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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. |
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Opportunities to listen to language may include: | Rhymes, poems, stories Language games Music Dramatic play Film, video, television Everyday conversations Discussions Transactions greetings shopping directions instructions |
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Behaviour support may be based on models such as: | Glasser/choice model Applied behavioural analysis Limit setting/Canter and Canter Humanism Cognitive behaviour model Systems theory model Neo-Adlerian model Positive behaviour intervention support and work of George Sugai and Tim Lewis |
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Characteristics of a supportive environment include: | Ergonomically appropriate furniture and fittings Accessible Designed to stimulate learning but to eliminate stimuli that may precipitate behaviour problems Caters for a variety of levels of activity, experiences and/or learning Resources are well maintained and appropriately stored in accordance with health and safety guidelines Pleasant atmosphere is the norm Respect is shown to all Individuals are valued Inclusiveness is practised |
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Safe, supportive and equitable practices may include: | Use of verbal and non-verbal positive reinforcement Differentiation of individual needs Individual learning styles are catered for Shared decision-making Inclusive language, attitudes and activities Provision of equal opportunities for participation Positive behaviour support: A comprehensive set of strategies meant to redesign environments in such a way that problem behaviours are prevented or inconsequential, and to teach new skills, making problem behaviours unnecessary |
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Potential impacts on behaviour of disability may include: | Short concentration span leading to disruptive behaviour Lack of reaction to stimuli Control of bodily functions may not be developed Unduly violent reactions to certain stimuli Tiredness due to extra effort needed to participate may precipitate outbursts Frustration caused by restricted or limited capacity for sensory intake delayed cognitive development limited communication skills limited social skills |
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Positive support for children and/or young people may include: | Demonstrating respect for cultural and religious beliefs of child or young person Structuring supportive socialisation activities Building self-esteem and confidence of child or young person by providing positive reinforcement, responses and encouragement Assisting children and/or young people to develop problem solving skills Modelling positive attitudes to learning Modelling positive attitudes to others Providing opportunities for extended learning or experiences Provision of adaptive technologies where required Use of child's or young person's first language as appropriate Use of supportive, equitable behaviour modification techniques according to organisation policy and procedures and within parameters of the job role |
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Expectations for behaviour may include: | Behaviour inside and outside e.g. walk on the cement, sit while you eat, take turns to speak, listen to instructions, keep your hands to yourself, etc. Group rules developed with children and/or young people Using equipment and resources with respect Providing assistance to others Showing respect for others and other opinions Specific expectations for certain situations |
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Non-verbal communication strategies to acknowledge appropriate behaviour may include: | Macro: hand gestures clap touch on the shoulder Micro: smile nod |
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Strategies to redirect behaviour and defuse situations may include: | Use a quiet, even tone of voice Lowering the volume and pitch of the voice Calm repetition of instructions/directions Establish eye contact Providing verbal assistance to clarify misunderstandings Repositioning students/ resources/materials Encouraging students to problem-solve Diversionary techniques Removal of stimuli Physical restraint if the safety of any student is at risk |
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Collect data may include: | Anecdotal notes Diary entries Recording specific indicators determined with the supervisor Using formats provided by the supervisor Checklists Charts Observation notes Observation of child's and/or young person's interactions with a range of other people Asking other workers involved with child or young person Consulting resource staff or others with relevant expertise Consulting parents and other family members Talking to other children and/or young people in the service if appropriate |
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Additional needs may include needs due to any of the following: | Learning Personality Mood Disability Behavioural or psychological disorders Family circumstances and needs Cultural differences from the culture of his/her peers Communication difficulties Risk of not achieving identified outcomes Unknown diagnosis |
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Strategies to be implemented may be: | Define goals and how these will be achieved Align with the whole of organisation behaviour support plan Be guided by supervisor in consultation with child/young person specialists, workers and parents as appropriate Be tailored to the needs of individuals and the group Encourage children and/or young people to learn new skills Ensure the safety of all children and young people Be consistently implemented across the organisation |
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Issues of concern may include: | Unexpected changes in responses of child or young person Symptoms of distress or illness Incidents not addressed by planned strategies Lack of progress |
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Levels of support required may vary between: | Acknowledgement Encouragement Scaffolding Redirection Intervention |
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