Formats and tools
- Unit Description
- Reconstruct the unit from the xml and display it as an HTML page.
- Assessment Tool
- an assessor resource that builds a framework for writing an assessment tool
- Assessment Template
- generate a spreadsheet for marking this unit in a classroom environment. Put student names in the top row and check them off as they demonstrate competenece for each of the unit's elements and performance criteria.
- Assessment Matrix
- a slightly different format than the assessment template. A spreadsheet with unit names, elements and performance criteria in separate columns. Put assessment names in column headings to track which performance criteria each one covers. Good for ensuring that you've covered every one of the performance criteria with your assessment instrument (all assessement tools together).
- Wiki Markup
- mark up the unit in a wiki markup codes, ready to copy and paste into a wiki page. The output will work in most wikis but is designed to work particularly well as a Wikiversity learning project.
- Evidence Guide
- create an evidence guide for workplace assessment and RPL applicants
- Competency Mapping Template
- Unit of Competency Mapping – Information for Teachers/Assessors – Information for Learners. A template for developing assessments for a unit, which will help you to create valid, fair and reliable assessments for the unit, ready to give to trainers and students
- Observation Checklist
- create an observation checklist for workplace assessment and RPL applicants. This is similar to the evidence guide above, but a little shorter and friendlier on your printer. You will also need to create a seperate Assessor Marking Guide for guidelines on gathering evidence and a list of key points for each activity observed using the unit's range statement, required skills and evidence required (see the unit's html page for details)
- Self Assessment Survey
- A form for students to assess thier current skill levels against each of the unit's performance criteria. Cut and paste into a web document or print and distribute in hard copy.
- Moodle Outcomes
- Create a csv file of the unit's performance criteria to import into a moodle course as outcomes, ready to associate with each of your assignments. Here's a quick 'how to' for importing these into moodle 2.x
- Registered Training Organisations
- Trying to find someone to train or assess you? This link lists all the RTOs that are currently registered to deliver CHCICS404A, 'Plan and provide advanced behaviour support'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Plan and provide advanced behaviour support' on fishpond.com.au. This online store has a huge range of books, pretty reasonable prices, free delivery in Australia *and* they give a small commission to ntisthis.com for every purchase, so go nuts :)
Elements and Performance Criteria
ELEMENT | PERFORMANCE CRITERIA |
1. Demonstrate understanding of the influence and purpose of behaviour | 1.1 Apply understanding of what influences an individual's behaviour 1.2 Demonstrate awareness of the purpose of an individual's behaviour 1.3 Identify the communicative function of the behaviour 1.4 Identify pro-active strategies to support behavioural change 1.5 Develop pro-active strategies to support behavioural change and/or to manage challenging behaviours 1.6 Consult with appropriate team members regarding the development of behaviour support plans 1.7 Identify setting events and take appropriate action to adapt/redirect |
2. Assess problem behaviour | 2.1 Identify specific behavioural stimuli/function for data collection 2.2 Select most appropriate method of data collection for recording behaviour 2.3 Collect and summarise data related to individual behaviour 2.4 Observe and record type, frequency and triggers of behaviour likely to put the person and/or others at risk of harm 2.5 Observe and record environmental context of behaviour likely to put the person and/or others at risk of harm 2.6 Observe and record person's emotional well being in the context of behaviour likely to put the person and/or others at risk of harm 2.7 Observe and record person's health status in the context of behaviour likely to put the person and/or others at risk of harm 2.8 Observe and record person's medication in the context of behaviour likely to put the person and/or others at risk of harm 2.9 Appropriately facilitate the involvement of others in the assessment process 2.10 Facilitate the process of functional and/or cognitive assessment for individuals |
3. Develop multi-element support plans to meet individual needs | 3.1 Analyse data and observations 3.2 Appropriately identify proactive support strategies 3.3 Ensure support plans reflect respect, dignity, rights and personal choices and preferences and goals of the individual 3.4 Where required, ensure plans address impaired social judgement and decision-making capacity and use a directive approach to setting limits/boundaries 3.5 Effectively consult with team and stakeholders 3.6 Develop formalised support plan 3.7 Implement, monitor and record support plan 3.8 Review support plans and modify as required in consultation with appropriate staff |
4. Develop an individual response plan | 4.1 Use data and other information to develop an individual response plan 4.2 Identify active strategies as a part of the response plan 4.3 Identify the least intrusive effective active strategy e.g. redirect the person wherever possible 4.4 Identify reactive strategies according to duty of care, ethical and legal requirements 4.5 Identify reactive strategies that maintain the dignity of the person 4.6 Identify crisis response plans according to duty of care, ethical and legal requirements 4.7 Include in the plan appropriate support for the person after the episode 4.8 Follow organisation policies and procedures related to behaviour support |
5. Monitor effectiveness of response plan | 5.1 Monitor strategies to determine effectiveness in developing and maintaining positive and adaptive responses 5.2 Monitor strategies to determine reduction of risk of harm to the person and others 5.3 Monitor strategies to determine level of intrusion on person's dignity and self-esteem |
6. Complete documentation | 6.1 Comply with the organisation's reporting requirements 6.2 Complete documentation according to organisation policy and protocols 6.3 Maintain documentation in a manner consistent with reporting requirements 6.4 File documentation organisation policy and protocols |