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Evidence Guide: CHCCCS024 - Support individuals with autism spectrum disorder

Student: __________________________________________________

Signature: _________________________________________________

Tips for gathering evidence to demonstrate your skills

The important thing to remember when gathering evidence is that the more evidence the better - that is, the more evidence you gather to demonstrate your skills, the more confident an assessor can be that you have learned the skills not just at one point in time, but are continuing to apply and develop those skills (as opposed to just learning for the test!). Furthermore, one piece of evidence that you collect will not usualy demonstrate all the required criteria for a unit of competency, whereas multiple overlapping pieces of evidence will usually do the trick!

From the Wiki University

 

CHCCCS024 - Support individuals with autism spectrum disorder

What evidence can you provide to prove your understanding of each of the following citeria?

Elements define the essential outcomes

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

The Performance criteria describe the performance needed to demonstrate achievement of the element.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Plan intervention and support activities for individuals with autism spectrum disorder

  1. Recognise the diagnostic process/es used in relation to the person, including assessment tools, diagnostic categories and core areas of functional impact
  2. Identify key issues affecting individuals with autism spectrum disorder, their carers and families, including siblings
  3. Identify personal values and attitudes to take into account when planning and implementing support activities
  4. Identify opportunities for ongoing professional development to maintain service delivery outcomes
Recognise the diagnostic process/es used in relation to the person, including assessment tools, diagnostic categories and core areas of functional impact

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify key issues affecting individuals with autism spectrum disorder, their carers and families, including siblings

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify personal values and attitudes to take into account when planning and implementing support activities

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify opportunities for ongoing professional development to maintain service delivery outcomes

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Respond effectively to the needs of individuals with autism spectrum disorder

  1. Provide a range of interventions and supports that are effective for the specific needs of individuals
  2. Implement interventions and support strategies in response to the diagnostic assessment and support varied learning styles
  3. Implement interventions and support strategies that are measurable and evidence based
  4. Conduct support activities in a manner that promotes and achieves person-centred outcomes
Provide a range of interventions and supports that are effective for the specific needs of individuals

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Implement interventions and support strategies in response to the diagnostic assessment and support varied learning styles

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Implement interventions and support strategies that are measurable and evidence based

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Conduct support activities in a manner that promotes and achieves person-centred outcomes

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Operate within a legal and ethical framework and in accordance with the professional standards of the sector

  1. Conduct support activities in the context of the underpinning values, philosophies and standards of the sector
  2. Identify organisation policies relevant to job roles and responsibilities
  3. Conduct work in a manner according to relevant statutory and legislative requirements
  4. Conduct work in accordance with the professional standards of the sector
  5. Undertake ongoing professional development and awareness of professional boundaries
Conduct support activities in the context of the underpinning values, philosophies and standards of the sector

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify organisation policies relevant to job roles and responsibilities

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Conduct work in a manner according to relevant statutory and legislative requirements

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Conduct work in accordance with the professional standards of the sector

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Undertake ongoing professional development and awareness of professional boundaries

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assessed

Teacher: ___________________________________ Date: _________

Signature: ________________________________________________

Comments:

 

 

 

 

 

 

 

 

Instructions to Assessors

Evidence Guide

ELEMENT

PERFORMANCE CRITERIA

Elements define the essential outcomes

The Performance criteria describe the performance needed to demonstrate achievement of the element.

1. Plan intervention and support activities for individuals with autism spectrum disorder

1.1 Recognise the diagnostic process/es used in relation to the person, including assessment tools, diagnostic categories and core areas of functional impact

1.2 Identify key issues affecting individuals with autism spectrum disorder, their carers and families, including siblings

1.3 Identify personal values and attitudes to take into account when planning and implementing support activities

1.4 Identify opportunities for ongoing professional development to maintain service delivery outcomes

2. Respond effectively to the needs of individuals with autism spectrum disorder

2.1 Provide a range of interventions and supports that are effective for the specific needs of individuals

2.2 Implement interventions and support strategies in response to the diagnostic assessment and support varied learning styles

2.3 Implement interventions and support strategies that are measurable and evidence based

2.4 Conduct support activities in a manner that promotes and achieves person-centred outcomes

3. Operate within a legal and ethical framework and in accordance with the professional standards of the sector

3.1 Conduct support activities in the context of the underpinning values, philosophies and standards of the sector

3.2 Identify organisation policies relevant to job roles and responsibilities

3.3 Conduct work in a manner according to relevant statutory and legislative requirements

3.4 Conduct work in accordance with the professional standards of the sector

3.5 Undertake ongoing professional development and awareness of professional boundaries

Required Skills and Knowledge

ELEMENT

PERFORMANCE CRITERIA

Elements define the essential outcomes

The Performance criteria describe the performance needed to demonstrate achievement of the element.

1. Plan intervention and support activities for individuals with autism spectrum disorder

1.1 Recognise the diagnostic process/es used in relation to the person, including assessment tools, diagnostic categories and core areas of functional impact

1.2 Identify key issues affecting individuals with autism spectrum disorder, their carers and families, including siblings

1.3 Identify personal values and attitudes to take into account when planning and implementing support activities

1.4 Identify opportunities for ongoing professional development to maintain service delivery outcomes

2. Respond effectively to the needs of individuals with autism spectrum disorder

2.1 Provide a range of interventions and supports that are effective for the specific needs of individuals

2.2 Implement interventions and support strategies in response to the diagnostic assessment and support varied learning styles

2.3 Implement interventions and support strategies that are measurable and evidence based

2.4 Conduct support activities in a manner that promotes and achieves person-centred outcomes

3. Operate within a legal and ethical framework and in accordance with the professional standards of the sector

3.1 Conduct support activities in the context of the underpinning values, philosophies and standards of the sector

3.2 Identify organisation policies relevant to job roles and responsibilities

3.3 Conduct work in a manner according to relevant statutory and legislative requirements

3.4 Conduct work in accordance with the professional standards of the sector

3.5 Undertake ongoing professional development and awareness of professional boundaries