Course Title: Follow established person-centred behaviour supports
Part B: Course Detail
Teaching Period: VE 2022
Class Number: 2048
Class Section: SJG3
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 unit is delivered and assessed in a cluster with Communicate using augmentative and alternate communication strategies (CHCDIS004) and Facilitate ongoing skills development using a person centred approach (CHCDIS009).
This course can be delivered through the Social Care or the FSSI clusters
School: 535T Social Care and Health
Campus: City Campus
Program: C4365 - Certificate IV in 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
This course describes 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:
CHCDIS004 - Communicate using augmentative and alternate communication strategies
CHCDIS009 - Facilitate on-going skills development using a person centred approach
National Codes, Titles, Elements and Performance Criteria
National Element Code & Title: |
CHCDIS002 Follow established person-centred behaviour supports |
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Element: |
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 |
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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 |
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Element: |
2. Review context of behaviours of concern
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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 |
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Element: |
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 |
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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 |
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Element: |
4. Complete documentation
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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
Classes where information is shared through talks and group discussions, and exercises are conducted to apply learning. Time in class, will also be spent working on applied assessment tasks.
Teaching Schedule
Workshop title |
Unit/s |
Explanatory notes |
8 - 12 Communication, skills development and behaviour support. |
CHCDIS004 Communicate using augmentative and alternative communication strategies CHCDIS009 Facilitate ongoing skills development using a person centred approach CHCDIS002 Follow established person centred behaviour supports |
Communication and skills development will happen at home, in the community and at our services. We begin this Cluster by defining "communication" and considering the ways in which humans communicate effectively. People with disabilities may encounter difficulty in communicating so we look to alternative and augmentative communication (AAC) to ensure we can understand each other. AAC includes commonly used methods which may be adapted for specific needs. Our 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. This continues the focus on communication but in the context of lifelong skills development maintenance. 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. The third unit in Cluster 4 focuses on person centred behaviour supports. In understanding the reasons and causes of behaviours that concern us and challenge us we begin to understand how to positively address the underlying issues. Using observation tools and methods enables workers to collect accurate evidence through which effective and person-centred behaviour support strategies can be developed. Effective communication enables us to understand what people are saying (however they may be saying it), empowers them to express their preferences, choices and frustrations. It ensures that we can support them to acquire the skills they need to achieve their goals. In turn this enriches their lives and experiences. Increasing the quality of communication leads to improved support to self manage and have a busy life. In turn many behaviours resulting from frustration, boredom will decrease. This workshop concludes Cluster 4 and broadens the context to consider other complex issues that impact on people's lives. |
Workshop flexibility
- The workshop themes link units and ideas, strategies and current beliefs, values and philosophies about disability and community sector work.
- The schedule above is planned to address those themes but we will be seeking to include guest presenters and other options to enrich your learning throughout the program.
- Guest presenters will be scheduled as they are available and this may mean changes to the topics in workshops. Students will be informed as these opportunities are finalized.
- We welcome any suggestions or requests from students that would add to the content or experiences.
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 assessed with the courses CHCDIS004 Communicate using augmentative and alternate communication strategies and CHCDIS009 Facilitate ongoing skills development using a person centred approach.
The assessment tasks are as follows:
Task 1: Short answer knowledge questions Linking theory and practice
Task 2: Third party (supervisors)report
Task 3: Simulation (Scenario) Case study
Task 4 Product assessment task -Hypothetical Case Study – Prepare a Personal Development Plan
Assessment Tasks
Assessment Task 1 Knowledge Questions
Assessment Tsk 2 Supervisor Report
Assessment Task 3 Scenario Simulation Discussion
Assessment Task 4 Case Study
Assessment Matrix
The assessment matrix demonstrates alignment of assessment tasks with the relevant unit of competency.
The assessment matrix is located in Canvas, at the end of each assessment task.
Other Information
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
Course Overview: Access Course Overview