Archives: Lessons

My Story

Upload your story.  You will be able to upload your story in a Word document, power point presentation, video, or a photograph of a story board with a written description about your work with your learning partner.  Your story must include ALL of the following components:

A. Why you and your learning partner have been a good fit to work together

B. A description of your learning partner’s talents of their head, hands and heart

C. What valued life experiences (belonging, encouraging valued roles, sharing ordinary community places, contributing and choosing) you have intentionally worked to develop

D. The integrated places in your community you have explored

E. The valued social roles you have created are or trying to create

F. Your plan to fade your support

G. What you have learned

If this training were offered through a webinar platform, your presentation of your story would need to last between five and ten minutes.  It will be graded Pass or Fail based on your response to letters a through g above. You cannot pass the training without completing this assignment.

Please email your DDID Learning Coach and tell her when you uploaded your story.  Please allow two business days for it to be reviewed and graded.   The email addresses for the DDID Learning Coaches are:

Lisa.Carrico@ky.gov
Kimberly.Raybourne@ky.gov
Carolyn.Wheeler@ky.gov
Kathy.Wilson@ky.gov

If you do not know who is your Learning Coach, please email Carolyn.Wheeler@ky.gov and she will inform your Learning Coach.

Lesson 6: Actions Versus Intentions

? Lesson 1 Objective

The successful learner will identify what actions a direct support professional can take on behalf of a person he/she supports to assist the person to live a good life in the community.

Assignments for Lesson Six:

1. ? Read  pgs. 91-132 in Make A Difference: A Guidebook for Person-Centered Direct Support

2. Complete Lesson 6 – you will need to have read the above pages and have the book with you in order to do so successfully.

3. Upload your story.  You will be able to upload your story in a Word document, power point presentation, video, or a photograph of a story board with a written description about your work with your learning partner.  Your story must include ALL of the following components:

A. Why you and your learning partner have been a good fit to work together

B. A description of your learning partner’s talents of their head, hands and heart

C. What valued life experiences (belonging, encouraging valued roles, sharing ordinary community places, contributing and choosing) you have intentionally worked to develop

D. The integrated places in your community you have explored

E. The valued social roles you have created are or trying to create

F. Your plan to fade your support

G. What you have learned

If this training were offered through a webinar platform, your presentation of your story would need to last between five and ten minutes.  It will be graded Pass or Fail based on your response to letters a through g above. You cannot pass the training without completing this assignment.

Please email your DDID Learning Coach and tell her when you uploaded your story.  Please allow two business days for it to be reviewed and graded.   The email addresses for the DDID Learning Coaches are:

Lisa.Carrico@ky.gov
Kimberly.Raybourne@ky.gov
Carolyn.Wheeler@ky.gov
Kathy.Wilson@ky.gov

If you do not know who is your Learning Coach, please email Carolyn.Wheeler@ky.gov and she will inform your Learning Coach.

Create Your Own Training Activity

Now it is your turn to get creative and design a customized activity for one of your upcoming training sessions. Think of a topic that you are currently training on or are likely to train on soon. Review the options below and create one of the activities with personalized content on your own training topic. Our intent is for you to create a training activity that you will use in your next training!

Option #1: Crossword Puzzle or Word Search

1. Create a word search or a crossword puzzle with 10-12 words that tie in with your session content. This is a great way to introduce vocabulary or activate prior knowledge.  To do this, log on to Puzzle maker at http://www.discoveryeducation.com/free-puzzlemaker.  This site is free and easy to navigate.

2. Once you are done with your puzzle, you can save it into a Word doc. That way you can customize with instructions, play with fonts, add graphics or personalize in any way you wish. Save the puzzle to your desktop and upload your assignment.

3. Note: Double check your puzzle before you upload it. Make sure the puzzle shows the words and the puzzle.  Sending the puzzle as a link does not always show the full puzzle. 

Option #2: Create a game or dice activity.

Go to: www.toolsforeducators.com

This site allows you to make word searches, printable dice, board games, bingo games, crosswords, and mazes. Once you are done with your game or activity, feel free to snap a picture of it and upload to submit. If you have any difficulty uploading, you can always email the assignment/photo to your Training Coach.

Option #3: Embed an Answer Garden into your training.

Instructions to create your own answer garden and submit:

1. Click on the link: https://answergarden.ch/

2. At the bottom of the page click on the title Watch Answer Garden Demo (click on the link at the bottom of the page on the website)

3. Once you have finished the demo, go back to the home page and at the bottom of the page click on the title “Create A New Answer Garden”

4. When creating your answer garden you will want to make some notes about why you chose the topic, how it relates to the training you are doing, how you will use the answers you receive from participants (as an opener to activate previous knowledge, as a post assessment or as a debriefing activity) to show the activity was meaningful and useful.

5. Once you have been emailed the link and administrative password, you will then copy that information into a word document to upload here.  To upload here, click Choose File to browse for your file, then click Upload to save to the assignment, and lastly click Finish Quiz to submit for grading.

NOTE: This is a graded assignment.

Next you will be looking at Training Aids.

Training Method Implications

If you as a trainer continuously use the same training methods that you enjoy as a participant …

  • You will be at ease using that training method.
  • That training method will likely be successful for you.
  • You could get “stuck” using that training method too much and the result would be less interesting training.
  • You would not be meeting all of your audience’s learning needs.
  • You will need to expand your repertoire of training methods.

What should influence your selection?

The following four criteria must be considered and will influence your selection of a desired “training method”:

  • Training Outcomes
  • The Learners
    • Size of group
    • Experience levels
  • Practical Requirements
    • Training room environment
    • Time involved (prep and execution)
    • Materials needed
    • Costs involved
  • Advantages and Cautions to Consider of the Training Method

The more familiar and comfortable you become in exploring and implementing various training methods, you will realize how important each of these criteria are in making decisions regarding the feasibility with any given method.

Reminder: You can use your handout to take notes.

Definition and Rationale

Definition of Training Method:

  • Process or strategy used to present and emphasize workshop content.

Rationale for using a variety of Training Methods:

  • Assists the trainer in addressing adult learner characteristics as well as meeting the needs of diverse groups of learners.

Training methods are a trainer’s good friend. The effective use of training methods can help your training stay interesting, focused and active, therefore meeting the needs of your participants.

Small group of participants talking together

Training Outcomes and Roadmap

Below are the Training Outcomes and Roadmap that will show the path you will be taking to learn more about Training Methods. 

Training Outcomes

Participants will describe basic training methods that utilize principles of adult learning theory to effectively present training content to diverse groups of adult learners.

Participants will select training methods that utilize principles of adult learning theory to effectively present training content to diverse groups of adult learners.

Roadmap

  • Provide the definition and rationale for ‘training methods’.
  • Discuss four criteria to consider when selecting training methods.
  • Identify training methods that support specific principles of adult learning theory.

[ms_panel title=”Training Methods” title_color=”#1a72bf” border_color=”#1a72bf ” title_background_color=”#f5f5f5″ border_radius=”0″ class=”” id=””]?Please refer to the Handout FET: Training Design pages 20-29.?[/ms_panel]

Developmental Disabilities

A developmental disability is a chronic disability of a person that:

  • Is attributable to a mental or physical impairment or combination of impairments; is manifested before the person attains age 22
  • Is likely to continue indefinitely
  • Results in substantial functional limitations in three or more of the following areas of major life activity- self care, receptive and expressive language, learning, mobility, self-direction, capacity for independent living, economic self-sufficiency
  • Reflects the person’s need for a combination and sequence of special interdisciplinary or generic care, treatment, or other services that are of lifelong or extended duration and are individually planned and coordinated.

(Source: The ARC website, retrieved February 2003. http://www.thearc.org/ga/mrdd.html Please scroll down the page.) 

We estimate that the prevalence of developmental disability in the United States is approximately 1.5%, or 4.5 million persons. 

As evidenced by the statistics above, developmental disabilities affect a large segment of our population. In addition, many more lives are touched by the incidence of developmental disabilities than may be reflected by the numbers reported. Family dynamics are often permanently altered when a child is born with a developmental disability. As these children grow into adults, their family connections grow, as do their contacts with society at large. Healthcare providers need to develop the knowledge and skills required to provide competent services to this often neglected segment of our communities. 

Individuals born with developmental disabilities frequently encounter a lifetime of challenges. These challenges often include struggles for accessibility of services centered around education, habilitation, workplace accommodations, and healthcare. Developmental disabilities may impose various alterations in function; thus each individual will require a unique approach to care. A person with a developmental disability may experience difficulty with mobility, communication, coordination, growth (meeting milestones), cognition, learning, or seizure activity to varying degrees. The type and extent of support required depends on the particular person with the disability and the manner in which that person interacts with his or her environment. Healthcare professionals should certainly make efforts to accommodate and thus respect such individuals in the clinic setting. 

For further reading on developmental disabilities, and healthcare issues for persons with developmental disabilities, see: “Serving Persons Who Have Developmental Disabilities in the Healthcare Setting: Resources for Medical Student Training in Developmental Disability.” Matheny Institute for Research in Developmental Disabilities. Available online at www.disabilityhealth.org

PHT Project Information

Introduction to the Project

The Preservice Health Training Project was developed out of a need to train healthcare workers to be responsive to the needs of persons with developmental disabilities. In designing the project, a team consisting of nurse practitioners and a physician assistant, experts in disabilities, parents, individuals with disabilities, and technical experts identified a series of core objectives, which based on both the clinical education literature and personal experience, seemed to be those things that clinicians most needed to know about such patients. Our project has been designed around two main goals:

  • First, to impart substantive knowledge to students regarding developmental disabilities, common characteristics and secondary conditions of persons with developmental disabilities, and ways in which to most professionally treat such individuals in a clinical setting.
  • Second, and perhaps more importantly, to allow students to become familiar with interacting with persons with developmental disabilities and at-risk conditions in a simulated, though realistic, format.

Module Components

Several items are included with the modules. First is a section of supplemental material. This includes general background material on developmental disabilities (e.g., types of developmental disabilities, person-first language, etc.). The supplemental material also includes specific information for each of the two virtual patient cases (an adolescent with Down syndrome; an infant born with extreme prematurity) that are presented. Multiple choice questions are also included as a pre and post test format to test students’ knowledge.

The video section (virtual patient interview) represents the core of the module. Each virtual patient interview includes a series of video clips; at the end of each video clip, the student is asked to respond to a “decision point” about how best to proceed with the interview. Interspersed with the videotaped interactions of patient and clinician are additional information points. In addition, at the conclusion of the “Julia” module (the module on the well-adolescent visit for the young person with Down syndrome), the mother talks about her own personal experiences and offers advice to clinicians about the care of individuals with developmental disabilities.

The modules include a diagnostic tool, which we refer to as the Disability Situations Inventory for Clinicians (DSI-C). The purpose of the DSI-C is to gauge the degree to which the clinician feels comfortable in performing routine examination procedures for patients with a variety of developmental disabilities. The DSI-C should be given as both a pre-test and a post-test in order to gauge the effectiveness of our modules in familiarizing student clinicians with persons with disabilities.

The modules also contain an Instructor’s Manual with several suggestions for further activities. Among these activities are two additional case studies with discussion questions. Two contemporary issues also are included to generate further classroom discussion. A series of possible paper topics are suggested, as well as the framework for suggested additional interviews.

Training Outcomes and Roadmap

Below are the Training Outcomes and Roadmap that support Training Methods through the use of Training Aids. 

Training Outcomes

  • Participants will describe five types of training aids.
  • Participants will identify ways to effectively use training aids (PowerPoint, props, handouts, video clips, etc.) that support training methods.

Roadmap

  • Provide the definition and rationale for ‘training aids’.
  • Participate in the Discussion Board activity.
  • Learn about ways to use training aids.
  • Identify commonly used training aids.

[ms_panel title=”Training Aids” title_color=”#1a72bf” border_color=”#1a72bf ” title_background_color=”#f5f5f5″ border_radius=”0″ class=”” id=””]Please refer to the FET?Handout: Training Design pages 30-37.[/ms_panel]

Definition and Rationale

Definition of Training Aid:

  • Multi-sensory materials that support the selected training method.

Rationale for using a variety of Training Aids:

  • Focus learner’s attention
  • Increase learner’s interest
  • Improve learner’s retention

This definition and rationale supports the notion that everything we talk about has a purpose and is designed to help you design and/or develop a more effective training opportunity for the participants that will be in your training sessions.

On each box is a common training aid that supports learners. 

Props, demonstrations, and testimonies  help to focus a learner’s attention.

Graphs, charts, resources help to increase a learner’s interest  

Fact sheets, debriefing, summaries improve learner’s retention.     

Training Aids

Training Aids are multi-sensory materials designed to also assist the trainer in addressing adult learner characteristics. It is an asset as a trainer to be more intentional to meet the needs of our learners.

Common Training Aids

  • PowerPoint
  • Handouts
  • Video clips
  • E-charts & graphs
  • Props
  • Demonstrations

This list will not surprise you as a trainer or as a participant. They are commonly used and when used appropriately and in balance with other strategies, they are effective, useful and keep the training sessions interesting. The key words here are “used appropriately” and “in balance.” Any strategy, method or aid that is overused loses its effectiveness, so you want to balance your use of the various things that are available to you.

More Training Aids

  • Flip charts/Posters
  • Dry-Erase Boards
  • Models/Mock-Ups
  • Photos/Pictures
  • Job Aids

This additional list of training aids is to remind you that you have lots of options available. That said, these lists should help you to always keep your training fresh and interesting. It is the trainer’s responsibility to work on keeping participants “tuned-in” and “turned-on” to what they have come to your training to receive.

Overview of Types

Within this second part of Training Aids, you will be exposed to many kinds of training aids for you to consider implementing in your training sessions.

You will need your handout accessible in order to successfully complete this section; pages 31-37.

Training Aid Types, Benefits and Tips for Trainers

The following activity provides you with an opportunity to carefully look at the pages on Training Aids in your FET ?handout and to reflect on one that is of interest to you. As trainers, we use many if not all of these and they can all be useful and effective if matched with the correct content.

  • Read pages 31 – 37 to learn about the types, benefits and trainer tips for the various training aids described.
  • From the examples provided, choose one training aid and write a statement as to why you like it and how you use it.

Think of one Training Aid that you plan to use, and in the comment box below, respond to the following:

1) What makes this Training Aid effective?

2) How would you use that Training Aid in a training that you conduct OR how you have seen it used by another trainer?

This is an ungraded assignment but must be completed to proceed.

Once you complete the assignment, you will have completed FET: 7 Training Aids. Please move on to FET 8: 3 Components of a Training Plan – found under “My Courses”.

External Transition Pre-Assessment

Think about children you have encountered with behavior problems.

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COURSE FEEDBACK FOR PILOT

Effective Strategies for Successful Trainers

Before long, you will be attending a day of face to face training as part of FET. This face to face day is set up as a working example of an effective training environment. The organizational ideas that you will see presented there may strike you as unique and effective possibilities that perhaps you will want to try when you set up training events.