WHO IS ACCREDITED?

Private Organization Accreditation

Children's Home Society of Florida delivers a unique spectrum of social services designed to protect children at risk of abuse, neglect or abandonment; to strengthen and stabilize families; to help young people break the cycle of abuse and neglect; and to find safe, loving homes for children.
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ORGANIZATION TESTIMONIAL

Brewer-Porch Children's Center

James W. Thompson, Executive Director

The COA standards as applied to the operations at Brewer-Porch Children’s Center at The University of Alabama has given the administration an opportunity to examine best practice and improve the quality of care provided to clients.
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Purpose

The organization supports staff and promotes staff competence by providing regular supervision and training on relevant service delivery topics.

FOC
TS 5: Training Direct Service Personnel Providing Developmental Disabilities Services

Personnel who provide direct services to people with developmental disabilities are trained and able to provide services, supports, and other forms of direct assistance.

NA The organization does not provide any programs or services that are designed to serve persons with developmental disabilities.

NA The organization is implementing the standards for Services for Individuals with Developmental Disabilities (DDS).

Rating Indicators
1
The organization's practices fully meet the standard as indicated by full implementation of the practices outlined in the TS 5 Practice standards.
2
Practices are basically sound but there is room for improvement as noted in the ratings for the TS 5 Practice standards.
3
Practices are basically sound but there is room for improvement as noted in the ratings for the TS 5 Practice standards.
4
Implementation of the standard is minimal or there is no evidence of implementation at all, as noted in the ratings for the TS 5 Practice standards. 

Table of Evidence

Self-Study Evidence On-Site Evidence On-Site Activities
    • Table of contents of training curricula
    • Training curricula
    • Documentation of training
    • Interview:
      1. Supervisors
      2. Personnel
    • Review personnel records

  • TS 5.01

    Direct support personnel are trained and competent in:

    1. establishing rapport with persons served;
    2. interaction and communication techniques;
    3. implementation of person-centered service plans;
    4. implementing the principles of self-determination and inclusion;
    5. de-escalation techniques in relation to this population;
    6. use of assistive technology;
    7. teaching ADLs, when appropriate; and
    8. recognizing and addressing abuse, neglect, and exploitation.
    Rating Indicators
    1
    The organization's practices reflect full implementation of the standard.
    2
    Practices are basically sound but there is room for improvement; e.g., 
    • The curriculum related to one of the elements is not fully developed or lacks depth; or
    • A few personnel have not been trained.
    3
    Practice requires significant improvement; e.g.,
    • The curriculum related to two of the elements is not fully developed or lacks depth; or
    • Training does not address one of the elements at all; or
    • A significant number of staff have not been trained.
    4
    Implementation of the standard is minimal or there is no evidence of implementation at all.

  • TS 5.02

    Training can include, as appropriate to the service and needs of persons served:

    1. positive behavioral supports;
    2. assisted dining techniques and good nutrition;
    3. lifting and transfer techniques;
    4. safe transportation techniques;
    5. health related supports; and
    6. medication administration.
    Rating Indicators
    1
    The organization's practices reflect full implementation of the standard.
    2
    Practices are basically sound but there is room for improvement; e.g., 
    • The curriculum related to one of the elements is not fully developed or lacks depth; or
    • A few personnel have not been trained.
    3
    Practice requires significant improvement; e.g.,
    • The curriculum related to two of the elements is not fully developed or lacks depth; or
    • Training does not address one of the elements at all; or
    • A significant number of staff have not been trained.
    4
    Implementation of the standard is minimal or there is no evidence of implementation at all.

  • TS 5.03

    Organizations that permit the use of interventions that limit physical movement, diminish sensory experience, restrict personal freedoms, or cause personal discomfort as part of behavior management, train and evaluate their staff regularly on:

    1. the proper and safe use of these interventions;
    2. the potential for re-traumatization; and
    3. individuals’ treatment plans that outline specifically how these interventions may be used.

    Interpretation: In regards to elements (a) and (b), “regularly trained” refers to at least annually if not more frequently. Staff should be trained on all individuals’ treatment plans and the specific parameters of their intervention prior to working with them.

    NA The organization does not permit the use of interventions that limit physical movement, diminish sensory experience, restrict personal freedoms, or cause personal discomfort as part of behavior management.

    Rating Indicators
    1
    The organization's practices reflect full implementation of the standard.
    2
    Practices are basically sound but there is room for improvement; e.g., 
    • Procedures, that include well delineated treatments and interventions, guide practices that are basically appropriate to the intent and elements of the standard, but one of the elements needs strengthening; or
    • Documentation related to use of interventions needs minor improvement.
    3
    Practice requires significant improvement; e.g.,
    • Procedures need strengthening for two of the elements; and/or
    • There are a few instances in which procedures for element (a) or (b) were not followed; or
    • Documentation needs significant improvement.
    4
    Implementation of the standard is minimal or there is no evidence of implementation at all; e.g.,
    • In a few instances one of the standard's elements was not implemented; or
    • Use of interventions is not documented.
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