STAR INTERNATIONAL COLLEGE PTY LTD T/A STAR COMMUNITY COLLEGE

RTO CODE: 45190

CHCDIS002

Follow Established Person-Centred Behaviour Supports

STUDENT ASSESSMENT WORKBOOK

Table of Contents

Unit Assessment Plan

Assessment Instructions for the Student

Assessment Methods

Demonstrating Competency

Assessment Performance

Resubmits

Workplace Assessment Observation

Plagiarism

Pre-Assessment Checklist

ASSESSMENT METHOD 1: Short Answer Questions

ASSESSMENT METHOD 2: Projects

ASSESSMENT METHOD 3: Simulation Observations

ASSESSMENT METHOD 4: Workplace Observations

Assessment Record

Student Feedback Form

Instructions to Learner

Assessment instructions

Overview Prior to commencing the assessments, your trainer/assessor will explain each assessment task and the terms and conditions relating to the submission of your assessment task. Please consult with your trainer/assessor if you are unsure of any questions. It is important that you understand and adhere to the terms and conditions, and address fully each assessment task. If any assessment task is not fully addressed, then your assessment task will be returned to you for resubmission. Your trainer/assessor will remain available to support you throughout the assessment process.

Written work Assessment tasks are used to measure your understanding and underpinning skills and knowledge of the overall unit of competency. When undertaking any written assessment tasks, please ensure that you address the following criteria:

• Address each question including any sub-points

• Demonstrate that you have researched the topic thoroughly

• Cover the topic in a logical, structured manner

• Your assessment tasks are well presented, well referenced and word processed

• Your assessment tasks include your full legal name on each and every

Active participation It is a condition of enrolment that you actively participate in your studies. Active participation is completing all the assessment tasks on time.

Plagiarism

Plagiarism is taking and using someone else's thoughts, writings or inventions and representing them as your own. Plagiarism is a serious act and may result in a learners exclusion from a course. When you have any doubts about including the work of other authors in your assessment, please consult your trainer/assessor. The following list outlines some of the activities for which a learner can be accused of plagiarism:

• Presenting any work by another individual as one's own unintentionally

• Handing in assessments markedly similar to or copied from another learner

• Presenting the work of another individual or group as their own work

• Handing in assessments without the adequate acknowledgement of sources used, including assessments taken totally or in part from the internet.

If it is identified that you have plagiarised within your assessment, then a meeting will be organised to discuss this with you, and further action may be taken accordingly.

Collusion

Collusion is the presentation by a learner of an assignment as their own that is, in fact, the result in whole or in part of unauthorised collaboration with another person or persons. Collusion involves the cooperation of two or more learners in plagiarism or other forms of academic misconduct and, as such, both parties are subject to disciplinary action. Collusion or copying from other learners is not permitted and will result in a 0 grade and NYC.

Assessments must be typed using document software such as (or similar to) MS Office. Handwritten assessments will not be accepted (unless, prior written confirmation is provided by the trainer/assessor to confirm).

Competency outcome There are two outcomes of assessments: S = Satisfactory and NS= Not Satisfactory (requires more training and experience).

Once the learner has satisfactorily completed all the tasks for this module the learner will be awarded Competent (C) or Not yet Competent (NYC) for the relevant unit of competency.

If you are deemed Not Yet Competent you will be provided with feedback from your assessor and will be given another chance to resubmit your assessment task(s). If you are still deemed as Not Yet Competent you will be required to re-enrol in the unit of competency.

Additional evidence If we, at our sole discretion, determine that we require additional or alternative information/evidence in order to determine competency, you must provide us with such information/evidence, subject to privacy and confidentiality issues. We retain this right at any time, including after submission of your assessments.

Confidentiality We will treat anything, including information about your job, workplace, employer, with strict confidence, in accordance with the law. However, you are responsible for ensuring that you do not provide us with anything regarding any third party including your employer, colleagues and others, that they do not consent to the disclosure of. While we may ask you to provide information or details about aspects of your employer and workplace, you are responsible for obtaining necessary consents and ensuring that privacy rights and confidentiality obligations are not breached by you in supplying us with such information.

Assessment appeals process If you feel that you have been unfairly treated during your assessment, and you are not happy with your assessment and/or the outcome as a result of that treatment, you have the right to lodge an appeal. You must first discuss the issue with your trainer/assessor. If you would like to proceed further with the request after discussions with your trainer/assessor, you need to lodge your appeal to the course coordinator, in writing, outlining the reason(s) for the appeal.

Recognised prior learning Candidates will be able to have their previous experience or expertise recognised on request.

Special needs Candidates with special needs should notify their trainer/assessor to request any required adjustments as soon as possible. This will enable the trainer/assessor to address the identified needs immediately.

Assessment requirements

Assessment can either be: ? Direct observation

• Product-based methods g. reports, role plays, work samples

• Portfolios annotated and validated

• Questioning

• Third party evidence.

If submitting third party evidence, the Third Party Observation/Demonstration document must be completed by the agreed third party.

Third parties can be: ? Supervisors

• Trainers

• Team members

• Clients

• Consumers

The third party observation must be submitted to your trainer/assessor, as directed.

The third party observation is to be used by the assessor to assist them in determining competency.

The assessment activities in this workbook assess aspects of all the elements, performance criteria, skills and knowledge and performance requirements of the unit of competency.

To demonstrate competence in this unit you must undertake all activities in this workbook and have them deemed satisfactory by the assessor. If you do not answer some questions or perform certain tasks, and therefore you are deemed to be Not Yet Competent, your trainer/assessor may ask you supplementary questions to determine your competence. Once you have demonstrated the required level of performance, you will be deemed competent in this unit.

Should you still be deemed Not Yet Competent, you will have the opportunity to resubmit your assessments or appeal the result.

As part of the assessment process, all learners must abide by any relevant assessment policies as provided during induction.

If you feel you are not yet ready to be assessed or that this assessment is unfair, please contact your assessor to discuss your options. You have the right to formally appeal any outcome and, if you wish to do so, discuss this with your trainer/assessor.

Candidate Details

CHCCOM005 Communicate and work in health or community services

Please complete the following activities and hand in to your trainer/assessor for marking. This forms part of your assessment for CHCCOM005 Communicate and work in health or community services.

Name:

Address:

Email:

Employer:

Declaration

I declare that no part of this assessment has been copied from another persons work with the exception of where I have listed or referenced documents or work and that no part of this assessment has been written for me by another person. I also understand the assessment instructions and requirements and consent to being assessed.

Signed:

Date:

If activities have been completed as part of a small group or in pairs, details of the learners involved should be provided below:

This activity workbook has been completed by the following persons and we acknowledge that it was a fair team effort where everyone contributed equally to the work completed. We declare that no part of this assessment has been copied from another persons work with the exception of where we have listed or referenced documents or work and that no part of this assessment has been written for us by another person.

Learner 1:

Signed:

Learner 2:

Signed:

Learner 3:

Signed:

Observation/Demonstration

Throughout this unit, you will be expected to show your competency of the elements through observations or demonstrations. Your trainer/assessor will have a list of demonstrations you must complete or tasks to be observed. The observations and demonstrations will be completed as well as the activities found in this workbook.

An explanation of observations and demonstrations:

Observation is on-the-job

The observation will usually require:

• Performing a work-based skill or task

• Interaction with colleagues and/or Demonstration is off-the-job

A demonstration will require:

• Performing a skill or task that is asked of you

• Undertaking a simulation

Your trainer/assessor will inform you of which one of the above they would like you to do. The observation/demonstration will cover one of the units elements.

The observation/demonstration will take place either in the workplace or the training environment, depending on the task to be undertaken and whether it is an observation or demonstration. Your trainer/assessor will ensure you are provided with the correct equipment and/or materials to complete the task. They will also inform you of how long you have to complete the task.

You should be able to demonstrate the skills, knowledge and performance criteria required for competency in this unit, as seen in the Learner Guide.

Final Assessment-1 SHORT ANSWER QUESTIONS (SAQ)

Student & Assessor Cover Sheet

Student Name
Student Number ID:
Date
Student Declaration	I have been supplied with the learning materials. I have completed the class and had time to learn and practice before assessment. The Assessor has gone through the Instructions and checklist on page 2 and I understand that this is a formal assessment. I understand I must answer all the questions in exam conditions I understand I must demonstrate the skills or knowledge myself to prove this is my own work. I will do it in the time allowed under supervision by the Assessor. I have ticked the boxes on page 2 and I am ready for assessment and sign here.
Student Signature

Short Answer Questions - WRITTTEN Results
Result (1st attempt)	/	Satisfactory ( S)		Not Yet Satisfactory (NYS)
If NYS Will 2nd attempt be written or oral ?	Note gap questions /topics to be reassessed
Result (2nd attempt) Written /Oral	/	Satisfactory ( S)		Not Yet Satisfactory (NYS)
Assessors Name
Assessor's Signature			Date
Assessor comment /feedback	Note feedback provided if NYS:
Candidate Declaration	I have received the results and feedback for this written assessment
Student Signature						Date

Instructions to Students

You have received the Unit Outline at the start of this subject and you have had information about the assessments for this unit in the unit outline and in discussion in class.

• This is the Short Answer Questions assessment (1- SAQ )

• There is 45 minutes allocated to complete the Questions

• If you have difficulty reading or understanding questions, you can ask the assessor for

• Mark answers in black ink

• You must answer all the questions correctly to be deemed satisfactory in this assessment task. (100%) It is marked S Satisfactory or NYS Not Yet Satisfactory

• Your assessor will explain assessment conditions to you again as per the unit outline, then please sign the checklist below to indicate you understand these conditions.

Candidate to answer the following questions (Yes or No)

1	Do you understand how this assessment ties into the training?	Y	N
2	When/where the assessment going to take place and the conditions of the assessment?	Y	N
3	Do you feel ready to do the assessment activity?	Y	N
4	Do you know that the assessment is not pass/fail? Do you know that you can do a re-sit if you are ready? The Assessor may set another time for gap assessment or follow up with open questions if there is doubt about your responses. We expect candidates to be successful at the second attempt.	Y	N
5	Do you know you can appeal the assessment decision if you think it is not fair?	Y	N
6	Do you have any special needs that we need to adjust for during this assessment?	Y	N

If you ticked NO for anything above, write more information here.

If you feel not ready for the assessment, talk to the Assessor and do not go ahead.

When you are ready, please sign the cover page.

The timing for the QUESTIONS starts when the class is ready.

Assessment Method 1 - Short Answer Questions

• The questions are completed in class

• Briefly answer the questions below in the spaces Use the space provided as a guide to the length of your answer.

• This must be your own work

• You cannot use any resources for this assessment

• You must get a satisfactory response for each question

Q 1: Describe two principles and two practices of positive behaviour support which focuses on the individual person.

Q2: Explain positive reinforcement as a positive lifestyle enhancement strategy.

Q3: Briefly explain the social model of disability.

Q4: Briefly explain how social devaluation can have an impact on an individuals quality of life.

Q5: What are the legal and ethical considerations regarding code of conduct when supporting people with disabilities with their daily living activities?

Q6: What are the legal and ethical considerations regarding dignity of risk when supporting people with their daily activities?

Q7: Explain what a support workers legal and ethical considerations are in relation to duty of care when

supporting people with disabilities.

Q8: What are two human rights, according to the United Nations convention on the rights of persons with disabilities that a support worker should consider in their work with the people they provide support to?

Q9: What is constraint, and what is a legal and ethical consideration in using constraint, when working with people who have a disability?

Q10. Explain imprisonment, from a legal and ethical perspective, when providing support to people with disabilities.

Q11. What are your legal and ethical responsibilities regarding abuse of people with disabilities?

Q12: How can practice standards inform your work when supporting people with disabilities?

Q13: What are the legal and ethical considerations when ensuring the work safety and health of people with a disability?

Q14: Name three indicators that a persons needs may be unmet.

Q15: What are three principles of effective communication you could use when encouraging participation?

Q16: Identify three ways to apply the principles of effective communication when supporting a person to minimise behaviours of concern.

Q17: Why should you consider a persons emotional wellbeing in the context of behaviour?

Q18: Provide two reasons for considering a persons health status in the context of the behaviour.

Q19: Why should you consider a persons medication in the context of behaviour?

Q20: Explain motivation as a positive lifestyle enhancement strategy.

Q21: Explain stress management as a positive lifestyle enhancement strategy.

Q22: Explain engagement in meaningful activities as a positive lifestyle enhancement strategy.

Q23: Explain supporting relationships as a positive lifestyle enhancement strategy.

Q24: Explain nutrition as a positive lifestyle enhancement strategy.

Q25: Explain environmental and systems improvement as a positive lifestyle enhancement strategy.

Q26: How do organisational policies and procedures for reporting accidents and incidents play a part in managing the risks surrounding behaviours of concern that people with support needs may have?

Q27: Discuss organisational policies and procedures related to restrictions on the use of aversive procedures in regards to behaviour management, and provide an example of an aversive procedure.

Q28: Identify two common requirements of critical incident policies and procedures relating to behaviour management.

Q29: Describe two different specialist services you may need to refer to, and how referral would be made.

END OF QUESTIONS THANK YOU - HAND IN YOUR WORK

MAKE SURE THE COVER PAGE IS SIGNED

Final Assessment-2 PROJECT (PROJ) CASE STUDY (CS)

Student & Assessor Cover Sheet

Student Name
Student Number ID:
Date
Student Declaration	I have been supplied with the learning materials. I have completed the class and had time to learn and practice before assessment. The Assessor has gone through the Instructions and checklist on page 2 and I understand that this is a formal assessment. I understand I must complete the project and submit it in class or upload I understand I must complete the case study and report and submit it in class or upload I understand I must demonstrate the applied skills and knowledge myself, in my own words to prove this is my own work. I will do it in the time allocated and submit by the due date. I have ticked the boxes on page 2 and sign here.
Student Signature

PROJECT AND CASE STUDY Results
Result (1st attempt)	Satisfactory ( S)		Not Yet Satisfactory (NYS)
	Note gaps to be reassessed
Result (2nd attempt)	Satisfactory ( S)		Not Yet Satisfactory (NYS)
Assessor comment /feedback	Note feedback provided if NYS :
Assessors Name
Assessor's Signature		Date

Instructions to Students

You have received the Unit Outline at the start of this unit and you have had information about the assessments for this unit in the unit outline and in discussion in class.

• This is the Project assessment (2 PRO) and Case Study assessment ( 2 CS )

• If you have difficulty reading or understanding the task you can ask the assessor for clarification by email or in class.

• You must type up your answers where possible or write by hand in black ink ONLY in this workbook

• You must answer all the sections correctly to be deemed satisfactory in this assessment (100%) It is marked S Satisfactory or NYS Not Yet Satisfactory

• Your assessor will explain assessment conditions to you again as per the unit outline, then please sign the checklist below to indicate you understand these conditions.

Candidate to answer the following questions (Yes or No)

1	Do you understand how this assessment ties into the training?	Y	N
2	When/where the assessment going to take place and the conditions of the assessment?	Y	N
3	Do you feel ready to do the assessment activity?	Y	N
4	Do you know that the assessment is not pass/fail? Do you know that you can do a re-submit once you get the feedback within agreed time?	Y	N
5	Do you know you can appeal the assessment decision if you think it is not fair?	Y	N
6	Do you have any special needs that we need to adjust for during this assessment?	Y	N

If you ticked NO for anything above, write more information here.

If you feel not ready for the assessment, talk to the Assessor.

Please sign the cover page.

ASSESSMENT 2: RESEARCH PROJECTS/CASE STUDY

Read the instructions below before commencing this project:

• This is a take away assessment that can be prepared in your own time out of

• You are required to research the following topics and answer the questions within each topic

• Make sure you write clearly and legibly

• The length of the answer is indicated by the instructions for each task

• Your assessor will provide you with timeframes to complete this assessment

• It must be your own work

• Attach additional A4 size papers to complete your responses, if the given space is not sufficient Case Study 1- Sam and Rick

Sam is a support worker for a small regional service that supports people with disabilities. Rick uses the service. Rick is Indigenous Australian, and has a mild intellectual disability. Rick loves outdoor activities, such as rock climbing, sailing and bushwalking. Unfortunately the service is small and receives limited funding, so Rick has not been given much opportunity to explore his interests.

Rick is also very social. He loves people, and especially loves talking to people.

Rick has just started shelf stocking at the local supermarket. His supervisor, Will, has not had much time to train him, but has complained to Sam about Ricks behaviour. He says Rick is distracted, irritable and never completes a task, and when hes asked to do something, he often ignores the request.

Sam meets with Rick and his mother Helen to discuss some options and look at ways they could potentially enhance Ricks lifestyle.

Q1: How could Sam support Rick to maintain his daily living activities and routines?

Q2: What are Ricks individual needs that Sam must consider?

Q3: What are Ricks individual strengths that Sam should consider?

Q4: What are Ricks individual capabilities that Sam should consider?

Q5: What are Ricks individual preferences that Sam should consider?

Q6: Describe two problems faced by Sam in engaging Rick in daily living activities and routines.

Q7: Describe how Sam could seek appropriate assistance to motivate Rick?

Q8: Explain two ways that Sam could provide a safe environment for Rick, which is conducive to positive and adaptive responses?

Case Study 2 - Maahir

Maahir works as a disability support worker. One of the people he supports is Naomi, who uses a wheelchair, and has autism. Naomi is 16. In recent months, Naomis behaviour has changed significantly. Shes been biting and hitting staff, raising her voice at staff and other people in support, and refusing to comply with requests.

Maahir and his team look at Naomis individualised behaviour support plan. At this stage, there is no current information about Naomis behaviours of concern, as the behaviours are quite recent. The individualised support plan says that Naomis agitation increases in the evening, and meditation techniques or a bath are recommended.

Maahirs supervisor, Karen, organises for an integrated assessment to take place. As part of the assessment, she asks Maahir and other team members to observe Naomis behaviour, and record the type, frequency and triggers of the behaviours of concern to try and identify context.

Maahir observes that Naomi tends to become stressed at the end of the day around meal time. When she is asked to eat, she refuses, and then her behaviour escalates. Most of the biting and hitting behaviour happens around this time. Her behaviour tends to escalate most evenings, and results in hitting and biting at least twice a week. These days usually correspond with family visits. Naomis mother and sister visit twice a week. Sometimes they take Naomi on an outing.

Q9: What behaviours of concern would Maahir recognise in Naomis individualised behaviour support plan?

Q10: Why should Maahir consider what happened before, during and after Naomis behaviour of concern?

Q11: What may have triggered Naomis behaviour of concern?

Q12: Explain two environmental factors impacting Naomis behaviour?

Q13: Maahir should record all observations of Naomi accurately and objectively. Write two brief examples of observations of Naomi that could be described as accurate and objective.

Case Study 3 - Naomi

Naomi uses a wheelchair and has autism. Her behaviours of concern are that she hits and bites staff when she becomes agitated in the evenings.

At this stage, one of the interventions used has been to try and ask Naomi to count her breaths. This only makes Naomi more agitated. One intervention that has been successful has been to run Naomi a warm bath.

When Naomis behaviour has significantly escalated, however, some support workers have wheeled Naomi to her room and locked the door. This usually worsens her behaviour. Eventually she calms down and falls asleep. Maahir, one of Naomis support workers, is concerned about this practice as it does not seem right and is not detailed in Naomis support plan. He talks to his supervisor about the practice, and his supervisor agrees that this is against regulations.

The next day, Naomi is wheeled to her room, and her door is locked. While in her room, Naomi bangs her head badly. She becomes quiet. When Maahir checks on her, he sees she is unconscious.

Q14: Describe two appropriate intervention strategies Maahir could initiate to address Naomis behaviours of concern?

Q15: Explain which intervention strategies are inappropriate in Naomis situation?

Q16: Why is it important for Maahir to interpret and follow Naomis behavioural support strategies when

they are updated?

Q17: How could Maahir ensure that intervention strategies are in line with Naomis individualised

behaviour support plan?

Q18: How should Maahir respond when Naomi is found unconscious?

Q19: Describe how Maahir can ensure the safety of Naomi, himself and other people in general, during the critical incident with Naomi?

Q20: How could Maahir consult with his supervisor to monitor behavioural support strategies and report

on changes in Naomis needs and behaviours?

Q21: Describe two procedures Maahir must follow in making referrals for Naomi?

END OF PROJECTS

THANK YOU - HAND IN OR SUBMIT YOUR WORK

Final Assessments-3

SIMULATION OBSERVATION (OBS)

Student & Assessor Cover Sheet

Student Name
Student ID
Date
Student Declaration	I have had time to practice before this assessment. The Assessor has gone through the Instructions and checklist on page 2 and I understand that this is a formal assessment. I understand I must demonstrate the skills myself and answer questions. I will do the practical as a simulation under supervision of the Assessor. I am ready for assessment and sign here.
Student Signature

PRACTICAL Assessment Results							Assessor initials
Result	Detail here main heading/part in checklist			(S)		(NYS)
				(S)		(NYS)
				(S)		(NYS)
				(S)		(NYS)
				(S)		(NYS)
Result (1st attempt)	YES NO Did student complete the tasks to satisfactory standard at 1st attempt?
Result (2nd attempt)	YES NO Did student complete the gap tasks to satisfactory standard at 2nd attempt? Please note items that were assessed at 2nd attempt
Result NYS	Note feedback provided if NYS:
Assessors Name
Assessor's Signature		Date
Assessor Comment:
Student Declaration	I have received the results and feedback for this practical assessment
Student Signature					Date

Key:

Satisfactory (S)

Not Yet Satisfactory (NYS)

Instructions to Student

• All Students will participate in a series of practical exercises set up and observed by the Assessor.

• These exercises will be conducted by observation and

• To be satisfactory, candidates must demonstrate correct procedures and skill and application of knowledge for each part of the simulation.

Student to answer the following questions (Yes or No)

1	Do you understand how this assessment ties into the training?	Y	N
2	When/where the assessment going to take place and the conditions of the assessment?	Y	N
3	Are the WHS checks satisfactory and equipment ready for the assessment?	Y	N
4	Do you feel ready to do the assessment activity?	Y	N
5	Do you know that the assessment is not pass/fail? Do you know that you can do a re-sit if you are ready? The Assessor may set another time for gap assessment or follow up with open questions if there is doubt about your responses or demonstration of skills and knowledge in this practical. We expect candidates to be successful at the second attempt.	Y	N
6	Do you know you can appeal the assessment decision if you think it is not fair?
7	Do you have any special needs that we need to adjust for during this assessment?	Y	N

If you ticked NO for anything above, write more information here.

If you feel not ready for the assessment, talk to the Assessor and do not go ahead.

When you are ready, please sign the cover page.

ASSESSMENT 3: SIMULATION OBSERVATIONS

Scenario 1:

John is a 20-year-old refugee from Africa. He is diagnosed with mild cognitive disability and currently lives alone as his parents died from a sea accident as they were travelling to Australia 15 years ago. He does not have any family and is under Public Guardianship who regularly visits every forth night.

He grew up in an orphanage and relying on the public and private organisations support to sustain his living. John is working in a fruit shop where he helps in delivering and organising the goods. He is able to do labour jobs which requires physical strength and likes organising stuff

Recently, John is diagnosed with an anger management issue. He is currently taking Quetiapine (Syquet)

12.5 mg twice daily for his anxiety and agitation. One day when he was assembling the delivered goods in the shop, one customer accidently bumped into him. He just snapped out and yelled, Who do you think you are? Just because I am like this doesnt mean you have to belittle me and bump into me like that! The customer, in shock, felt threatened. Luckily the owner was there to intervene and calmed them down.

That incident happened again after two weeks. The manager had to discuss this matter with John as his temperament affects his business and it may lead to termination of Johns employment. John has been referred by his public guardian to your organisation CARE Support Service and you have been assigned as his support provider.

The support provider will hold a meeting with John, his Public Guardian, and his employer to discuss the situation and come up with a behaviour management plan.

Task 1: Students are grouped into 4. Provide a 20-30-minute role play depicting the case scenario consisting of an Introduction, body, and conclusion. The students should provide a script/guide where the facilitator can base their role play.The following points should be considered in the role play:

Introduction	Support Provider to meet John, his Public Guardian, and his employer Discuss the purpose of the meeting CARE Support Service organisation policies and procedures Goals and objectives of the meeting
Body	Identify Johns individual needs, strengths, capabilities, and preferences Identify problems with engaging or motivating John and seek appropriate assistance Provide a safe environment for John conducive to positive and adaptive responses Outline and provide an individualised behaviour support plan Consider what happened before, during, and after the behaviour of concern (triggers)

	Consider environmental factors, Johns emotional well-being, health status, and medication Recognise appropriate interventions for John such as pharmacological and non-pharmacological therapy Interpret and follow behavioural support strategies Create and incident report in accordance to organisations policies and procedures
Conclusion	Conclude the meeting with monitoring and follow-up strategies to determine effectiveness of the current management plan Identify and report any changes and referral procedures Suggestions and recommendations Questions Follow-up

Task 1 : Role-Play assessor marking template for the scenario 1: John			Must be able to demonstrate the ability to:
During the demonstration or observation of skills did the candidate?	Is the behaviour observed		Students Comment	Observation/Co mments of Assessor
	Yes	No
Student is able to use appropriate communication skills and built effective personal and workplace relationship.
Student has used non-verbal communication skills.
Student is able to support Provider to meet John, his Public Guardian, and his employer
Student has discussed the purpose of meeting with John
Student has discussed the Support Service organisation policies and procedures
Student has discussed goals and objectives of the meeting
Student has identified Johns individual needs, strengths, capabilities, and preferences.

Student is able to identify problems with engaging or motivating John and seek appropriate assistance from the team, family.
Student is able to provide a safe environment for John conducive to positive and adaptive responses
Student has outlined and provided an individualised behaviour support plan for Johns Behaviour management.
Student has Considered what happened before, during, and after the behaviour of concern (triggers)
Student has Considered environmental factors, Johns emotional well-being, health status, and medication
Student has Recognised appropriate interventions for John such as pharmacological and non- pharmacological therapy
Student is able to interpret and follow behavioural support strategies
Student is able to explain the available options and possible solutions to his needs
Student is able to explain about the sources of help and available services to his needs
Conclude the meeting with monitoring and follow-up strategies to determine effectiveness of the current management plan
Student has identified and reported the changes and referral made to appropriate services.
Student understands the legislation, boundaries and limitation of practice Student has Created and incident report when identified behaviours of concern.
Student understands the importance of thorough evaluation of possible options

Student is able to share opinions, suggestions, and recommendations with all the parties involved.
Assessors Comments:
Assessor Name		Outcome (Please Circle)		Satisfactory (s)	Not Yet Satisfactory (NYS)
Assessor Signature		Date:

Task 2: Complete the below attached forms for John. Ensure the below questions are covered in the forms:

As a support provider, what are the things to consider when a behaviour incident arises? As a future disability support WORKER, how would you address to manage the situation How would you promote a safe environment for John?

Create a behaviour support plan for John using the template below

Form A:

Star Support Services Behaviour Monitoring Outcome Chart

Process: Patient is to be commenced on behaviour chart for AINs to report any Challenging Behaviour Incidents. Determine triggers to challenging behaviours and how to avoid the same. Enter triggers and appropriate interventions to minimise the incident of behaviours RNs to be notified and evaluate interventions by RN every 3 months as per NCP evaluation			Name
			Surname
			DOB
			MRN/CRN
Date	Identified Issues	Triggers	Interventions	Signature & Designation

Form B: You might have to fill additional form to document the behaviours of John,

Use the template below to document any new behaviours that has not been documented in behaviour monitoring Outcome chart used above.

Care Support Services Behaviour Monitoring Log

Name:	Surname:
DOB:	MRN/CRN:
DIAGNOSIS:	LMO:

Purpose: To monitor challenging behaviour and identify triggers to problem Behaviour.

Procedure: 1. Supervisor to commence monitoring whenever staff reports challenging behaviour exhibited by resident that have not already been identified in the behaviour monitoring outcome form.

2. Determine new triggers to behaviour and implement interventions via the behaviour monitoring outcome form.

2. Continue monitoring the behaviour for up to 7 days to determine the effectiveness of interventions used.

When		What?	Where?	Who?	Why?	How?
When did it		What behaviour	Where did the	Who else was	What else was	How did others/staff
happen		was observed?	behaviour occur?	present?	happening? What may	respond to the
		Be specific.			have caused or	behaviour? How did
date	time				triggered the behaviour?	the resident react?

Form c: If you have identified any behaviors of concern with Mr. John such as physical/verbal aggressive behavior and if you think the behavior might be a risk to staff/others, fill in the behavior of concern incident form.

Care Support Services Behaviour of Concern: Incident Form

Your Name & Designation:	Your Signature:
Patient Name: Surname: DOB: CRN:	LMO:
Patients Diagnosis:	Does the resident/patient have a pre-existing behavioural problem? Yes No
Date: Time: Your Sex: M F	Residents sex: M F	Has the resident been aggressive before: Yes No
Tick the most appropriate type of behaviour involved: Punch Hit Scratch Kick Spit Trip Yelling Racial Abuse Bite Grabbing Pushing Throwing Objects Hair Pulling Bent Fingers Back Sexual Harassment Touching Unwelcomed Sexual Comments Abusive/offensive comments other
Tick what activity you were engaged in when the challenging behaviour occurred? Feeding Lifting Turning Dressing/Undressing Transfer/Transporting Bathing Grooming Awaken from Sleep Toileting Redirecting Other Activity
Was there a trigger to this behaviour/ Incident? Yes No Did the resident appear anxious or agitated prior to incident? Is the resident on regular sedative/ psychotropic medication? Was Patient asleep? Did you wake the patient? Was the patient regularly turned for skin Integrity Was the patient disturbed by staff or another resident? Is the resident in Pain? Has the resident been given Pain relief? Did you give full attention to the patient or were you talking to your Partner (co-worker)? Was the patient engaged in an activity not wanting to be disturbed? Any Other please define

Indicate the seriousness of the incident from your perspective by circling the appropriate number 0 (not at all serious) 1 2 3 4 5 (extremely serious) Were you or others injured? Yes No Would you like to talk about this Incident? Yes No Have you reported/discussed about this Incident with the RN? Yes No

Have you completed all the documentation and updated the NCP? Yes No

Has the incident been reported to the LMO? Date:

Name: Signature: Date:

Form D: Student to identify the Variations and the frequency of physical behaviour of John and to use appropriate codes to document the behaviour identified and initial at the appropriate time identified. This form is to be used by student when the trainer states to commence on assessments for Funding.

ACFI Behaviour Record for Physical Behaviour				Name
				Surname
CODES: P1: Physically threatens
				DOB
P2: Socially inappropriate				LMO
P3: Constantly physically agitated
Date
Time	code	initial	code		initial	code	initial	code	initial
0000
0100
0200
0300
0400
0500
0600
0700
0800
0900
1000
1100
1200
1300
1400

1500
1600
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Total

Form E: Student to participate in developing Care plan with the supervisor for Mr John as you have already identified the behaviours, triggers and the frequency of behaviours. Student is required to assist supervisor in planning interventions for Mr.John to modify the Physical/Verbal Behaviour.

Use the template below to develop a care plan for Mr. John.

Care Support Services Individualised Plan	Name:
	Surname:
	DOB:
	LMO:

Physical Behaviour

Identified Needs	Goals	Interventions
The Physically aggressive behaviour is displayed by: Physically threatening or doing harm to self, other or property by: Biting/ Hitting/ Spitting/ Pushing / Kicking /Pulling Hair Throwing Objects/ Self Mutilation / Climbing out of bed/ Burning self when smoking/ attempting to smoke indoors/ Hoarding Items/ Faecal Smearing/ Repeatedly loosing things/ Removing or destroying incontinence pads/	To reduce noisy and disruptive behaviour. To minimize the frequency and/or duration of the behaviour. Minimize distress to	1. requires monitoring & or intervention by staff to manage the behaviour: a. Very occasionally b. less than 1/week c. at least 1/week d. at least 6 days/week e. at least twice/day and at least 6 days/week. 2. Ensure basic needs are met including: - hunger/ thirst/ cold/ hot/ pain/ boredom/ loneliness.

obsessional Traits e.g. . Socially inappropriate behaviour impacting of other residents e.g. . Constantly physically agitated. The behaviours is directed at self, other residents, visitors, staff. Sign: Date Evidenced By: Wandering/ Verbal / Physical Behaviour Assessments.

Minimize distress/disturbance to other residents/visitors. Sign: Date:

3. Offer toileting 4. Engage in social contact spend time 1:1. 5. Divert attention with meaningful occupational & recreational activities. 6. Remove/reduce triggers to behaviour. Identified triggers include: 7. is on Physical/ Chemical Restraint. 8. If resident becomes aggressive a. Ensure the immediate safety of all concerned. b. Attempt to remove from public area. c. Seek assistance from other staff if necessary. Sign: Date:

Assessment Record

Candidate Name:
Assessor Name:
Location:			Date:
CHCDIS002 Follow established person centered behaviour supports
Circle answer
The candidates written short answer questions were:		Satisfactory	Not Yet Satisfactory
The candidates project was:		Satisfactory	Not Yet Satisfactory
The candidates observational Assessment was:		Satisfactory	Not Yet Satisfactory
The candidates work placement assessments were:		Satisfactory	Not Yet Satisfactory
The candidates overall result was:		Competent	Not Yet Competent
Comments:
Assessors Signature:			Date:

Student Feedback Form

Students Name:
Unit:	CHCDIS002 Follow established person centered behaviour supports
Assessors Name:
Assessment Date:
Please provide us some feedback on your assessment process. Information provided on this form is used for evaluation of our assessment systems and processes. This information is confidential and is not released to any external parties without your written consent.
Please tick Yes or No for the questions below:		Yes	No
Did you receive information about the assessment prior to the date?
Were the instructions to the assessment clear and easy to understand?
Did you understand the purpose of the assessment?
Were you advised of the performance criteria?
Were you advised of the process of the assessment?
Were there any surprises in your assessment?
Did you feel the assessment was fair?
Was your assessor professional?
Did you feel the assessment was accurate?
Were you comfortable with the outcome?
Did you receive feedback about your assessment?
If you answered no to any of the above questions are you aware of the appeals process?
Comments:

Thank you