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The Range Statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Add any essential operating conditions that may be present with training and assessment depending on the work situation, needs of the candidate, accessibility of the item, and local industry and regional contexts. |
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Opportunities to listen to language may include: | Rhymes, poems, storiesLanguage gamesMusic Dramatic playFilm, video, televisionEveryday conversationsDiscussionsTransactionsgreetingsshoppingdirectionsinstructions |
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Behaviour support may be based on models such as: | Glasser/choice modelApplied behavioural analysisLimit setting/Canter and CanterHumanismCognitive behaviour modelSystems theory modelNeo-Adlerian modelPositive behaviour intervention support and work of George Sugai and Tim Lewis |
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Characteristics of a supportive environment include: | Ergonomically appropriate furniture and fittingsAccessibleDesigned to stimulate learning but to eliminate stimuli that may precipitate behaviour problemsCaters for a variety of levels of activity, experiences and/or learningResources are well maintained and appropriately stored in accordance with health and safety guidelinesPleasant atmosphere is the normRespect is shown to allIndividuals are valuedInclusiveness is practised |
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Safe, supportive and equitable practices may include: | Use of verbal and non-verbal positive reinforcementDifferentiation of individual needsIndividual learning styles are catered forShared decision-makingInclusive language, attitudes and activitiesProvision of equal opportunities for participationPositive behaviour support:A comprehensive set of strategies meant to redesign environments in such a way that problem behaviours are prevented or inconsequential, and to teach new skills, making problem behaviours unnecessary |
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Potential impacts on behaviour of disability may include: | Short concentration span leading to disruptive behaviourLack of reaction to stimuliControl of bodily functions may not be developedUnduly violent reactions to certain stimuliTiredness due to extra effort needed to participate may precipitate outburstsFrustration caused byrestricted or limited capacity for sensory intakedelayed cognitive developmentlimited communication skillslimited social skills |
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Positive support for children and/or young people may include: | Demonstrating respect for cultural and religious beliefs of child or young personStructuring supportive socialisation activitiesBuilding self-esteem and confidence of child or young person by providing positive reinforcement, responses and encouragementAssisting children and/or young people to develop problem solving skillsModelling positive attitudes to learningModelling positive attitudes to othersProviding opportunities for extended learning or experiencesProvision of adaptive technologies where requiredUse of child's or young person's first language as appropriateUse of supportive, equitable behaviour modification techniques according to organisation policy and procedures and within parameters of the job role |
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Expectations for behaviour may include: | Behaviour inside and outside e.g. walk on the cement, sit while you eat, take turns to speak, listen to instructions, keep your hands to yourself, etc.Group rules developed with children and/or young peopleUsing equipment and resources with respectProviding assistance to othersShowing respect for others and other opinionsSpecific expectations for certain situations |
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Non-verbal communication strategies to acknowledge appropriate behaviour may include: | Macro:hand gesturesclaptouch on the shoulderMicro:smilenod |
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Strategies to redirect behaviour and defuse situations may include: | Use a quiet, even tone of voiceLowering the volume and pitch of the voiceCalm repetition of instructions/directionsEstablish eye contactProviding verbal assistance to clarify misunderstandingsRepositioning students/ resources/materialsEncouraging students to problem-solveDiversionary techniquesRemoval of stimuliPhysical restraint if the safety of any student is at risk |
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Collect data may include: | Anecdotal notesDiary entriesRecording specific indicators determined with the supervisorUsing formats provided by the supervisor ChecklistsChartsObservation notesObservation of child's and/or young person's interactions with a range of other peopleAsking other workers involved with child or young personConsulting resource staff or others with relevant expertiseConsulting parents and other family membersTalking to other children and/or young people in the service if appropriate |
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Additional needs may include needs due to any of the following: | Learning PersonalityMoodDisabilityBehavioural or psychological disordersFamily circumstances and needsCultural differences from the culture of his/her peers Communication difficultiesRisk of not achieving identified outcomesUnknown diagnosis |
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Strategies to be implemented may be: | Define goals and how these will be achievedAlign with the whole of organisation behaviour support planBe guided by supervisor in consultation with child/young person specialists, workers and parents as appropriateBe tailored to the needs of individuals and the groupEncourage children and/or young people to learn new skillsEnsure the safety of all children and young peopleBe consistently implemented across the organisation |
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Issues of concern may include: | Unexpected changes in responses of child or young personSymptoms of distress or illnessIncidents not addressed by planned strategiesLack of progress |
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Levels of support required may vary between: | AcknowledgementEncouragementScaffoldingRedirectionIntervention |
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