Unit of competency Outline
Date retreived
22/07/2026 10:41 PM AWST
22/07/2026 10:41 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 and support the use of augmentative and alternative communication systems
Assist and support the use of augmentative and alternative communication systems
Unit of competency
National Code
HLTAH412C
HLTAH412C
State Code
WD033
WD033
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 who use total communication systems, including the preparation of resourcesTotal communication refers to methods of communication that replace or supplement speech and handwriting
Notes
Elements and Performance Criteria
1. Prepare for the development of augmentative and alternative communication systems
- 1.1 Obtain information about requirements from the speech pathologist
- 1.2 Confirm the communication goals with the speech pathologist
- 1.3 Determine need for interpreter where the client has English as a second language
- 1.4 Confer with allied health professional about any ambiguities or requirements outside scope of role and responsibilities as defined by the organisation
2. Assist in the development of augmentative and alternative communication systems
- 2.1 Confirm the nature of the communication system and implications for resource requirements with speech pathologist
- 2.2 Confirm client's previous and current abilities with the speech pathologist to inform choice and presentation of resources
- 2.3 Select resources following speech pathologist's directions
- 2.4 Consult with speech pathologist to ensure that resources are appropriate to the individual and their communication system, the type of therapy and the specified communication goals
- 2.5 Identify existing resources, adapt them and use them in an imaginative and flexible manner within the directions of the speech pathologist
- 2.6 Make resources
- 2.7 Ensure resources are not hazardous to the individual or others, and satisfy health and safety requirements
3. Support the use of augmentative and alternative communication systems
- 3.1 Identify the type of communication system used by a client prior to making contact
- 3.2 Make appropriate power supply available
- 3.3 Prepare appropriate resources and equipment to facilitate communication via the communication system
- 3.4 Set out equipment and furniture for client comfort and optimum access to the communication system, in line with health and safety procedures and guidelines and according to the directions of the speech pathologist
- 3.5 Liaise with the speech pathologist and other relevant health professionals to assist the client to access the system in regard to physical comfort and any specific positioning and mobility requirements
- 3.6 Use appropriate mode of communication in communicating with the client
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 program to assist with the use of a communication system in line with organisation requirements
- 5.2 Use appropriate terminology in reporting
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
Clients may include:
Adults
Children and young people
Older people
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
Resources may include but is not limited to:
Commercially available resources
Resources prepared by the worker
Resources required for speech and language therapy
Communication goals include:
To teach the specific skills needed to use the system
To generalise skills so that the system can be used in a wider context
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
Clients may include:
Adults
Children and young people
Older people
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
Resources may include but is not limited to:
Commercially available resources
Resources prepared by the worker
Resources required for speech and language therapy
Communication goals include:
To teach the specific skills needed to use the system
To generalise skills so that the system can be used in a wider context
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 workplace (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
materials and equipment
documentation
Method of assessment
Observation of some applications in the workplace (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 |
|---|---|---|---|
| D5644 | HLTAH412B | Assist and support the use of augmentative and alternative communication systems | Unit of competency |
Replaced By
| State Code | National Code | Title | Type |
|---|---|---|---|
| AVA98 | HLTAHA014 | Assist and support the use of augmentative and alternative communication systems | Unit of competency |
| State Code | National Code | Title | Type |
|---|---|---|---|
| J088 | HLT42512 | Certificate IV in Allied Health Assistance | Qualification |