[dbmat] Fwd: DBMD Intervener Qualifications

  • From: Hartman Family <hartmanfam28@xxxxxxxxxxxxx>
  • To: "dbmat@xxxxxxxxxxxxx" <dbmat@xxxxxxxxxxxxx>
  • Date: Thu, 13 Nov 2014 14:48:09 -0600

At the Task Force Meeting, Lauren clarified that the comment below about 
needing to "justify" the higher level of Intervener is for documentation 
purposes.  The point to make is that the DB individual will benefit from the 
additional training the Intervener obtained, rather than just stating the 
Intervener did the training to get more pay.  So, focus the documentation on 
the benefit to the DB individual :-)

So - YAY - Provider Agencies make the determination if an Intervener qualifies 
for the higher levels of Intervener on the DBMD Waiver!

Best,
Vivecca

Sent from my iPad

Begin forwarded message:

> From: Stephen Schoen <stephenschoen351@xxxxxxxxx>
> Date: November 5, 2014 at 11:07:06 AM CST
> To: "Lauren Chenoweth (DADS)" <Lauren.Chenoweth@xxxxxxxxxxxxxxxx>
> Cc: Cotina McNeil <cotina_perrylee@xxxxxxxxxxx>, Heidi May 
> <hbarr1970@xxxxxxxxx>,  "Montalbano,Kathi A (DADS)" 
> <kathi.montalbano@xxxxxxxxxxxxxxxx>,  Vivecca Hartman 
> <hartmanfam28@xxxxxxxxxxxxx>, rmkrn1@xxxxxxx, David Wiley <wileyd@xxxxxxxxx>
> Subject: RE: DBMD Intervener Qualifications
> 
> Thanks Lauren.... For a very thorough and intelligent response.  My only 
> concern is the paragraph about the need to prove that the db individual needs 
> the higher level of intervener (not just the fact that a more qualified 
> intervener is now available).  I can see this causing problems of various 
> sorts, but time will tell.  Thanks again.  Steve
> 
>> On Nov 5, 2014 10:08 AM, "Chenoweth,Lauren (DADS)" 
>> <Lauren.Chenoweth@xxxxxxxxxxxxxxxx> wrote:
>> Hello group,
>> Sorry it took me a while to get back to you all!
>> 
>> The provider agency is responsible for reviewing the service provider's 
>> qualifications and confirming that they do in fact meet the criteria to be a 
>> level I, II, or III based on the TAC Rules included below. This means the 
>> provider would need to verify and retain any documentation of coursework 
>> completed.
>> 
>> If that provider is already working with an individual on the program they 
>> would need to make sure the individual had level I, II or III approved on 
>> their plan. DADS will not reimburse the provider a higher rate unless the 
>> individual they are working with has the higher rate approved on their 
>> Individual Plan of Care. If the individual does not have the appropriate 
>> level intervener on their plan, the provider would need to complete a 
>> revision to add that level to the individual's plan and would need to 
>> justify to DADS why the individual would benefit from a higher level of 
>> intervener beyond stating that their current intervener now qualified for a 
>> higher level.
>> 
>> Please note that the rate on the plan is a reimbursement rate for the 
>> provider and some of those funds will be retained to cover the provider 
>> agency's overhead costs unless the individual is utilizing the CDS option 
>> for intervener. Even with CDS some of that money will be retained for taxes 
>> and other items as determined by the individual and their FMSA. The specific 
>> rates can be found at the following link: 
>> http://www.hhsc.state.tx.us/rad/long-term-svcs/dbmd/index.shtml
>> 
>> I think this is a little bit more information that you requested, BUT I like 
>> to err on the side of too much information rather than not enough.
>> 
>> Let me know if you have any other questions!
>> 
>> Also I should have that intervener data in the next week. We have to do a 
>> formal request for those kinds of numbers. I have submitted the request and 
>> I am pending the response.
>> 
>> Thanks!
>> 
>> 
>> Here is what TAC RULE §42.402 Staff Qualifications says about qualifying to 
>> be an intervener:
>> 
>> (c) For purposes of subsection (d) of this section and consistent with Texas 
>> Government Code, §531.0973, "deafblind-related course work" means 
>> educational courses designed to improve a person's:
>>                 (1) knowledge of deafblindness and its effect on learning;
>>                 (2) knowledge of the role of intervention and ability to 
>> facilitate the intervention process;
>>                 (3) knowledge of areas of communication relevant to 
>> deafblindness, including methods, adaptations, and use of assistive 
>> technology, and ability to facilitate the development and use of             
>>    communication skills for a person with deafblindness;
>>                 (4) knowledge of the effect that deafblindness has on a 
>> person's psychological, social, and emotional development and ability to 
>> facilitate the emotional well-being of a person with                   
>> deafblindness;
>>                 (5) knowledge of and issues related to sensory systems and 
>> ability to facilitate the use of the senses;
>>                 (6) knowledge of motor skills, movement, orientation, and 
>> mobility strategies and ability to facilitate orientation and mobility 
>> skills;
>>                 (7) knowledge of the effect that additional disabilities 
>> have on a person with deafblindness and the ability to provide appropriate 
>> support; or
>>                 (8) professionalism and knowledge of ethical issues relevant 
>> to the role of an intervener.
>> 
>> (d) A program provider must ensure that:
>> 
>>   (1) an intervener:
>> 
>>     (A) is at least 18 years of age;
>> 
>>     (B) is not the spouse of the individual to whom the intervener is 
>> assigned;
>> 
>>     (C) holds a high school diploma or a high school equivalency certificate;
>> 
>>     (D) has a minimum of two years of experience working with individuals 
>> with developmental disabilities; and
>> 
>>     (E) has the ability to proficiently communicate in the functional 
>> language of the individual to whom the intervener is assigned;
>> 
>>   (2) an intervener I:
>> 
>>     (A) meets the requirements for an intervener as described in paragraph 
>> (1) of this subsection;
>> 
>>     (B) has a minimum of six months of experience working with persons who 
>> have deafblindness or function as persons with deafblindness;
>> 
>>     (C) has completed a minimum of eight semester credit hours in 
>> deafblind-related course work at a college or university accredited by:
>> 
>>       (i) a state agency recognized by the United States Department of 
>> Education; or
>> 
>>       (ii) a non-governmental entity recognized by the United States 
>> Department of Education;
>> 
>>     (D) a one-hour practicum in deafblind-related course work at a college 
>> or university accredited by a state agency or a non-governmental entity 
>> recognized by:
>> 
>>       (i) a state agency recognized by the United States Department of 
>> Education; or
>> 
>>       (ii) a non-governmental entity recognized by the United States 
>> Department of Education;
>> 
>>   (3) an intervener II:
>> 
>>     (A) meets the requirements of an intervener I as described in paragraph 
>> (2)(A), (C), and (D) of this subsection;
>> 
>>     (B) has a minimum of nine months of experience working with persons who 
>> have deafblindness or function as persons with deafblindness; and
>> 
>>     (C) has completed an additional 10 semester credit hours in 
>> deafblind-related course work at a college or university accredited by:
>> 
>>       (i) a state agency recognized by the United States Department of 
>> Education; or
>> 
>>       (ii) a non-governmental entity recognized by the United States 
>> Department of Education; and
>> 
>>   (4) an intervener III:
>> 
>>     (A) meets the requirements of an intervener II as described in paragraph 
>> (3)(A) of this subsection;
>> 
>>     (B) has a minimum of one year of experience working with persons with 
>> deafblindness; and
>> 
>>     (C) holds an associate's or bachelor's degree in a course of study with 
>> a focus on deafblind-related course work from a college or university 
>> accredited by:
>> 
>>       (i) a state agency recognized by the United States Department of 
>> Education; or
>> 
>>       (ii) a non-governmental entity recognized by the United States 
>> Department of Education;
>> 
>> Here is what the RULE §42.403 Training  says about training requirements 
>> which apply to an Intervener:
>> 
>> (a) A program provider must ensure that a program director and all service 
>> providers complete a general orientation curriculum before assuming job 
>> duties and annually while holding the position of program director or 
>> service provider. The general orientation curriculum must include training 
>> in:
>> 
>>   (1) the rights of an individual;
>> 
>>   (2) confidentiality;
>> 
>>   (3) abuse, neglect, and exploitation; and
>> 
>>   (4) the program provider's complaint process.
>> 
>> (b) A program provider must ensure that, before assuming job duties, a 
>> program director and a service provider of a service other than behavioral 
>> support, chore services, orientation and mobility, nursing, specialized 
>> nursing, or a therapy completes and has current documentation of completion 
>> of hands-on skills training in:
>> 
>>   (1) cardiopulmonary resuscitation (CPR);
>> 
>>   (2) first aid; and
>> 
>>   (3) choking prevention.
>> 
>> (c) A program provider must:
>> 
>>   (1) ensure that a service provider required to complete hands-on skills 
>> training in accordance with subsection (b) of this section periodically 
>> updates hands-on skills training in accordance with guidelines of the 
>> training organization; and
>> 
>>   (2) maintain a copy of current training documentation in the service 
>> provider's file.
>> (e) A program provider must ensure a service provider of a service other 
>> than behavioral support, chore services, orientation and mobility, or a 
>> therapy:
>> 
>>   (1) completes, within 90 calendar days after assuming job duties, the 
>> Service Provider Training provided by DADS or training developed by the 
>> program provider that addresses the following elements from the DADS Service 
>> Provider Training curriculum:
>> 
>>     (A) methods and strategies for communication;
>> 
>>     (B) active participation in home and community life;
>> 
>>     (C) orientation and mobility;
>> 
>>     (D) behavior as communication;
>> 
>>     (E) causes and origins of deafblindness; and
>> 
>>     (F) vision, hearing, and the functional implications of deafblindness; 
>> and
>> 
>>   (2) who has not completed the Service Provider training is accompanied at 
>> all times while providing services to an individual by a service provider 
>> who has completed Service Provider Training.
>> 
>> (f) A program provider must ensure a service provider of a service other 
>> than behavioral support, case management, chore services, orientation and 
>> mobility, nursing, specialized nursing, or a therapy, before providing 
>> direct services to an individual, annually while holding the position of 
>> service provider, and when the individual's needs change, completes specific 
>> training that includes:
>> 
>>   (1) the special needs of the individual, including the individual's:
>> 
>>     (A) methods of communication;
>> 
>>     (B) specific visual and audiological loss; and
>> 
>>     (C) adaptive aids; and
>> 
>>   (2) managing challenging behavior, including training in:
>> 
>>     (A) prevention of aggressive behavior; and
>> 
>>     (B) de-escalation techniques; and
>> 
>>   (3) instruction in the individual's home with full participation by the 
>> individual, LAR, or other involved persons, as appropriate, concerning the 
>> specific tasks to be performed.
>> 
>> (g) If a program provider develops training based on DADS curriculum as 
>> described subsections (d)(1) or (e)(1) of this section, the program provider 
>> must ensure that the instructor who delivers the training has completed the 
>> appropriate training provided by DADS.
>> 
>> 
>> 
>> Lauren Chenoweth, LMSW
>> DBMD Policy Specialist
>> Long Term Services and Supports Policy
>> Center for Policy and Innovation (CPI)
>> Texas Department of Aging and Disability Services
>> (512) 438-2578
>> Fax: 512-438-4415
>> lauren.chenoweth@xxxxxxxxxxxxxxxx
>> 
>> 
>> -----Original Message-----
>> From: Hartman Family [mailto:hartmanfam28@xxxxxxxxxxxxx]
>> Sent: Friday, October 10, 2014 1:24 PM
>> To: Montalbano,Kathi A (DADS); Chenoweth,Lauren (DADS); Cotina McNeal; Heidi 
>> May
>> Cc: rmkrn1@xxxxxxx; stephenschoen351@xxxxxxxxx
>> Subject: DBMD Intervener Qualifications
>> 
>> I am at the TSBVI 2 day Intervener training and receiving some questions 
>> that I need your help with.
>> 
>> If people have degrees in Physical Education, Social Services, or have an 
>> associates degree and they take the 3 courses at Utah State University, who 
>> do they need to send their transcripts to for review to identify that they 
>> qualify for Level II & III on the DBMD Waiver?
>> 
>> Thank you,
>> Vivecca

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