Unit of competency Outline
Date retreived
22/07/2026 2:28 AM AWST
22/07/2026 2:28 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.
Provide support in dysphagia management
Provide support in dysphagia management
Unit of competency
National Code
HLTAH411B
HLTAH411B
State Code
D5643
D5643
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 a speech pathologist to support clients participating in therapy programs to improve swallowing and/or to maintain independence in the management of dysphagia
Notes
Elements and Performance Criteria
1. Prepare for support of treatment and monitoring programs to promote safe swallowing and eating
- 1.1 Obtain information about requirements from the speech pathologist
- 1.2 Determine need for interpreter where the client has English as a second language
- 1.3 Confer with speech pathologist about any ambiguities or requirements outside scope of role and responsibilities as defined by the organisation
2. Deliver therapeutic program under supervision of speech pathologist
- 2.1 Obtain informed consent from the individual client, or a third party where the individual is not in a position to provide this consent independently, before commencing the program
- 2.2 Confirm client/carer's understanding of requirements of the therapeutic program
- 2.3 Provide mealtime assistance to client, under instruction of speech pathologist, including the reinforcement of positioning and strategies to support safe swallowing and maximum level of independence of eating and drinking
- 2.4 Prepare texture modified foods and fluids, as determined by speech pathologist, for assessment purposes and for mealtimes for purposes of checking correctness of modified foods and fluids
- 2.5 Provide the client with relevant information and advice, as instructed by the speech pathologist, at a level and pace appropriate to the client's level of understanding, culture and background, preferred way of communication and need
- 2.6 Refer questions outside scope of role and responsibilities as defined by the organisation to speech pathologist and/or relevant member of care team
- 2.7 Provide client with sufficient time, opportunity and encouragement to practise existing and newly developed skills
- 2.8 Provide set up and support of the client during videofloroscopy assessment of swallowing, performed by speech pathologist
- 2.9 Carry out supplementary treatment programs (e.g. oro-motor exercises), as instructed by the speech pathologist
- 2.10 Identify adverse reactions/events associated with dysphagia and respond according to the detailed risk management framework
3. Monitor client's management of dysphagia in consultation with speech pathologist and care team
- 3.1 Work with the speech pathologist, care team and the individual to identify and record areas of positive progress and success and specific difficulties arising
- 3.2 Reinforce constructive feedback and advice provided by the care team about the client's approach and ability to manage their dysphagia
- 3.3 Support and encourage client to maintain and enhance their efforts to manage dysphagia
- 3.4 Reinforce the benefits of continuing to practice and develop skills and knowledge for dysphagia management
- 3.5 Identify adverse reactions/events associated with dysphagia and respond according to the detailed risk management framework
- 3.6 Refer to speech pathologist when additional input from health professional is required
4. Document client information
- 4.1 Use accepted protocols to document information relating to the treatment program in line with organisation requirements
- 4.2 Provide accurate and prompt feedback to the speech pathologist and client's care team to support future planning
- 4.3 Use appropriate terminology to document symptomatic expression of identified problems related to the therapeutic exercise program
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
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
Client may include:
Adults
Neonates
Children and young people
Older people
Programs may include:
Short term compensatory measures
Long term rehabilitation programs
Assessments may include, for example:
Clinical assessment
Videofluoroscopic assessment
FEES assessment
Methods may include:
Demonstration
Facilitation
Observation
Feedback
Information and advice may include:
Information about change and status or adverse reactions whilst eating/drinking
Information about dysphagia and its management
Care team may include:
Nurses
Doctors (including paediatrician, psychiatrist, ENT consultant, gastroenterologist and general practitioner)
Psychologist
Dentist
Speech pathologist
Dietitian
Physiotherapist
Occupational therapist
Teacher
Interpreter
Oral intake may involve:
Food and fluids (including modified texture food and fluids)
Medications
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
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
Client may include:
Adults
Neonates
Children and young people
Older people
Programs may include:
Short term compensatory measures
Long term rehabilitation programs
Assessments may include, for example:
Clinical assessment
Videofluoroscopic assessment
FEES assessment
Methods may include:
Demonstration
Facilitation
Observation
Feedback
Information and advice may include:
Information about change and status or adverse reactions whilst eating/drinking
Information about dysphagia and its management
Care team may include:
Nurses
Doctors (including paediatrician, psychiatrist, ENT consultant, gastroenterologist and general practitioner)
Psychologist
Dentist
Speech pathologist
Dietitian
Physiotherapist
Occupational therapist
Teacher
Interpreter
Oral intake may involve:
Food and fluids (including modified texture food and fluids)
Medications
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
information
access to oral intake requirements
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.
Clinical skills involving direct client care are to be assessed initially in a simulated clinical setting (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
information
access to oral intake requirements
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.
Clinical skills involving direct client care are to be assessed initially in a simulated clinical setting (laboratory). If successful, a second assessment is to be conducted during workplace application under direct supervision.
Replaces
| State Code | National Code | Title | Type |
|---|---|---|---|
| C8951 | HLTAH411A | Provide support in dysphagia management | Unit of competency |
Replaced By
| State Code | National Code | Title | Type |
|---|---|---|---|
| WD032 | HLTAH411C | Provide support in dysphagia management | Unit of competency |
| State Code | National Code | Title | Type |
|---|---|---|---|
| D070 | HLT42507 | Certificate IV in Allied Health Assistance | Qualification |