Perspectives on Intellectual Disabilities Survey
Explore insights gathered from a survey conducted by Spindletop Center on perspectives regarding individuals with intellectual disabilities. Discover viewpoints on empowerment, planning activities, and autonomy in decision-making. Gain valuable understanding from different respondent groups, including individuals with IDD, parents/guardians, service providers, and agency administrators.
Download Presentation
Please find below an Image/Link to download the presentation.
The content on the website is provided AS IS for your information and personal use only. It may not be sold, licensed, or shared on other websites without obtaining consent from the author. If you encounter any issues during the download, it is possible that the publisher has removed the file from their server.
You are allowed to download the files provided on this website for personal or commercial use, subject to the condition that they are used lawfully. All files are the property of their respective owners.
The content on the website is provided AS IS for your information and personal use only. It may not be sold, licensed, or shared on other websites without obtaining consent from the author.
E N D
Presentation Transcript
1 SPINDLETOP CENTER LEADERSHIP CHALLENGE PRESENTATION August 2020
2 CLAS SURVEY Survey distributed to individuals, parents/ guardians served by Spindletop Center Spindletop Center employees in IDD Services were also asked to complete the survey 191 responses were received
3 RESPONDENTS A total of 191 people completed the CLAS Survey. The respondents included: 46 Individuals with IDD 88 Parents/Guardians of individuals with IDD 11 Direct Support Professions for individuals with IDD 35 Service Providers for individuals with IDD 11 Agency Administrators for individuals with IDD
YEARS OF EXPERIENCE WORKING WITH INDIVIDUALS WITH IDD 4 0-5 years of experience 22% 5-10 years of experience 8% 30+ years of experience 24% 20-30 years of experience 10-15 years of experience 19% 15-20 years of experience 9% 0-5 years of experience 5-10 years of experience 10-15 years of experience 15-20 years of experience 20-30 years of experience 30+ years of experience
PEOPLE WITH INTELLECTUAL DISABILITIES CAN ORGANIZE AND SPEAK FOR THEMSELVES. 5 Strongly disagree 6% Disagree 10% Strongly agree 10% Agree 27% Slightly disagree 25% Slightly Agree 22% Strongly disagree Disagree Slightly disagree Slightly Agree Agree Strongly agree
PEOPLE WITH INTELLECTUAL DISABILITIES NEED SOMEONE TO PLAN THEIR ACTIVITIES FOR THEM. 6 Strongly disagree 4%Disagree Strongly agree 7% Agree 22% 9% Slightly disagree 12% Slightly Agree 46% Strongly disagree Disagree Slightly disagree Slightly Agree Agree Strongly agree
PEOPLE WITH INTELLECTUAL DISABILITIES CANNOT EXERCISE CONTROL OVER THEIR LIVES LIKE OTHER PEOPLE 7 Strongly agree 4% Agree 13% Strongly disagree 15% Slightly Agree 17% Disagree 40% Slightly disagree 11% Strongly disagree Disagree Slightly disagree Slightly Agree Agree Strongly agree
SHELTERED WORKSHOPS FOR PEOPLE WITH INTELLECTUAL DISABILITIES ARE ESSENTIAL 8 Strongly disagree 3% Disagree 7% Strongly agree 23% Slightly disagree 19% Slightly Agree 14% Agree 34% Strongly disagree Disagree Slightly disagree Slightly Agree Agree Strongly agree
THE OPINION OF A PERSON WITH AN INTELLECTUAL DISABILITY SHOULD CARRY MORE WEIGHT THAN THOSE OF FAMILY MEMBERS AND PROFESSIONALS IN DECISIONS AFFECTING THAT PERSON 9 Strongly disagree 5% Strongly agree 8% Agree 21% Disagree 28% Slightly Agree 23% Slightly disagree 15% Strongly disagree Disagree Slightly disagree Slightly Agree Agree Strongly agree
PEOPLE WITH INTELLECTUAL DISABILITIES SHOULD LIVE IN SHELTERED FACILITIES BECAUSE OF THE DANGERS OF LIFE IN THE COMMUNITY 10 Strongly agree 5% Agree 11% Strongly disagree 21% Slightly Agree 27% Disagree 24% Slightly disagree 12% Strongly disagree Disagree Slightly disagree Slightly Agree Agree Strongly agree
MOST PEOPLE WITH INTELLECTUAL DISABILITIES PREFER TO WORK IN A SHELTERED SETTING THAT IS MORE SENSITIVE TO THEIR NEEDS 11 Strongly disagree 3% Strongly agree 11% Disagree 10%Slightly disagree 12% Agree 40% Slightly Agree 24% Strongly disagree Disagree Slightly disagree Slightly Agree Agree Strongly agree
WITHOUT SOME CONTROL AND SUPERVISION, PEOPLE WITH INTELLECTUAL DISABILITIES COULD GET IN REAL TROUBLE OUT IN THE COMMUNITY 12 Strongly disagree 4% Disagree 9% Slightly disagree 10% Slightly Agree 22% Strongly agree 12% Agree 43% Strongly disagree Disagree Slightly disagree Slightly Agree Agree Strongly agree
THE RIGHTS OF PEOPLE WITH INTELLECTUAL DISABILITIES ARE MORE IMPORTANT THAN PROFESSIONAL CONCERNS ABOUT THEIR PROBLEMS 13 Strongly disagree 2% Strongly agree 12% Disagree 29% Agree 24% Slightly disagree 11% Slightly Agree 22% Strongly disagree Disagree Slightly disagree Slightly Agree Agree Strongly agree
GOALS FOR LEADERSHIP CHALLENGE 14 Increase consistency among departments Increased accountability for staff Identification of pool of candidates for supervisory positions Updated supervisory job descriptions
15 SUPERVISOR TOOL KIT Items included: Disciplinary action forms Verbal coaching Written Reprimand Request for termination Interview Questions Unit/Job Specific Onboarding Information Information services access request Recruitment and Onboarding presentation Policies and Procedures Unit Orientation
16 SUPERVISOR TOOL KIT (CONT.) Resources for training opportunities Relias Training A list of supervisory trainings on Relias have been identified which are now mandatory for all supervisors to complete during their 1st year in a supervisory role Some of those trainings will be refreshed routinely Texas Council Risk Management Fund Video library of trainings offered by Spindletop Center s HR Department
17 SUPERVISORY JOB DESCRIPTIONS A new structure for our job descriptions has been created which includes a section for supervisory tasks The new section will be included for all staff in supervisory roles The updates will provide more consistency between departments
18 SUPERVISORY JOB DESCRIPTIONS (PART 2) The following Supervision & Leadership Behaviors were included in the job descriptions: Conducts performance evaluations of assigned staff. Performance evaluations are on time and give employees fair and meaningful feedback. Schedules assigned staff to participate in mandatory training in order to ensure staff competence and development. Staff required trainings are up to date and staff are given opportunities for professional development.
19 SUPERVISORY JOB DESCRIPTIONS (PART 3) Manages schedules attendance and punctuality of assigned staff. Staff time is reported on time and accurately and staff are able to make use of earned leave. Supervisor is accessible to assigned staff and they are kept well informed of departmental and center happenings. Supervisor applies the performance improvement (disciplinary) process consistently and in accordance with center policy. Utilizes a plus one approach to minimize risk.
20 SUPERVISORY JOB DESCRIPTIONS (PART 4) Ensure direct reports are aware of and adhere to Center policies & procedures Observe provision of service by all direct care staff within 30 days prior to completion of any employee evaluation with a minimum of one observed session per year. Observation will be documented via the Clinical Supervision Form.
21 TRAININGS HELD FOR SUPERVISORS IN IDD PROVIDER SERVICES Provided training to supervisors to ensure consistency throughout IDD services Completed departmental PowerPoint presentations regarding process and procedures
TRAININGS HELD FOR SUPERVISORS IN IDD PROVIDER SERVICES (CONT.) 22 Held a three-day training with all supervisors in IDD Provider Services to review the following information: IDD Person Directed Planning Process Crisis Services Specialized Training Process On-call Information Initiating and Maintaining Contract Services Trust Fund Process
23 MONICA ZOCH NEKEISHA COATES ERICKA TURNER HOLLY BOREL
