Provide person-centred approaches to people with disability

STUDENT ASSESSMENT BOOKLET

CHCDIS010 PROVIDE PERSON-CENTRED SERVICES TO PEOPLE WITH DISABILITY WITH COMPLEX NEEDS

Student first name:

Student last name:

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ASSESSMENT OVERVIEW

This Student Assessment Booklet includes all your tasks for assessment of CHCDIS010 Provide person-centred approaches to people with disability with complex needs.

ABOUT YOUR ASSESSMENTS

This unit requires that you complete 3 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 9 questions to show that you understand the knowledge required of this unit.
Assessment Task 2: Case study	You are required to review and identify a client’s needs and priorities, formulate goals and support strategies, develop a person-centred plan and explain how you would monitor and review that plan.
Assessment Task 3: Portfolio	There are three parts in this task: Part A requires you to submit copies of individual plans for three clients who have complex disability needs. You must have developed each plan as part of your work experience, in collaboration with the client’s family and/or carer. Part B requires you to develop a 600–800 word evaluation report for each client. Part C requires your supervisor to complete a Supervisor Report.

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.

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
Case study
Portfolio

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: CHCDIS010 Provide person-centred approaches to people with disability with complex needs
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 9 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.

Instructions to students:

Question 1

Explain what is meant by the term ‘people with complex needs’.

Question 2

List three best practice guidelines you would apply when developing strategies to address complex needs?

1.
2.
3.

Question 3

Provide at least three examples of pain indicators or behaviours for each of the following:

Facial expressions


Verbalisations/vocalisations


Body movements


Interpersonal interaction changes


Change in activity or routine
Mental status change

Question 4

Review the Planning Policy – Resource Kit & Implementation Guide at this link: https://providers.dhhs.vic.gov.au/planning-individuals-resource-kit-and-implementation-guide-disability-service-providers-word

What roles do each of the following groups play in developing individual plans? List at least three roles for each group.

Family members	Carers	Service providers

Question 5

Provide an example of a functional assessment tool for each of the following disabilities.

Dementia:

Autism:

Vision impairment:

Question 6

Judy is a 29-year-old woman with Multiple Sclerosis. She uses a wheelchair due to her limited mobility and also experiences clinical depression and incontinence.

She has been reported to soil her bed quite frequently, has become reluctant to get up, refuses to socialise with anyone and has recently started to pull at her hair.

What are Judy’s needs?

Question 7

Consider someone you may know with a chronic disability. Describe the impact of the disability on this individual’s quality of life.

Question 8

Provide three examples of when you might require assistance from health professionals when reviewing a person’s plan.

1.
2.
3.

Question 9

Complete the table with information about the following disabilities.

Disability	Physiology and psychology impacts	Nutrition and dietetics needs	Common issues or challenges	Associated health problems
Schizophrenia
Anorexia
Multiple sclerosis

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

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: CHCDIS010 Provide person-centred approaches to people with disability with complex needs
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 2: CASE STUDY

Task Summary:

You are required to review and identify a client’s needs and priorities, formulate goals and support strategies, develop a person-centred plan and explain how you would monitor and review that plan.

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 responses)

Scenario (provided).

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.

Instructions:

Brent

Brent is a 72-year-old male diagnosed with vascular dementia after suffering from minor strokes about six months ago.

He lives with Carol, his wife in their family home who is also his primary caregiver.

Brent’s son Tony, his wife and their two teenage kids come to visit on a regular basis.

Tony helps Carol with tasks around the home and assists with his dad’s feeding and transport needs.

In Brent’s healthier days he had always enjoyed reading about nature and wildlife and often took Carol on day trips to the country or weekends away in new places, by the sea or lake, or in the forest.

Brent stayed relatively fit during his younger years, and was an avid fan of golf and cricket. Brent was a part of the local golf club for many years, until his physical and mental health started to deteriorate.

He was always so playful with his grandkids when they were young and looked forward to spending time with Tony and his family.

Over the years Brent developed and suffered from other conditions such as heart disease, anxiety and depression.

Brent’s behaviour has seemed to change lately, and Carol is quite concerned. Brent has started wandering off at random times of the day and night, has become more aggressive in his responses and sometimes even violent.

He calls out loudly, bangs items he can pick up against walls, and resists any care. Carol feels that she may be at risk of harm or physical injury, so she has asked Tony to come over and stay longer some nights, and stay overnight when he is able to.

Due to the unmanageable behaviour and decline in Brent’s mental health, Tony and Carol decide to admit him into a residential aged care facility.

The staff identify that Brent is in the advanced stage of dementia and his GP prescribes regular anti-psychotic and pain medication.

Sometimes Brent settles his own pain without needing his medications, though this is mostly when someone is there to comfort him, as this tends to reduce his distress and agitation.

He relies on a walking frame and assistance of one of the workers to walk and cannot ambulate himself independently. He has been known to fall over at times if he attempts to get himself up without anyone around for physical support.

Brent seems to become vocally and physically noisy when he is not focused on doing something or when there is no one around him. Some of the other residents have complained about him as he has become too disruptive to participate in the quieter group activities.

Tony and Carol visit him daily, though he is starting to have difficulty recalling who they are. Tony will try to bring one of the kids along when he can, as Brent seems happier when they are around.

Carol and Tony think Brent should participate in some programs or activities to keep his mind occupied and reduce his tension. They would like to develop a plan with one of the support workers at the facility to see what their options might be.

Describe the common physiological and psychological behavioural changes associated with this complex disability.

What are some common health issues and nutrition needs associated with this disability? List at least three health issues and three nutrition needs.

Health issues
1.
2.
3.

Nutrition needs
1.
2.
3.

What are Brent’s needs, issues and challenges?

Describe the impact of Brent’s complex disability on the rest of his family and also his support team.

Brent’s family:

Brent’s support team:

What are the support needs for both Brent and his family? List at least four needs of Brent and four needs of his family.

Support needs – Brent
1.
2.
3.
4.
Support needs – Brent’s family
1.
2.
3.
4.

Identify three goals for Brent and develop the strategies, resources and communication strategy required using the template provided.

Note: Refer to the Planning Policy – Resource Kit & Implementation Guide (at the link below) to help develop your plan.

https://providers.dhhs.vic.gov.au/planning-individuals-resource-kit-and-implementation-guide-disability-service-providers-word

Goals	Strategies



Role and responsibilities of each member

Services or community programs

Resources

Communication strategy

List at least five community agencies you could recommend to support Brent and his family.

1.
2.
3.
4.
5.

How should the service ensure the activities and services are implemented by the right people in terms of approach, skill, knowledge?

If a service was no longer effective or producing positive results, explain how this could be managed.

Describe how stakeholders should be supported in implementing the plan.

Explain the different ways you would collect feedback from stakeholders when reviewing the effectiveness of the plan. List at least three methods you would use.

1.
2.
3.

What additional services might be required for assistance or advice?

How would you update the client plan if changes were identified during the review and evaluation process? Outline the steps you would need to take to revise the plan.

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

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: CHCDIS010 Provide person-centred approaches to people with disability with complex needs
Student to complete	Assessor to complete
Assessment Task	Resubmission? Y/N	Student initials	Sufficient/ insufficient	Date
Portfolio: Part A
Portfolio: Part B
Portfolio: Part C

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: PORTFOLIO

Task Summary:

There are three parts in this task:

Part A requires you to submit copies of individual plans for three clients who have complex disability needs. You must have developed each plan as part of your work experience, in collaboration with the client’s family and/or carer.

Part B requires you to develop a 600–800 word evaluation report for each client.

Part C requires your supervisor to complete a Supervisor Report.

What do I need in order to complete this assessment?

Access to individualised plans for three clients

Access to your workplace’s processes and procedures

Access to your workplace’s assessment and recording tools

Access to your supervisor (or other third party as approved by their supervisor and assessor)

Supervisor report (provided).

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 your documentation is not clear or you have not provided sufficient detail in your report, they will give you some feedback and talk to you about resubmission.

You must also ensure that the individualised plans are signed by your supervisor and that all identifiable information has been blacked out.

Instructions:

For this task you are required to submit a portfolio of specific workplace documentation.

You can submit your documents in a folder, a scrapbook or in another format of your choice, as long as it is neat and it is clear what part of this task each document relates to.

You will need to give your supervisor a copy of the Supervisor Report at the end of this task.

Note: you must consider privacy and confidentiality when submitting client documentation – ensure all identifiable information has been blacked out/removed.

What do I need to hand in for this task?	Have I completed this?
Part A: Three individualised plans	
Part B: Three reports of 600–800 words each	
Part C: The completed Supervisor Report	

Part A: Individual plans for people with complex needs

You are required to submit copies of individual plans for three different clients you have worked with during your employment at your service.

You must have developed each plan for a client with complex disability needs, in consultation with their family and/or carer.

Each plan must include the following information:

A description of the client’s complex disability

An evaluation and prioritisation of needs

Person-centred strategies to meet those needs

Services and resources involved in the strategies

Support team members

Note: Valid plans must be presented on your workplace’s documentation template, inclusive of the workplace logo and details. Documents must be signed by your supervisor to indicate they are a true and accurate record.

Part B: Evaluation report

This task should be completed after services or programs of the plan have been implemented and reviewed.

For each client you have worked with (refer to those chosen in Part A of this assessment), select one service or program you developed as part of the client’s individual plan.

You must write a 600–800 word report for each client that addresses the following points:

Delivery:

How was this service or program delivered?

What needs did this service or program address?

Who was involved in the delivery of this service or program?

How did the service ensure all workers involved where suitability skilled?

What mechanisms did the service use to identify when a worker was no longer able to provide the level of serviced needed?

What type of support was in place to assist participants involved in the service or program delivery to understand the individual plan as well as their roles and responsibilities within that plan?

Monitoring and evaluation:

Who was involved in monitoring services?

Describe how this service or program was monitored over the course of the plan. Give examples of monitoring tools used.

Consider how you gathered feedback from the person, carer and relevant participants to assess the effectiveness of the service or program?

How did you seek advice and assistance when the person’s goals and needs were not being achieved?

Explain the procedure you followed when revising the individualised plan. Include aspects of consultation with the person and/or their family/carer etc.

When was the service or program evaluated?

Review:

What parts of the service or program worked well?

What challenges or issues were identified?

What was the overall outcome of the service or program?

Part C: Supervisor Report

Put your name on the Supervisor Report provided on the next page.

Give a copy of this report to your supervisor. If your supervisor is not able to complete the report, you will need to organise for another third party from your workplace to fill it out. Make sure your supervisor and assessor have approved the third party who will complete it.

Instructions to the Supervisor

As part of the evidence of competency for this student, we are seeking reports from the student’s supervisor. This forms part of the evidence for the unit CHCDIS010 Provide person-centred approaches to people with disability with complex needs.

What is the purpose of this?

The purpose of this process is to gain confirmation from someone who has worked regularly with the student who can verify that the student performs their skills satisfactorily to workplace requirements on a regular basis.

How will the information I provide be used?

The assessor will use the information you provide in this report, combined with other assessment evidence provided by the student to make a final decision about competency.

How and when do I fill in the report?

You do not need to observe the student over a particular period of time or completing certain tasks. If you place a tick in the ‘Yes’ column in the report, you are confirming that you are comfortable with the student’s skills in the relevant area and that you have seen them work satisfactorily to workplace expectations.

Please also include comments and examples in the space provided wherever possible.

If you do not believe that the student demonstrates appropriate skills in the area listed, please place a tick in the ‘No’ column and provide reasons and comments about why you have said ‘No’.

If you are unsure or not able to comment on the student’s skills in a particular area, please place a tick in the ‘Not able to confirm’ column.

What should I do if I am unsure of the expectations?

Please contact the student’s assessor if you are unsure of any of the requirements of filling in this Supervisor Report. The student will have their direct contact details.

Who should fill in this report if I am unable to do so?

If you are not able to confirm the student’s skills in all of the following areas, please confirm the areas you can and ask another qualified person from the workplace to confirm skills in the other areas. They will also need to sign the report.

SUPERVISOR REPORT – CHCDIS010 Provide person-centred approaches to people with disability with complex needs
Student’s name:	Date of report:
Supervisor name:
Workplace:	Contact Number/s:
Do you understand the expectations and requirements of your role based on the above information? YES NO

Please fill in the following report.

Area/skills to be confirmed	Attempt 1: Yes/No Date:	Attempt 2: Yes/No Date:	Attempt 3: Yes/No Date:	Provide examples or comments on student’s skills and performance in this area
Is the student able to recognise the complex disability nature of individual needs?
Does the student show understanding of how disability impacts on individuals, families and/or carers?
Is the student able to evaluate individual needs, strengths and interests?
Does the student prioritise individual needs and use person-centred strategies or approaches to meet them?
Does student communicate effectively with others and provide adequate support?
Can the student identify and locate services and programs that are suitable for the client’s needs?
Does the student maximise use of available resources to support services and programs?
Can the student successfully coordinate services between individuals, families, carers and providers?
Can the student arrange meetings to support the development and delivery of plans, services and/or programs?
Can the student deliver services and/or programs as the per client plan?
Can the student monitor services and/or programs to identify any required changes and suitable solutions?
Can the student evaluate services and/or programs?
Can the student put in place feedback and review processes?
Can the student incorporate review findings and feedback to improve future service and/or program delivery?
Does the student safely use workplace equipment and materials when providing client support?
Does the student follow workplace processes, policies and procedures during planning, delivery and evaluation of client services?
Does the student correctly manage client information?

Please provide any further comments or observations you have made about the student’s performance in relation to the skills required as above.

Supervisor’s signature:

Supervisor’s name:

Date of report: