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Evidence Guide: CHCCCS035 - Support people 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

 

CHCCCS035 - Support people with autism spectrum disorder

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

Plan intervention and support activities for people with autism spectrum disorder.

  1. Read individualised plan to identify the person’s diagnosis and core areas of functional impact.
  2. Recognise key issues affecting the person with autism spectrum disorder, their carer and family, including siblings.
  3. Recognise personal values and attitudes to take into account when planning and implementing support activities.
  4. Determine areas where additional skills and knowledge are required to provide support to the person with autism spectrum disorder according to their individual needs and seek opportunities for professional development.
Read individualised plan to identify the person’s diagnosis and core areas of functional impact.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Recognise key issues affecting the person with autism spectrum disorder, their carer and family, including siblings.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

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

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Determine areas where additional skills and knowledge are required to provide support to the person with autism spectrum disorder according to their individual needs and seek opportunities for professional development.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Respond to the needs of people with autism spectrum disorder.

  1. Work with the person to provide interventions and supports according to the person’s preferences and needs and in line with the individualised plan.
  2. Implement interventions and support strategies that uphold the needs and rights of the person and support their learning style.
  3. Support the person’s use of assistive technologies and supports in meeting their individual needs.
  4. Recognise changes in the needs of the person and report to supervisor or relevant health professional.
  5. Conduct support activities in a manner that promotes and achieves person-centred outcomes.
Work with the person to provide interventions and supports according to the person’s preferences and needs and in line with the individualised plan.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Implement interventions and support strategies that uphold the needs and rights of the person and support their learning style.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Support the person’s use of assistive technologies and supports in meeting their individual needs.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Recognise changes in the needs of the person and report to supervisor or relevant health professional.

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. Work according to organisational policies and procedures relevant to job role and responsibilities.
  3. Conduct work in a manner according to relevant statutory and legislative requirements.
Conduct support activities in the context of the underpinning values, philosophies and standards of the sector.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Work according to organisational policies and procedures relevant to job role and responsibilities.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

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

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assessed

Teacher: ___________________________________ Date: _________

Signature: ________________________________________________

Comments:

 

 

 

 

 

 

 

 

Instructions to Assessors

Required Skills and Knowledge