Unit of competency Outline
Date retreived
22/07/2026 3:47 PM AWST
22/07/2026 3:47 PM AWST
Whilst all efforts are made to provide accurate and timely information from the relevant source/documentation, please be aware that the information supplied may not be the most current version. The accuracy of the detail has not been confirmed by the Department and therefore should not be relied upon without first confirming the contents.
Assist with the development and maintenance of client functional status
Assist with the development and maintenance of client functional status
Unit of competency
National Code
HLTAH408C
HLTAH408C
State Code
WD029
WD029
TGA Status
Replaced
Replaced
DTWD Status
Replaced
Replaced
State Implementation and Classification
Approved Date
23/08/2012
Field of Education
061799 - Rehabilitation Therapies, N.e.c.
Original Release Date
23/08/2012
Nominal Hours
65
Description
DescriptorThis unit of competency describes the skills and knowledge required to support clients to participate in developmental activities that will enhance or maintain functional status
Notes
Elements and Performance Criteria
1. Plan to deliver skill development program activities based on identified goals
- 1.1 Obtain information about the developmental program from an allied health professional
- 1.2 Consult allied professional about the developmental program requirements and desired client outcomes
- 1.3 Identify program requirements outside scope of role and responsibilities as defined by the organisation and discuss with allied health professional
- 1.4 Identify and confirm impact of the program's contribution to the client's overall care plan
- 1.5 Determine client availability according to organisation protocols
- 1.6 Identify cultural and spiritual issues that might have an impact on client's maintenance of function
2. Develop skill development and maintenance program based on identified goals
- 2.1 Assist professional to work with client and carers to identify current skills and abilities and how these can be built upon to participate more meaningfully in the client's environment(s)
- 2.2 Assist professional to work with client and carers to identify their needs and priorities in terms of specific skill development and maintenance
- 2.3 Identify skills that need to be developed that are outside scope of role and responsibilities as defined by the organisation and refer to the allied health professional
- 2.4 Assist professional to work with the client and carers to develop goals that will enable work at the client's own pace to acquire and retain skills for daily living
- 2.5 Support the client and carers to identify methods that will build upon their strengths when developing, and retaining skills
- 2.6 Work with professional and client to determine methods of evaluating the effectiveness of activities and methods
3. Deliver skill development and maintenance program
- 3.1 Gather the equipment and materials to deliver the program, in line with client needs, specifications of the allied health professional and legislative and organisation guidelines
- 3.2 Check safety and efficiency of any equipment and materials
- 3.3 Support client to carry out activities in ways that promote safety, involvement and confidence, and adhere to the cultural and spiritual beliefs and preference of the client
- 3.4 Provide support according to principles and practices of active support, in a manner that is respectful of the client and provides encouragement and motivation to optimise client interest and involvement
- 3.5 Set up the environment to optimise client interest, participation and involvement
- 3.6 Identify and respond appropriately to any risk to clients or others and report accordingly
- 3.7 Provide reinforcement and constructive feedback to client and carers about involvement in activities
- 3.8 Modify approaches if client becomes distressed, in pain or communicate their desire to stop or amend the activity
- 3.9 Seek advice if safety issues arise, does not wish to continue, is distressed or in pain or if conflict arises with client
- 3.10 Assist professional to work with client to review progress
- 3.11 Under direction of an occupational therapist, adapt the environment and activity to maximise functional independence
4. Clean and store equipment and materials
- 4.1 Clean equipment and materials according to manufacturers requirements
- 4.2 Store equipment and materials according to manufacturers requirements and organisation protocols
- 4.3 Report equipment faults to appropriate person
5. Document client information
- 5.1 Use accepted protocols to document information relating to the program in line with organisation requirements
- 5.2 Provide regular feedback to the client's care team
- 5.3 Use appropriate terminology to document symptomatic expression of identified problems related to the program
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.
Supervision refers to:
Instructing, advising, and monitoring another person in order to ensure safe and effective performance in carrying out the duties of their position
The nature of supervision is flexible and may be conducted by various means including:
in person and
through use of electronic communications media such as telephone or video conferencing, where necessary
Frequency of supervision will be determined by factors such as:
the task maturity of the person in that position or clinical placement
the need to review and assess client conditions and progress in order to establish or alter treatment plans in case of students and assistants
the need to correct and develop non clinical aspects such as time management, organisation requirements, communication skills, and other factors supporting the provision of clinical care and working within a team
A person under supervision does not require direct (immediate) and continuous personal interaction, but the method and frequency will be determined by factors outlined above
Skill development program activities may include but are not limited to:
ADLs (personal and independence skills)
Personal care
Literacy
Socialisation
Mobility
Communication
Recreation
Information may include:
Client care plan
Individual program plan
Individual education plan
Client treatment plan
Allied health professional instructions
Client record
Case notes
Other forms according to procedures of the organisation
Client may include:
Adults
Children and young people
Older people
People with disabilities
People recovering from illness or injury
Client environment's may include:
Hospital
Home
Residential care setting
Group home
School
Rehabilitation setting
Relevant guidelines may include:
Organisation policies and procedures
WHS policies and procedures
Manufacturer specifications
Active support must include:
Encouragement of clients to do as much for themselves as possible to maintain independence and physical ability
Encouragement of client to maximise own potential and independence
Structuring skill development and maintenance activities that maximise client interest, involvement and participation
Supervision refers to:
Instructing, advising, and monitoring another person in order to ensure safe and effective performance in carrying out the duties of their position
The nature of supervision is flexible and may be conducted by various means including:
in person and
through use of electronic communications media such as telephone or video conferencing, where necessary
Frequency of supervision will be determined by factors such as:
the task maturity of the person in that position or clinical placement
the need to review and assess client conditions and progress in order to establish or alter treatment plans in case of students and assistants
the need to correct and develop non clinical aspects such as time management, organisation requirements, communication skills, and other factors supporting the provision of clinical care and working within a team
A person under supervision does not require direct (immediate) and continuous personal interaction, but the method and frequency will be determined by factors outlined above
Skill development program activities may include but are not limited to:
ADLs (personal and independence skills)
Personal care
Literacy
Socialisation
Mobility
Communication
Recreation
Information may include:
Client care plan
Individual program plan
Individual education plan
Client treatment plan
Allied health professional instructions
Client record
Case notes
Other forms according to procedures of the organisation
Client may include:
Adults
Children and young people
Older people
People with disabilities
People recovering from illness or injury
Client environment's may include:
Hospital
Home
Residential care setting
Group home
School
Rehabilitation setting
Relevant guidelines may include:
Organisation policies and procedures
WHS policies and procedures
Manufacturer specifications
Active support must include:
Encouragement of clients to do as much for themselves as possible to maintain independence and physical ability
Encouragement of client to maximise own potential and independence
Structuring skill development and maintenance activities that maximise client interest, involvement and participation
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 competency unit:
The individual being assessed must provide evidence of specified essential knowledge as well as skills
Observation of workplace performance is essential for assessment of this unit
Consistency of performance should be demonstrated over the required range of situations relevant to the workplace
Where, for reasons of safety, space, or access to equipment and resources, assessment takes place away from the workplace, the assessment environment should represent workplace conditions as closely as possible
Access and equity considerations:
All workers in the health industry should be aware of access and equity 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 health issues facing Aboriginal and Torres Strait Islander communities, workers should be aware of cultural, historical and current issues impacting on health of 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 health of Aboriginal and/or Torres Strait Islander clients and communities
Context of and specific resources for assessment:
Assessment must include demonstrated workplace application
Relevant guidelines, standards and procedures
Resources essential for assessment include:
Equipment and materials for delivering a program
Protocols for determining needs, goals and measuring progress
Infection control procedures
Workplace health and safety guidelines
Other organisation policies and procedures
Critical aspects for assessment and evidence required to demonstrate this competency unit:
The individual being assessed must provide evidence of specified essential knowledge as well as skills
Observation of workplace performance is essential for assessment of this unit
Consistency of performance should be demonstrated over the required range of situations relevant to the workplace
Where, for reasons of safety, space, or access to equipment and resources, assessment takes place away from the workplace, the assessment environment should represent workplace conditions as closely as possible
Access and equity considerations:
All workers in the health industry should be aware of access and equity 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 health issues facing Aboriginal and Torres Strait Islander communities, workers should be aware of cultural, historical and current issues impacting on health of 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 health of Aboriginal and/or Torres Strait Islander clients and communities
Context of and specific resources for assessment:
Assessment must include demonstrated workplace application
Relevant guidelines, standards and procedures
Resources essential for assessment include:
Equipment and materials for delivering a program
Protocols for determining needs, goals and measuring progress
Infection control procedures
Workplace health and safety guidelines
Other organisation policies and procedures
Replaces
| State Code | National Code | Title | Type |
|---|---|---|---|
| D5640 | HLTAH408B | Assist with the development and maintenance of client functional status | Unit of competency |
Replaced By
| State Code | National Code | Title | Type |
|---|---|---|---|
| AVB04 | HLTAHA010 | Assist with the development and maintenance of client functional status | Unit of competency |
| State Code | National Code | Title | Type |
|---|---|---|---|
| J088 | HLT42512 | Certificate IV in Allied Health Assistance | Qualification |