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 HLTAH411C, 'Provide support in dysphagia management'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Provide support in dysphagia management' 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. Prepare for support of treatment and monitoring programs to promote safe swallowing and eating | 1.1 Obtain information about requirements from the speech pathologist 1.2 Determine need for interpreter where the client has English as a second language 1.3 Confer with speech pathologist about any ambiguities or requirements outside scope of role and responsibilities as defined by the organisation |
2. Deliver therapeutic program under supervision of speech pathologist | 2.1 Obtain informed consent from the individual client, or a third party where the individual is not in a position to provide this consent independently, before commencing the program 2.2 Confirm client/carer's understanding of requirements of the therapeutic program 2.3 Provide mealtime assistance to client, under instruction of speech pathologist, including the reinforcement of positioning and strategies to support safe swallowing and maximum level of independence of eating and drinking 2.4 Prepare texture modified foods and fluids, as determined by speech pathologist, for assessment purposes and for mealtimes for purposes of checking correctness of modified foods and fluids 2.5 Provide the client with relevant information and advice, as instructed by the speech pathologist, at a level and pace appropriate to the client's level of understanding, culture and background, preferred way of communication and need 2.6 Refer questions outside scope of role and responsibilities as defined by the organisation to speech pathologist and/or relevant member of care team 2.7 Provide client with sufficient time, opportunity and encouragement to practise existing and newly developed skills 2.8 Provide set up and support of the client during videofloroscopy assessment of swallowing, performed by speech pathologist 2.9 Carry out supplementary treatment programs 2.10 Identify adverse reactions/events associated with dysphagia and respond according to the detailed risk management framework |
3. Monitor client's management of dysphagia in consultation with speech pathologist and care team | 3.1 Work with the speech pathologist, care team and the individual to identify and record areas of positive progress and success and specific difficulties arising 3.2 Reinforce constructive feedback and advice provided by the care team about the client's approach and ability to manage their dysphagia 3.3 Support and encourage client to maintain and enhance their efforts to manage dysphagia 3.4 Reinforce the benefits of continuing to practice and develop skills and knowledge for dysphagia management 3.5 Identify adverse reactions/events associated with dysphagia and respond according to the detailed risk management framework 3.6 Refer to speech pathologist when additional input from health professional is required |
4. Document client information | 4.1 Use accepted protocols to document information relating to the treatment program in line with organisation requirements 4.2 Provide accurate and prompt feedback to the speech pathologist and client's care team to support future planning 4.3 Use appropriate terminology to document symptomatic expression of identified problems related to the therapeutic exercise program |