NTISthis.com

Evidence Guide: HLTAHA012 - Support the development of speech and communication skills

Student: __________________________________________________

Signature: _________________________________________________

Tips for gathering evidence to demonstrate your skills

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

 

HLTAHA012 - Support the development of speech and communication skills

What evidence can you provide to prove your understanding of each of the following citeria?

Elements define the essential outcomes

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Prepare for delivery of a speech pathology program

  1. Obtain information about the program from the supervising speech pathologist
  2. Confer with speech pathologist about any program ambiguities or requirements outside scope of role and responsibilities as defined by the organisation
  3. Determine client availability according to organisation protocols
  4. Determine need for interpreter where the client has English as a second language
  5. Gather the equipment to deliver the speech pathology program, in line with client needs and specifications of the speech pathologist
Obtain information about the program from the supervising speech pathologist

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Confer with speech pathologist about any program ambiguities or requirements outside scope of role and responsibilities as defined by the organisation

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Determine client availability according to organisation protocols

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Determine need for interpreter where the client has English as a second language

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Gather the equipment to deliver the speech pathology program, in line with client needs and specifications of the speech pathologist

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Conduct speech pathology program according to identified goals and methods under supervision of a speech pathologist

  1. Check, before commencing the program, that consent is obtained from the individual, or a third party where the individual is not in a position to provide this consent independently
  2. Confirm the therapeutic outcomes defined in the program with the client and the speech pathologist
  3. Carry out program activities using the methods as directed and detailed in the treatment plan and as designed by the speech pathologist
  4. Use motivators that are appropriate to the age and communication ability of the client
  5. Provide a level of stimulation that is appropriate to the age and communication ability of the client
  6. Provide the client with sufficient time, opportunity and encouragement to practice existing and newly developed skills
  7. Encourage the client to take advantage of planned and unplanned opportunities to integrate skills developed within the program into their daily activities
  8. Take action in response to adverse reaction to the program according to the detailed risk management framework
  9. Provide accurate and prompt feedback to the speech pathologist and according to clients needs, the client’s care team to support future planning
Check, before commencing the program, that consent is obtained from the individual, or a third party where the individual is not in a position to provide this consent independently

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Confirm the therapeutic outcomes defined in the program with the client and the speech pathologist

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Carry out program activities using the methods as directed and detailed in the treatment plan and as designed by the speech pathologist

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Use motivators that are appropriate to the age and communication ability of the client

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Provide a level of stimulation that is appropriate to the age and communication ability of the client

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Provide the client with sufficient time, opportunity and encouragement to practice existing and newly developed skills

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Encourage the client to take advantage of planned and unplanned opportunities to integrate skills developed within the program into their daily activities

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Take action in response to adverse reaction to the program according to the detailed risk management framework

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Provide accurate and prompt feedback to the speech pathologist and according to clients needs, the client’s care team to support future planning

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assist with developing activities to support a speech pathology program

  1. Identify the communication goals to be achieved from the speech pathology plan as specified by the speech pathologist
  2. Seek advice from speech pathologist where goals are not being met as expected
  3. Develop activities, in liaison with the speech pathologist, that follow the identified hierarchy of tasks and skills needed to achieve speech pathology goals
  4. Assist with the location or development of activities and materials appropriate to client’s age and level of functioning
  5. Confirm development work with a speech pathologist
Identify the communication goals to be achieved from the speech pathology plan as specified by the speech pathologist

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Seek advice from speech pathologist where goals are not being met as expected

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Develop activities, in liaison with the speech pathologist, that follow the identified hierarchy of tasks and skills needed to achieve speech pathology goals

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assist with the location or development of activities and materials appropriate to client’s age and level of functioning

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Confirm development work with a speech pathologist

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Comply with supervisory requirements

  1. Seek assistance when client presents with needs or signs outside limits of own authority, skills and/or knowledge
  2. Report client difficulties to the supervising allied health professional for advice before continuing the program
  3. Participate in supervision processes with the treating allied health professional in accordance with organisation protocol
Seek assistance when client presents with needs or signs outside limits of own authority, skills and/or knowledge

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Report client difficulties to the supervising allied health professional for advice before continuing the program

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Participate in supervision processes with the treating allied health professional in accordance with organisation protocol

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Clean and store equipment

  1. Clean any material and equipment according to manufacturers requirements
  2. Store material and equipment according to manufacturers requirements and organisation protocols
  3. Report equipment faults to appropriate person
Clean any material and equipment according to manufacturers requirements

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Store material and equipment according to manufacturers requirements and organisation protocols

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Report equipment faults to appropriate person

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Document client information

  1. Use accepted protocols to document information relating to the speech pathology program in line with organisation requirements
  2. Use appropriate terminology to document symptomatic expression of identified problems
Use accepted protocols to document information relating to the speech pathology program in line with organisation requirements

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Use appropriate terminology to document symptomatic expression of identified problems

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assessed

Teacher: ___________________________________ Date: _________

Signature: ________________________________________________

Comments:

 

 

 

 

 

 

 

 

Instructions to Assessors

Evidence Guide

ELEMENT

PERFORMANCE CRITERIA

Elements define the essential outcomes

Performance criteria describe the performance needed to demonstrate achievement of the element.

1. Prepare for delivery of a speech pathology program

1.1 Obtain information about the program from the supervising speech pathologist

1.2 Confer with speech pathologist about any program ambiguities or requirements outside scope of role and responsibilities as defined by the organisation

1.3 Determine client availability according to organisation protocols

1.4 Determine need for interpreter where the client has English as a second language

1.5 Gather the equipment to deliver the speech pathology program, in line with client needs and specifications of the speech pathologist

2. Conduct speech pathology program according to identified goals and methods under supervision of a speech pathologist

2.1 Check, before commencing the program, that consent is obtained from the individual, or a third party where the individual is not in a position to provide this consent independently

2.2 Confirm the therapeutic outcomes defined in the program with the client and the speech pathologist

2.3 Carry out program activities using the methods as directed and detailed in the treatment plan and as designed by the speech pathologist

2.4 Use motivators that are appropriate to the age and communication ability of the client

2.5 Provide a level of stimulation that is appropriate to the age and communication ability of the client

2.6 Provide the client with sufficient time, opportunity and encouragement to practice existing and newly developed skills

2.7 Encourage the client to take advantage of planned and unplanned opportunities to integrate skills developed within the program into their daily activities

2.8 Take action in response to adverse reaction to the program according to the detailed risk management framework

2.9 Provide accurate and prompt feedback to the speech pathologist and according to clients needs, the client’s care team to support future planning

3. Assist with developing activities to support a speech pathology program

3.1 Identify the communication goals to be achieved from the speech pathology plan as specified by the speech pathologist

3.2 Seek advice from speech pathologist where goals are not being met as expected

3.3 Develop activities, in liaison with the speech pathologist, that follow the identified hierarchy of tasks and skills needed to achieve speech pathology goals

3.4 Assist with the location or development of activities and materials appropriate to client’s age and level of functioning

3.5 Confirm development work with a speech pathologist

4. Comply with supervisory requirements

4.1 Seek assistance when client presents with needs or signs outside limits of own authority, skills and/or knowledge

4.2 Report client difficulties to the supervising allied health professional for advice before continuing the program

4.3 Participate in supervision processes with the treating allied health professional in accordance with organisation protocol

5. Clean and store equipment

5.1 Clean any material and equipment according to manufacturers requirements

5.2 Store material and equipment according to manufacturers requirements and organisation protocols

5.3 Report equipment faults to appropriate person

6. Document client information

6.1 Use accepted protocols to document information relating to the speech pathology program in line with organisation requirements

6.2 Use appropriate terminology to document symptomatic expression of identified problems

Required Skills and Knowledge

ELEMENT

PERFORMANCE CRITERIA

Elements define the essential outcomes

Performance criteria describe the performance needed to demonstrate achievement of the element.

1. Prepare for delivery of a speech pathology program

1.1 Obtain information about the program from the supervising speech pathologist

1.2 Confer with speech pathologist about any program ambiguities or requirements outside scope of role and responsibilities as defined by the organisation

1.3 Determine client availability according to organisation protocols

1.4 Determine need for interpreter where the client has English as a second language

1.5 Gather the equipment to deliver the speech pathology program, in line with client needs and specifications of the speech pathologist

2. Conduct speech pathology program according to identified goals and methods under supervision of a speech pathologist

2.1 Check, before commencing the program, that consent is obtained from the individual, or a third party where the individual is not in a position to provide this consent independently

2.2 Confirm the therapeutic outcomes defined in the program with the client and the speech pathologist

2.3 Carry out program activities using the methods as directed and detailed in the treatment plan and as designed by the speech pathologist

2.4 Use motivators that are appropriate to the age and communication ability of the client

2.5 Provide a level of stimulation that is appropriate to the age and communication ability of the client

2.6 Provide the client with sufficient time, opportunity and encouragement to practice existing and newly developed skills

2.7 Encourage the client to take advantage of planned and unplanned opportunities to integrate skills developed within the program into their daily activities

2.8 Take action in response to adverse reaction to the program according to the detailed risk management framework

2.9 Provide accurate and prompt feedback to the speech pathologist and according to clients needs, the client’s care team to support future planning

3. Assist with developing activities to support a speech pathology program

3.1 Identify the communication goals to be achieved from the speech pathology plan as specified by the speech pathologist

3.2 Seek advice from speech pathologist where goals are not being met as expected

3.3 Develop activities, in liaison with the speech pathologist, that follow the identified hierarchy of tasks and skills needed to achieve speech pathology goals

3.4 Assist with the location or development of activities and materials appropriate to client’s age and level of functioning

3.5 Confirm development work with a speech pathologist

4. Comply with supervisory requirements

4.1 Seek assistance when client presents with needs or signs outside limits of own authority, skills and/or knowledge

4.2 Report client difficulties to the supervising allied health professional for advice before continuing the program

4.3 Participate in supervision processes with the treating allied health professional in accordance with organisation protocol

5. Clean and store equipment

5.1 Clean any material and equipment according to manufacturers requirements

5.2 Store material and equipment according to manufacturers requirements and organisation protocols

5.3 Report equipment faults to appropriate person

6. Document client information

6.1 Use accepted protocols to document information relating to the speech pathology program in line with organisation requirements

6.2 Use appropriate terminology to document symptomatic expression of identified problems

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has:

worked with 3 different clients, 1 in a simulated environment and 2 in the workplace, for speech/language therapeutic outcomes following an established speech pathology program

performed the activities outlined in the performance criteria of this unit during a period of at least 120 hours of work

The candidate must be able to demonstrate essential knowledge required to effectively complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the work role. This includes knowledge of:

normal speech and language processes across the lifespan

the range of communication disorders affecting areas of:

speech (articulation, phonology)

expressive and receptive language

reading and writing

pragmatics

fluency

voice

cognitive skills (memory, attention, new learning, problem solving)

communication disorders that may arise from:

congenital abnormalities

developmental delay

acquired injury and disease

degenerative disease

the anatomy and physiology of the body systems pertaining to structures and systems affecting communication

legal and ethical considerations relevant to allied health:

duty of care

discrimination

informed consent

work health and safety (WHS):

manual handling including identification and control of manual task risk factors