Elements and Performance Criteria

The Range Statement explains the scope and context of the unit of competency allowing for differences between workplaces. The scope of variables chosen for training and assessment requirements will depend on the particular work situation. The application of this unit will depend on the work roles and responsibilities and requirements of the work environment.

Client may be:

Individual or groups

Routines for the person with a disability may include:

Written plans for the person that describe the their daily activities and strategies for engaging them in their daily activities.

Routines for staff supporting the person 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 environments include:

Consistent application of routines and procedures

Organisational policies and procedures may include:

Inappropriate behaviours 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) eg disinhibition, perseveration
Interferes with the person's learning and developing new skills
Reduces their quality of life ( eg lack of motivation, depression)

Are disruptive or are outside the rules of community living (eg 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 (eg inability to attend day centre due to poor personal hygiene)
That make others feel uncomfortable or distresses the person themselves (eg sexually inappropriate behaviour such as groping breasts or masturbating in public)

Strategies to assist in reducing and managing challenging behaviour:
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 focussed approaches
Seeking expert assistance

The Evidence Guide identifies the critical aspects of assessment, and the essential knowledge and skills to be demonstrated to confirm competency in this unit. The Evidence Guide is an integral part of the assessment of competency and it should be read carefully in conjunction with the Range Statement, elements and performance criteria.
Assessment in the workplace will take into account the unpredictable and variable nature of the circumstances applying in this unit and indirect and supplementary records in individual portfolios or logbooks. Self reporting, or simulation may be more appropriate that direct observation.
Critical aspects of evidence:

This unit requires evidence of the following:

Understanding of the principles of Social Role Valorisation
Knowledge and application of organisational policies and procedures relating to behaviour management, occupational safety and health, critical incidents, accident and incident reporting, dignity of risk and duty of care
Identifying strategies to remove or avoid the situations leading to aggression or violence, disinhibition, or other inappropriate behaviour
Identifying strategies to promote appropriate behaviour and engage client in activities (addresses lack of motivation or initiation, withdrawal, noncompliance)
Application of basic crisis management strategies

Concurrent assessment and relationship with other units:
This unit is a pre-requisite for the unit of competence CHCDIS16B Provide advanced behaviour support

Essential knowledge and skills:

To show competence in this unit of competence the applicant must demonstrate the following:

Knowledge and understanding of the principles of Social Role Valorisation
Knowledge of organisational policies and procedures relating to behaviour management (including restrictions on the use of aversive procedures), occupational safety and health, critical incidents, accident and incident reporting, dignity of risk and duty of care
Principles of effective communication
Knowledge and skills in crisis management (basic)
Knowledge of reporting procedures for incidents and accidents
Knowledge of referral procedures for specialist services
Knowledge and skills in use of basic self protective strategies (e.g. passive self defence)
Knowledge and skills in strategies that avoid behaviour escalation (basic)

Resource requirements include:
Resource requirements include all the relevant resources commonly provided in the disability service setting.
Specific tools may include:
Relevant organisational policy and procedure manuals, legislation and standards
Organisational 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:
Assessment may include
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

Context of assessment:
This unit is most appropriately assessed in the workplace or a simulated environment under the normal range of conditions.
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