The important thing to remember when gathering evidence is that the more evidence the better - that is, the more evidence you gather to demonstrate your skills, the more confident an assessor can be that you have learned the skills not just at one point in time, but are continuing to apply and develop those skills (as opposed to just learning for the test!). Furthermore, one piece of evidence that you collect will not usualy demonstrate all the required criteria for a unit of competency, whereas multiple overlapping pieces of evidence will usually do the trick!
From the Wiki University
What evidence can you provide to prove your understanding of each of the following citeria?
Identify and review behaviour causing concern
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Gather information from all those involved with the child Completed |
Evidence:
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Review behaviour in a range of situations and contexts, recognising gender impacts on behaviour Completed |
Evidence:
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Observe and analyse behaviour to identify triggers, or consequences which are maintaining the behaviour Completed |
Evidence:
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Review program routines and timetabling for possible influence on behaviour Completed |
Evidence:
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Facilitate interpretation of child's behaviour among others involved with the child Completed |
Evidence:
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Seek advice as required Completed |
Evidence:
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Report incidents causing concern to parent/s, colleagues or others as appropriate Completed |
Evidence:
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Discuss options for response with parent/s Completed |
Evidence:
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Discuss needs and concerns of other children affected by the incident Completed |
Evidence:
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Establish and apply limits and guidelines for behaviour
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Establish guidelines that are consistent with the abilities of the children Completed |
Evidence:
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Establish guidelines relevant to the culture and background of the children and policies of the centre Completed |
Evidence:
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Develop guidelines in conjunction with children according to their ability to do so Completed |
Evidence:
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Decide how to respond and implement clearly and assertively Completed |
Evidence:
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Develop a plan to guide a particular child's behaviour
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Identify longer term and short term objectives in the plan Completed |
Evidence:
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Clearly identify more acceptable alternative behaviours in the plan Completed |
Evidence:
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Develop plan in accordance with philosophy and policies of the service Completed |
Evidence:
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Develop goals of the plan consistent with child's abilities, age and developmental stage Completed |
Evidence:
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Ensure plan is realistic according to resources available Completed |
Evidence:
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Set plan in consultation with staff/ parents and others who are caring for the child Completed |
Evidence:
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Ensure plan considers relevant cultural norms, and processes for responding to behaviour Completed |
Evidence:
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Identify resource and referral bodies and seek advice as necessary Completed |
Evidence:
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Implement and monitor behaviour plan
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Inform child of specific expectations for behaviour in ways appropriate to their level of understanding Completed |
Evidence:
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Inform all workers involved in implementing the plan of its rationale, limits and strategies Completed |
Evidence:
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Inform all involved of strategies so all are reinforcing the plan Completed |
Evidence:
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Minimise as far as possible, factors that may lead to or maintain inappropriate behaviour Completed |
Evidence:
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Support workers to implement the plan effectively and consistently Completed |
Evidence:
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