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

Pro-active strategies may include:
Ecological manipulations - making changes in the persons environment that will reduce the likelihood of the problem behaviour occurring
Positive programming - long term instructional programs designed to give the person greater skills and competencies
Focused support strategies - these include differential reinforcement strategies, stimulus control and instructional control

Organisational policies and procedures may include:
Behaviour management guidelines, occupational safety and health policies and procedures, emergency procedures

Inappropriate behaviours may include those that:
Have the potential for physical harm or destruction (e.g. hurting self or others, damaging property)
Lasts for a long time (e.g. either in a single incident or in multiple incidents over time)
Isolates the person, it stops them from engaging in valued roles (with friends, family, community access, work) eg disinhibition / perseveration / depression
Interferes with the person's learning and developing new skills

Reduces quality / enjoyment of life

Strategies to assist in reducing and managing challenging behaviour:
Functional assessment
Data collection
Generating a hypothesis
Multi-element support plans
Proactive
Ecological manipulations e.g. Making changes to the person's environment, changing the teaching method, reviewing and changing the learning goals
Positive programming e.g. Teaching general skills, teaching coping skills, teaching functionally equivalent skills
Focused support e.g. Differential reinforcement schedules
Reactive strategies e.g. antecedent management, interrupt and redirect, geographical containment, emergency physical containment and individualized emergency management plans.
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 than 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
Mastery of techniques such as data collection, generating hypothesis and functional assessment
Application of advanced crisis management strategies
Demonstration of well developed problem solving skills

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 and use of least restrictive alternative
Principles of effective communication
Understanding the purpose and function of behaviour
Understanding what influences behaviour
Knowledge and skills in crisis management (advanced)
Knowledge and skills in reinforcement strategies
including, sampling, menus, individualisation of schedules and differential reinforcement schedules
Knowledge of reporting procedures for incidents and accidents
Knowledge of referral procedures for specialist services
Knowledge and skills in use of advanced self protective strategies (e.g. passive self defense)
Knowledge and skills in strategies that avoid behaviour escalation (advanced)
Knowledge and skills of advanced proactive strategies based on functional and cognitive assessment
Knowledge of individual rights and equality

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
Functional assessment tools

Concurrent assessment and relationship with other units:
The unit of competency CHCDIS15B Provide Behaviour support is a pre-requisite to this unit

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