Revision 21-1; Effective September 21, 2021

 

19100  Notification Between the Home and Community-based Services (HCS) Program Provider and Local Intellectual and Developmental Disability Authority (LIDDA) Service Coordinator

Revision 21-1; Effective September 21, 2021

 

19200  Communication Between the LIDDA and HCS Program Provider

Revision 21-1; Effective September 21, 2021

The HCS program is dependent on a mutual understanding and respect of the individual's desires, the program provider's role in service provision, and the service coordinator's role in planning and monitoring. Building relationships and maintaining effective communication with each entity is necessary to accomplish HCS program objectives.

 

19210  Management Considerations for LIDDAs

Revision 21-1; Effective September 21, 2021

Provide a forum for program providers and LIDDA staff to bring forward issues and concerns. When LIDDAs and program providers are able to solve problems together, the partnership is strengthened. Relevant input can be solicited in a number of ways, including the following:

  • Appoint a program provider advisory group with responsibilities for problem solving.
  • Ensure program provider advisory group membership represent a variety of providers.
  • Open program provider advisory group membership to all HCS providers in the LIDDA waiver contract area, or ask for volunteers.
  • Select a communication forum best suited for the LIDDA (for example, local issues, size of the provider base, size of LIDDA service area, etc.).
  • Promote regular and relevant communication with program providers through websites or by other means.

Establish a climate of support. Each LIDDA should clearly state that its goal is to be successful in the partnership.

  • Avoid misunderstandings by considering program provider and individual input in the development of clear procedures and guidelines.
  • Identify staff that can communicate concerns and solve problems quickly.
  • Publish a formal complaint procedure. Additionally, develop and use more informal methods for complaint resolution.
  • Develop clear procedures for ensuring that problems are communicated to appropriate program provider and LIDDA staff.

Provide opportunities for program providers, families, individuals and LIDDA staff to meet and interact. These opportunities should be available not just during the program provider choice process. Following are some ideas:

  • Sponsor program provider fairs to give families opportunities to meet program providers face to face, and to give providers opportunities to present their unique characteristics to families.
  • Establish websites that allow program providers to post information about their programs.
  • Arrange for program provider and LIDDA staff to meet through a variety of venues (for example, open house events, informational meetings, shared training events).
  • Foster an understanding of program provider choice as a continuous option by inviting individuals who are currently enrolled in the HCS program to program provider fairs, open house events, etc.

Ensure a balance between listening to program provider concerns and asserting the needs of the LIDDA and individuals. A well-rounded relationship between program providers, LIDDAs and individuals should be the goal of the LIDDA.

  • Service coordinators should let program providers know the needs of the LIDDA and the needs of individuals.
  • Providers should be encouraged to let the LIDDA know their needs and the needs of their individuals.

Develop communication skills that foster good relationships between program providers and individuals. Provide basic communication skills training to service coordinators and supervisors with goals to develop:

  • listening skills;
  • recognition of barriers to good communication (for example, judging and moralizing);
  • compliance with simple conflict resolution rules (for example, respecting others, listening and stating others’ viewpoints); and
  • self-evaluation of staff performance during conflict resolution (for example, what worked and didn't work).

Implement strategies to assist service coordinators with program provider communication. Service coordinators are responsible for communicating serious concerns, as well as ongoing information. Strategies for success may include developing:

  • standard procedures regarding communication; and
  • forms with program provider input to handle categories of communication (for example, standard communication and service concerns).

 

19220  Helpful Hints for Service Coordinators

Revision 21-1; Effective September 21, 2021

Service coordinators must build relationships with individuals enrolled in the HCS program, families and program providers. Developing and maintaining good relationships will assist in understanding the likes and dislikes of the individual, determining needed services and ensuring the development of a mutually satisfying partnership.

Relax and be yourself.

  • It is part of the service coordinator’s job to get to know the individual and people who are important to the individual – including the program provider staff.
  • It takes time to develop relationships. Invest time with individuals and program providers to understand their needs.
  • Develop your own style.

Be genuine and honest in all you say and do.

  • Build a good reputation. Be honest, be prompt and return phone calls.
  • Build trust and mutual respect.
  • Don’t be afraid to admit mistakes – it makes you human.

Be positive.

  • People want to be liked for who they are.
  • Don’t always talk about needs – notice the unique characteristics of individuals.
  • Let your human side show. Understand mistakes.
  • Recognize what you learn from individuals, family members and program provider staff.
  • Respect the role of each partner.

Improve skills.

  • Listen more than you talk.
  • Attend to the person you are trying to understand by maintaining eye contact and open body language.
  • Reflect what you hear to ensure your understanding.

Use respectful language at all times.

  • Use person-first language. Refer to the individual, not a disability label.

Avoid at all costs:

  • Moralizing;
  • Criticizing; and
  • Giving advice.

 

19230  Recommended Levels of Communication Between LIDDAs and Program Providers

Revision 21-1; Effective September 21, 2021

Communication needs between LIDDAs, program providers and individuals/families differ in different areas of the state. However, it is recommended that all LIDDAs and program providers use the standardized Form 8583, Contact Information. This form ensures individuals, their families, program providers and service coordinators have accurate and current contact information for each other. The form should be completed at enrollment and updated as needed. Additionally, it is recommended that all LIDDAs have procedures in place to address the following levels of communication:

Level I — Emergency/Crisis Notification. Level I includes communication about incidents that affect an individual’s health and safety, as well as events that disrupt normal procedures of an individual’s care. This level of communication may need to occur after hours or as soon as possible during business hours, and may address the following:

  • emergency medical care;
  • behavioral crisis;
  • incidents that involve outside intervention (for example, police, fire, Provider Investigations, etc.); and
  • safety concerns that require immediate resolution.

Level II — Concerns and Changes in Service Needs. Level II includes communication between the service coordinator and program provider about an individual's issues (for example, an individual’s service array, the service provider or individual/family concerns). This level of communication will require regular meetings, as needed, and may address:

  • service outcomes;
  • adjustment to the individual’s service array (Individual Plan of Care, Person-Directed Plan);
  • level of need/level of care (ID/RC assessment);
  • individual, LAR or family concerns;
  • service planning meetings (with individual, LAR and family consent);
  • meetings between providers, LAs and/or families to resolve issues;
  • adjustment/change to Implementation Plan; and
  • staff changes that affect/change an individual’s service providers.

Level III — Relationships. Relationship building, courtesy and mutual cooperation should be an ongoing process that starts during transition and continues on a broader scale after program implementation.