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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 health and safety critical incidents accident and incident reporting dignity of risk and duty of care and use of least restrictive alternative

Evidencebased behavioural intervention

Strengthsbased support

Principles of effective communication

Purpose and function of behaviour and what influences behaviour

Duty of care consideration

Ethical considerations when dealing with other peoples behaviour

Legal considerations especially in regard to constraint imprisonment and abuse

Principles of behaviour response plans

Reporting procedures for incidents and accidents

Referral procedures for specialist services

Individual rights and equality

Essential skills

It is critical that the candidate demonstrate the ability to

Apply 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

Observe circumstances that have an adverse impact on people

Demonstrate mastery of techniques such as data collection generating hypothesis and functional assessment

Apply advanced crisis management strategies

Develop an individual response plan

Develop a crisis response plan

Monitor the effectiveness of a response plan

Demonstrate well developed problem solving skills

Demonstrate application of knowledge and skills in

reinforcement strategies including sampling menus individualisation of schedules and differential reinforcement schedules

use of advanced self protective strategies eg passive self defence

strategies that avoid behaviour escalation advanced

advanced proactive strategies based on functional and cognitive assessment

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 disability 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 functional assessment tools 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 . functional assessment tools

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

Pro-active strategies may include:	Ecological manipulations - making changes in the persons environment that will reduce the likelihood of the problem behaviour occurring Positive programming - long term instructional programs designed to give the person greater skills and competencies Focused support strategies - these include differential reinforcement strategies, stimulus control and instructional control

Organisation policies and procedures may include:	Behaviour management guidelines Occupational safety and health policies and procedures Emergency procedures

Inappropriate behaviours may include those that:	Have the potential for physical harm or destruction (e.g. hurting self or others, damaging property) Lasts for a long time (e.g. either in a single incident or in multiple incidents over time) Isolates the person, it stops them from engaging in valued roles (with friends, family, community access, work) e.g. disinhibition / perseveration / depression Interferes with the person's learning and developing new skills Reduces quality / enjoyment of life

Strategies to assist in reducing and managing challenging behaviour may include:	Functional assessment Data collection Generating a hypothesis Multi-element support plans: proactive ecological manipulations e.g. making changes to the person's environment, changing the teaching method, reviewing and changing the learning goals positive programming e.g. teaching general skills, teaching coping skills, teaching functionally equivalent skills focused support e.g. differential reinforcement schedules Reactive strategies e.g. antecedent management, interrupt and redirect, geographical containment, emergency physical containment and individualised emergency management plans Seeking expert assistance