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Evidence Guide: CHCICS305A - Provide behaviour support in the context of individualised plans

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

 

CHCICS305A - Provide behaviour support in the context of individualised plans

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

Follow daily lifestyle routines

  1. Support people to maintain their routines in accordance with organisation policies and procedures
  2. Locate and follow staff routines according to organisation policies and procedures
  3. Provide a safe and predictable environment for people
  4. Identify opportunities for skill development and/or maintenance within daily routines
  5. Identify and act upon opportunities to engage people in daily activity
  6. Identify opportunities for enjoyable experiences within daily routines
  7. Identify and report changes in person's needs according to organisation policies and procedures
  8. Make time requests of person appropriately and within person's capabilities
  9. Consider person's individual needs, strengths and preferences when engaging in daily routines and activities
  10. Identify problems with engaging clients and seek appropriate assistance
  11. Provide an environment conducive to positive and adaptive responses
  12. Use reinforcement appropriate to the individual
Support people to maintain their routines in accordance with organisation policies and procedures

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Locate and follow staff routines according to organisation policies and procedures

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Provide a safe and predictable environment for people

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify opportunities for skill development and/or maintenance within daily routines

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify and act upon opportunities to engage people in daily activity

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify opportunities for enjoyable experiences within daily routines

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify and report changes in person's needs according to organisation policies and procedures

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Make time requests of person appropriately and within person's capabilities

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Consider person's individual needs, strengths and preferences when engaging in daily routines and activities

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify problems with engaging clients and seek appropriate assistance

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Provide an environment conducive to positive and adaptive responses

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Use reinforcement appropriate to the individual

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Contribute to the development of a behaviour support plan

  1. Observe and record the type, frequency and triggers of behaviour likely to put the person and/or others at risk of harm
  2. Observe and record environmental context of behaviour likely to put the person and/or others at risk of harm
  3. Observe and record person's emotional well being in the context of behaviour likely to put the person and/or others at risk of harm
  4. Observe and record person's health status in the context of behaviour likely to put the person and/or others at risk of harm
  5. Observe and record person's medication in the context of behaviour likely to put the person and/or others at risk of harm
  6. Participate in the development of an individual response plan by providing accurate records of observations
Observe and record the type, frequency and triggers of behaviour likely to put the person and/or others at risk of harm

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Observe and record environmental context of behaviour likely to put the person and/or others at risk of harm

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Observe and record person's emotional well being in the context of behaviour likely to put the person and/or others at risk of harm

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Observe and record person's health status in the context of behaviour likely to put the person and/or others at risk of harm

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Observe and record person's medication in the context of behaviour likely to put the person and/or others at risk of harm

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Participate in the development of an individual response plan by providing accurate records of observations

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Provide support to the person to use positive and adaptive responses

  1. Follow strategies identified in the individual response plan
  2. Communicate with positive interactions
  3. Monitor strategies to determine effectiveness in developing and maintaining positive and adaptive responses
  4. Monitor strategies to determine reduction of risk of harm to the person and others
  5. Monitor strategies to determine level of intrusion on person's dignity and self-esteem
Follow strategies identified in the individual response plan

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Communicate with positive interactions

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Monitor strategies to determine effectiveness in developing and maintaining positive and adaptive responses

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Monitor strategies to determine reduction of risk of harm to the person and others

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Monitor strategies to determine level of intrusion on person's dignity and self-esteem

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Complete documentation

  1. Comply with the organisation's reporting requirements
  2. Complete documentation according to organisation policy and protocols
  3. Maintain documentation in a manner consistent with reporting requirements
  4. File documentation organisation policy and protocols
Comply with the organisation's reporting requirements

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Complete documentation according to organisation policy and protocols

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Maintain documentation in a manner consistent with reporting requirements

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

File documentation organisation policy and protocols

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

Assessment should be conducted on more than one occasion to cover a variety of circumstances to establish consistency

A diversity of assessment tasks is essential for holistic assessment

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

Resource requirements include access to all relevant resources commonly provided in the service setting, including:

relevant organisation policy and procedure manuals, legislation and standards

organisation mission statement, strategic and business plan

other documentation relevant to the work context such as:
. individual routines
. staff routines
. neuropsychological reports
. behaviour support plans
. data collection techniques
. specific communication tools
. skills development plans
. accident and incident forms
. referral forms
. lifestyle review package

Method of assessment:

Observation of work performance

Written tasks

Interview and questioning

Authenticated portfolio/log book

Supporting statement of supervisor/s

Authenticated evidence of relevant work experience and/or formal/informal learning

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 and understanding of:

Principles and practices which focus on the individual person

The social model of disability

The impact of social devaluation on an individual's quality of life

Competency and image enhancement as a means of addressing devaluation

Organisation policies and procedures relating to behaviour management (including restrictions on the use of aversive procedures), occupational safety and health, critical incidents, accident and incident reporting, dignity of risk and duty of care

Basic knowledge of the causes of, influences on and functions of behaviour

Evidence-based behavioural intervention

Strengths-based support

Principles of effective communication

Essential skills:

It is critical that the candidate demonstrate the ability to:

Demonstrate knowledge and application of organisation policies and procedures relating to behaviour management, occupational safety and health, critical incidents, accident and incident reporting, dignity of risk and duty of care

Identify strategies to remove or avoid the situations leading to aggression or violence, disinhibition, or other inappropriate behaviour

Identify strategies to promote appropriate behaviour and engage client in activities (addresses lack of motivation or initiation, withdrawal, non compliance)

Observe a person's behaviour in an objective, non-judgemental manner

Collect behavioural information and data relevant to a response plan

Observe circumstances that have an adverse impact on people

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 application of knowledge and skills in:

crisis management (basic)

reporting procedures for incidents and accidents

referral procedures for specialist services

use of basic self protective strategies (e.g. passive self defence)

strategies that avoid behaviour escalation (basic)

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.

Client may be:

Individual or groups

Routines may include:

Written plans that describe an individual's daily activities and strategies for engaging them in their daily activities.

Staff routines may include:

Written plans that guide the activities of the staff for the individual/s they are providing support to

They include skills development activities and behaviour support plans

Safe and predictable environment includes:

Consistent application of routines and procedures

Organisation policies and procedures may include:

Behaviour management guidelines, occupational safety and health policies and procedures, emergency procedures

Behaviour likely to put the person and/or others at risk of harm may include those that:

Have the potential for physical harm or destruction (e.g. hurting self or others, damaging property)

Last for an excessively long time (e.g. either in a single incident or in multiple incidents over time, continued screaming, persistent scratching causing skin irritation)

Isolate the person, it stops them from engaging in valued roles (with friends, family, community access, work) e.g. disinhibition, perseveration

Interferes with the person's learning and developing new skills

Reduces their quality of life (e.g. lack of motivation, depression)

Are disruptive or are outside the rules of community living (e.g. yelling or singing loudly in a supported residential service, going into other people's rooms, making constant demands or repeatedly asking questions )

Limits or delays access to the use of ordinary community facilities (e.g. inability to attend day centre due to poor personal hygiene)

That make others feel uncomfortable or distresses the person themselves (e.g. sexually inappropriate behaviour such as groping breasts or masturbating in public)

Strategies to assist in managing behaviour may include:

Lifestyle enhancement

Skills development

Structure and routine

Teaching functional communication

Reinforcement schedules

Increasing engagement

Teaching relaxation

Active listening and observation

Using effective communication

Compensatory strategies (memory aids such as whiteboard, diary)

Proximity management

Interrupt and redirect

Instructional education/facilitation

Stimulus change (changing environment)

Antecedent management

Consequences (highlight potential difficulties in applying consequences in an attempt to change behaviour for people with ABI who have memory impairment and executive system dysfunction)

Time out strategies

Emergency containment strategies

Behaviour support plans

Time out strategies

Team work and consistency

Positive solution focused approaches

Seeking expert assistance