Develop and promote positive person-centred behaviour supports

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 CHCDIS006, 'Develop and promote positive 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 'Develop and promote positive 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. Identify behaviours of concern that are likely to put the person or others at risk of harm

1.1 Define and document behaviours of concern using objective, observable and measurable terms that all people supporting the person can understand

1.2 Identify the behaviours of concern using a functional or observational behaviour assessment

1.3 Identify and assess the environmental and lifestyle context of behaviours of concern

1.4 Identify and assess the personal characteristics, physical and mental health, past experiences, skills and limitations, and interpersonal relationships that might contribute to behaviours of concern

1.5 Identify the type, frequency and triggers of behaviours of concern

1.6 Facilitate the ongoing involvement of others in the observation and recording of behaviours of concern and the assessment and planning processes

2. Develop positive behaviour support responses using a person-centred approach

2.1 Ensure that the person’s preferences for including their carer and/or family and/or relevant others in the ongoing development of supports are taken into account

2.2 Demonstrate a strengths and evidence-based, best practice approach that reflects and respects the rights, personal choices, needs, abilities and goals of the person

2.3 Develop supports that are based on accurate records, observations and consultation with all who will use them, including the person, to accommodate lifestyle preferences

2.4 Develop interventions and supports that safeguard the person from increased risk of being exploited, abused, or exposed to inappropriate constraints or unlawful treatment

2.5 Identify proactive and positive supports to promote behavioural change, including changes to the environment and communication strategies

2.6 Identify the timeframes and goals of the plan, how success will be measured, and how it will be monitored and reviewed

2.7 Identify changes to work practices that may be implemented to reduce the behaviours of concern

2.8 Identify interventions for critical or adverse situations and reactive responses to reduce the risk of harm to the person or others in accordance with organisation, legal and ethical requirements

2.9 Identify the appropriate supports for the person and workers after a behaviour of concern has occurred

2.10 Identify staffing issues and how they will be addressed

2.11 Ensure the necessary consents and approvals are documented prior to implementation of the plan

3. Monitor and review the person’s individual behaviour support plan

3.1 Monitor the person’s individual behaviour support plan in consultation with the person and internal and external support providers and/or groups

3.2 Monitor the implementation of the plan to measure improvements to the person’s quality of life and reductions in the risk of harm to the person and others

3.3 Measure and report on the number of adverse or critical events of behaviours of concern to determine the effectiveness of the behaviour support plan

3.4 Coordinate informal or formal debriefing process for relevant workers when critical incidents occur in accordance with organisation policies and procedures

3.5 Implement changes to the behaviour support plan consistent with evidence collected and in consultation with the person, support providers and other relevant professionals

3.6 Comply with the organisation's reporting and documentation requirements

3.7 Communicate individualised behaviour support plan revisions with all of the people who are providing support