Previous Projects
Below is a list of the RTC's previous projects in the area of Direct Support Professional workforce development. For more information, see the contact person(s) for each project.

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RTC staff will work with the Lewin Group to deliver technical assistance to the 10 grantees who received direct support workforce systems change grants from CMS. The project will include activities such as RTC staff participating in an orientation training event at CMS, participating in an annual systems change conference at CMS and the delivery of telephone, e-mail and written technical assistance activities to the 10 DSW grantees.

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This series of studies will document effective strategies to reduce turnover and improve recruitment of DSPs who support people with ID/DD. A comprehensive literature review will examine emerging research on DSP workforce challenges and effective intervention strategies. Case studies and in-depth interviews will be conducted to continue to identify and disseminate information about effective replicable best practices in recruitment, retention and training. Another study will examine policy initiatives and proposals to restructure the DSP workforce. Ongoing technical assistance will be provided and evaluated in 8-10 organizations and a replicable technical assistance model to continue to assist organizations to select, conduct, and document effectiveness of various workforce interventions. A Realistic Job Preview (RJP) intervention will be implemented and evaluated with 150 newly hired DSPs in 4-8 organizations.

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This study will provide both summative and formative research to measure the benefits, guide the development and inform the revisions of the College of Direct Support (CDS), its administrative functions and its platform for delivery. The CDS is a comprehensive, national, internet-based, interactive, multi-media training program for Direct Support Professionals (DSPs) (see brochure in Appendix L) and is based on systematic analysis of the knowledge, skills and attitudes needed by DSPs and has been guided by established principles of adult learning. The CDS also incorporates several survey instruments, regarding: 1) satisfaction with employment, 2) intent to stay, and 3) retention rates for DSPs. The CDS Introductory Program of 11 courses (55 instructional hours) became available in June 2003. So far more than 2,300 learners in all 50 states have completed lessons. An introductory program for Frontline Supervisors (FLS) will be added by 2005.

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This project is developing a national web-based training program for frontline supervisors in human service agencies to address issues of recruitment, retention and training for direct support professionals.

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The National Training Institute For Frontline Supervisors and Technical Assistance Project (NTIFFS) is a three year grant program designed to improve recruitment and retention across the country of Direct Support Professionals, who are competent and confident in the skills needed to provide quality supports and services to individuals with developmental and other disabilities.

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This project conducts two in-depth case studies of best practices in DSP workforce development in the United States each year. Case studies will focus on programs and initiatives advancing the goals of the National Alliance for Direct Support Professionals (NADSP). Models of best practice will be identified through solicitations in the Frontline Initiative newsletter and through member organizations of the NADSP. The top five nominations each year will be screened for possible inclusion in the case study project. The top two nominations will receive site visits. Up to two Moving Mountains Best Practice Awards will be given each year with the winners honored at the annual Reinventing Quality Conference.

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This project will identify, refine, and establish benchmarks for tools that organizations can use to measure or improve DSP and FLS recruitment, retention and training outcomes. It includes a literature review to identify existing standardized instruments that can improve selection practices, and the refinement and establishment of benchmarks for two instruments that have been developed for RTC/CL research: a set of competencies for DSPs in community residential support settings, and a set of competencies for FLS.

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This project is a three year workforce systems change initiative funded by The Illinois Council on Developmental Disabilities (ICDD). This project is designed to improve recruitment and retention of Direct Support Professionals in Illinois, who are competent and confident in the skills needed to provide quality supports and services to individuals with developmental disabilities.

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Funded by the Kansas Council on Developmental Disabilities, this project is designed to make systematic, long-term changes in the retention and recruitment of Direct Support Professionals (DSPs) who support people with developmental disabilities in Kansas. The project will assist 12 employers of DSPs (including individuals or families who directly hire DSPs) to put into action proven methods to find and keep high quality employees. In return, the employers will contribute time and people willing to learn new skills, share their expertise, implement changes, and provide feedback to a project advisory committee on how to make these changes work best in Kansas. Each employer will end the project with measurable improvements in their ability to find and/or retain high quality DSPs.

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In 2006, the University of Minnesota was asked to conduct a series of interviews and focus groups with staff from two programs of the Volunteers of America (VOA) of Greater New Orleans: Supported Living Services (offering individualized family supports day and night, and semi-independent living supports to adults and children with disabilities) and Community Living Services (offering group homes for adults and children with developmental disabilities).

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This national study was conducted by the Research and Training Center on Community Living in collaboration with state agencies and provider associations to describe the skills and competencies needed by direct support professionals and frontline supervisors who support individuals with developmental disabilities. This study examined organizational workforce outcomes; characteristics of and differences between managers, Frontline Supervisors (FLS) and Direct Support Professionals (DSPs); and workplace competencies, training needs, and timing of training for FLS and DSPs. Participants were selected from 77 organizations providing residential supports to persons with intellectual and developmental disabilities in Oregon, Nebraska, Ohio, Rhode Island and Florida. A total 67 managers, 105 FLS and 49 DSPs participated. Study results were used to identify changes needed in the Minnesota Frontline Supervisor Competencies and Performance Indicators (Hewitt et al., 2004) and a condensed version of the Community Residential Core Competencies (Hewitt, 1998).

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