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CHCDIS002 Follow Established Person-Centred Behaviour Supports Assessment Workbook Answers
ASSESSMENT 1: SHORT ANSWER QUESTIONS (SAQ)
Q 1: Describe two principles and two practices of positive behaviour support which focuses on the individual person.
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Q2: Explain positive reinforcement as a positive lifestyle enhancement strategy.
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Q3: Briefly explain the social model of disability.
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Q4: Briefly explain how social devaluation can have an impact on an individual’s quality of life.
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Q5: What are the legal and ethical considerations regarding code of conduct when supporting people with disabilities with their daily living activities?
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Q6: What are the legal and ethical considerations regarding dignity of risk when supporting people with their daily activities?
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Q7: Explain what a support worker’s legal and ethical considerations are in relation to duty of care when supporting people with disabilities.
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Q8: What are two human rights, according to the United Nations convention on the rights of persons with disabilities that a support worker should consider in their work with the people they provide support to?
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Q9: What is constraint, and what is a legal and ethical consideration in using constraint, when working with people who have a disability?
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Q10. Explain imprisonment, from a legal and ethical perspective, when providing support to people with disabilities.
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Q11. What are your legal and ethical responsibilities regarding abuse of people with disabilities?
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Q12: How can practice standards inform your work when supporting people with disabilities?
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Q13: What are the legal and ethical considerations when ensuring the work safety and health of people with a disability?
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Q14: Name three indicators that a person’s needs may be unmet.
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Q15: What are three principles of effective communication you could use when encouraging participation?
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Q16: Identify three ways to apply the principles of effective communication when supporting a person to minimise behaviours of concern.
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Q17: Why should you consider a person’s emotional wellbeing in the context of behaviour?
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Q18: Provide two reasons for considering a person’s health status in the context of the behaviour.
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Q19: Why should you consider a person’s medication in the context of behaviour?
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Q20: Explain motivation as a positive lifestyle enhancement strategy.
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Q21: Explain stress management as a positive lifestyle enhancement strategy.
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Q22: Explain engagement in meaningful activities as a positive lifestyle enhancement strategy.
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Q23: Explain supporting relationships as a positive lifestyle enhancement strategy.
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Q24: Explain nutrition as a positive lifestyle enhancement strategy.
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Q25: Explain environmental and systems improvement as a positive lifestyle enhancement strategy.
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Q26: How do organisational policies and procedures for reporting accidents and incidents play a part in managing the risks surrounding behaviours of concern that people with support needs may have?
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Q27: Discuss organisational policies and procedures related to restrictions on the use of aversive procedures in regards to behaviour management, and provide an example of an aversive procedure.
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Q28: Identify two common requirements of critical incident policies and procedures relating to behaviour management.
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Q29: Describe two different specialist services you may need to refer to, and how referral would be made.
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CHCDIS002 Final Assessment-2
PROJECT (PROJ)/CASE STUDY (CS)
ASSESSMENT 2: RESEARCH PROJECTS/CASE STUDY
Case Study 1- Sam and Rick
Sam is a support worker for a small regional service that supports people with disabilities. Rick uses the service. Rick is Indigenous Australian, and has a mild intellectual disability. Rick loves outdoor activities, such as rock climbing, sailing and bushwalking. Unfortunately the service is small and receives limited funding, so Rick has not been given much opportunity to explore his interests.
Rick is also very social. He loves people, and especially loves talking to people.
Rick has just started shelf stocking at the local supermarket. His supervisor, Will, has not had much time to train him, but has complained to Sam about Rick’s behaviour. He says Rick is distracted, irritable and never completes a task, and when he’s asked to do something, he often ignores the request.
Sam meets with Rick and his mother Helen to discuss some options and look at ways they could potentially
enhance Rick’s lifestyle.
Q1: How could Sam support Rick to maintain his daily living activities and routines?
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Q2: What are Rick’s individual needs that Sam must consider?
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Q3: What are Rick’s individual strengths that Sam should consider?
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Q4: What are Rick’s individual capabilities that Sam should consider?
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Q5: What are Rick’s individual preferences that Sam should consider?
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Q6: Describe two problems faced by Sam in engaging Rick in daily living activities and routines.
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Q7: Describe how Sam could seek appropriate assistance to motivate Rick?
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Q8: Explain two ways that Sam could provide a safe environment for Rick, which is conducive to positive and adaptive responses?
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Case Study 2 – Maahir
Maahir works as a disability support worker. One of the people he supports is Naomi, who uses a wheelchair, and has autism. Naomi is 16. In recent months, Naomi’s behaviour has changed significantly. She’s been biting and hitting staff, raising her voice at staff and other people in support, and refusing to comply with requests.
Maahir and his team look at Naomi’s individualised behaviour support plan. At this stage, there is no current information about Naomi’s behaviours of concern, as the behaviours are quite recent. The individualised support plan says that Naomi’s agitation increases in the evening, and meditation techniques or a bath are recommended.
Maahir’s supervisor, Karen, organises for an integrated assessment to take place. As part of the assessment, she asks Maahir and other team members to observe Naomi’s behaviour, and record the type, frequency and triggers of the behaviours of concern to try and identify context.
Maahir observes that Naomi tends to become stressed at the end of the day around meal time. When she is asked to eat, she refuses, and then her behaviour escalates. Most of the biting and hitting behaviour happens around this time. Her behaviour tends to escalate most evenings, and results in hitting and biting at least twice a week. These days usually correspond with family visits. Naomi’s mother and sister visit twice a week. Sometimes they take Naomi on an outing.
Q9: What behaviours of concern would Maahir recognise in Naomi’s individualised behaviour support plan?
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Q10: Why should Maahir consider what happened before, during and after Naomi’s behaviour of concern?
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Q11: What may have triggered Naomi’s behaviour of concern?
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Q12: Explain two environmental factors impacting Naomi’s behaviour?
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Q13: Maahir should record all observations of Naomi accurately and objectively. Write two brief examples of observations of Naomi that could be described as accurate and objective.
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Case Study 3 – Naomi
Naomi uses a wheelchair and has autism. Her behaviours of concern are that she hits and bites staff when she becomes agitated in the evenings.
At this stage, one of the interventions used has been to try and ask Naomi to count her breaths. This only makes Naomi more agitated. One intervention that has been successful has been to run Naomi a warm bath.
When Naomi’s behaviour has significantly escalated, however, some support workers have wheeled Naomi to her room and locked the door. This usually worsens her behaviour. Eventually she calms down and falls asleep. Maahir, one of Naomi’s support workers, is concerned about this practice as it does not seem right and is not detailed in Naomi’s support plan. He talks to his supervisor about the practice, and his supervisor agrees that this is against regulations.
The next day, Naomi is wheeled to her room, and her door is locked. While in her room, Naomi bangs her head badly. She becomes quiet. When Maahir checks on her, he sees she is unconscious.
Q14: Describe two appropriate intervention strategies Maahir could initiate to address Naomi’s behaviours of concern?
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Q15: Explain which intervention strategies are inappropriate in Naomi’s situation?
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Q16: Why is it important for Maahir to interpret and follow Naomi’s behavioural support strategies when they are updated?
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Q17: How could Maahir ensure that intervention strategies are in line with Naomi’s individualised
behaviour support plan?
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Q18: How should Maahir respond when Naomi is found unconscious?
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Q19: Describe how Maahir can ensure the safety of Naomi, himself and other people in general, during the critical incident with Naomi?
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Q20: How could Maahir consult with his supervisor to monitor behavioural support strategies and report on changes in Naomi’s needs and behaviours?
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Q21: Describe two procedures Maahir must follow in making referrals for Naomi?
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CHCDIS002 Final Assessments-3
SIMULATION OBSERVATION (OBS)
ASSESSMENT 3: SIMULATION OBSERVATIONS
Scenario 1:
John is a 20-year-old refugee from Africa. He is diagnosed with mild cognitive disability and currently lives alone as his parents died from a sea accident as they were travelling to Australia 15 years ago. He does not have any family and is under Public Guardianship who regularly visits every forth night.
He grew up in an orphanage and relying on the public and private organisations’ support to sustain his living. John is working in a fruit shop where he helps in delivering and organising the goods. He is able to do labour jobs which requires physical strength and likes organising stuff
Recently, John is diagnosed with an anger management issue. He is currently taking Quetiapine (Syquet)
- mg twice daily for his anxiety and agitation. One day when he was assembling the delivered goods in the shop, one customer accidently bumped into him. He just snapped out and yelled, “Who do you think you are? Just because I am like this doesn’t mean you have to belittle me and bump into me like that!” The customer, in shock, felt threatened. Luckily the owner was there to intervene and calmed them
That incident happened again after two weeks. The manager had to discuss this matter with John as his temperament affects his business and it may lead to termination of John’s employment. John has been referred by his public guardian to your organisation CARE Support Service and you have been assigned as his support provider.
The support provider will hold a meeting with John, his Public Guardian, and his employer to discuss the situation and come up with a behaviour management plan.
Task 1: Students are grouped into 4. Provide a 20-30-minute role play depicting the case scenario consisting of an Introduction, body, and conclusion. The students should provide a script/guide where the facilitator can base their role play.The following points should be considered in the role play:
Introduction
- Support Provider to meet John, his Public Guardian, and his employer
- Discuss the purpose of the meeting
- CARE Support Service organisation policies and procedures
- Goals and objectives of the meeting
Body
- Identify John’s individual needs, strengths, capabilities, and preferences
- Identify problems with engaging or motivating John and seek appropriate assistance
- Provide a safe environment for John conducive to positive and adaptive responses
- Outline and provide an individualised behaviour support plan
- Consider what happened before, during, and after the behaviour of concern (triggers)
- Consider environmental factors, John’s emotional
- Recognise appropriate interventions for John such as pharmacological and non-pharmacological therapy
- Interpret and follow behavioural support strategies
- Create and incident report in accordance to organisation’s policies and procedures
Conclusion
- Conclude the meeting with monitoring and follow-up strategies to determine effectiveness of the current management plan
- Identify and report any changes and referral procedures
- Suggestions and recommendations
- Questions
- Follow-up
| Task 1 : Role-Play assessor marking template for the scenario 1: John | Must be able to demonstrate the ability to: | |||
| During the demonstration or observation of skills did the candidate? | Is the behaviour observed | Student’s Comment | Observation/Co mments of Assessor | |
| Yes | No | |||
| Student is able to use appropriate communication skills and built effective personal and workplace relationship. | ||||
| Student has used non-verbal communication skills. | ||||
| Student is able to support Provider to meet John, his Public Guardian, and his employer | ||||
| Student has discussed the purpose of meeting with John | ||||
| Student has discussed the Support Service organisation policies and procedures | ||||
| Student has discussed goals and objectives of the meeting | ||||
| Student has identified John’s individual needs, strengths, capabilities, and preferences. | ||||
| Student is able to identify problems with engaging or motivating John and seek appropriate assistance from the team, family. | ||||
| Student is able to provide a safe environment for John conducive to positive and adaptive responses | ||||
| Student has outlined and provided an individualised behaviour support plan for John’s Behaviour management. | ||||
| Student has Considered what happened before, during, and after the behaviour of concern (triggers) | ||||
| Student has Considered environmental factors, John’s emotional well-being, health status, and medication | ||||
| Student has Recognised appropriate interventions for John such as pharmacological and non- pharmacological therapy | ||||
| Student is able to interpret and follow behavioural support strategies | ||||
| Student is able to explain the available options and possible solutions to his needs | ||||
| Student is able to explain about the sources of help and available services to his needs | ||||
| Conclude the meeting with monitoring and follow-up strategies to determine effectiveness of the current management plan | ||||
| Student has identified and reported the changes and referral made to appropriate services. | ||||
| Student understands the legislation, boundaries and limitation of practice
Student has Created and incident report when identified behaviours of concern. |
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| Student understands the importance of thorough evaluation of possible options |
| Student is able to share opinions, suggestions, and recommendations with all the parties involved. | ||||||
| Assessor’s Comments: | ||||||
| Assessor Name | Outcome (Please Circle) | Satisfactory (s) | Not Yet Satisfactory (NYS) | |||
| Assessor Signature | Date: | |||||
Task 2: Complete the below attached forms for John. Ensure the below questions are covered in the forms:
As a support provider, what are the things to consider when a behaviour incident arises? As a future disability support WORKER, how would you address to manage the situation How would you promote a safe environment for John?
Create a behaviour support plan for John using the template below
Form A:
Star Support Services Behaviour Monitoring Outcome Chart
| Process:
Patient is to be commenced on behaviour chart for AIN’s to report any Challenging Behaviour Incidents. Determine triggers to challenging behaviours and how to avoid the same. Enter triggers and appropriate interventions to minimise the incident of behaviours
RN’s to be notified and evaluate interventions by RN every 3 months as per NCP evaluation |
Name |
|||
| Surname | ||||
| DOB | ||||
| MRN/CRN | ||||
|
Date |
Identified Issues |
Triggers |
Interventions |
Signature &
Designation |
Form B: You might have to fill additional form to document the behaviours of John,
Use the template below to document any new behaviours that has not been documented in behaviour monitoring Outcome chart used above.
Care Support Services Behaviour Monitoring Log
| Name: | Surname: |
| DOB: | MRN/CRN: |
| DIAGNOSIS: | LMO: |
Purpose: To monitor challenging behaviour and identify triggers to problem Behaviour.
Procedure:
- 1. Supervisor to commence monitoring whenever staff reports challenging behaviour exhibited by resident that have not already been identified in the behaviour monitoring outcome form.
- Determine new triggers to behaviour and implement interventions via the behaviour monitoring outcome form.
- Continue monitoring the behaviour for up to 7 days to determine the effectiveness of interventions used.
| When | What? | Where? | Who? | Why? | How? | |
| When did it happen | What behaviour was observed? Be specific. | Where did the behaviour occur? | Who else was present? | What else was happening? What may have caused or triggered the behaviour? | How did others/staff respond to the behaviour? How did the resident react? | |
| date | time | |||||
Form c: If you have identified any behaviors of concern with Mr. John such as physical/verbal aggressive behavior and if you think the behavior might be a risk to staff/others, fill in the behavior of concern incident form.
Care Support Services Behaviour of Concern: Incident Form
| Your Name & Designation: | Your Signature: | |
| Patient Name: Surname:
DOB: CRN: |
LMO: |
|
| Patient’s Diagnosis: | Does the resident/patient have a pre-existing behavioural problem? Yes No | |
| Date: Time: Your Sex: M F | Residents sex: M F | Has the resident been aggressive before: Yes No |
| Tick the most appropriate type of behaviour involved:
Punch Hit Scratch Kick Spit Trip Yelling Racial Abuse Bite Grabbing Pushing Throwing Objects Hair Pulling Bent Fingers Back Sexual Harassment Touching Unwelcomed Sexual Comments Abusive/offensive comments other |
||
| Tick what activity you were engaged in when the challenging behaviour occurred?
Feeding Lifting Turning Dressing/Undressing Transfer/Transporting Bathing Grooming Awaken from Sleep Toileting Redirecting Other Activity |
||
| Was there a trigger to this behaviour/ Incident? Yes No
Did the resident appear anxious or agitated prior to incident? Is the resident on regular sedative/ psychotropic medication? Was Patient asleep? Did you wake the patient? Was the patient regularly turned for skin Integrity Was the patient disturbed by staff or another resident? Is the resident in Pain? Has the resident been given Pain relief?
Did you give full attention to the patient or were you talking to your Partner (co-worker)? Was the patient engaged in an activity not wanting to be disturbed? Any Other please define |
||
Indicate the seriousness of the incident from your perspective by circling the appropriate number
0 (not at all serious) 1 2 3 4 5 (extremely serious)
Were you or others injured? Yes No Would you like to talk about this Incident? Yes No
Have you reported/discussed about this Incident with the RN? Yes No
Have you completed all the documentation and updated the NCP? Yes No
Has the incident been reported to the LMO? Date:
Name: Signature: Date:
Form D: Student to identify the Variations and the frequency of physical behaviour of John and to use appropriate codes to document the behaviour identified and initial at the appropriate time identified. This form is to be used by student when the trainer states to commence on assessments for Funding.
| ACFI Behaviour Record
for Physical Behaviour |
Name | ||||||||
| Surname | |||||||||
| CODES: P1: Physically
threatens |
|||||||||
| DOB | |||||||||
| P2: Socially inappropriate | LMO | ||||||||
| P3: Constantly physically agitated | |||||||||
| Date | |||||||||
| Time | code | initial | code | initial | code | initial | code | initial | |
| 0000 | |||||||||
| 0100 | |||||||||
| 0200 | |||||||||
| 0300 | |||||||||
| 0400 | |||||||||
| 0500 | |||||||||
| 0600 | |||||||||
| 0700 | |||||||||
| 0800 | |||||||||
| 0900 | |||||||||
| 1000 | |||||||||
| 1100 | |||||||||
| 1200 | |||||||||
| 1300 | |||||||||
| 1400 | |||||||||
| 1500 | ||||||||
| 1600 | ||||||||
| 1700 | ||||||||
| 1800 | ||||||||
| 1900 | ||||||||
| 2000 | ||||||||
| 2100 | ||||||||
| 2200 | ||||||||
| 2300 | ||||||||
| 2400 | ||||||||
| Total |
Form E: Student to participate in developing Care plan with the supervisor for Mr John as you have already identified the behaviours, triggers and the frequency of behaviours. Student is required to assist supervisor in planning interventions for Mr.John to modify the Physical/Verbal Behaviour.
Use the template below to develop a care plan for Mr. John.
|
Care Support Services Individualised Plan |
Name: |
| Surname: | |
| DOB: | |
| LMO: |
Physical Behaviour
| Identified Needs | Goals | Interventions |
| The Physically aggressive behaviour is displayed by: Physically threatening or doing harm to self, other or property by:
Biting/ Hitting/ Spitting/ Pushing / Kicking /Pulling Hair Throwing Objects/ Self Mutilation / Climbing out of bed/ Burning self when smoking/ attempting to smoke indoors/ Hoarding Items/ Faecal Smearing/ Repeatedly loosing things/ Removing or destroying incontinence pads/ |
To reduce noisy and disruptive behaviour.
To minimize the frequency and/or duration of the behaviour.
Minimize distress to |
1. requires monitoring & or intervention by staff to manage the behaviour:
a. Very occasionally b. less than 1/week c. at least 1/week d. at least 6 days/week e. at least twice/day and at least 6 days/week. 2. Ensure basic needs are met including: – hunger/ thirst/ cold/ hot/ pain/ boredom/ loneliness. |
| obsessional Traits
e.g. . Socially inappropriate behaviour impacting of other residents e.g. . Constantly physically agitated. The behaviour’s is directed at self, other residents, visitors, staff. Sign: Date Evidenced By: Wandering/ Verbal / Physical Behaviour Assessments. |
Minimize distress/disturbance to other residents/visitors.
Sign: Date: |
3. Offer toileting
4. Engage in social contact – spend time 1:1. 5. Divert attention with meaningful occupational & recreational activities. 6. Remove/reduce triggers to behaviour. Identified triggers include:
7. is on Physical/ Chemical Restraint. 8. If resident becomes aggressive a. Ensure the immediate safety of all concerned. b. Attempt to remove from public area. c. Seek assistance from other staff if necessary. Sign: Date: |
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