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Training needs of direct support staff.

David W Test1, Claudia Flowers, Amy Hewitt

  • 1College of Education, Special Education Program, 9201, The University of North Carolina at Charlotte, Charlotte, NC 28223, USA. dwtest@email.uncc.edu

Mental Retardation
|September 1, 2004
PubMed
Summary

Direct support staff require more training on Community Support Skill Standards and a statewide system. They also seek to elevate their role into a valued profession.

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Area of Science:

  • Healthcare
  • Social Sciences

Background:

  • Direct support staff are crucial for individuals with developmental disabilities.
  • Current training for these staff may not meet evolving needs.
  • Professional development is key to quality care.

Purpose of the Study:

  • To identify the training needs of direct support staff.
  • To assess the current status of training for direct support staff.
  • To explore perceptions of administrators and consumers regarding staff training.

Main Methods:

  • A mixed-methods approach was employed in one southeastern state.
  • Data collected from direct support staff, administrators, and consumers.
  • Stratified sampling utilized mail surveys and focus groups.

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Main Results:

  • Direct support staff identified a need for enhanced training in Community Support Skill Standards.
  • A need for a comprehensive, cost-efficient statewide training system was recognized.
  • Participants expressed a desire to professionalize the role of direct support staff.

Conclusions:

  • There is a clear demand for improved and standardized training for direct support staff.
  • Developing a robust statewide training system is essential.
  • Elevating the direct support professional role is vital for the field.