Current through Register Vol. 56, No. 18, September 16, 2024
(a) A TDT shall be
responsible for the development of a treatment plan for each person served.
1. In the absence of a court determination,
the TDT shall determine the need for personal guidance for each person
served.
(b) At service
initiation, evaluations covering the areas at (b)1 through 11 below shall be
obtained within 45 days.
1. An assessment of
the person served, with input from the person served, of preferences, goals and
needs;
2. Physical examination and
health assessment;
3. The need for
post acute care;
4. Dental
examination (including oral hygiene practices);
5. Social: reflecting social and
developmental history, social interactions, family situation and the social
support network of the person served;
6. Psychological: emotional and intellectual
status;
7. Adaptive behavior or
independent living: functional skills for personal care and self-support,
mobility and other areas affecting daily life;
8. Developmental, cognitive, educational
and/or vocational capabilities or needs;
9. Medication and immunization
history;
10. Screening of
nutritional, vision, auditory and speech and language areas (must reflect
current status and need for support or training); and
11. Assessment in additional areas specific
to the needs of the person served, including:
i. Self advocacy;
ii. Self care;
iii. Functional literacy;
iv. Financial management, including short-or
long-term budgeting skills;
v. Home
maintenance;
vi. Personal hygiene
skills;
vii. Safety and emergency
procedures;
viii. Accessing
community resources;
ix. Recreation
and leisure skills;
x. Decision
making skills;
xi. Social and
interpersonal skills; and
xii.
Exercise of rights and responsibilities.
(c) Treatment and/or service needs shall be
identified without regard to the immediate availability of those
services.
(d) Each training program
comprising the plan shall include information that addresses the following
issues:
1. The need for rehabilitation and/or
habilitation for the person served, and his or her learning preferences and
strengths (for example, learning modality);
2. Specific instructions for prompting or
coaching the person served;
3. How
to interact with the person served during training:
i. What to do when no response is
received;
ii. What to do when the
person served is not cooperative; and
iii. What to do when the person served
responds as desired;
4.
Unique learning motivation for the person; and
5. Which environments are most conducive to
promoting the learning or change of the person served.
(e) The goals and objectives shall be written
in measurable and observable terms and progress reported monthly.
(f) Each ITP shall have a sign-in sheet,
including full name and title, that documents attendance by each member of the
TDT.
