Elements and Performance Criteria

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
Pro-active strategies may include:
Ecological manipulations - making changes in the persons environment that will reduce the likelihood of the behaviours of concern 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
Organisation policies and procedures may include:
Behaviour management guidelines
Occupational safety and health policies and procedures
Emergency procedures
Behaviours of concern 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) e.g. 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 behaviours of concern may include:
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 individualised emergency management plans
Seeking expert assistance

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 disability 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. functional assessment tools
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