Course Title: Plan and provide advanced behaviour support

Part B: Course Detail

Teaching Period: Term1 2015

Course Code: HWSS5983C

Course Title: Plan and provide advanced behaviour support

School: 365T Global, Urban & Social Studies

Campus: City Campus

Program: C6126 - Advanced Diploma of Disability

Course Contact : Renee Costa

Course Contact Phone: +61 3 9925 0886

Course Contact Email:renee.costa@rmit.edu.au


Name and Contact Details of All Other Relevant Staff

Mary Collins,

Teacher, Social Support and Care. 

+61 3 99254598,

mary.collins@rmit.edu.au

Nominal Hours: 85

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 understand the influence and purpose of behaviour, assess behaviours of concern, develop multi-element support plans and response plans and utilise appropriate strategies to reduce behaviours of concern


National Codes, Titles, Elements and Performance Criteria

National Element Code & Title:

CHCICS404B Plan and provide advanced behaviour support

Element:

1. Demonstrate understanding of the influence and purpose of behaviour

Performance Criteria:

1.1 Apply understanding of what influences an individual's behaviour
1.2 Demonstrate awareness of the purpose of an individual's behaviour
1.3 Identify the communicative function of the behaviour
1.4 Identify pro-active strategies to support behavioural change
1.5 Develop pro-active strategies to support behavioural change and/or to manage behaviours of concern
1.6 Consult with appropriate team members regarding the development of behaviour support plans
1.7 Identify setting events and take appropriate action to adapt/redirect
 

Element:

2. Assess behaviours of concern

Performance Criteria:

2.1 Identify specific behavioural stimuli/function for data collection
2.2 Select most appropriate method of data collection for recording behaviour
2.3 Collect and summarise data related to individual behaviour
2.4 Observe and record type, frequency and triggers of behaviour likely to put the person and/or others at risk of harm
2.5 Observe and record environmental context of behaviour likely to put the person and/or others at risk of harm
2.6 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
2.7 Observe and record person's health status in the context of behaviour likely to put the person and/or others at risk of harm
2.8 Observe and record person's medication in the context of behaviour likely to put the person and/or others at risk of harm
2.9 Appropriately facilitate the involvement of others in the assessment process
2.10 Facilitate the process of functional and/or cognitive assessment for individuals
 

Element:

3. Develop multi-element support plans to meet individual needs

Performance Criteria:

3.1 Analyse data and observations
3.2 Appropriately identify proactive support strategies
3.3 Ensure support plans reflect respect, dignity, rights and personal choices and preferences and goals of the individual
3.4 Where required, ensure plans address impaired social judgement and decision-making capacity and use a directive approach to setting limits/boundaries
3.5 Effectively consult with team and stakeholders
3.6 Develop formalised support plan
3.7 Implement, monitor and record support plan
3.8 Review support plans and modify as required in consultation with appropriate staff
 

Element:

4. Develop an individual response plan

Performance Criteria:

4.1 Use data and other information to develop an individual response plan
4.2 Identify active strategies as a part of the response plan
4.3 Identify the least intrusive effective active strategy e.g. redirect the person wherever possible
4.4 Identify reactive strategies according to duty of care, ethical and legal requirements
4.5 Identify reactive strategies that maintain the dignity of the person
4.6 Identify crisis response plans according to duty of care, ethical and legal requirements
4.7 Include in the plan appropriate support for the person after the episode
4.8 Follow organisation policies and procedures related to behaviour support
 

Element:

5. Monitor effectiveness of response plan

Performance Criteria:

5.1 Monitor strategies to determine effectiveness in developing and maintaining positive and adaptive responses
5.2 Monitor strategies to determine reduction of risk of harm to the person and others
5.3 Monitor strategies to determine level of intrusion on person's dignity and self-esteem
 

Element:

6. Complete documentation

Performance Criteria:

6.1 Comply with the organisation's reporting requirements
6.2 Complete documentation according to organisation policy and protocols
6.3 Maintain documentation in a manner consistent with reporting requirements
6.4 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 competency in the above elements


Details of Learning Activities

As the NDIS is rolled around Australia, client support requirements and  staff practices and methods will change and adapt to match the preferences and needs of people with disabilities. Staff will need to be capable of working across agencies and sectors. You will participate in workshop discussions, presentations and group activities focused on provision of effective support with clients with complex needs including behaviours of concern.  We will consider direct and indirect service delivery, strategies and work practices in the areas of intensive  clients support, holistic approaches and provision of advanced behaviour support. There will be planned professional discussions with the teaching team undertaken in your workplace so that you can provide direct workplace evidence of your roles, responsibilities and work practices, as they align with the requirements of the courses and program as a whole.   


Teaching Schedule

This course in taught and assessed as a cluster with the following courses;

  • CHCCW503A: Work intensively with clients
  • CHCCS422A: Respond holistically to client issues and refer appropriately.

 

 

Workshop Date Course linkage
1 26th Feb 2015 CHCCW503A: Work intensively with clients

CHCCS422A: Respond holistically to client issues and refer appropriately.

 

CHCICS404B: Plan and provide advanced behaviour support
2 26th March 2015
3 23rd April 2015


Learning Resources

Prescribed Texts


References


Other Resources

During sessions you will be directed to relevant sources of current information. These will include your own workplace policy and practice documentation, federal, state and local government legislation and regulatory frameworks and websites, and websites for local, national and international organisations and universities


Overview of Assessment

Assessment may include observations, questioning and evidence gathered from the workplace. In cases where the learner does not have the opportunity to cover all relevant aspects in the work environment, the remainder should be assessed through realistic simulations, projects, previous relevant experience or oral questioning on ’What if?’ scenarios


Assessment Tasks

There will be three assessment tasks for the cluster of courses.  The assessment tasks and responses completed in 2014 will also be aligned with this cluster of courses.

  1. Understanding theory - a set of questions based on case work and service coordination, holistic responses to client needs and advanced behaviour support.
  2. In-class group task - response to a case study using your knowledge and experience, workplace policy and practice, workshop sessions and discussions.
  3. Workplace appointment - a professional discussion and presentation of professional and workplace evidence.


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 submitted work, including online submissions. This signed sheet acknowledges that you are aware of the plagiarism implications.
 

Attendance
It is strongly advised that you attend all workshops in order to engage in the required learning activities, ensuring the maximum opportunity to gain the competency.
 

Feedback
You will receive verbal and written feedback by 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 be found at: http://www.rmit.edu.au/browse;ID=9pp3ic9obks7  
 

Student Progress
Monitoring academic progress is an important enabling and proactive strategy to assist you to achieve your learning potential. The Student progress policy can be found at:
http://www.rmit.edu.au/browse;ID=vj2g89cve4uj1
 

Special consideration Policy (Late Submission)
All assessment tasks are required to be completed to a satisfactory level. If you are unable to complete any piece of assessment by the due date, you will need to apply for an extension. Information regarding application for special consideration can be found at: http://www.rmit.edu.au/browse;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 Web site: http://www.rmit.edu.au/browse;ID=kw02ylsd8z3n
 

Course Overview: Access Course Overview