General Characteristics and Needs of Individuals Served

Course Overview

Welcome to General Characteristics and Needs of Individuals Served, a foundational course designed specifically for direct care professionals working within Maryland’s Developmental Disabilities Administration (DDA) systems. I’m Ayo AkinOni, MPH, Founder and CEO of Balanced Care Academy, and it is both my joy and honor to guide you through this essential training.

As a direct support professional (DSP), you have been called to serve with compassion, respect, and competence. Every individual you support is unique, brimming with potential, and deserving of dignity. This course empowers you with the knowledge and understanding grounded in Maryland’s COMAR 10.22 regulations to meet the diverse developmental, physical, social, and emotional needs of those you serve.

Throughout this training, you will develop practical insights to offer person-centered, faith-affirming, and trauma-informed care that uplifts and transforms lives. Let us begin this journey with open hearts, eager minds, and a commitment to excellence.

Learning Objectives

By the end of this course, you will be able to:

• Identify the general characteristics commonly exhibited by individuals with developmental disabilities according to Maryland DDA standards.
• Understand the holistic needs—physical, emotional, social, and spiritual—that impact quality of life and care planning.
• Apply COMAR 10.22 regulations to ensure compliance and ethical support in daily direct care activities.
• Recognize the importance of individualized approaches to support and respect each person’s uniqueness.
• Demonstrate practical skills that promote dignity, independence, and safety in accordance with regulatory expectations.

COMAR Regulatory Framework

The Maryland Code of Regulations (COMAR) Title 10, Subtitle 22 establishes the framework for the Developmental Disabilities Administration’s operating standards. This course addresses specific regulations within COMAR 10.22 that relate to the characteristics and needs of individuals served, including but not limited to:

COMAR 10.22.03 – Client Rights: Ensures individuals are treated with dignity and respect, and have their individual needs recognized and met.

COMAR 10.22.04 – Developmental Disabilities Administration Supports Coordination: Highlights the importance of person-centered planning focused on the needs of the individual.

COMAR 10.22.06 – Residential Services Requirements: Provides standards to guarantee health, safety, and well-being in residential settings.

COMAR 10.22.07 – Day and Vocational Services: Emphasizes supports to maximize independence and community integration.

Adherence to these regulations is more than compliance; it is a sacred responsibility and an expression of our commitment to honor each individual’s God-given dignity and worth.

Core Content Modules

Module 1: Understanding Developmental Disabilities – Characteristics and Diagnosis

Developmental disabilities are a group of chronic conditions due to physical, learning, language, or behavioral impairments. These may manifest at any time during the developmental period, generally before age 22. Common diagnoses under DDA services include intellectual disabilities, autism spectrum disorder, cerebral palsy, epilepsy, and other neurological conditions.

Key Characteristics:

• Cognitive Functioning: Challenges in reasoning, problem-solving, learning, or memory.
• Communication: Delays or differences in receptive and expressive language abilities.
• Social Skills: Difficulties in social interactions, relationships, and adaptive behavior.
• Physical Abilities: Potential motor impairments affecting mobility, coordination, or self-care.
• Behavioral Patterns: Repetitive movements, behavioral challenges, or sensory processing differences.

Recognizing these characteristics allows direct care professionals to tailor supports effectively while honoring the individuality and potential of each person.

Module 2: Identifying Holistic Needs of Individuals Served

Individuals with developmental disabilities have multifaceted needs that go beyond diagnosis. A holistic approach considers the entire person:

• Physical Needs: Nutrition, mobility, personal hygiene, medication management, and medical care.
• Emotional and Mental Health Needs: Support for stress, anxiety, depression, and trauma history.
• Social Needs: Friendship building, community inclusion, and relationship development.
• Spiritual Needs: Recognition of faith, hope, and meaning as critical aspects of well-being, supporting individuals’ right to worship and spiritual expression.
• Safety and Advocacy Needs: Protection from abuse, neglect, and exploitation; facilitation of self-advocacy skills.

You as a DSP are pivotal in noticing unmet needs and advocating for adjustments in support plans that reflect these comprehensive dimensions.

Module 3: Person-Centered Approaches to Care Planning

COMAR 10.22 mandates services to be tailored using a person-centered planning process. This approach ensures that supports promote autonomy, choice, and self-determination.

Principles of Person-Centered Planning Include:

• Engaging the individual and their family or guardians as active partners.
• Building on strengths instead of focusing solely on deficits.
• Ensuring choices and preferences guide all supports and decision-making.
• Collaborating with interdisciplinary teammates, including medical professionals, therapists, and community resources.
• Continuously reviewing and adapting support plans according to changing needs and goals.

By centering the person’s voice, DSPs are empowered to foster environments that enhance dignity and quality of life.

Module 4: Communication Strategies for Effective Support

Effective communication is foundational for trust and meaningful relationships. Individuals may communicate verbally or nonverbally, and DSPs must be skilled in recognizing and adapting to various communication styles.

Best Practices Include:

• Using plain language and simple directions where appropriate.
• Incorporating augmentative and alternative communication (AAC) methods such as picture boards, sign language, or electronic devices.
• Being patient, respectful, and attentive to nonverbal cues.
• Confirming understanding by asking for feedback or repeating instructions.
• Creating an environment that minimizes distractions and anxiety to facilitate engagement.

These practices support positive interactions, reduce frustration, and help individuals express their needs and desires.

Module 5: Addressing Behavioral Supports and Positive Interventions

Behavior is communication. Challenging behaviors may indicate unmet needs, discomfort, or environmental stressors. Maryland DDA regulations emphasize the use of positive behavioral supports rather than restrictive interventions.

Key Elements:

• Conducting thorough assessments to understand the function of behaviors.
• Implementing individualized behavior support plans with defined strategies.
• Use of de-escalation techniques and calming approaches.
• Prohibition of physical punishment or seclusion as outlined by COMAR 10.22.03.
• Ensuring staff training and ongoing evaluation of supports.

Your compassionate, informed responses can reduce incidents and promote safer, nurturing environments.

Practical Application

Scenario 1: Supporting Communication Differences

John is a young adult with autism spectrum disorder who uses a picture exchange communication system (PECS). As his DSP, you notice he becomes agitated when his communication board is misplaced.

Considerations:

• Ensure John’s communication tools are always accessible and organized.
• Learn how to use PECS effectively to support his choices and requests.
• Use calm, reassuring tones and allow him time to express himself.
• Collaborate with the speech therapist to enhance communication strategies.

Scenario 2: Person-Centered Planning in Action

Maria expresses interest in participating in local church activities but struggles with transportation and anxiety in crowds.

Steps You Can Take:

• Advocate for transportation support within her service plan.
• Plan gradual exposure to community activities to build comfort.
• Partner with family and faith community leaders to foster inclusion.
• Incorporate Maria’s feedback and preferences continuously.

Scenario 3: Managing Behavioral Challenges with Empathy

David sometimes exhibits aggressive behavior when his routine is disrupted.

Actionable Strategies:

• Use a behavioral support plan developed by the interdisciplinary team.
• Provide advance notice of schedule changes and offer choices when possible.
• Employ de-escalation techniques such as lowering voice and providing a quiet space.
• Document incidents accurately and report to supervisors promptly.

Summary & Encouragement

Dear Direct Support Professional,

Thank you for investing your time and heart in learning about the general characteristics and needs of individuals served through Maryland’s DDA system. The work you do is transformative—infusing hope, respect, and joy into the lives of some of our society’s most precious members.

The COMAR 10.22 framework is our compass, directing us toward excellence, compliance, and above all, compassionate care. Remember, every person you support reflects a beautiful, God-given potential waiting to be nurtured. Your role goes far beyond tasks and routines; you are a beacon of empowerment, dignity, and faith in action.

As you continue advancing your skills and knowledge, may you be encouraged by the impact you make daily. Your dedication is a profound ministry of love and service, and Balanced Care Academy is honored to walk beside you on this journey.

“For I know the plans I have for you,” declares the Lord, “plans to prosper you and not to harm you, plans to give you a hope and a future.” — Jeremiah 29:11

With warmth and gratitude,

Ayo AkinOni, MPH
Founder & CEO, Balanced Care Academy