Disability Behaviour Support Skill Set Facilitator Guide

CHC08 Disability Behaviour Support Skill Set
Learner Resource Suite

Facilitator Guide
Facilitator Guide
Introduction
The Community Services and Health Industry Skills Council (CS&HISC) is the recognised
advisory body on skills and workforce development across Australia for the two important
industries of community services and health. Through ongoing research, consultation and
industry engagement CS&HISC is able to identify the changes required within vocational and
work-based training, and develop the national qualifications to support ongoing skill
development.
This suite of resources has been developed to support the Disability Work: Behaviour
Support Skill Set from the Community Services (CHC08) Training Package.
Community Services and Health Industries Skills Council Ltd www.cshisc.com.au Page 1 of 42
Facilitator Guide
Disability work skill set behaviour support
Target group This skill set has been endorsed by industry as appropriate
for people who hold a community services qualification at
Certificate III level or higher or commensurate industry skills
as evaluated through recognition of prior learning processes.
It provides a set of skills required for programs to support

people with a disability who have behaviours of concern.
Units CHCCS400C Work within a relevant legal and ethical

framework
CHCDIS409B Provide services to people with disabilities with
complex needs
CHCDIS411A Communicate using augmentative and
alternative communication strategies
CHCICS404B Plan and provide advanced behaviour support
Pathway These units may provide credit towards a range of

community sector qualifications at Certificate IV or Diploma
level.
Required form of This skill set meets industry requirements as specified in the
words for CHC08 Community Services Training Package to manage a
Statement of service delivery program which supports people with a
Attainment disability who have behaviours of concern.
Please be aware that although these learner guides may sometimes refer to clients who
have a disability and are aging or living in an aged care facility, they have been written within
the context of disability services, not within the context of aged care. Similarly these guides
Facilitator Guide
are not written within the content of childrens services, as they refer to adolescents over 14
years of age, and to adults. The focus in the disability sector is to enhance and develop
clients skills, whereas in aged care the focus is on helping clients maintain independence
with diminishing skills.
Trainers who utilise this learner guide must be aware of the current restrictions and
jurisdictional limitations which apply to the scope of practice of disability services workers.
Organisational policies and procedures must also be taken into consideration by both
trainers and workers when applying the work procedures outlined in this guide.
Facilitator Guide
Using the Learner Guide
Symbols used in the learner guide
This symbol indicates that there are assessment activities or exercises

to complete that will help in developing the required knowledge and
skills to achieve the specific performance criteria
Structure
This suite of resources contains the following sections
a) Facilitator Guide Introduction and mapping
b) Learner Guide 1 Working within a legal and ethical framework
c) Learner Guide 2 Communication
d) Learner Guide 3 Plan and Provide Advanced Behaviour Support
e) Learner Guide 4 Provide Services to Support Complex Needs
Method of assessment
Assessment must include questioning (verbal and written) to address essential knowledge
as outlined on page 24.
Assessment will also include:
observation of work performance
supporting statement of supervisor or health professional
authenticated evidence of relevant work experience and/or formal/informal learning
case studies and scenarios as a basis for discussion of issues and strategies to achieve
required infection control outcomes in specific work environments and communities
written assessment of functional English language, literacy and numeracy skills
appropriate to the level of responsibility of the care worker
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Glossary
Terms which you will see used in this resource include:
AAC Augmentative and alternative communication that is not speech,

and is used to enhance or replace speech.
AAC strategies How AAC is used to be effective for the client.
AAC systems Range of AAC aids, symbols and strategies which supplement
speech.
ABC chart A way to analyse behaviour. The A stands for Antecedent, which
is what happened before, the B stands for the Behaviour, itself,
and C stands for Consequence, meaning the result of the
behaviour.
Acquired brain injury Refers to any type of brain damage which occurs after birth. ABI
(ABI) can include damage sustained from an infection, disease, lack of
oxygen or a blow to the head.
Acquired disability A disability that has occurred after the time of birth.
Ageing Conditions such as Alzheimers and dementia are included

separately as they are ageing related health conditions which
can impact on existing disabilities and lead to complex
communication needs.
Amyotrophic lateral A disease of the nerve cells in the brain and spinal cord that
sclerosis control voluntary muscle movement
Anger management Addresses the source of a persons anger to develop strategies

for the person to better manage their anger.
Anxiety disorders Constant and heightened state of fear, nervousness, worry or

feeling tense.
ASD autism A term which encompasses a range of autism presentations
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spectrum disorder which include autism, Aspergers syndrome and other closely
related developmental disorders. ASD can impair social
interactions and communication, and produce restricted,
repetitive and stereotypical behaviours, interests and activities.
Aspergers syndrome A mental developmental disorder at the higher functioning end of

the autism spectrum.
Aversive strategies Strategies which include restraint, seclusion and/or punishment

to manage behaviour, and are not a preferred strategy.
Barrier behaviours Behaviours which create barriers to relationship building such as

withdrawn behaviours, aggressive, annoying disruptive, socially
inappropriate, non-compliant and self-stimulating behaviours.
Behaviours of concern Behaviour of such intensity, frequency and duration that the
physical safety of the person or others is placed or is likely to be
placed in serious jeopardy, or behaviour which is likely to
seriously limit use of, or result in the person being denied access
to ordinary community facilities, services and experiences.
Dentified by Eric Emerson, Professor of Disability and Health
Research UK, 1995
Behaviour Support Practitioners who have tertiary qualifications in Psychology,

Practitioner Special Education, Speech Pathology, Social Work or other
relevant disciplines, and/or training and experience in the
provision of behavioural support and intervention.
Behaviour support A generic term which refers to a skilled or experienced

worker professional who assesses, develops, implements, monitors and
reviews Positive Behaviour Support Plans.
Cardiac An umbrella term for a variety of diseases affecting the heart.
Carer Carers provide unpaid care and support to family members and
friends who have a disability, mental illness, chronic condition,
terminal illness or who are frail or aged. Defined by Carers
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Australia)
Cerebral palsy A group of disabilities that affect movement, posture and

balance. The condition occurs when areas of the brain that
control movement and posture do not develop correctly or are
damaged.
Chemical restraint The use of medication for the specific purpose of controlling or
influencing behaviour, mood or level of arousal.
Client Refers to the person with a disability and clearly defines their role
in the relationship with a worker. Clients may include:
Individuals living in a residential aged care environment.

Individuals living in the community.
Prospective individuals to the service or services.
Individuals living in government funded services.
Job seekers.
Children and young people.
People seeking advice and assistance.
Children and families using childrens services.
Complex needs People who have multiple health, functional or social conditions
where one condition affects the other conditions.
Consent Permission given by a client or someone who has capacity to do

so on behalf of them. To be valid consent must be voluntary,
informed, specific and current. A person must be free to exercise
genuine choice about whether or not to give or withhold consent.
Containment A practice used to support a person to regain personal control,

by preventing access to events, conditions or environments that
stimulate behaviour of concern.
Crisis response A response in situations where the client is engaging in

behaviour of concern and risk intervention is necessary.
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Critical incident An unexpected or unplanned action or event which results or has
the potential to result in harm to the person, others or property.
Degenerative Conditions that affect the nervous system, which become more
neurological disease severe over time. Some examples of progressive neurological
disorders are Motor Neurone Disease, Parkinsons disease and
Multiple Sclerosis.
Dementia A progressive deterioration in a persons functioning. The most

common cause is Alzheimers disease but there are other causes
including Parkinsons disease and Huntingtons disease.
Common early symptoms include memory loss, confusion,
personality changes, apathy and withdrawal.
Depression Depression is more than just a low mood, it is a serious illness.

While we all feel sad, moody or low from time to time, some
people experience these feelings intensely, for long periods of
time and often without reason. People with depression find it
hard to function every day and may be reluctant to participate in
activities they once enjoyed.
Disability Long-term physical, mental, intellectual or sensory impairments

which, in interaction with various attitudinal and environmental
barriers, hinders their full and effective participation in society on
an equal basis with others. Defined by the United Nations
Convention on the Rights of Persons with Disabilities
Disability Services A generic name for an organisation offering services to people

Organisation with disabilities.
Down syndrome (DS) Also called Trisomy 21, is a condition in which extra genetic
material causes delays in the way a child develops, both mentally
and physically.
Epilepsy A common chronic neurological disorder characterised by

seizures. These seizures are transient signs and/or symptoms of
abnormal, excessive or hypersynchronous neuronal activity in
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the brain. Epilepsy in people with a learning disability is 20 times
higher and 30 times higher in people with severe multiple
disabilities.
Exclusionary time-out An intervention which removes the person for a period of time
from a situation which is promoting or reinforcing behaviour of
concern.
Global developmental A delay in two or more important areas of development. These

delay areas include motor skills, speech and language skills, academic
skills, learning ability, social and emotional skills and self-help
skills.
Guardian A person who is appointed to make decisions on behalf of a

family member or friend.
Health conditions Any physical condition which causes pain, anxiety or fatigue,
often affecting a persons ability to communicate.
Immediate response Strategies aimed at de-escalating or managing behaviour of

strategies concern such as redirection, talking about the issue, responding
to early signs of the behaviour, anger management.
Implementer A person who is identified as responsible for the implementation

of documented behaviour support strategies. Implementers may
include family members, carers, staff or other stakeholders.
Incident Prevention A written plan containing one or a number of strategies that have
and Response Plan been developed in order to:
(IPRP)
Prevent the behaviour of concern
Intervene in the escalation cycle of the behaviour and
Respond to such behaviour when it does occur so that it

can be managed as quickly and safely as possible.
Incidental or informal Education that happens outside of the learning sessions when
learning instructions are given and often happens outside of the home.
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Individual Plans An umbrella term used in this competency to describe the plans
for clients, which include Service Delivery Plans, Individual
Personal Plans, Personal Development Plans and Care Plans.
These plans include a clients long-term and short-term goals,
augmentative and alternative communication strategies,
behaviour support and responses which address their needs and
aims to improve their quality of life.
Intellectual disability There are three core features that people must have in order to
(ID) receive a diagnosis of intellectual disability:
1. An IQ score of less than 70.

2. Difficulties with adaptive skills such as following directions
and understanding abstract concepts.
3. The existence of the first two characteristics before the
age of 18.
Last resort An emergency response which is used because the crisis

response strategies are not working. These include self-
protection strategies. Last resort can also include restrictive
practices, which cannot be implemented without informed
consent as they are a restriction of a persons freedom, or an
intrusion on their dignity.
Learning styles Learn through listening and talking.

auditory
Learning styles Learn through touching and moving.

kinaesthetic
Learning styles Learn through seeing what they need to learn.

visual
Least restrictive A practice or intervention which creates the least restrictive

alternative option to prevent harm to the client and is applied no longer than
is necessary to manage an identified risk.
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Literacy and numeracy Ability to read, write, use numbers and recognise colour.
skills
Makaton Makaton uses speech and gesture, facial expression, eye

contact and body language. It is a language programme which is
based on a selected list of everyday words
http://www.makaton.org/about/how-makaton-works.htm
Manager This is whoever you report to in your disability services

organisation. Other titles which we include in this term may be
supervisor, coordinator, CEO or director.
Mechanical restraint The restraint of a persons movement or behaviour by the use of

a device that restricts, prevents or subdues a persons
movement.
Motivation Obstacles which challenge motivation needed to learn a new skill

demotivator or achieve a goal .
Motivation extrinsic Reflects the desire to do something because of external rewards

such as money, and praise.
Motivation intrinsic Those activities which a person will engage in for no reward
other than the interest, enjoyment and want to gain the benefits
of learning a new skill.
Motor neurone disease A group of neurological diseases, which involve deterioration of

(MND) parts of the brain leading to muscle weakness and wasting.
Motor skills fine Require the use of smaller muscle groups to perform tasks that
are precise in nature.
Motor skills gross This requires the use of large muscle groups to perform tasks
like walking, lifting, pushing, bending or balancing.
Multiple sclerosis (MS) A chronic, often disabling disease that affects the central nervous
system.
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Muscular dystrophy A group of inherited conditions, which means they are passed
(MD) down through families. They may occur in childhood or
adulthood. There are many different types of muscular dystrophy:
Becker muscular dystrophy

Duchenne muscular dystrophy
Emery-Dreifuss muscular dystrophy
Facioscapulohumeral muscular dystrophy
Limb-girdle muscular dystrophy
Myotonia congenita
Myotonic dystrophy
Negligence A failure to exercise reasonable care and skill to avoid

foreseeable harm by someone who owes a duty of care to
another.
Over-correction A response which is disproportionate to an event and does more

than is necessary to restore a disrupted situation to its original
condition. For example, requiring a person to clean an entire
dining room where they have deliberately tipped a meal on the
floor
Pain and discomfort General health conditions that cause physical irritation, such as
infections, ear ache, toothache, PMT. This pain affects
concentration.
Participation model Provides an organised, consistent and systematic way to

undertake assessments related to AAC strategies. This model is
used throughout this competency.
Person centred This approach focuses on the client, their needs, concerns and
approach wants.
Physical restraint The restriction of a persons movement or behaviour by the use

of a device or physical force.
Positive approaches An approach to behaviour support that provides a respectful and
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sensitive environment so the client is empowered to achieve and
maintain their individual lifestyle goals. These include non-
aversive, person-centred, solution-focussed, holistic and skill-
based.
Positive Behaviour A document or a series of linked documents that outline

Support Plan strategies designed to deliver a level of behaviour support
appropriate to the needs of a client. This has a preventative and
(Behaviour Management
a responsive focus.
Plan or Behaviour
Intervention Plan)
Positive behaviour Development of strategies which use inclusion, applied

support strategies behaviour analysis and person centred practices to manage
behaviour and support an adult client to reduce the occurrence of
behaviours of concern. It includes an assessment of their current
behaviours, planning, implementation and monitoring of
strategies to meet the clients needs, improve their capabilities
and quality of life and reduce the occurrence of the behaviour
that causes harm. Positive behaviour support is included in their
individual plan.
Positive practices Practices which are consistent with the principles of the positive
approach.
Proactive strategies Strategies which support behaviour changes and include

changes in the environment, positive intervention and
reinforcement strategies.
Prohibited practice Practices which interfere with basic human rights, are unlawful
and unethical such as physical, verbal emotional abuse or
deprivation.
Prompts Assist learners to communicate.
Psychiatric disability Affects the ability of the person to perform everyday living tasks
and to develop and maintain effective personal and social
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relationships
Psychoactive or Influence cognitive ability i.e. affects thought processes and

psychotropic behaviour.
medication
Psychosis A group of illnesses which disrupt the functioning of the brain so

much so that a person is unable to distinguish what is real.
Psychosocial restraint Verbal interactions which use fear to change a persons

behaviour such as intimidating language, yelling, or abusive
language.
Reactive strategies Strategies which need to be actioned quickly and can include
immediate responses, anger management or crisis response.
Restricted access The use of physical barriers such as locks or padlocks, increased
supervision, or boundaries in an environment in order to restrict a
persons access.
Restricted practice Practices that use seclusion, procedures, restraints and

programs that prevent a person exercising choice and self-
determination.
Restricted Practice A formal authorisation to ensure that the use of any restricted
Authorisation (RPA) practice is clinically justifiable and can be safely implemented
within policy and practice requirements. This authorisation is
formal, conditional and time-limited.
Seclusion The placement of a person in isolation for a specified time in an

environment from which they cannot leave, usually as a crisis
response.
Sensory disability Hearing impairment, visual impairment or both.
Service Delivery Plan A type of Individual Plan which must be developed in conjunction
with the client so the plan remains client-focused, as well as
involving the clients family, primary carers and other significant
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people to ensure the plan is realistic.
Socially inappropriate Any behaviour which is socially unacceptable or inappropriate in

or unacceptable a given situation making others feel uncomfortable or annoyed.
behaviour For example fondling private parts is acceptable in privacy, and
not in public.
Spina bifida In spina bifida some of the spinal vertebrae are not completely
formed but are split or divided and the defective spinal cord and
its coverings usually protrude through the opening.
STAR chart Away to analyse behaviour. The S - Setting, T - Trigger, A -

Action and R - Response.
Stroke Failure of blood supply to the brain that results in injury to part of
the brain.
Traumatic brain injury Permanent or temporary brain damage caused by trauma to the
(TBI) head.
Worker/disability This term refers to a person providing a service or support to a

services worker person or people with a disability. Occupational titles may
include:
Behavioural support officer

Development officer
Disability officer day support
Disability support officer/worker
Employment coordinator (disability)
Job coordinator
Lifestyle support officer
Local area coordinator
Marketing coordinator
Project officer (life enhancement team)
Residential care officer
Senior project care assistant
Social educator
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Social trainer
Supervisor
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Facilitator Resources
Following are a number of online resources which feature people with a range of disabilities.
Choose the resources you want to use from these lists to increase a students understanding
of the topic or a specific disability in relation to modern cultural elements.
Disability Awareness DVD Intro
http://www.youtube.com/watch?v=t_kInBFPBG8
Dale Elliott introduces the soon to be released Disability Awareness DVD, which provides an
insight into the social and working lives of people with a disability living in South Australia.
Welcome to the Disability: Our Stories Disability Awareness Program
http://www.youtube.com/watch?v=OKSyVngD8kQ
Jenny Fereday, nurse and midwife in the area of research and practice development at
South Australia's Children, Youth and Women's Health Service, introduces the 'Disability:
Our Stories' disability awareness program. You can use the Disability: Our Stories resource
in full at http://www.disabilitystories.org.au.
Schools Program West Coast TAFE, Perth Western Australia
http://www.youtube.com/watch?v=2ohEHZMFNr4
West Coast TAFE enjoying our Wheelchair Basketball and Disability Awareness Program.
Available for all age groups! For more information and bookings please visit
www.wheelchairsportswa.org.au/schov.htm.
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Deaf-blind awareness... a message to the world
http://www.youtube.com/watch?v=SJOnCBOY5SA
Tony is deaf-blind and speech impaired. In these 15 minutes you will experience the world
we deaf-blind people will experience for the rest of our lives. Deaf-blindness is a hidden
disability that is growing in Australia and effects children, the elderly and adults like me.
Given that 90% of the information we receive is through the eyes and ears, the deaf-blind
only receive 10% of what is happening around them.
Disability Services - University of South Australia
http://www.youtube.com/watch?v=JTg-4Hgcxvk
The University of South Australia is proud of the fact that it is a leader in Australia providing
quality higher education for people with disabilities. .
Don't DIS my ABILITY 2010 Ambassador Interviews.mov
http://www.youtube.com/watch?v=va4hs55YdFo
Deaf-blind Awareness Week 2010 - Vision Australia Radio - Part 1/4
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http://www.youtube.com/watch?v=iVzvBxn_FQs
Able Australia on Vision Australia Radio discussing the disability of deaf-blindness and Deaf-
blind Awareness Week 2010.
Special Olympics Australia News - 2010 IX National Opening Ceremony

and The Hon. Bill Shorten
http://www.youtube.com/watch?v=rl-TBBXiRNY
Special Olympics News with The Hon. Bill Shorten, Minister for Disabilities who addressed
the stadium at the opening ceremony on 19 April 2010
PART 2: Autism Awareness Video on Disabled Parking Permit Criteria
http://www.youtube.com/watch?v=3A_D3IrLK9Q
On 9 June 2009, Helen Howson and Allison Dix presented to the City of Tea Tree Gully
(Adelaide, South Australia) in relation to Disability Parking Permits.
Deaf-blind Awareness Week 2010 - Vision Australia Radio - Part 3/4
http://www.youtube.com/watch?v=6JK716qQp5Q
Able Australia on Vision Australia Radio discussing the disability of deaf-blindness and Deaf-
blind Awareness Week 2010.
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Disability awareness-not serious one as much
http://www.youtube.com/watch?v=9ppgubJ-R5E
2009 Arthritis Australia Awareness TVC
http://www.youtube.com/watch?v=gOCln2QKy34
Arthritis is Australias major cause of disability and pain. Nearly one in five Australians, that's
almost four million people, has arthritis and of these, 62% are of working age.
Disabled World
http://videos.disabled-world.com
Disabled World Disability Videos feature information for and about persons with disabilities.
The free video clips include subjects such as demonstrations of assistive technology,
disability sports, homemade videos, teaching disability topics in classrooms, and general
health information. Videos for the hearing impaired include news and disability topics in
British Sign Language (BSL), American Sign Language (ASL), and captioning.
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Reference Materials
Better Understand to Better Intervene
Deafblindness and Mental Health
By Bolduc, Daniel (psychologist) dbolduc@raymond-dewar.gouv.qc.ca
Brissette, Lyne (social worker) lbrissette@raymond-dewar.gouv.qc.ca
Lefebvre, Gilles (deafblindness counsellor) glefebvre@raymond-dewar.gouv.qc.ca
Institute Raymond-Dewar, Montreal
Centre for Health Service Development

http://ahsri.uow.edu.au/chsd/screening/index.html
Challenging Behaviour Information Sheet

http://www.cddh.monash.org/assets/chabev.pdf
Department of Families, Housing, Community Services and Indigenous Affairs

http://www.fahcsia.gov.au/sa/disability/pubs/documents/consumertrainingsupportproducts/e
mployers/being_an_effective_manager/sec3.htm#t1
Disability and ageing: Australian population patterns and implications

www.aihw.gov.au
Government of South Australia

http://www.sa.gov.au/
Principles of Delegation
http://www.managementstudyguide.com/principles_of_delegation.htm
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Queensland Community Care Conference
Quality Supports for People with Complex Needs and Challenging Behaviours or the
pointy edge of compassion
Ian Boardman, Public Advocate Queensland
Delivered by Beverley Funnell, Senior Research Officer- Office of the Public Advocate
7 October 2005
Responding to People with Multiple and Complex Needs Project

Client profile data and case studies report
Department of Human Services, January 2003
Responding to People with Multiple and Complex Needs Project

Phase one and two report
Department of Human Services, January 2003
Websites for each state or territory:

Positive Futures
www.communities.qld.gov.au
Behaviour support: Policy and Practice Manual

www.adhc.nsw.gov.au/
Positive behaviour support getting it right from the start

www.dhs.vic.gov.au
Promoting Independence Promoting Independence: Disability Action Plans for SA

www.familiesandcommunities.sa.gov.au
Western Australia- Positive Behaviour Framework

www.disability.wa.gov.au
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Disability Framework for Action 2005-2010: a whole-of government framework for

Tasmanians with disabilities.
www.dpac.tas.gov.au
Future Directions: Towards Challenge 2014

www.dhcs.act.gov.au
The Northern Territory Disability Service Standards

www.health.nt.gov.au
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Assessment and Mapping
Best practice learning and assessment should be integrated (holistic), with assessment
evidence being collected and feedback provided to the candidate at any time throughout the
learning and assessment process.
Structured learning and assessment programs may be:

group-based
work-based
project-based
self-paced
action learning-based
conducted by distance or e-learning and/or
involving practice and experience in the workplace.
Use of assessment tools

Assessment tools provide a means of collecting the evidence that assessors use in making
judgements about whether candidates have achieved competency.
There is no set format or process for the design, production or development of assessment
tools. Assessors may use prepared assessment tools, such as those specifically developed
to support this Training Package, or they may develop their own.
CS&HISC have developed an assessment tool to complement this suite of resources. The
materials included in this assessment resource are:
1. Pre-Assessment Interview Template

The purpose of the pre-assessment interview tool is to provide an opportunity for the
assessor and the candidate to work collaboratively and to plan and prepare for the
assessment process. The template provides a guide to the assessor to facilitate
discussions about the process of conducting the assessment.
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2. Assessors' Guide to Assessment
The Assessor's Guide to Assessment supports the assessor in taking a strategic
approach to best practice assessment. It provides the assessor with detailed information
on planning and implementing the assessment process, customising and using and the
assessment tools and providing feedback to candidates.
3. Assessment Tools:
Workplace Observation & Documentation Checklist
Questions
Evidence Plan
Mapping Guide to Essential Knowledge & Skills
These tools assist the assessor in undertaking assessment against the essential skills. It
incorporates all essential skills and related performance (tasks) that requires observation-
and includes the use of the range statement where applicable. Scenarios enable assessors
and candidates to discuss how they would address particular issues and in so doing apply
knowledge and skills relating to a number of units of competence in an integrated way to
particular situations.
The CHC08 Disability Work: Behaviour Support Assessment Resource can be downloaded
from our resources library at www.cshisc.com.au
Using prepared assessment tools

If using prepared assessment tools, assessors should ensure these are benchmarked, or
mapped, against the current version of the relevant unit of competency. This can be done by
checking that the materials are listed on the www.training.gov.au register. Materials on the
list have been noted by the National Skills Standards Council (NSSC) as meeting their
quality criteria for Training Package support materials.
Developing assessment tools

When developing their own assessment tools, assessors must ensure that the tools:
are benchmarked against the relevant unit or units of competency;
are reviewed as part of the validation of assessment strategies required under the
AQTF; and
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meet the assessment requirements expressed in the AQTF Essential Standards for
Registration.
A key reference for assessors developing assessment tools is TAA04 Training and
Assessment Training Package and the unit of competency TAAASS403A Develop
assessment tools.
Additional information may also be sourced at www.training.com.au
Facilitator Guide
CHCCS400B - Work within a relevant legal and ethical framework

ELEMENT PERFORMANCE CRITERIA MAPPING
1. Demonstrate an 1.1 Demonstrate in all work, an understanding of the legal Part One: 1.1, 1.2
understanding of legislation and responsibilities and obligations of the work role
common law relevant to work role 1.2 Demonstrate key statutory and regulatory requirements relevant Part One: 1.1, 1.2, 1.3, 1.4, 1.5
to the work role
1.3 Fulfil duty of care responsibilities in the course of practice Part One: 1.15, 1.16, 1.17, 1.18
1.4 Accept responsibility for own actions Part One: 2.1, 2.2, 2.8, 2.9, 2.10
1.5 Maintain confidentiality Part One: 1.30, 1.31, 2.6, 2.7
1.6 Where possible, seek the agreement of the client prior to Part One: 2.7
providing services
2. Follow identified policies 2.1 Perform work within identified policies, protocols and procedures Part One: 2.1, 2.2
and practices 2.2 Contribute to the review and development of policies and Part One: 2.10, 2.11
protocols as appropriate
2.3 Work within position specifications and role responsibilities Part One: 1.29, 1.23, 1.24, 2.2
2.4 Seek clarification when unsure of scope of practice as defined by Part One: 1.24, 2.2, 2.8, 2.9, 2.10
position description or specific work role requirements
2.5 Seek clarification of unclear instructions Part One: 2.8, 2.9, 2.10
3. Work ethically 3.1 Protect the rights of the client when delivering services Part One: 1.7, 1.8, 1.9, 3.2, 3.3
3.2 Use effective problem solving techniques when exposed to Part One: 3.3, 3.6
competing value systems
3.3 Ensure services are available to all clients regardless of personal Part One: 3.4, 3.5,
values, beliefs, attitudes and culture
3.4 Recognise potential ethical issues and ethical dilemmas in the Part One: 3.7
workplace and discuss with an appropriate person
3.5 Recognise unethical conduct and report to an appropriate person Part One: 3.14
3.6 Work within boundaries applicable to work role Part One: 1.29, 1.23, 1.24, 2.2, 3.3
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3.7 Demonstrate effective application of guidelines and legal Part One: 1.13
requirements relating to disclosure and confidentiality
3.8 Demonstrate awareness of own personal values and attitudes and Part One: 3.3
take into account to ensure non-judgemental practice
3.9 Recognise, avoid and/or address any conflict of interest Part One: 1.18
4. Recognise and respond 4.1 Support the client and/or their advocate/s to identify and express Part One: 2.14
when client rights and interests their concerns
are not being protected 4.2 Refer client and/or their advocate/s to advocacy services if Part One: 2.15, 2.18, 3.14
appropriate
4.3 Follow identified policy and protocols when managing a complaint Part One: 2.15, 2.16, 2.17
4.4 Recognise witnessed signs consistent with financial, physical, Part One: 1.11, 1.12
emotional, sexual abuse and neglect of the client and report to an
appropriate person as required
4.5 Recognise and respond to cultural/linguistic religious diversity, for Part One: 3.8
example providing interpreters where necessary
Required Skills and Knowledge

ESSENTIAL KNOWLEDGE MAPPING
Distinction between ethical and legal problems Part One: 3.1
Importance of ethics in practice Part One: 3.2
Importance of principles and practices to enhance sustainability in the workplace, including environmental, Part One: 2.21
economic, workforce and social sustainability
Occupational health and safety (OHS) requirements Part One: 1.23 1.28
Outline of common legal issues relevant to the workplace Part One: 1.3, 1.8, 1.10, 1.12, 1.23
Overview of relevant legislation in the sector and jurisdictions Part One: 1.1, 1.2, 1.7, 1.10, 1.23
Principles and practices for upholding the rights of the client Part One: 2.13, 2.14
Principles and practices of confidentiality Part One: 1.30, 1.31
Relevant standards and codes of practice in the sector Part One: 1.6, 1.7
Rights and responsibilities of clients Part One: 1.3, 3.13
Facilitator Guide
Rights and responsibilities of workers Part One: 1.3, 3.14
Specific principles underpinning duty of care and associated legal requirements Part One: 1.15, 1.16, 1.17, 1.18
Strategies for addressing common ethical issues Part One: 3.3, 3.7
Strategies for contributing to the review and development of policies and protocols Part One: 2.20, 2.21
Strategies for managing complaints Part One: 2.17
Overview of the legal system Part One: 1.1, 1.2
Principles and practices for upholding the rights of the children and young people Part One: 1.13, 1.18
Principles of ethical decision-making Part One: 3.6
Reporting mechanisms for suspected abuse of a client Part One: 1.1, 1.2, 1.3
Strategies for managing abuse of a client Part One: 1.14
Types of abuse experienced by client (including systems abuse) Part One: 1.11
Types of law Part One: 1.1, 1.2
ESSENTIAL SKILLS MAPPING

Demonstrate understanding of and adherence to own work role and responsibilities Part One: 2.1, 2.2
Follow organisation policies, protocols and procedures Part One: 2.1
Work within legal and ethical frameworks Part One: 1.1, 1.2
Apply reading and writing skills required to fulfil work role in a safe manner and as specified by the Part One: 2.16, 2.19
organisation
Apply oral communication skills required to fulfil work role in a safe manner and as specified by the Part One: 1.28
organisation
Apply problem solving skills that require negotiation to resolve problems of a difficult nature within Part One: 2.14, 3.14
organisation protocols
Consult with a variety of stakeholders in order to achieve service objectives Part One: 2.8, 2.9, 2.20
Part Two: 1.11, 2.8, 2.9, 2.10, 2.11
Facilitator Guide
CHCDIS409A - Provide services to people with disabilities with complex needs
1. Evaluate and prioritise the 1.1 Demonstrate understanding of the impact dual/multiple diagnosis can have Part Four: 1.2, 1.3
needs of a person with complex on identifying and prioritising needs
care issues 1.2 Utilise purpose designed tools to assess specific problems of the older Part Four: 1.6, 1.7, 1.9
person according to job role and responsibilities
1.3 Seek advice from health professionals and other relevant personnel when Part Four: 1.8, 2.15, 2.16
analysing and interpreting assessment data
1.4 Recognise the impact of complex care issues on the carer/s Part Four: 1.10, 1.11, 1.14
2. Liaise and negotiate with 2.1 Utilise best practice guidelines when choosing strategies to address complex Part Four: 2.11, 2.12
appropriate personnel in the and/or special needs
development of a service delivery 2.2 Liaise with relevant experts and health professional/s when developing Part Four: 2.15, 2.16
plan service delivery plans
2.3 Negotiate and establish goals with the person, their advocate/s and/or their Part Four: 1.4, 1.7, 2.1
significant other/s, aiming to achieve maximum quality of life
2.4 Access and/or negotiate resources in order to deliver identified services Part Four: 2.13, 2.14, 2.15, 2.16
2.5 Access community support agencies to facilitate the achievement of Part Four: 2.16
established goals
3. Coordinate the delivery of 3.1 Delegate services and care activities to appropriately skilled workers Part Four: 2.17, 2.18
the service delivery plan 3.2 Recognise when a service and/or care worker is no longer able to provide Part Four: 2.19
the level of service required
3.3 Provide support and respite for the carer/s Part Four: 1.12, 1.13
3.4 Determine all service providers understanding of the service delivery plan Part Four: 2.7, 2.8, 2.10
and their roles and responsibilities within that plan
4. Coordinate the monitoring, 4.1 Determine all service providers understanding of the mechanism/s for Part Four: 3.3, 3.4
evaluation and review of the providing feedback on the effectiveness of the service delivery plan
service delivery plan 4.2 Seek feedback from all service providers when evaluating effectiveness of Part Four: 1.2, 3.3, 3.4, 3.5
the service delivery plan and re-prioritising care needs
4.3 Seek feedback from the person and/or their advocate when evaluating Part Four: 1.11, 2.1, 3.5
effectiveness of the service delivery plan
4.4 Seek advice and assistance from relevant health professionals when the Part Four: 2.18
persons goals are not being reached
Facilitator Guide

Understanding of own work role and responsibilities Part Four: 1.8
Understanding of basic knowledge of physiology and psychology of a range of disability types and principles of Part Four: 1.1, 1.2
assessment in determining, monitoring and evaluating the service needs of the person with complex or special needs
as it relates to the work role
Relevant policies, protocols and practices of the organisation in relation to Unit Descriptor and work role Part One: 1.29, 1.23, 1.24, 2.2
Understanding of the manifestations and presentation of common health problems associated with different Part Four: 1.2
disability types
Understanding of the manifestations and presentation of behavioural problems associated with different Part Four: 1.1
disability types
Impact of cultural and individual differences of service plan development and delivery Part Four: 2.6
Role and function of various health professionals Part Two: 2.9
Types of community services and the services each provides Part Four: 2.16
Role of carers Part Four: 1.10
Principles and practices of assessment of individuals with complex and/or special needs Part Four: 1.4, 1.7, 1.8, 1.9
Strategies for conducting assessment of people with complex and/or special needs Part Four: 1.8, 1.9, 2.1, 2.2
Assessment tools used in the assessment of complex and/or special needs Part Four: 1.8, 1.9
Strategies for analysing and interpreting data Part Four: 2.3, 2.4
Processes and practices in developing and managing service delivery plans Part Four: 2.5, 2.6, 2.7, 2.8
Principles of delegation and supervision Part Four: 2.17
Strategies for conducting effective case conferences Part Four: 3.2
Principles and practices of case management Part Four: 2.2
Facilitator Guide
Prioritise and manage the changing service needs of clients with complex and special care needs Part Four: 1.5
Liaise and report to appropriately persons/agencies Part Four: 2.5, 2.8, 2.9
Adhere to own work role and responsibilities Part Four: 2.5, 2.8, 2.9
Recognise own limitations and the need for assistance Part Four: 2.18, 2.19
Work collaboratively with colleagues, health professionals and other services Part Four: 2.17, 2.18, 2.19
Apply problem solving skills that require negotiation and mediation skills to resolve problems of a difficult Part Four: 2.18, 2.19
nature within organisation protocols
Collaborate and network with a variety of stakeholders in order to achieve service objectives Part Four: 2.15, 2.16
Safely use and coordinate the use of relevant technology effectively in line with occupational health and safety Part One: 1.23, 1.24, 1.25
(OHS) guidelines
Follow organisation policies and protocols Part One: 2.1
Apply basic knowledge of physiology and psychology of different types of disability and principles of assessment Part Four: 1.1
in determining, monitoring and evaluating the service needs of the older person with complex or special needs as it
relates to the work role
Apply reading and writing skills required to fulfil work role in a safe manner and as specified by the
organisation/service:
- this requires a level of skill that enables the worker to follow and give work-related instructions and directions and Part Four: 1.2, 1.6
the ability to seek clarification and comments from clients, colleagues, health professionals and other service See also Part One: 2.8, 2.9, 2.10
providers
- industry work roles will require workers to possess a literacy level that will enable them to, read and write clients Part Four: 1.9, 2.4
service delivery plans, record in health records, complete assessment tools and write reports and submissions
Apply oral communication skills required to fulfil work role in a safe manner and as specified by the
organisation:
- this requires a level of skill that enables the worker to follow work-related instructions and directions and the Part Four: 3.2, 3.5
ability to seek clarification and comments from supervisors, clients and colleagues Part One: 2.8, 2.9, 2.10
- industry work roles will require workers to possess effective verbal and non-verbal communication skills that will 3.2, 3.5
enable them to ask questions, clarify understanding and meaning, recognise and interpret non-verbal cues, adapt Part One: 2.8, 2.9, 2.10
communication styles to meet specific needs, provide information and express encouragement and support
Apply numeracy skills required to fulfil work role in a safe manner and as specified by the organisation:
- industry work roles will require workers to be able to perform mathematical functions, such as addition and Part Four: 1.9
subtraction up to three digit numbers and multiplication and division of single and double-digit numbers See also Part Three: 2.2
Facilitator Guide
CHCDIS411A - Communicate using augmentative and alternative communication strategies
ELEMENT PERFORMANCE CRITERIA ACTIVITY MAPPING
1. Identify the current 1.1 Work in collaboration with relevant others to identify the Part Two: 1.12, 1.13, 1.14, 2.6
communication ability and communication needs of person with a disability
needs of the person
1.2 Use appropriate tools to identify the level of their current Part Two: 2.3, 2.4, 2.5, 2.6
communication ability, in line with own work role and organisation
requirements
1.3 Document the outcomes of this process in line with organisation Part Two: 1.15, 2.6
procedures See also Part One: 2.1, 2.2
1.4 Identify the need to consult with additional people including family Part Two: 1.11, 2.8, 2.9, 2.10, 2.11
members
1.5 Make appropriate referrals to professionals and other service Part Two: 2.9, 3.14, 3.22
providers as required
2. Develop effective 2.1 Apply understanding of augmentative and alternative Part Two: 1.5, 1.6, 1.7
augmentative and communication
alternative communication
strategies 2.3 Develop communication strategies to meet individual needs and Part Two: 1.7, 1.9, 1.13, 3.1
level of communication
2.4 Take into account the persons history and preferences when Part Two: 2.1, 2.6, 2.7
developing communication strategies
2.5 Adjust available tools and programs to address individual needs and Part Two: 2.1, 2.6, 2.7, 3.19, 3.20
preferences
2.6 Seek advice from other staff and relevant others Part Two: 1.10, 2.9, 3.14, 3.19, 3.20, 3.22
3. Implement 3.1 Demonstrate the use of different strategies and devices in Part Two: 1.6, 1.7
augmentative and augmentative and alternative communication
Facilitator Guide
alternative communication 3.2 Apply understanding of participation model as a communication Part Two: 1.15
strategy strategy
3.3 Document communication strategies in the persons communication Part Two: 3.1
support plan or person-centred plan
3.4 Organise the environment to optimise communication opportunities Part Two: 3.6, 3.7
3.5 Reinforce communication by timely and appropriate response Part Two: 3.3, 3.9
3.6 Identify difficulties experienced by the person communicating and Part Two: 3.15, 3.16, 3.22
respond to difficulties within own work role and responsibilities
3.7 Communicate difficulties outside own role and responsibilities to Part Two: 1.10, 2.9, 3.14, 3.20, 3.22
appropriate person See also Part One: 2.1, 2.2
3.8 Contribute to consistent use of the communication strategy by Part Two: 1.10, 2.10, 2.11, 3.12, 3.13, 3.14, 3.20
following established directions, by providing information and training
and by maintaining contact with other users or support persons
3.9 Set up and maintain recording system to assist with monitoring and Part Two: 3.13, 3.20
review
4. Monitor, report and 4.1 Review recordings to monitor success of communication strategies Part Two: 3.15, 3.16, 3.17, 3.18, 3.20, 3.22
review communication and make changes as required
strategies
4.2 Identify barriers to the effective use of augmentative and alternative Part Two: 2.7, 3.15, 3.16, 3.17, 3.18
communication strategies and devices
4.3 Work with other relevant people to overcome the barriers Part Two: 1.10, 1.13, 2.9, 3.22
4.4 Implement any modifications to communication strategies and Part Two: 3.15, 3.16, 3.17, 3.18, 3.22
devices
4.5 Identify opportunities to increase communication vocabulary Part Two: 3.18
4.6 Maintain records according to established directions and within Part Two: 2.6, 2.10, 3.13
organisation protocols
Facilitator Guide
Required skills and knowledge

Principles and practices of augmentative and alternative communication Part Two: 1.5, 1.6, 1.8
The process for assessing for the use of augmentative and alternative communication Part Two: 1.13, 2.6, 1.12
Understanding of the different levels of communication Part Two: 1.2, 1.7
Recognition of communication styles of individuals Part Two: 2.1
Different communication skills relevant to client group e.g. signing Part Two: 1.6, 1.7
Basic knowledge of causes of communication impairment Part Two: 1.3, 2.3, 2.4
Cross cultural communication protocols Part Two: 2.6
Understanding of the influence of communication on behaviour Part Three: 2.1, 2.2
Understanding of the persons communication level and its impact on skill development Part Two: 1.14
Understanding of the persons communication level and its impact on their active community Part Two: 1.14
participation
Roles and functions of different professionals in the development, implementation and Part Two: 2.8, 2.9
maintenance of augmentative and alternative communication strategies and devices
Available range of communication aids and their correct use Part Two: 1.6, 1.7
Augmentative and alternative communication strategies and their correct use for the persons Part Two: 1.7, 1.9
level of communication
The total communication environment and the need for consistency Part Two: 3.6, 3.7
Role and responsibility as part of a team that supports augmentative and alternative Part Two: 1.1, 3.20
communication
Task analysis Part Two: 3.2, 3.5, 3.7
Prompting, principles of prompting and fading prompting Part Two: 3.3, 3.5
Strategies to create independence Part Two: 3.4, 3.5
Reinforcers Part Two: 3.8. 3.9
Motivators to learn Part Two: 3.10, 3.11
Facilitator Guide
Common de-motivators and blocks Part Two: 2.7
Understanding of maintenance techniques and generalisation Part Two: 3.13, 3.23
Understanding of incidental learning Part Two: 3.11

It is critical that the candidate demonstrate the ability to:
Participate in a multi-disciplinary team Part Two: 1.10, 1.13, 2.9, 3.22
Follow established augmentative and alternative communication strategy interaction guidelines Part Two: 1.13
Use augmentative and alternative communication strategies and devices Part Two: 1.6, 1.7
Respond appropriately to each individuals augmentative and alternative communication Part Two: 1.7, 3.9
strategy
Identify barriers to effective communication using augmentative and alternative communication Part Two: 2.7
strategies/devices
Monitor effective communication using augmentative and alternative communication Part Two: 3.20
strategies/aids
Use observation skills Part Two: 2.6, 2.7, 3.20
Apply techniques to work with specialists and relevant others Part Two: 1.10, 1.12, 1.13, 2.2, 2.8, 2.9
Use effective communication skills including:
- development of rapport Part Two: 1.2
- active listening Part Two: 1.2
- make reasonable adjustments to own communication techniques to meet individual needs Part Two: 1.2
Collaborate and network with a variety of personnel in order to achieve learning and Part Two: 1.10, 1.12, 1.13, 2.2, 2.8, 2.9, 3.23
development objectives
Demonstrate appropriate task breakdown Part Two: 3.5, 3.7
Apply communication techniques that encourage and motivate Part Two: 3.9, 3.10
Use appropriate prompting and application of reinforcers during training session Part Two: 3.3, 3.5
Demonstrate appropriate use of incidental learning opportunities Part Two: 3.11
Facilitator Guide
CHCICS404A - Plan and provide advanced behaviour support
1. Demonstrate understanding of 1.1 Apply understanding of what influences an individuals behaviour Part Three: 2.1, 2.2, 2.3, 2.4, 3.1
the influence and purpose of
behaviour
1.2 Demonstrate awareness of the purpose of an individuals behaviour Part Three: 2.1, 2.2, 2.4
1.3 Identify the communicative function of the behaviour Part Three: 2.1, 2.2
1.4 Identify pro-active strategies to support behavioural change Part Three: 3.1, 3.2
1.5 Develop pro-active strategies to support behavioural change Part Three: 3.1, 3.2
and/or to manage challenging behaviours
1.6 Consult with appropriate team members regarding the Part Three: 5.1, 5.3
development of behaviour support plans
1.7 Identify setting events and take appropriate action to Part Three: 3.30, 3.31
adapt/redirect
2. Assess problem behaviour 2.1 Identify specific behavioural stimuli/function for data collection Part Three: 4.1, 4.4
2.2 Select most appropriate method of data collection for recording Part Three: 4.5, 4.6
behaviour
2.3 Collect and summarise data related to individual behaviour Part Three: 4.4, 4.5, 4.6
Facilitator Guide
2.4 Observe and record type, frequency and triggers of behaviour likely Part Three: 3.30, 3.31
to put the person and/or others at risk of harm
2.5 Observe and record environmental context of behaviour likely to Part Three: 2.2, 4.6
put the person and/or others at risk of harm
2.6 Observe and record persons emotional well being in the context of Part Three: 2.2, 4.6
behaviour likely to put the person and/or others at risk of harm
2.7 Observe and record persons health status in the context of Part Three: 2.2, 4.6
2.8 Observe and record persons medication in the context of Part Three: 2.2, 4.6
2.9 Appropriately facilitate the involvement of others in the Part Three: 4.3, 4.8, 5.3
assessment process
2.10 Facilitate the process of functional and/or cognitive assessment Part Three: 4.2, 4.3
for individuals
3. Develop multi-element support 3.1 Analyse data and observations Part Three: 4.7, 4.8
plans to meet individual needs 3.2 Appropriately identify proactive support strategies Part Three: 3.1, 3.3
3.3 Ensure support plans reflect respect, dignity, rights and personal Part Three: 1.1, 1.2, 3.37, 5.5
choices and preferences and goals of the individual
Facilitator Guide
3.4 Where required, ensure plans address impaired social judgement Part One: 3.12
and decision-making capacity and use a directive approach to setting
limits/boundaries
3.5 Effectively consult with team and stakeholders Part Three: 5.1, 5.3, 5.4, 5.5
3.6 Develop formalised support plan Part Three: 5.1

3.7 Implement, monitor and record support plan Part Three: 5.1
3.8 Review support plans and modify as required in consultation with Part Three: 5.4, 5.5
appropriate staff
4. Develop an individual response 4.1 Use data and other information to develop an individual response Part Three: 3.1, 3.3
plan plan
4.2 Identify active strategies as a part of the response plan Part Three: 3.1, 3.2
4.3 Identify the least intrusive effective active strategy e.g. redirect the Part Three: 3.4, 3.5, 3.14
person wherever possible
4.4 Identify reactive strategies according to duty of care, ethical and Part Three: 3.4
legal requirements
4.5 Identify reactive strategies that maintain the dignity of the person Part Three: 3.4
4.6 Identify crisis response plans according to duty of care, ethical and Part Three: 3.8, 3.10
legal requirements
4.7 Include in the plan appropriate support for the person after the Part Three: 3.10
episode
Facilitator Guide
4.8 Follow organisation policies and procedures related to behaviour Part Three: 3.8, 3.9
support See also Part One: 2.1
5. Monitor effectiveness of 5.1 Monitor strategies to determine effectiveness in developing and Part Three: 5.5
response plan maintaining positive and adaptive responses
5.2 Monitor strategies to determine reduction of risk of harm to the Part Three: 5.5
person and others
5.3 Monitor strategies to determine level of intrusion on persons Part Three: 5.5
dignity and self-esteem
6. Complete documentation 6.1 Comply with the organisations reporting requirements Part Three: 3.2, 3.7, 3.10, 3.13, 3.17, 4.5, 5.6.
6.2 Complete documentation according to organisation policy and Part Three: 3.10, 4.6
protocols
6.3 Maintain documentation in a manner consistent with reporting Part Three: 3.10, 4.6
requirements See also Part One: 2.1, 2.2
6.4 File documentation organisation policy and protocols Part One: 2.3, 2.4, 2.5

Principles and practices which focus on the individual person Part Three: 1.1, 1.2
The social model of disability Part Three: 2.3
The impact of social devaluation on an individuals quality of life Part Three: 2.3
Competency and image enhancement as a means of addressing devaluation Part Three: 2.3
Organisation policies and procedures relating to behaviour management (including restrictions on the use Part Three: 2.5, 2.8, 3.8, 3.9, 3.12, 3.14, 3.13
of aversive procedures), occupational health and safety, critical incidents, accident and incident reporting, See also Part One: 1.1, 1.2, 1.7, 1.10,1.25 1.30
Facilitator Guide
dignity of risk and duty of care and use of least restrictive alternative
Evidence-based behavioural intervention Part Three: 3.7
Strengths-based support Part Three: 5.2
Principles of effective communication Part Two: 1.2, 1.7
See also Part Two: 1.5, 1.6, 1.8
Purpose and function of behaviour and what influences behaviour Part Three: 2.1, 2.2, 2.4
Duty of care consideration Part One
Ethical considerations when dealing with other peoples behaviour Part One
Legal considerations, especially in regard to constraint, imprisonment and abuse Part Three: 3.1, 3.2, 3.22
Principles of behaviour response plans Part Three: 2.8
Reporting procedures for incidents and accidents Part Three: 3.9
Referral procedures for specialist services Part Three: 4.8
Individual rights and equality Part Three: 1.1, 1.2, 3.3, L&E

It is critical that the candidate demonstrate the ability to:
Apply knowledge and application of organisation policies and procedures relating to behaviour Part Three: 2.5, 2.8, 3.8, 3.9, 3.12, 3.14, 3.13
management, occupational safety and health, critical incidents, accident and incident reporting, dignity of risk
and duty of care
Identify strategies to remove or avoid the situations leading to aggression or violence, disinhibition or other Part Three: 3.4, 3.5
inappropriate behaviour
Identify strategies to promote appropriate behaviour and engage client in Part Three: (addresses lack of Part Three: 3.3, 3.4
motivation or initiation, withdrawal, non compliance)
Observe a persons behaviour in an objective, non-judgemental manner Part Three: 1.1, 1.2
Observe circumstances that have an adverse impact on people Part Three: 3.10, 3.30
Demonstrate mastery of techniques such as data collection, generating hypothesis and functional Part Three: 4.4, 4.6, 4.7
assessment
Apply advanced crisis management strategies Part Three: 3.8, 3.9, 3.10
Develop an individual response plan Part Three: 3.1
Facilitator Guide
Develop a crisis response plan Part Three: 3.10
Monitor the effectiveness of a response plan Part Three: 5.5
Demonstrate well developed problem solving skills Part Three: 2.1, 2.2, 3.1, 3.16, 3.20
- Demonstrate application of knowledge and skills in reinforcement strategies including, sampling, menus, Part Three: 4.1, 4.4, 4.7
individualisation of schedules and differential reinforcement schedules
- use of advanced self protective strategies (e.g. passive self defence) Part One
- strategies that avoid behaviour escalation (advanced) Part One
- advanced proactive strategies based on functional and cognitive assessment Part Three: 3.23, 4.2, 4.3

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Disability Behaviour Support Skill Set Facilitator Guide

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CHC08 Disability Behaviour Support Skill Set

Learner Resource Suite

It provides a set of skills required for programs to support

Units CHCCS400C Work within a relevant legal and ethical

Pathway These units may provide credit towards a range of

Symbols used in the learner guide

This symbol indicates that there are assessment activities or exercises

skills to achieve the specific performance criteria

AAC Augmentative and alternative communication that is not speech,

AAC strategies How AAC is used to be effective for the client.

Ageing Conditions such as Alzheimers and dementia are included

Anger management Addresses the source of a persons anger to develop strategies

Anxiety disorders Constant and heightened state of fear, nervousness, worry or

ASD autism A term which encompasses a range of autism presentations

Aspergers syndrome A mental developmental disorder at the higher functioning end of

Aversive strategies Strategies which include restraint, seclusion and/or punishment

Barrier behaviours Behaviours which create barriers to relationship building such as

Behaviour Support Practitioners who have tertiary qualifications in Psychology,

Behaviour support A generic term which refers to a skilled or experienced

Cardiac An umbrella term for a variety of diseases affecting the heart.

Cerebral palsy A group of disabilities that affect movement, posture and

Individuals living in a residential aged care environment.

Consent Permission given by a client or someone who has capacity to do

Containment A practice used to support a person to regain personal control,

Crisis response A response in situations where the client is engaging in

Dementia A progressive deterioration in a persons functioning. The most

Depression Depression is more than just a low mood, it is a serious illness.

Disability Long-term physical, mental, intellectual or sensory impairments

Disability Services A generic name for an organisation offering services to people

Epilepsy A common chronic neurological disorder characterised by

Global developmental A delay in two or more important areas of development. These

Guardian A person who is appointed to make decisions on behalf of a

Immediate response Strategies aimed at de-escalating or managing behaviour of

Implementer A person who is identified as responsible for the implementation

Intervene in the escalation cycle of the behaviour and

Respond to such behaviour when it does occur so that it

1. An IQ score of less than 70.

Last resort An emergency response which is used because the crisis

Learning styles Learn through listening and talking.

Learning styles Learn through touching and moving.

Learning styles Learn through seeing what they need to learn.

Least restrictive A practice or intervention which creates the least restrictive

Makaton Makaton uses speech and gesture, facial expression, eye

Manager This is whoever you report to in your disability services

Mechanical restraint The restraint of a persons movement or behaviour by the use of

Motivation Obstacles which challenge motivation needed to learn a new skill

Motivation extrinsic Reflects the desire to do something because of external rewards

Motor neurone disease A group of neurological diseases, which involve deterioration of

Becker muscular dystrophy

Negligence A failure to exercise reasonable care and skill to avoid

Over-correction A response which is disproportionate to an event and does more

Participation model Provides an organised, consistent and systematic way to

Physical restraint The restriction of a persons movement or behaviour by the use

Positive approaches An approach to behaviour support that provides a respectful and

Positive Behaviour A document or a series of linked documents that outline

Positive behaviour Development of strategies which use inclusion, applied

Proactive strategies Strategies which support behaviour changes and include

Prompts Assist learners to communicate.

Psychoactive or Influence cognitive ability i.e. affects thought processes and

Psychosis A group of illnesses which disrupt the functioning of the brain so

Psychosocial restraint Verbal interactions which use fear to change a persons

Restricted practice Practices that use seclusion, procedures, restraints and

Seclusion The placement of a person in isolation for a specified time in an

Sensory disability Hearing impairment, visual impairment or both.