Unit of Competency Mapping – Information for Teachers/Assessors – Information for Learners

CHCDIS411A Mapping and Delivery Guide
Communicate using augmentative and alternative communication strategies

Version 1.0
Issue Date: May 2024


Qualification -
Unit of Competency CHCDIS411A - Communicate using augmentative and alternative communication strategies
Description This unit describes the knowledge and skills required by the worker to communicate with people who have complex communication needs (CCN) through effective use of augmentative and alternative communication (AAC) strategies and systemsAugmentative and alternative refers to methods that replace or supplement speech to address the needs of people whose oral speech skills limit their ability to meet their participation and communication needs
Employability Skills This unit contains Employability Skills
Learning Outcomes and Application Work performed requires a range of well developed skills where some discretion and judgement is required and individuals will take responsibility for their own outputsNote that application of this unit may vary according to signs/language used in specific geographical areas or for participants working with specific CALD groups
Duration and Setting X weeks, nominally xx hours, delivered in a classroom/online/blended learning setting.
Prerequisites/co-requisites Not Applicable
Competency Field
Development and validation strategy and guide for assessors and learners Student Learning Resources Handouts
Activities 		Slides
PPT 		Assessment 1 Assessment 2 Assessment 3 Assessment 4
Elements of Competency Performance Criteria              
Element: Identify the current communication ability and needs of the person
  • Work in collaboration with relevant others to identify the communication needs of person with a disability
  • Use appropriate tools to identify the level of their current communication ability, in line with own work role and organisation requirements
  • Document the outcomes of this process in line with organisation procedures
  • Identify the need to consult with additional people including family members
  • Make appropriate referrals to professionals and other service providers as required
       
Element: Develop effective augmentative and alternative communicationstrategies
  • Apply understanding of augmentative and alternative communication
  • Develop communication strategies to meet individual needs and level of communication
  • Take into account the person's history and preferences when developing communication strategies
  • Adjust available tools and programs to address individual needs and preferences
  • Seek advice from other staff and relevant others
       
Element: Implement augmentative and alternative communication strategy
  • Demonstrate the use of different strategies and devices in augmentative and alternative communication
  • Apply understanding of participation model as a communication strategy
  • Document communication strategies in the person's communication support plan or person-centred plan
  • Organise the environment to optimise communication opportunities
  • Reinforce communication by timely and appropriate response
  • Identify difficulties experienced by the person communicating and respond to difficulties within own work role and responsibilities
  • Communicate difficulties outside own role and responsibilities to appropriate person
  • Contribute to consistent use of the communication strategy by following established directions, by providing information and training and by maintaining contact with other users or support persons
  • Set up and maintain recording system to assist with monitoring and review
       
Element: Monitor, report and review communication strategies
  • Review recordings to monitor success of communication strategies and make changes as required
  • Identify barriers to the effective use of augmentative and alternative communication strategies and devices
  • Work with other relevant people to overcome the barriers
  • Implement any modifications to communication strategies and devices
  • Identify opportunities to increase communication vocabulary
  • Maintain records according to established directions and within organisation protocols
       


Evidence Required

List the assessment methods to be used and the context and resources required for assessment. Copy and paste the relevant sections from the evidence guide below and then re-write these in plain English.

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 strategies/aids used for AAC in a range of different environments

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 and/or 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 and/or written questioning on Essential knowledge and skills and consideration of required attitudes

Where performance is not directly observed and/or is required to be demonstrated over a 'period of time' and/or in a 'number of locations', any evidence should be authenticated by colleagues, supervisors, clients or other appropriate persons

Submission Requirements

List each assessment task's title, type (eg project, observation/demonstration, essay, assignment, checklist) and due date here

Assessment task 1: [title]      Due date:

(add new lines for each of the assessment tasks)

Assessment Tasks

Copy and paste from the following data to produce each assessment task. Write these in plain English and spell out how, when and where the task is to be carried out, under what conditions, and what resources are needed. Include guidelines about how well the candidate has to perform a task for it to be judged satisfactory.

This describes the essential skills and knowledge and their level required for this unit.

Essential knowledge:

The candidate must be able to demonstrate essential knowledge required to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the identified work role

These include knowledge of:

Principles and practices of augmentative and alternative communication

The process for assessing for the use of augmentative and alternative communication

Understanding of the different levels of communication

Recognition of communication styles of individuals

Different communication skills relevant to client group e.g. signing

Basic knowledge of causes of communication impairment

Cross cultural communication protocols

Understanding of the influence of communication on behaviour

Understanding of the person's communication level and its impact on skill development

Understanding of the person's communication level and its impact on their active community participation

Roles and functions of different professionals in the development, implementation and maintenance of augmentative and alternative communication strategies and devices

Available range of communication aids and their correct use

Augmentative and alternative communication strategies and their correct use for the person's level of communication

The total communication environment and the need for consistency

Role and responsibility as part of a team that supports augmentative and alternative communication

Task analysis

Prompting, principles of prompting and fading prompting

Strategies to create independence

Reinforcers

Motivators to learn

Common de-motivators and blocks

Understanding of maintenance techniques and generalisation

Understanding of incidental learning

Essential skills:

It is critical that the candidate demonstrate the ability to:

Participate in a multi-disciplinary team

Follow established augmentative and alternative communication strategy interaction guidelines

Use augmentative and alternative communication strategies and devices

Respond appropriately to each individual's augmentative and alternative communication strategy

Identify barriers to effective communication using augmentative and alternative communication strategies/devices

Monitor effective communication using augmentative and alternative communication strategies/aids

Use observation skills

Apply techniques to work with specialists and relevant others

Use effective communication skills including:

development of rapport

active listening

make reasonable adjustments to own communication techniques to meet individual needs

Collaborate and network with a variety of personnel in order to achieve learning and development objectives

Demonstrate appropriate task breakdown

Apply communication techniques that encourage and motivate

Use appropriate prompting and application of reinforcers during training session

Demonstrate appropriate use of incidental learning opportunities

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)

Copy and paste from the following performance criteria to create an observation checklist for each task. When you have finished writing your assessment tool every one of these must have been addressed, preferably several times in a variety of contexts. To ensure this occurs download the assessment matrix for the unit; enter each assessment task as a column header and place check marks against each performance criteria that task addresses.

Observation Checklist

Tasks to be observed according to workplace/college/TAFE policy and procedures, relevant legislation and Codes of Practice Yes No Comments/feedback
Work in collaboration with relevant others to identify the communication needs of person with a disability 
Use appropriate tools to identify the level of their current communication ability, in line with own work role and organisation requirements 
Document the outcomes of this process in line with organisation procedures 
Identify the need to consult with additional people including family members 
Make appropriate referrals to professionals and other service providers as required 
Apply understanding of augmentative and alternative communication 
Develop communication strategies to meet individual needs and level of communication 
Take into account the person's history and preferences when developing communication strategies 
Adjust available tools and programs to address individual needs and preferences 
Seek advice from other staff and relevant others 
Demonstrate the use of different strategies and devices in augmentative and alternative communication 
Apply understanding of participation model as a communication strategy 
Document communication strategies in the person's communication support plan or person-centred plan 
Organise the environment to optimise communication opportunities 
Reinforce communication by timely and appropriate response 
Identify difficulties experienced by the person communicating and respond to difficulties within own work role and responsibilities 
Communicate difficulties outside own role and responsibilities to appropriate person 
Contribute to consistent use of the communication strategy by following established directions, by providing information and training and by maintaining contact with other users or support persons 
Set up and maintain recording system to assist with monitoring and review 
Review recordings to monitor success of communication strategies and make changes as required 
Identify barriers to the effective use of augmentative and alternative communication strategies and devices 
Work with other relevant people to overcome the barriers 
Implement any modifications to communication strategies and devices 
Identify opportunities to increase communication vocabulary 
Maintain records according to established directions and within organisation protocols 

Forms

Assessment Cover Sheet

CHCDIS411A - Communicate using augmentative and alternative communication strategies
Assessment task 1: [title]

Student name:

Student ID:

I declare that the assessment tasks submitted for this unit are my own work.

Student signature:

Result: Competent Not yet competent

Feedback to student

 

 

 

 

 

 

 

 

Assessor name:

Signature:

Date:

Assessment Record Sheet

CHCDIS411A - Communicate using augmentative and alternative communication strategies

Student name:

Student ID:

Assessment task 1: [title] Result: Competent Not yet competent

(add lines for each task)

Feedback to student:

 

 

 

 

 

 

 

 

Overall assessment result: Competent Not yet competent

Assessor name:

Signature:

Date:

Student signature:

Date: