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Evidence Guide: CHCECE006 - 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

 

CHCECE006 - Support behaviour of children and young people

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

Elements define the essential outcomes.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Contribute to a safe and supportive environment

  1. Use safe, supportive and equitable practices appropriate to the development stage and needs of the child and/or young person
  2. Recognise any developmental challenges or mental health issues of child or young person that may have potential impacts on behaviour
  3. Identify contributing environmental factors
Use safe, supportive and equitable practices appropriate to the development stage and needs of the child and/or young person

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Recognise any developmental challenges or mental health issues of child or young person that may have potential impacts on behaviour

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify contributing environmental factors

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Use positive support techniques

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

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

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

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Use positive reinforcement and clear verbal and 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. Collect data and record observations as a basis for gaining understanding of the child/young person’s behaviour
  2. Use data to demonstrate the frequency, intensity and duration of behaviours requiring support
Collect data and record observations as a basis for gaining understanding of the child/young person’s behaviour

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

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

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Implement strategies to support children or young people who require additional support

  1. Implement strategies to support child or young person with guidance from supervisor or as designed by a specialist
  2. Identify areas of concern for discussion with supervisor
  3. Contribute effectively to implementation of personalised support plans
Implement strategies to support child or young person with guidance from supervisor or as designed by a specialist

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify areas of concern for discussion with supervisor

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Contribute effectively to implementation of personalised support plans

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Monitor and review strategies

  1. Monitor new strategies and record responses of child or young person in accordance with organisational 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. Document observations and offer feedback to supervisor as additional support
Monitor new strategies and record responses of child or young person in accordance with organisational 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:

 

 

 

 

 

 

 

Document observations and offer feedback to supervisor as additional support

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assessed

Teacher: ___________________________________ Date: _________

Signature: ________________________________________________

Comments:

 

 

 

 

 

 

 

 

Instructions to Assessors

Evidence Guide

ELEMENT

PERFORMANCE CRITERIA

Elements define the essential outcomes.

Performance criteria specify the level of performance needed to demonstrate achievement of the element.

1. Contribute to a safe and supportive environment

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

1.2 Recognise any developmental challenges or mental health issues of child or young person that may have potential impacts on behaviour

1.3 Identify contributing environmental factors

2. Use positive support techniques

2.1 Establish expectations for behaviour in consultation with supervisor and in line with work role

2.2 Provide instructions in a manner appropriate to the child or young person’s needs and context of the work environment and activity

2.3 Use positive reinforcement and clear verbal and non-verbal communication strategies to acknowledge responsible behaviour

2.4 Employ appropriate strategies to redirect behaviour and defuse situations

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

3.1 Collect data and record observations as a basis for gaining understanding of the child/young person’s behaviour

3.2 Use data to demonstrate the frequency, intensity and duration of behaviours requiring support

4. Implement strategies to support children or young people who require additional support

4.1 Implement strategies to support child or young person with guidance from supervisor or as designed by a specialist

4.2 Identify areas of concern for discussion with supervisor

4.3 Contribute effectively to implementation of personalised support plans

5. Monitor and review strategies

5.1 Monitor new strategies and record responses of child or young person in accordance with organisational policy and procedures

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

5.3 Document observations and offer feedback to supervisor as additional support

Required Skills and Knowledge

ELEMENT

PERFORMANCE CRITERIA

Elements define the essential outcomes.

Performance criteria specify the level of performance needed to demonstrate achievement of the element.

1. Contribute to a safe and supportive environment

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

1.2 Recognise any developmental challenges or mental health issues of child or young person that may have potential impacts on behaviour

1.3 Identify contributing environmental factors

2. Use positive support techniques

2.1 Establish expectations for behaviour in consultation with supervisor and in line with work role

2.2 Provide instructions in a manner appropriate to the child or young person’s needs and context of the work environment and activity

2.3 Use positive reinforcement and clear verbal and non-verbal communication strategies to acknowledge responsible behaviour

2.4 Employ appropriate strategies to redirect behaviour and defuse situations

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

3.1 Collect data and record observations as a basis for gaining understanding of the child/young person’s behaviour

3.2 Use data to demonstrate the frequency, intensity and duration of behaviours requiring support

4. Implement strategies to support children or young people who require additional support

4.1 Implement strategies to support child or young person with guidance from supervisor or as designed by a specialist

4.2 Identify areas of concern for discussion with supervisor

4.3 Contribute effectively to implementation of personalised support plans

5. Monitor and review strategies

5.1 Monitor new strategies and record responses of child or young person in accordance with organisational policy and procedures

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

5.3 Document observations and offer feedback to supervisor as additional support