Assessment for CHCDIS001     .

Assessment for CHCDIS001
 Fill in all details & attach to the front of your completed assignment.
 Deliver to Enable College, or mail to Level 3, 31 Franklin St, Adelaide SA 5000.
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 All answers must be written in ink and clearly legible or typed using font size 11 or 12.
UNIT: 4756319899024213152.docx CHCDIS001 Contribute to ongoing skills development using a
strengths-based approach
NAME:
ADDRESS:
POSTCODE: TRAINER’S NAME:
Academic Pass Not Yet Competent/Please Resubmit
Assessor’s overall comment:
Assessor’s name & signature:
Date:
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STUDENT DECLARATION
 This assignment is all my own work, no part has been written for me by another person.
 No part has been copied from another person’s work except where referenced (including books, journals and the internet).
 I have a copy of this assignment which I can produce if the original is lost or damaged.
 I fully understand what I am required to do to complete these assessment tasks successfully
Signature: Date:

ASSESSMENT INSTRUCTIONS FOR THE LEARNER
This booklet contains assessment questions and activities which allow you to provide evidence toward gaining
this qualification. Before you complete this assessment you should review the information in your e-book learner
guide.
TIPS FOR SUCCESS
 Read more than just the learner guide – you can use books, journal articles, websites (not Wikipedia)
 Write in your own words – think about what you have read and then use your words to explain what you
have learned.
 Explain where your information comes from (referencing) – this adds strength to you work and allows
your trainer to see where you have found your information.
 Never copy and paste – this is not your own work and is a serious form of cheating called plagiarism.
 If you are unsure what the question means, ask your trainer.
ASSESSMENT
You must complete all activities in the assessment to the required standard. This will contribute to a final
assessment of competence, which includes this theory assessment and further performance evidence, for
example a work placement or simulated tasks in the classroom. The assessor will explain clearly the required
performance standards.
When you have finished ALL the assessment tasks, complete the form on the front of the booklet and then
submit it by email to [e-mail].
Your trainer will give you feedback and you may be given an Academic Pass, or Not Yet Competent. If you are
Not Yet Competent you will have an opportunity to resubmit the assessment to be reassessed.
Academic Pass Participants whose answers predominantly display competent knowledge and
skills related to the assessment of the unit. All assessments components of the
unit are required to have been assessed as satisfactory to achieve an overall
academic competency of the unit.
Not Yet Competent /
Please Resubmit
Participants whose answers display a lack of understanding, skills and
knowledge related to specific assessments of the unit will be considered Not Yet
Competent for that assessment/ assignment of the unit. Participants will be
required to resubmit that assessment again to achieve a satisfactory result.
REFERENCING
Referencing shows what you have read. It acknowledges the contribution of the authors to you work, through
their ideas, words or research. Referencing shows respect to the original author of the work. You must include
the web address of any website from which you have sourced information.
PLAGIARISM
Plagiarism is a serious academic misconduct. It is taking someone else’s thoughts, writing or inventions and
representing them as your own. Plagiarism may result in failure or exclusion from a course. Plagiarism is:
 presenting work by another person as your own work, whether intentionally or unintentionally;
 handing in assessments which are markedly similar to or copied from another student; and/or
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 submitting assessments without adequate acknowledgement of the sources used i.e. without
referencing.
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Please type in your answers in the spaces provided
Answer all questions
1. Explain how duty of care relates to participating to the
assessment of a person with a disability.
(minimum 50 words)
Duty of care is a legal requirement that places responsible parties are obligated by the law to take care or
responsibility of persons with disability in foreseeable danger, harm or injury. The duty of care bases on the
reasonability of ones actions that would impact someone else’s physical being. One needs to be conscious about
the care and support they are providing to the individuals with disability.
Assessors comment:
2. What do you understand by the concept of interdependence and independence in
relation to a person with a disability? Illustrate your answer with one example.
(minimum 50 words)
Interdependence is a universal phenomenon for all human beings. Regardless of one’s physical or mental status,
human beings exist in interdependent relationships. For example, people living with disabilities could be gifted in
a certain area that would help people who have no disability – yet they depend of the people without disability to
facilitate some of their needs before leveraging their talents. Independence is the empowerment of people with
disability to minimize their dependence on other people of solvable problems like financial freedom.
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1. Answer all
questions

Assessors comment:
3. Other than the person with a disability, who else might be engaged in the skills
assessment process? List four (4) and explain the importance of their involvement.
(minimum 30 words per example)
Example 1:
Health practitioners
Example 2:
Example 3:
Example 4:
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Assessors comment:
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4. How would you record observations objectively?
(minimum 50 words)
Recording observations objectively requires the observer to minimize their description to the specific behaviours
that can been observed. The record should only include what can be heard or seen. The behaviours of the
specimen under study should be described fully to allow the readers to see and feel what the observer saw.
Assessors comment:
5. In your own words, explain what you understand by the term ‘person - centred’ care
and give one example.
(minimum 50 words)
Assessors comment:
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6. List 3 ways in which you can give positive feedback to a client.
Assessors comment:
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7. Explain what important details need to be included in a person’s skill
development plan.
(minimum 50 words)
Assessors comment:
8. In your own words explain the purpose of the assessment.
(minimum 50 words)
Assessors comment:
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9. In your own words provide a description of the following:
(minimum 50 words per description)
Task Acquisition:
Productivity:
Skill maintenance:
Adaptations:
Assessors comment:
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10. Explain why it is important to provide feedback to your supervisor as part of the skills
assessment process.
(minimum 50 words)
Assessors comment:
11. In your own words, explain what you understand by the term ‘active support’ and
provide one example.
(minimum 50 words)
Assessors comment:
12. Explain how you would interpret and follow skill development strategies identified in
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the individual plan.
(minimum 50 words)
Assessors comment:
13. What strategies would you employ to encourage the person you are supporting to
engage in the activities set out in the plan?
(minimum50 words)
Assessors comment:
14. In your own words, explain what you understand by the term ‘strength-based practice’
and give one example.
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(minimum 50 words)
Assessors comment:
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15. Explain the value of the following:
(minimum 30 words per example)
R A M P:
SWOT Analysis:
Skills Inventory:
Assessors comment:
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16. In your own words explain the value of the ‘resource plan’ and how it can be used as a
tool for person-centred practice. Illustrate your answer with one example.
(minimum 50 words)
Assessors comment:
17. What is the difference between ‘continuous reinforcement’ and ‘delayed
reinforcement?
(minimum 30 words)
Assessors comment:
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18. Why is it important for the client/person to assess their own performance?
Assessors comment:
19. Research the ‘feedback hamburger method’ and provide three examples of statements that
you might communicate to a person with a disability who is learning a new skill where
negative feedback is required.
(minimum 30 words per example)
Example 1:
Example 2:
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Example 3:
Assessors comment:
20. How would you deal with uncooperative clients/person?
(minimum 50 words)
Assessors comment:
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21. How would you determine the effectiveness and levels of engagement of the person
you are supporting? Provide at least one example to illustrate your understanding.
(minimum 50 words)
Assessors comment:
22. Why is it important to always encourage the person you are caring for to participate in
everyday activities. Provide a detailed response.
(minimum 50 words)
Assessors comment:
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23. Explain the importance and provide examples of each of the following:
 Formal Learning
 Informal learning
 Incidental learning
(minimum 50 words)
Assessors comment:
24. Why is it necessary to withdraw reinforcement gradually rather than abruptly?
(minimum 30 words)
Assessors comment:
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25. Provide examples of the following:
(minimum 30 words per example)
Modelling:
Shaping:
Prompting:
Chaining:
Fading:
Assessors comment:
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26. Why is it important to maintain documentation in accordance with organisational policy
and procedure?
(minimum 50 words)
Assessors comment:
27. Why is it important to record facts rather than your own opinion when documenting?
(minimum 30 words)
Assessors comment:
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28. Research social valorisation and how social devaluation negatively impacts a person’s
quality of life. What strategies can be used in the community to negate social devaluation
of a person with a disability?
(minimum 500 words)
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Assessors comment:
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29. Case Study 1
Read the following case study and answer the questions.
Robert is a 45 year old man with an intellectual disability. He had worked at a large car
manufacturing company for many years before his accident. He had done lots of basic cleaning
tasks and was able to work without supervision. He knows the job as cleaning assistant well
and had been a reliable and hardworking employee. He rarely would take a day off work unless
he was very sick.
Robert has returned back to work and although has started on a lower wage while he is
undergoing training, he thinks he should now be paid the same as other cleaning assistants at
the company. He asks his boss about this. His boss responds by telling him, he is a good and
responsible worker. His boss also tells him, that he appreciates all the hard work he does,
however, at this stage it is not possible to pay him the same as the other cleaners because he
has a disability. He tells Robert that he is still slower than the other cleaners and that when he
does become faster at his work; he may be able to pay him a bit more. Robert’s boss finishes
the conversation by saying that for now, he has to stay on the same lower wage that he first
started on.
a. Is this fair and equal treatment of Robert? Explain your reasons.
b. What do you think Robert should do which is within his rights? (List 4 answers or ideas).
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c. How can Robert’s boss provide a positive learning environment to enhance his skill
development and maintenance?
Assessors comment:
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30. Case Study 2
Read the following case study and answer the questions.
Cedric, a 40 year old man with multiple sclerosis (MS), has recently moved into a group home
because his care needs have increased to a point where Cedric was feeling too much of a
burden for his ageing parents. Cedric was a builder before he developed MS, and he was a keen
gardener and he has a strong interest in stamp-collecting.
Cedric is an independent, capable person with a positive attitude to life. He is now confined to a
wheelchair during the day and he needs some assistance with personal care and cooking, but
he can still dress himself and feed himself.
a. How can staff encourage Cedric to identify his strengths? (List 4 strategies)
b. Cedric expresses a desire to attend a course about ‘stamp-collecting’. How might staff
mobilise his strengths to achieve this goal? What steps would you take to help Cedric
achieve his goal?
Assessors comment:
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31. Case Study 3
Read the following case study and answer the questions.
You are a Disability Support Worker. You are going to be ‘caring partner’ for a young man called
Frank. Frank has moderate cerebral palsy. He lives at home with his older sister, who is his
primary caregiver. He uses a wheelchair and sometimes uses elbow crutches for mobility. He is
19 years old. Frank attends a TAFE training program during the day. At night he goes out with
friends or stays at home and watches television.
Frank directs his own care. He uses a communication board to talk to workers and others
about his needs. He has some verbal language. He needs help with some tasks such as:
 showering
 dressing
 shaving
 cleaning his teeth
 preparing meals
 going shopping
Using the SMART model, develop a goal for Frank to celebrate his birthday party.
Assessors comment:
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32. Case Study 4
Read the following case study and answer the questions.
Jane is a 34 year old woman with an intellectual disability. When Jane came to live in a residential
home two months ago, it was stated in her care plan that she needed assistance with all personal care,
including dressing. Staff have noted that with encouragement and with the teaching of personal care
skills, Jane has become increasingly independent. She is now able to assist with her bathing, clean her
teeth independently, and dress herself with assistance. However, after every visit home, Jane reverts to
being dependent for a day or two.
a. What information should staff provide to the supervisor? Why?
b. What is the purpose of a review of Jane’s skills and competencies?
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c. If Jane became ill, how might this impact on her skills development and
maintenance?
Assessors comment:
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33. Case Study 5
Read the following case study and answer the questions.
Ryan is 32 years of age, and has an intellectual disability. He needs assistance with personal
care and daily living activities. He also has a physical disability that requires the use of a
calliper on his leg when he wears shoes. Ryan loves to dance but needs to be accompanied by a
carer. Ryan’s wants to move out of his family home where he has been living with his mother,
and move into supported accommodation.
a. Why might active support be a good option for Ryan?
b. What skills development strategies might be used to teach Ryan personal care skills?
Assessors comment:
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34. Case Study 6
Read the following case study and answer the questions.
Jake, a 40 year old man with multiple sclerosis (MS). He has recently moved into a group home
because his care needs have increased to a point where Jake was feeling too much of a burden
for his ageing parents. Jake was a builder before he developed MS, and he was a keen
fisherman on weekends, and has a strong interest in American Indian spirituality.
Jake is an independent, capable person with a positive attitude to life. He is now confined to a
wheelchair during the day and he needs some assistance with personal care and cooking.He
can still dress himself and feed himself.
a. How can staff encourage Jake to identify his strengths?
b. Jake expresses a desire to attend a course about American Indian Spirituality. How
might staff mobilise his strengths to achieve this goal?
Assessors comment:
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35. Case Study 7
Read the following case study and answer the questions.
Synnara has recently become partially paralysed due to surgery to remove a tumour from her
upper spine. Before the tumour was diagnosed Synnara was a typical early twenties person
who was not sure what she wanted to do with her life.
After her operation Synnara, went through an intensive rehabilitation process and was told it
may be quite some time until it became clear what level of permanent paralysis she would
have. Synnara claims she gets feeling in her legs at times and hopes that she will get some
movement back. She has good arm movement but needs to build up strength in her upper
arms.
Since her operation, Synnara has lost contact with her old group of friends and has become
depressed and withdrawn. She used to be very good at meeting and chatting to people but has
lost confidence now she is confined to a wheelchair.
Synnara lives at home with her parents in a separate unit at the back of the house. She has
been assessed since coming out of hospital and an individual plan has put in place that covers
both support and skills development. She receives support with showering and personal care
from a support worker named Lyndell. Lyndell and Synnara are similar ages and gets on well
as they have many things in common they can talk about.
Synnara gets frustrated when she goes to rehabilitation sessions and everyone is watching.
She has trouble with movement of her triceps and cannot transfer out of her chair on her own.
As part of her skills development plan, she is doing weight training with a physiotherapist to
build up these muscles. Lyndell has observed that when Synnara is relaxed at home she can
transfer by using her triceps muscles. This is very important to Synnara, as potentially it
means she will not need Lyndell to be there when she showers.
One day Synnara was in tears when Lyndell arrived. Synnara had managed to transfer out of
bed and into a shower chair on her own. Lyndell thought she would be delighted and
congratulated her on her progress but instead Synnara was crying. ‘no one will believe I can
do it’ she explained. ‘I can do it on my own at home, or when you are here because you are at
my side and say the right things to prompt and encourage me; but when that physio woman is
there, I am hopeless.’
Synnara and Lyndell sat and worked out the process by which Synnara could transfer herself
at home. They broke it down into steps, working out where to place the wheelchair next to the
bed or the shower chair and through trial and error worked out a system Synnara would then
be able to demonstrate to the physiotherapist.
Lyndell also suggested they should start recording the times Synnara could transfer herself
and keep a diary of the times and the conditions involved. This is, so they could report it as
part of her next assessment. They made up a simple chart for this with dates and both signed
off when she transferred on her own. To make it fun, they put stars on the chart each time she
succeeded.
They also talked about Synnara feeling she couldn’t go outside and socialise. Lyndell reported
this to her supervisor, as she was concerned Synnara was losing out on the social life she has
experienced before. She also completed a care note about her concerns. The supervisor
suggested that instead of doing weights with her physiotherapist as part of the rehabilitation,
Synnara could join a gym and Lyndell could accompany her there to do the weights training.
Synnara could do her weights training under supervision of one of the gym staff.
When this strategy was put to her, Synnara reluctantly agreed. The supervisor made the
necessary amendments to Synnara’s care plan.
Synnara was unsure of how her disability would affect her social life and she was nervous of
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meetings guys now she was in a chair. Lyndell saw that there was an opportunity to start
working on this discreetly. Whenever Synnara went to the gym, Lyndell would accompany her
and they would talk about the guys there. Then Lyndell would stand back and encourage
Synnara to start to socialise again, just casually talking to anyone who was there. Afterwards,
they would gossip about the guys and who Synnara fancied and Lyndell would support and
encourage her to talk to them if she liked them. ‘You are so good at talking to people. You
know there is nothing wrong with speaking to people first. You don’t have to wait for them to
speak you know?’
Synnara particularly liked a young man there called Nathan, and Nathan seemed to like Synnara
also. Lyndell encouraged them to get to know each other; then one day Nathan offered to spot
for Synnara as she did her weights.
a. How does skill development contribute to Synnara’s sense of independence and
empowerment?
b. How did the environment play a factor in Synnara’s ability to demonstrate skills?
c. What role did Lyndell play in assessing and monitoring Synnara’s skill development and
engagement?
d. How did Lyndell provide feedback to her supervisor and what was the outcome?
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e. Explain how Lyndell demonstrated respect for a client’s rights.
f. Explain how Lyndell encouraged and supported skill development.
g. Explain how Lyndell mobilised Synnara to draw on her strengths.
Assessors comment:
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Training Evaluation Form
1) Overall how would you rate your training?
Excellent Good Fair Poor
2) Please rate the following aspects of the trainer/contact person
Excellent Good Fair Poor n/a
Support received for my studies is:
The communication is:
The standard of support and assistance is:
Feedback for your assessment is:
3) Please rate the following aspects of the trainer/contact person
Strongly
Agree
Agree Fair Strongly
Disagree
n/a
Resources provided is easy to understand
The learner guide is useful
The length and amount of the resources is
adequate
The information matched what I am learning
4) What are the three most important things you learned for this unit/subject?
a) ------------------------------------------------------------------------------------------------------------------------------------
b) ------------------------------------------------------------------------------------------------------------------------------------
c) -------------------------------------------------------------------------------------------------------------------------------------
5) Any other suggestions or comments to help us improve distant/workbook training?
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