CHCCCS015 Provide Individualised Support
ASSESSMENT TASK 2: Project
- This project is divided into two (2) parts that will demonstrate your ability to apply your knowledge required to organise, provide and monitor support services within the limits established by an individualised plan.
Part 2A: Role Play Activity (Classroom)
Part 2B: Scenario – Written response (students own time) - The First part of your project will be to participate in a Role Play with a partner.
- Each written part should be clearly named where indicated and your written responses should be written in full sentences.
| Assessment Task 2 – Project |
Part 2A – Role Play Observation
In pairs act out an exchange that could occur in your daily work schedule with a client. Do this in a manner that promotes and maintains trust and respect. The assessor will set the scene.
The exchanges must include:
- Greet client
- Introduce self
- Confirm individualised plan details with client
- Ensure the client understands their rights and complaints procedures
- Make general conversation
- Problem solve an issue taking into account duty of care and dignity of risk
- Correctly identify needs and equipment required
- Listen to client (demonstrate active listening skills: body language/leaning forward, eye contact, tone of voice, vocal warmth, reflection of content, reflection of feelings)
- Summarise meeting and/or action to take
- End meeting respectfully
Part 2B – Scenario – Written response
An elderly client is adamant that they want to continue to make their own meals rather than have a worker come in to do it. They have an unsteady hand and have previously burnt and cut themselves. You know that it is unsafe for them to continue making their own meals but need to respect their wishes. What would you do? How would you balance the duty of care requirements with the dignity of risk requirements? What equipment could be altered or adjusted to meet the clients needs for independence? Include what role you would play in a meeting with the client and supervisor. Your answer should provide a detailed explanation of not more than 350 words.
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Certificate III In Individual Support Assignment Sample and Answers
This unit is a combination of three tasks that you need to pass separately in order to successfully clear it. Only when you pass all of these, you would be able to demonstrate competency in CHC33015 certificate III Individual Support.
We help you complete each one of these efficiently by providing you sample assignment solution for this. Certificate III In Individual Support Assessment Answers
CHCDIS002 Follow Established Person-Centred Behaviour Supports
ASSESSMENT TASK 4: Behaviour Support Plans inclusive of 1 Critical Incident.
Please read the three scenario’s regarding challenging behaviours and complete the questions that follow. Once the questions have been answered you will be required to complete the behaviour chart at the end of each scenario.
You will be assessed on your ability to problem solve and identify the relevant data to effectively manage behavioural situations. This will include your ability to facilitate a person-centred approach to enable choice and self-determination for people with disability, whilst diffusing situations of concerning behaviour. Completion criteria:
- You will need to describe in writing an answer for each of the questions, for each of the clients.
- You have been supplied with ‘Jackson Jones’ a completed Behaviour Support Plan as further background information.
- You are required to complete the Behaviour Recording Chart for each client.
| Conditions for assessment | |
| Location specific instructions | This assessment will take place in the class room or in your own time. |
| Time allowance | This assessment will take place as per the allocated timetabled date. |
| Re-assessment or extension | If your initial assessment is unsatisfactory, the assessor will organise a meeting to discuss this with you further. |
Client 1 – Critical Incident – Jackson. Jackson enters the classroom a few minutes late for class, just as the teacher is exiting to gather some additional materials. There are 7 other students in the room, one in a wheelchair.
Jackson is withdrawn and does not engage with either staff or other students.
He moves toward a seat close to the door and is about to sit down when another student, sitting opposite him (the room is set up with tables in a U shape) says “and good morning to you too Jackie Jonesville.”
Jackson drops his bag and turns on the student that has spoken to him and begins to march toward his desk. Jackson begins to shout and threaten the other student who you are standing near.
Jackson shouts “Shut Up you frigging idiot – who do you think you are. I’ve had a prick of a morning and I don’t need you in my face before I’ve even sat down. Do you want a smack in the head?” Jackson raises a clenched fist as he reaches the desk. The other student backs his wheel chair away from the desk.
You intervene……
From the information contained in the case study and Jackson’s behaviour support plan complete the questions that follow and fill in the behaviour chart.
BEHAVIOUR SUPPORT PLAN – Jackson Jones
Students Like to Read: Certificate III In Individual Support
Part A of Certificate III In Individual Support Assessment Answers
| Person’s name | Jackson Jones | |||
| Address | 5 Jacks Way, Jonesville | |||
| Date of birth | 01/01/1991 | Student Number | 1234567 | |
| Campus | Warrnambool | Course | Live | |
| Behaviour Support Plan date | 01/01/2020 | Review date | 01/01/2021 | |
| Plan Prepared By | David Prince | |||
| Position | DLO | |||
| People consulted in developing the plan | Jackson Jones Jemma Jones DLO – David Prince Psychologist – Jane Doe Support worker – Dianne Digs CWE teacher – Jamie Jamieson | |||
| Assessment Report/s used: (Include the title, author & date of reports) | Behaviour charts from Live classes months Sep – Dec 2016 – compiled by TAFE support tutors Behaviour assessment – conducted by Jane Doe 12/12/2019 | |||
| Person’s advocate present (Include name, position / relationship or organisation) | Jemma Jackson (mother) | |||
Part B of Certificate III In Individual Support Assessment Answers
Section 1: Assessment
| 1.1 Nature of disability / disabilities (Include level of intellectual disability, mental health status, medical, communication abilities, strength and weaknesses) .Jackson’s IQ was measured at 89 in 2015. Jackson acquired a brain injury in 2014 which significantly affects his cognitive processing, memory and reduces his motor control especially in his left hand .Jackson was diagnosed with depression and anxiety in 2016. Jackson speaks quite clearly, but may not comprehend verbal communications – he may also forget recent instructions and require reminders regarding the task at hand. Jackson can read and write – but again his comprehension is sometimes compromised especially with new material or concepts. Jackson is physically active and enjoys most sporting activities especially swimming. |
| 1.2 Person’s goals (Include here all individual aspects about the person in terms of education, work and community. What kinds of activities does the person enjoy?) Jackson is engaging in the relearning and maintenance of independent living skills. Jackson is also developing his work related skills. Jackson loves swimming and most physical activities – he plays 1:1 sports mainly but has developed the ability to play group games with small groups of people that he knows. |
Part B of
Section 1: Assessment
| 1.3 Behaviour/s of Concern (Based on Functional Behavioural Assessment or other collection data) a) Jackson has acted out verbally – shouting at support staff teachers and other students on numerous occasions. b) Jackson has struck two students with his fists and pushed over chairs that were in his way when trying to leave the classroom. c) Briefly describe the impact of the behaviour on the person and others Jackson’s behaviour can be very threatening – especially to other students. He can become agitated and begin shouting – threatening violence or striking relatively quickly. This has become unsettling for other participants – especially one other individual JM who has been struck by Jackson. d) What are the predictors for the behaviour? (What are the situations in which the behaviour is likely to occur?) Jackson can become overwhelmed by new environments. Jackson’s his anxiety and or confusion is also a reasonable predictor of adverse behaviour. Jackson expresses his anxiety either by withdrawing, or escalating quickly becoming very demanding of support workers or teachers attention. If Jackson is provoked (this could be light badgering or teasing) or asked a question – especially one that he cannot answer in the moment he may lash out. JM often exhibits repetitive and potentially disruptive behaviour – questioning of staff and others, invading personal space – these tendencies have provoked Jackson in the past. e) Frequency or intensity or duration of behaviour (Daily, weekly etc) Jackson’s behaviour varies in its intensity, his anxiety has lessened over time in the TAFE environment, but engages in shouting or verbal escalation at least once a week and attends only two days in the week. He has struck others on two occasions once in July and twice in the last month. |
Part B
Section 1: Assessment
| 1.3 Observation and Analysis a) Those who know the person well believe the behaviours of concern occur because: (What is the function of the behaviour ie. To avoid something, to act out confusion, to gain intimacy). Jackson’s behaviour is reported by Jemma Jones to be a result of his anxiety, confusion or frustration – inability to process his environment. This is greatly affected if further frustrated by others when he is already in a heightened state of stress. Charting and staff reports confer with this suggestion. Psychologist Jane Doe confers that unfamiliar in particular loud environments may trigger Jackson. b) What environmental changes, structure and supports are needed to stop the person using this behaviour? (What changes need to occur with and around the person in order to remove the likelihood of behaviours of concern). It is likely to be supportive to Jackson if he trials environments at his own pace – especially if his class group is engaging on excursions, it may support him to enter an environment earlier, or to trail the group at his own pace with a support person. Especially loud and or busy environments should be avoided when possible. Staff should support Jackson to engage in alternative activities and or environments if necessary. Other students likely to escalate Jackson should be supported to allow him space whenever possible, and or Jackson may choose not to engage in activities when stressed by other individuals. c) Critical alerts: Other behaviours to be aware of Jackson may act out if he perceives others to be chastising or berating him. Jackson does not view himself as a person with disability and becomes very offended if others demean him in some way. |
Part B
Section 2: Positive Interventions
| 2.1 Alternative behaviours that meet the same need a) What should the person be doing INSTEAD of the behaviour of concern? (How should the person gets their needs met in an acceptable way?) Staff have been working with Jackson to report when he is becoming stressed or anxious. Warning signs like his withdrawal from a group should be followed up as soon as possible. Jackson is encouraged to leave the room if he is becoming anxious or aggravated by the behaviour of others. 2.2 Positive strategies a) What strategies need to be developed? (ie in order to teach adaptive behaviour, what steps need to be taken?) Provide a summary of steps with reference to the person’s Learning Needs Plan and timetabled classes or attach a copy of the strategies. Jane Doe is encouraging staff to develop a self-rating scale with Jackson so he can accurately report his level of anxiety/ frustration. Staff are to practice this at least twice in each session until he understands this tool and reports on his anxiety effectively. Staff then to actively encourage Jackson to report his level of anxiety/ frustration independently. Staff to praise Jackson at any instance where he instigates this independently. Jackson has developed some simple breathing exercise that supports him to calm down (this can be effective especially if supported with this technique in the early stages of escalation) Again any efforts to manage his own breathing to be praised – encouraged. Jackson is to be supported to leave the classroom or group environment if he begins to show increasing levels of escalation – again it is hoped that Jackson will develop this as a method of self-regulation and should be praised for any development toward this goal. Staff to actively reduce the impact of other students when possible and to prioritise this if Jackson is becoming frustrated. b) Who is responsible for implementing the program? Specify timeline for review. All staff, teaching and student services support tutors. |
Part B
Section 3: Review – Evaluation of interventions
Evaluation and Review Date: 01.01.21
| 3.1 Results of positive interventions a) What works well in reducing behaviours of concern? (What evidence will be used to measure this?) b) What doesn’t work well to reduce behaviours of concern? (What evidence will be used to determine this?) |
Part B
Section 4: Review
| 4.1 Assessment Observation and analysis conclusion: Do changes need to be made to existing programs / behaviour support plans Yes / No What needs to change? Are environmental supports or changes necessary? Yes / No Which are needed? Is a Behaviour Support Plan still needed? Yes / No 4.2 Follow up What changes need to be made to the Behaviour Support Plan |
CHCDIS002 Positive Behaviour Support – Client 1 Jackson
(Consider – communication, meeting needs, enjoyable activities, connections with community, meaningful relationships, triggers, changes to work / home environment)
- What factors / triggers potentially led to the incident?
- What potentially were the warning signs displayed by Jackson immediately before the incident occurred?
- What was the incident itself
- What potentially were Jackson’s unmet needs?
- What was the duration of the incident?
- What actions / strategies could be applied to ensure the safety of the client and or others?
- What were Jackson’s behavioural and emotional responses after the intervention?
- How can this behaviour be avoided in the future? (Show empathy, re-direct, distraction, remove stimuli, remove client).
- How would you document and report this incident?
Behaviour Recording Chart.
Student to complete behavioural chart for each client
| Date | Start time | Behaviour Displayed (Prior, during & after the event) | Possible Triggers | Staff Response | Time End |
| Client’s | Name : | Jackson Jones | |||
Client 2 – Glenise. Glenise is in a wheel chair and needs full assist with all activities. This afternoon Glenise was notified that her usual support worker was going to be away ill, and they had planned to go out shopping. Glenise is displaying unusual behaviour with tears and screaming at random intervals. There is nothing in Glenise Behavioural support plan regarding this behaviour.
(Consider – communication, meeting needs, enjoyable activities, connections with community, meaningful relationships, triggers, changes to work / home environment)
From the information contained in the case study complete the questions that follow and fill in the behaviour chart.
Positive Behaviour Support Plan – Client 2 Glenise
- What is the behaviour of concern being displayed
- What happened prior to the behaviour?
- What was the trigger for the behaviour of concern?
- What action/strategy was applied to ensure the safety of the client and/or others?
- How can you avoid this behaviour occurring again?
- How and to who would you report this incident to?
Behaviour Recording Chart.
Student to complete behavioural chart for each client
| Date | Start time | Behaviour Displayed (Prior, during & after the event) | Possible Triggers | Staff Response | Time End |
| Client’s | Name : | Glenise | |||
Client 3 – Peter. Peter has a drug and alcohol addiction. Peter went out this evening for dinner and drinks, and his friend did not turn up. Peter’s behaviour support plan states that Peter can become physically aggressive and verbally abusive at times. Peter is displaying signs of this behaviour upon the start of your shift.
(Consider – communication, meeting needs, enjoyable activities, connections with community, meaningful relationships, triggers, changes to work / home environment)
From the information contained in the case study complete the questions that follow and fill in the behaviour chart.
Positive Behaviour Support Plan – Client 3 Peter
- What is the behaviour of concern being displayed
- What happened prior to the behaviour?
- What was the trigger for the behaviour of concern?
- What action/strategy was applied to ensure the safety of the client and/or others?
- How can you avoid this behaviour occurring again?
- How and to who would you report this incident to?
Behaviour Recording Chart.
Student to complete behavioural chart for each client
| Date | Start time | Behaviour Displayed (Prior, during & after the event) | Possible Triggers | Staff Response | Time End |
| Client’s | Name : | Peter | |||
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