Administrative Rules of Montana › Department 37 - PUBLIC HEALTH AND HUMAN SERVICES › Chapter 37.34 - DEVELOPMENTAL DISABILITIES PROGRAM › Subchapter 37.34.12 - Adult and Family Services › Rule 37.34.1201 - ADULT AND FAMILY SERVICES: EDUCATION AND TRAINING REQUIREMENTS

Current through Register Vol. 13, July 5, 2024
(1) Education and training must be provided
				in accordance with the performance requirements in this rule.
(2) An adult or family services contractor in
				providing education and training must comply with the performance requirements
				in this rule.
(3) Education and
				training must be directed toward the individual's attainment of goals
				identified by the IP or the IFSP team.
(4) There are 2 categories of training:
				formal and incidental. Formal training is a focused, documented effort to
				accomplish a training objective. Incidental training occurs incidental to daily
				living and is facilitated through various techniques which recognize that all
				individuals learn, grow and develop if given the opportunity to do so. Formal
				training should occur in the environment in which the knowledge, skill or
				ability will most likely be used.
(5) Training may be most appropriate across a
				variety of environments. The IP or the IFSP team identifies the settings for
				specific training objectives. The training method should be the most culturally
				normative, effective method for the individual and the skill or ability that is
				the subject of the training. Incidental training should occur across all
				settings.
(6) Training, formal or
				incidental, must be provided in the development of one or more of the following
				areas: motor/physical, communication, self-help and personal care, functional
				academics, community life, social and sexual, health and safety, home-related
				skills, adaptive behavior, leisure, work, job-specific training, and
				self-advocacy.
(7) Motor and
				physical training develops gross and fine motor skills. Training includes
				locomotion, body posture and control, motor coordination and physical
				conditioning.
(8) Communication
				training develops an individual's ability to affect the environment around them
				through other people. Training includes receptive and expressive language and
				control of inappropriate verbalization.
(9) Self-help and personal care training
				develops independence in basic daily living skills. Training includes eating,
				toileting, dressing, bathing, hair care, personal hygiene and grooming;
				clothing selection and care; care of menstrual needs; mobility and care of
				mobility devices.
(10) Functional
				academics develops academic skills directly related to independent functioning
				in the community. Training includes reading and survival word recognition and
				number concepts and recognition.
(11) Community life training develops
				independence in the community, locating and using community resources, and
				interacting with others. Training includes orientation to the community, travel
				and transportation; community recreation; safety, including traffic signs;
				shopping skills, restaurant use and use of community services.
(12) Social and sexual training develops
				independence and acceptance in the community. Training includes interpersonal
				relationships, birth control, marriage, children and pregnancy; sexual abuse
				and exploitation; alcohol and drug use; human development; and disease and
				sexually transmitted disease prevention.
(13) Health and safety training develops the
				skills necessary to live independently and safely in the community and to
				maintain optimal health. Training includes self administration of medications;
				first aid; nutrition; home, work and community safety and response to
				emergencies.
(14) Home-related
				skills training develops independence in managing one's own home. Training
				includes financial management; clothing care and selection; household chores,
				meal preparation and food handling; home repair and maintenance; time telling;
				telephone usage; and use and care of major appliances.
(15) Adaptive behavior training develops
				acceptable alternatives to maladaptive behavior. Training includes positive
				programming, dealing with difficult situations, anger management, independence,
				dependability, initiative, versatility and decreasing maladaptive
				behavior.
(16) Leisure training
				develops independent, age-appropriate use of free time, both through individual
				and group activities. Training includes crafts; individual and group games;
				hobbies and sports.
(17) Work
				training develops skills which are necessary to functioning in the work
				environment. Training includes small assembly; color and shape assembly;
				attention span/attending and following instructions; matching and sorting and
				simple assembly; quality of work, quantity of work and general work habits;
				obtaining employment, relating to supervisor and relating to peers.
(18) Job-specific training develops all the
				skills necessary to succeed in the paid employment that an individual is hired
				to perform.
(a) Training occurs within the
				actual job environment and addresses naturally occurring demands and
				contingencies.
(b) The trainer
				assists the employee in completing the job until all the tasks can be performed
				at the standards established by the employer.
(c) Trainer activities may include, but are
				not limited to performing the job in order to prepare a task analysis;
				identifying and addressing employee needs; directly training employees within
				the natural environment and ensuring completion of job requirements for the
				employer until the employee is completing the job independently.