with developmental disabilities use words and phrases like:
• Individual (or person) with a developmental disability.
• Individual with a seizure disorder.• Individual with cognitive disability.• A person who is non-ambulatory.• A person who doesn't use words to
speak.• A person who uses a wheelchair.• A person with a hearing or visual
impairment .
AVOID words and phrases like:
• Retard
• Crazy
• Slow
• Invalid
• Mentally deficient
• Confined to or wheelchair bound
• Crippled
• Special
• Afflicted
• Childlike
• Handicapped
• Bad
• Dumb, Mute
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Activity Two
PEOPLE FIRST LANGUGE
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OLD LANGUAGE / NEW LANGUAGE Can you guess the correct answers ?
1.He’s is in special ed.
2.He’s handicapped .
3.She is hearing impaired.
4.He’s mentally retarded.
5.He uses a wheelchair .
6.I work with special adults.
7.She has an intellectual disability.
8.He does not use words to speak or communicate.
9.She’s a dwarf.
10.Normal or healthy kids .
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Section ThreeBlood Borne Pathogens and Protections
• What are Blood Borne Pathogens?
• Personal Protective Equipment (PPE).
• Standard Precautions.
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What are Blood Borne Pathogens?
Blood borne pathogens are viruses or bacteria that are carried in blood and can cause people to become sick.
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Standard PrecautionsStandard Precautions
Standard Precautions are a set of basic infection prevention practices intended to prevent transmission of germs from one person to another. These precautions were formerly known as “Universal Precautions.”
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Personal Protective Equipment (PPE).
The best protection against exposure to blood borne pathogens is to ensure you are wearing the appropriate personal protective equipment (PPE).
Gloves as PPE •Wash hands before you put gloves on.
* Note- Hand washing is the most effective measure to prevent the spread of infection. Use alcohol-based hand sanitizers when soap and water are not available.•Inspect gloves before use for tears.•Double gloving can provide an additional layer of protection. **Note- only when coming in direct contact with body fluids (except sweat), such as blood, urine, feces, or vomit.•Remove gloves carefully, trying not to touch the outside of the gloves with bare skin.•Wash hands after you dispose of gloves.•If you have cuts or abrasions on your hands, you should cover these with a bandage as an additional precaution before putting on your gloves.
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When to Wear Gloves vs. When Not to Wear Gloves
Wear gloves:
Every time you come in contact with blood, bodily, –sweat is not considered as harmful bodily fluid-fluids such as vomit, urine and feces, or broken skin.
Even if a consumer seems healthy and has no signs of any germs, you should still wear gloves for this sort of contact.
Gloves need not be worn (necessarily):
When there is no clearly no blood, bodily fluids or broken skin present.
Do not wear the same pair of gloves for the care of more than one consumer.
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Activity Three
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Glove DemonstrationGlove Demonstration
Section FourBehavioral Support
• Challenging Behavior
• Common Types of Challenging Behaviors
• Behavioral Support Techniques
• How to document Challenging Behavior
• Developing a Positive Rapport with Caregivers
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Challenging Behavior
Some people with developmental disabilities act in ways at times that are considered culturally or socially inappropriate or outside the “norm”.
Such behaviors can be so intense that the physical safety of the person or others is placed in serious danger.
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Common Types of Challenging Behaviors
• Self-injurious Behavior (such as hitting, head butting, biting).
• Aggressive Behavior (such as hitting others, screaming, spitting, kicking, swearing, hair pulling).
• Inappropriate Sexual Behavior (such as public masturbation or inappropriate touching ).
• Behavior Directed at Property (such as throwing objects and stealing).
• Stereotyped Behaviors (such as rocking, repeating everything they hear or using the bathroom on them selves even though they are toilet trained).
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Behavioral Support Techniques
• Be Aware of Body Language. Be aware of your and the consumer’s body and eye language. Know consumers triggers. (Ex. music, other consumers behaviors and actions and time of day of occurrence).
• Tone of Voice. The same statement can be understood differently based on the tone, and volume of your voice. Keep calm and use a modulated, low tone of voice.
The first response to a challenging behavior is to take the behavior seriously.
• Keep your Language Simple Communicate using simple, direct language.
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• Don’t argue with the consumer. Don’t take anything they may say personally.
• Do not maintain constant eye contact with an agitated consumer. Allow the consumer to break his/her gaze and look away.
• Do not point or shake your finger.
• Do not “over touch” the consumers, even if some touching is generally culturally appropriate and usual in your setting. However, if a consumer suddenly runs up to you attempting to hug you, just simply turn to the side so that your shoulder is facing them.
• Always treat adults as adults.
• Acknowledge when the consumer has had no behavioral incident on the bus for that day.
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Other important considerations when working with individuals who are displaying challenging behavior: Other important considerations when working with individuals who are displaying challenging behavior:
Develop Positive a Rapport with Caregivers
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Developing a positive relationship with caregivers is extremely beneficial when working with individuals who have developmental disabilities.
•Introduce yourself to caregivers
•Be friendly and professional
•Share good news about the consumer, not just bad
* Note -Always keep in mind you are on a time schedule . Please keep conversations brief, but complete. Provide as much information as possible to benefit the caregiver’s understanding.
Activity
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How have you dealt with challenging behavior in the past?
What are some other techniques you have used ?
How have you dealt with challenging behavior in the past?
What are some other techniques you have used ?
Section Five
Laws and Legal Protections
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• Over view of Regional Centers.
• Overview of The Lanterman Act of 1969.
• The Americas with Disabilities Act of 1990.
• Protecting Consumers from Abuse, Neglect, and Exploitation.
• Describe Keolis’ Duty to Report.
• What is a Mandated Reporter ?
Lanterman Act of 1969
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The Lanterman Developmental Disabilities Services Act of 1969 defines the rights of persons with developmental disabilities and establishes a service system to meet the individualized needs of consumers and their families in the state of California.
* Note Individuals with Development Disabilities have the same rights under the US constitution as any other citizen.
What is Regional Center?
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The unique Regional Center system was created by the landmark entitlement legislation Lanterman Act.
The state of California has 21 Regional Centers that provide specialized services for people with developmental disabilities.
Americans with Disabilities Act (ADA)
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Congress passed this law in 1990. It addresses four main areas of potential discrimination:
•Employment •Public Facilities•Transportation•Communication
Your Role in Protecting Consumers from Abuse, Neglect , and Exploitation
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As a Keolis bus attendant, you can help protect individuals with developmental disabilities from abuse, neglect, and exploitation.
•Observe - Pay attention to the individuals in your care. Some people might not use words to communicate and might have difficulty telling you when something is wrong. •Report - If abuse is known or suspected. It is mandatory that Keolis bus drivers and attendants report even suspected abuse, neglect, and/or exploitation immediately to a manager (Operations, Safety, General, or Maintenance Manager).•Document - Write down anything that you see and hear that might indicate abuse, neglect or exploitation.
*Note- Per Keolis policy we ask that you never discuss a consumer through email or social media such as Facebook. Always write your consumer concerns on the proper company document, and submit to management immediately.
Reporting Rights Violations and Abuse
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Keolis Transit America is a “Mandated Reporter.” Mandated Reporters are individuals or companies who have regular contact with vulnerable people such as children, disabled persons and senior citizens and are therefore legally required to report when abuse is observed or suspected.
As a Keolis bus driver or attendant, you are required by law to report all alleged violations of rights or abuse immediately to a manager (GM, Operations Manager, Training and Safety Manager or Maintenance Manager). Failure to do so can result in the consumer not getting the help they need, losing your job and/or possible legal action. When in doubt, report it. It is better to err on the side of caution.
Activity
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Let’s s see how much you remember about laws andlegal protections for individuals with developmental Disabilities.There will be a short multiple choice quiz.Answers will be discussed.
Resources
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North Los Angeles County Regional Center
A Consumer’s Guide to the Lanterman Act.
Vsavt-Disability-Awareness-Guide.
Monograph.07RiskQuality
The AAMR Positive Behavior Support Training Curriculum for Supervisors and Direct Support Professional.
An Introduction to Developmental Disabilities Classroom Participant’s Guide.
