The Skill Competencies Tracker can be used in three different ways: 1) by staff as a self-monitoring device; 2) by an outside observer or supervisor to document areas of professional development; and 3) by organizers of professional development activities to document training and development activities provided to professionals and direct support staff. Professional Development: Professional development refers to attainment of skills and knowledge for personal or job growth. Professional development encompasses all types of facilitated learning opportunities, ranging from college degrees to formal coursework, conferences, workshops, discussion forums, and informal learning opportunities situated in practice. It has been described as intensive and ideally incorporating an evaluative component. While the Skill Competencies Tracker is designed to help monitor professional development activities and opportunities, it does NOT ensure mastery of the knowledge or skills outlined within the document. This document is NOT intended nor designed to serve as a formal evaluation tool. It is designed to help the user record and track areas of strength and need in addition to teaching opportunities that may be targeted appropriately. The ultimate goal is proficiency of the Virginia Behavioral Support Skill Competencies. Proficiency is defined as demonstration of the combination of skills, abilities, and knowledge needed to perform a specific task. To demonstrate proficiency, more than participation in a training activity is needed. Training Received - is for the purpose of documenting learning experiences and training activities. From these experiences and trainings the person is able to identify and explain the content and procedures involved in the Skill Competency and begin to apply it in practice. Implemented Skills - is the integration of learning experiences in which knowledge and skills interact and are applied and the person is able to demonstrate the skill in practice. It is at this level where direct teaching and coaching result in demonstrated abilities and staff is beginning to perform the skill independently and with fidelity with questions asked to improve performance and gain clarity. Proficiency Determined - is the consistent and accurate application of knowledge, skills, and abilities. It is in this phase the staff is able to demonstrate the competency with fidelity across people and contexts and can integrate content within a collaborative team framework. It is recommended for staff to be considered proficient that his or her performance is assessed by someone who is skilled and knowledgeable in the content (e.g. supervisor, lead professional, specialist). Documentation of Skills, Abilities, and Knowledge
Positive Behavioral Consulting – Positive Behavioral Support Facilitation Provider Virginia Association for Behavior Analysis (VABA) Virginia Commonwealth University Autism Center for Excellence (VCU-ACE) Virginia Commonwealth University - Partnership for People with Disabilities (UCEDD) Virginia Department of Aging and Rehabilitation Services (DARS) Virginia Department of Education (VDOE) Resources Association for Positive Behavior Support (APBS) (2007) Positive Behavior Support Standards of Practice: Individual Level. Retrieved from: Behavior Analyst Certification Board, Inc. (2013), Registered Behavior Technician Task List. Retrieved from: . Direct Support Professional Alliance of New York State, Inc.(2011) Voices from the Frontlines III: Advancing the Profession of Direct Support, Retrieved from: . National Alliance of Direct Support Professionals. (2015). Fifteen Competency Areas. Retrieved from: . National Association of Developmental Disabilities (NADD) Competency Based Direct Support Professional Certification Program, Retrieved from: (2015). National Professional Development Center on Autism Spectrum Disorders. (2014). practices for children and youth with autism spectrum disorders. U.S. Office of Special Education Programs. Retrieved from: . J. & Mount, B.(2006) . Toronto: Inclusion Press O’Neil, R., Horner, R.H., R.W., Storey, K., Sprague, J.R., (2014). Functional assessment and program development for problem behavior: A Practical Handbook (3rd edition). Independence Kentucky: Cengage Learning.
Section Number Direct Support Qualified DD Professional Behavior Interventionist Training Received Implemented Skills Proficiency Determined 1 Ethics 1.A Ensures a positive climate that promotes respect and dignity for the person being supported (consistent with person centered practices). X X X 1.B Describes role in the service delivery system in relation to behavioral supports and person centered thinking. X X X 1.C Uses modes of communication that are appropriate to the communication needs of the person being supported to include augmentative and alternative tools and strategies and other assistive technology techniques. X X X 1.D Supports the person’s independence, choice and control, by providing only as much support as the person needs to engage in behavior of his/her choice and is always teaching the specific skills that will help the person to be more independent. X X X 1.E Assists in discussion with team members including family and the person supported in prioritizing areas of concern (e.g. related to social significance) with behavior(s) that are having the most impact on the individual’s life. X X X
1.K Reports any use of aversive procedures to supervisor or local Human Rights Committee and can describe what constitutes an aversive procedure. X X X 2 Function/ Purpose of Behavior 2.A Can describe the common functions of behavior. X X X 2.B Recognizes and responds to signs of change in health or behavioral status (e.g. illness, relocation, medication changes, personnel changes, home environment issues/ roommate changes) and shares that information with other team members. X X X 2.C Understands how characteristics of mental health disorders and DD may contribute to challenging behavior. X X X 2.D Recognizes that abrupt or serious changes in responding are potential signs of mental or physical health problems and informs appropriate professionals in a timely way. X X X 2.E Can provide examples of how biological and medical factors (acute and chronic), such as sleep problems, illness, vision or hearing deficits, thyroid function, onset of puberty, seizure disorders, brain injury and medication side effects may contribute to challenging behavior. X X X
3.B Observes and confirms the purpose or function of challenging behavior with the person being supported. X X 3.C Conducts preference assessments to identify what the person likes and dislikes. X 3.D Assists with collection of information for the assessment – including accurate, objective information about patterns of behavior through direct observation and objective data collection. May include: times, places, surrounding events, what happened before the behavior and what happened after the behavior (ABC), known motivating operations and /or setting events. X X X 3.E Shares information regarding daily observations in effective and timely ways. X X X 3.F Completes tasks accurately and as requested to assist with an assessment. X X X 3.G Explains the assessment process to the person being supported in a way that is understood and respectful of their unique needs and preferences. X X 3.H Prior to implementation, describes and discusses various methods of observing and recording individual behavior. X X
5.C Implements plan in incremental steps to increase skill acquisition. X X X 5.D Implements the plan to ensure maintenance and generalization to support behaviors. X X X 5.E Follows plan of reinforcement and encourages use of positive behavior. Recognizes, rewards, and celebrates the use of new skills and appropriate responses on a daily basis. X X X 5.F Assists person in identifying new skills as a functional alternative to exhibiting challenging behaviors. X X X 5.G Provides supports needed for the person to develop skills that allow for the increased capacity to tolerate non-preferred activities and self-manage behavior. X X X 5.H Encourages the person being supported to continue to use new skills across natural settings. X X X 5.I Assists the person being supported in learning to express and meet his/her needs productively. X X X 5.J Recognizes the communicative intent regarding a person’s desired outcome of behavior; suggests or demonstrates and reinforces alternative behavior that will help the person obtain outcomes in the most effective and efficient way possible for that person. X X X
6.A Accurately defines and uses descriptions of rate, frequency, intensity, and duration when recording behaviors. X X X 6.B Describes behavior in observable and measurable terms and describes the environment in which the behavior occurs. X X X 6.C Generates objective notes by describing what occurred during data collection time periods. X X X 6.D Collects data as prescribed by the behavior interventionist via continuous measurement procedures, discontinuous measurement procedures, permanent product recording, etc. X X X 6.E Collects data as specified in the behavior support plan so that the interventionist may evaluate the behavior plans effectiveness. X X 6.F Selects data collection tools that provide meaningful information regarding behavior(s). X 6.G Displays data in a visual manner that is understandable to the treatment team. X 6.H According to a schedule determined in consultation with the person being supported (and if applicable his/her support system), regularly observes, records, summarizes, and analyzes the results of behavioral observations and other behavioral data. X
6.I Analyzes data and makes modifications to behavior plan as needed. X 7 Intervention/ Support Plan Implementation 7.A Demonstrates proper delivery of the different components of the behavior/support plan. X X X 7.B Responds to challenging behavior in such a way that minimizes reinforcement of the unwanted behavior and reinforces the use of preferred behavior. X X X 7.C Implements all procedures in the behavioral plan as outlines in the plan. X X X 7.D Arranges the environment to ensure success of the behavior plan. X X X 7.E Adjusts communication styles to meet the needs of the person being supported, family members, and professionals. X X X 7.F Utilizes reactive strategies and crisis procedures when a challenging behavior occurs. X X X 7.G As defined in emergency procedures, takes steps to protect people from severe consequences of behavior that may harm the person or others even if these are “natural consequences.” X X X 7.H Uses non-physical interventions to control and/or protect individuals and others in a crisis situation when possible. X X X