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Assessment Tasks Outcome Unit: CHCDIS002 Follow established person-centred behaviour supports Student ID: Click here to enter text. Student Name: Click here to enter text. Student Declaration I Click here to enter text. (insert your name) declare that these tasks are my own work. None of this work has been completed by any other person and I have not cheated, plagiarised or colluded with any other student. I have correctly referenced all resources and reference texts throughout this assessment task. I have read and understood JTI policy on plagiarism, cheating and collusion and understand that if I am found to be in breach of this policy, disciplinary action may be taken against me by JTI. Student Signed:Printed Name:Date: Click here to enter text.Click here to enter text.Click here to enter text. CHCDIS002 Follow established person-centred behaviour supports ASSESSMENT OVERVIEW This Student Assessment Booklet includes all your tasks for assessment of CHCDIS002 Follow established person-centred behaviour supports. ABOUT YOUR ASSESSMENTS This unit requires that you complete 3 assessment tasks. You are required to complete all tasks to demonstrate competency in this unit. Assessment Task About this task Assessment Task 1: Written questions You must correctly answer all 25 questions to show that you understand the knowledge required of this unit. Assessment Task 2: Role play You are undertake a role play using a video on self-injury as guidance. Assessment Task 3: Case study You are to review a sample behavioural support plan and answer a set of questions. Supporting resources You may like to look at the following websites, books and documents for more information about the topics related to this unit: Arnott, G 2011, The Disability Support Worker, Pearson Australia, Frenchs Forest, NSW. Croft, H 2013, The Australian Carer 3rd edn, Pearson Australia, Frenchs Forest, NSW. How to submit your assessments When you have completed each assessment task you will need to submit it to your assessor. Instructions about submission can be found at the beginning of each assessment task. Assessment Task Cover Sheet At the beginning of each task in this booklet, you will find an Assessment Task Cover Sheet. Please fill it in for each task, making sure you sign the student declaration. Your assessor will give you feedback about how well you went in each task, and will write this on the back of the Task Cover Sheet. Make sure you photocopy your written activities before you submit them – your assessor will put the documents you submit into your student file. These will not be returned to you. Assessment appeals You can make an appeal about an assessment decision by putting it in writing and sending it to us. Refer to your Student Handbook for more information about our appeals process. Assessment plan The following outlines the requirements of your final assessment for this unit. You are required to complete all tasks to demonstrate competency in this unit. Your assessor will provide you with the due dates for each assessment task. Write them in the table below. Assessment Requirements Due date 1. Written questions 2. Role play 3. Case study Agreement by the student Read through the assessments in this booklet before you fill out and sign the agreement below. Make sure you sign this before you start any of your assessments. Have you read and understood what is required of you in terms of assessment? ☐ Yes ☐ No Do you understand the requirements of this assessment? ☐ Yes ☐ No Do you agree to the way in which you are being assessed? ☐ Yes ☐ No Do you have any special needs or considerations to be made for this assessment? If yes, what are they? Click here to enter text. ☐ Yes ☐ No Do you understand your rights to appeal the decisions made in an assessment? ☐ Yes ☐ No ASSESSMENT TASK 1: WRITTEN QUESTIONS Task summary: This is an open book test – you can use the Internet, textbooks and other documents to help you with your answers if required. You must answer all 25 questions correctly. Write your answers in the space provided. If you need more space, you can use extra paper. All extra pieces of paper must include your name and the question number/s you are answering. You may like to use a computer to type your answers. Your assessor will tell you if you can email them the file or if you need to print a hard copy and submit it. What do I need in order to complete this assessment? Access to textbooks and other learning materials. Access to a computer and the Internet (if you prefer to type your answers). When do I do this task? You will do this task in the classroom or as homework – your assessor will advise. Write in the due date as advised by your assessor: what do I need to do if I get something wrong? If your assessor marks any of your answers as incorrect, they will talk to you about resubmission. You will need to do one of the following: Answer the questions that were incorrect in writing. Answer the questions that were incorrect verbally. Question 1 Provide three types of legislation both on a national level and within your state that is related to protecting human rights in disability services. Your state’s legislation: Act 1: Click here to enter text. Act 2: Click here to enter text. Act 3: Click here to enter text. Commonwealth legislation: Act 1: Click here to enter text. Act 2: Click here to enter text. Act 3: Click here to enter text. Question 2 Identify the six National Standards that apply to disability service providers. 1. Click here to enter text. 2. Click here to enter text. 3. Click here to enter text. 4. Click here to enter text. 5. Click here to enter text. 6. Click here to enter text. Question 3 Marty is 53 years old and suffers from quadriplegia. He lives in a state government-funded group home and spent days with an undiagnosed broken left leg. Due to his condition, he was not able to verbally communicate his levels of pain and symptoms, including a protruding bone that went unnoticed by the staff on duty. After two days a staff member raised concerns to management; however, they decided it was best to wait until the next day to contact a doctor for treatment. Did the staff exercise their duty of care? Explain your answer. Click here to enter text. Question 4 The staff always have trouble with Jodie when it comes to taking her medications, as she becomes physically challenging towards staff on duty. Jodie has an intellectual disability and tends to become irritable quite frequently. To teach her a lesson, a staff member punches her and pushes her into a garage for ‘acting up’ and refusing to take her medication. Jodie was locked in the garage for nearly 24 hours with nothing but a bucket for a toilet, before they let her back inside. Is this a case of abuse? Explain your answer Click here to enter text. Question 5 What are the three types of constraints in the Leisure Constraints Model? How does this impact individuals living with a disability? 1. Click here to enter text. 2. Click here to enter text. 3. Click here to enter text. Question 6 What is the UNCRPD? What is its purpose? Click here to enter text. Question 7 Describe each of the following articles in the UNCRPD. Article 19 Click here to enter text. Article 20 Click here to enter text. Article 23 Click here to enter text. Article 25 Click here to enter text. Article 27 Click here to enter text. Question 8 How does the Disability Act 2006 provide support for: People with a disability? Click here to enter text. Disability services? Click here to enter text. Question 9 Identify at least five sociodemographic characteristics of prisoners with an intellectual disability. 1. Click here to enter text. 2. Click here to enter text. 3. Click here to enter text. 4. Click here to enter text. 5. Click here to enter text. Question 10 Explain why individuals with a disability are often socially devalued. Click here to enter text. Question 11 What is the social model of disability? Click here to enter text. Question 12 What is the danger of being overprotective as a disability support worker? How does this impact an individual’s dignity of risk? Click here to enter text. Question 13 Explain the why Positive Behaviour Support (PBS) is an effective approach for managing behaviours of concern. Click here to enter text. Question 14 What are some common immediate response strategies to behaviours of concern or challenging behaviours? Provide at least five examples. 1. Click here to enter text. 2. Click here to enter text. 3. Click here to enter text. 4. Click here to enter text. 5. Click here to enter text. Question 15 Provide at least three communication strategies for people who are deaf or hearing impaired. 1. Click here to enter text. 2. Click here to enter text. 3. Click here to enter text. Question 16 Provide at least three communication strategies for people who are blind or vision impaired. 1. Click here to enter text. 2. Click here to enter text. 3. Click here to enter text. Question 17 Provide at least three communication strategies to reduce sensory overload. 1. Click here to enter text. 2. Click here to enter text. 3. Click here to enter text. Question 18 What is the Triple C? Why is this used? Click here to enter text. Question 19 Provide at least five common reasons which drive behaviours of concern and challenging behaviours. 1. Click here to enter text. 2. Click here to enter text. 3. Click here to enter text. 4. Click here to enter text. 5. Click here to enter text. Question 20 Explain the difference between a behaviour of concern and a challenging behaviour. Provide an example of each. Behaviour of concern: Click here to enter text. Challenging behaviour: Click here to enter text. Question 21 What is a Motivational Assessment Scale (MAS) and how is this used? Click here to enter text. Question 22 Provide a definition of ‘aversive treatment’ and 3 examples. Aversive treatment definition: Click here to enter text. Example 1: Click here to enter text. Example 2: Click here to enter text. Example 3: Click here to enter text. Question 23 Provide