TY - JOUR
T1 - A Professional Development Model for Direct Support Professionals
T2 - Enhancing Outcomes for Adults With Extensive Support Needs
AU - Massey, Cynthia C.
AU - Devine, Stephanie M.
AU - Haughney, Kathryn L.
PY - 2025/8
Y1 - 2025/8
N2 - This article introduces a professional development model designed to equip direct support professionals (DSPs) with evidence-based practices (EBPs) to enhance their instructional skills, as well as improve community inclusion and post-school employment outcomes for adults with extensive support needs (ESN). This article outlines a simple approach to professional development that involves six crucial steps: (a) assemble a team and conduct a needs assessment to identify gaps in DSPs’ knowledge, (b) develop tailored content to address these gaps, (c) deliver professional development sessions on EBPs, (d) support DSPs in implementing learned EBPs with individuals with ESN, (e) monitor DSP progress and provide micro-training to address areas of improvement, and (f) teach DSPs to track the progress of the learners they support. This framework improves DSPs’ instructional knowledge and provides a replicable model to improve support services for adults with ESN.
AB - This article introduces a professional development model designed to equip direct support professionals (DSPs) with evidence-based practices (EBPs) to enhance their instructional skills, as well as improve community inclusion and post-school employment outcomes for adults with extensive support needs (ESN). This article outlines a simple approach to professional development that involves six crucial steps: (a) assemble a team and conduct a needs assessment to identify gaps in DSPs’ knowledge, (b) develop tailored content to address these gaps, (c) deliver professional development sessions on EBPs, (d) support DSPs in implementing learned EBPs with individuals with ESN, (e) monitor DSP progress and provide micro-training to address areas of improvement, and (f) teach DSPs to track the progress of the learners they support. This framework improves DSPs’ instructional knowledge and provides a replicable model to improve support services for adults with ESN.
UR - https://doi.org/10.1177/27324745251338205
U2 - 10.1177/27324745251338205
DO - 10.1177/27324745251338205
M3 - Article
VL - 4
SP - 49
EP - 57
JO - Inclusive Practices
JF - Inclusive Practices
IS - 3
ER -