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 HLTAH410B, 'Support the development of speech and communication skills'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Support the development of speech and communication skills' 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. 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 informed 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 where appropriate, the client's care team to support future planning |
3. Develop activities to support a speech pathology program under the direction of a speech pathologist | 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. Clean and store equipment | 4.1 Clean any material and equipment according to manufacturers requirements 4.2 Store material and equipment according to manufacturers requirements and organisation protocols 4.3 Report equipment faults to appropriate person |
5. Document client information | 5.1 Use accepted protocols to document information relating to the speech pathology program in line with organisation requirements 5.2 Use appropriate terminology to document symptomatic expression of identified problems |