Course Title: Provide behaviour support in the context of individualised plans

Part B: Course Detail

Teaching Period: Term1 2015

Course Code: HWSS5701C

Course Title: Provide behaviour support in the context of individualised plans

School: 365T Global, Urban & Social Studies

Campus: City Campus

Program: C4329 - Certificate IV in Disability

Course Contact : Renee Costa

Course Contact Phone: +61 3 9925 0886

Course Contact

Name and Contact Details of All Other Relevant Staff

Mary Collins, Teacher, Disability and Community Services Work, (03) 99254598,

Nominal Hours: 35

Regardless of the mode of delivery, represent a guide to the relative teaching time and student effort required to successfully achieve a particular competency/module. This may include not only scheduled classes or workplace visits but also the amount of effort required to undertake, evaluate and complete all assessment requirements, including any non-classroom activities.

Pre-requisites and Co-requisites

Not Applicable.

Course Description

This course describes the knowledge and skills required to support and engage people to use positive and adaptive responses in their daily routines. The knowledge and skills of this course are applied within the context of a behaviour support plan or individualised support plan.

National Codes, Titles, Elements and Performance Criteria

National Element Code & Title:

CHCICS305B Provide behaviour support in the context of individualised plans


1. Follow daily lifestyle routines

Performance Criteria:

1.1 Support people to maintain their routines in accordance with organisation policies and procedures
1.2 Locate and follow staff routines according to organisation policies and procedures
1.3 Provide a safe and predictable environment for people
1.4 Identify opportunities for skill development and/or maintenance within daily routines
1.5 Identify and act upon opportunities to engage people in daily activity
1.6 Identify opportunities for enjoyable experiences within daily routines
1.7 Identify and report changes in person's needs according to organisation policies and procedures
1.8 Make time requests of person appropriately and within person's capabilities
1.9 Consider person's individual needs, strengths and preferences when engaging in daily routines and activities
1.10 Identify problems with engaging clients and seek appropriate assistance
1.11 Provide an environment conducive to positive and adaptive responses
1.12 Use reinforcement appropriate to the individual


2. Contribute to the development of a behaviour support plan

Performance Criteria:

2.1 Observe and record the type, frequency and triggers of behaviour likely to put the person and/or others at risk of harm
2.2 Observe and record environmental context of behaviour likely to put the person and/or others at risk of harm
2.3 Observe and record person's emotional well being in the context of behaviour likely to put the person and/or others at risk of harm
2.4 Observe and record person's health status in the context of behaviour likely to put the person and/or others at risk of harm
2.5 Observe and record person's medication in the context of behaviour likely to put the person and/or others at risk of harm
2.6 Participate in the development of an individual response plan by providing accurate records of observations


3. Provide support to the person to use positive and adaptive responses

Performance Criteria:

3.1 Follow strategies identified in the individual response plan
3.2 Communicate with positive interactions
3.3 Monitor strategies to determine effectiveness in developing and maintaining positive and adaptive responses
3.4 Monitor strategies to determine reduction of risk of harm to the person and others
3.5 Monitor strategies to determine level of intrusion on person's dignity and self-esteem


4. Complete documentation

Performance Criteria:

4.1 Comply with the organisation's reporting requirements
4.2 Complete documentation according to organisation policy and protocols
4.3 Maintain documentation in a manner consistent with reporting requirements
4.4 File documentation organisation policy and protocols

Learning Outcomes

On successful completion of this course, you will have developed and applied the skills and knowledge required to demonstrate your competency in the above elements.

Details of Learning Activities

In this course you will acquire the knowledge and skills to observe, record, analyse and address the needs of clients who present with behaviours of concern.  Positive support for people with significant communication and behavioural needs is a critical aspect of work in services for people with intellectual disabilities.  Certificate IV in Disability includes a field placement of 200 hours across the program in a community disability service.  Field placement tasks will allow you to practice an develop your skills in positive behaviour support.The links between communication and positive behaviour support will be addressed during these classes.  

Teaching Schedule

This course  has been grouped for delivery with the following course -  CHCDIS411A Communicate using augmentative and alternative communication strategies. The delivery schedule for the grouping is below:

ClassTopicsCourses and elements
1Introduction to the course - Complex communication and positive behaviour support



2The links between communication and behaviour.  Field activity - communication in practice in the communityCHCDIS411A-1,2,3,4


3Communication and human development - stages of communication developmentCHCDIS411A-1,2,3,4


4Augmentative and Alternative Communication (AAC) and Complex Communication Needs (CCN)  CHCDIS411A-1,2,3,4


5Communication assessment - the tools used to identify communication levels, modes and needs, the Personal Communication Dictionary (PCD) CHCDIS411A-1,2,3,4


6 In-class assessment: CHCICS3O5B, Task 1 Developing a Personal Communication Dictionary (PCD)CHCDIS411A-1,2,3,4


7 Field Visit - Scope Communication Resource Centre (to be confirmed)CHCDIS411A-1,2,3,4


8 In-class assessment: CHCDIS411A Task 2 Making an AAC tool.CHCDIS411A-2,3,4


9   mid semester break - no class 
10 Review - the links between communication and behaviour, supporting positive and inclusive behaviours, legislative contexts for behaviour support



11 Supporting positive and inclusive behaviour - observation and analysis, proactive and response plansCHCDIS411A-1,3,4


12 Field Placement preparation - the student role in communication, behaviour support and interactions on field placement. Placement assessment tasksCHCDIS411A-1,2,3,4


13 Field PlacementCHCDIS411A-1,2,3,4


14 Field Placement

as above

15 Field Placement

as above

16Review of field placement - communication and behaviour support in practice in the disability services sectorCHCDIS411A-1,2,3,4


17Using observations and the data collected - analysis and support plans in practices  CHCDIS411A-



Recording, reporting and responding to behaviours of concern.  

Review of the courses - developing communication and behaviour support   



Learning Resources

Prescribed Texts


Other Resources

Students will be directed to relevant government and non-government sources of information and legal and policy frameworks such as the Department of Human Services(DHS) website, Office of the Senior Practitioner (OSP), Disability Services Commissioner (DSC), Office of the Public Advocate (OPA).  Agency policy and practice documents will also provide important guidance for students on Field Placement and in their work in the field.

Overview of Assessment

Assessment is ongoing throughout the course. Assessment will incorporate a range of methods to assess performance and the application of knowledge and skills and will include a number of assessment tasks.

Assessment Tasks

There are three assessment tasks for this course:

  1. Applying theories - In-class task: Based on real life circumstances and behavioural needs students develop a Personal Communication Dictionary (PCD) to support communication and positive behaviour.
  2. Understanding theory – short answer questions  on positive and inclusive behaviour support, and how the lives of people with a disability are enhanced by positive attitudes and practices.
  3. Field Placement - In consultation with your field placement agency supervisor and with the consent of a client with whom you work regularly during placement,  you will undertake observation, recording and analysis of behaviours of concern.

Assessment Matrix

A  detailed assessment matrix will be available from the course teacher.

Other Information

Assessment Tasks Submission Cover Sheet
You must complete a submission cover sheet for every piece of work, including online submissions. This signed sheet acknowledges that you are aware of the plagiarism implications.
It is strongly advised that you attend all workshops and classes in order to engage in the required learning activities, ensuring the maximum opportunity to gain the competency.
You will receive verbal and written feedback from your teacher on your work. This feedback also includes suggestions on how you can proceed to the next stage of developing your competency. Information regarding student feedback can found at:;ID=9pp3ic9obks7  
Student progress
Monitoring student progress is an important enabling and proactive strategy to assist you to achieve your learning potential. The Student Progress policy can be found at:;IDvj2g89cve4uj1  
Special Consideration Policy
All assessment tasks are required to be completed to a satisfactory level. If you are unable to complete any piece of assessment buy the due date, you will need to apply for an extension. Information regarding application for special consideration can be found at:;ID=g43abm17hc9w  
Academic Integrity and Plagiarism
RMIT University has a strict policy on plagiarism and academic integrity. For more information on this policy go to Academic Integrity website:;ID=kw02ylsd8z3n  

Course Overview: Access Course Overview