CHCDIS002 - Application Learner
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CHCDIS002 – Application Assessment
Learner
Unit code:
CHCDIS002
Unit title:
Follow established person-centred behaviour supports
Learner Name:
Kunrudee Numtong -Betty
Learner Phone:
0481199086
Location/
Workplace: Caboolture
Declaration:
The attached assessment is my own work. I have kept a copy of this assessment for future records.
Learner signature:
Date submitted:
1 June 2022
START DATE: (When you start working on the unit)
1 June 2022
Each time you work on your unit, you MUST
record the details below.
Date
Start Time
End Time
Training
Tick (
)
(Includes Face to
face, DVD’s, Zoom,
Reading, Phone
Support)
Assessment
Tick (
)
(Knowledge and
Application)
1 June 2022
10.30
12.30
/
/
Assessor name:
Comments:
Outcome
:
Satisfactory
Not Yet Satisfactory (Resubmit Required)
Assessor signature:
Date:
CHCDIS002 Application Assessment (Learner)
V6 June 2020
© Aspire to Succeed Pty Ltd
Page 1 of 18
CHCDIS002 Application Assessment (Learner)
V6 June 2020
© Aspire to Succeed Pty Ltd
Page 2 of 18
Important Information
Resource and Assessment Information Resources and Assessments are written and designed by Aspire to Succeed Pty Ltd and include a range of the types of scenarios, templates and checklists an Industry Based organisation might use as part of its Quality Systems. These include documents that form part of a framework for compliance and/or operational policies and procedures.
Copyright and Trademark Statement
The Copyright Act 1968 (Commonwealth) protects this material. Requests and enquiries concerning this material should be directed in writing to:
Aspire to Succeed Pty Ltd
PO Box 637
© Aspire to Succeed Pty Ltd
CABOOLTURE QLD 4510
admin@aspiretosucceed.com.au
Disclaimer
This product has been prepared by Aspire to Succeed Pty Ltd using their best endeavour to ensure contents are correct and accurate at time of release. Aspire to Succeed Pty Ltd does not give any warranty nor accept any liability in relation to the contents or information added by parties during contextualisation and use. If any law prohibits the exclusion of such liability, Aspire to Succeed Pty Ltd limits its liability to the extent permitted by law.
Continuous Improvement Aspire to Succeed Pty Ltd is committed to the standard of products it provides and we welcome feedback from learners and users of our materials. Occasionally during review, we are alerted to minor errors or mistypes. If you see any, please let us know at admin@aspiretosucceed.com.au
Important Information about this unit
Unit Level
This unit/s have been written in alignment with the requirements found in the CHC Training Package. All up to date Versions of this unit can be found at - https://training.gov.au/
This unit is delivered at AQF – level 3. Therefore, the unit is written and assessed at the level to ensure that students gain the knowledge and skills to the unit outcome.
Employment Outcomes applicable to this unit
Level 3
Accommodation Support Worker
Care Assistant
Care Service Employee
Care Worker
Client Assistant
Community -
Access Coordinator
-
Care Worker
-
House Worker
Disability Service Officer
Family Support Worker
Field Officer (Community Services)
Food Services Deliverer
Home care assistant
In Home Respite Worker
Nurse’s Aide
Planned Activity Assistant
Residential Aide
Residential Care Worker
Residential Support Worker
Senior Personal Care Assistant
School Support Officer (Disability)
Transport Support Worker
CHCDIS002 Application Assessment (Learner)
V6 June 2020
© Aspire to Succeed Pty Ltd
Page 3 of 18
Learner Instructions
Resources to complete this unit of competency may include:
To establish overall competency for this unit you may utilise workplace resources such as the ones listed below. You are not limited to, the following resources:
Legislation
Residential Care Manual
Aged Care Act
Disability Act
Mental Health Act
Industry and organisation service standards
Industry and organisation codes of practice/ethics
Accreditation standards
International and national charters
Organisation policy and procedure
Residents/resident/clients/consumers
Workplace documents
Workplace
Industry – web
Hints and Tips
Attend all training sessions as this will assist with your knowledge and understanding of the unit requirements.
If you need assistance please contact your trainer/assessor and ask for it
Visual materials
may be provided to support your learning experience. In some cases the DVD may not have been recorded in the specific environment in which you are training in, the content is considered to be transferrable and relevant to the overall application of skills within the community
sector.
Learner Assessment Instructions
Assessment Process for the Learner
If you feel you can demonstrate or have prior skills for this unit, it is recommended that you inform your assessor and apply for R
ecognition of P
rior L
earning (RPL) for this.
Overall Assessment
As a learner you are required to demonstrate competency for each unit within your chosen qualification. To achieve competency, follow the steps below:
1.
Knowledge Assessment.
2.
Application Assessment.
Additional Assessment
3.
WHS and workplace practices will continue to be assessed throughout the course.
Conditions of Assessment
All work submitted must be your own work. Should you add content from other sources, please make sure this is referenced in your assessment.
Assessor Assessment Instructions
Overall Assessment
Your learners are required to demonstrate competency for each unit within their chosen qualification. Competency will need to be demonstrated through the following methods:
1.
Knowledge Assessment.
2.
Application Assessment.
3.
Completed assessor confirmation
Note: should the learner be required to re-submit or repeat the assessment, a new assessment (full
or partial) is to be provided to the learner with a new assessment cover sheet.
CHCDIS002 Application Assessment (Learner)
V6 June 2020
© Aspire to Succeed Pty Ltd
Page 4 of 18
Part B – Case Studies
Case Study 1
Archie is a 51-year-old client with an intellectual disability. Archie can communicate reasonably well, but he becomes confused by too much information
and he often forgets where he is up to in his daily routine. Archie came to the facility recently when his mother died and he had no one to look after him. Archie can shower himself but needs prompting to wash himself properly and he needs assistance dressing. He
has a pleasant personality, but he misses his mother and does not really understand why she is not there anymore.
1.
Identify three (3) daily activities Archie may be engaged in as part of his daily routine.
S
NS
1 Washing/ Grooming 2 Personal care/ dressing/ brushing teeth/ showering/ Mobilising/ walking/ walk to the dining room
3 Eating/ drinking/ meal planning/ cooking/ setting the table
Archie enjoys being with other people, and he is usually easy to engage in activities. Archie selected gardening as a new activity is as he enjoyed gardening with his mother. The gardening is a group activity with others that have the same interest. Staff have identified that Archie does not appear to be enjoying this activity and is very reluctant to join in.
2.
List three (3) possible reasons for Archie’s reluctance to joining in the gardening activity.
S
NS
1 Misses his mum
2 would another learning approach
3 Not comfortable in a group environment
4 Doesn’t bond with staff
3.
Describe two (2) strategies to encourage Archie to engage in the gardening activity.
S
NS
1 One on one lesson
2 Buddy up with participant
3 match staff e.g. older female worker
4 set goals e.g. competition
5 horticultural specialism e.g. roses
6 talking with Archie
7 connecting with another activity e.g. cooking
CHCDIS002 Application Assessment (Learner)
V6 June 2020
© Aspire to Succeed Pty Ltd
Page 5 of 18
Case Study 2
Dianne is a young woman with autism who has very limited speech. Dianne uses sounds and pointing to communicate what she wants, but sometimes when staff do not understand Dianne bangs on the wall. Dianne often takes off her incontinence pad and tears it up. She also takes cotton balls out of the bin whenever she can, and pulls them apart.
1.
Identify two (2) reasons for Dianne’s behaviour.
S
NS
1 Frustrated
2 She’s misunderstood/ Her way of communicating
3 She feels staff do not attend to her needs
4 Expressing other emotions/ doesn’t like incontinence pads/ uncomfortable or wet pads
2.
Discuss the purpose of Dianne's behaviour when she tears up her incontinence pads and cotton balls.
S
NS
1 Frustrated
2 She’s misunderstood/ Her way of communicating
3 She feels staff do not attend to her needs
4 Expressing other emotions/ doesn’t like incontinence pads/ uncomfortable or wet pads
3.
Identify the communicative function of Dianne's behaviour when she bangs on the wall.
S
NS
Conveying emotions/ Conveying frustration/ her way of communicating
4.
Identify the category Dianne's communicative behaviour relates to.
S
NS
Physical/ non verbal
5.
List two (2) forms you could use to report this type of behaviour.
S
NS
1 ABC charts
2 Incident report/ progress notes
CHCDIS002 Application Assessment (Learner)
V6 June 2020
© Aspire to Succeed Pty Ltd
Page 6 of 18
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