Unit of Competency Mapping – Information for Teachers/Assessors – Information for Learners

HLTAH412C Mapping and Delivery Guide
Assist and support the use of augmentative and alternative communication systems

Version 1.0
Issue Date: April 2024


Qualification -
Unit of Competency HLTAH412C - Assist and support the use of augmentative and alternative communication systems
Description This unit of competency describes the skills and knowledge required to support clients who use total communication systems, including the preparation of resourcesTotal communication refers to methods of communication that replace or supplement speech and handwriting
Employability Skills This unit contains Employability Skills
Learning Outcomes and Application Work performed requires a range of well developed skills where some discretion and judgment is required and individuals will take responsibility for their own outputsAllied Health Assistants operate within the scope of their defined roles and responsibilities and under supervision of an Allied Health ProfessionalFor training and assessment pathways, experience in workplace application of the skills and knowledge identified in this competency unit should be provided as required to support allied health professions
Duration and Setting X weeks, nominally xx hours, delivered in a classroom/online/blended learning setting.
Prerequisites/co-requisites Pre-requisite unitsThis unit must be assessed after successful achievement of pre-requisite units:HLTAH301C Assist with an allied health programHLTAH410C Support the development of speech and communication skills
Competency Field
Development and validation strategy and guide for assessors and learners Student Learning Resources Handouts
Activities 		Slides
PPT 		Assessment 1 Assessment 2 Assessment 3 Assessment 4
Elements of Competency Performance Criteria              
Element: Prepare for the development of augmentative and alternative communication systems
  • Obtain information about requirements from the speech pathologist
  • Confirm the communication goals with the speech pathologist
  • Determine need for interpreter where the client has English as a second language
  • Confer with allied health professional about any ambiguities or requirements outside scope of role and responsibilities as defined by the organisation
       
Element: Assist in the development of augmentative and alternative communication systems
  • Confirm the nature of the communication system and implications for resource requirements with speech pathologist
  • Confirm client's previous and current abilities with the speech pathologist to inform choice and presentation of resources
  • Select resources following speech pathologist's directions
  • Consult with speech pathologist to ensure that resources are appropriate to the individual and their communication system, the type of therapy and the specified communication goals
  • Identify existing resources, adapt them and use them in an imaginative and flexible manner within the directions of the speech pathologist
  • Make resources
  • Ensure resources are not hazardous to the individual or others, and satisfy health and safety requirements
       
Element: Support the use of augmentative and alternative communication systems
  • Identify the type of communication system used by a client prior to making contact
  • Make appropriate power supply available
  • Prepare appropriate resources and equipment to facilitate communication via the communication system
  • Set out equipment and furniture for client comfort and optimum access to the communication system, in line with health and safety procedures and guidelines and according to the directions of the speech pathologist
  • Liaise with the speech pathologist and other relevant health professionals to assist the client to access the system in regard to physical comfort and any specific positioning and mobility requirements
  • Use appropriate mode of communication in communicating with the client
       
Element: Clean and store equipment
  • Clean any material and equipment according to manufacturers requirements
  • Store material and equipment according to manufacturers requirements and organisation protocols
  • Report equipment faults to appropriate person
       
Element: Document client information
  • Use accepted protocols to document information relating to the program to assist with the use of a communication system in line with organisation requirements
  • Use appropriate terminology in reporting
       


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.

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 competency unit:

The individual being assessed must provide evidence of specified essential knowledge as well as skills

Observation of workplace performance is essential for assessment of this unit

Consistency of performance should be demonstrated over the required range of situations relevant to the workplace

Where, for reasons of safety, space, or access to equipment and resources, assessment takes place away from the workplace, the assessment environment should represent workplace conditions as closely as possible

Access and equity considerations:

All workers in the health industry should be aware of access and equity 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 health issues facing Aboriginal and Torres Strait Islander communities, workers should be aware of cultural, historical and current issues impacting on health of 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 health of Aboriginal and/or Torres Strait Islander clients and communities

Context of and specific resources for assessment:

Assessment must be completed in the workplace.

Relevant guidelines, standards and procedures

Supervision from a speech pathologist

Resources essential for assessment include:

clients

materials and equipment

documentation

Method of assessment

Observation of some applications in the workplace (as is appropriate/possible)

Written assignments/projects or questioning should be used to assess knowledge

Case study and scenario as a basis for discussion of issues and strategies to contribute to best practice

Clinical skills involving direct client care are to be assessed initially in a simulated clinical setting (laboratory). If successful, a second assessment is to be conducted during workplace application under direct supervision

Submission Requirements

List each assessment task's title, type (eg project, observation/demonstration, essay, assignment, 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.

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

This includes knowledge of:

General level of understanding of communication needs of clients with congenital, developmental, acquired and progressive disabilities

General level of understanding of the variety of augmentative and alternative communication (AAC) systems and strategies available

General level of understanding of criteria used in the selection and application of AAC devices for people with complex communication needs

Work health and safety (WHS) policies and procedures that relate to the allied health assistant's role in implementing speech therapy programs

Essential skills:

It is critical that the candidate demonstrate the ability to:

Provide therapeutic guidance in the use of communication systems under the direction of a speech pathologist

Position the client and manage the environment for optimum use of a communication system in the context of client comfort and health and safety requirements under the direction of a speech pathologist

Design and make communication systems to meet individual needs under the direction of a speech pathologist

Adapt communication equipment to meet individual needs under the direction of a speech pathologist

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

This includes the ability to:

Work under direct and indirect supervision

Communicate effectively with clients in a therapeutic/treatment relationship

Communicate effectively with supervisors and co-workers

Work effectively with non-compliant clients

Apply time management, personal organisation skills and establishing priorities

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.

Supervision refers to:

Instructing, advising, and monitoring another person in order to ensure safe and effective performance in carrying out the duties of their position

The nature of supervision is flexible and may be conducted by various means including:

in person

through use of electronic communications media such as telephone or video conferencing, where necessary

Frequency of supervision will be determined by factors such as:

the task maturity of the person in that position or clinical placement

the need to review and assess client conditions and progress in order to establish or alter treatment plans in case of students and assistants

the need to correct and develop non clinical aspects such as time management, organisation requirements, communication skills, and other factors supporting the provision of clinical care and working within a team

A person under supervision does not require direct (immediate) and continuous personal interaction, but the method and frequency will be determined by factors outlined above

Clients may include:

Adults

Children and young people

Older people

Information may include:

Client care plan

Exercise plan

Client treatment plan

Allied health professional instructions

Client record

Checklists

Case notes

Other forms according to procedures of the organisation

Resources may include but is not limited to:

Commercially available resources

Resources prepared by the worker

Resources required for speech and language therapy

Communication goals include:

To teach the specific skills needed to use the system

To generalise skills so that the system can be used in a wider context

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
Obtain information about requirements from the speech pathologist 
Confirm the communication goals with the speech pathologist 
Determine need for interpreter where the client has English as a second language 
Confer with allied health professional about any ambiguities or requirements outside scope of role and responsibilities as defined by the organisation 
Confirm the nature of the communication system and implications for resource requirements with speech pathologist 
Confirm client's previous and current abilities with the speech pathologist to inform choice and presentation of resources 
Select resources following speech pathologist's directions 
Consult with speech pathologist to ensure that resources are appropriate to the individual and their communication system, the type of therapy and the specified communication goals 
Identify existing resources, adapt them and use them in an imaginative and flexible manner within the directions of the speech pathologist 
Make resources 
Ensure resources are not hazardous to the individual or others, and satisfy health and safety requirements 
Identify the type of communication system used by a client prior to making contact 
Make appropriate power supply available 
Prepare appropriate resources and equipment to facilitate communication via the communication system 
Set out equipment and furniture for client comfort and optimum access to the communication system, in line with health and safety procedures and guidelines and according to the directions of the speech pathologist 
Liaise with the speech pathologist and other relevant health professionals to assist the client to access the system in regard to physical comfort and any specific positioning and mobility requirements 
Use appropriate mode of communication in communicating with the client 
Clean any material and equipment according to manufacturers requirements 
Store material and equipment according to manufacturers requirements and organisation protocols 
Report equipment faults to appropriate person 
Use accepted protocols to document information relating to the program to assist with the use of a communication system in line with organisation requirements 
Use appropriate terminology in reporting 

Forms

Assessment Cover Sheet

HLTAH412C - Assist and support the use of augmentative and alternative communication systems
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

HLTAH412C - Assist and support the use of augmentative and alternative communication systems

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: