Course Title: Follow established person-centred behaviour supports

Part B: Course Detail

Teaching Period: VE 2020

Class Number: 2290

Class Section: XXX1

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

Important Information:

This course is co-delivered and co-assessed in a cluster with course 

CHCDIS001 Contribute to ongoing skills development using a strengths-based approach

CHCDIS007 Facilitate the empowerment of people with disability

CHCDIS003 Support community participation and social inclusion

This cluster is called  Disability Specialisation

School: 375T Vocational Design and Social Context

Campus: City Campus

Program: C3402 - Certificate III in Individual Support (Ageing and Disability)

Course Contact: Clare McGlone

Course Contact Phone: +61 3 9925 7929

Course Contact Email: clare.mcglone@rmit.edu.au


Name and Contact Details of All Other Relevant Staff

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 course 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 course 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.

This course is delivered and assessed in a cluster with:

CHCDIS001 Contribute to ongoing skills development using a strengths-based approach

CHCDIS007 Facilitate the empowerment of people with disability

CHCDIS003 Support community participation and social inclusion

 


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:

ELEMENT 

Elements define the essential outcome

PERFORMANCE CRITERIA 

Performance criteria describe the performance needed to demonstrate achievement of the element

1. Apply a person-centred approach to minimise behaviours of concern

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

 

 

2. Review context of behaviours of concern

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

 

 

3. Provide positive behaviour support according to individualised behaviour support plan

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

 

 

4. Complete documentation

4.1 Comply with the organisation’s reporting requirements

4.2 Maintain documentation according to organisation’s requirements

 

Element:

2. Review context of behaviours of concern

Performance Criteria:

ELEMENT 

Elements define the essential outcome

PERFORMANCE CRITERIA 

Performance criteria describe the performance needed to demonstrate achievement of the element

1. Apply a person-centred approach to minimise behaviours of concern

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

 

 

2. Review context of behaviours of concern

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

 

 

3. Provide positive behaviour support according to individualised behaviour support plan

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

 

 

4. Complete documentation

4.1 Comply with the organisation’s reporting requirements

4.2 Maintain documentation according to organisation’s requirements

Element:

3. Provide positive behaviour support according to individualised behaviour support plan

Performance Criteria:

ELEMENT 

Elements define the essential outcome

PERFORMANCE CRITERIA 

Performance criteria describe the performance needed to demonstrate achievement of the element

1. Apply a person-centred approach to minimise behaviours of concern

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

 

 

2. Review context of behaviours of concern

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

 

 

3. Provide positive behaviour support according to individualised behaviour support plan

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

 

 

4. Complete documentation

4.1 Comply with the organisation’s reporting requirements

4.2 Maintain documentation according to organisation’s requirements

 

Element:

4. Complete documentation

Performance Criteria:

ELEMENT 

Elements define the essential outcome

PERFORMANCE CRITERIA 

Performance criteria describe the performance needed to demonstrate achievement of the element

1. Apply a person-centred approach to minimise behaviours of concern

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

 

 

2. Review context of behaviours of concern

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

 

 

3. Provide positive behaviour support according to individualised behaviour support plan

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

 

 

4. Complete documentation

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

This course is designed to develop your knowledge and experience in disability specialisation and the disability sector. This course will include a mixture of workplace training, class time with your teacher and fellow students, a virtual workplace and other digital resources, covering:

  • strategies to promote independence in people with disabilities
  • assessment processes used by service providers
  • roles of carers and families
  • navigating conflicting values, cultural and religious needs
  • enabling technologies
  • empowering by withdrawing support to appropriate levels.


Teaching Schedule

        Delivery schedule

 

Workplace

Blue

in workplace supported by teacher

Green

in workplace teacher required to assess

Pink

in workplace without teacher

Class

White

classroom

Online

Orange

online component

 

Disability specialisation

 

Week

Day 1

Day 2

Day 3

1

Topics:

  • What is disability - social vs medical models
  • Types of disabilities
  • Experts by experience

Topics:

  • Active citizenship
  • Societal impacts on people with disabilities
  • Disability and cultural differences – accommodating cultural and religious needs of service users

Workplace practice – Supporting people with disabilities in activities

2

Workplace practice – Supporting people with disabilities in activities

Workplace practice – Supporting people with disabilities in activities

Workplace practice – Supporting people with disabilities in activities

3

Topics:

  • Strategies to support people with disabilities to exercise their rights and choices
  • Overview of daily living activities
  • Identifying strengths, skills and competencies

Topics:

  • Assessment processes used by services providers
  • Ways to build and strengthen networks
  • Promoting independence

Workplace practice –

Supporting people with disabilities in activities

4

Topics:

  • Behaviours of concern

– definition, understanding them and why they occur

  • Triggers
  • Identifying unmet needs
  • Ways to include people
  • Policies and procedures
  • Interpreting documentation
  • Strategies and reponses

Topics:

  • Community participation
  • Roles of carers and family – how to navigate conflicting values and agendas
  • Getting feedback

Workplace practice –

Supporting people with disabilities in activities

 

 

5

Topics:

  • Behaviours of concern
  • Specialist referral options
  • Effective communication techniques
  • Documenting (incl STAR charts)
  • Preventative strategies
  • Reviewing strategies post-event
  • Managing,reporting and documenting

Topics:

  • Positive lifestyle enhancement strategies
  • Disability and cultural differences – accommodating cultural and religious needs of service users

Workplace practice –

Supporting people with disabilities in activities

6

Topics:

  • Self-limitations
  • Personal values
  • Getting advice and help
  • Searching for additional information to help

Topics:

  • Concepts of vulnerability, power, independence and interdepence and importance in disability
  • Safe environments

Workplace practice –

Supporting people with disabilities in activities

7

Topics:

  • Incidental learning
  • Opportunities for learning
  • Teaching and leaving strategies
  • Prompting – principles and fading
  • reinforcing techniques
  • motivators and de- motivators to learning

Topics:

  • Resources to compliment strengths
  • Specialist services and referral options
  • Withdrawing support to appropriate levels

Workplace practical assessments

Skills development and assessment

Community participation skills development

Skills development Behaviours of concern

 

 

8

Topics:

  • Monitoring levels of engagement and working with the service user to overcome barriers
  • Providing constructive feedback

Short Course:

  • Enabling technologies
  • Assessment
  • Scenario quiz: Enabling technologies
  • Knowledge quiz: Enabling technologies

Workplace practical assessments

9

Topics:

  • Critical incidents – what are they and how to manage them
  • Optional inclusion of wellbeing support person
  • Reporting

Short Course:

  • Enabling technologies
  • Assessment
  • Scenario quiz: Enabling technologies
  • Knowledge quiz: Enabling technologies

Workplace practical assessments

10

In class simulated assessment:

  • Critical incident

Topics:

  • Signs of abuse
  • Reporting and documentation
  • Advocacy services and complaints mechanisms

Workplace practical assessments

 


Learning Resources

Prescribed Texts


References


Other Resources

The University Library has extensive resources and provides subject specialist expertise, research advice, help with referencing and support through:
The learning Lab
www.rmit.edu.au/students/study-support/learning-lab
The Study Support Hub
https://www.rmit.edu.au/students/study-support/study-support-hub
English for uni workshops
https://www.rmit.edu.au/students/study-support/workshops/english-uni-workshops


Overview of Assessment

This course is delivered and assessed with 

CHCDIS001 Contribute to ongoing skills development using a strengths-based approach

CHCDIS007 Facilitate the empowerment of people with disability

CHCDIS003 Support community participation and social inclusion

There will be three forms of assessment and they will include a research task, questions and answers and a practical assessment either in a simulated or workplace environment.

The assessment tasks are as follows:

Task 1: Skills development and assessment

Task 2: Community participation skills development

Task 3: Skills development and assessment

Task 4: Behaviors of concern demonstration

Task 5: Critical incident- simulated setting

Task 6: scenario and Knowledge quizzes

Task 7: Knowledge quiz- Greendale community


Assessment Tasks

Students enrolled in Vocational Education and Training qualifications are assessed for Competency. To be assessed as Competent means you have consistently demonstrated the required knowledge and skills to a standard expected in the workplace. To be assessed as Competent in this course, you will need to complete each assessment task to a satisfactory standard. You will receive feedback from the teacher at the conclusion of each assessment task.
You should refer to the assessment brief which is available through Canvas for a full assessment criterion.

Results that apply to courses that are delivered and assessed in accordance with competency-based assessments are:
CA - Competency Achieved
NYC - Not Yet Competent
DNS - Did not submit for assessment 

 

 

The following practical tasks are the other assessments required for this cluster.

They may include a mixture of workplace documentation tasks, practical demonstrations and simulations of workplace tasks.

Skills development and assessment 1 of 7

 

This task requires the student to demonstrate how they assess a client’s skills and support them with a skills development activity, relevant to their personal goals and focusing on their strengths. The student will also demonstrate that they can support the engagement of family, carers and/or friends in planning for the skills assessment.

In this task, you are required to demonstrate your ability to support a client with a skill development activity of their choice, relevant to their goals. You will be required to assess the client’s skills before you start, with help from your supervisor. You must demonstrate the steps outlined below. If for any reason you do not think you will be able to demonstrate a particular step, speak to your assessor to make alternative arrangements before you start the assessment task.

At the end of the task, you will complete four written questions during the task to confirm your understanding of demonstrating respect and how your personal values can impact the activity. Your assessor may also ask you about your answers to these questions, and your Look at the detailed steps required in the assessment observation checklist/rubric, as well as the following instructions.

This practical demonstration must take place in the workplace where you are completing your work placement activities. You are responsible for arranging a suitable location and ensure the equipment and aids required are available.

 

Community participation skills development 2 of 7

This task requires the student to demonstrate how they assess a client’s skills and support them with a skills development activity, relevant to their personal goals and strengths, and focused on building community participation. This will be completed with their workplace supervisor.

In this task, you are required to demonstrate your ability to support a client with a skill development activity of their choice, relevant to their goals and focussed on supporting community participation. You must complete the steps outlined below in your workplace, under the supervision of your workplace supervisor. If for any reason you do not think you will be able to demonstrate a particular step, speak to your assessor to make alternative arrangements before you start the assessment task.
At the end of the task, you will complete 13 written questions to confirm your understanding of the activities you undertook.

Skills development 3 of 7

This task requires the student to demonstrate their ability to support a client with a skills development activity, relevant to the clients’ personal goals and focusing on their strengths and goals.

In this task, you are required to demonstrate your ability to support a client with a skill development activity of their choice, relevant to their goals and focussed on their strengths and goals. You must complete the steps outlined in your workplace, under the supervision of your workplace supervisor. If for any reason you do not think you will be able to demonstrate a particular step, speak to your assessor to make alternative arrangements before you start the assessment task.

At the end of the task, you will complete 17 written questions to confirm your understanding of the activities you undertook.

 

Behaviours of concern 4 of 7

 

This task allows the student to demonstrate how to respond appropriately to behaviours of concern and complete required documentation.

In this task, you are required to demonstrate your ability to respond to behaviours of concern. You are required to respond to three (3) different incidents of behaviours of concern during your work placement time. These concerns may include but are not limited to:

  • aggression
  • confusion or other cognitive impairment
  • intoxication
  • intrusive behaviour
  • manipulation
  • noisiness
  • self-destructive behaviour
  • verbal offensiveness
  • wandering

You must complete the steps outlined in your workplace, under the supervision of your workplace supervisor. If for any reason you do not think you will be able to demonstrate a particular step, speak to your assessor to make alternative arrangements before you start the assessment task.

 

Critical incident (simulated) 5 of 7

 

This task allows the student to demonstrate how to respond to a critical incident and complete the necessary documentation. 

In this task, you are required to demonstrate your organisation’s emergency response procedures and complete an incident report. You are required to demonstrate the steps outlined.

Your assessor will ask you some questions during the task to confirm your understanding of relevant policies, procedures and requirements. Prior to starting this task, search out (virtual workplace) Greendale Community’s procedures for managing critical incidents and reporting. Ensure you read these procedures and clarify any areas you are unsure of before the assessment. You should use these to respond to this critical incident.

Your assessor will set up the task for you and you will be provided with the details of the critical incident on the day of your assessment. During the demonstration, your assessor will observe you responding to the critical incident. Due to the nature of the incident, you will be required to:

  • notify your supervisor
  • outline any other steps that need to be followed.

While you complete these steps, your assessor will be checking to see that you:

  • communicate effectively with your supervisor
  • apply your organisation’s critical incident response procedure.

Once you have completed the demonstration, you will be required to complete an incident report. As per standard procedure, you should do this straight away while the incident is still fresh in your mind

 

Scenario quiz: Enabling technologies 6 of 7

This scenario quiz assessment task is one of two assessment tasks you need to complete satisfactorily, in order to receive the micro-credential badge. This is not assessable for this cluster but useful knowledge and to gain a micro-credential badge.

This assessment task allows you to demonstrate your knowledge of enabling and assistive technology. Each question group contains a mixture of question types; for example, these can include multiple choice, true/false and matching questions. There are 15 questions and All questions must be answered correctly for you to be assessed as satisfactory for this assessment task.

 

 


Assessment Matrix

The assessment matrix is located on canvas at the end of each assessment task

Other Information

Student support

Your first point of contact for any support needs with your assessments should be your teacher and assessor. If you require further support, you should consider contacting the following support services at RMIT. The following direct links may be updated regularly, so please go to RMIT Student essentials (Links to an external site.) and search out the assessments section. 

 

Assessment adjustments

Students requiring support or adjustments for their formal assessments task or exams should contact Equitable assessment arrangements (EAA),  (Links to an external site.)for more information on the types of adjustments provided, have a look at the adjustments to assessment website (Links to an external site.).

Special consideration

If unexpected circumstances affect your ability to complete an assessment you can apply for special consideration.  For more information have a look at RMIT's special consideration (Links to an external site.) page.

Appeals

As an RMIT student you are entitled to seek a review of decisions that impact on your studies. For more information have a look at RMIT's appeals (Links to an external site.) page

 

Course Overview: Access Course Overview