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Disability Behaviour Support Skill Set Facilitator Guide
Disability Behaviour Support Skill Set Facilitator Guide
Introduction
The Community Services and Health Industry Skills Council (CS&HISC) is the recognised
advisory body on skills and workforce development across Australia for the two important
industries of community services and health. Through ongoing research, consultation and
industry engagement CS&HISC is able to identify the changes required within vocational and
work-based training, and develop the national qualifications to support ongoing skill
development.
This suite of resources has been developed to support the Disability Work: Behaviour
Support Skill Set from the Community Services (CHC08) Training Package.
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CHC08 Disability Behaviour Support Skill Set
Facilitator Guide
Disability work skill set behaviour support
Target group This skill set has been endorsed by industry as appropriate
for people who hold a community services qualification at
Certificate III level or higher or commensurate industry skills
as evaluated through recognition of prior learning processes.
Required form of This skill set meets industry requirements as specified in the
words for CHC08 Community Services Training Package to manage a
Statement of service delivery program which supports people with a
Attainment disability who have behaviours of concern.
Please be aware that although these learner guides may sometimes refer to clients who
have a disability and are aging or living in an aged care facility, they have been written within
the context of disability services, not within the context of aged care. Similarly these guides
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are not written within the content of childrens services, as they refer to adolescents over 14
years of age, and to adults. The focus in the disability sector is to enhance and develop
clients skills, whereas in aged care the focus is on helping clients maintain independence
with diminishing skills.
Trainers who utilise this learner guide must be aware of the current restrictions and
jurisdictional limitations which apply to the scope of practice of disability services workers.
Organisational policies and procedures must also be taken into consideration by both
trainers and workers when applying the work procedures outlined in this guide.
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Using the Learner Guide
Structure
This suite of resources contains the following sections
a) Facilitator Guide Introduction and mapping
b) Learner Guide 1 Working within a legal and ethical framework
c) Learner Guide 2 Communication
d) Learner Guide 3 Plan and Provide Advanced Behaviour Support
e) Learner Guide 4 Provide Services to Support Complex Needs
Method of assessment
Assessment must include questioning (verbal and written) to address essential knowledge
as outlined on page 24.
Assessment will also include:
observation of work performance
supporting statement of supervisor or health professional
authenticated evidence of relevant work experience and/or formal/informal learning
case studies and scenarios as a basis for discussion of issues and strategies to achieve
required infection control outcomes in specific work environments and communities
written assessment of functional English language, literacy and numeracy skills
appropriate to the level of responsibility of the care worker
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Glossary
Terms which you will see used in this resource include:
AAC systems Range of AAC aids, symbols and strategies which supplement
speech.
ABC chart A way to analyse behaviour. The A stands for Antecedent, which
is what happened before, the B stands for the Behaviour, itself,
and C stands for Consequence, meaning the result of the
behaviour.
Acquired brain injury Refers to any type of brain damage which occurs after birth. ABI
(ABI) can include damage sustained from an infection, disease, lack of
oxygen or a blow to the head.
Acquired disability A disability that has occurred after the time of birth.
Amyotrophic lateral A disease of the nerve cells in the brain and spinal cord that
sclerosis control voluntary muscle movement
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spectrum disorder which include autism, Aspergers syndrome and other closely
related developmental disorders. ASD can impair social
interactions and communication, and produce restricted,
repetitive and stereotypical behaviours, interests and activities.
Behaviours of concern Behaviour of such intensity, frequency and duration that the
physical safety of the person or others is placed or is likely to be
placed in serious jeopardy, or behaviour which is likely to
seriously limit use of, or result in the person being denied access
to ordinary community facilities, services and experiences.
Dentified by Eric Emerson, Professor of Disability and Health
Research UK, 1995
Carer Carers provide unpaid care and support to family members and
friends who have a disability, mental illness, chronic condition,
terminal illness or who are frail or aged. Defined by Carers
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Australia)
Chemical restraint The use of medication for the specific purpose of controlling or
influencing behaviour, mood or level of arousal.
Client Refers to the person with a disability and clearly defines their role
in the relationship with a worker. Clients may include:
Complex needs People who have multiple health, functional or social conditions
where one condition affects the other conditions.
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Critical incident An unexpected or unplanned action or event which results or has
the potential to result in harm to the person, others or property.
Degenerative Conditions that affect the nervous system, which become more
neurological disease severe over time. Some examples of progressive neurological
disorders are Motor Neurone Disease, Parkinsons disease and
Multiple Sclerosis.
Down syndrome (DS) Also called Trisomy 21, is a condition in which extra genetic
material causes delays in the way a child develops, both mentally
and physically.
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the brain. Epilepsy in people with a learning disability is 20 times
higher and 30 times higher in people with severe multiple
disabilities.
Exclusionary time-out An intervention which removes the person for a period of time
from a situation which is promoting or reinforcing behaviour of
concern.
Health conditions Any physical condition which causes pain, anxiety or fatigue,
often affecting a persons ability to communicate.
Incident Prevention A written plan containing one or a number of strategies that have
and Response Plan been developed in order to:
(IPRP)
Prevent the behaviour of concern
Incidental or informal Education that happens outside of the learning sessions when
learning instructions are given and often happens outside of the home.
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Individual Plans An umbrella term used in this competency to describe the plans
for clients, which include Service Delivery Plans, Individual
Personal Plans, Personal Development Plans and Care Plans.
These plans include a clients long-term and short-term goals,
augmentative and alternative communication strategies,
behaviour support and responses which address their needs and
aims to improve their quality of life.
Intellectual disability There are three core features that people must have in order to
(ID) receive a diagnosis of intellectual disability:
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Literacy and numeracy Ability to read, write, use numbers and recognise colour.
skills
http://www.makaton.org/about/how-makaton-works.htm
Motivation intrinsic Those activities which a person will engage in for no reward
other than the interest, enjoyment and want to gain the benefits
of learning a new skill.
Motor skills fine Require the use of smaller muscle groups to perform tasks that
are precise in nature.
Motor skills gross This requires the use of large muscle groups to perform tasks
like walking, lifting, pushing, bending or balancing.
Multiple sclerosis (MS) A chronic, often disabling disease that affects the central nervous
system.
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Muscular dystrophy A group of inherited conditions, which means they are passed
(MD) down through families. They may occur in childhood or
adulthood. There are many different types of muscular dystrophy:
Pain and discomfort General health conditions that cause physical irritation, such as
infections, ear ache, toothache, PMT. This pain affects
concentration.
Person centred This approach focuses on the client, their needs, concerns and
approach wants.
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sensitive environment so the client is empowered to achieve and
maintain their individual lifestyle goals. These include non-
aversive, person-centred, solution-focussed, holistic and skill-
based.
Positive practices Practices which are consistent with the principles of the positive
approach.
Prohibited practice Practices which interfere with basic human rights, are unlawful
and unethical such as physical, verbal emotional abuse or
deprivation.
Psychiatric disability Affects the ability of the person to perform everyday living tasks
and to develop and maintain effective personal and social
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relationships
Reactive strategies Strategies which need to be actioned quickly and can include
immediate responses, anger management or crisis response.
Restricted access The use of physical barriers such as locks or padlocks, increased
supervision, or boundaries in an environment in order to restrict a
persons access.
Restricted Practice A formal authorisation to ensure that the use of any restricted
Authorisation (RPA) practice is clinically justifiable and can be safely implemented
within policy and practice requirements. This authorisation is
formal, conditional and time-limited.
Service Delivery Plan A type of Individual Plan which must be developed in conjunction
with the client so the plan remains client-focused, as well as
involving the clients family, primary carers and other significant
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people to ensure the plan is realistic.
Spina bifida In spina bifida some of the spinal vertebrae are not completely
formed but are split or divided and the defective spinal cord and
its coverings usually protrude through the opening.
Stroke Failure of blood supply to the brain that results in injury to part of
the brain.
Traumatic brain injury Permanent or temporary brain damage caused by trauma to the
(TBI) head.
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Social trainer
Supervisor
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Facilitator Resources
Following are a number of online resources which feature people with a range of disabilities.
Choose the resources you want to use from these lists to increase a students understanding
of the topic or a specific disability in relation to modern cultural elements.
http://www.youtube.com/watch?v=t_kInBFPBG8
Dale Elliott introduces the soon to be released Disability Awareness DVD, which provides an
insight into the social and working lives of people with a disability living in South Australia.
http://www.youtube.com/watch?v=OKSyVngD8kQ
Jenny Fereday, nurse and midwife in the area of research and practice development at
South Australia's Children, Youth and Women's Health Service, introduces the 'Disability:
Our Stories' disability awareness program. You can use the Disability: Our Stories resource
in full at http://www.disabilitystories.org.au.
http://www.youtube.com/watch?v=2ohEHZMFNr4
West Coast TAFE enjoying our Wheelchair Basketball and Disability Awareness Program.
Available for all age groups! For more information and bookings please visit
www.wheelchairsportswa.org.au/schov.htm.
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http://www.youtube.com/watch?v=SJOnCBOY5SA
Tony is deaf-blind and speech impaired. In these 15 minutes you will experience the world
we deaf-blind people will experience for the rest of our lives. Deaf-blindness is a hidden
disability that is growing in Australia and effects children, the elderly and adults like me.
Given that 90% of the information we receive is through the eyes and ears, the deaf-blind
only receive 10% of what is happening around them.
http://www.youtube.com/watch?v=JTg-4Hgcxvk
The University of South Australia is proud of the fact that it is a leader in Australia providing
quality higher education for people with disabilities. .
http://www.youtube.com/watch?v=va4hs55YdFo
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http://www.youtube.com/watch?v=iVzvBxn_FQs
Able Australia on Vision Australia Radio discussing the disability of deaf-blindness and Deaf-
blind Awareness Week 2010.
http://www.youtube.com/watch?v=rl-TBBXiRNY
Special Olympics News with The Hon. Bill Shorten, Minister for Disabilities who addressed
the stadium at the opening ceremony on 19 April 2010
http://www.youtube.com/watch?v=3A_D3IrLK9Q
On 9 June 2009, Helen Howson and Allison Dix presented to the City of Tea Tree Gully
(Adelaide, South Australia) in relation to Disability Parking Permits.
http://www.youtube.com/watch?v=6JK716qQp5Q
Able Australia on Vision Australia Radio discussing the disability of deaf-blindness and Deaf-
blind Awareness Week 2010.
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Disability awareness-not serious one as much
http://www.youtube.com/watch?v=9ppgubJ-R5E
http://www.youtube.com/watch?v=gOCln2QKy34
Arthritis is Australias major cause of disability and pain. Nearly one in five Australians, that's
almost four million people, has arthritis and of these, 62% are of working age.
Disabled World
http://videos.disabled-world.com
Disabled World Disability Videos feature information for and about persons with disabilities.
The free video clips include subjects such as demonstrations of assistive technology,
disability sports, homemade videos, teaching disability topics in classrooms, and general
health information. Videos for the hearing impaired include news and disability topics in
British Sign Language (BSL), American Sign Language (ASL), and captioning.
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Reference Materials
Better Understand to Better Intervene
Deafblindness and Mental Health
By Bolduc, Daniel (psychologist) dbolduc@raymond-dewar.gouv.qc.ca
Brissette, Lyne (social worker) lbrissette@raymond-dewar.gouv.qc.ca
Lefebvre, Gilles (deafblindness counsellor) glefebvre@raymond-dewar.gouv.qc.ca
Institute Raymond-Dewar, Montreal
Principles of Delegation
http://www.managementstudyguide.com/principles_of_delegation.htm
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Queensland Community Care Conference
Quality Supports for People with Complex Needs and Challenging Behaviours or the
pointy edge of compassion
Ian Boardman, Public Advocate Queensland
Delivered by Beverley Funnell, Senior Research Officer- Office of the Public Advocate
7 October 2005
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Assessment and Mapping
Best practice learning and assessment should be integrated (holistic), with assessment
evidence being collected and feedback provided to the candidate at any time throughout the
learning and assessment process.
There is no set format or process for the design, production or development of assessment
tools. Assessors may use prepared assessment tools, such as those specifically developed
to support this Training Package, or they may develop their own.
CS&HISC have developed an assessment tool to complement this suite of resources. The
materials included in this assessment resource are:
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2. Assessors' Guide to Assessment
The Assessor's Guide to Assessment supports the assessor in taking a strategic
approach to best practice assessment. It provides the assessor with detailed information
on planning and implementing the assessment process, customising and using and the
assessment tools and providing feedback to candidates.
3. Assessment Tools:
Workplace Observation & Documentation Checklist
Questions
Evidence Plan
Mapping Guide to Essential Knowledge & Skills
These tools assist the assessor in undertaking assessment against the essential skills. It
incorporates all essential skills and related performance (tasks) that requires observation-
and includes the use of the range statement where applicable. Scenarios enable assessors
and candidates to discuss how they would address particular issues and in so doing apply
knowledge and skills relating to a number of units of competence in an integrated way to
particular situations.
The CHC08 Disability Work: Behaviour Support Assessment Resource can be downloaded
from our resources library at www.cshisc.com.au
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meet the assessment requirements expressed in the AQTF Essential Standards for
Registration.
A key reference for assessors developing assessment tools is TAA04 Training and
Assessment Training Package and the unit of competency TAAASS403A Develop
assessment tools.
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3.7 Demonstrate effective application of guidelines and legal Part One: 1.13
requirements relating to disclosure and confidentiality
3.8 Demonstrate awareness of own personal values and attitudes and Part One: 3.3
take into account to ensure non-judgemental practice
3.9 Recognise, avoid and/or address any conflict of interest Part One: 1.18
4. Recognise and respond 4.1 Support the client and/or their advocate/s to identify and express Part One: 2.14
when client rights and interests their concerns
are not being protected 4.2 Refer client and/or their advocate/s to advocacy services if Part One: 2.15, 2.18, 3.14
appropriate
4.3 Follow identified policy and protocols when managing a complaint Part One: 2.15, 2.16, 2.17
4.4 Recognise witnessed signs consistent with financial, physical, Part One: 1.11, 1.12
emotional, sexual abuse and neglect of the client and report to an
appropriate person as required
4.5 Recognise and respond to cultural/linguistic religious diversity, for Part One: 3.8
example providing interpreters where necessary
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Rights and responsibilities of workers Part One: 1.3, 3.14
Specific principles underpinning duty of care and associated legal requirements Part One: 1.15, 1.16, 1.17, 1.18
Strategies for addressing common ethical issues Part One: 3.3, 3.7
Strategies for contributing to the review and development of policies and protocols Part One: 2.20, 2.21
Strategies for managing complaints Part One: 2.17
Overview of the legal system Part One: 1.1, 1.2
Principles and practices for upholding the rights of the children and young people Part One: 1.13, 1.18
Principles of ethical decision-making Part One: 3.6
Reporting mechanisms for suspected abuse of a client Part One: 1.1, 1.2, 1.3
Strategies for managing abuse of a client Part One: 1.14
Types of abuse experienced by client (including systems abuse) Part One: 1.11
Types of law Part One: 1.1, 1.2
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CHCDIS409A - Provide services to people with disabilities with complex needs
ELEMENT PERFORMANCE CRITERIA MAPPING
1. Evaluate and prioritise the 1.1 Demonstrate understanding of the impact dual/multiple diagnosis can have Part Four: 1.2, 1.3
needs of a person with complex on identifying and prioritising needs
care issues 1.2 Utilise purpose designed tools to assess specific problems of the older Part Four: 1.6, 1.7, 1.9
person according to job role and responsibilities
1.3 Seek advice from health professionals and other relevant personnel when Part Four: 1.8, 2.15, 2.16
analysing and interpreting assessment data
1.4 Recognise the impact of complex care issues on the carer/s Part Four: 1.10, 1.11, 1.14
2. Liaise and negotiate with 2.1 Utilise best practice guidelines when choosing strategies to address complex Part Four: 2.11, 2.12
appropriate personnel in the and/or special needs
development of a service delivery 2.2 Liaise with relevant experts and health professional/s when developing Part Four: 2.15, 2.16
plan service delivery plans
2.3 Negotiate and establish goals with the person, their advocate/s and/or their Part Four: 1.4, 1.7, 2.1
significant other/s, aiming to achieve maximum quality of life
2.4 Access and/or negotiate resources in order to deliver identified services Part Four: 2.13, 2.14, 2.15, 2.16
2.5 Access community support agencies to facilitate the achievement of Part Four: 2.16
established goals
3. Coordinate the delivery of 3.1 Delegate services and care activities to appropriately skilled workers Part Four: 2.17, 2.18
the service delivery plan 3.2 Recognise when a service and/or care worker is no longer able to provide Part Four: 2.19
the level of service required
3.3 Provide support and respite for the carer/s Part Four: 1.12, 1.13
3.4 Determine all service providers understanding of the service delivery plan Part Four: 2.7, 2.8, 2.10
and their roles and responsibilities within that plan
4. Coordinate the monitoring, 4.1 Determine all service providers understanding of the mechanism/s for Part Four: 3.3, 3.4
evaluation and review of the providing feedback on the effectiveness of the service delivery plan
service delivery plan 4.2 Seek feedback from all service providers when evaluating effectiveness of Part Four: 1.2, 3.3, 3.4, 3.5
the service delivery plan and re-prioritising care needs
4.3 Seek feedback from the person and/or their advocate when evaluating Part Four: 1.11, 2.1, 3.5
effectiveness of the service delivery plan
4.4 Seek advice and assistance from relevant health professionals when the Part Four: 2.18
persons goals are not being reached
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Strategies for conducting assessment of people with complex and/or special needs Part Four: 1.8, 1.9, 2.1, 2.2
Assessment tools used in the assessment of complex and/or special needs Part Four: 1.8, 1.9
Strategies for analysing and interpreting data Part Four: 2.3, 2.4
Processes and practices in developing and managing service delivery plans Part Four: 2.5, 2.6, 2.7, 2.8
Principles of delegation and supervision Part Four: 2.17
Strategies for conducting effective case conferences Part Four: 3.2
Principles and practices of case management Part Four: 2.2
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Prioritise and manage the changing service needs of clients with complex and special care needs Part Four: 1.5
Liaise and report to appropriately persons/agencies Part Four: 2.5, 2.8, 2.9
Adhere to own work role and responsibilities Part Four: 2.5, 2.8, 2.9
Recognise own limitations and the need for assistance Part Four: 2.18, 2.19
Work collaboratively with colleagues, health professionals and other services Part Four: 2.17, 2.18, 2.19
Apply problem solving skills that require negotiation and mediation skills to resolve problems of a difficult Part Four: 2.18, 2.19
nature within organisation protocols
Collaborate and network with a variety of stakeholders in order to achieve service objectives Part Four: 2.15, 2.16
Safely use and coordinate the use of relevant technology effectively in line with occupational health and safety Part One: 1.23, 1.24, 1.25
(OHS) guidelines
Follow organisation policies and protocols Part One: 2.1
Apply basic knowledge of physiology and psychology of different types of disability and principles of assessment Part Four: 1.1
in determining, monitoring and evaluating the service needs of the older person with complex or special needs as it
relates to the work role
Apply reading and writing skills required to fulfil work role in a safe manner and as specified by the
organisation/service:
- this requires a level of skill that enables the worker to follow and give work-related instructions and directions and Part Four: 1.2, 1.6
the ability to seek clarification and comments from clients, colleagues, health professionals and other service See also Part One: 2.8, 2.9, 2.10
providers
- industry work roles will require workers to possess a literacy level that will enable them to, read and write clients Part Four: 1.9, 2.4
service delivery plans, record in health records, complete assessment tools and write reports and submissions
Apply oral communication skills required to fulfil work role in a safe manner and as specified by the
organisation:
- this requires a level of skill that enables the worker to follow work-related instructions and directions and the Part Four: 3.2, 3.5
ability to seek clarification and comments from supervisors, clients and colleagues Part One: 2.8, 2.9, 2.10
- industry work roles will require workers to possess effective verbal and non-verbal communication skills that will 3.2, 3.5
enable them to ask questions, clarify understanding and meaning, recognise and interpret non-verbal cues, adapt Part One: 2.8, 2.9, 2.10
communication styles to meet specific needs, provide information and express encouragement and support
Apply numeracy skills required to fulfil work role in a safe manner and as specified by the organisation:
- industry work roles will require workers to be able to perform mathematical functions, such as addition and Part Four: 1.9
subtraction up to three digit numbers and multiplication and division of single and double-digit numbers See also Part Three: 2.2
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CHCDIS411A - Communicate using augmentative and alternative communication strategies
ELEMENT PERFORMANCE CRITERIA ACTIVITY MAPPING
1. Identify the current 1.1 Work in collaboration with relevant others to identify the Part Two: 1.12, 1.13, 1.14, 2.6
communication ability and communication needs of person with a disability
needs of the person
1.2 Use appropriate tools to identify the level of their current Part Two: 2.3, 2.4, 2.5, 2.6
communication ability, in line with own work role and organisation
requirements
1.3 Document the outcomes of this process in line with organisation Part Two: 1.15, 2.6
procedures See also Part One: 2.1, 2.2
1.4 Identify the need to consult with additional people including family Part Two: 1.11, 2.8, 2.9, 2.10, 2.11
members
1.5 Make appropriate referrals to professionals and other service Part Two: 2.9, 3.14, 3.22
providers as required
2. Develop effective 2.1 Apply understanding of augmentative and alternative Part Two: 1.5, 1.6, 1.7
augmentative and communication
alternative communication
strategies 2.3 Develop communication strategies to meet individual needs and Part Two: 1.7, 1.9, 1.13, 3.1
level of communication
2.4 Take into account the persons history and preferences when Part Two: 2.1, 2.6, 2.7
developing communication strategies
2.5 Adjust available tools and programs to address individual needs and Part Two: 2.1, 2.6, 2.7, 3.19, 3.20
preferences
2.6 Seek advice from other staff and relevant others Part Two: 1.10, 2.9, 3.14, 3.19, 3.20, 3.22
3. Implement 3.1 Demonstrate the use of different strategies and devices in Part Two: 1.6, 1.7
augmentative and augmentative and alternative communication
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alternative communication 3.2 Apply understanding of participation model as a communication Part Two: 1.15
strategy strategy
3.3 Document communication strategies in the persons communication Part Two: 3.1
support plan or person-centred plan
3.4 Organise the environment to optimise communication opportunities Part Two: 3.6, 3.7
3.5 Reinforce communication by timely and appropriate response Part Two: 3.3, 3.9
3.6 Identify difficulties experienced by the person communicating and Part Two: 3.15, 3.16, 3.22
respond to difficulties within own work role and responsibilities
3.7 Communicate difficulties outside own role and responsibilities to Part Two: 1.10, 2.9, 3.14, 3.20, 3.22
appropriate person See also Part One: 2.1, 2.2
3.8 Contribute to consistent use of the communication strategy by Part Two: 1.10, 2.10, 2.11, 3.12, 3.13, 3.14, 3.20
following established directions, by providing information and training
and by maintaining contact with other users or support persons
3.9 Set up and maintain recording system to assist with monitoring and Part Two: 3.13, 3.20
review
4. Monitor, report and 4.1 Review recordings to monitor success of communication strategies Part Two: 3.15, 3.16, 3.17, 3.18, 3.20, 3.22
review communication and make changes as required
strategies
4.2 Identify barriers to the effective use of augmentative and alternative Part Two: 2.7, 3.15, 3.16, 3.17, 3.18
communication strategies and devices
4.3 Work with other relevant people to overcome the barriers Part Two: 1.10, 1.13, 2.9, 3.22
4.4 Implement any modifications to communication strategies and Part Two: 3.15, 3.16, 3.17, 3.18, 3.22
devices
4.5 Identify opportunities to increase communication vocabulary Part Two: 3.18
4.6 Maintain records according to established directions and within Part Two: 2.6, 2.10, 3.13
organisation protocols
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CHC08 Disability Behaviour Support Skill Set
Facilitator Guide
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CHC08 Disability Behaviour Support Skill Set
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Common de-motivators and blocks Part Two: 2.7
Understanding of maintenance techniques and generalisation Part Two: 3.13, 3.23
Understanding of incidental learning Part Two: 3.11
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CHC08 Disability Behaviour Support Skill Set
Facilitator Guide
CHCICS404A - Plan and provide advanced behaviour support
ELEMENT PERFORMANCE CRITERIA MAPPING
1. Demonstrate understanding of 1.1 Apply understanding of what influences an individuals behaviour Part Three: 2.1, 2.2, 2.3, 2.4, 3.1
the influence and purpose of
behaviour
1.2 Demonstrate awareness of the purpose of an individuals behaviour Part Three: 2.1, 2.2, 2.4
1.3 Identify the communicative function of the behaviour Part Three: 2.1, 2.2
1.4 Identify pro-active strategies to support behavioural change Part Three: 3.1, 3.2
1.5 Develop pro-active strategies to support behavioural change Part Three: 3.1, 3.2
and/or to manage challenging behaviours
1.6 Consult with appropriate team members regarding the Part Three: 5.1, 5.3
development of behaviour support plans
1.7 Identify setting events and take appropriate action to Part Three: 3.30, 3.31
adapt/redirect
2. Assess problem behaviour 2.1 Identify specific behavioural stimuli/function for data collection Part Three: 4.1, 4.4
2.2 Select most appropriate method of data collection for recording Part Three: 4.5, 4.6
behaviour
2.3 Collect and summarise data related to individual behaviour Part Three: 4.4, 4.5, 4.6
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CHC08 Disability Behaviour Support Skill Set
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2.4 Observe and record type, frequency and triggers of behaviour likely Part Three: 3.30, 3.31
to put the person and/or others at risk of harm
2.5 Observe and record environmental context of behaviour likely to Part Three: 2.2, 4.6
put the person and/or others at risk of harm
2.6 Observe and record persons emotional well being in the context of Part Three: 2.2, 4.6
behaviour likely to put the person and/or others at risk of harm
2.7 Observe and record persons health status in the context of Part Three: 2.2, 4.6
behaviour likely to put the person and/or others at risk of harm
2.8 Observe and record persons medication in the context of Part Three: 2.2, 4.6
behaviour likely to put the person and/or others at risk of harm
2.9 Appropriately facilitate the involvement of others in the Part Three: 4.3, 4.8, 5.3
assessment process
2.10 Facilitate the process of functional and/or cognitive assessment Part Three: 4.2, 4.3
for individuals
3. Develop multi-element support 3.1 Analyse data and observations Part Three: 4.7, 4.8
plans to meet individual needs 3.2 Appropriately identify proactive support strategies Part Three: 3.1, 3.3
3.3 Ensure support plans reflect respect, dignity, rights and personal Part Three: 1.1, 1.2, 3.37, 5.5
choices and preferences and goals of the individual
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CHC08 Disability Behaviour Support Skill Set
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3.4 Where required, ensure plans address impaired social judgement Part One: 3.12
and decision-making capacity and use a directive approach to setting
limits/boundaries
3.5 Effectively consult with team and stakeholders Part Three: 5.1, 5.3, 5.4, 5.5
3.8 Review support plans and modify as required in consultation with Part Three: 5.4, 5.5
appropriate staff
4. Develop an individual response 4.1 Use data and other information to develop an individual response Part Three: 3.1, 3.3
plan plan
4.2 Identify active strategies as a part of the response plan Part Three: 3.1, 3.2
4.3 Identify the least intrusive effective active strategy e.g. redirect the Part Three: 3.4, 3.5, 3.14
person wherever possible
4.4 Identify reactive strategies according to duty of care, ethical and Part Three: 3.4
legal requirements
4.5 Identify reactive strategies that maintain the dignity of the person Part Three: 3.4
4.6 Identify crisis response plans according to duty of care, ethical and Part Three: 3.8, 3.10
legal requirements
4.7 Include in the plan appropriate support for the person after the Part Three: 3.10
episode
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CHC08 Disability Behaviour Support Skill Set
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4.8 Follow organisation policies and procedures related to behaviour Part Three: 3.8, 3.9
support See also Part One: 2.1
5. Monitor effectiveness of 5.1 Monitor strategies to determine effectiveness in developing and Part Three: 5.5
response plan maintaining positive and adaptive responses
5.2 Monitor strategies to determine reduction of risk of harm to the Part Three: 5.5
person and others
5.3 Monitor strategies to determine level of intrusion on persons Part Three: 5.5
dignity and self-esteem
6. Complete documentation 6.1 Comply with the organisations reporting requirements Part Three: 3.2, 3.7, 3.10, 3.13, 3.17, 4.5, 5.6.
6.2 Complete documentation according to organisation policy and Part Three: 3.10, 4.6
protocols
6.3 Maintain documentation in a manner consistent with reporting Part Three: 3.10, 4.6
requirements See also Part One: 2.1, 2.2
6.4 File documentation organisation policy and protocols Part One: 2.3, 2.4, 2.5
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CHC08 Disability Behaviour Support Skill Set
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dignity of risk and duty of care and use of least restrictive alternative
Evidence-based behavioural intervention Part Three: 3.7
Strengths-based support Part Three: 5.2
Principles of effective communication Part Two: 1.2, 1.7
See also Part Two: 1.5, 1.6, 1.8
Purpose and function of behaviour and what influences behaviour Part Three: 2.1, 2.2, 2.4
Duty of care consideration Part One
Ethical considerations when dealing with other peoples behaviour Part One
Legal considerations, especially in regard to constraint, imprisonment and abuse Part Three: 3.1, 3.2, 3.22
Principles of behaviour response plans Part Three: 2.8
Reporting procedures for incidents and accidents Part Three: 3.9
Referral procedures for specialist services Part Three: 4.8
Individual rights and equality Part Three: 1.1, 1.2, 3.3, L&E
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CHC08 Disability Behaviour Support Skill Set
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Develop a crisis response plan Part Three: 3.10
Monitor the effectiveness of a response plan Part Three: 5.5
Demonstrate well developed problem solving skills Part Three: 2.1, 2.2, 3.1, 3.16, 3.20
- Demonstrate application of knowledge and skills in reinforcement strategies including, sampling, menus, Part Three: 4.1, 4.4, 4.7
individualisation of schedules and differential reinforcement schedules
- use of advanced self protective strategies (e.g. passive self defence) Part One
- strategies that avoid behaviour escalation (advanced) Part One
- advanced proactive strategies based on functional and cognitive assessment Part Three: 3.23, 4.2, 4.3
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