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HMS 126 Design, Implementation, and Evaluation of Direct Support Services/Programs

Students will review and analyze best practices; evaluate existing programs utilizing best practices; identify potential concerns and corresponding solutions; and design an activity program to successfully support a client to obtain maximum independence. Additional learning components include a project to design a new program or extend an existing program based on best practices.

Credits

3

Prerequisite

Prerequisites: HMS 120 and HMS 124 and HMS 125 or concurrent

See Course Syllabus

Course Number and Title:

HMS 126 Design, Implementation, and Evaluation of Direct Support Services/Programs

Campus Location

  • Georgetown

Effective Date

2022-51

Prerequisites

Prerequisites: HMS 120 and HMS 124 and HMS 125 or concurrent

Course Credits and Hours

3 credit(s)

3 lecture hours/week

0 lab hours/week

Course Description

Students will review and analyze best practices; evaluate existing programs utilizing best practices; identify potential concerns and corresponding solutions; and design an activity program to successfully support a client to obtain maximum independence. Additional learning components include a project to design a new program or extend an existing program based on best practices.

Required Text(s)

Obtain current textbook information by viewing the campus bookstore - https://www.dtcc.edu/bookstores online or visit a campus bookstore. Check your course schedule for the course number and section.

Core Course Performance Objectives (CCPOs)

  1. Identify and apply person-centered supports designed to improve services available to consumers/clients on multiple levels. (CCC 3, 4; PGC 3, 4, 5)
  2. Identify and evaluate the formal and informal supports available in the community and the consumer's/client's access to such supports. (CCC 1, 2, 5; PGC 2, 3, 4)
  3. Assess existing services using participatory planning techniques, and implement plans collaboratively. (CCC 1, 3, 4; PGC 1, 2, 3, 5, 7)
  4. Evaluate the mission and practices of various community support organizations. (CCC 1, 4, 5; PGC 1, 2, 6)
  5. Explore areas requiring additional training/education for staff in order to improve agency functionality and efficiency. (CCC 1, 2, 3; PGC 2, 3, 4, 7)
  6. Examine consumer/client education and vocation goals, and integrate them into program outcomes. (CCC 2, 4, 5; PGC 2, 3, 4, 6, 7)

See Core Curriculum Competencies and Program Graduate Competencies at the end of the syllabus. CCPOs are linked to every competency they develop.

Measurable Performance Objectives (MPOs)

Upon completion of this course, the student will:

  1. Identify and apply person-centered supports designed to improve services available to consumers/clients on multiple levels. 
    1. Assist individuals in developing person-centered plans.
    2. Modify support programs and interventions to ensure they are person-centered.
    3. Apply person-centered planning techniques within the agency and community.
  2. Identify and evaluate the formal and informal supports available in the community and the consumer's/client's access to such supports.
    1. Develop strategies to coordinate community and agency resources to maximize access and availability.
    2. Research, develop, and maintain information on community and other resources relevant to the needs of the consumers/clients.
  3. Assess existing services using participatory planning techniques, and implement plans collaboratively.
    1. Explore methods to maintain collaborative relationships with the consumer/client, support team members, family, and community following ethical standards of practice.
    2. Facilitate the development of an individualized plan based on consumer/client preferences, needs, and interests.
  4. Evaluate the mission and practices of various community support organizations.
    1. Assess program evaluation methods and organizational priorities with consideration to the quality of services.
    2. Analyze the agency's commitment to diversity in terms of culture, race, religion, disability, and gender in daily practices and interactions.
    3. Evaluate the process for determining budget priorities, and identify cost-effective ways to provide services.  
  5. Explore areas requiring additional training/education for staff in order to improve agency functionality and efficiency.
    1. Identify training requirements and provision of training within an agency.
    2. Evaluate the effectiveness of the required training, including level of participation of agency staff, time requirements, and staff feedback.
    3. Assess professional development opportunities and access to relevant resources and training. 
  6. Examine consumer/client education and vocation goals, and integrate them into program outcomes.
    1. Assess the procedures used in exploring consumer/client vocational interests and aptitudes, employment preparation, and potential career development.
    2. Explore opportunities to promote vocational training for consumers/clients.
    3. Evaluate consumer/client accommodations to adapt to the employment environment and to support job retention.

Evaluation Criteria/Policies

The grade will be determined using the Delaware Tech grading system:

90-100 = A
80-89 = B
70-79 = C
0-69 = F
Students should refer to the Catalog/Student Handbook for information on the Academic Standing Policy, the Academic Integrity Policy, Student Rights and Responsibilities, and other policies relevant to their academic progress.

Program Graduate Competencies (PGCs are the competencies every graduate will develop specific to his or her major)

  1. Create and maintain effective and professional documents relevant to agencies working with people who have a disability.
  2. Interact ethically and professionally within the Direct Support Profession.
  3. Apply information to identify client's strengths, weaknesses, and resources to provide appropriate support services in a variety of settings.
  4. Provide effective support services to all client's with varying levels of ability by utilizing professional principles and practices.
  5. Establish effective working relationships within the Direct Support arena.
  6. Apply basic management and leadership skills in professional environments, including time management, organization, and the ability to follow directions.
  7. Utilize feedback to assess the outcomes and opportunities created for clients and make adjustments accordingly.

Core Curriculum Competencies (CCCs are the competencies every graduate will develop)

  1. Apply clear and effective communication skills.
  2. Use critical thinking to solve problems.
  3. Collaborate to achieve a common goal.
  4. Demonstrate professional and ethical conduct.
  5. Use information literacy for effective vocational and/or academic research.
  6. Apply quantitative reasoning and/or scientific inquiry to solve practical problems.

Students in Need of Accommodations Due to a Disability

We value all individuals and provide an inclusive environment that fosters equity and student success. The College is committed to providing reasonable accommodations for students with disabilities. Students are encouraged to schedule an appointment with the campus Disabilities Support Counselor to request an accommodation needed due to a disability. The College's policy on accommodations for persons with disabilities can be found in the College's Guide to Requesting Academic Accommodations and/or Auxiliary Aids Students may also access the Guide and contact information for Disabilities Support Counselors through the Student Resources web page under Disabilities Support Services, or visit the campus Advising Center.

Minimum Technology Requirements

Minimum technology requirements for online, hybrid, video conferencing and web conferencing courses.

Academic Integrity

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Attendance

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Cell phone/Electronic Device

https://dtcc.smartcatalogiq.com/Current/Catalog/Student-Policy/Cell-Phone-and-Electronic-Device-Policy

Tuition Adjustment Policy

https://dtcc.smartcatalogiq.com/Current/Catalog/Financial/Tuition-Fee-Adjustment-Policy-Course-or-Semester-Withdrawal