Direct Support Professional (DSP)

Ada Brand•Chicago, IL

13h

About The Position

Basic Function: Ensures that person-centered programming is implemented on a day-to-day basis within community-based and day service settings, in accordance with each individual’s Person-Centered Plan and agency guidelines. The Direct Support Professional (DSP) provides direct support to individuals with intellectual and developmental disabilities, promoting independence, personal growth, dignity, and community inclusion. The DSP supports individuals in developing functional, social, and vocational skills, accessing community resources, and maintaining health and safety during program and community activities, while fostering respectful, professional relationships based on trust and collaboration. Reporting Relationship : Reports To (Position Title) : Lead Qualified Intellectual Disabilities Professional Supervises (Position Title): N/A Schedule and On-Call Responsibilities The work schedule is determined based on site and program requirements. There are no on-call responsibilities associated with this position. Principal Duties/Responsibilities: Provides direct support to individuals within community-based and day service settings in accordance with their Person-Centered Plans, promoting independence, self-advocacy, dignity, and meaningful participation. Encourages individuals to make informed choices regarding program activities, services, and personal goals, and supports individuals in expressing their needs, preferences, and interests within program and community environments. Supports individuals in participating in structured day service activities, skill-building programs, vocational tasks, and group-based experiences designed to enhance functional, social, and pre-vocational skills. Assists individuals with activities of daily living, as appropriate to the program setting, and provides assistance with toileting needs when required, ensuring dignity, privacy, and respect at all times. Assists individuals in developing communication, social, behavioral, and functional skills appropriate to program and community settings. Encourages participation in recreational, educational, and community-based activities aligned with individual interests and goals. Completes required documentation and performs assigned duties in compliance with applicable regulations and agency policies, including Rule 50 , Behavior Support Plans, and other reporting and documentation requirements. Supports individuals, as appropriate, in developing basic financial awareness and money management skills for educational and skill-building purposes, in accordance with individual goals and program activities. Transports individuals as required for program and community activities and supports the safe use and basic upkeep of agency or personal vehicles used for program purposes, including reporting maintenance needs, cleanliness concerns, and safety issues in accordance with agency policies. Maintains a structured, respectful, and supportive program environment by following agency policies related to supervision, safety, transportation, and participation in day services. Observes and reports changes in individuals’ physical, emotional, or mental health during program activities and communicates relevant information to supervisors and interdisciplinary team members. Models appropriate interpersonal skills, professional boundaries, and ethical conduct within program and community settings. Non-essential duties. Mental/Physical Demands: Ability to apply common sense understanding to carry out instructions furnished in written, oral, or diagram form. Can deal with problems involving several concrete variables in standardized situations. Ability to read and comprehend instructions, correspondence, and memos. Ability to write correspondence. While performing the duties of this job, the employee is regularly required to stand and talk or hear. The employee is frequently required to walk, use hands to finger, handle, or feel, and reach with hands and arms. The employee must often lift and/or move up to 25 pounds. Specific vision abilities required by this job include close vision, distance vision, color vision, peripheral vision, depth perception, and the ability to adjust focus. Environmental Conditions: The noise level in the work environment is usually moderate. Work is performed primarily inside, but it requires occasional exposure to outside weather conditions. Employees are occasionally exposed to moving machinery parts, such as floor cleaning equipment and a shrink wrap tunnel, and to fumes from cleaning products. Qualifications: Education A high school diploma or general education equivalent (GED) is required. Must be at least 18 years of age. Must successfully pass all required background checks, including a comprehensive criminal background check and DCFS clearance, in accordance with agency and regulatory requirements. Must successfully pass the TABE test, as required by the program and agency standards. Experience One (1) year of experience working with individuals with intellectual and developmental disabilities is preferred; or A minimum of six (6) months of customer service or related experience, with a demonstrated interest in working with individuals with disabilities. Additional Qualifications: A valid driver’s license and a satisfactory driving record. Demonstrates effective communication skills, including the ability to clearly articulate information both verbally and in writing. Exhibits sound decision-making skills, a strong work ethic, and a dependable employment record. Demonstrates the ability to work effectively both independently and as part of a team. This description documents the general contents and requirements of the job. It should not be construed as an exhaustive statement of duties, responsibilities, or requirements. The principal duties and responsibilities are all essential job functions except those indicated with an asterisk (). The abovementioned requirements represent the required knowledge, skill, and/or ability. Reasonable accommodation may be made to enable individuals with disabilities to perform the essential functions

Requirements

A high school diploma or general education equivalent (GED) is required.
Must be at least 18 years of age.
Must successfully pass all required background checks, including a comprehensive criminal background check and DCFS clearance, in accordance with agency and regulatory requirements.
Must successfully pass the TABE test, as required by the program and agency standards.
A valid driver’s license and a satisfactory driving record.
Demonstrates effective communication skills, including the ability to clearly articulate information both verbally and in writing.
Exhibits sound decision-making skills, a strong work ethic, and a dependable employment record.
Demonstrates the ability to work effectively both independently and as part of a team.

Nice To Haves

One (1) year of experience working with individuals with intellectual and developmental disabilities is preferred; or A minimum of six (6) months of customer service or related experience, with a demonstrated interest in working with individuals with disabilities.

Responsibilities

Provides direct support to individuals within community-based and day service settings in accordance with their Person-Centered Plans, promoting independence, self-advocacy, dignity, and meaningful participation.
Encourages individuals to make informed choices regarding program activities, services, and personal goals, and supports individuals in expressing their needs, preferences, and interests within program and community environments.
Supports individuals in participating in structured day service activities, skill-building programs, vocational tasks, and group-based experiences designed to enhance functional, social, and pre-vocational skills.
Assists individuals with activities of daily living, as appropriate to the program setting, and provides assistance with toileting needs when required, ensuring dignity, privacy, and respect at all times.
Assists individuals in developing communication, social, behavioral, and functional skills appropriate to program and community settings.
Encourages participation in recreational, educational, and community-based activities aligned with individual interests and goals.
Completes required documentation and performs assigned duties in compliance with applicable regulations and agency policies, including Rule 50 , Behavior Support Plans, and other reporting and documentation requirements.
Supports individuals, as appropriate, in developing basic financial awareness and money management skills for educational and skill-building purposes, in accordance with individual goals and program activities.
Transports individuals as required for program and community activities and supports the safe use and basic upkeep of agency or personal vehicles used for program purposes, including reporting maintenance needs, cleanliness concerns, and safety issues in accordance with agency policies.
Maintains a structured, respectful, and supportive program environment by following agency policies related to supervision, safety, transportation, and participation in day services.
Observes and reports changes in individuals’ physical, emotional, or mental health during program activities and communicates relevant information to supervisors and interdisciplinary team members.
Models appropriate interpersonal skills, professional boundaries, and ethical conduct within program and community settings.