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Evidence Guide: CHCCHILD301B - Support behaviour of children and young people

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

 

CHCCHILD301B - Support behaviour of children and young people

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

Contribute to a safe, supportive environment

  1. Identify characteristics of a supportive environment
  2. Use safe, supportive and equitable practices appropriate to the development stage and needs of the child and/or young person
  3. Identify any disabilities, learning difficulties or mental health issues of child or young person that may have potential impacts on behaviour
Identify characteristics of a supportive environment

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Use safe, supportive and equitable practices appropriate to the development stage and needs of the child and/or young person

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Identify any disabilities, learning difficulties or mental health issues of child or young person that may have potential impacts on behaviour

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Use positive support techniques

  1. Establish expectations for behaviour in consultation with supervisor and in line with organisation expectations
  2. Provide instructions in a manner appropriate to the child or young person's need and context of the work environment and activity
  3. Use positive reinforcement to support responsible and appropriate behaviour
  4. Use age appropriate and clear non-verbal communication strategies to acknowledge responsible behaviour
  5. Employ appropriate strategies to redirect behaviour and defuse situations
Establish expectations for behaviour in consultation with supervisor and in line with organisation expectations

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Provide instructions in a manner appropriate to the child or young person's need and context of the work environment and activity

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Use positive reinforcement to support responsible and appropriate behaviour

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Use age appropriate and clear non-verbal communication strategies to acknowledge responsible behaviour

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Employ appropriate strategies to redirect behaviour and defuse situations

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Observe and collect data to assist with development of appropriate strategies for support

  1. Observe and collect data as a basis for functional analysis of when, where and what a child or young person is doing while involved in a task
  2. Use data to demonstrate the frequency, intensity and duration of problem behaviours
Observe and collect data as a basis for functional analysis of when, where and what a child or young person is doing while involved in a task

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Use data to demonstrate the frequency, intensity and duration of problem behaviours

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Implement strategies to support children or young people with additional needs

  1. Implement strategies to support child or young person with guidance from supervisor
  2. Implement strategies designed by a specialist according to directions and in cooperation with supervisor
  3. Identify issues of concern for discussion with supervisor
  4. Contribute effectively to development of personalised behaviour support plans
Implement strategies to support child or young person with guidance from supervisor

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Implement strategies designed by a specialist according to directions and in cooperation with supervisor

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Identify issues of concern for discussion with supervisor

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Contribute effectively to development of personalised behaviour support plans

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Monitor and review strategies

  1. Closely monitor new strategies and record responses of child or young person in accordance with organisation's policy and procedures
  2. Adapt levels of support required and provided based on need and response of child or young person, after consultation with supervisor
  3. Confirm the parameters of additional needs through discussion with supervisor
  4. Identify, document and offer to supervisor opportunities for additional support through observation
Closely monitor new strategies and record responses of child or young person in accordance with organisation's policy and procedures

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Adapt levels of support required and provided based on need and response of child or young person, after consultation with supervisor

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Confirm the parameters of additional needs through discussion with supervisor

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Identify, document and offer to supervisor opportunities for additional support through observation

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Assessed

Teacher: ___________________________________ Date: _________

Signature: ________________________________________________

Comments:

 

 

 

 

 

 

 

 

Instructions to Assessors

Evidence Guide

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

This unit could be assessed either on the job or off the job through an appropriate workplace simulation for a range of age groups and a range of conditions over a number of assessment situations

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 and/or 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

Assessment requires access to a range of opportunities defined in Range Statement, including:

relevant policy, protocols and procedures

educational materials

access to the organisation behaviour support plan

organisation policies and procedures for behaviour support

access to copies of documentation compiled by the candidate (evidence submitted for assessment must respect the privacy of children and young people, students, parents and other staff)

Required Skills and Knowledge

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 of:

Demonstrate an understanding of a safe, supportive environment

Factors that may affect behaviour of children and/or young people

Child development and needs of the age group

Potential impacts of disabilities, learning difficulties and mental health issues on behaviour of children and/or young people

Potential impacts of illness on behaviour of children and/or young people

Communicative function of behaviour

Impacts of environment and culture on behaviour of children and/or young people

Definitions of and differences between disruptive and behaviours of concern

Whole of organisation behaviour support plan

Level of responsibilities of the work role

Essential skills:

It is critical that the candidate demonstrate the ability to:

Use appropriate supportive behaviour techniques, in cooperation with staff and others

Communicate to give clear directions, communicate issues, negotiate solutions use body language and tone of voice to best effect

Maintain equilibrium in the management of inappropriate behaviour

Use teamwork to confer with and be guided by staff and other relevant personnel

Make accurate observation and recording of interactions of children and/or young people

Use judgement to determine when to involve other staff for supported intervention

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 the application of skills in:

data collection

cooperative problem-solving and planning

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.

Opportunities to listen to language may include:

Rhymes, poems, stories

Language games

Music

Dramatic play

Film, video, television

Everyday conversations

Discussions

Transactions

greetings

shopping

directions

instructions

Behaviour support may be based on models such as:

Glasser/choice model

Applied behavioural analysis

Limit setting/Canter and Canter

Humanism

Cognitive behaviour model

Systems theory model

Neo-Adlerian model

Positive behaviour intervention support and work of George Sugai and Tim Lewis

Characteristics of a supportive environment include:

Ergonomically appropriate furniture and fittings

Accessible

Designed to stimulate learning but to eliminate stimuli that may precipitate behaviour problems

Caters for a variety of levels of activity, experiences and/or learning

Resources are well maintained and appropriately stored in accordance with health and safety guidelines

Pleasant atmosphere is the norm

Respect is shown to all

Individuals are valued

Inclusiveness is practised

Safe, supportive and equitable practices may include:

Use of verbal and non-verbal positive reinforcement

Differentiation of individual needs

Individual learning styles are catered for

Shared decision-making

Inclusive language, attitudes and activities

Provision of equal opportunities for participation

Positive behaviour support:

A comprehensive set of strategies meant to redesign environments in such a way that problem behaviours are prevented or inconsequential, and to teach new skills, making problem behaviours unnecessary

Potential impacts on behaviour of disability may include:

Short concentration span leading to disruptive behaviour

Lack of reaction to stimuli

Control of bodily functions may not be developed

Unduly violent reactions to certain stimuli

Tiredness due to extra effort needed to participate may precipitate outbursts

Frustration caused by

restricted or limited capacity for sensory intake

delayed cognitive development

limited communication skills

limited social skills

Positive support for children and/or young people may include:

Demonstrating respect for cultural and religious beliefs of child or young person

Structuring supportive socialisation activities

Building self-esteem and confidence of child or young person by providing positive reinforcement, responses and encouragement

Assisting children and/or young people to develop problem solving skills

Modelling positive attitudes to learning

Modelling positive attitudes to others

Providing opportunities for extended learning or experiences

Provision of adaptive technologies where required

Use of child's or young person's first language as appropriate

Use of supportive, equitable behaviour modification techniques according to organisation policy and procedures and within parameters of the job role

Expectations for behaviour may include:

Behaviour inside and outside e.g. walk on the cement, sit while you eat, take turns to speak, listen to instructions, keep your hands to yourself, etc.

Group rules developed with children and/or young people

Using equipment and resources with respect

Providing assistance to others

Showing respect for others and other opinions

Specific expectations for certain situations

Non-verbal communication strategies to acknowledge appropriate behaviour may include:

Macro:

hand gestures

clap

touch on the shoulder

Micro:

smile

nod

Strategies to redirect behaviour and defuse situations may include:

Use a quiet, even tone of voice

Lowering the volume and pitch of the voice

Calm repetition of instructions/directions

Establish eye contact

Providing verbal assistance to clarify misunderstandings

Repositioning students/ resources/materials

Encouraging students to problem-solve

Diversionary techniques

Removal of stimuli

Physical restraint if the safety of any student is at risk

Collect data may include:

Anecdotal notes

Diary entries

Recording specific indicators determined with the supervisor

Using formats provided by the supervisor

Checklists

Charts

Observation notes

Observation of child's and/or young person's interactions with a range of other people

Asking other workers involved with child or young person

Consulting resource staff or others with relevant expertise

Consulting parents and other family members

Talking to other children and/or young people in the service if appropriate

Additional needs may include needs due to any of the following:

Learning

Personality

Mood

Disability

Behavioural or psychological disorders

Family circumstances and needs

Cultural differences from the culture of his/her peers

Communication difficulties

Risk of not achieving identified outcomes

Unknown diagnosis

Strategies to be implemented may be:

Define goals and how these will be achieved

Align with the whole of organisation behaviour support plan

Be guided by supervisor in consultation with child/young person specialists, workers and parents as appropriate

Be tailored to the needs of individuals and the group

Encourage children and/or young people to learn new skills

Ensure the safety of all children and young people

Be consistently implemented across the organisation

Issues of concern may include:

Unexpected changes in responses of child or young person

Symptoms of distress or illness

Incidents not addressed by planned strategies

Lack of progress

Levels of support required may vary between:

Acknowledgement

Encouragement

Scaffolding

Redirection

Intervention