Facilitator Guide - Community Services & Health Industry Skills ...

CHC08 Disability Behaviour Support Skill Set 

Learner Resource Suite 

Facilitator Guide


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. 

© Community Services and Health Industries Skills Council Ltd www.cshisc.com.au Page 1 of 42

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. 

It provides a set of skills required for programs to support 

people with a disability who have behaviours of concern. 

Units 

CHCCS400C Work within a relevant legal and ethical 

framework 

CHCDIS409B Provide services to people with disabilities with 

complex needs 

CHCDIS411A Communicate using augmentative and 

alternative communication strategies 

CHCICS404B Plan and provide advanced behaviour support 

Pathway 

These units may provide credit towards a range of 

community sector qualifications at Certificate IV or Diploma 

level. 

Required form of 

words for 

Statement of 

Attainment 

This skill set meets industry requirements as specified in the 

CHC08 Community Services Training Package to manage a 

service delivery program which supports people with a 

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 




are not written within the content of children’s 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. 


Using the Learner Guide 



Symbols used in the learner guide 

 

This symbol indicates that there are assessment activities or exercises 

to complete that will help in developing the required knowledge and 

skills to achieve the specific performance criteria 

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 


Glossary 



Terms which you will see used in this resource include: 

AAC 

AAC strategies 

AAC systems 

ABC chart 

Acquired brain injury 

(ABI) 

Acquired disability 

Ageing 

Amyotrophic lateral 

sclerosis 

Anger management 

Anxiety disorders 

ASD – autism 

Augmentative and alternative communication that is not speech, 

and is used to enhance or replace speech. 

How AAC is used to be effective for the client. 

Range of AAC aids, symbols and strategies which supplement 

speech. 

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. 

Refers to any type of brain damage which occurs after birth. ABI 

can include damage sustained from an infection, disease, lack of 

oxygen or a blow to the head. 

A disability that has occurred after the time of birth. 

Conditions such as Alzheimer’s and dementia are included 

separately as they are ageing related health conditions which 

can impact on existing disabilities and lead to complex 

communication needs. 

A disease of the nerve cells in the brain and spinal cord that 

control voluntary muscle movement 

Addresses the source of a person’s anger to develop strategies 

for the person to better manage their anger. 

Constant and heightened state of fear, nervousness, worry or 

feeling tense. 

A term which encompasses a range of autism presentations 


spectrum disorder 



which include autism, Asperger’s syndrome and other closely 

related developmental disorders. ASD can impair social 

interactions and communication, and produce restricted, 

repetitive and stereotypical behaviours, interests and activities. 

Asperger’s syndrome 

A mental developmental disorder at the higher functioning end of 

the autism spectrum. 

Aversive strategies 

Strategies which include restraint, seclusion and/or punishment 

to manage behaviour, and are not a preferred strategy. 

Barrier behaviours 

Behaviours which create barriers to relationship building such as 

withdrawn behaviours, aggressive, annoying disruptive, socially 

inappropriate, non-compliant and self-stimulating behaviours. 

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 

Behaviour Support 

Practitioner 

Practitioners who have tertiary qualifications in Psychology, 

Special Education, Speech Pathology, Social Work or other 

relevant disciplines, and/or training and experience in the 

provision of behavioural support and intervention. 

Behaviour support 

worker 

A generic term which refers to a skilled or experienced 

professional who assesses, develops, implements, monitors and 

reviews Positive Behaviour Support Plans. 

Cardiac 

An umbrella term for a variety of diseases affecting the heart. 

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 


Australia) 



Cerebral palsy 

Chemical restraint 

Client 

A group of disabilities that affect movement, posture and 

balance. The condition occurs when areas of the brain that 

control movement and posture do not develop correctly or are 

damaged. 

The use of medication for the specific purpose of controlling or 

influencing behaviour, mood or level of arousal. 

Refers to the person with a disability and clearly defines their role 

in the relationship with a worker. Clients may include: 

 

 

 

 

 

 

 

 

Individuals living in a residential aged care environment. 

Individuals living in the community. 

Prospective individuals to the service or services. 

Individuals living in government funded services. 

Job seekers. 

Children and young people. 

People seeking advice and assistance. 

Children and families using children’s services. 

Complex needs 

People who have multiple health, functional or social conditions 

where one condition affects the other conditions. 

Consent 

Containment 

Crisis response 

Permission given by a client or someone who has capacity to do 

so on behalf of them. To be valid consent must be voluntary, 

informed, specific and current. A person must be free to exercise 

genuine choice about whether or not to give or withhold consent. 

A practice used to support a person to regain personal control, 

by preventing access to events, conditions or environments that 

stimulate behaviour of concern. 

A response in situations where the client is engaging in 

behaviour of concern and risk intervention is necessary. 




Critical incident 

Degenerative 

neurological disease 

Dementia 

Depression 

Disability 

Disability Services 

Organisation 

Down syndrome (DS) 

Epilepsy 

An unexpected or unplanned action or event which results or has 

the potential to result in harm to the person, others or property. 

Conditions that affect the nervous system, which become more 

severe over time. Some examples of progressive neurological 

disorders are Motor Neurone Disease, Parkinson’s disease and 

Multiple Sclerosis. 

A progressive deterioration in a person’s functioning. The most 

common cause is Alzheimer’s disease but there are other causes 

including Parkinson’s disease and Huntington’s disease. 

Common early symptoms include memory loss, confusion, 

personality changes, apathy and withdrawal. 

Depression is more than just a low mood, it is a serious illness. 

While we all feel sad, moody or low from time to time, some 

people experience these feelings intensely, for long periods of 

time and often without reason. People with depression find it 

hard to function every day and may be reluctant to participate in 

activities they once enjoyed. 

“Long-term physical, mental, intellectual or sensory impairments 

which, in interaction with various attitudinal and environmental 

barriers, hinders their full and effective participation in society on 

an equal basis with others.” Defined by the United Nations 

Convention on the Rights of Persons with Disabilities 

A generic name for an organisation offering services to people 

with disabilities. 

Also called Trisomy 21, is a condition in which extra genetic 

material causes delays in the way a child develops, both mentally 

and physically. 

A common chronic neurological disorder characterised by 

seizures. These seizures are transient signs and/or symptoms of 

abnormal, excessive or hypersynchronous neuronal activity in 




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. 

Global developmental 

delay 

A delay in two or more important areas of development. These 

areas include motor skills, speech and language skills, academic 

skills, learning ability, social and emotional skills and self-help 

skills. 

Guardian 

A person who is appointed to make decisions on behalf of a 

family member or friend. 

Health conditions 

Any physical condition which causes pain, anxiety or fatigue, 

often affecting a person’s ability to communicate. 

Immediate response 

strategies 

Strategies aimed at de-escalating or managing behaviour of 

concern such as redirection, talking about the issue, responding 

to early signs of the behaviour, anger management. 

Implementer 

A person who is identified as responsible for the implementation 

of documented behaviour support strategies. Implementers may 

include family members, carers, staff or other stakeholders. 

Incident Prevention 

and Response Plan 

A written plan containing one or a number of strategies that have 

been developed in order to: 

(IPRP) 

 

 

 

Prevent the behaviour of concern 

Intervene in the escalation cycle of the behaviour and 

Respond to such behaviour when it does occur so that it 

can be managed as quickly and safely as possible. 

Incidental or informal 

learning 

Education that happens outside of the learning sessions when 

instructions are given and often happens outside of the home. 




Individual Plans 

Intellectual disability 

(ID) 

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 client’s 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. 

There are three core features that people must have in order to 

receive a diagnosis of intellectual disability: 

1. An IQ score of less than 70. 

2. Difficulties with adaptive skills such as following directions 

and understanding abstract concepts. 

3. The existence of the first two characteristics before the 

age of 18. 

Last resort 

Learning styles – 

auditory 


kinaesthetic 


visual 

Least restrictive 

alternative 

An emergency response which is used because the crisis 

response strategies are not working. These include selfprotection 

strategies. Last resort can also include restrictive 

practices, which cannot be implemented without informed 

consent as they are a restriction of a person’s freedom, or an 

intrusion on their dignity. 

Learn through listening and talking. 

Learn through touching and moving. 

Learn through seeing what they need to learn. 

A practice or intervention which creates the least restrictive 

option to prevent harm to the client and is applied no longer than 

is necessary to manage an identified risk. 




Literacy and numeracy 

skills 

Makaton 

Ability to read, write, use numbers and recognise colour. 

Makaton uses speech and gesture, facial expression, eye 

contact and body language. It is a language programme which is 

based on a selected list of everyday words 

http://www.makaton.org/about/how-makaton-works.htm 

Manager 

Mechanical restraint 

Motivation – 

demotivator 

Motivation – extrinsic 

Motivation – intrinsic 

Motor neurone disease 

(MND) 

Motor skills – fine 

Motor skills – gross 

Multiple sclerosis (MS) 

This is whoever you report to in your disability services 

organisation. Other titles which we include in this term may be 

supervisor, coordinator, CEO or director. 

The restraint of a person’s movement or behaviour by the use of 

a device that restricts, prevents or subdues a person’s 

movement. 

Obstacles which challenge motivation needed to learn a new skill 

or achieve a goal . 

Reflects the desire to do something because of external rewards 

such as money, and praise. 

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. 

A group of neurological diseases, which involve deterioration of 

parts of the brain leading to muscle weakness and wasting. 

Require the use of smaller muscle groups to perform tasks that 

are precise in nature. 

This requires the use of large muscle groups to perform tasks 

like walking, lifting, pushing, bending or balancing. 

A chronic, often disabling disease that affects the central nervous 

system. 




Muscular dystrophy 

(MD) 

A group of inherited conditions, which means they are passed 

down through families. They may occur in childhood or 

adulthood. There are many different types of muscular dystrophy: 

 

 

 

 

 

 

 

Becker muscular dystrophy 

Duchenne muscular dystrophy 

Emery-Dreifuss muscular dystrophy 

Facioscapulohumeral muscular dystrophy 

Limb-girdle muscular dystrophy 

Myotonia congenita 

Myotonic dystrophy 

Negligence 

Over-correction 

Pain and discomfort 

Participation model 

Person centred 

approach 

Physical restraint 

Positive approaches 

A failure to exercise reasonable care and skill to avoid 

foreseeable harm by someone who owes a duty of care to 

another. 

A response which is disproportionate to an event and does more 

than is necessary to restore a disrupted situation to its original 

condition. For example, requiring a person to clean an entire 

dining room where they have deliberately tipped a meal on the 

floor 

General health conditions that cause physical irritation, such as 

infections, ear ache, toothache, PMT. This pain affects 

concentration. 

Provides an organised, consistent and systematic way to 

undertake assessments related to AAC strategies. This model is 

used throughout this competency. 

This approach focuses on the client, their needs, concerns and 

wants. 

The restriction of a person’s movement or behaviour by the use 

of a device or physical force. 

An approach to behaviour support that provides a respectful and 




sensitive environment so the client is empowered to achieve and 

maintain their individual lifestyle goals. These include nonaversive, 

person-centred, solution-focussed, holistic and skillbased. 

Positive Behaviour 

Support Plan 

(Behaviour Management 

Plan or Behaviour 

A document or a series of linked documents that outline 

strategies designed to deliver a level of behaviour support 

appropriate to the needs of a client. This has a preventative and 

a responsive focus. 

Intervention Plan) 

Positive behaviour 

support strategies 

Development of strategies which use inclusion, applied 

behaviour analysis and person centred practices to manage 

behaviour and support an adult client to reduce the occurrence of 

behaviours of concern. It includes an assessment of their current 

behaviours, planning, implementation and monitoring of 

strategies to meet the client’s needs, improve their capabilities 

and quality of life and reduce the occurrence of the behaviour 

that causes harm. Positive behaviour support is included in their 

individual plan. 

Positive practices 

Practices which are consistent with the principles of the positive 

approach. 

Proactive strategies 

Strategies which support behaviour changes and include 

changes in the environment, positive intervention and 

reinforcement strategies. 

Prohibited practice 

Practices which interfere with basic human rights, are unlawful 

and unethical such as physical, verbal emotional abuse or 

deprivation. 

Prompts 

Assist learners to communicate. 

Psychiatric disability 

Affects the ability of the person to perform everyday living tasks 

and to develop and maintain effective personal and social 


elationships 



Psychoactive or 

psychotropic 

medication 

Psychosis 

Psychosocial restraint 

Reactive strategies 

Restricted access 

Restricted practice 

Restricted Practice 

Authorisation (RPA) 

Seclusion 

Sensory disability 

Service Delivery Plan 

Influence cognitive ability i.e. affects thought processes and 

behaviour. 

A group of illnesses which disrupt the functioning of the brain so 

much so that a person is unable to distinguish what is real. 

Verbal interactions which use fear to change a person’s 

behaviour such as intimidating language, yelling, or abusive 

language. 

Strategies which need to be actioned quickly and can include 

immediate responses, anger management or crisis response. 

The use of physical barriers such as locks or padlocks, increased 

supervision, or boundaries in an environment in order to restrict a 

person’s access. 

Practices that use seclusion, procedures, restraints and 

programs that prevent a person exercising choice and selfdetermination. 

A formal authorisation to ensure that the use of any restricted 

practice is clinically justifiable and can be safely implemented 

within policy and practice requirements. This authorisation is 

formal, conditional and time-limited. 

The placement of a person in isolation for a specified time in an 

environment from which they cannot leave, usually as a crisis 

response. 

Hearing impairment, visual impairment or both. 

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 client’s family, primary carers and other significant 



people to ensure the plan is realistic. 


Socially inappropriate 

or unacceptable 

behaviour 

Spina bifida 

Any behaviour which is socially unacceptable or inappropriate in 

a given situation making others feel uncomfortable or annoyed. 

For example fondling private parts is acceptable in privacy, and 

not in public. 

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. 

STAR chart Away to analyse behaviour. The S - Setting, T - Trigger, A - 

Action and R - Response. 

Stroke 

Traumatic brain injury 

(TBI) 

Worker/disability 

services worker 

Failure of blood supply to the brain that results in injury to part of 

the brain. 

Permanent or temporary brain damage caused by trauma to the 

head. 

This term refers to a person providing a service or support to a 

person or people with a disability. Occupational titles may 

include: 

 

 

 

 

 

 

 

 

 

 

 

 

 

Behavioural support officer 

Development officer 

Disability officer – day support 

Disability support officer/worker 

Employment coordinator (disability) 

Job coordinator 

Lifestyle support officer 

Local area coordinator 

Marketing coordinator 

Project officer (life enhancement team) 

Residential care officer 

Senior project care assistant 

Social educator 




Social trainer 

Supervisor 


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 student’s understanding 

of the topic or a specific disability in relation to modern cultural elements. 

Disability Awareness DVD Intro 

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. 

Welcome to the ‘Disability: Our Stories’ Disability Awareness Program 

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. 

Schools Program West Coast TAFE, Perth Western Australia 

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. 




Deaf-blind awareness... ‘a message to the world’ 

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. 

Disability Services - University of South Australia 

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. . 

Don't DIS my ABILITY 2010 Ambassador Interviews.mov 

http://www.youtube.com/watch?v=va4hs55YdFo 

Deaf-blind Awareness Week 2010 - Vision Australia Radio - Part 1/4 


http://www.youtube.com/watch?v=iVzvBxn_FQs 



Able Australia on Vision Australia Radio discussing the disability of deaf-blindness and Deafblind 

Awareness Week 2010. 

Special Olympics Australia News - 2010 IX National Opening Ceremony 

and The Hon. Bill Shorten 

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 

PART 2: Autism Awareness Video on Disabled Parking Permit Criteria 

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. 

Deaf-blind Awareness Week 2010 - Vision Australia Radio - Part 3/4 

http://www.youtube.com/watch?v=6JK716qQp5Q 

Able Australia on Vision Australia Radio discussing the disability of deaf-blindness and Deafblind 

Awareness Week 2010. 


Disability awareness-not serious one as much 



http://www.youtube.com/watch?v=9ppgubJ-R5E 

2009 Arthritis Australia Awareness TVC 

http://www.youtube.com/watch?v=gOCln2QKy34 

Arthritis is Australia’s 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. 


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 

Centre for Health Service Development 

http://ahsri.uow.edu.au/chsd/screening/index.html 

Challenging Behaviour Information Sheet 

http://www.cddh.monash.org/assets/chabev.pdf 

Department of Families, Housing, Community Services and Indigenous Affairs 

http://www.fahcsia.gov.au/sa/disability/pubs/documents/consumertrainingsupportproducts/e 

mployers/being_an_effective_manager/sec3.htm#t1 

Disability and ageing: Australian population patterns and implications 

www.aihw.gov.au 

Government of South Australia 

http://www.sa.gov.au/ 

Principles of Delegation 

http://www.managementstudyguide.com/principles_of_delegation.htm 


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 

Responding to People with Multiple and Complex Needs Project 

Client profile data and case studies report 

Department of Human Services, January 2003 

Responding to People with Multiple and Complex Needs Project 

Phase one and two report 

Department of Human Services, January 2003 

Websites for each state or territory: 

Positive Futures 

www.communities.qld.gov.au 

Behaviour support: Policy and Practice Manual 

www.adhc.nsw.gov.au/ 

Positive behaviour support – getting it right from the start 

www.dhs.vic.gov.au 

Promoting Independence Promoting Independence: Disability Action Plans for SA 

www.familiesandcommunities.sa.gov.au 

Western Australia- Positive Behaviour Framework 

www.disability.wa.gov.au 




Disability Framework for Action 2005-2010: a whole-of government framework for 

Tasmanians with disabilities. 

www.dpac.tas.gov.au 

Future Directions: Towards Challenge 2014 

www.dhcs.act.gov.au 

The Northern Territory Disability Service Standards 

www.health.nt.gov.au 


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. 

Structured learning and assessment programs may be: 

group-based 

work-based 

project-based 

self-paced 

action learning-based 

conducted by distance or e-learning and/or 

involving practice and experience in the workplace. 

Use of assessment tools 

Assessment tools provide a means of collecting the evidence that assessors use in making 

judgements about whether candidates have achieved competency. 

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: 

1. Pre-Assessment Interview Template 

The purpose of the pre-assessment interview tool is to provide an opportunity for the 

assessor and the candidate to work collaboratively and to plan and prepare for the 

assessment process. The template provides a guide to the assessor to facilitate 

discussions about the process of conducting the assessment. 




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 observationand 

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 

Using prepared assessment tools 

If using prepared assessment tools, assessors should ensure these are benchmarked, or 

mapped, against the current version of the relevant unit of competency. This can be done by 

checking that the materials are listed on the www.training.gov.au register. Materials on the 

list have been noted by the National Skills Standards Council (NSSC) as meeting their 

quality criteria for Training Package support materials. 

Developing assessment tools 

When developing their own assessment tools, assessors must ensure that the tools: 

• are benchmarked against the relevant unit or units of competency; 

• are reviewed as part of the validation of assessment strategies required under the 

AQTF; and 




• 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. 

Additional information may also be sourced at www.training.com.au 




CHCCS400B - Work within a relevant legal and ethical framework 

ELEMENT PERFORMANCE CRITERIA MAPPING 

1. Demonstrate an 

understanding of legislation and 

common law relevant to work role 

2. Follow identified policies 

and practices 

1.1 Demonstrate in all work, an understanding of the legal 

Part One: 1.1, 1.2 

responsibilities and obligations of the work role 

1.2 Demonstrate key statutory and regulatory requirements relevant Part One: 1.1, 1.2, 1.3, 1.4, 1.5 

to the work role 

1.3 Fulfil duty of care responsibilities in the course of practice Part One: 1.15, 1.16, 1.17, 1.18 

1.4 Accept responsibility for own actions Part One: 2.1, 2.2, 2.8, 2.9, 2.10 

1.5 Maintain confidentiality Part One: 1.30, 1.31, 2.6, 2.7 

1.6 Where possible, seek the agreement of the client prior to 

Part One: 2.7 

providing services 

2.1 Perform work within identified policies, protocols and procedures Part One: 2.1, 2.2 

2.2 Contribute to the review and development of policies and 

Part One: 2.10, 2.11 

protocols as appropriate 

2.3 Work within position specifications and role responsibilities Part One: 1.29, 1.23, 1.24, 2.2 

2.4 Seek clarification when unsure of scope of practice as defined by Part One: 1.24, 2.2, 2.8, 2.9, 2.10 

position description or specific work role requirements 

2.5 Seek clarification of unclear instructions Part One: 2.8, 2.9, 2.10 

3. Work ethically 3.1 Protect the rights of the client when delivering services Part One: 1.7, 1.8, 1.9, 3.2, 3.3 

3.2 Use effective problem solving techniques when exposed to Part One: 3.3, 3.6 

competing value systems 

3.3 Ensure services are available to all clients regardless of personal Part One: 3.4, 3.5, 

values, beliefs, attitudes and culture 

3.4 Recognise potential ethical issues and ethical dilemmas in the Part One: 3.7 

workplace and discuss with an appropriate person 

3.5 Recognise unethical conduct and report to an appropriate person Part One: 3.14 

3.6 Work within boundaries applicable to work role Part One: 1.29, 1.23, 1.24, 2.2, 3.3 


4. Recognise and respond 

when client rights and interests 

are not being protected 


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 

4.1 Support the client and/or their advocate/s to identify and express Part One: 2.14 

their concerns 

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, 

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 

example providing interpreters where necessary 

Part One: 1.11, 1.12 

Part One: 3.8 


Required Skills and Knowledge 

ESSENTIAL KNOWLEDGE 

MAPPING 

Distinction between ethical and legal problems Part One: 3.1 

Importance of ethics in practice Part One: 3.2 

Importance of principles and practices to enhance sustainability in the workplace, including environmental, 

economic, workforce and social sustainability 


Occupational health and safety (OHS) requirements Part One: 1.23 – 1.28 

Outline of common legal issues relevant to the workplace Part One: 1.3, 1.8, 1.10, 1.12, 1.23 

Overview of relevant legislation in the sector and jurisdictions Part One: 1.1, 1.2, 1.7, 1.10, 1.23 

Principles and practices for upholding the rights of the client Part One: 2.13, 2.14 

Principles and practices of confidentiality Part One: 1.30, 1.31 

Relevant standards and codes of practice in the sector Part One: 1.6, 1.7 

Rights and responsibilities of clients Part One: 1.3, 3.13 



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 


ESSENTIAL SKILLS 

MAPPING 

Demonstrate understanding of and adherence to own work role and responsibilities Part One: 2.1, 2.2 

Follow organisation policies, protocols and procedures Part One: 2.1 

Work within legal and ethical frameworks Part One: 1.1, 1.2 

Apply reading and writing skills required to fulfil work role in a safe manner and as specified by the 

Part One: 2.16, 2.19 

organisation 

Apply oral communication skills required to fulfil work role in a safe manner and as specified by the 


organisation 

Apply problem solving skills that require negotiation to resolve problems of a difficult nature within 

Part One: 2.14, 3.14 

organisation protocols 

Consult with a variety of stakeholders in order to achieve service objectives Part One: 2.8, 2.9, 2.20 

Part Two: 1.11, 2.8, 2.9, 2.10, 2.11 



CHCDIS409A - Provide services to people with disabilities with complex needs 


1. Evaluate and prioritise the 

needs of a person with complex 

care issues 

2. Liaise and negotiate with 

appropriate personnel in the 

development of a service delivery 

plan 

3. Coordinate the delivery of 

the service delivery plan 

4. Coordinate the monitoring, 

evaluation and review of the 

service delivery plan 

1.1 Demonstrate understanding of the impact dual/multiple diagnosis can have Part Four: 1.2, 1.3 

on identifying and prioritising needs 

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 

2.1 Utilise best practice guidelines when choosing strategies to address complex Part Four: 2.11, 2.12 

and/or special needs 

2.2 Liaise with relevant experts and health professional/s when developing Part Four: 2.15, 2.16 

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 

3.1 Delegate services and care activities to appropriately skilled workers Part Four: 2.17, 2.18 

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 

and their roles and responsibilities within that plan 

4.1 Determine all service providers’ understanding of the mechanism/s for 

providing feedback on the effectiveness of the service delivery plan 

4.2 Seek feedback from all service providers when evaluating effectiveness of 

the service delivery plan and re-prioritising care needs 

4.3 Seek feedback from the person and/or their advocate when evaluating 

effectiveness of the service delivery plan 

4.4 Seek advice and assistance from relevant health professionals when the 

person’s goals are not being reached 

Part Four: 2.7, 2.8, 2.10 

Part Four: 3.3, 3.4 

Part Four: 1.2, 3.3, 3.4, 3.5 

Part Four: 1.11, 2.1, 3.5 








MAPPING 

· Understanding of own work role and responsibilities Part Four: 1.8 

· Understanding of basic knowledge of physiology and psychology of a range of disability types and principles of Part Four: 1.1, 1.2 

assessment in determining, monitoring and evaluating the service needs of the person with complex or special needs 

as it relates to the work role 

· Relevant policies, protocols and practices of the organisation in relation to Unit Descriptor and work role Part One: 1.29, 1.23, 1.24, 2.2 

· Understanding of the manifestations and presentation of common health problems associated with different Part Four: 1.2 

disability types 

· Understanding of the manifestations and presentation of behavioural problems associated with different Part Four: 1.1 

disability types 

· Impact of cultural and individual differences of service plan development and delivery Part Four: 2.6 

· Role and function of various health professionals Part Two: 2.9 

· Types of community services and the services each provides Part Four: 2.16 

· Role of carers Part Four: 1.10 

· Principles and practices of assessment of individuals with complex and/or special needs Part Four: 1.4, 1.7, 1.8, 1.9 

· 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 


MAPPING 



· 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 

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 

the ability to seek clarification and comments from clients, colleagues, health professionals and other service 

providers 

- industry work roles will require workers to possess a literacy level that will enable them to, read and write client’s 

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 

ability to seek clarification and comments from supervisors, clients and colleagues 

- industry work roles will require workers to possess effective verbal and non-verbal communication skills that will 

enable them to ask questions, clarify understanding and meaning, recognise and interpret non-verbal cues, adapt 

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 

subtraction up to three digit numbers and multiplication and division of single and double-digit numbers 



See also Part One: 2.8, 2.9, 2.10 



Part One: 2.8, 2.9, 2.10 

3.2, 3.5 

Part One: 2.8, 2.9, 2.10 


See also Part Three: 2.2 




CHCDIS411A - Communicate using augmentative and alternative communication strategies 

ELEMENT PERFORMANCE CRITERIA ACTIVITY MAPPING 

1. Identify the current 

communication ability and 

needs of the person 

1.1 Work in collaboration with relevant others to identify the 

communication needs of person with a disability 

1.2 Use appropriate tools to identify the level of their current 

communication ability, in line with own work role and organisation 

requirements 

Part Two: 1.12, 1.13, 1.14, 2.6 

Part Two: 2.3, 2.4, 2.5, 2.6 


2. Develop effective 

augmentative and 

alternative communication 

strategies 

1.3 Document the outcomes of this process in line with organisation 

procedures 

1.4 Identify the need to consult with additional people including family 

members 

1.5 Make appropriate referrals to professionals and other service 

providers as required 

2.1 Apply understanding of augmentative and alternative 

communication 

2.3 Develop communication strategies to meet individual needs and 

level of communication 

2.4 Take into account the person’s history and preferences when 

developing communication strategies 

2.5 Adjust available tools and programs to address individual needs and 

preferences 

Part Two: 1.15, 2.6 

See also Part One: 2.1, 2.2 

Part Two: 1.11, 2.8, 2.9, 2.10, 2.11 

Part Two: 2.9, 3.14, 3.22 

Part Two: 1.5, 1.6, 1.7 

Part Two: 1.7, 1.9, 1.13, 3.1 

Part Two: 2.1, 2.6, 2.7 

Part Two: 2.1, 2.6, 2.7, 3.19, 3.20 

3. Implement 

augmentative and 

2.6 Seek advice from other staff and relevant others Part Two: 1.10, 2.9, 3.14, 3.19, 3.20, 3.22 

3.1 Demonstrate the use of different strategies and devices in 

augmentative and alternative communication 

Part Two: 1.6, 1.7 


alternative communication 

strategy 


3.2 Apply understanding of participation model as a communication 

strategy 

Part Two: 1.15 


3.3 Document communication strategies in the person’s communication 

support plan or person-centred plan 

Part Two: 3.1 

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 

respond to difficulties within own work role and responsibilities 

Part Two: 3.15, 3.16, 3.22 

4. Monitor, report and 

review communication 

strategies 

3.7 Communicate difficulties outside own role and responsibilities to 

appropriate person 

3.8 Contribute to consistent use of the communication strategy by 

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 

review 

4.1 Review recordings to monitor success of communication strategies 

and make changes as required 

4.2 Identify barriers to the effective use of augmentative and alternative 

communication strategies and devices 

Part Two: 1.10, 2.9, 3.14, 3.20, 3.22 


Part Two: 1.10, 2.10, 2.11, 3.12, 3.13, 3.14, 3.20 

Part Two: 3.13, 3.20 

Part Two: 3.15, 3.16, 3.17, 3.18, 3.20, 3.22 

Part Two: 2.7, 3.15, 3.16, 3.17, 3.18 

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 

devices 

4.5 Identify opportunities to increase communication vocabulary Part Two: 3.18 

4.6 Maintain records according to established directions and within 

organisation protocols 

Part Two: 3.15, 3.16, 3.17, 3.18, 3.22 

Part Two: 2.6, 2.10, 3.13 




Required skills and knowledge 


MAPPING 

· Principles and practices of augmentative and alternative communication Part Two: 1.5, 1.6, 1.8 

· The process for assessing for the use of augmentative and alternative communication Part Two: 1.13, 2.6, 1.12 

· Understanding of the different levels of communication Part Two: 1.2, 1.7 

· Recognition of communication styles of individuals Part Two: 2.1 

· Different communication skills relevant to client group e.g. signing Part Two: 1.6, 1.7 

· Basic knowledge of causes of communication impairment Part Two: 1.3, 2.3, 2.4 

· Cross cultural communication protocols Part Two: 2.6 

· Understanding of the influence of communication on behaviour Part Three: 2.1, 2.2 

· Understanding of the person’s communication level and its impact on skill development Part Two: 1.14 

· Understanding of the person’s communication level and its impact on their active community Part Two: 1.14 

participation 

· Roles and functions of different professionals in the development, implementation and 

Part Two: 2.8, 2.9 

maintenance of augmentative and alternative communication strategies and devices 

· Available range of communication aids and their correct use Part Two: 1.6, 1.7 

· Augmentative and alternative communication strategies and their correct use for the person’s Part Two: 1.7, 1.9 

level of communication 

· The total communication environment and the need for consistency Part Two: 3.6, 3.7 

· Role and responsibility as part of a team that supports augmentative and alternative 

Part Two: 1.1, 3.20 

communication 

· Task analysis Part Two: 3.2, 3.5, 3.7 

· Prompting, principles of prompting and fading prompting Part Two: 3.3, 3.5 

· Strategies to create independence Part Two: 3.4, 3.5 

· Reinforcers Part Two: 3.8. 3.9 

· Motivators to learn Part Two: 3.10, 3.11 



· 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 



MAPPING 

It is critical that the candidate demonstrate the ability to: 

· Participate in a multi-disciplinary team Part Two: 1.10, 1.13, 2.9, 3.22 

· Follow established augmentative and alternative communication strategy interaction guidelines Part Two: 1.13 

· Use augmentative and alternative communication strategies and devices Part Two: 1.6, 1.7 

· Respond appropriately to each individual’s augmentative and alternative communication Part Two: 1.7, 3.9 

strategy 

· Identify barriers to effective communication using augmentative and alternative communication Part Two: 2.7 

strategies/devices 

· Monitor effective communication using augmentative and alternative communication 

Part Two: 3.20 

strategies/aids 

· Use observation skills Part Two: 2.6, 2.7, 3.20 

· Apply techniques to work with specialists and relevant others Part Two: 1.10, 1.12, 1.13, 2.2, 2.8, 2.9 

· Use effective communication skills including: 

- development of rapport Part Two: 1.2 

- active listening Part Two: 1.2 

- make reasonable adjustments to own communication techniques to meet individual needs Part Two: 1.2 

· Collaborate and network with a variety of personnel in order to achieve learning and 

Part Two: 1.10, 1.12, 1.13, 2.2, 2.8, 2.9, 3.23 

development objectives 

· Demonstrate appropriate task breakdown Part Two: 3.5, 3.7 

· Apply communication techniques that encourage and motivate Part Two: 3.9, 3.10 

· Use appropriate prompting and application of reinforcers during training session Part Two: 3.3, 3.5 

· Demonstrate appropriate use of incidental learning opportunities Part Two: 3.11 



CHCICS404A - Plan and provide advanced behaviour support 


1. Demonstrate understanding of 

the influence and purpose of 

behaviour 

1.1 Apply understanding of what influences an individual’s behaviour Part Three: 2.1, 2.2, 2.3, 2.4, 3.1 

1.2 Demonstrate awareness of the purpose of an individual’s 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 

and/or to manage challenging behaviours 

Part Three: 3.1, 3.2 

1.6 Consult with appropriate team members regarding the 

development of behaviour support plans 


1.7 Identify setting events and take appropriate action to 

adapt/redirect 

Part Three: 3.30, 3.31 

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 

behaviour 


2.3 Collect and summarise data related to individual behaviour Part Three: 4.4, 4.5, 4.6 



2.4 Observe and record type, frequency and triggers of behaviour likely 

to put the person and/or others at risk of harm 

Part Three: 3.30, 3.31 


2.5 Observe and record environmental context of behaviour likely to 

put the person and/or others at risk of harm 


2.6 Observe and record person’s emotional well being in the context of 

behaviour likely to put the person and/or others at risk of harm 


2.7 Observe and record person’s health status in the context of 



2.8 Observe and record person’s medication in the context of 



2.9 Appropriately facilitate the involvement of others in the 

assessment process 

2.10 Facilitate the process of functional and/or cognitive assessment 

for individuals 

Part Three: 4.3, 4.8, 5.3 


3. Develop multi-element support 

plans to meet individual needs 

3.1 Analyse data and observations Part Three: 4.7, 4.8 

3.2 Appropriately identify proactive support strategies Part Three: 3.1, 3.3 

3.3 Ensure support plans reflect respect, dignity, rights and personal 

choices and preferences and goals of the individual 

Part Three: 1.1, 1.2, 3.37, 5.5 



3.4 Where required, ensure plans address impaired social judgement 

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 

3.6 Develop formalised support plan Part Three: 5.1 

3.7 Implement, monitor and record support plan Part Three: 5.1 

4. Develop an individual response 

plan 

3.8 Review support plans and modify as required in consultation with 

appropriate staff 

4.1 Use data and other information to develop an individual response 

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 

person wherever possible 

Part Three: 3.4, 3.5, 3.14 

4.4 Identify reactive strategies according to duty of care, ethical and 

legal requirements 

Part Three: 3.4 

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 

legal requirements 

4.7 Include in the plan appropriate support for the person after the 

episode 





4.8 Follow organisation policies and procedures related to behaviour 

support 


See also Part One: 2.1 


5. Monitor effectiveness of 

response plan 

5.1 Monitor strategies to determine effectiveness in developing and 

maintaining positive and adaptive responses 


5.2 Monitor strategies to determine reduction of risk of harm to the 

person and others 

5.3 Monitor strategies to determine level of intrusion on person’s 

dignity and self-esteem 



6. Complete documentation 6.1 Comply with the organisation’s 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 

protocols 

6.3 Maintain documentation in a manner consistent with reporting 

requirements 




6.4 File documentation organisation policy and protocols Part One: 2.3, 2.4, 2.5 



MAPPING 

· Principles and practices which focus on the individual person Part Three: 1.1, 1.2 

· The social model of disability Part Three: 2.3 

· The impact of social devaluation on an individual’s quality of life Part Three: 2.3 

· Competency and image enhancement as a means of addressing devaluation Part Three: 2.3 

· Organisation policies and procedures relating to behaviour management (including restrictions on the use 

of aversive procedures), occupational health and safety, critical incidents, accident and incident reporting, 

Part Three: 2.5, 2.8, 3.8, 3.9, 3.12, 3.14, 3.13 

See also Part One: 1.1, 1.2, 1.7, 1.10,1.25 – 1.30 


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 people’s 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 



It is critical that the candidate demonstrate the ability to: 

MAPPING 

· Apply knowledge and application of organisation policies and procedures relating to behaviour 

Part Three: 2.5, 2.8, 3.8, 3.9, 3.12, 3.14, 3.13 

management, occupational safety and health, critical incidents, accident and incident reporting, dignity of risk 

and duty of care 

· Identify strategies to remove or avoid the situations leading to aggression or violence, disinhibition or other Part Three: 3.4, 3.5 

inappropriate behaviour 

· Identify strategies to promote appropriate behaviour and engage client in Part Three: (addresses lack of Part Three: 3.3, 3.4 

motivation or initiation, withdrawal, non compliance) 

· Observe a person’s behaviour in an objective, non-judgemental manner Part Three: 1.1, 1.2 

· Observe circumstances that have an adverse impact on people Part Three: 3.10, 3.30 

· Demonstrate mastery of techniques such as data collection, generating hypothesis and functional 

Part Three: 4.4, 4.6, 4.7 

assessment 

· Apply advanced crisis management strategies Part Three: 3.8, 3.9, 3.10 

· Develop an individual response plan Part Three: 3.1 



· 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

Facilitator Guide - Community Services & Health Industry Skills ...

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