Written questions - Australia Assignments

STUDENT ASSESSMENT BOOKLET

CHCDIS002 FOLLOW ESTABLISHED
PERSON-CENTRED BEHAVIOUR SUPPORTS

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Student last name:

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ASSESSMENT OVERVIEW

This Student Assessment Booklet includes all your tasks for assessment of CHCDIS002 Follow established person-centred behaviour supports.

ABOUT YOUR ASSESSMENTS

This unit requires that you complete 4 assessment tasks. You are required to complete all tasks to demonstrate competency in this unit.

Assessment Task	About this task
Assessment Task 1: Written questions	You must correctly answer all 25 questions to show that you understand the knowledge required of this unit.
Assessment Task 2: Role play	You are undertake a role play using a video on self-injury as guidance.
Assessment Task 3: Case study	You are to review a sample behavioural support plan and answer a set of questions.
Assessment Task 4: Journal	You are to record and develop journal reports on three different clients in your workplace.

Supporting resources

You may like to look at the following websites, books and documents for more information about the topics related to this unit:

Arnott, G 2011, The Disability Support Worker, Pearson Australia, Frenchs Forest, NSW.

Croft, H 2013, The Australian Carer 3rd edn, Pearson Australia, Frenchs Forest, NSW.

How to submit your assessments

When you have completed each assessment task you will need to submit it to your assessor.

Instructions about submission can be found at the beginning of each assessment task.

Assessment Task Cover Sheet

At the beginning of each task in this booklet, you will find an Assessment Task Cover Sheet. Please fill it in for each task, making sure you sign the student declaration.

Your assessor will give you feedback about how well you went in each task, and will write this on the back of the Task Cover Sheet.

Make sure you photocopy your written activities before you submit them – your assessor will put the documents you submit into your student file. These will not be returned to you.

Assessment appeals

You can make an appeal about an assessment decision by putting it in writing and sending it to us. Refer to your Student Handbook for more information about our appeals process.

Assessment plan

The following outlines the requirements of your final assessment for this unit. You are required to complete all tasks to demonstrate competency in this unit.

Your assessor will provide you with the due dates for each assessment task. Write them in the table below.

Assessment Requirements	Due date
Written questions
Role play
Case study
Journal

Agreement by the student
Read through the assessments in this booklet before you fill out and sign the agreement below. Make sure you sign this before you start any of your assessments.
Have you read and understood what is required of you in terms of assessment?	 Yes	 No
Do you understand the requirements of this assessment?	 Yes	 No
Do you agree to the way in which you are being assessed?	 Yes	 No
Do you have any special needs or considerations to be made for this assessment? If yes, what are they?	 Yes	 No
Do you understand your rights to appeal the decisions made in an assessment?	 Yes	 No

Student name:

Student signature: Date:

Assessor name:

Assessor signature: Date:

ASSESSMENT TASK COVER SHEET – ASSESSMENT TASK 1

Students: Please fill out this cover sheet clearly and accurately for this task.

Make sure you have kept a copy of your work.

Name:
Date of birth:	Student ID:
Unit: CHCDIS002 Follow established person-centred behaviour supports
Student to complete	Assessor to complete
Assessment Task	Resubmission? Y/N	Student initials	Sufficient/ insufficient	Date
Written questions

STUDENT DECLARATION

I declare that these tasks are my own work.

None of this work has been completed by any other person.

I have not cheated or plagiarised the work or colluded with any other student/s.

I have correctly referenced all resources and reference texts throughout these assessment tasks.

I understand that if I am found to be in breach of policy, disciplinary action may be taken against me.

Student signature:

Student name:

Date:

ASSESSOR FEEDBACK

Assessors: Please return this cover sheet to the student with assessment results and feedback.

A copy must be supplied to the office and kept in the student’s file with the evidence.

Assessor signature:

Assessor name:

Date:

ASSESSMENT TASK 1: WRITTEN QUESTIONS

Task summary:

This is an open book test – you can use the Internet, textbooks and other documents to help you with your answers if required.

You must answer all 25 questions correctly.

Write your answers in the space provided.

If you need more space, you can use extra paper. All extra pieces of paper must include your name and the question number/s you are answering.

You may like to use a computer to type your answers. Your assessor will tell you if you can email them the file or if you need to print a hard copy and submit it.

What do I need in order to complete this assessment?

Access to textbooks and other learning materials.

Access to a computer and the Internet (if you prefer to type your answers).

When do I do this task?

You will do this task in your own time.

Write in the due date as advised by your assessor:

what do I need to do if I get something wrong?

If your assessor marks any of your answers as incorrect, they will talk to you about resubmission. You will need to do one of the following:

Answer the questions that were incorrect in writing.

Answer the questions that were incorrect verbally.

Question 1

Provide three types of legislation both on a national level and within your state that is related to protecting human rights in disability services.

Your state’s legislation:
Act 1:
Act 2:
Act 3:
Commonwealth legislation:
Act 1:
Act 2:
Act 3:

Question 2

Identify the six National Standards that apply to disability service providers.

1.
2.
3.
4.
5.
6.

Question 3

Marty is 53 years old and suffers from quadriplegia. He lives in a state government-funded group home and spent days with an undiagnosed broken left leg.

Due to his condition, he was not able to verbally communicate his levels of pain and symptoms, including a protruding bone that went unnoticed by the staff on duty.

After two days a staff member raised concerns to management; however, they decided it was best to wait until the next day to contact a doctor for treatment.

Did the staff exercise their duty of care? Explain your answer.

Question 4

The staff always have trouble with Jodie when it comes to taking her medications, as she becomes physically challenging towards staff on duty.

Jodie has an intellectual disability and tends to become irritable quite frequently.

To teach her a lesson, a staff member punches her and pushes her into a garage for ‘acting up’ and refusing to take her medication.

Jodie was locked in the garage for nearly 24 hours with nothing but a bucket for a toilet, before they let her back inside.

Is this a case of abuse? Explain your answer

Question 5

What are the three types of constraints in the Leisure Constraints Model? How does this impact individuals living with a disability?

1.
2.
3.

Question 6

What is the UNCRPD? What is its purpose?

Question 7

Describe each of the following articles in the UNCRPD.

Article 19
Article 20
Article 23
Article 25
Article 27

Question 8

How does the Disability Act 2006 provide support for:

People with a disability?

Disability services?

Question 9

Identify at least five sociodemographic characteristics of prisoners with an intellectual disability.

1.
2.
3.
4.
5.

Question 10

Explain why individuals with a disability are often socially devalued.

Question 11

What is the social model of disability?

Question 12

What is the danger of being overprotective as a disability support worker? How does this impact an individual’s dignity of risk?

Question 13

Explain the why Positive Behaviour Support (PBS) is an effective approach for managing behaviours of concern.

Question 14

What are some common immediate response strategies to behaviours of concern or challenging behaviours? Provide at least five examples.

1.
2.
3.
4.
5.

Question 15

Provide at least three communication strategies for people who are deaf or hearing impaired.

1.
2.
3.

Question 16

Provide at least three communication strategies for people who are blind or vision impaired.

1.
2.
3.

Question 17

Provide at least three communication strategies to reduce sensory overload.

1.
2.
3.

Question 18

What is the Triple C? Why is this used?

Question 19

Provide at least five common reasons which drive behaviours of concern and challenging behaviours.

1.
2.
3.
4.
5.

Question 20

Explain the difference between a behaviour of concern and a challenging behaviour. Provide an example of each.

Behaviour of concern:

Challenging behaviour:

Question 21

What is a Motivational Assessment Scale (MAS) and how is this used?

Question 22

Provide a definition of ‘aversive treatment’ and 3 examples.

Aversive treatment definition:

Example 1:

Example 2:

Example 3:

Question 23

Provide an example of how you would apply the following lifestyle enhancement strategies when managing client behaviour.

Positive reinforcement
Motivation
Stress management
Engagement in meaningful activities
Support relationships
Nutrition
Environmental and systems improvement

Question 24

Provide at least three examples of areas where people with disabilities have unmet needs.

1.
2.
3.

Question 25

Describe how each of the following factors are contributors to behaviour of concern or challenging behaviour.

Unrecognised pain or discomfort
Stress
Medications
Communication issues

What do I need to hand in for this task?	Have I completed this?
Your answers to each question	

ASSESSMENT TASK COVER SHEET – ASSESSMENT TASK 2

Students: Please fill out this cover sheet clearly and accurately for this task.

Make sure you have kept a copy of your work.

Name:
Date of birth:	Student ID:
Unit: CHCDIS002 Follow established person-centred behaviour supports
Student to complete	Assessor to complete
Assessment Task	Resubmission? Y/N	Student initials	Sufficient/ insufficient	Date
Role play

STUDENT DECLARATION

I declare that these tasks are my own work.

None of this work has been completed by any other person.

I have not cheated or plagiarised the work or colluded with any other student/s.

I have correctly referenced all resources and reference texts throughout these assessment tasks.

I understand that if I am found to be in breach of policy, disciplinary action may be taken against me.

Student signature:

Student name:

Date:

ASSESSOR FEEDBACK

Assessors: Please return this cover sheet to the student with assessment results and feedback.

A copy must be supplied to the office and kept in the student’s file with the evidence.

Assessor signature:

Assessor name:

Date:

ASSESSMENT TASK 2: ROLE PLAY

Task summary:

There are two parts to this task:

Part A: You are to respond to a critical incident involving a behavioural issue of a person with a disability.

Part B: You are required to answer a set of questions about effective response strategies.

Part A – Role play

What do I need in order to complete Part A of this assessment?

Role play participant to play the role of the client (your assessor will play this role)

Access to a computer and the Internet

Simulated props and resources – headphones, toys, mittens to simulate padded gloves

Access to the YouTube video (link provided below).

When do I do Part A?

You will do this task during your assessor’s workplace visit.

Write in the date of your assessor’s workplace visit:

what do I need to do if I get something wrong?

If your assessor identifies that you have not demonstrated the required skills/knowledge, they will give you some feedback and you will need to do the role play again.

Instructions:

The purpose of this task is for your assessor to observe how well you can respond to a critical incident involving adverse behaviour in a simulated environment, using appropriate support strategies and communication. You will do this role play in your workplace with your assessor.

First you will need to watch the YouTube video titled Autism, Self-Injurious Behavioral Interventions. You should do this prior to your assessor’s workplace visit.

You can find this video at https://www.youtube.com/watch?v=DXbe2VHa37w.

The video shows the self-injurious behaviour of James, who has severe autism and epilepsy. James is seen repeatedly hitting his head in a violent manner with both hands.

You will then need to participate in a role play with your assessor playing the role of James. James has just been disturbed by a car going past and squealing its brakes.

You will be required to do the following during the role play:

Use appropriate interventions and positive behavioral support strategies.

Use a person-centred approach.

Address safety requirements and procedures.

Use effective communication strategies to meet James’s needs.

James’s behavioural management plan states the following:

James is often startled by loud noises, which cause a buzzing in his head.

He becomes self-injurious, hitting himself around the head involuntarily. He may also experience a seizure.

James only ever hits himself – never anyone or anything else.

James responds to wearing headphones to reduce noise stimulus. These should be put on as soon as possible during an incident.

James may wear padded mitts to prevent injury.

James will respond to calm, repetitive instructions.

Holding James’s hands in his lap reduces the risk of injury and can be calming. James does not find this restrictive.

James reacts badly to sudden loud noises, shouting, complicated instructions, laughing or panic by anyone near him.

James behaviour can be diverted by drawing his attention to objects he enjoys – for example, watching the ceiling fan, his pet dog, his toys and other family members.

Your assessor will be looking to see that you:

Identify the triggers that cause James’s adverse behaviour.

Respond to James in an appropriate manner, correctly carrying out behavioural strategies in response to his behaviour.

For example remaining calm, being consistent, showing empathy, following the details in his behavioural management plan, etc

Consider and acknowledge James’s needs, strengths, capabilities and his preferences.

For example, acknowledge attempts made by James to control his behaviour; his likes and dislikes; keeping instructions simple; need for particular intervention strategies, etc.

Make sure James’s environment is safe.

For example, by protecting James’s head and hands; by keeping your own self safe; reducing possibility of his triggers occurring again, etc

Acknowledge James’s emotional state.

For example, by demonstrating empathy, acknowledging his distress, acknowledging him as he calms down, etc

What do I need to hand in for this task?	Have I completed this?
You do not need to submit anything for Part A	

Part B – Verbal questions

What do I need in order to complete Part B of this assessment?

You do not need anything for this task.

When do I do Part B?

You will do this task after your role play has finished.

Write in the due date as advised by your assessor:

what do I need to do if I get something wrong?

If your assessor identifies that your answers are not correct or not detailed enough, they will give you some feedback and ask you to answer the question again.

Instructions:

Your assessor will ask you seven questions about the role play you completed in Part A.

You will answer these questions verbally.

What do I need to hand in for this task?	Have I completed this?
You do not need to submit anything for Part B	

ASSESSMENT TASK COVER SHEET – ASSESSMENT TASK 3

Students: Please fill out this cover sheet clearly and accurately for this task.

Make sure you have kept a copy of your work.

Name:
Date of birth:	Student ID:
Unit: CHCDIS002 Follow established person-centred behaviour supports
Student to complete	Assessor to complete
Assessment Task	Resubmission? Y/N	Student initials	Sufficient/ insufficient	Date
Case study

STUDENT DECLARATION

I declare that these tasks are my own work.

None of this work has been completed by any other person.

I have not cheated or plagiarised the work or colluded with any other student/s.

I have correctly referenced all resources and reference texts throughout these assessment tasks.

I understand that if I am found to be in breach of policy, disciplinary action may be taken against me.

Student signature:

Student name:

Date:

ASSESSOR FEEDBACK

Assessors: Please return this cover sheet to the student with assessment results and feedback.

A copy must be supplied to the office and kept in the student’s file with the evidence.

Assessor signature:

Assessor name:

Date:

ASSESSMENT TASK 3: CASE STUDY

Task summary:

You are to review a sample behavioural support plan and answer a set of questions.

What do I need in order to complete this assessment?

Access to a computer (if you prefer type your answers)

Access to the Internet (for conducting online research)

Access to Behaviour Support Plan Toolkit, Section 4, Useful assessment tools and forms (http://www.dhs.vic.gov.au/__data/assets/pdf_file/0005/845348/Toolkit-section-4-Useful-assessment-tools-and-forms-0913.pdf)

When do I do this assessment?

You will do this task in your own time.

Write in the due date as advised by your assessor:

what do I need to do if I get something wrong?

If your assessor marks any of your answers as incorrect, they will talk to you about resubmission. You will need to do one of the following:

Answer the questions that were incorrect in writing.

Answer the questions that were incorrect verbally.

Instructions:

For this task you need to review the sample behavioural support plan developed by the Department of Human Services.

This can be found in the Behaviour Support Plan Toolkit, ‘Section 4: Useful assessment tools and forms’ (pages 24–31).

You will then need to answer the set of questions below.

Is the behaviour support plan for TJ person centred? Explain your answer.

Why is it important to note TJ’s likes and dislikes?

Are TJ’s needs, strengths and capabilities considered and supported in the strategies? What are they?

Describe the context in which the behaviour of concern is displayed.

What are the triggers that cause TJ to harm others?

In your own words, describe the frequency and duration of TJ’s behaviour.

What are the positive behaviour support strategies?

Were the strategies effective? Why/Why not?

Are his behaviours of concerned clearly documented in the plan? Explain your answer.

From the plan, are you able to ascertain what medications are required for TJ? Where do you find this information and what medication is prescribed?

What is the de-escalation strategy for assessing safety?

Are referral services noted in this plan?

Who are the key people involved in this plan?

What do I need to hand in for this task?	Have I completed this?
Your answers to each question	

ASSESSMENT TASK COVER SHEET – ASSESSMENT TASK 4

Students: Please fill out this cover sheet clearly and accurately for this task.

Make sure you have kept a copy of your work.

Name:
Date of birth:	Student ID:
Unit: CHCDIS002 Follow established person-centred behaviour supports
Student to complete	Assessor to complete
Assessment Task	Resubmission? Y/N	Student initials	Sufficient/ insufficient	Date
Journal

STUDENT DECLARATION

I declare that these tasks are my own work.

None of this work has been completed by any other person.

I have not cheated or plagiarised the work or colluded with any other student/s.

I have correctly referenced all resources and reference texts throughout these assessment tasks.

I understand that if I am found to be in breach of policy, disciplinary action may be taken against me.

Student signature:

Student name:

Date:

ASSESSOR FEEDBACK

Assessors: Please return this cover sheet to the student with assessment results and feedback.

A copy must be supplied to the office and kept in the student’s file with the evidence.

Assessor signature:

Assessor name:

Date:

ASSESSMENT TASK 4: JOURNAL

Task Summary:

You are to maintain a journal of the client care they have performed for three different client situations.

What do I need in order to complete this assessment?

Access to three clients in your workplace who have behaviour support plans.

Access to each client’s behaviour support plan

Access to a computer (if you prefer to type your answers)

Observation recording tools used in your workplace (for example, Functional Assessment, behaviour recording STAR chart, frequency recording tools, behavior monitoring forms, MAS questionnaire etc).

When do I do this task?

You will do this task in your workplace.

Write in the due date as advised by your assessor:

what do I need to do if I get something wrong?

If your assessor identifies that you did not complete all parts of the journal clearly and n detail, you will be asked to fix the parts that are wrong and resubmit.

Instructions:

You must complete the attached journal by documenting the behaviour management observations and support you have provided to three clients in your workplace over least three different occasions.

You must obtain permission from your supervisor to work with the three clients. Use the permission form at the end of this task. You will be supervised at all times during your work with these clients.

Your supervisor will need to sign off each page of your journal to show that the information you are providing is a true and accurate account of your experiences.

Remember to consider each client’s confidentiality and privacy when doing this task –do not refer to them by name.

What do I need to hand in for this task?	Have I completed this?
Completed journal for three clients	
Completed recording tools for three clients	

Supporting Clients with Behaviour Support Plans – Permission Form

Supervisor’s approval

I, ,

<Supervisor’s name> approve

<student’s name> to undertake this project with

<Client’s name>.

Approval is dependent on the following conditions:

The student is to work with three clients over at least three occasions

The student must be supervised at all times when working with the client.

The client or their family may request that this project be stopped at any point. In this case, other arrangements will be made in consultation with the student, the student’s assessor and myself.

Supervisor’s name:

Signature:

Date:

Assessment Task 4: SUPPORTING Clients with BEHAVIOUR SUPPORT PLANS

Complete this journal for each of the clients that you work with. You must work with each client on at least three occasions. You must complete each part of the journal. As you complete the tasks, ask your supervisor to sign off each entry to indicate that it is a true account and that you correctly followed workplace policies and procedures.

Your assessor may ask you questions about your journal entries during a workplace visit.

CLIENT 1
Date 1:		Date 2:	Date 3:
Client profile	Comments			Supervisor initials
Describe the client’s disability or condition.
Describe how you are able to support the individual’s activities of daily living.
Describe the individual’s functional capabilities and challenges when completing their activities of daily living.
What problems or challenges did you experience in terms of motivating the individual? How was this managed?
What behaviours of concern have been identified in the individual’s support plan?
Describe your experiences of these behaviours (what happened before, during and after – include frequency and timing).
How did you record the behaviour (ie what recording tool did you use)? Attach a copy of the recording tool to your journal. Make sure there is no identifying information in the tool. Remember to consider the client’s privacy and confidentiality.
Explain potential factors (such as environment, physical or emotional), which may have triggered the behaviour.
How did you ensure a safe physical environment?
How might prescribed medications be impacting the client?

Positive behaviour support	Comments	Supervisor initials
Describe the type of behaviour support strategy you used to respond to the client.
Identify the replacement skills.
Explain whether the strategy used was effective/ineffective. Provide examples to support your response.

Monitoring and review	Comments		Supervisor initials
How do you think effectiveness of the strategy should be monitored?
Were referrals required?
Does the support plan require a review? Explain why or why not.
SUPERVISOR SIGN OFF CLIENT 1
I confirm that the student’s journal is an accurate account.
Supervisor name:
Supervisor signature:		Date:

CLIENT 2
Date 1:		Date 2:	Date 3:
Client profile	Comments			Supervisor initials
Describe the client’s disability or condition.
Describe how you are able to support the individual’s activities of daily living.
Describe the individual’s functional capabilities and challenges when completing their activities of daily living.
What problems or challenges did you experience in terms of motivating the individual? How was this managed?
What behaviours of concern have been identified in the individual’s support plan?
Describe your experiences of these behaviours (what happened before, during and after – include frequency and timing).
How did you record the behaviour (ie what recording tool did you use)? Attach a copy of the recording tool to your journal. Make sure there is no identifying information in the tool. Remember to consider the client’s privacy and confidentiality.
Explain potential factors (such as environment, physical or emotional), which may have triggered the behaviour.
How did you ensure a safe physical environment?
How might prescribed medications be impacting the client?

CLIENT 2
Positive behaviour support	Comments	Supervisor initials
Describe the type of behaviour support strategy you used to respond to the client.
Identify the replacement skills.
Explain whether the strategy used was effective/ineffective. Provide examples to support your response.

CLIENT 2
Monitoring and review	Comments		Supervisor initials
How do you think effectiveness of the strategy should be monitored?
Were referrals required?
Does the support plan require a review? Explain why or why not.
SUPERVISOR SIGN OFF CLIENT 2
I confirm that the student’s journal is an accurate account.
Supervisor name:
Supervisor signature:		Date:

CLIENT 3
Date 1:		Date 2:	Date 3:
Client profile	Comments			Supervisor initials
Describe the client’s disability or condition.
Describe how you are able to support the individual’s activities of daily living.
Describe the individual’s functional capabilities and challenges when completing their activities of daily living.
What problems or challenges did you experience in terms of motivating the individual? How was this managed?
What behaviours of concern have been identified in the individual’s support plan?
Describe your experiences of these behaviours (what happened before, during and after – include frequency and timing).
How did you record the behaviour (ie what recording tool did you use)? Attach a copy of the recording tool to your journal. Make sure there is no identifying information in the tool. Remember to consider the client’s privacy and confidentiality.
Explain potential factors (such as environment, physical or emotional), which may have triggered the behaviour.
How did you ensure a safe physical environment?
How might prescribed medications be impacting the client?

CLIENT 2
Positive behaviour support	Comments	Supervisor initials
Describe the type of behaviour support strategy you used to respond to the client.
Identify the replacement skills.
Explain whether the strategy used was effective/ineffective. Provide examples to support your response.

CLIENT 2
Monitoring and review	Comments		Supervisor initials
How do you think effectiveness of the strategy should be monitored?
Were referrals required?
Does the support plan require a review? Explain why or why not.
SUPERVISOR SIGN OFF CLIENT 3
I confirm that the student’s journal is an accurate account.
Supervisor name:
Supervisor signature:		Date: