Assist with the development and maintenance of client functional status

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 HLTAH408B, 'Assist with the development and maintenance of client functional status'.
Google Links
links to google searches, with filtering in place to maximise the usefulness of the returned results
Books
Reference books for 'Assist with the development and maintenance of client functional status' 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. Plan to deliver skill development program activities based on identified goals

1.1 Obtain information about the developmental program from an allied health professional

1.2 Consult allied professional about the developmental program requirements and desired client outcomes

1.3 Identify program requirements outside scope of role and responsibilities as defined by the organisation and discuss with allied health professional

1.4 Identify and confirm impact of the program's contribution to the client's overall care plan

1.5 Determine client availability according to organisation protocols

1.6 Identify cultural and spiritual issues that might have an impact on client's maintenance of function

2. Develop skill development and maintenance program based on identified goals

2.1 Assist professional to work with client and carers to identify current skills and abilities and how these can be built upon to participate more meaningfully in the client's environment(s)

2.2 Assist professional to work with client and carers to identify their needs and priorities in terms of specific skill development and maintenance

2.3 Identify skills that need to be developed that are outside scope of role and responsibilities as defined by the organisation and refer to the allied health professional

2.4 Assist professional to work with the client and carers to develop goals that will enable work at the client's own pace to acquire and retain skills for daily living

2.5 Support the client and carers to identify methods that will build upon their strengths when developing, and retaining skills

2.6 Work with professional and client to determine methods of evaluating the effectiveness of activities and methods

3. Deliver skill development and maintenance program

3.1 Gather the equipment and materials to deliver the program, in line with client needs, specifications of the allied health professional and legislative and organisation guidelines

3.2 Check safety and efficiency of any equipment and materials

3.3 Support client to carry out activities in ways that promote safety, involvement and confidence, and adhere to the cultural and spiritual beliefs and preference of the client

3.4 Provide support according to principles and practices of active support, in a manner that is respectful of the client and provides encouragement and motivation to optimise client interest and involvement

3.5 Set up the environment to optimise client interest, participation and involvement

3.6 Identify and respond appropriately to any risk to clients or others and report accordingly

3.7 Provide reinforcement and constructive feedback to client and carers about involvement in activities

3.8 Modify approaches if client becomes distressed, in pain or communicate their desire to stop or amend the activity

3.9 Seek advice if safety issues arise, does not wish to continue, is distressed or in pain or if conflict arises with client

3.10 Assist professional to work with client to review progress

3.11 Under direction of an occupational therapist, adapt the environment and activity to maximise functional independence

4. Clean and store equipment and materials

4.1 Clean equipment and materials according to manufacturers requirements

4.2 Store equipment and materials according to manufacturers requirements and organisation protocols

4.3 Report equipment faults to appropriate person

5. Document client information

5.1 Use accepted protocols to document information relating to the program in line with organisation requirements

5.2 Provide regular feedback to the client's care team

5.3 Use appropriate terminology to document symptomatic expression of identified problems related to the program