Google links for CHCDIS411A - Communicate using augmentative and alternative communication strategies



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 unit of competency	The individual being assessed must provide evidence of specified essential knowledge as well as skills The individual being assessed must demonstrate the use of five different strategiesaids used for AAC in a range of different environments Assessment of this unit must occur in a real or simulated workplaceSuch an environment must provide a typical range of augmentative and alternative communication requirements Assessment of this unit must occur in a real or simulated workplace Such an environment must provide a typical range of augmentative and alternative communication requirements The specific assessment context will be defined by 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 The competencies described need to be assessed over time and events under normal workplace conditions Assessment should not require a higher level of communication competency than that required by work responsibilities

Access and equity considerations	All workers in community services should be aware of access equity and human rights 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 issues facing Aboriginal and Torres Strait Islander communities workers should be aware of cultural historical and current issues impacting on 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 Aboriginal andor Torres Strait Islander clients and communities

Context of and specific resources for assessment	This unit can be assessed independently however holistic assessment practice with other community services units of competency is encouraged Resources required for assessment of this unit include access to a relevant workplace or an appropriately simulated environment where assessment may take place

Method of assessment	In cases where the learner does not have the opportunity to cover all relevant aspects in the work environment the remainder should be assessed through realistic simulations projects previous relevant experience or oral questioning on What if scenarios Assessment of this unit of competence will usually include observation of processes and procedures oral andor written questioning on Essential knowledge and skills and consideration of required attitudes Where performance is not directly observed andor is required to be demonstrated over a period of time andor in a number of locations any evidence should be authenticated by colleagues supervisors clients or other appropriate persons

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.

Augmentative and alternative communication includes:	Augmentative and alternative communication (AAC) is used to increase understanding of spoken language and to augment or supplement expression AAC systems comprise communication aids, symbols, strategies and techniques or methods AAC systems include both aided and unaided strategies, including access techniques

Communication refers to the manner in which the meaning of a message is transmitted/ received, and includes:	Unaided using, for example: 1. natural gestures 2. facial expression 3. eye contact 4. vocalisation 5. key word signs - Makaton vocabulary Aided where the person communicates using a communication aid (i.e. something other than their body), such as: real objects photographs line drawings communication aids, such as 'Chat Books', 'Personal Communication Dictionaries', 'Books About Me' electronic device with speech output

Communication symbol refers to a system of representing meaning:	When people speak, their meaning is represented by spoken words which act as 'symbols' Where a person is unable to speak, their meaning has to be represented by a different set of symbols These communication symbols include: spoken words - traditional orthography (letters/ words) photographs pictographs / line drawings - set of pictorial symbols (e.g. picture communication symbols, boardmarkers, softpics, compics) written text - key word signs - also termed 'symbolic language' as the sign represents a concept key word signs - Makaton vocabulary, etc manual signs

Communication strategies refer to:	Strategies for initiating and maintaining an interaction with a communication partner A specific way of using communication strategies within everyday situations, including, for example: community request card for shopping personal communication dictionary of idiosyncratic signs

Communication access refers to:	A means of access - technique Addresses the method of transmitting messages, such as: scanning eye gaze auditory scanning via a keyboard, pointed index finger or switching Communication strategies / devices may range from high technology (use of computers and voice output communication devices) through to pointing with a fist to a communication board

Understanding AAC systems may include:	Choice, selection and use of a symbol system and appropriate communication strategy/device Being an effective communication partner by being familiar with a range of AAC strategies/devices Being familiar with range of strategies required to implement a system effectively

Assessment tools include:	Observation checklists such as Checklist of Communication Competence Assessment tools specific to the organisation Assessment tools specified by the specialist

Professionals and other service providers may include:	Speech pathologist Psychologist Carer/family Education staff Support staff Occupational therapist

Different strategies and devices may include, but are not limited to:	Chat books Choice making using object symbols Choice making using photos or line drawings Choice making using real life experiences Community request cards Finger spelling Head wand or head stick Icon Large print Leisure pack Key word signing - Makaton vocabulary Mime Personal communication dictionary Activity Sequence Boards Picture exchange communication system (PECS) Voice output communication aids (VOCA)

Monitoring and review include:	Observations made by self or others Reviewing documentation detailing use of communication strategy/strategies as described in communication support plan Informal and formal discussions with client and relevant others regarding effectiveness of communication strategy Client planning meetings

Appropriate information may include:	Essential communication requirements in a specific setting, including: work school home day service shops Communication barriers in a specific setting, including: access to communication partners familiar with AAC strategies lack of trained staff lack of awareness by staff noise and environmental distractions lack of privacy and space comfort and positioning requirements

Environmental factors that optimise communication opportunities may include:	Comfort Ready access to communication aids An environment that fosters communication

Environmental factors thatoptimise the use of the communication strategy may include:	Appropriately trained staff Appropriately trained carers Consistency across different settings Time for communication

Appropriate person may include:	Speech pathologist Psychologist Carer/family Education staff Support staff Occupational therapist Supervisor Disability worker

Other users may include:	Work School Home Day service Shops Community services Recreational facilities

Barriers may include but are not limited to:	Opportunity barriers (those outside the person) such as policy, practice, attitude, knowledge and skill Access barriers (relating to the person) such as linguistic, cognitive , motor and sensory skills Note frameworks such as: the 'Participation Model' by Beukelman and Mirenda is used within the AAC community to ascertain barriers in access and opportunity [Ref 'Augmentative and Alternative Communication: Supporting Children and Adults with Complex Communication Needs' David R. Beukelman and Pat Mirenda2005] Checklist of Communication Competencies (Bloomburg and West 1999)

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CHCDIS411A - Communicate using augmentative and alternative communication strategies

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Elements and Performance Criteria

Required Skills

Evidence Required

Range Statement