1. NADD Accreditation/Certification
Daniel Baker, PhD, NADD-CC
Astrid Berry, NADD-DDS
Melissa Cheplic, MHP, NADD-DDS
JC Edelberg, PhD, NADD-CC
Kelly Knarr, NADD-DDS
John McGonigle, PhD
Donna N McNelis, PhD, NADD-CC
Michael Schroeder, MSW, NADD-DDS
November 2017

2. Partner
The Accreditation and Certification Programs were developed by NADD in association with the
National Association of State Directors of Developmental Disability Services (NASDDDS)
November 2017

3. Standards for Quality- ID/MH
4 Separate but interrelated competency-based quality standards programs:
Accreditation for programs
Certification for direct support professionals (DSP)
Certification for specialists
Certification for clinicians
Donna
November 2017 3

4. Quality Standards are Important to:
Provide monitoring and feedback on state-of the art and best practice support & treatment;
Assist organizations, clinicians, person receiving services, families/advocates & insurance companies to make informed choices about quality of services;
Donna
As a result, we are failing to meet our Nation’s current mental health needs, and unless drastic changes are made, we will be incapable of meeting future needs.
There are serious life choices to be made about care, including: choices in providers, necessary services, and medications; choices in living in a community; and choices about required supports. These are choices that should be made in partnership with those who know best the unique strengths and vulnerabilities of each individual person.
November 2017 4

5. Purpose of Program
Provide a workforce and system with a demonstrated level of expertise;
Assure that public and private healthcare dollars are purchasing effective services;
Assist families/advocates to make informed choices about services.
Donna
November 2017 5

6. Purpose of Program
Increase effectiveness of supports, diagnosis, and treatment ;
Recognize programs, clinicians, specialists and support staff that achieve full certification through the NADD review process.
Donna
November 2017 6

7. What Is Accreditation
Designation that a program is providing quality services;
“Seal of Quality” that reflects that a program of an organization has met a standard of care, support, and/or treatment.
Donna
Miller’s Triangle (1990) provides a useful framework for structuring assessment of performance in practice. The triangle is like an inverted pyramid with four progressive stages of assessment: “knows,” “knows how,” “shows how,” and “does” (See Figure 2). All four stages clearly define progressive capabilities building on abilities in the lower stages. Also, Miller’s Triangle visualizes the well-established principle that assessment of a person’s knowledge is important, but not sufficient to predict they will apply the knowledge in practice (Kennedy, Regehr, Rosenfield, Roberts, & Lingard, 2003).
November 2017 7

8. What Is Credentialing
Review process designed to establish standards of practice;
Identifies skills, knowledge, values, and attributes needed in a particular field.
Donna
November 2017 8

9. Committee Participants
Contributors from United States and Canada
Professionally diverse
Different agency/program types represented
Donna
Geographically widespread to include over 20 states and provinces throughout NE, midatlantic, southern, midwest and west US, Ontario and Quebec
Multidisciplinary – Social Workers, Nurses, Psychologists, medical docs, psychiatrists, counselors, business professionals,
Agency types - ICFs/ID, inpatient hospitals, community residential, outpatient services, mobile teams, universities
November 2017

10. Program Accreditation
Donna – refer to John’s presentation = time and location to get more info
November 2017

11. Program’s Eligibility for Accreditation
Be located in North America;
The Program provides assessment, treatment and support services for individuals with dual diagnosis, intellectual and developmental disabilities and mentalis illness (IDD/MI);
The Program clearly lists services provided to person’s with dual diagnoses, both direct and contracted services;
The Program provides services considered to be evidence- based and/or best practice by NADD, NASDDPD or American Association for Intellectual/Developmental Disabilities (AAIDD)
November 2017

12. The Process of Accreditation
Recognizes that Program Accreditation is best accomplished through a combination of 4 tools:
On site visit;
Review policies and program specific data;
Interview of staff and families and persons receiving service;
Direct observation of staff interactions with the person’s being served.
November 2017

13. Stages of Accreditation Process
Application submitted
Determination of the number of days and number of NADD surveyors
Survey team goes to Program to conduct survey
November 2017

14. Cost Application fee $600 Surveyor fee $2000/per surveyor/day
Annual fee $1000 for 3 years
November 2017

15. The Role of the Survey Team
Conducts interview with
Person being served
DSPs
Clinical staff
Administrative staff
Reviews record (charts) of persons being served
Reviews administrative documents, i.e.
Incident reports
Training protocols
Attends a treatment team meeting
November 2017

16. The Role of the Survey Team
Evaluate the level of compliance, based on the extent to which each of the 18 Modules and applicable standards have been achieved.
Following the exit review, the Surveyor provides a hour consultation to the administrative staff on the relative strengths/weaknesses of the program.
During the consultation, the NAAD Surveyor provides specific recommendations for improvement.
November 2017

17. 18 Module Competency: Areas and Scoring
Score I
Medication Evaluation /Reconciliation II
Holistic approach
III
Database/outcomes IV
Protocols for assessment V
Treatment plans VI
Basic health care
VII
Treatment team members
VIII
Staff/family/consumer training IX
Crisis/emergency services
November 2017

18. 18 Module Competency: Areas and ScoringX
Cultural competency/family values
Score XI
Trauma
XII
QI /incident management
XIII
Evidenced-based treatment practices
XIV
Ethics, Rights, Responsibilities
XVI
Interagency & cross agency collaboration
Long term living/service coordination
XVII
Advocacy & rights
XVIII
Informatics & technology
November 2017

19. Modules that will be reviewed
The specific modules to be reviewed will be determined by the initial application that identifies the organization service areas and discussion between the NADD surveyors and the program prior to the actual on-site survey.
Supports coordination
Inpatient
Residential
Case management
November 2017

20. Accreditation Decision
Three Years – A 3 year is awarded to Programs that meet or exceed the NADD accreditation standards and additionally demonstrate that they meet or exceed standards in the critical module areas, if appropriate to the program being surveyed, including; (1) Medication Evaluation, (2) Holistic (Bio-psych-social) approaches, (3) Diagnostic Assessments, (4) Treatment Planning, (5) Crisis prevention / Intervention and (6) Evidenced Based Treatment Practices.
 Two Years - A 2 year Accreditation is awarded to Programs that meet the NADD accreditation standards for support for people with Dual Diagnosis (IDD/MI). To receive a 2 year accreditation, the Program must demonstrate substantial compliance with Best Practice standards.
One Year / Provisional – A 1 year certification is awarded to programs who score below NADD accreditation standards. 
Non Accreditation – A Program will not receive NADD Accreditation if the mission, values, treatment and services of the Program directly interferes with the health, safety, welfare and rights of the individual being served
November 2017

21. Testimonials
“The NADD Accreditation/Certification Program is an important tool for state agencies, DD and MH, that are interested in expanding their community infrastructure to support people with co-occurring developmental disabilities and mental illnesses.”
-Charles Mosley, Ed.D.
Former Associate Director, NASDDDS
Washington, D.C.
“The NADD team provided us with recommendations and tools to expand and create excellent service and supports…. Fayette Resources, Inc. is now recognized in the provider community as a leader in providing quality services. The NADD seal of approval has had clear benefits for our agency….”
-Kelly Knarr
Fayette Resources, Inc.
Lemont Furnace, PA
“We are very proud of our NADD program accreditation – it’s a professional ‘thumbs up’ that carries with it an important responsibility and honor.”
Bob Coles, Jr. LCSW
Regional Vice President
Meridian Health Services
Muncie, IN
November 2017

22. Competency-based Direct Support Professional Credentialing
Donna
November 2017

23. Key Imperative: Direct Support Professionals
Direct Support Professionals (DSPs) spend more time with the person with IDD/MI than any other professional.
The competence of the DSP can make a big difference in the quality of life for people.
November 2017

24. The Role of the DSP
DSPs are often the ones charged with supporting skill building.
They help the person engage in recommended therapies on a day-to-day basis. 
Using the word “professional” acknowledges the respected role of these persons in the community at large and makes the point that DSPs are valued caretakers.  
Because of the challenges that people with IDD/MI present, it takes a unique person to choose to work in this field.  
November 2017

25. Workforce Challenges DSPs generally are not certified or credentialed;
Requirements for employment vary;
DSPs have varying levels of education;
Educational opportunities are often limited;
DSPs generally work for low wages;
DSPs work experience is diverse.
Lack of uniformity and standards can make finding, hiring, training, and retaining qualified DSPs difficult. As a result, many people with IDD/MI do not have adequate daily support. 
November 2017

26. Goals of DSP Certification
Ensure use of best practices in providing supports to individuals who are dually diagnosed;
Evaluate existing curricula and certification programs, supplemented with relevant IDD/MI information;
Identify competency areas, operationalize applicable skills, and develop an application and evaluation process for credentialing.
November 2017

27. DSP Considerations Workforce Credential Achievable
Age / Education / Background
Earnings
Turnover
Variability in Experience
Achievable
Affordable
Comprehensive
Meaningful
Reviewed current national certification programs for DSPs and examined related competencies
Identified current exemplary programs that serve individuals with IDD/MI
Surveyed key informants (geographic & programmatic representation)
Assessed current skill and training requirements
Identified characteristics and skills of exemplary DSPs
“What are the characteristics, values, knowledge, and ethics that are seen in competent DSPs working with individuals who have IDD/MI?
Categorized key areas of competency
November 2017

28. Competency Standards in Five Areas
Assessment and Observation
Behavior Supports
Crisis Prevention and Intervention
Health and Wellness
Community Collaboration and Teamwork
The Skills and benchmarks in each competency standard area include the following:
Acknowledge Diverse Backgrounds
Person Centered Language
Self-Directed supports
Agency/State policy & guidelines
Elements of Critical Thinking & Communication in each area
November 2017

29. Assessment and Observation
Knowledge and assessment of the observation process;
Use of assessment and observational tools;
Behavior assessment;
Documentation and communication related to assessment and observation.
The DSP is in a unique position to provide valuable assessment information. The DSP has the opportunity for observation in a variety of settings. These may be unavailable to other professionals. DSPs see people engage in all aspects of their daily lives. They are there on good days and difficult days. They often understand the person’s communication better than other professionals do. They may what is typical for the person and what is unusual. The qualified DSP recognizes a quality assessment process is important. They see it as a cornerstone to successful planning, implementation, and evaluation of services. The qualified DSP is knowledgeable of both formal and informal methods of assessments. The DSP daily assesses individuals in many areas. These include health, safety, and functional life skills. They include behavior, emotional state, response to medication, and signs of crisis. They include personal desires, goals, and communication. The qualified DSP shares assessments appropriately with other members of the treatment and support team.
November 2017

30. Maintaining a supportive physical and social environment.
Behavior Support
Knowledge and assessment of the causes and functions of challenging behavior.
Maintaining a supportive physical and social environment.
Responding to challenging behavior.
Teaching new behaviors and skills.
Many people with IDD/MI engage in behavior that is disruptive, dangerous, or difficult. The qualified DSP recognizes that challenging behaviors serve a function for people. (A way to get their needs met.) The DSP recognizes behavior choices are complex. They may arise from a variety of conditions or a combination of conditions. For example, people may be under stress caused by a mental health disorder-such as hallucinations or trauma exposure. They may have sensory or processing issues. They may be experiencing physical discomfort as part of an illness or a side effect of medication.
The qualified DSP recognizes that the goal of behavior support is not to control the person. The ability to behave appropriately increases opportunities in life. The DSP uses behavior support to increase the person’s quality of life. The DSP supports independence, choice, and control. The DSP has strategies and capacity to assist with three primary goals of behavior support: 1) identify the function of the behavior; 2) assist people in learning to express and meet his/her needs productively; and 3) support the positive capacity to tolerate frustration and self-manage behavior. Of all professionals, DSPs often spend the most time with people supported. They recognize that they are in a unique position to support these goals. The qualified DSP is knowledgeable of and skilled in using evidence-based strategies in behavior support. He/she uses and records data and information appropriately. The DSP works in close collaboration with the individual and their team. He/she includes each person’s goals, culture, treatment plan, and personal preferences in behavioral support.
November 2017

31. Crisis Prevention and Intervention
Knowledge and use of crisis prevention strategies;
Knowledge and use of crisis intervention strategies.
Documentation and communication related to crisis situations.
Managing stress and burnout.
A behavioral crisis is a situation where the person’s behavior puts him/her or others at risk of immediate and serious physical harm or death. They may also include serious damage of property or criminal behaviors. The qualified DSP recognizes that most crises can be prevented or interrupted before harm occurs. They have skills in identifying potential for crisis. They use techniques that deescalate and reduce crisis. They know when a person needs additional assistance and how to obtain it. They recognize that “crisis” by definition should not be a regular event. They work cooperatively with the full team to ensure effective treatment and support that prevents or reduces further occurrences. They recognize that a majority of people with IDD or MI alone or combined have past trauma experiences. They recognize this past trauma is often reengaged in a crisis. They take a universal precaution approach to trauma in crisis intervention. Crisis prevention includes methods that are intended to keep people from experiencing future crisis. They include teaching strategies. For crisis, these often focused on early identification of situations that stimulate crisis or indications of mental health destabilization.
Crisis intervention refers to strategies and responses used once signs of crisis are already present. They can reduce the impact of the crisis immediately. They can also decrease long-term problems. The qualified DSP engages the person receiving support to the maximum extent possible in these strategies. He or she knows how to appropriately engage specialized and community resources as needed manage the crisis and aftermath. The qualified DSP recognizes that a person in crisis is vulnerable. He/she stays focused on the safety and well-being of the person. He/she is able to stay calm and make effective choices in the best interest of the person during crisis. The DSP is also able to make good choices regarding the safety of others. This includes protecting him or herself in a crisis. The qualified DSP recognizes that experiencing crisis can be trauma producing for him or herself as well. He/she engaged is in good stress management, counseling and efforts to prevent burnout on an ongoing basis.
November 2017

32. Health and Wellness Knowledge of health and wellness
Knowledge of intellectual and developmental disabilities, mental health and co-occurring disorders.
Use and implications of medication.
Illness management and recovery.
Documentation and communication related to health and wellness.
People with an IDD/MI diagnosis are at risk for more health and wellness problems than people without. They often take medications that include serious complications to health. Many developmental syndromes and processing disorders have overlapping symptoms with mental illness. The expression of symptoms can be different when IDD and MI co-occur. Many people with IDD/MI have barriers in communication and their ability to plan or organize information. These issues can make it more difficult for the person to take an active role in their health. It can make it more difficult for professionals to sort out symptoms or recognize emerging issues in a timely way. Unfortunately, few professionals are well versed in the needs of people with co-occurring IDD/MI.
The qualified DSP is knowledgeable about health and wellness in general. He/she supports a wellness oriented lifestyle for each person support that fits their unique needs and preferences. The DSP has a basic understanding of major developmental disabilities and mental health disorders. The DSP is knowledgeable about the effects of co-occurring disorders. He/she is familiar with basic medications and therapies used for mental health and other common health disorders. The DSP recognizes that health and wellness is a comprehensive and emerging field. He/she seeks fresh information on an ongoing basis. It requires a level of attention and care toward individuals. It requires an ability to set and support high standards and expectations for people despite social and services biases. It requires good ability to communicate, cooperate, and document. It requires an ability to focus on the person and help identify what is most important to them. It includes supporting regular opportunities for growth and new experiences over the life span for each person supported
November 2017

33. Community Collaboration and Teamwork
Knowledge of Service Systems;
Communication Across Systems;
Building Positive and Cooperative Relationships;
Promoting Person-Centered Support, Informed Consent and Advocacy.
The qualified DSP recognizes the need to advocate and collaborate across service silos and in the community in order to effectively support people with IDD/MI. The DSP recognizes their critical role in helping the person navigate these system issues. They recognize that the best approach starts from what the person wants and expects regarding life goals (person-centered). They are able to identify appropriate resources in the community. They are able to support the person in gathering and understanding information. They are able to help the person advocate as needed. Collaboration is the vehicle for sharing responsibility and facilitating best practice. It supports the use of the combined knowledge, creativity, and experience of others. The goal of community collaboration and teamwork is building a more effective system for service recipients and greater awareness of the needs of individuals. Community collaboration is centered on improving access and availability of health and human services. The focus is improving the quality of life for service recipients and addressing barriers to services. To meet these needs, the qualified DSP has good communication skills and the ability to work with others.
The DSP must recognize cultural and system barriers and have skill at supporting self-advocacy. The DSP is committed to full participation of the person in the process. He/she encourages the person to use informal social networks (family, etc.) to help sort through information and support decision-making. They show leadership in the community to help support ongoing recognition of community needs in the area of IDD/MI.
November 2017

34. NADSP Code of Ethics Person-Centered Supports
Promoting Physical and Emotional Well-Being
Integrity and Responsibility
Confidentiality
Justice, Fairness, Equity
Respect
Relationships
Self-Determination
Advocacy
The NADSP Code of Ethics ® Developed by the NADSP, the Code is intended to serve as a straightforward and relevant guide for DSPs as they resolve the ethical dilemmas they face every day, and encourages them to achieve the highest ideals of the profession
It is a requirement of DSPs who apply for NADD Certification to follow the Code of Ethics, however all staff should look to the values of this Code as a guide to help made decisions when faced with competing demands or other dilemmas in their work.
November 2017

35. Who is eligible? Certification Process/ Prerequisite Criteria
Employment history: completed 1000 hours of work with individual(s) with IDD or MI (either paid/unpaid); must have worked at least one full calendar year.
Is an employee in good standing: in compliance with all agency and state/provincial requirements; completed required pre-service & pre-employment trainings; not under disciplinary review or employee probation.
November 2017

36. On-line Application Summary of experience;
Summary of education/continuing education coursework;
Letter of recommendation from supervisor;
Letter of recommendation from a person supported or the person’s representative;
Letter will be used to assure that knowledge, skills, values, and ethical behavior are addressed.
The application will be completed on line. Applicants will be required to list their experience and formal education. Applicants are required to submit two completed recommendation forms. The form is designed to elicit accounts of work done with individuals with dual diagnoses that illustrate: (1) values, (2) knowledge, and (3) skills in the identified competency areas.
November 2017

37. Web Based Multiple Choice Examination
Scenario questions focus on competence in knowledge, values and key indicators in overlapping competency areas
Questions elicit knowledge and application of ethics
Passing 80% overall, 60% minimum in each area
May retake test three times;
Three month delay between retakes
Applicants will be provided with scenarios involving working with individuals with a dual diagnosis and will be asked questions that will show their skills, knowledge, and values involving caring for individuals with a dual diagnosis. Applicants must demonstrate competency in the required competency areas.
In addition to the curriculum delivered in the following lessons, it is encouraged that DSPs prepare for the exam by familiarizing themselves with the text of each of the five competency standards and how the benchmarks apply in their work setting with people they support. Use the Performance Indicators provided for each of the competency standard to evaluate your competency in a particular area and where you may need to develop further skills/learning opportunities.
November 2017

38. Initial application/exam fee $60 Renewal (every 2 years) $30
Cost
Initial application/exam fee
$60
Renewal (every 2 years)
$30
NADD Member or Employee of Member Organization
NADD Membership
In order to be certified, a clinician or DSP must be a NADD member or have NADD membership benefits as an employee of a NADD organizational member. NADD membership is available to DSPs at the same rate as for students and family members ($60).
November 2017

39. Certification
Direct Support Professionals who receive NADD DSP certification will be entitled to use “NADD-DSP” as a credential.
The certification is portable; DSPs moving to a different region bring their certifications with them and do not have to demonstrate or re-document their competence simply because they have moved. 
Requires eight hours of continuing education related to wellness and mental health of people with IDD.
Renewal of Certification: Maintain membership (individual or organizational);
Renew every two years; Requires eight hours of continuing education related to wellness and mental health of people with IDD.
November 2017

40. Curriculum
Training for DSPs in preparing for the online certification test, as well as building overall competence;
5 Lessons will review the area and skills presented in each respective competency ; provide application opportunities
Best practice learning strategies for DSPs, including sample questions reflective of the exam;
Lesson content is culturally & linguistically competent and diverse , inclusive of different types of community living/work settings;
November 2017

41. Best Practice in Dual Diagnosis
Developing and Recognizing Competence through the NADD DSP Credential
Kelly Knarr—Fayette Resources Inc.
November 2017

42. Competency-based Specialist Credential
Astrid
Not launched yet
Will be piloting late spring/summer
November 2017

43. Who is Eligible Specialist is an individual who: Delivers Manages
Trains
Supervises
services for persons with intellectual/ developmental disabilities and mental health needs.
November 2017

44. Who is Eligible
Examples of roles considered for application for the NADD-DDS
Staff working in units of county, state or provincial government;
QIDPs;
Program directors;
Program supervisors;
Case/care managers;
Program specialists;
Supports coordinators;
Peer specialists;
Trainers.
November 2017

45. Who is Eligible?
Professionals who have a combination of education and experience in the field are preferred;
Experience can include volunteering, internships and externships in addition to employment.  
A post secondary degree is not necessary;
Other types of accreditation and certifications are acceptable.
November 2017

46. Competencies Multimodal Bio-Psycho-Social Approach;
Application of emerging best practices;
Knowledge of therapeutic constructs;
Respectful and effective communication;
Knowledge of dual role service delivery & fiduciary responsibilities;
Ability to apply administrative critical thinking.
List – detail in next 6 slides
November 2017

47. Competency 1 Multimodal Bio-Psycho-Social Approach
Familiarity with the bio-psycho-social/multi-modal approach and;
Able to incorporate recovery and resiliency;
Identify the inter-relationships among a person’s biological, social, and psychological domains.
Apply a holistic approach;
Formulate information to enable delivery of accurate/relevant medical, psychological, psychiatric, behavioral information to others;
Appreciate the environmental contextual and individual learning styles;
Utilization of the above model to guide all service/treatment planning.
November 2017

48. Competency 2 Application of emerging best practices
Overall understanding of assessments, their purpose, when they may be needed and how to obtain them;
Knowledge of effective tools for this population;
Ability to add to this tool-box when warranted.
November 2017

49. Competency 3 Knowledge of therapeutic constructs :
An understanding of trauma and how it affects the brain and body;
An appreciation of neurosensory issues;
An understanding of genetic underpinning and advances to guide treatment;
Knowledge of psychotherapeutic skills that can be useful.
November 2017

50. Competency 4
Employ respectful and effective communication in rapport building
Assure that the person is “in the driver’s seat;”
Understand the importance of communication between stakeholders and supporters that is relevant to the person’s care and well being.
November 2017

51. Competency 5
Demonstrate knowledge of dual role of service delivery/fiduciary responsibility
Report on progress in respect to therapeutic goals and outcomes;
Identify the connection between funding & good care;
Ability to work with others if outcomes are not being achieved.
November 2017

52. Competency 6 Ability to apply administrative critical thinking
Recognition of training needs for DSPs/teams/families to implement treatment/support plans;
Ability to assess and resource effective strategies in meeting persons wants and needs;
Ability to signal that behavior plans may be too complicated to be implemented;
Ability to signal that behavior plan may not meet the needs of the person.
November 2017

53. Application Personal Information Education and/or Credential
Experience
Ethical Behavior
November 2017

54. Requirements Work Sample Interview Letters of recommendation
Ability communicate effectively;
Understanding of programmatic issues having an impact on individuals with dual diagnosis;
Understanding of inter-systems issues and how differences can be resolved.
Interview
7 behaviorally oriented questions
Demonstration of 6 competency areas
Letters of recommendation
Work Sample
Once the application has been reviewed and the applicant has been found to meet the prerequisites, the applicant will receive instructions to submit a work sample   
Interview
in person, at a NADD conference,
via web-based video conferencing,
or by telephone.
Demonstration of application of competencies during interview
November 2017

55. Cost & Continuing Education
Fee
$275 for 2 year certification
$75 renewal cost
Continuing Education
10 hours/2 years
Maintain NADD membership
Attest ethical standards
November 2017

56. Testimonial
“Overall [the process] was a very good experience in two ways. The first was the opportunity it gave me to connect with my references and discuss my work with them in a way that I had not done before. This was particularly true with the family reference…. The writing of the work sample required me to also think in a different way (e.g., about communication, programmatic, and inter-system issues) as they applied to a particular area. This provided me with a fresh perspective on work that I had been doing for a number of years…. I feel quite proud of this.”
Susan Morris, MSW, RSW, NADD-DDS
Ontario, Canada
November 2017

57. Competency–based Clinical Credential
Alyse
November 2017

58. Purpose of Clinical Credential
To recognize clinical personnel who have documented quality care and treatment for persons with IDD & MI
To create an awareness of best practice
To promote excellence in clinical treatment and support for persons with IDD/MI
November 2017

59. Who Is Eligible
This effort targets professionals who either provide or design clinical supports for persons with ID and MI
Mental health clinicians
Behavioral health clinicians
November 2017 59

60. Who Is Eligible?
Clinicians must have one of the following licenses in the USA or Canada: (equivalent accepted)
State/provincial license as a PhD, PsyD, or EdD Psychologist;
State license, BCBA, or governing body recognition as an Applied Behavior Analyst;
State license as a Physician;
State license as a Master’s level: Mental Health Counselor; Marriage & Family Counselor: Addictions Counselor.
November 2017

61. Who Is Eligible?
State license as a Licensed Independent Clinical Social Worker;
State license as a Physician’s Assistant, Advanced Practice RN, or Nurse Practitioner (or clinical equivalent);
We recognize that there is a huge variety of professionals with very different educational backgrounds to provide clinical support to persons with ID/MI who may qualify for this certification
November 2017

62. Alternative Qualifications
Post-secondary educators or clinical supervisors;
We recognize that there is a huge variety of professionals with very different educational backgrounds to provide clinical support to persons with ID/MI who may qualify for this certification
November 2017

63. Required Experience
The applicant will have 5 years experience in support of persons with intellectual disabilities and mental health issues
This can include internships and externships
With Master’s Level professionals or RNs, 7 years is required.
November 2017

64. Stages of Clinical Certification Process
Application & clinical portfolio
Submission of work sample
Interview
Response to case vignette provided by NADD
November 2017

65. Application
3 letters of reference about the applicant’s clinical skills, ethics, and experience with DD/MI persons
1 copy of the license (unless waived)
1 complete resume
Application fee, $375
NADD membership number
November 2017

66. Application Process
The certification committee shall review the materials and respond to the applicant within 60 days.
If accepted, the applicant will then be required to submit 1 work sample of clinical supports designed/provided by the applicant.
November 2017

67. Mentoring Assistance for NADD-CC
NADD-CC may appear rigorous and daunting
We offer free mentoring from a current NADD-CC to help;
Assess your experience and readiness
Identify your areas of strength or areas for development
Answer your questions about the process
Review clinical best practice s & guidelines
You simply ask the NADD office for a mentor;
Mentors will not review the materials you submit to NADD.
November 2017

68. Possible Information for Work Sample
Diagnosis
Multi-modal or biopsychosocial approach
Positive Supports
Modification of the Environment
Therapy
Psychopharmacology
Lifespan issues
The certification committee shall review the case work samples.
Guidelines and review criteria will be generated for the following:
Positive Environments/Positive Behavior Supportd (chair: Dan Baker, PhD)
Therapy (chair: Nancy Razza, PhD)
Psychopharmacology (chair: Jarrett Barnhill, MD)
Message is that discipline specific people will be on the review committee—MD’s with MDs etc
November 2017

69. Application Process
If the work sample is accepted, the candidate will participate in an interview with 2 members of the certification committee or other designees.
This interview shall include resolution of any remaining questions from the work sample.
November 2017

70. Vignette Format Presenting problem & goals Social history
Family psychiatric history
Mental health history
Current diagnosis
Mental health conditions
Other co-morbid conditions
Medical history
Current medications, psychiatric medications and side effects
Legal involvement, if any
Person-centered description
Mental status description
November 2017

71. Also in the Interview
The applicant will be presented 1 vignette and then be required to verbally respond with a case formulation and treatment plan;
This interview may occur in person, at a conference, via web-based video conferencing, or telephone.
November 2017

72. Areas of Consideration
Ethics
Lifespan
Positive environment/behavior support
Psychopharmacology
Ruling out medical issues
Substance abuse
Assessment/Diagnosis
Therapy
November 2017

73. Receiving & Maintaining Clinical Certification
If an applicant completes all stages successfully, NADD Clinical Certification is granted.
All applicants shall attest to following the ethical standards of their profession as well as state, province, or country ethics and regulations.
November 2017

74. Continuing Certification
All Board Certified members shall obtain 10 hours of CE/CME activity every 2 years in ID/MH
This may be obtained in any manner that is recognized by the profession of the member. E.g., a psychologist must obtain CEs approved by the American Psychological Association;
Attending conferences, special training sessions, or web based learning are all acceptable
Published scholarly activity in ID/MH and training others in ID/MH is accepted.
The member must retain these records for 5 years as the Certification Committee will conduct random checks of members each year.
November 2017

75. Frequently Asked Questions
We addressed many of the Frequently Asked Questions here:
November 2017

76. Experience & Perspective
JC Edelberg, PhD, NADD-CC
Clinical Psychologist
Port Resources, South Portland, Maine
November 2017

77. First Steps Reasons to apply for NADD-CC?
Demonstrate competence/specialization to public, clients, colleagues, state agencies, and provider community
Increase involvement and participation with NADD
Advance best practices in ID/MH services in agency and region. Invest in the future of competency certification.
Enhance professional profile & employment opportunities.
November 2017

78. Readiness Self-Assessment
Review NADD-CC Manual for qualifications and eligibility
Consider skills/experience in transition from generalist to specialist in IDD/MH
Use benchmarks to assess strengths and weaknesses across NADD-CC competency areas. Integrate specialist competencies with theoretical orientation
Stay updated with the NADD Bulletin and Journal of Mental Health Research in Intellectual Disabilities
November 2017

79. Helpful Resources
Mental Health Approaches to Intellectual/Developmental Disability: A Resource for Trainers, NADD Press
DM ID-2 ( including sections on genetic syndromes/disorders)
Psychotherapy for Individuals with Intellectual Disability (2011) R. Fletcher (editor), NADD Press
Morasky, R. (2007) Making Counseling/Therapy Intellectually Attainable, NADD Bulletin, Vol. 10, No.3
DSM V Sections on ID and ASD
Now available: NADD CC Competency Training Webinars
Now available: NADD-CC Mentor Program
November 2017

80. Work Sample Preparation
Review examples in the NADD-CC manual;
Think about organization and reviewer friendly formatting;
Cover all competency areas while highlighting your areas of strength and theoretical approach;
Expand detail in key areas of contribution to the person’s assessment and treatment/supports;
Reference professional literature when relevant.
November 2017

81. Vignette/ Exam Preparation
Goal of demonstrating clinical formulation skills using core competencies;
Prepare a format that works best for you. Consider writing your formulation and include questions about the vignette;
Be concise and focused. Follow case study example of organization and reviewer friendly presentation;
Overkill alert: I prepared notes and materials including CV, DSM/DM-ID, and support materials for work sample and vignette.
November 2017

82. Interview Exam Experiences
Interviewers were collegial, professional and thorough. Be prepared to briefly review training and background in dual diagnosis.
Lead examiner initiates interview. Both examiners may ask about experience, work sample and vignette formulation. Be concise answering questions. Be prepared to indicate how you can access information or skills discussed in the interview.
Phone interviews require careful listening. Be clear and concise as verbal responses are the means of communication.
Interviewers must assess candidate’s skills across five competency areas. Use time and information management in your presentation and answers.
November 2017

83. One Year Follow-Up
Great opportunity for NADD involvement through Clinical Certification Committee.
Am I asked what’s NADD-CC? Sometimes, presenting opportunities for education and information sharing.
Is obtaining NADD-CC challenging? Yes, but well worth the commitment and effort.
Do I recommend NADD-CC to colleagues? Definitely yes!
November 2017