Course Title: Plan and provide advanced behaviour support

Part B: Course Detail

Teaching Period: Term1 2011

Course Code: HWSS5473C

Course Title: Plan and provide advanced behaviour support

School: 365T Global Studies, Soc Sci & Plng

Campus: City Campus

Program: C6099 - Advanced Diploma of Disability Work

Course Contact : Mary Collins

Course Contact Phone: +61 3 99254598

Course Contact

Name and Contact Details of All Other Relevant Staff

Nominal Hours: 40

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

Students are assumed to be experienced disability staff working in the disability or community services fields.

Course Description

In this unit you will develop the knowledge and skills to understand the influence and purpose of behaviour, assess problem behaviour, develop multi-element support plans and response plans and utilise appropriate strategies to reduce inappropriate behaviour.

National Codes, Titles, Elements and Performance Criteria

National Element Code & Title:

CHCICS404A Plan and provide advanced behaviour support


1. Demonstrate understanding and purpose of behaviour

2. Assess problem behaviour

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

4. Develop an individual response plan

5. Monitor effectiveness of response plan

6. Complete documentation

Performance Criteria:

More information on the performance criteria will be provided during sessions

Learning Outcomes

Please refer to elements

Details of Learning Activities

You will attend a program of workshops which will focus on key themes and issues and which will include guest presenters from the disability area and other industry areas.  The student cohort is comprised of experienced disability staff so the workshops are based on extending your knowledge and skills focusing on current work practises, industry initiatives and issues, legislative and policy frameworks and related community services sectors.

Teaching Schedule

Session and  





Course intro
Student Administration,
1st/2nd year students: 2011 units
Recognition of Prior Learning(RPL) inc. Recognition of Current Competence(RCC)

Workplace based learning: processes, tools, planning.
Discussion – useful legislation workplace policy and practice docs for semester 1/11

(Library orientation for new students)



Learning and Assessment tasks:
In-class tasks,
Major L & A task - Project: Case Study

Unit cluster theme:
Assessment – building a picture of the individual and their needs
In-class task 1- Assessment in Community Services settings



Positive Behaviour Support – overview and discussion
Behavioural characteristics of other conditions
Behaviour support across the service sector:
Developing and maintaining good practice

In-class task 2– Effective Behaviour Support
• responding to behaviours of concern
• observation, recording, analysis, response
• immediate, medium and long term strategies



Case Management & Case Work (Guest speaker)
• overview and discussion
• principles and practice
• priorities and connections
• Working across agencies and service sectors
• Assessment and support revisited
• What is my role?

In-class task 4– Case management, case work, case coordination



Students lead discussions – Case Study overview
• Students discuss their progress to date in the major learning assessment task, the Case Study.
• Each student allocated up to 15 minutes
Mid semester break – no session on Thursday 21/4/11



Human development – stages and theories

The life cycle – family, holistic approaches, the changing needs of human beings
• Working with families
• Similarities and differences
• Stages in service needs and delivery

Professional Panel: Early childhood, school, youth work, aged care



Complex and unique needs
• Mental Health & Dual disability
• How each condition affects the individual and when
• Issues and solutions for staff and agencies
• Working across agencies and service sectors
• Developing, supporting and sustaining positive mental health

Centre for Developmental Disability and Health Victoria (CDDHVstudent)
• Developmental disability and general health
• Disability and Ageing.




Staff support and development – the leadership role for an experienced disability staff person.

In class task 3 - Staff support and development

Dual diagnosis – mental health disorders and substance addiction.
• Services and funding
• Client group and needs.




Student presentations – major learning and assessment task – Final Case Study Report from each student.

Learning Resources

Prescribed Texts


Other Resources

Overview of Assessment

Assessment will be through a mix of in class tasks, workplace based projects and a workplace assessment .  A workplace assessment appointment will be undertaken once per year with each student to allow students to present and discuss workplace evidence.

Assessment Tasks

This unit is assessed by the following learning and assessment tasks:

1. Case Study - students will undertake a Client Support Plan review via assessment and identification of current and future needs, support plan development and implementation, and review.

2.1 Client assessment in community services settings - students will identify and discuss aspects of the assessment tools commonly used in their area of community services.

2.2 Effective behaviour support - students will be presented with a scenario. They will use their professional knowledge and skills to analyse the behaviour/s of concern and develop a response to the scenario

2.3 Staff support and development - students will discuss the role of experienced disability staff in providing new and inexperienced staff with support to develop their work practises.

2.4 Case management, case work and case coordination - students will respond to a scenario requiring them to identify a client’s needs and develop a plan to respond from a case management, case work or case coordination perspective.

3. Community services resource - students will research and document information on a number of non-disability services to which clients may be referred for services.

4. Workplace assessment - a workplace assessment will be undertaken once per year with each student to allow students to present and discuss workplace evidence.

You may be asked to provide supplementary evidence from your workplace to demonstrate competence.

Each Learning and Assessment task will be assessed against the matrix with the student progressively demonstrating their competence as they complete the set of tasks.

Assessment Matrix

The Assessment Matrix will be distributed and discussed in class.  The matrix is used to track the student’s progress to "Competency Achieved" through the full set of learning and assessment tasks each semester.

Other Information

The following units are delivered as a cluster with a common workshop schedule. The Learning and Assessment tasks are designed to address the set of units. The 5 semester 1 units are comprised of one compulsory unit (C) which all students undertake, and six elective units of which each student selects 4.

CHCCOM403A – Use targeted communication skills to build relationships (C)

CHCCS601B - Work with clients with unique needs

CHCICS404A – Plan and provide advanced behaviour support

CHCCS422A – Respond holistically to client issues and refer appropriately

CHCORG502A - Work autonomously

CHCCM605C – Develop practice standards

CHCCW503A – Work intensively with clients

Course Overview: Access Course Overview