Training Competency Matrix

Correctional Administration Line Staff Residential Vocational Parole & Probation Education Physical Health Behavioral Health
1.1 - I can describe how brain injury differs from other disabilities.
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1.2 - I can describe how brain injury differs from the behaviors of typically developing youth.
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1.3 - I can recognize when a youth with brain injury "can't do" something vs. "won't do" something.
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1.4 - I know that brain injury co-occurs with behavioral health disorders (e.g., mental illness, substance use disorder).
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1.5 - I can describe how brain injury affects educational performance.
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1.6 - I can describe how brain injury affects transition/re-entry into the community.
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1.7 - I can find resources to understand terminology related to brain injury.
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1.8 - I can find resources to help youth with brain injury to succeed in the community (e.g., school, work).
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1.9 - I can describe how brain injury affects cognition and communication.
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1.10 - I can describe how brain injury affects social interactions.
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1.11 - I can describe how brain injury affects emotional regulation.
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1.12 - I recognize that negative early life experiences and trauma can be associated with brain injury and criminal behavior.
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2.1 - When a youth experiences an injury to the head or neck and/or reduced oxygen to the brain, I immediately seek medical attention for the youth.
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2.2 - I contact medical staff when a youth experiences a possible brain injury in the facility (e.g., blow to the head, neck, body; suffocation; strangulation; overdose).
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2.3 - I screen youth for a lifetime history of brain injury.
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2.4 - I understand brain injury screening results.
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2.5 - Based on brain injury screening results or history of brain injury, I refer youth for further assessment (e.g., school psychological, neuropsychological, employment).
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2.6 - I know that youth with a brain injury can be eligible for specialized services.
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3.1 - I use multiple sources of information to document a history of brain injury and inform decisions about eligibility for services.
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3.2 - I follow state and federal laws and policies relevant to youth with brain injury in the justice system.
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3.3 - I contribute to decisions about the need for services for brain injury.
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4.1 - I can identify the strengths and weaknesses of youth with brain injury to inform the services they receive across facility settings (e.g., residence, school, treatment).
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4.2 - I track the behavioral, educational, physical, communicative, and/or cognitive progress of youth with brain injury.
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4.3 - I communicate with staff across facility settings (e.g., residence, school, treatment) about the progress of youth with brain injury.
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4.4 - I perform case management activities for youth with brain injury.
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5.1 - I provide the services and supports (e.g., accommodations, cognitive strategies, compensatory strategies, memory strategies) identified in the service plans of youth with brain injury.
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5.2 - I create environments and routines that meet the needs of the youth with brain injury in my setting.
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5.3 - I provide individualized treatment and instructional strategies customized for youth with brain injury.
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5.4 - I teach self-regulation strategies to youth with brain injury.
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5.5 - I support youth with brain injury as they use self-regulation strategies across settings.
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5.6 - I use appropriate de-escalation techniques when youth with brain injury are unable to self-regulate their behavior.
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5.7 - If a youth sustains a brain injury in the facility, I review and revise their service plan as needed.
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5.8 - I train youth with brain injury to explore different work settings to determine the skills needed for a job.
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5.9 - I train youth with brain injury to identify their strengths and needs for a vocational setting.
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5.10 - I provide education for youth with brain injury to prevent repeated injuries.
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6.1 - I train internal staff (e.g., line staff, residential staff, educators, medical and treatment staff) to provide services and supports to youth with brain injury.
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6.2 - I communicate with internal staff (e.g., line staff, residential staff, educators, medical and treatment staff) about services and supports for youth with brain injury.
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6.3 - I work with internal staff (e.g., line staff, residential staff, educators, medical and treatment staff) to implement services and supports for youth with brain injury.
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6.4 - I communicate with caregivers, guardians, families, and support providers external to the facility about services and supports for youth with brain injury.
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6.5 - I work with caregivers, guardians, families, and support providers external to the facility to implement services and supports for youth with brain injury.
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6.6 - I connect with community providers (e.g., behavioral health, occupational therapy, speech/language therapy, vocational rehabilitation) who support youth with brain injury within the facility.
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6.7 - I coordinate with educators to support re-entry into education for youth with brain injury.
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6.8 - I coordinate with employment support providers to support re-entry into employment for youth with brain injury.
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6.9 - I coordinate with community resources (e.g., health, recreation, housing) to support re-entry for youth with brain injury.
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*Denotes competencies that apply across all roles