Course Title: Communicate using augmentative and alternative communication strategies

Part B: Course Detail

Teaching Period: VE 2021

Class Number: 2971

Class Section: POS1

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: HWSS6118C

Course Title: Communicate using augmentative and alternative communication strategies

Important Information:

This course is delivered and assessed in a cluster with Facilitate ongoing skills development using a person-centred approach (CHCDIS009) and Follow established person-centered behaviour supports (CHCDIS002).

 

This course can be delivered through the Social Care or the FSSI clusters

School: 375T Vocational Design and Social Context

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: 60

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 communicate with people who have complex communication needs through effective use of Augmentative and Alternative Communication (AAC) strategies and systems.

AAC refers to methods that replace or supplement speech to address the needs of people whose oral speech skills limit their ability to meet their participation and communication needs.

AAC systems comprise communication aids, symbols, strategies, and techniques and methods that may be aided or unaided.

This course applies to disability support work in a variety of contexts. Work performed requires a range of well developed, person-centred skills where some discretion and judgement is required and workers will take responsibility for their own outputs.

This course is delivered and assessed with:

CHCDIS009 - Facilitate skills development using a person centred approach

CHCDIS002 - Follow established person-centred behaviour supports 


National Codes, Titles, Elements and Performance Criteria

National Element Code & Title:

CHCDIS004 Communicate using augmentative and alternative communication strategies

Element:

  1. Identify the current communication capacity and needs of the person

1.1 Work in collaboration with the person, family and/or carer and/or relevant other, to identify communication needs

1.2 Use appropriate supports to aid the person s current communication capacity

1.3 Document the outcomes of this process in line with organisation procedures

1.4 Consult with additional people including family and/or carers and/or relevant others as required

1.5 Make appropriate referrals to professionals and other service providers as required in consultation with supervisor

Performance Criteria:

1.1 Work in collaboration with the person, family and/or carer and/or relevant other, to identify communication needs

1.2 Use appropriate supports to aid the person s current communication capacity

1.3 Document the outcomes of this process in line with organisation procedures

1.4 Consult with additional people including family and/or carers and/or relevant others as required

1.5 Make appropriate referrals to professionals and other service providers as required in consultation with supervisor

Element:

2. Develop effective AAC strategies

2.1 Provide information to relevant professional/s about the person with disability in relation to their likes/dislikes, daily activities and current communication needs

2.2 Develop communication strategies to meet individual needs and level of communication, considering the person s history and preferences and in consultation with relevant senior staff/professionals

2.3 Adjust available tools and programs to address individual needs and preferences

2.4 Seek advice from other staff and relevant others as required and work within scope of practice

Performance Criteria:

2.1 Provide information to relevant professional/s about the person with disability in relation to their likes/dislikes, daily activities and current communication needs

2.2 Develop communication strategies to meet individual needs and level of communication, considering the person s history and preferences and in consultation with relevant senior staff/professionals

2.3 Adjust available tools and programs to address individual needs and preferences

2.4 Seek advice from other staff and relevant others as required and work within scope of practice

Element:

3. Implement AAC strategy

 

3.1 Use different strategies and devices in AAC

3.2 Document communication support strategies in the person s individualised plan

3.3 Organise the environment to optimise communication opportunities

3.4 Reinforce communication by timely and appropriate response

3.5 Identify difficulties experienced by the person when communicating and respond to difficulties within own work role and responsibilities

3.6 Refer difficulties outside own role and responsibilities to appropriate person

3.7 Provide practice opportunities and information to the person to maintain consistency in their use of communication strategies and encourage contact with other users or support persons

 

Performance Criteria:

3.1 Use different strategies and devices in AAC

3.2 Document communication support strategies in the person s individualised plan

3.3 Organise the environment to optimise communication opportunities

3.4 Reinforce communication by timely and appropriate response

3.5 Identify difficulties experienced by the person when communicating and respond to difficulties within own work role and responsibilities

3.6 Refer difficulties outside own role and responsibilities to appropriate person

3.7 Provide practice opportunities and information to the person to maintain consistency in their use of communication strategies and encourage contact with other users or support persons

Element:

4. Monitor, report and review communication strategies

4.1 Set up and maintain reporting and recording system to assist with monitoring and review

4.2 Review reporting and recordings to monitor success of communication strategies and make changes as required in consultation with senior staff/professionals

4.3 Identify barriers to the effective use of AAC strategies and devices

4.4 Work with other relevant people to overcome the barriers

4.5 Implement any modifications to communication strategies and devices

4.6 Identify opportunities to increase communication vocabulary

4.7 Maintain accurate written records according to established directions and within organisation protocols

Performance Criteria:

4.1 Set up and maintain reporting and recording system to assist with monitoring and review

4.2 Review reporting and recordings to monitor success of communication strategies and make changes as required in consultation with senior staff/professionals

4.3 Identify barriers to the effective use of AAC strategies and devices

4.4 Work with other relevant people to overcome the barriers

4.5 Implement any modifications to communication strategies and devices

4.6 Identify opportunities to increase communication vocabulary

4.7 Maintain accurate written records according to established directions and within organisation 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.  Your capacity to support people with complex communication needs will be further developed through your study.


Details of Learning Activities

Classes will be held online using RMIT's LMS canvas and collaborate ultra 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

13 - 15

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.   


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 CHCDIS009 Facilitate ongoing skills development using a person-centred approach and CHCDIS002 Follow established person-centered behaviour supports.

 

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

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


The assessment tasks are as follows: 

Task 1: 24 Short answer knowledge questions Linking theory and practice for the 3 units of competency

This assessment is a short-answer knowledge task designed to assess the knowledge required to support a person with a disability through skill development, communication techniques and behaviour support strategies outlined in an individualised behaviour support plan. all questions must be answered correctly

Task 2: Third party (supervisors)report

To be marked competent for this unit you are required to demonstrate that you have safely supported at least 2 individuals living in a residential aged care facility with each of the following activities:

  • bed bathing
  • dressing, undressing and grooming
  • eating and drinking using appropriate feeding techniques
  • oral hygiene
  • shaving
  • showering
  • toileting and the use of continence aids
  • using aids and equipment including devices used by the person


as outlined in their individualised care plan.

To be marked competent in this unit you are to demonstrate that you have developed effective AAC strategies for at least ONE(1) person with complex communication need and that you also provided positive support in response to THREE (3) different situations of behaviours of concern in the workplace and that you developed, implemented and monitored ongoing skills development (using a person-centred approach) for at least THREE (3) people with a disability. Your skills must have been demonstrated in the disability’s workplace. By completing this checklist, the supervisor is providing supporting evidence to assist you in achieving a competent result in this unit.

To meet this requirement, you must complete the following:

  • a checklist verifying the completion of tasks completed in the disability’s workplace. (Section B)

an evaluation task, detailing specific evidence relating to tasks completed in the workplace (Section C)


Task 3: Simulation (Scenario) Case study

To complete this assessment task, you must:

Satisfactorily complete the simulation activity and its associated tasks and demonstrate the ability to collaborate within an organisational team to best meet the needs of the people you are supporting is a key skill. This assessment seeks to assess the skills relevant to supporting positive behaviours, responding to behaviours of concern and assisting with skill development.   

You are to partake in a three-person scenario. For this assessment, you will be paired up with a classmate. You will undertake a simulation where both you and the other student will play the role of support workers who are working with the person with the disability. Your assessor will play the role of your workplace supervisor. Based on the scenario provided, and the behaviour support plan presented, you and your partner will act out the simulation and determine appropriate ways to support the person described in the simulation.

This assessment task will be undertaken by the students in the classroom or in a closely work-related simulated environment.

You will be assessed against the criteria as listed in you individual observation checklist. To achieve a satisfactory result, you will need to address all criteria satisfactorily.

Task 4 Product assessment task -Hypothetical Case Study – Prepare a Personal Development Plan

  • This task will be undertaken by the students in the classroom or in a closely work-related simulated environment. Ensure all tasks are work related and meet the workplace health and safety (WHS) requirements.

an (using the template available on CANVAS). You then discuss the case in small groups and individually create a plan for the ‘client’ that meets their developmental and wellbeing needs and aspirations.

You review  (and research resources provided) the hypothetical case study and prepare a Personal Development Plan (using the template provided). Discuss the case in small groups and individually create a plan for the ‘client’ that meets their developmental and wellbeing needs and aspirations.

  • You must complete the task within the maximum allowed duration
  • You must complete all the actions as listed in the observation checklist to be deemed satisfactory in this assessment


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 

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

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