Course Title: Follow established person-centred behaviour supports
Part B: Course Detail
Teaching Period: VE 2018
Class Number: 2957
Class Section: CISF
For flexible terms and optional semesters, a Part B course guide may have been published for the entire teaching period, or for the specific class number in which you are enrolled. If there is no Part B course guide published for your specific class number, please refer to the guide for the teaching period in which you are enrolled. Enrolment Online is the definitive source for details regarding your class enrolment.
Course Code: HWSS6113C
Course Title: Follow established person-centred behaviour supports
School: 365T Global, Urban and Social Studies
Campus: City Campus
Program: C3319 - Certificate III in Individual Support
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
Steve Bruechert
9925 4063
Nominal Hours: 50
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
None
Course Description
In this unit you will gain the skills and knowledge required to implement behaviour support strategies outlined in an individualised behaviour support plan for a person with disability.
This unit applies to workers in varied disability services contexts. Work performed requires some discretion and judgement and may be carried out under regular direct or indirect supervision.
National Codes, Titles, Elements and Performance Criteria
National Element Code & Title: |
CHCDIS002 Follow established person-centred behaviour supports |
Element: |
1. Apply a person-centred approach to minimise behaviours of concern |
Performance Criteria: |
1.1 Support the person to maintain their activities of daily living in accordance with organisation policies and procedures and the individualised behaviour support plan 1.2 Consider the person's individual needs, strengths, capabilities and preferences when engaging in activities of daily living and routines 1.3 Identify problems with engaging or motivating the person and seek appropriate assistance 1.4 Provide a safe environment for the person conducive to positive and adaptive responses |
Element: |
2. Review context of behaviours of concern |
Performance Criteria: |
2.1 Recognise behaviours of concern outlined in the individualised behaviour support plan 2.2 Consider what happened before, during and after the behaviour of concern 2.3 Consider the type, frequency and triggers of the behaviour 2.4 Consider environmental factors in the context of the behaviour 2.5 Consider the person's emotional well-being in the context of the behaviour 2.6 Consider the person's health status in the context of the behaviour 2.7 Consider the person's medication in the context of the behaviour 2.8 Record all observations accurately and objectively in consultation with supervisor using terms that can be clearly understood |
Element: |
3. Provide positive behaviour support according to individualised behaviour support plan |
Performance Criteria: |
3.1 Recognise the difference between appropriate and inappropriate interventions when addressing behaviours of concern 3.2 Interpret and follow behavioural support strategies 3.3 Ensure that all interventions are in line with the plan and organisation policies and procedures 3.4 Follow organisation procedures to ensure safety of the person, self and other people 3.5 Respond to critical incidents in accordance with organisation's intervention and notification procedures 3.6 Monitor strategies to determine effectiveness in consultation with supervisor 3.7 Identify and report changes in person's needs and behaviours in consultation with supervisor 3.8 Follow referral procedures in consultation with supervisor |
Element: |
4. Complete documentation |
Performance Criteria: |
4.1 Comply with the organisation's reporting requirements 4.2 Maintain documentation according to organisation's requirements |
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
These will include:
- class exercises to review discussions and workshops
- seminars/workshops/presentations
- practical demonstration and use of workplace equipment and tasks
- guest presentations
- group discussions
- research in and out of class time
- independent workplace case study
- group activities/projects
Teaching Schedule
Workshop One: Augmentative and alternative communication needs, strategies, aids and methods
- In recognising the roles of families and carers in the lives of the people they support, we know that they will understand the day to day living skills and needs of their family member. Communication and skills development will happen at home, in the community and at our services. We look at communication needs and the augmentative and alternative methods and tools that our clients and we use to communicate effectively
Workshop Two: Building and maintaining a full, interesting and empowered life
- Skills, our strengths, interests and goals enable us to live a full, interesting and empowered life. People we support will often need extra time, structures or opportunities to master those skills. Active person centred support strategies are a valuable and dynamic way to support independence and self- autonomy.
Workshop Three: Following established plans and strategies to support people to manage their own responses, environments, interactions and relationships
- This workshop continues the focus on communication, skill maintenance and development and positive behaviour support. This links with themes from across your Certificate IV studies looking at how we best support a person to live a life filled with experiences, challenges, opportunities, changes and joy.
Workshop 4: Guest Speaker
The class will be taken by a researcher from VISY who is an expert in behavioural management.
Learning Resources
Prescribed Texts
References
Other Resources
RMIT will provide you with resources and tools for learning in this course through our online systems and access to specialised facilities and relevant software. You will also have access to the library resources. Students will need to purchase an RMIT polo top as uniform for placement.
Overview of Assessment
There will be two forms of assessment and they will include a research questions and answers in relation to the unit of competency and you will be required to submit documentation as part of your assessment for this unit at the end of your practical placcement.
The assessment tasks are as follows:
Task 1: research questions and answers
Task 2: Placement observation analysis /discussion
If you have a long term medical condition and/or disability it may be possible to negotiate to vary aspects of the learning or assessment methods. You can contact the program coordinator or the Disability Liaison Unit if you would like to find out more.
A student charter http://www.rmit.edu.au/about/studentcharter summarises your responsibilities as an RMIT student as well as those of your teachers.
Your course assessment conforms to RMIT assessment principles, regulations, policies, procedures and instructions which are available for review online:http://www1.rmit.edu.au/browse;ID=c15i3ciaq8ca
Assessment Tasks
Assessment 1: Research questions and case studies
This assessment gives you the opportunity to demonstrate your knowledge and understanding of person-centered behaviour supports and how they are put into practice.
All questions (11) must be answered satisfactorily – see “Criteria for assessment” guidelines. The required length for each response is 100 - 250 words. Two case studies follow with an additional 4 questions each to be answered.
| |
| |
| |
| |
| |
| |
| |
| |
| |
| |
| |
|
Case study 1 Danny is a young man with Down syndrome who struggles with waking up in the morning and preparing for the day. Danny prefers to sleep in rather than get up to attend his day service programs which start at 9am. Today, Danny had his favourite hip hop class program on at 9am but decided to sleep in rather than get up and prepare for his day. As a result, Danny missed his favourite program and was very upset with himself for the rest of the day. In what areas might Danny require support with his activities of daily living (ADLs)? How might you engage and motivate Danny in waking up and preparing for his day? How might you identify Danny’s needs, strengths, capabilities and preferences? What environmental factors could you take into consideration for Danny?
| |
|
Assessment 2: WIL Placement task – placement observations and analysis
Student must complete the 3 tables for three separate incidents involving behaviours of concern. The questions to be answered are as follows:
|
|
DATE |
TIME |
DURATION |
SETTINGS EVENTS |
TRIGGER What happened immediately before? |
ACTION What did the client do? |
RESULT What happened? How did you respond? How did the staff respond? |
FUNCTION/ PURPOSE Of the behaviour? |
|
|
|
|
|
|
|
|
|
Assessment Matrix
Students will be given an assessment marking guide for reference at the time that the assessment tasks are distributed.
Other Information
This is a Work Integrated Learning course in which you will complete a 120 placement in an organisation, undertaking the kinds of professional tasks you could expect in your work after graduation.
Police Check
You must obtain evidence of a satisfactory National Police Records Check before undertaking work placements and you will need to pay the associated costs.
or
You may be required to obtain a satisfactory National Police Records Check at the request of their placement agency.
Commonwealth Statutory Declaration
It is a requirement that all students who undertake Aged Care placement must supply a current commonwealth statutory declaration
Students must obtain their own police check by the due date and pay the associated costs. Students who do not obtain a required police clearance by the due date shall not be able to undertake a practical placement or work experience activity that requires a Police Check.
The University shall not be obligated to organise a placement for a student who does not wish to obtain a Police Check.
Where required by the workplace, students shall provide a copy of their police check on request.
If a student is rejected by a workplace on the basis of a Police Check, the following actions shall occur, as appropriate:
- advise the student of the outcome; and
- discuss placement options with the student; and/or
- provide program and career counselling.
RMIT will not store Police Checks on student files.
Early Termination of Placement
Under section 6 of the WIL Procedure, a placement may be ended early by the host organisation or School due to the student’s conduct and/or performance during the placement.
Possible reasons for such decisions may include, but are not limited to
failure to follow processes required for safety
breach of client or patient confidentiality
failure to comply with the instructions of supervisors
or other unprofessional behaviour
Where a placement ends early, a meeting will be convened to discuss the sequence of events that led to the termination. This meeting will precede any consideration of a student’s progress by the Progress Panel (if applicable) or Program Assessment Board.
Immunisations
It is a requirement that all students who undertake Aged Care placement must comply with the Department of Health immunisation guidelines.
You must provide proof of your vaccination history and or serological evidence of your immunity to the following infectious diseases, also blood-borne viruses before you commence placement:
- Hepatitis B
- Hepatitis A
- Diphtheria, Tetanus, Pertussis (dTpa)
- Measles, Mumps, Rubella (MMR)
- Varicella (chickenpox)
- Poliomyelitis
- Tuberculosis status
- Annual Influenza
Please refer to the RMIT student page for extensive information about study support, assessment, extensions, appeals and a range of other matters: rmit.edu.au/students
Cover Sheet for Submissions
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 implications of plagiarism.
Attendance
It is strongly advised that you attend all sessions in order to engage in the required learning activities, ensuring the maximum opportunity to gain the competency.
Applying for an Extension
Extension of time for assessment tasks may be granted where circumstances beyond your control prevent submission by the published due date. Speak with your teacher or course coordinator regarding applying for an extension.
Applying for Special Consideration
If you are seeking an extension of more than seven calendar days (from the original due date) you must lodge an Application for Special Consideration form, preferably prior to, but no later than two working days after the official due date. Late applications will only be accepted in exceptional circumstances. For information about Special Consideration and how to apply, see:
http://www1.rmit.edu.au/students/specialconsideration
Academic Integrity
Academic integrity means honesty and responsibility in scholarship through respecting the work of others whilst having the freedom to build new insights, new knowledge and ideas. RMIT University upholds the values of academic integrity as fundamental to the scholarship undertaken by all members of its community. Whenever you refer to another person’s research or ideas (either by directly quoting or paraphrasing them) you must acknowledge your source
If you are even in doubt about how to properly cite a reference, consult your lecturer or the academic integrity website:http://www.rmit.edu.au/academicintegrity
The RMIT library provides tools to assist with your referencing http://www1.rmit.edu.au/library/referencing
Plagiarism and Collusion
Plagiarism and collusion constitute extremely serious academic misconduct, and are forms of cheating. You are reminded that cheating, whether by fabrication, falsification of data, or plagiarism, is an offence subject to University disciplinary procedures. Plagiarism is the presentation of the work, idea or creation of another person as though it is your own. It is a form of cheating and is a very serious academic offence that may lead to expulsion from the University. Plagiarised material can be drawn from, and presented in, written, graphic and visual form, including electronic data, and oral presentations. Plagiarism occurs when the origin of the material used is not appropriately cited. Plagiarism is not acceptable.
Examples of plagiarism include:
Copying sentences or paragraphs word-for-word from one or more sources, whether published or unpublished, which could include but is not limited to books, journals, reports, theses, websites, conference papers, course notes, etc. without proper citation;
Closely paraphrasing sentences, paragraphs, ideas or themes without proper citation;
Piecing together text from one or more sources and adding only linking sentences;
Copying or submitting whole or parts of computer files without acknowledging their source;
Copying designs or works of art and submitting them as your original work;
Copying a whole or any part of another student’s work; and
Submitting work as your own that someone else has done for you.
Enabling Plagiarism: the act of assisting or allowing another person to plagiarise or to copy your own work is also an offence.
For further information, please see the RMIT Plagiarism Policy – http://www.rmit.edu.au/browse;ID=sg4yfqzod48g1 (unresolved) – and the RMIT Student Conduct Regulations –http://www1.rmit.edu.au/browse;ID=r7a7an6qug93
Plagiarism Software
The originality verification software Turnitin may be used in this course. For details, see: http://www.turnitin.com
Complaints Procedure:
RMIT University is committed to providing a harmonious study and work environment for all students and staff. The University recognises your right to raise concerns about academic, administrative or support services without recrimination and has policies and procedures to assist in the resolution of complaints.
Most issues are resolved at the local level and you are encouraged to take steps to resolve your issue locally. The student complaint procedure details steps to take if your problem is not resolved or you believe the response you received is unreasonable.
Student Complaints Policy: http://www1.rmit.edu.au/policies/studentcomplaintspolicy
Student complaints Procedure: http://www1.rmit.edu.au/browse;ID=i1lexipvjt22
Student Complaints Form: http://mams.rmit.edu.au/v4ujvmyojugxz.pdf
Course Overview: Access Course Overview