Assessor Resource

CHCCCS024
Support individuals with autism spectrum disorder

Assessment tool

Version 1.0
Issue Date: April 2024


This unit describes the skills and knowledge required to work with individuals with autism spectrum disorder (ASD), with regard for their needs and within the context of support work.

This unit applies to workers in a range of community services contexts who are responsible for their own outputs and are required to use some discretion and judgement.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.

You may want to include more information here about the target group and the purpose of the assessments (eg formative, summative, recognition)


Evidence Required

List the assessment methods to be used and the context and resources required for assessment. Copy and paste the relevant sections from the evidence guide below and then re-write these in plain English.

ELEMENT

PERFORMANCE CRITERIA

Elements define the essential outcomes

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

1. Plan intervention and support activities for individuals with autism spectrum disorder

1.1 Recognise the diagnostic process/es used in relation to the person, including assessment tools, diagnostic categories and core areas of functional impact

1.2 Identify key issues affecting individuals with autism spectrum disorder, their carers and families, including siblings

1.3 Identify personal values and attitudes to take into account when planning and implementing support activities

1.4 Identify opportunities for ongoing professional development to maintain service delivery outcomes

2. Respond effectively to the needs of individuals with autism spectrum disorder

2.1 Provide a range of interventions and supports that are effective for the specific needs of individuals

2.2 Implement interventions and support strategies in response to the diagnostic assessment and support varied learning styles

2.3 Implement interventions and support strategies that are measurable and evidence based

2.4 Conduct support activities in a manner that promotes and achieves person-centred outcomes

3. Operate within a legal and ethical framework and in accordance with the professional standards of the sector

3.1 Conduct support activities in the context of the underpinning values, philosophies and standards of the sector

3.2 Identify organisation policies relevant to job roles and responsibilities

3.3 Conduct work in a manner according to relevant statutory and legislative requirements

3.4 Conduct work in accordance with the professional standards of the sector

3.5 Undertake ongoing professional development and awareness of professional boundaries

Submission Requirements

List each assessment task's title, type (eg project, observation/demonstration, essay, assingnment, checklist) and due date here

Assessment task 1: [title]      Due date:

(add new lines for each of the assessment tasks)

Assessment Tasks

Copy and paste from the following data to produce each assessment task. Write these in plain English and spell out how, when and where the task is to be carried out, under what conditions, and what resources are needed. Include guidelines about how well the candidate has to perform a task for it to be judged satisfactory.

ELEMENT

PERFORMANCE CRITERIA

Elements define the essential outcomes

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

1. Plan intervention and support activities for individuals with autism spectrum disorder

1.1 Recognise the diagnostic process/es used in relation to the person, including assessment tools, diagnostic categories and core areas of functional impact

1.2 Identify key issues affecting individuals with autism spectrum disorder, their carers and families, including siblings

1.3 Identify personal values and attitudes to take into account when planning and implementing support activities

1.4 Identify opportunities for ongoing professional development to maintain service delivery outcomes

2. Respond effectively to the needs of individuals with autism spectrum disorder

2.1 Provide a range of interventions and supports that are effective for the specific needs of individuals

2.2 Implement interventions and support strategies in response to the diagnostic assessment and support varied learning styles

2.3 Implement interventions and support strategies that are measurable and evidence based

2.4 Conduct support activities in a manner that promotes and achieves person-centred outcomes

3. Operate within a legal and ethical framework and in accordance with the professional standards of the sector

3.1 Conduct support activities in the context of the underpinning values, philosophies and standards of the sector

3.2 Identify organisation policies relevant to job roles and responsibilities

3.3 Conduct work in a manner according to relevant statutory and legislative requirements

3.4 Conduct work in accordance with the professional standards of the sector

3.5 Undertake ongoing professional development and awareness of professional boundaries

Copy and paste from the following performance criteria to create an observation checklist for each task. When you have finished writing your assessment tool every one of these must have been addressed, preferably several times in a variety of contexts. To ensure this occurs download the assessment matrix for the unit; enter each assessment task as a column header and place check marks against each performance criteria that task addresses.

Observation Checklist

Tasks to be observed according to workplace/college/TAFE policy and procedures, relevant legislation and Codes of Practice Yes No Comments/feedback
 
 
Recognise the diagnostic process/es used in relation to the person, including assessment tools, diagnostic categories and core areas of functional impact 
Identify key issues affecting individuals with autism spectrum disorder, their carers and families, including siblings 
Identify personal values and attitudes to take into account when planning and implementing support activities 
Identify opportunities for ongoing professional development to maintain service delivery outcomes 
Provide a range of interventions and supports that are effective for the specific needs of individuals 
Implement interventions and support strategies in response to the diagnostic assessment and support varied learning styles 
Implement interventions and support strategies that are measurable and evidence based 
Conduct support activities in a manner that promotes and achieves person-centred outcomes 
Conduct support activities in the context of the underpinning values, philosophies and standards of the sector 
Identify organisation policies relevant to job roles and responsibilities 
Conduct work in a manner according to relevant statutory and legislative requirements 
Conduct work in accordance with the professional standards of the sector 
Undertake ongoing professional development and awareness of professional boundaries 

Forms

Assessment Cover Sheet

CHCCCS024 - Support individuals with autism spectrum disorder
Assessment task 1: [title]

Student name:

Student ID:

I declare that the assessment tasks submitted for this unit are my own work.

Student signature:

Result: Competent Not yet competent

Feedback to student

 

 

 

 

 

 

 

 

Assessor name:

Signature:

Date:

Assessment Record Sheet

CHCCCS024 - Support individuals with autism spectrum disorder

Student name:

Student ID:

Assessment task 1: [title] Result: Competent Not yet competent

(add lines for each task)

Feedback to student:

 

 

 

 

 

 

 

 

Overall assessment result: Competent Not yet competent

Assessor name:

Signature:

Date:

Student signature:

Date: