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Elements and Performance Criteria

Required Skills

This describes the essential skills and knowledge and their level required for this unit

Essential knowledge

The candidate must be able to demonstrate essential knowledge required to effectively do the task outlined in elements and performance criteria of this unit manage the task and manage contingencies in the context of the identified work role

These include knowledge and understanding of

Principles and practices which focus on the individual person

The social model of disability

The impact of social devaluation on an individuals quality of life

Competency and image enhancement as a means of addressing devaluation

Organisation policies and procedures relating to behaviour management including restrictions on the use of aversive procedures occupational safety and health critical incidents accident and incident reporting dignity of risk and duty of care

Basic knowledge of the causes of influences on and functions of behaviour

Evidencebased behavioural intervention

Strengthsbased support

Principles of effective communication

Essential skills

It is critical that the candidate demonstrate the ability to

Demonstrate knowledge and application of organisation policies and procedures relating to behaviour management occupational safety and health critical incidents accident and incident reporting dignity of risk and duty of care

Identify strategies to remove or avoid the situations leading to aggression or violence disinhibition or other inappropriate behaviour

Identify strategies to promote appropriate behaviour and engage client in activities addresses lack of motivation or initiation withdrawal non compliance

Observe a persons behaviour in an objective nonjudgemental manner

Collect behavioural information and data relevant to a response plan

Observe circumstances that have an adverse impact on people

In addition the candidate must be able to effectively do the task outlined in elements and performance criteria of this unit manage the task and manage contingencies in the context of the identified work role

These include the ability to

Demonstrate application of knowledge and skills in

crisis management basic

reporting procedures for incidents and accidents

referral procedures for specialist services

use of basic self protective strategies eg passive self defence

strategies that avoid behaviour escalation basic

Evidence Required



The evidence guide provides advice on assessment and must be read in conjunction with the Performance Criteria Required Skills and Knowledge the Range Statement and the Assessment Guidelines for this Training Package

Critical aspects for assessment and evidence required to demonstrate this unit of competency	The individual being assessed must provide evidence of specified essential knowledge as well as skills Assessment should be conducted on more than one occasion to cover a variety of circumstances to establish consistency A diversity of assessment tasks is essential for holistic assessment

Access and equity considerations	All workers in community services should be aware of access equity and human rights issues in relation to their own area of work All workers should develop their ability to work in a culturally diverse environment In recognition of particular issues facing Aboriginal and Torres Strait Islander communities workers should be aware of cultural historical and current issues impacting on Aboriginal and Torres Strait Islander people Assessors and trainers must take into account relevant access and equity issues in particular relating to factors impacting on Aboriginal andor Torres Strait Islander clients and communities

Context of and specific resources for assessment	This unit can be assessed independently however holistic assessment practice with other community services units of competency is encouraged Resource requirements include access to all relevant resources commonly provided in the service setting including relevant organisation policy and procedure manuals legislation and standards organisation mission statement strategic and business plan other documentation relevant to the work context such as individual routines staff routines neuropsychological reports behaviour support plans data collection techniques specific communication tools skills development plans accident and incident forms referral forms lifestyle review package other documentation relevant to the work context such as: . individual routines . staff routines . neuropsychological reports . behaviour support plans . data collection techniques . specific communication tools . skills development plans . accident and incident forms . referral forms . lifestyle review package

Method of assessment	Observation of work performance Written tasks Interview and questioning Authenticated portfoliolog book Supporting statement of supervisors Authenticated evidence of relevant work experience andor formalinformal learning

Range Statement



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.

Client may be:	Individual or groups

Routines may include:	Written plans that describe an individual's daily activities and strategies for engaging them in their daily activities.

Staff routines may include:	Written plans that guide the activities of the staff for the individual/s they are providing support to They include skills development activities and behaviour support plans

Safe and predictable environment includes:	Consistent application of routines and procedures

Organisation policies and procedures may include:	Behaviour management guidelines, occupational safety and health policies and procedures, emergency procedures

Behaviour likely to put the person and/or others at risk of harm may include those that:	Have the potential for physical harm or destruction (e.g. hurting self or others, damaging property) Last for an excessively long time (e.g. either in a single incident or in multiple incidents over time, continued screaming, persistent scratching causing skin irritation) Isolate the person, it stops them from engaging in valued roles (with friends, family, community access, work) e.g. disinhibition, perseveration Interferes with the person's learning and developing new skills Reduces their quality of life (e.g. lack of motivation, depression) Are disruptive or are outside the rules of community living (e.g. yelling or singing loudly in a supported residential service, going into other people's rooms, making constant demands or repeatedly asking questions ) Limits or delays access to the use of ordinary community facilities (e.g. inability to attend day centre due to poor personal hygiene) That make others feel uncomfortable or distresses the person themselves (e.g. sexually inappropriate behaviour such as groping breasts or masturbating in public)

Strategies to assist in managing behaviour may include:	Lifestyle enhancement Skills development Structure and routine Teaching functional communication Reinforcement schedules Increasing engagement Teaching relaxation Active listening and observation Using effective communication Compensatory strategies (memory aids such as whiteboard, diary) Proximity management Interrupt and redirect Instructional education/facilitation Stimulus change (changing environment) Antecedent management Consequences (highlight potential difficulties in applying consequences in an attempt to change behaviour for people with ABI who have memory impairment and executive system dysfunction) Time out strategies Emergency containment strategies Behaviour support plans Time out strategies Team work and consistency Positive solution focused approaches Seeking expert assistance