Discussion Prompt:
"If you take an individual to the movies and you hold their ticket and buy their popcorn while they stand behind you, is that integration? Why or why not?"
Activity: The Advocacy Map (10m)
Instructors: Have students look at Workbook Page 2. They must identify 3 barriers to an individual joining a local bowling league and 3 "bridge" solutions.
Expected Answers:
Instruction: The "FACTS" Framework
Common Misconception:
"I need to sound professional by using big words like 'non-compliant' or 'aggressive'." Correction: Describe the action. "He said 'no' twice" is better than "He was non-compliant."
The Note Doctor
Direct students to Workbook Page 3. They will find three "Sick Notes." Their job is to perform "Surgery" and rewrite them to be objective.
Facilitator Note: Walk around and look for "opinion words" (unhappy, mean, angry) and nudge them to describe the physical signs of those emotions.
Instruction: Explain that behavior is the 10% we see. The 90% is the unmet need. If someone is screaming, maybe they are in pain (medical) or need space (sensory).
Discussion (5m):
"Why do we call it 'challenging behavior' instead of 'bad behavior'?"
Crisis Management Strategies
Low Arousal Approach
Neutral face, low volume, minimal words. Give the person "Processing Time" (at least 10 seconds).
Environmental Scan
Quickly identify triggers (loud music, crowded space) and remove them or move the person.
Case Study Activity (10m):
"Sara starts throwing her pillows when it's time to go to work. She does this every Monday. What could be the function? How do we de-escalate without forcing her?"
This module is about Dignity of Risk. Explain that a life without risk is a life without growth. If an individual wants to eat a second piece of cake and they don't have a medical restriction (like diabetes), our role is to inform them of the choice, not to say 'no'.
Use "Hand-under-hand" instead of "Hand-over-hand." Ensure the person leads the movement. If they can wash one arm, let them do it. Don't take over for speed's sake.
Instruction: Discuss digital privacy. Never post photos of clients on personal social media, even if they say it's okay. HIPAA follows you outside of work.
"You are now the guardians of someone’s dignity. The notes you write today will be read by doctors, families, and state officials years from now. The way you handle a crisis will define that person's sense of safety."
"Go forth and be the bridge. Thank you for your time, your heart, and your commitment to this work."
This lesson relies on storytelling. If you haven't worked as a DSP, use the provided examples (Leo at the Mall, Sara's Pillows) and stick to the "Bridge" vs "Barrier" analogy.
Ensure you watch the clock carefully at the 60-minute mark; the break is vital for adult learners in a 2-hour session.
Q: Difference between integration and inclusion?
A: Inclusion is being invited; Integration is actively participating as a valued member.
Q: Why avoid 'non-compliant'?
A: It's judgmental and doesn't describe what actually happened. It removes the person's agency.
1. Define "Dignity of Risk" in your own words.
2. What is the "Function of Behavior"? Give an example.
3. Why is it important to use "Hand-under-hand" during personal care tasks?
"I understand that my role is to support independence, respect choice, and document the truth with dignity. I am not a caregiver who 'takes care of' people; I am a professional who supports people in taking care of their own lives."
Student Signature
Trainer Signature
Please turn this workbook in at the end of the session to receive your internal training credit.
