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 CHCICS305A, 'Provide behaviour support in the context of individualised plans'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Provide behaviour support in the context of individualised plans' 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 | PERFORMANCE CRITERIA |
1. Follow daily lifestyle routines | 1.1 Support people to maintain their routines in accordance with organisation policies and procedures 1.2 Locate and follow staff routines according to organisation policies and procedures 1.3 Provide a safe and predictable environment for people 1.4 Identify opportunities for skill development and/or maintenance within daily routines 1.5 Identify and act upon opportunities to engage people in daily activity 1.6 Identify opportunities for enjoyable experiences within daily routines 1.7 Identify and report changes in person's needs according to organisation policies and procedures 1.8 Make time requests of person appropriately and within person's capabilities 1.9 Consider person's individual needs, strengths and preferences when engaging in daily routines and activities 1.10 Identify problems with engaging clients and seek appropriate assistance 1.11 Provide an environment conducive to positive and adaptive responses 1.12 Use reinforcement appropriate to the individual |
2. Contribute to the development of a behaviour support plan | 2.1 Observe and record the type, frequency and triggers of behaviour likely to put the person and/or others at risk of harm 2.2 Observe and record environmental context of behaviour likely to put the person and/or others at risk of harm 2.3 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 2.4 Observe and record person's health status in the context of behaviour likely to put the person and/or others at risk of harm 2.5 Observe and record person's medication in the context of behaviour likely to put the person and/or others at risk of harm 2.6 Participate in the development of an individual response plan by providing accurate records of observations |
3. Provide support to the person to use positive and adaptive responses | 3.1 Follow strategies identified in the individual response plan 3.2 Communicate with positive interactions 3.3 Monitor strategies to determine effectiveness in developing and maintaining positive and adaptive responses 3.4 Monitor strategies to determine reduction of risk of harm to the person and others 3.5 Monitor strategies to determine level of intrusion on person's dignity and self-esteem |
4. Complete documentation | 4.1 Comply with the organisation's reporting requirements 4.2 Complete documentation according to organisation policy and protocols 4.3 Maintain documentation in a manner consistent with reporting requirements 4.4 File documentation organisation policy and protocols |