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T W O YEAY EA EYTrainerResourceGuideOT W OWA RTRTRWO A RY EDirect Support Professional TrainingCalifornia Department of EducationI NP A R T N E R S H I PW I T HT H EDepartment of Developmental ServicesU P D A T E DJ U L Y2 0 2 0
T WO YEARY E T W OYEOTrainerResourceGuideWA RTARTWOA RY EDirect Support Professional TrainingCalifornia Department of EducationI NP A R T N E R S H I PW I T HT H EDepartment of Developmental ServicesU P D A T E DC opy r i ghtC al i f or ni aJ U L Y2 0 2 0D epar tm entofDevel opm entalSer vi ces
Year 2: TRAINER RESOURCE GUIDET-ii
AcknowledgementsThe Department of Developmental Services (DDS) and theCalifornia Department of Education (CDE) would like to extendtheir appreciation to the many people and organizationsthroughout the state of California and across the nation whocontributed their time and expertise to the initial developmentand revisions of the Direct Support Professional Training.Special thanks are extended to: Year 2: TRAINER RESOURCE GUIDETrainer Resource Guide, Year 2The California Legislature for their leadership in establishingthis Direct Support Professional (DSP) Training Program.The Department of Developmental Services AdvisoryCommittee members, Curriculum Revision Workgroupmembers, and technical advisors who have providedessential individual and collective input into thedevelopment and revision of the core competencies, testingand training materials.The Direct Support Professionals for their dedication andinvaluable input into the development and revision of thecore competencies and training outcomes.Individuals with developmental disabilities and their familymembers for sharing insightful information about theirneeds and what is necessary to their quality of life.The dedicated staff at regional centers for their faithfulsupport of the training development and revision processby sharing materials, ideas, concerns, and meticulouslyreviewing draft materials.The cadre of curriculum writers through whose collectivegenius and skills these materials were developed.The Department of Social Services Community CareLicensing Division for their tireless review of draft materialand continuous technical support.The Department of Education for their extraordinarycommitment to implement this testing and training program.DedicationTo everyone who is committed to improving the qualityof life for individuals with developmental disabilities.T-iii
Year 2: TRAINER RESOURCE GUIDET-iv
Table of ContentsTab NumberMaking Choices1Person Centered Planning2Medication Management3Preventive Health Care and Advocacy4Nutrition and Exercise5Strategies for Successful Teaching, Part 16Strategies for Successful Teaching, Part 27Risk Management in Daily Living8Positive Behavior Support, Part 19Positive Behavior Support, Part 210Life Quality11Resources12Year 2: TRAINER RESOURCE GUIDETrainer Resource Guide, Year 2T-v
Year 2: TRAINER RESOURCE GUIDET-vi
Dear Trainer,Thank you for your commitment to preparing Direct Support Professionals (DSPs) tomeet the challenges of the profession! As you know, your role is to teach commonstandards and preferred practices to a diverse group of people that provide support toindividuals with intellectual/developmental disabilities. To assist you in that role, we haveprepared this Trainer Resource Guide. Following is some general information about,and tips for, using the Guide. Remember there is no better preparation for training thancarefully reading each session prior to the training and planning how to incorporatekey points into the lecture, discussion, and activities based upon the preferences andneeds of your students. In addition, the Resource Guide includes information fromthe Department of Developmental Service’s SafetyNet. It is a website and quarterlypublication that was created to provide direct support professionals and individuals withintellectual/developmental disabilities information on how to stay safe and healthy. TheSafetyNet will be referenced throughout the Resource Guides and noted when there isrelevant information in a session. Teacher Resource Gacher Resource Guide FormatYear 2: TRAINER INTRODUCTIONIntroduction to the Trainer Resource GuideInformation for DSPsIn addition to explaining the layoutof the Student Resource Guide, it isimportant for trainers to tell DSPs aboutthese important new policies.Training Class Attendance - Directsupport staff may not miss more than 6hours of classroom instruction. If morethan 6 hours of instruction is missed,the direct support staff must take theentire year of training again.Dictionaries - No dictionaries areallowed during the training test.Cell Phones - No cell phones can bein view during the training test.Photo IDs - Photo IDs are required onthe first day of class and on testing day.Valid IDs include: California Driver’sLicense, California Identification Card,Passport, Student Identification, or WorkIdentification card (with photo).Make-Up Tests - There are no makeup tests. Testing will take place on thescheduled day. (Please see the DSPTProcedure Manual for exceptions Section3 page 4.)Please refer to the DSPT ProcedureManual for suggested language anddetail regarding these policies.T-vii
Year 2: TRAINER INTRODUCTIONT-viiiTTrainer Resource Guide Formathe Trainer Resource Guide is presentedin a side-by-side format (see examplebelow). When the Trainer ResourceGuide is open, the page on the left-hand sidecontains trainer instructions. Those pagesare numbered T-1, T-2, T-3, etc. The page onthe right-hand side is the Student ResourceGuide. Those pages are numbered S-1, S-2,S-3, etc. Trainer and Student Resource Guidepages correspond to each other. For example,when the student is looking at page S-1, thetrainer is looking at page T-1 on the left andS-1 on the right. That way, the trainer andstudent are always “on the same page” so tospeak!The “trainer pages” will contain specialinstructions specific to the corresponding“student pages.” Special instructions includethings like: Materials you will need to have on handfor activities and skill checks When session outcomes are addressed inthe text Activity guidelines Discussion guidelines When to show Power Point slides Related regulations
Common ElementsVideos Outcomes Each session begins with a set of outcomes, orthings that the DSPs will know and be able to dowhen they finish the session. The outcomes areintended to relate closely to the daily demandsof the profession. DSPs will practice and betested on their mastery of each outcome onactivities, quizzes, skill checks, and the Testafter Training. Please begin each session byreading the outcomes aloud.— DSP TV – Year One (All sessions exceptSession 7)— Looking at Life Quality (Session 1)— Regional Centers (Session 2)— The Five Rights for Assisting with the SelfAdministration of Medication (Session 4)— Expressions of Wellness I (Session 6)— Handwashing and Gloving (Session 6)— Overcoming Obstacles to Dental Health(Session 7)Key Words Key words and their definitions are also listed atthe beginning of each session. The key wordswill appear throughout the session and it isessential that DSPs are familiar with them.— First Aid for Seizures (Session 8)The DSP TV videos contain several shortclips to illustrate the practical applicationsof concepts under discussion. Each clip willbegin with a scene number and title, andend with discussion questions. Discussionquestions and answers for each video clipcan be found on the corresponding trainerinstruction pages. Please feel free to poseyour own discussion questions and use thevideos in other areas of the training.To assist students in learning the key words,please:— Read key words and definitions aloud;— Give students time to write down key worddefinitions in their own words, and;— Point out and review the bolded key wordswhen they appear in the Student ResourceGuide.What Do You Want To Know? In each session, there is an activity called “WhatDo You Want to Know?” Use this activity at thebeginning of the session to determine:Activities There are several types of activities thatyou will facilitate throughout the training,including class discussions, role-plays, andbrainstorming sessions. Please begin eachactivity by referring DSPs to the correct pageand reading the directions aloud. Whenpractical, wrap up the activity with a review ofthe correct answers, when applicable, and aclear statement of the purpose of the activity. Given that class sizes and characteristicsdiffer, the activities have been designed so thatthey may be done individually, in pairs or smallgroups, or as a large group. Please determinehow you would prefer to conduct each activityprior to every session. Some activities were designed to do as amodified jigsaw when time is limited and thereis a lot of material to be covered. A jigsawis an interactive way to teach and learn.Students are divided into small groups andassigned a part of the content to be covered.— What students already know about the topic,so that you can link new content to previouslearning and existing knowledge.— What students want to know about the topic,so that you can link new content to studentinterests.Use this activity at the end of the session to:— Facilitate review; and— Check for understanding of new content.Scenarios In an effort to make complex concepts morereal to the DSP, many sessions containscenarios that reflect situations the DSP mayencounter. These scenarios include individualswith intellectual/developmental disabilities,administrators, DSPs and others. Scenariosmay serve as a springboard for furtherdiscussion about key points.Like the scenarios, the videos used in thetraining serve as practical examples todemonstrate concepts. The 8 videos that willbe used in the training are contained on theflashdrive that comes with the Trainer Guide.They are:Year 2: TRAINER INTRODUCTIONIn addition to the special instructions, thereare several elements that each of the 22 trainingsessions have in common:T-ix
Common Elements (cont.)Year 2: TRAINER INTRODUCTIONGroups are given time to read and discuss DSP Toolbox Iconsthe material, and to develop a brief lesson DSPs need to draw upon a set of “tools,”for the rest of the class. The large classor basic skills and knowledge, to help themreconvenes and each group teaches “their”successfully meet the daily challenges of theircontent.job. The tools in the “DSP Toolbox” are: Ethics,QuizzesObservation, Communication, Decision Making,and Documentation. Icons are used throughout There will be 10 multiple-choice quizthe Student Resource Guide to illustrate when aquestions at the end of each session. Theparticular tool should be used. When you see thequestions reflect the outcomes stated atfollowing icons, please remind the DSPs to bethe beginning of the session. DSPs willprepared to use that tool.circle their answer to the questions in theirStudent Resource Guide. During the actualTest After Training, DSPs will record theirEthicsanswers on a Scantron form. You mayneed to explain how to circle in an answeron the Scantron form if someone isObservationunfamiliar with one. You may decide to havethe DSPs take the test individually or as alarge class. Either way, please review theCommunicationcorrect answers with the class. The Test after Training will consist ofquestions taken directly from the quizzes.Remind the students to write down thecorrect answers and use the quizzes as astudy guide for the Test After Training.Practice and Share T-xDecision MakingDocumentationAt the end of each session, DSPs will beasked to practice a concept learned in the Power Point Slidessession in the course of their work, and Power Point slides correspond to key points andthen share the results with the class at theactivities in the sessions.beginning of the next session. At the end ofPlease familiarize yourself with the slides priorthe session, please read the Practice andto each session. The Power Point presentationsShare directions aloud to the DSPs andare embedded in the flash drive provided with themake sure that they understand what theytraining materials. You will need a laptop computerare being asked to do. At the beginningand an LCD projector to show the presentations.of the next session, before reading theoutcomes, review the Practice and ShareSkill Checksactivity. Skill checks are opportunities for you to observeKey PointsDSPs demonstrating critical skills. The two SkillChecks in the first year of training are (1) assisting Key points that should be emphasized inwith the self-administration of medication, and (2)lecture and discussion are listed on thegloving procedures. The Skill Check for assistingteacher pages under the same headingswith the self-administration of medication isused in the Student Resource Guide.repeated in the second year of training. DSPsPlease paraphrase these key points formust pass all Skill Checks in order to pass thethe DSPs, and elaborate on them usingtraining. Detailed guidelines for practicing andinformation from the text. One strategy thatcertifying passage of Skill Checks are includedyou may use to get DSPs to internalizein special instructions in Sessions 4: Medicationkey concepts is to ask them to underline orManagement, Part I, and Session 6: Maintaininghighlight points that you consider to be ofthe Best Possible Health, in Year 1, and Session 3:particular importance.Medication Management, in Year 2.
Common Elements (cont.) The final test after the training consistsof 36 multiple-choice questions. DSPs’answers will be recorded on a Scantron form. Please refer to the DSPT ProcedureManual for information about ordering,storing and processing the Test AfterTraining.Tips for Training English Language LearnersSome of the DSPs in your classes maynot be native English speakers. In addition,those students are probably at varying levelsof proficiency in the language. The followingtips1 may be helpful in planning instruction forEnglish Learners:Foster a safe classroom environment.One way to do this is to begin the training bybrainstorming class ground rules, such as:–––––Everything shared in the class will bekept confidential;Listen and speak with respect;Everyone’s opinions are valued;Speak personally, not for someoneelse, and be responsible for what yousay; andAll questions are good questions, etc.Write the ground rules down on a flipchartand tape the rules on the wall before eachsession as a reminder.Use visuals to support your instruction.Use gestures, facial expressions, and picturesto make words and concepts clear.Model tasks before asking the studentsto do them. Begin activities and quizzes byworking through an example as a large group.Year 2: TRAINER INTRODUCTIONTest After TrainingWatch both your “trainer talk” and yourwriting. Trainer talk refers to the directions,explanations, and general comments andconversations that a trainer may engagein within the classroom. Keep trainer talksimple and clear. Use pictures, gestures,demonstrations, and facial expressions toreinforce messages whenever possible. Useprint letters with space between letters andwords, and do not overload the chalkboard orflipchart with too much or disorganized text.Give students sufficient time to giveresponses and complete activities. Somepeople take longer to process informationthan others. As a general rule, waitapproximately 10 seconds before repeating aquestion. Also, check in with students duringactivities to determine how much time theywill need to complete them.Cunningham Florez, MaryAnn and Burt, Miriam.Beginning to Work with Adult English LanguageLearners: Some Considerations. National Center forESL Literacy Education, October 2001.1ConclusionHave fun and be creative! In many cases, you and the DSPs are participating in thistraining in addition to work and family obligations. Utilize discussion, activities, and videosto keep things interesting.T-xi
IntroductionYEAR 2: INTRODUCTIONTrainer Resource Guide
YEAR 2: INTRODUCTIONTrainer Resource Guide: IntroductionShow Slide #1: Introduction as students are entering theDirect Support Professional TrainingYear Two: IntroductionShow Slide #2: Training Sessions Review the sequence and topics of sessions for year two. State law requires this training for all DSPs. Reasons for the training:— To help you do the best job you can in supporting individualswith intellectual/developmental disabilities to have a better qualityof life.— When you do the best job you’re able to do, your professionallife should be more rewarding, which should improve your qualityof life. Enabling Legislation:— The requirement for the Community Care Facility Direct CareStaff Training (a.k.a. Direct Support Professional Training) wascreated by Assembly Bill (AB) 2780 enacted in 1998. AB 950,approved by the Governor in August, 2001, amends the Welfareand Institutions Code with the following:— SECTION 1. The Legislature finds and declares that in orderto promote the health, safety, and well-being of persons withdevelopmental disabilities who live in a licensed community carefacility that receives regional center funding, it is necessary todevise and implement a training program, as specified in Section4695.2, for direct care staff employed in those facilities to ensurethat staff possess the knowledge, skills, and abilities to provideconsistent and high quality services to meet consumer needs.TRAINER RESOURCE GUIDET-1DSPTclassroom.— 4695.2. (a) Each direct care staff person employed in alicensed community care facility that receives regional centerfunding shall be required to satisfactorily complete two 35-hourcompetency-based training courses approved, after consultationwith the Community Care Facility Direct Care Training Work Group,by the department or pass a department-approved competencytest for each of the 35-hour training segments. Each direct carestaff person to whom this subdivision applies shall demonstratesatisfactory completion of the competency-based training bypassing a competency test applicable to that training segment.IntroductionYEAR ONE1Training Sessions1. Making Choices2. Person Centered Planning3. Medication Management4. Preventive Health Care andAdvocacy5. Nutrition and Exercise6. Strategies for SuccessfulTeaching, Part 17. Strategies for SuccessfulTeaching, Part 28. Risk Management in DailyLiving9. Positive Behavior SupportPart 110.Positive Behavior SupportPart 211.Life Quality Test After TrainingYEAR TWO2
The DSP training is 70 hours oftraining which is designed to becompleted over a two-year period,35 hours in each year.In Year 1, you will learned about: The Direct Support Professional The California DevelopmentalDisabilities Service System The Individual Program Plan Risk Management: Principles andIncident Reporting Maintaining the Best Possible Health Environmental Safety Oral Health Medication Management Communication Positive Behavior SupportIn Year 2, you will learn more about thosetopics, as well as: Making Choices Person-Centered Planning Preventative Health Care andAdvocacy Nutrition and Exercise Strategies for Successful Teaching Risk Management in Daily Living Positive Behavior Supports Life QualityYEAR 2: INTRODUCTIONAbout the TrainingIf you wish to review materials fromYear 1 and do not have a StudentResource Guide, you may go to www.dds.ca.gov and review the sessions online.DSPT LegislationThe requirement for the Community Care Facility Direct Care Staff Training (a.k.a.Direct Support Professional Training) was created by Assembly Bill (AB) 2780enacted in 1998. AB 950, approved by the Governor in August, 2001, amends theWelfare and Institutions Code with the following:SECTION 1. The Legislature finds anddeclares that in order to promotethe health, safety, and well-beingof persons with developmentaldisabilities who live in a licensedcommunity care facility that receivesregional center funding, it is necessaryto devise and implement a trainingprogram, as specified in Section4695.2, for direct care staff employedin those facilities to ensure that staffpossess the knowledge, skills, andabilities to provide consistent and highquality services to meet consumerneeds.4695.2. (a) Each direct care staffperson employed in a licensedcommunity care facility that receivesregional center funding shall berequired to satisfactorily complete two35-hour competency-based trainingcourses approved, after consultationwith the Community Care FacilityDirect Care Training Work Group, bythe department or pass a departmentapproved competency test for each ofthe 35-hour training segments. Eachdirect care staff person to whom thissubdivision applies shall demonstratesatisfactory completion of thecompetency-based training by passinga competency test applicable to thattraining segment.S-1
YEAR 2: INTRODUCTIONT r a i n e r R e s oT uE rAcCeH EGRu Gi dUeI D: EI n t r o d u c t i o nDSP Toolbox The first part of this section is a review from the Year 1Introduction. You do not need to cover it in as much detail as inYear 1. Review key points.DSP ToolboxCritical skills and knowledge for your job, including:Show Slide #3: DSP Toolbox Describe the tools that are in the DSP toolbox and introduce theicons. The icons will be used in the Student Resource Guide toindicate when a particular tool may be used.— Ethics: A picture of a compass. A compass shows us the rightdirection to go in.— Observation: A person looking into a magnifying glass.A magnifying glass helps us to see individuals and theirenvironments up close and in great detail.— Communication: Two people facing each other. This showsthat communication takes at least two people and each must“give and take.”— Decision Making: A gavel like a judge uses. The gavel is asymbol of the judgment that DSPs must use everyday to makeall kinds of decisions.— Documentation: A pen. When we write things down, they helpto inform what we do in the future.TRAINER RESOURCE nDecision MakingYEAR TWO3
Whether you are workingindependently or with a team,you will need a set of “tools”—basic skills and knowledge—to help yousuccessfully meet the daily challenges ofyour job. Just as a carpenter cannot doa job without a hammer and nails, a DSPcannot provide the best possible supportto individuals without the DSP tools. Toolsin the DSP Toolbox are:Many situations in your work call forusing several tools at the same time. Forexample, if an individual is sick, you mightuse every tool in the DSP Toolbox: Ethics to guide you in promoting theindividual’s physical well-being byensuring they receive timely medicaltreatment with dignity and respect. Ethics: Make it possible for theDSP to make decisions basedon a set of beliefs that guidebehavior.Observation to identify changes thatmay be signs and symptoms of illness.You might see the individual rubbingher stomach, feel her skin is cold andclammy, or hear her moaning andsaying “my stomach hurts.” Observation: Makes it possiblefor the DSP to use their eyes andears to notice things that couldaffect an individual’s health andwell-being.Communication to ask questionsabout someone’s pain suchas, “How long has it hurt you?”Communication also means listeningand understanding an individual’sresponse. Decision Making to choose howto respond to the individual’s illnessbased on what you have observed andwhat has been communicated. Forexample, “Do I need to call the doctoror take her directly to the emergencyroom?” Documentation to record informationabout the illness in the individual’sdaily log and on an information sheetto bring to the doctor’s appointment.Communication: Makes itpossible for the DSP to give andreceive information in a variety ofways.Decision Making: Makes itpossible for the DSP to choosethe best course of action with theinformation at hand.YEAR 2: INTRODUCTIONDSP ToolboxDocumentation: Makes itpossible for the DSP to createa written record of importantinformation about individuals andevents.S-2
YEAR 2: INTRODUCTIONTrainer Resource Guide: IntroductionDSP Toolbox: Additional InformationEthicsEthicsRules about how people think theyand others should behave.Show Slide #4: Ethics Read the definition of “Ethics” aloud. Review summary of the NADSP Code of Ethics to the students asit appears in the Student Resource Guide.People’s ethics are influenced by avariety of factors, including culture,education, and the law.YEAR ONE4YEAR TWO5Show Slide #5: DSP TV, Scene 1: DSP Ethics 1 Click on the icon to show the video.1. Is Kami using professional ethics?No, Kami is not providing person-centered support; not promotingphysical and emotional well-being; not working with integrity andresponsibility by supporting the mission of the DSP profession;and not treating AJ with respect.2. How do you think AJ feels?Unimportant, powerless, frustrated.3. What could Kami do differently?Provide person-centered support by asking AJ what he wantedto do and then supporting his choice; promote physical andemotional well-being by supporting AJ’s choice to exercise andinsuring that he is safe while he rides his bike; work with integrityand responsibility by being a partner to AJ instead of blaming himfor having to do her job; and treat AJ with respect by listening tohim and honoring his choices.Show Slide #6: Activity: Making Ethical DecisionsTRAINER RESOURCE GUIDET-3 Read directions aloud. Ask for volunteers to share for each of the nine items in theNADSP Code of Ethics.Activity: Making Ethical DecisionsDirections: Separate into small groups. Read the summary of the NADSP Code of Ethics. Discuss times when you have used the Code of Ethics when facedwith a difficult decision.YEAR TWO6ObservationObservationNoticing changes in anindividual’s health, attitude,appearance, or behavior.Show Slide #7: Observation Review the definition of “Observation.”YEAR ONE7
DSP Toolbox: Additional Information6. Fairness: As a DSP, I will promoteand practice fairness and equity forthe individuals I support. I will promotethe rights and responsibilities of theindividuals I support.7. Respect: As a DSP, I will keep inmind the dignity of the individuals Isupport and help others recognizetheir value.8. Relationships: As a DSP, I will assistthe individuals I support to developand maintain relationships.9. Self-Determination: As a DSP, Iwill assist the individuals I support todirect the course of their own lives.Ethics are rules about howpeople think they and othersshould behave. People’s ethicsare influenced by a varietyof factors including culture,education, and the law.The National Alliance of Direct SupportProfessionals (NADSP) recognized thatDSPs encounter situations that requireethical decision making everyday. NADSPdeveloped a code of Ethics to help DSPsmake professional, ethical decisionsthat benefit the individuals they support.Following is a condensed version ofthe NADSP Code of Ethics. (For theentire Code of Ethics, see AppendixIntroduction-A.)1. Advocacy: As a DSP, I will workwith the individuals I support to fightfor fairness and full participation intheir communities.2. Person-Centered Supports: Asa DSP, my first loyalty is to theindividual I support. Everything I doin my job will reflect this loyalty.3. Promoting Physical andEmotional Well-Being: As a DSP,I am responsible for supporting theemotional, physical, and personalwell-being of individuals receivingsupport while being attentive andenergetic in reducing their risk ofharm.4. Integrity and Responsibility: As aDSP, I will support the mission of myprofession to assist individuals to livethe kind of life they choose. I will bea partner to the individuals I support.5. Confidentiality: As a DSP,I will protect and respect theconfidentiality and privacy of theindividuals I support.YEAR 2: INTRODUCTIONEthicsIt is expected that DSPs will use thisprofessional Code of Ethics when facedwith difficult decisions, even if these ethicsdiffer from their own.A C T I V I T YMaking Ethical DecisionsDirections: After watching the video,separate into small groups. Read thesummary of the NADSP Code of Ethics.Discuss examples of when you haveused this Code of Ethics when facedwith a difficult decision.ObservationObservation is noticing changesin an individual’s health, attitude,appearance, or behavior. Get to know the individual so you cantell when something changes. Use your senses of sight, hearing, touch,and smell to observe signs or changes. Get to know the individual’senvironment and look for things thatmay impact the safety and well being ofthe individual and others.S-3
YEAR 2: INTRODUCTIONTrainer Resource Guide: IntroductionDSP Toolbox: Additional Information (cont.)CommunicationCommunicationUnderstanding and beingunderstood.Show Slide #8: Communication Review the definition of “Communication.”YEAR ONE8Decision MakingDecision MakingChoosing the best response to asituation with the information that isavailable to you.Show Slide #9: Decision Making Review the definition of “Decision Making.”Decision making is an ongoingprocess.YEAR ONEDocumentation9DocumentationShow Slide #10: Documentation A written record that can beshared with other peoplewho support individuals,such as other DSPs andhealth care professionals.Review the definition of “Documentation.”YEAR ONE10YEAR TWO11Show Slide #11: DSP TV Scene 2: DSP Ethics II (Optional) Click on the icon on the slide if you would like to show and discussthis optional video. Discussion questions and answers:1. What are ethical issues?Advocacy, person-centered support, integrity and responsibility,respect, self-determination.2. How do you think AJ feels?Supported, listened to, respected, in control, happy.3. How is AJ’s issue resolved?AJ is given the reasons for the 9 p.m. bedtime and then is able to makean informed choice.TRAINER RESOURCE GUIDET-4Let’s Get Started. Before transitioning to Session 1, check to see if the students may have questions.
CommunicationCommunication isunderstanding and beingunderstood. Listen carefully to what
below). When the Trainer Resource Guide is open, the page on the left-hand side contains trainer instructions. Those pages are numbered T-1, T-2, T-3, etc. The page on the right-hand side is the Student Resource Guide. Those pages are numbered S-1, S-2, S-3, etc. Trainer and Student Resource Guide pages correspond to each other. For example,
