CHCCCS044 - Follow Established Person-Centred Behaviour Supports Learner workbook

Introduction

The assessments in this workbook are divided into two categories: the Knowledge Assessment and the Practical Assessment.

The Knowledge Assessment is a set of general and workplace questions testing your knowledge and understanding of the general theory behind the unit.

Competency-Based Assessments

Definition of Competency

Assessment in this context can be defined as the fair, valid, reliable, and flexible gathering and recording of evidence to support the judgement on whether competency has been achieved. Skills and knowledge (developed in a structured learning situation, at work, or in some other context) are assessed against national standards of competence required by industry rather than compared with the skills and knowledge of other candidates.

The features of a competency-based assessment system are:

• It is focused on what candidates can do and whether it meets the criteria specified by the industry as competency standards.
• Assessment should mirror the environment the candidate will encounter in the workplace.
• Assessment criteria should be clearly stated to the candidate at the beginning of the learning process.
• Assessment should be holistic. That is, it aims to assess as many elements and/or units of competency as is feasible at one time.
• In competency assessment, a candidate receives one of only two outcomes – ‘competent’or ‘not yet competent.’
• The basis of assessment is in applying knowledge for some purpose. In a competency system, knowledge for the sake of knowledge is seen to be ineffectual unless it assists a person in performinga task to the level required in the workplace.

The emphasis in assessment is on assessable outcomes that are clearly stated for the trainer and candidate. Assessable outcomes are tied to the relevant industry competency standards where these exist. Where such competencies do not exist, the outcomes are based upon those identified in a training needs analysis.

Assessing Nationally-Recognised Training

Developing and conducting assessment in an Australian Vocational Education and Training (VET) context is founded on the Principles of Assessment and the Rules of Evidence:

Principles of Assessment

1. Assessment must be valid
   • Assessment must include the full range of skills and knowledge needed to demonstrate competency.
   • Assessment must include the combination of knowledge and skills with their practical application.
   • Assessment, where possible, must include judgements based on evidence drawn from a number of occasions and across a number of contexts.
2. Assessment must be reliable
   • Assessment must be reliable and must be regularly reviewed to ensure that assessors are making decisions in a consistent manner.
   • Assessors must be trained in national competency standards for assessors to ensure reliability.
3. Assessment must be flexible
   • Assessment, where possible, must cover both the on-and off-the-job components of training within a course.
   • Assessment must provide for the recognition of knowledge, skills, and attitudes regardless of how they have been acquired.
   • Assessment must be made accessible to candidates through a variety of delivery modes, so they can proceed through modularised training packages to gain competencies.
   • Assessment must be mutually developed and agreed upon between the assessor and the assessed.
   • Assessment must be able to be challenged. Appropriate mechanisms must be made for reassessment as a result of challenge.

1. Assessment must be fair
   • The assessment process must consider the individual needs of the candidate.

Assessment must provide for reasonable adjustments, where appropriate, to consider the individual candidate’s needs.

Rules of Evidence

When collecting evidence, certain rules apply to that evidence. All evidence must be valid, sufficient, authentic, and current:

1. Valid

Evidence gathered should meet the requirements of the unit of competency. This evidence should match, or at least reflect, the type of performance that is to be assessed, whether it covers knowledge, skills, or attitudes.

1. Sufficient

This rule relates to the amount of evidence gathered. Enough evidence must be gathered to satisfy the requirements that the candidate be competent in all aspects of the unit of competency.

1. Authentic

When evidence is gathered, the assessor must be satisfied that evidence is the candidate’s own work.

1. Current

This relates to the recency of the evidence and whether the evidence relates to current abilities.

Dimensions of Competency

The national concept of competency includes all aspects of work performance and not only narrow task skills. The four dimensions of competency are:

1. Task skills
2. Task management skills
3. Contingency management skills
4. Job or role environment skills

 Reasonable Adjustment

‘Reasonable adjustment’ in VET is the term applied to modifying the learning environment or making changes to the training delivered to assist a candidate with a disability. A reasonable adjustment can be as simple as changing classrooms to be closer to amenities or installing a particular type of software on a computer for a person with vision impairment.

Why make a reasonable adjustment?

We make reasonable adjustments in VET to make sure that candidates with disabilities have:

• The same learning opportunities as candidates without disabilities, and
• The same opportunity to perform and complete assessments as those without disabilities.

Reasonable adjustment applied to participation in teaching, learning, and assessment activities can include:

• Customising resources and assessment activities within the training package or accredited course
• Modifying the presentation medium
• Learner support
• Use of assistive/adaptive technologies
• Making information accessible both before enrolment and during the course
• Monitoring the adjustments to ensure candidate needs continue to be met

Assistive/Adaptive Technologies

Assistive/adaptive technology means ‘software or hardware that has been specifically designed to assist people with disabilities in carrying out daily activities’ (World Wide Web Consortium - W3C). It includes screen readers, magnifiers, voice recognition software, alternative keyboards, devices for grasping, visual alert systems, and digital note-takers.

The Unit of Competency

The units of competency specify the standards of performance required in the workplace.

This assessment addresses the following unit of competency:

CHCCCS044 - Follow established person-centred behaviour supports (Release 1)

1. Apply a person-centred approach to providing behaviour support
2. Review context of behaviours of concern
3. Provide positive behaviour support according to individualised support plan
4. Complete documentation

The Context of Assessment

To complete the assessments in this workbook, students need to have access to their learning materials, the Internet, and a workplace (or similar environment).

The Knowledge Assessment may be completed wholly at the candidate’s home or chosen place of study.

The Practical Assessment must be completed in a workplace or a simulated environment.

 Assessment Methods

This workbook uses the following assessment methods:

1. Knowledge Assessment

A set of general and workplace questions testing the candidate’s general knowledge and understanding of the general theory behind the unit.

1. Case Studies

Detailed scenarios and simulated environments, providing all necessary information required to complete relevant tasks and activities.

1. Practical Assignment

A series of written practical tests assessing the candidate’s practical knowledge and understanding of the unit of competency.

1. Project Assessment

A set of tasks or activities completed according to set instructions and guidelines to meet the requirements of the relevant unit. These tasks and activities require you to have access to a workplace or a similar environment.

1. How the identified practices benefit people receiving care?

2. How social devaluation negatively impacts a person receiving care’s quality of life?

3. Examples of how support workers can uphold these rights during behaviour support?

4. How each positive lifestyle enhancement strategy benefits the person receiving care in behaviour support?

5. How does the NDIS Quality and Safeguards Commission regulate the use of restrictive practices?

6. Identify two conditions that need to be fulfilled for restrictive practices to be acceptable for use in disability support services.

7. What are unregulated restrictive practices?

8. How does the Aged Care Quality and Safety Commission regulate the use of restrictive practices?

Practical Assessment

Candidate Instructions

The Practical Assessment is a set of tasks that must be completed in a workplace or in an environment with conditions similar to that of a real workplace.

This assessment will help you demonstrate skill requirements relevant to providing behaviour support to people receiving care.

The Practical Assessment includes the following:

1. Case Studies

Detailed scenarios and simulated environments, providing all necessary information required to complete relevant tasks and activities.

1. Practical Assignment

A series of written practical tests assessing the candidate’s practical knowledge and understanding of the unit of competency.

1. Project Assessment

A set of tasks or activities completed according to set instructions and guidelines to meet the requirements of the relevant unit. These tasks and activities require you to have access to a workplace or a similar environment.

Task 1 – Review Policies and Procedures for Work Health and Safety (WHS)

Before starting this task, access and review one organisational policy relevant to work health and safety (WHS) in behaviour support for people receiving care.

Then, answer the following questions using the WHS policy and procedure you reviewed as reference.

After completing this task, submit the copy of the policy and procedures you accessed and reviewed to your assessor.

Task 2 – Review Policies and Procedures for Intervention and Notification

Before starting this task, access and review:

1. One organisational policy on intervention in behaviour support for people receiving care
2. One organisational policy on notification in behaviour support for people receiving care.

Then, answer the following questions using the policies and procedures on intervention and notification you reviewed as reference.

After completing this task, submit copies of the policies and procedures you accessed and reviewed to your assessor.

Task 3 – Review Policies and Procedures for Making Referrals

Before starting this task, access and review one organisational policy on referral in behaviour support for people receiving care.

Then, answer the following questions using the policy and procedure on referral you reviewed as reference.

After completing this task, submit the copy of the policy and procedures you accessed and reviewed to your assessor.

Task 4 – Review Policies and Procedures for Reporting

Before starting this task, access and review:

1. One organisational policy on accident reporting in behaviour support for people receiving care
2. One organisational policy on incident reporting in behaviour support for people receiving care.

Then, answer the following questions using the policies and procedures on accident and incident reporting you reviewed as reference.

After completing this task, submit copies of the policies and procedures you accessed and reviewed to your assessor.

Task 5 – Review Policies and Procedures for Individualised Behaviour Support Plans

Before starting this task, access and review one organisational policy on each of the following areas:

1. Completing individualised behaviour support plans with restrictive practices
2. Maintaining individualised behaviour support plans with restrictive practices
3. Storing individualised behaviour support plans with restrictive practices

Then, answer the following questions using the policies and procedures on completing, maintaining, and storing individualised behaviour support plans you reviewed as reference. After completing this task, submit copies of the policies and procedures you accessed and reviewed to your assessor.