Unit of competency Outline
Date retreived
22/07/2026 6:50 AM AWST
22/07/2026 6:50 AM 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.
Support the development of speech and communication skills
Support the development of speech and communication skills
Unit of competency
National Code
HLTAH410B
HLTAH410B
State Code
D5642
D5642
TGA Status
Replaced
Replaced
DTWD Status
Replaced
Replaced
State Implementation and Classification
Approved Date
21/07/2011
Field of Education
061799 - Rehabilitation Therapies, N.e.c.
Original Release Date
21/07/2011
Nominal Hours
65
Description
DescriptorThis unit of competency describes the skills and knowledge required to assist with the delivery of speech pathology programs designed to achieve and develop optimum independence in speech and communication skills
Notes
Elements and Performance Criteria
1. Prepare for delivery of a speech pathology program
- 1.1 Obtain information about the program from the supervising speech pathologist
- 1.2 Confer with speech pathologist about any program ambiguities or requirements outside scope of role and responsibilities as defined by the organisation
- 1.3 Determine client availability according to organisation protocols
- 1.4 Determine need for interpreter where the client has English as a second language
- 1.5 Gather the equipment to deliver the speech pathology program, in line with client needs and specifications of the speech pathologist
2. Conduct speech pathology program according to identified goals and methods under supervision of a speech pathologist
- 2.1 Check, before commencing the program, that informed consent is obtained from the individual, or a third party where the individual is not in a position to provide this consent independently
- 2.2 Confirm the therapeutic outcomes defined in the program with the client and the speech pathologist
- 2.3 Carry out program activities using the methods as directed and detailed in the treatment plan and as designed by the speech pathologist
- 2.4 Use motivators that are appropriate to the age and communication ability of the client
- 2.5 Provide a level of stimulation that is appropriate to the age and communication ability of the client
- 2.6 Provide the client with sufficient time, opportunity and encouragement to practice existing and newly developed skills
- 2.7 Encourage the client to take advantage of planned and unplanned opportunities to integrate skills developed within the program into their daily activities
- 2.8 Take action in response to adverse reaction to the program according to the detailed risk management framework
- 2.9 Provide accurate and prompt feedback to the speech pathologist and where appropriate, the client's care team to support future planning
3. Develop activities to support a speech pathology program under the direction of a speech pathologist
- 3.1 Identify the communication goals to be achieved from the speech pathology plan as specified by the speech pathologist
- 3.2 Seek advice from speech pathologist where goals are not being met as expected
- 3.3 Develop activities, in liaison with the speech pathologist, that follow the identified hierarchy of tasks and skills needed to achieve speech pathology goals
- 3.4 Assist with the location or development of activities and materials appropriate to client's age and level of functioning
- 3.5 Confirm development work with a speech pathologist
4. Clean and store equipment
- 4.1 Clean any material and equipment according to manufacturers requirements
- 4.2 Store material and equipment 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 speech pathology program in line with organisation requirements
- 5.2 Use appropriate terminology to document symptomatic expression of identified problems
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.
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
Information may include:
Client care plan
Exercise plan
Client treatment plan
Allied health professional instructions
Client record
Checklists
Case notes
Other forms according to procedures of the organisation
Programs may include but are not limited to:
Language - to develop or recover words and concepts to express meaning and understand spoken and written language
Phonological/articulatory - development or recovery of patterns and systems of speech sound and motor skills for production of speech
Social communication - development and recovery of social communication skills and appropriate pragmatics
Cognitive skills - development and training of skills in memory, attention and problem solving
Clients may include:
Adults
Children and young people
Older people
Methods and therapeutic techniques may include:
Modelling
Facilitation
Elicitation
Generalising
Reinforcing
Prompting and cueing
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
Information may include:
Client care plan
Exercise plan
Client treatment plan
Allied health professional instructions
Client record
Checklists
Case notes
Other forms according to procedures of the organisation
Programs may include but are not limited to:
Language - to develop or recover words and concepts to express meaning and understand spoken and written language
Phonological/articulatory - development or recovery of patterns and systems of speech sound and motor skills for production of speech
Social communication - development and recovery of social communication skills and appropriate pragmatics
Cognitive skills - development and training of skills in memory, attention and problem solving
Clients may include:
Adults
Children and young people
Older people
Methods and therapeutic techniques may include:
Modelling
Facilitation
Elicitation
Generalising
Reinforcing
Prompting and cueing
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 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 be completed in the workplace.
Relevant guidelines, standards and procedures
Supervision from a speech pathologist
Resources essential for assessment include:
clients
materials and equipment
documentation
Method of assessment
Observation of some applications in the work place (as is appropriate/possible)
Written assignments/projects or questioning should be used to assess knowledge
Case study and scenario as a basis for discussion of issues and strategies to contribute to best practice
Skills involving direct client care are to be assessed initially in a simulated setting (e.g. laboratory). If successful, a second assessment is to be conducted during workplace application under direct supervision
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 be completed in the workplace.
Relevant guidelines, standards and procedures
Supervision from a speech pathologist
Resources essential for assessment include:
clients
materials and equipment
documentation
Method of assessment
Observation of some applications in the work place (as is appropriate/possible)
Written assignments/projects or questioning should be used to assess knowledge
Case study and scenario as a basis for discussion of issues and strategies to contribute to best practice
Skills involving direct client care are to be assessed initially in a simulated setting (e.g. laboratory). If successful, a second assessment is to be conducted during workplace application under direct supervision
Replaces
| State Code | National Code | Title | Type |
|---|---|---|---|
| C8950 | HLTAH410A | Support the development of speech and communication skills | Unit of competency |
Replaced By
| State Code | National Code | Title | Type |
|---|---|---|---|
| WD031 | HLTAH410C | Support the development of speech and communication skills | Unit of competency |
| State Code | National Code | Title | Type |
|---|---|---|---|
| D070 | HLT42507 | Certificate IV in Allied Health Assistance | Qualification |