Formats and tools
- Unit Description
- Reconstruct the unit from the xml and display it as an HTML page.
- Assessment Tool
- an assessor resource that builds a framework for writing an assessment tool
- Assessment Template
- generate a spreadsheet for marking this unit in a classroom environment. Put student names in the top row and check them off as they demonstrate competenece for each of the unit's elements and performance criteria.
- Assessment Matrix
- a slightly different format than the assessment template. A spreadsheet with unit names, elements and performance criteria in separate columns. Put assessment names in column headings to track which performance criteria each one covers. Good for ensuring that you've covered every one of the performance criteria with your assessment instrument (all assessement tools together).
- Wiki Markup
- mark up the unit in a wiki markup codes, ready to copy and paste into a wiki page. The output will work in most wikis but is designed to work particularly well as a Wikiversity learning project.
- Evidence Guide
- create an evidence guide for workplace assessment and RPL applicants
- Competency Mapping Template
- Unit of Competency Mapping – Information for Teachers/Assessors – Information for Learners. A template for developing assessments for a unit, which will help you to create valid, fair and reliable assessments for the unit, ready to give to trainers and students
- Observation Checklist
- create an observation checklist for workplace assessment and RPL applicants. This is similar to the evidence guide above, but a little shorter and friendlier on your printer. You will also need to create a seperate Assessor Marking Guide for guidelines on gathering evidence and a list of key points for each activity observed using the unit's range statement, required skills and evidence required (see the unit's html page for details)
- Self Assessment Survey
- A form for students to assess thier current skill levels against each of the unit's performance criteria. Cut and paste into a web document or print and distribute in hard copy.
- Moodle Outcomes
- Create a csv file of the unit's performance criteria to import into a moodle course as outcomes, ready to associate with each of your assignments. Here's a quick 'how to' for importing these into moodle 2.x
- Registered Training Organisations
- Trying to find someone to train or assess you? This link lists all the RTOs that are currently registered to deliver CHCDIS002, 'Follow established person-centred behaviour supports'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Follow established person-centred behaviour supports' on fishpond.com.au. This online store has a huge range of books, pretty reasonable prices, free delivery in Australia *and* they give a small commission to ntisthis.com for every purchase, so go nuts :)
Elements and Performance Criteria
ELEMENT Elements define the essential outcome | PERFORMANCE CRITERIA Performance criteria describe the performance needed to demonstrate achievement of the element |
1. Apply a person-centred approach to minimise behaviours of concern | 1.1 Support the person to maintain their activities of daily living in accordance with organisation policies and procedures and the individualised behaviour support plan 1.2 Consider the person’s individual needs, strengths, capabilities and preferences when engaging in activities of daily living and routines 1.3 Identify problems with engaging or motivating the person and seek appropriate assistance 1.4 Provide a safe environment for the person conducive to positive and adaptive responses |
2. Review context of behaviours of concern | 2.1 Recognise behaviours of concern outlined in the individualised behaviour support plan 2.2 Consider what happened before, during and after the behaviour of concern 2.3 Consider the type, frequency and triggers of the behaviour 2.4 Consider environmental factors in the context of the behaviour 2.5 Consider the person’s emotional well-being in the context of the behaviour 2.6 Consider the person’s health status in the context of the behaviour 2.7 Consider the person’s medication in the context of the behaviour 2.8 Record all observations accurately and objectively in consultation with supervisor using terms that can be clearly understood |
3. Provide positive behaviour support according to individualised behaviour support plan | 3.1 Recognise the difference between appropriate and inappropriate interventions when addressing behaviours of concern 3.2 Interpret and follow behavioural support strategies 3.3 Ensure that all interventions are in line with the plan and organisation policies and procedures 3.4 Follow organisation procedures to ensure safety of the person, self and other people 3.5 Respond to critical incidents in accordance with organisation’s intervention and notification procedures 3.6 Monitor strategies to determine effectiveness in consultation with supervisor 3.7 Identify and report changes in person’s needs and behaviours in consultation with supervisor 3.8 Follow referral procedures in consultation with supervisor |
4. Complete documentation | 4.1 Comply with the organisation’s reporting requirements 4.2 Maintain documentation according to organisation’s requirements |