Elements and Performance Criteria

RANGE STATEMENT

The Range Statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Add any essential operating conditions that may be present with training and assessment depending on the work situation, needs of the candidate, accessibility of the item, and local industry and regional contexts.


Client may be:
Individual or groups


Routines may include:
Written plans that describe an individual's daily activities and strategies for engaging them in their daily activities.


Staff routines may include:
Written plans that guide the activities of the staff for the individual/s they are providing support to
They include skills development activities and behaviour support plans


Safe and predictable environment includes:
Consistent application of routines and procedures


Organisation policies and procedures may include:
Behaviour management guidelines, work safety and health policies and procedures, emergency procedures


Behaviour likely to put the person and/or others at risk of harm may include those that:
Have the potential for physical harm or destruction (e.g. hurting self or others, damaging property)
Last for an excessively long time (e.g. either in a single incident or in multiple incidents over time, continued screaming, persistent scratching causing skin irritation)
Isolate the person, it stops them from engaging in valued roles (with friends, family, community access, work) e.g. disinhibition, perseveration
Interferes with the person's learning and developing new skills
Reduces their quality of life (e.g. lack of motivation, depression)
Are disruptive or are outside the rules of community living (e.g. yelling or singing loudly in a supported residential service, going into other people's rooms, making constant demands or repeatedly asking questions )
Limits or delays access to the use of ordinary community facilities (e.g. inability to attend day centre due to poor personal hygiene)
That make others feel uncomfortable or distresses the person themselves (e.g. sexually inappropriate behaviour such as groping breasts or masturbating in public)


Strategies to assist in managing behaviour may include:
Lifestyle enhancement
Skills development
Structure and routine
Teaching functional communication
Reinforcement schedules
Increasing engagement
Teaching relaxation
Active listening and observation
Using effective communication
Compensatory strategies (memory aids such as whiteboard, diary)
Proximity management
Interrupt and redirect
Instructional education/facilitation
Stimulus change (changing environment)
Antecedent management
Consequences (highlight potential difficulties in applying consequences in an attempt to change behaviour for people with ABI who have memory impairment and executive system dysfunction)
Time out strategies
Emergency containment strategies
Behaviour support plans
Time out strategies
Team work and consistency
Positive solution focused approaches
Seeking expert assistance

EVIDENCE GUIDE

The evidence guide provides advice on assessment and must be read in conjunction with the Performance Criteria, Required Skills and Knowledge, the Range Statement and the Assessment Guidelines for this Training Package.

Critical aspects for assessment and evidence required to demonstrate this unit of competency:
The individual being assessed must provide evidence of specified essential knowledge as well as skills
Assessment should be conducted on more than one occasion to cover a variety of circumstances to establish consistency
A diversity of assessment tasks is essential for holistic assessment


Access and equity considerations:
All workers in community services should be aware of access, equity and human rights issues in relation to their own area of work
All workers should develop their ability to work in a culturally diverse environment
In recognition of particular issues facing Aboriginal and Torres Strait Islander communities, workers should be aware of cultural, historical and current issues impacting on Aboriginal and Torres Strait Islander people
Assessors and trainers must take into account relevant access and equity issues, in particular relating to factors impacting on Aboriginal and/or Torres Strait Islander clients and communities


Context of and specific resources for assessment:
This unit can be assessed independently, however holistic assessment practice with other community services units of competency is encouraged
Resource requirements include access to all relevant resources commonly provided in the service setting, including:
relevant organisation policy and procedure manuals, legislation and standards
organisation mission statement, strategic and business plan
other documentation relevant to the work context such as:. individual routines . staff routines. neuropsychological reports. behaviour support plans. data collection techniques. specific communication tools. skills development plans. accident and incident forms. referral forms. lifestyle review package


Method of assessment:
Observation of work performance
Written tasks
Interview and questioning
Authenticated portfolio/log book
Supporting statement of supervisor/s
Authenticated evidence of relevant work experience and/or formal/informal learning