Assessor Resource

CHCECE006
Support behaviour of children and young people

Assessment tool

Version 1.0
Issue Date: March 2024


This unit describes the skills and knowledge to apply strategies to guide responsible behaviour of children and young people in a safe and supportive environment.

The unit applies to workers in a range of community service contexts.

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.

Performance criteria specify the level of performance needed to demonstrate achievement of the element.

1. Contribute to a safe and supportive environment

1.1 Use safe, supportive and equitable practices appropriate to the development stage and needs of the child and/or young person

1.2 Recognise any developmental challenges or mental health issues of child or young person that may have potential impacts on behaviour

1.3 Identify contributing environmental factors

2. Use positive support techniques

2.1 Establish expectations for behaviour in consultation with supervisor and in line with work role

2.2 Provide instructions in a manner appropriate to the child or young person’s needs and context of the work environment and activity

2.3 Use positive reinforcement and clear verbal and non-verbal communication strategies to acknowledge responsible behaviour

2.4 Employ appropriate strategies to redirect behaviour and defuse situations

3. Observe and collect data to assist with development of appropriate strategies for support

3.1 Collect data and record observations as a basis for gaining understanding of the child/young person’s behaviour

3.2 Use data to demonstrate the frequency, intensity and duration of behaviours requiring support

4. Implement strategies to support children or young people who require additional support

4.1 Implement strategies to support child or young person with guidance from supervisor or as designed by a specialist

4.2 Identify areas of concern for discussion with supervisor

4.3 Contribute effectively to implementation of personalised support plans

5. Monitor and review strategies

5.1 Monitor new strategies and record responses of child or young person in accordance with organisational policy and procedures

5.2 Adapt levels of support required and provided, based on need and response of child or young person, after consultation with supervisor

5.3 Document observations and offer feedback to supervisor as additional support


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.

Performance criteria specify the level of performance needed to demonstrate achievement of the element.

1. Contribute to a safe and supportive environment

1.1 Use safe, supportive and equitable practices appropriate to the development stage and needs of the child and/or young person

1.2 Recognise any developmental challenges or mental health issues of child or young person that may have potential impacts on behaviour

1.3 Identify contributing environmental factors

2. Use positive support techniques

2.1 Establish expectations for behaviour in consultation with supervisor and in line with work role

2.2 Provide instructions in a manner appropriate to the child or young person’s needs and context of the work environment and activity

2.3 Use positive reinforcement and clear verbal and non-verbal communication strategies to acknowledge responsible behaviour

2.4 Employ appropriate strategies to redirect behaviour and defuse situations

3. Observe and collect data to assist with development of appropriate strategies for support

3.1 Collect data and record observations as a basis for gaining understanding of the child/young person’s behaviour

3.2 Use data to demonstrate the frequency, intensity and duration of behaviours requiring support

4. Implement strategies to support children or young people who require additional support

4.1 Implement strategies to support child or young person with guidance from supervisor or as designed by a specialist

4.2 Identify areas of concern for discussion with supervisor

4.3 Contribute effectively to implementation of personalised support plans

5. Monitor and review strategies

5.1 Monitor new strategies and record responses of child or young person in accordance with organisational policy and procedures

5.2 Adapt levels of support required and provided, based on need and response of child or young person, after consultation with supervisor

5.3 Document observations and offer feedback to supervisor as additional support

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
 
Use safe, supportive and equitable practices appropriate to the development stage and needs of the child and/or young person 
Recognise any developmental challenges or mental health issues of child or young person that may have potential impacts on behaviour 
Identify contributing environmental factors 
Establish expectations for behaviour in consultation with supervisor and in line with work role 
Provide instructions in a manner appropriate to the child or young person’s needs and context of the work environment and activity 
Use positive reinforcement and clear verbal and non-verbal communication strategies to acknowledge responsible behaviour 
Employ appropriate strategies to redirect behaviour and defuse situations 
Collect data and record observations as a basis for gaining understanding of the child/young person’s behaviour 
Use data to demonstrate the frequency, intensity and duration of behaviours requiring support 
Implement strategies to support child or young person with guidance from supervisor or as designed by a specialist 
Identify areas of concern for discussion with supervisor 
Contribute effectively to implementation of personalised support plans 
Monitor new strategies and record responses of child or young person in accordance with organisational policy and procedures 
Adapt levels of support required and provided, based on need and response of child or young person, after consultation with supervisor 
Document observations and offer feedback to supervisor as additional support 

Forms

Assessment Cover Sheet

CHCECE006 - Support behaviour of children and young people
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

CHCECE006 - Support behaviour of children and young people

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: