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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-
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-
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Assessment Task About this task
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.
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
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
Assessment Tasks Outcome
Unit: CHCDIS002 Follow established person-centred behaviour supports
Tasks included in submission
Assessment Tasks Title Satisfactor
y/ Not yet
satisfactor
y
Assessor
Signature
Date Re-submission
Satisfactory/
Not yet
satisfactory
Written Questions Assessment
1
Role Play Assessment 2
Case Study Assessment 3
Assessors Feedback
Assessors: Please return this cover sheet to the student with assessment results and
feedback. A copy must be supplied to the office and kept in the student’s file with the
evidence.
Satisfactory Not Yet Satisfactory
Assessor Signed: Assessor Name: Date:
Student result response
My performance in this assessment task has been discussed and explained to me.
I would like to appeal this assessment decision.
Student signature
Date
Unit: CHCDIS002 Follow established person-centred behaviour supports
Tasks included in submission
Assessment Tasks Title Satisfactor
y/ Not yet
satisfactor
y
Assessor
Signature
Date Re-submission
Satisfactory/
Not yet
satisfactory
Written Questions Assessment
1
Role Play Assessment 2
Case Study Assessment 3
Assessors Feedback
Assessors: Please return this cover sheet to the student with assessment results and
feedback. A copy must be supplied to the office and kept in the student’s file with the
evidence.
Satisfactory Not Yet Satisfactory
Assessor Signed: Assessor Name: Date:
Student result response
My performance in this assessment task has been discussed and explained to me.
I would like to appeal this assessment decision.
Student signature
Date
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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.
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: National Disability Insurance Scheme Act – It is an act that aims at providing
necessary and adequate funds to the individuals who are need for the same
so as to meet their life goals and objectives. The major objective behind the
implementation of this act is to allows the impaired individuals to fulfil their
lifelong desires.
Act 2: Western Australian Disability Services, 1993 – The act provides for the
establishment of the disabilities accession and the inclusion plans by the
authorised public institutions. The main aim behind the regulation of the act
is to ensure that the disabled sector has the adequate and necessary access
to the services provided the by the public institutions.
Act 3: Western Australian Equal Opportunity Act , 1984 – It lays concern over the
fact that the individuals suffering from any kind of disability should be
provided with equivalent opportunities and services like any lawful citizen of
the country. It is an act that lays grounds for the treatment of the impaired
or disabled individuals in a just manner so that no ill-treatment is carried out
with the same.
Commonwealth legislation:
Act 1: Disability Discrimination Act, 1992 – According to the respective act,
discrimination of the individuals suffering from disabilities is an unlawful
act. The particular act is implemented in order to encourage and alleviate
the equality standards for disabled individuals. A legal intervention or
action can be taken against an individual caught in discrimination of the
disables individuals.
Act 2: Disability Services Act – The particular act lays concern over the facilitation
of funding as well as the formation of provisions related with services
provided to the disables individuals in Australia. The specific act focus upon
the generation of employment services to the individuals who suffer from
any sort of impairment or disorder.
Act 3: Social Security Act – The respective act provides for social and sustainable
security to all the disable individuals residing in Australia in order to
promote their right to obtain the pension provided to disabled individuals. It
also provides assistance to the child suffering from disabilities by providing
the same with financial aid in order to treat the children in an effective
manner.
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: National Disability Insurance Scheme Act – It is an act that aims at providing
necessary and adequate funds to the individuals who are need for the same
so as to meet their life goals and objectives. The major objective behind the
implementation of this act is to allows the impaired individuals to fulfil their
lifelong desires.
Act 2: Western Australian Disability Services, 1993 – The act provides for the
establishment of the disabilities accession and the inclusion plans by the
authorised public institutions. The main aim behind the regulation of the act
is to ensure that the disabled sector has the adequate and necessary access
to the services provided the by the public institutions.
Act 3: Western Australian Equal Opportunity Act , 1984 – It lays concern over the
fact that the individuals suffering from any kind of disability should be
provided with equivalent opportunities and services like any lawful citizen of
the country. It is an act that lays grounds for the treatment of the impaired
or disabled individuals in a just manner so that no ill-treatment is carried out
with the same.
Commonwealth legislation:
Act 1: Disability Discrimination Act, 1992 – According to the respective act,
discrimination of the individuals suffering from disabilities is an unlawful
act. The particular act is implemented in order to encourage and alleviate
the equality standards for disabled individuals. A legal intervention or
action can be taken against an individual caught in discrimination of the
disables individuals.
Act 2: Disability Services Act – The particular act lays concern over the facilitation
of funding as well as the formation of provisions related with services
provided to the disables individuals in Australia. The specific act focus upon
the generation of employment services to the individuals who suffer from
any sort of impairment or disorder.
Act 3: Social Security Act – The respective act provides for social and sustainable
security to all the disable individuals residing in Australia in order to
promote their right to obtain the pension provided to disabled individuals. It
also provides assistance to the child suffering from disabilities by providing
the same with financial aid in order to treat the children in an effective
manner.
QUESTION 2
Identify the six National Standards that apply to disability service providers.
1. Rights – The particular national standard encourages and provides for the freedom
of speech and expression. It aims at preventing the harmful and violent behaviour.
2. Participation and Inclusion – It aims at enhancing the involvement of the near ones
such as relatives, family and friends in the societal upliftment.
3. Individual Outcomes – It involves the evaluation and assessment of the services so
as to enhance the results of the same and support the strength as well as
productivity of the individuals engaged in the same.
4. Feedbacks and Complaints – The feedbacks are required to be taken into
consideration. Complaints needs to be resolved in order provide advance services
to the individuals.
5. Service Access – The access of the services should be catered in a fair and equal
manner and no discrimination should prevail in relation with catering of services to
the disabled individuals.
6. Service management – The service needs to rendered in a responsible manner and
the management of the service should be very systemic and orderly as well.
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.
No, the staff did not exercise their care duty appropriately as the staff members of the care
home were incompetent to assess the broken left leg of Marty. Even though Marty was not
able to communicate his pain in a proper manner, it was the responsibility of the staff
members to raise concern over the fact that Marty was enable to communicate his problem
to the individuals working at the care home. The staff care are employed with a purpose of
understanding the needs and wants of the individuals through their mannerism and
behaviours as well. In this particular case, the staff was not able to measure the
behavioural tendencies of Marty. So, it can be said that they were not able to do justice with
their role.
Identify the six National Standards that apply to disability service providers.
1. Rights – The particular national standard encourages and provides for the freedom
of speech and expression. It aims at preventing the harmful and violent behaviour.
2. Participation and Inclusion – It aims at enhancing the involvement of the near ones
such as relatives, family and friends in the societal upliftment.
3. Individual Outcomes – It involves the evaluation and assessment of the services so
as to enhance the results of the same and support the strength as well as
productivity of the individuals engaged in the same.
4. Feedbacks and Complaints – The feedbacks are required to be taken into
consideration. Complaints needs to be resolved in order provide advance services
to the individuals.
5. Service Access – The access of the services should be catered in a fair and equal
manner and no discrimination should prevail in relation with catering of services to
the disabled individuals.
6. Service management – The service needs to rendered in a responsible manner and
the management of the service should be very systemic and orderly as well.
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.
No, the staff did not exercise their care duty appropriately as the staff members of the care
home were incompetent to assess the broken left leg of Marty. Even though Marty was not
able to communicate his pain in a proper manner, it was the responsibility of the staff
members to raise concern over the fact that Marty was enable to communicate his problem
to the individuals working at the care home. The staff care are employed with a purpose of
understanding the needs and wants of the individuals through their mannerism and
behaviours as well. In this particular case, the staff was not able to measure the
behavioural tendencies of Marty. So, it can be said that they were not able to do justice with
their role.
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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
This is very unethical act done by staff members as it is their moral responsibility to treat
disable person properly and also to help her while she is suffering. Also locking her for 24
hours make her more prone to fear from darkness which might aggravate her mental
condition and thus leaving a bad impact on her upcoming future.
QUESTION 5
What are the three types of constraints in the Leisure Constraints Model? How does this
impact individuals living with a disability?
1. Intra-personal constraints:- These are the constraints which are psychological in
nature and thus belongs to internal factor of individual such as personality factors,
attitude, mental mood etc.
2. Inter-personal constraints:- These are the social aspects that target development of
preferences and choices when it comes to leisure.
3. Structural constraints:- These are the several constraints that limit persons leisure
participation. There are many constraints such as opportunities, gender, interest etc.
QUESTION 6
What is the UNCRPD? What is its purpose?
UNCRPD is a acronym of United Nations convention on the rights of persons with
disabilities. The main purpose behind establishing this organisation is to protect and
promote rights of all the disable and mentally retarded person . Also this organisation looks
that equal opportunities and freedom is enjoyed by disabled and mentally retarded
individuals.
QUESTION 7
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
This is very unethical act done by staff members as it is their moral responsibility to treat
disable person properly and also to help her while she is suffering. Also locking her for 24
hours make her more prone to fear from darkness which might aggravate her mental
condition and thus leaving a bad impact on her upcoming future.
QUESTION 5
What are the three types of constraints in the Leisure Constraints Model? How does this
impact individuals living with a disability?
1. Intra-personal constraints:- These are the constraints which are psychological in
nature and thus belongs to internal factor of individual such as personality factors,
attitude, mental mood etc.
2. Inter-personal constraints:- These are the social aspects that target development of
preferences and choices when it comes to leisure.
3. Structural constraints:- These are the several constraints that limit persons leisure
participation. There are many constraints such as opportunities, gender, interest etc.
QUESTION 6
What is the UNCRPD? What is its purpose?
UNCRPD is a acronym of United Nations convention on the rights of persons with
disabilities. The main purpose behind establishing this organisation is to protect and
promote rights of all the disable and mentally retarded person . Also this organisation looks
that equal opportunities and freedom is enjoyed by disabled and mentally retarded
individuals.
QUESTION 7
Describe each of the following articles in the UNCRPD.
Article 19 Article 19 of UNCRPD is living independently and being included in the community. This article confirms
that all the mentally retarded persons enjoy normal life, live independently and being included in every
activity of community.
Article 20 Article 20 is personal mobility which ensures that persons with disabilities and mental retard can enjoy
independent personal mobility during their life.
Article 23 Respect for home and family is article 23 which involves that person with mental disabilities shall receive
proper love and respect from the society and family.
Article 25 Health is 25th article which covers that proper health facilities are provided related to medical condition of
individual suffering from mental disabilities.
Article 27 Article 27 is work and employment which ensures that individuals suffering from mental or any kind of other
disabilities shall have opportunities related to work and employment when it comes to earn their living.
QUESTION 8
How does the Disability Act 2006 provide support for:
People with a disability?
A disability act ensure that people with disabilities will not be discriminated in society when
it comes to work and employment opportunity, health care facilities or love and respect
from society and family.
Disability services?
Disability act 2006 provide a framework for the people who are suffering from disabilities
and thus ensuring that they receive high quality services in every field either it be
education or health sector.
Article 19 Article 19 of UNCRPD is living independently and being included in the community. This article confirms
that all the mentally retarded persons enjoy normal life, live independently and being included in every
activity of community.
Article 20 Article 20 is personal mobility which ensures that persons with disabilities and mental retard can enjoy
independent personal mobility during their life.
Article 23 Respect for home and family is article 23 which involves that person with mental disabilities shall receive
proper love and respect from the society and family.
Article 25 Health is 25th article which covers that proper health facilities are provided related to medical condition of
individual suffering from mental disabilities.
Article 27 Article 27 is work and employment which ensures that individuals suffering from mental or any kind of other
disabilities shall have opportunities related to work and employment when it comes to earn their living.
QUESTION 8
How does the Disability Act 2006 provide support for:
People with a disability?
A disability act ensure that people with disabilities will not be discriminated in society when
it comes to work and employment opportunity, health care facilities or love and respect
from society and family.
Disability services?
Disability act 2006 provide a framework for the people who are suffering from disabilities
and thus ensuring that they receive high quality services in every field either it be
education or health sector.
QUESTION 9
Identify at least five socio demographic characteristics of prisoners with an intellectual
disability.
1. Age:- Age is one of the socio demographic characteristics of a person dealing with
intellectual disability. With aging process there are high chances that the medical
condition might aggravate with time.
2. Ethnicity:- Ethnicity is also one of the socio demographic character as persons
ethnicity impact highly on mentally retarded person.
3. Marital status:- If a person is alone that it is possible that the person feel alone and
thus not able to recover with pace thus marital status is also one of the socio
demographic feature of mental disabilities.
4. Family size:- A person living in big family have high chances that he/she didn’t get
treated fairly and equally from every individual of family thus it is also one of the
socio demographic characteristics of prisoners of intellectual disability.
5. Gender:- Gender biased society is every where and female patients of disabilities are
treated very bad and thus it can also be counted in socio demographic
characteristics of intellectual disabilities.
QUESTION 10
Explain why individuals with a disability are often socially devalued.
Normally society have tendencies of treating successful and mentally intellectual people
with respect and love. Due to their mental retarded nature society feels that they are of no
use to society and hence they treat them with no respect and love and thus they often get
socially devalued.
QUESTION 11
What is the social model of disability?
Social model of disability sees society full of disabled person. According this model disabled
person are disabled because of obstacles and hindrances of society not because of their
internal factors and thus providing proper and good facilities to disabled person will help
them to thrive in society and hence reducing number of disabled person from society.
Identify at least five socio demographic characteristics of prisoners with an intellectual
disability.
1. Age:- Age is one of the socio demographic characteristics of a person dealing with
intellectual disability. With aging process there are high chances that the medical
condition might aggravate with time.
2. Ethnicity:- Ethnicity is also one of the socio demographic character as persons
ethnicity impact highly on mentally retarded person.
3. Marital status:- If a person is alone that it is possible that the person feel alone and
thus not able to recover with pace thus marital status is also one of the socio
demographic feature of mental disabilities.
4. Family size:- A person living in big family have high chances that he/she didn’t get
treated fairly and equally from every individual of family thus it is also one of the
socio demographic characteristics of prisoners of intellectual disability.
5. Gender:- Gender biased society is every where and female patients of disabilities are
treated very bad and thus it can also be counted in socio demographic
characteristics of intellectual disabilities.
QUESTION 10
Explain why individuals with a disability are often socially devalued.
Normally society have tendencies of treating successful and mentally intellectual people
with respect and love. Due to their mental retarded nature society feels that they are of no
use to society and hence they treat them with no respect and love and thus they often get
socially devalued.
QUESTION 11
What is the social model of disability?
Social model of disability sees society full of disabled person. According this model disabled
person are disabled because of obstacles and hindrances of society not because of their
internal factors and thus providing proper and good facilities to disabled person will help
them to thrive in society and hence reducing number of disabled person from society.
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QUESTION 12
What is the danger of being overprotective as a disability support worker? How does this
impact an individual’s dignity of risk?
Overprotection to people suffering with disability make them feel that they might not able
to live there life fully without the help of others or without being dependent on anyone else.
This factor of overprotective attitude towards disable people thus lower their self esteem
and confidence and thus make them feel sympathised rather than being loved.
QUESTION 13
Explain the why Positive Behaviour Support (PBS) is an effective approach for managing
behaviours of concern.
Positive behaviour support is a approach use to encourage and teach children so that they
can perform in appropriate manner. Mainly this kind of approach is used by parent and
guardians of children so that they can learn to behave appropriately and thus managing
behaviour of concern.
QUESTION 14
What are some common immediate response strategies to behaviours of concern or
challenging behaviours? Provide at least five examples.
1. Stop or pause:- Stand back, pause and think carefully that can be done as a
immediate response during challenging behaviour or behaviour of concern.
2. Speak clearly and in calm voice:- In such a challenging behaviour situation talking
rudely and aggressively might make individual more anger and thus worsening the
condition thus talking calmly and clearly might be a good immediate response in
such a situation.
3. Try to not rush the person: Also trying to rush person out might make them feel that
you bare against them and thus make them to act more badly and worsening the
situations.
4. Show respect and dignity:- Showing respect to these persons might help them to get
calm easily and thus sorting the situation very easily. Thus it can be a good
immediate response in such situation.
5. Enhance comfort:- Enhancing comfort to them also make them calm and thus sorting
out the situation immediately. Thus it can be a good approach or response while
responding to concerning behaviour.
What is the danger of being overprotective as a disability support worker? How does this
impact an individual’s dignity of risk?
Overprotection to people suffering with disability make them feel that they might not able
to live there life fully without the help of others or without being dependent on anyone else.
This factor of overprotective attitude towards disable people thus lower their self esteem
and confidence and thus make them feel sympathised rather than being loved.
QUESTION 13
Explain the why Positive Behaviour Support (PBS) is an effective approach for managing
behaviours of concern.
Positive behaviour support is a approach use to encourage and teach children so that they
can perform in appropriate manner. Mainly this kind of approach is used by parent and
guardians of children so that they can learn to behave appropriately and thus managing
behaviour of concern.
QUESTION 14
What are some common immediate response strategies to behaviours of concern or
challenging behaviours? Provide at least five examples.
1. Stop or pause:- Stand back, pause and think carefully that can be done as a
immediate response during challenging behaviour or behaviour of concern.
2. Speak clearly and in calm voice:- In such a challenging behaviour situation talking
rudely and aggressively might make individual more anger and thus worsening the
condition thus talking calmly and clearly might be a good immediate response in
such a situation.
3. Try to not rush the person: Also trying to rush person out might make them feel that
you bare against them and thus make them to act more badly and worsening the
situations.
4. Show respect and dignity:- Showing respect to these persons might help them to get
calm easily and thus sorting the situation very easily. Thus it can be a good
immediate response in such situation.
5. Enhance comfort:- Enhancing comfort to them also make them calm and thus sorting
out the situation immediately. Thus it can be a good approach or response while
responding to concerning behaviour.
QUESTION 15
Provide at least three communication strategies for people who are deaf or hearing impaired.
1. Sign language:- sign language could be a good way of communicating to deaf
persons.
2. Lips syncing:- lips syncing is also a good strategy to communicate with deaf people
as they can read lips.
3. Writing the information:- As they are able to read and understand it can also another
strategy to talk to deaf people.
QUESTION 16
Provide at least three communication strategies for people who are blind or vision impaired.
1. Tactile finger spelling:- This means that using words that can be read through
touching and finger sensation. These are special word created for individuals which
are visually impaired and blind. Through finger sensation they can feel the words
and understand what the person want to convey by these words. There are variety
of books written with this concept especially for blind people.
2. Print on palm:- Writing on palm and hand also create a sense of understanding
through sensation. While writing on hand person can understand and feel the
sensation and thus able to understand what a person what to convey through their
writings.
3. Mouthing :- Clearly saying and articulating words can easily make person understand
what the third part want to convey. As the person is blind but can hear it is easy for
him to understand through hearing what another person is trying to say through
voice sensation and thus able to incorporate that information in a precise manner
into their brain.
QUESTION 17
Provide at least three communication strategies to reduce sensory overload.
1. Individuals can formulate a orderly list the involves the necessary pointers that can
utilised by the individuals while communication. This strategy will assist the
individuals in reducing the sensory overload as the individuals will have a list with
him that will provide him the assurance that he has a list that can be looked into in
order to recognise the necessary information that needs to be delivered.
2. In order to reduce the sensory overloads, individuals can have important
conversations in a private room wherein there are less number of people. This will
help them to communicate their concerns in a more effective manner.
3. Meditation as well as breathing and relaxation techniques can be adopted by the
individuals suffering from sensory overloads. This will provide assistance while
interactions as they will be able to take necessary breaks which can reduce their
anxiousness while engaging in conversations.
Provide at least three communication strategies for people who are deaf or hearing impaired.
1. Sign language:- sign language could be a good way of communicating to deaf
persons.
2. Lips syncing:- lips syncing is also a good strategy to communicate with deaf people
as they can read lips.
3. Writing the information:- As they are able to read and understand it can also another
strategy to talk to deaf people.
QUESTION 16
Provide at least three communication strategies for people who are blind or vision impaired.
1. Tactile finger spelling:- This means that using words that can be read through
touching and finger sensation. These are special word created for individuals which
are visually impaired and blind. Through finger sensation they can feel the words
and understand what the person want to convey by these words. There are variety
of books written with this concept especially for blind people.
2. Print on palm:- Writing on palm and hand also create a sense of understanding
through sensation. While writing on hand person can understand and feel the
sensation and thus able to understand what a person what to convey through their
writings.
3. Mouthing :- Clearly saying and articulating words can easily make person understand
what the third part want to convey. As the person is blind but can hear it is easy for
him to understand through hearing what another person is trying to say through
voice sensation and thus able to incorporate that information in a precise manner
into their brain.
QUESTION 17
Provide at least three communication strategies to reduce sensory overload.
1. Individuals can formulate a orderly list the involves the necessary pointers that can
utilised by the individuals while communication. This strategy will assist the
individuals in reducing the sensory overload as the individuals will have a list with
him that will provide him the assurance that he has a list that can be looked into in
order to recognise the necessary information that needs to be delivered.
2. In order to reduce the sensory overloads, individuals can have important
conversations in a private room wherein there are less number of people. This will
help them to communicate their concerns in a more effective manner.
3. Meditation as well as breathing and relaxation techniques can be adopted by the
individuals suffering from sensory overloads. This will provide assistance while
interactions as they will be able to take necessary breaks which can reduce their
anxiousness while engaging in conversations.
QUESTION 18
What is the Triple C? Why is this used?
Triple C can be characterized as a tool or technique that is designed and developed in order
to screen the individuals that suffer from various multiple impairments and disabilities. . It
is assessment technique that allows the individuals to screen the behaviors, competencies,
skills etc. of the individuals who interact effectively. The major objective of this tool is to
determine and evaluate the initial interactions abilities and skills in the disables individuals.
QUESTION 19
Provide at least five common reasons which drive behaviours of concern and challenging
behaviours.
1. Behaviours of concern may arise due to an individual’s reaction to a specific form of
mental issues or concern. This is a situation wherein an individual is unable to
communicate his or her problem to the individuals in charge.
2 Family and relationship conflicts can also lead to the challenging behaviours as the
individuals suffers from enhanced stress and tension due to the same and this may
lead to a change in how the individuals behave in the normal circumstances.
3. There are cases where the medicine consumption can encourage the change in
behaviour of an individuals as they incorporate chemical components that may
effect the mood and behaviour of a person.
4. Individuals can exhibit challenging behaviours in order to accomplish their desires
and aspirations. They may act different so as to fulfil their demands and wants.
5. A person can demonstrate challenging behaviour in order to alter their respective
environment. They can show signs and signals which illustrates that hey are
uncomfortable or unhappy with a particular environmental setting.
QUESTION 20
Explain the difference between a behaviour of concern and a challenging behaviour. Provide
an example of each.
Behaviour of concern: It can be defines as a behaviour that can lead to the emergence of
stress and anxiety within an individual. It can cause harm to metal and physical health of
the concerned individual and the other people such as care takers, family and friends etc.
surrounding the same.
Challenging behaviour: It can be characterised as a behaviour that can result in the risk to
the life of an individual. It can be termed as an abnormal act which can make it difficult and
problematic for the individuals to interact with the same. Challenging behaviour can result
in aggressiveness and self destruction.
What is the Triple C? Why is this used?
Triple C can be characterized as a tool or technique that is designed and developed in order
to screen the individuals that suffer from various multiple impairments and disabilities. . It
is assessment technique that allows the individuals to screen the behaviors, competencies,
skills etc. of the individuals who interact effectively. The major objective of this tool is to
determine and evaluate the initial interactions abilities and skills in the disables individuals.
QUESTION 19
Provide at least five common reasons which drive behaviours of concern and challenging
behaviours.
1. Behaviours of concern may arise due to an individual’s reaction to a specific form of
mental issues or concern. This is a situation wherein an individual is unable to
communicate his or her problem to the individuals in charge.
2 Family and relationship conflicts can also lead to the challenging behaviours as the
individuals suffers from enhanced stress and tension due to the same and this may
lead to a change in how the individuals behave in the normal circumstances.
3. There are cases where the medicine consumption can encourage the change in
behaviour of an individuals as they incorporate chemical components that may
effect the mood and behaviour of a person.
4. Individuals can exhibit challenging behaviours in order to accomplish their desires
and aspirations. They may act different so as to fulfil their demands and wants.
5. A person can demonstrate challenging behaviour in order to alter their respective
environment. They can show signs and signals which illustrates that hey are
uncomfortable or unhappy with a particular environmental setting.
QUESTION 20
Explain the difference between a behaviour of concern and a challenging behaviour. Provide
an example of each.
Behaviour of concern: It can be defines as a behaviour that can lead to the emergence of
stress and anxiety within an individual. It can cause harm to metal and physical health of
the concerned individual and the other people such as care takers, family and friends etc.
surrounding the same.
Challenging behaviour: It can be characterised as a behaviour that can result in the risk to
the life of an individual. It can be termed as an abnormal act which can make it difficult and
problematic for the individuals to interact with the same. Challenging behaviour can result
in aggressiveness and self destruction.
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QUESTION 21
What is a Motivational Assessment Scale (MAS) and how is this used?
Motivation Assessment Scale is considered to be an effective tool that has been developed
so as to provide assistance in the identification of the element that are contributing in a
person's behavioral problem . It aims at improvisation of the positive behaviors within an
individuals. It also leads to formulation of programs and intervention activities that can aid
in the reduction of problem behaviors of the suffering individuals.
QUESTION 22
Provide a definition of ‘aversive treatment’ and 3 examples.
Aversive treatment definition: It can be termed as a treatment that is taken into
consideration so as to facilitate an individual on giving upon a particular habit or a specific
behavioural by subjecting the same to any from of uncomfortableness.
Example 1: An individual planning to quit alcohol might get pinched every time they crave
for a drink or two.
Example 2: A person trying to give up on drugs may get an electric shock whenever he/she
views a snapshot of the same.
Example 3: In order to eliminate nail biting habit, chilli can applied on the nails of the
individual trying to bite his/ her nails.
QUESTION 23
Provide an example of how you would apply the following lifestyle enhancement strategies
when managing client behaviour.
Positive
reinforcement
The client can be provided with a discount or some perks and rewards in order
please them and to build a good impact on the same. It will also promote the
retention of the clients within the respective firm.
Motivation The clients can be motivated by providing them with positive affirmations such
a a compliment or a high five which can enhance their mood for the day.
Stress
management
Online feedback and redress-al mechanism can be provided to the clients.
This will help in the elimination of unnecessary stress relating to the exchange
or review of products and services.
Engagement in
meaningful
activities
In order to boost the engagement of the clients, social media challenges such
as fitness challenge, dance challenge, dress up challenge can be capitalised by
the firm so as to engage them within the organisation.
Support
relationships
The service quality as well as post purchase services of the organisation can
be encourage and improved in order to support relationships in a good
manner.
What is a Motivational Assessment Scale (MAS) and how is this used?
Motivation Assessment Scale is considered to be an effective tool that has been developed
so as to provide assistance in the identification of the element that are contributing in a
person's behavioral problem . It aims at improvisation of the positive behaviors within an
individuals. It also leads to formulation of programs and intervention activities that can aid
in the reduction of problem behaviors of the suffering individuals.
QUESTION 22
Provide a definition of ‘aversive treatment’ and 3 examples.
Aversive treatment definition: It can be termed as a treatment that is taken into
consideration so as to facilitate an individual on giving upon a particular habit or a specific
behavioural by subjecting the same to any from of uncomfortableness.
Example 1: An individual planning to quit alcohol might get pinched every time they crave
for a drink or two.
Example 2: A person trying to give up on drugs may get an electric shock whenever he/she
views a snapshot of the same.
Example 3: In order to eliminate nail biting habit, chilli can applied on the nails of the
individual trying to bite his/ her nails.
QUESTION 23
Provide an example of how you would apply the following lifestyle enhancement strategies
when managing client behaviour.
Positive
reinforcement
The client can be provided with a discount or some perks and rewards in order
please them and to build a good impact on the same. It will also promote the
retention of the clients within the respective firm.
Motivation The clients can be motivated by providing them with positive affirmations such
a a compliment or a high five which can enhance their mood for the day.
Stress
management
Online feedback and redress-al mechanism can be provided to the clients.
This will help in the elimination of unnecessary stress relating to the exchange
or review of products and services.
Engagement in
meaningful
activities
In order to boost the engagement of the clients, social media challenges such
as fitness challenge, dance challenge, dress up challenge can be capitalised by
the firm so as to engage them within the organisation.
Support
relationships
The service quality as well as post purchase services of the organisation can
be encourage and improved in order to support relationships in a good
manner.
Nutrition A intensive assessment can be done in terms of maintaining the quality and
standard for the food consumed by the clients. Th nutrition level can be
increased by adding more nutrient rich substances and ingredients within the
meals provided to the clients on a daily basis.
Environmental and
systems
improvement
Tress and plantations can be promoted in the institutional setting so as to
promote environment friendly surrounding. Clients can also be involves in the
plantation of plants and specific names can be provided to each plant in order
enhance the client's emotional connect with the same and motivate them to
plant more.
QUESTION 24
Provide at least three examples of areas where people with disabilities have unmet needs.
1. The primary example behind the unmet needs and wants of disabled individuals can
be considered as inadequate finances, The lack of sufficient funds can result in
unfulfilled wants of the disabled and impaired people.
2. The unavailability of transportation facilities can also contribute to the unmet needs
of the impaired individuals as they do not get the chances to visit the nearby
hospitals or clinic for treatments or therapies.
3. Sometimes, the ignorance of mild symptoms also results in the fulfilment of the
needs of the disabled individuals. People suffering from disabilities ignore their
underlying health condition and this is one of reasons why they do not get a proper
health treatment.
QUESTION 25
Describe how each of the following factors are contributors to behaviour of concern or
challenging behaviour.
Unrecognised pain or
discomfort
The unrecognised pain can cause hypertension among the individuals and
can further contribute towards the challenging behaviour. The individual
may feel irritates and agitated which can change his behaviour in numerous
situational contexts.
Stress Stress can have negative influence on the behavioural conditions of
individuals. A stressed individual is likely to react in different manner i.e.
tensed, aggressive etc. The level and degree of stress incurred by an
individual can result in a behaviour of concern.
Medications Medication are formulate through various chemical components that can
have various reactions in the human body. These particular reaction also
regulates the mental health of the individuals consuming these medicines
on a regular basis. Hence, the medication has the possibility to influence
the challenging behaviour.
Communication issues Communication allows peoples to express their emotions and feelings. The
inability to communicate in an effective and sufficient manner can lead to
frustration as well as anxiety within individuals. Thus, enhancing the
behaviour of concern within them .
What do I need to hand in for this task? Have I completed this?
Your answers to each question
standard for the food consumed by the clients. Th nutrition level can be
increased by adding more nutrient rich substances and ingredients within the
meals provided to the clients on a daily basis.
Environmental and
systems
improvement
Tress and plantations can be promoted in the institutional setting so as to
promote environment friendly surrounding. Clients can also be involves in the
plantation of plants and specific names can be provided to each plant in order
enhance the client's emotional connect with the same and motivate them to
plant more.
QUESTION 24
Provide at least three examples of areas where people with disabilities have unmet needs.
1. The primary example behind the unmet needs and wants of disabled individuals can
be considered as inadequate finances, The lack of sufficient funds can result in
unfulfilled wants of the disabled and impaired people.
2. The unavailability of transportation facilities can also contribute to the unmet needs
of the impaired individuals as they do not get the chances to visit the nearby
hospitals or clinic for treatments or therapies.
3. Sometimes, the ignorance of mild symptoms also results in the fulfilment of the
needs of the disabled individuals. People suffering from disabilities ignore their
underlying health condition and this is one of reasons why they do not get a proper
health treatment.
QUESTION 25
Describe how each of the following factors are contributors to behaviour of concern or
challenging behaviour.
Unrecognised pain or
discomfort
The unrecognised pain can cause hypertension among the individuals and
can further contribute towards the challenging behaviour. The individual
may feel irritates and agitated which can change his behaviour in numerous
situational contexts.
Stress Stress can have negative influence on the behavioural conditions of
individuals. A stressed individual is likely to react in different manner i.e.
tensed, aggressive etc. The level and degree of stress incurred by an
individual can result in a behaviour of concern.
Medications Medication are formulate through various chemical components that can
have various reactions in the human body. These particular reaction also
regulates the mental health of the individuals consuming these medicines
on a regular basis. Hence, the medication has the possibility to influence
the challenging behaviour.
Communication issues Communication allows peoples to express their emotions and feelings. The
inability to communicate in an effective and sufficient manner can lead to
frustration as well as anxiety within individuals. Thus, enhancing the
behaviour of concern within them .
What do I need to hand in for this task? Have I completed this?
Your answers to each question
ASSESSMENT RECORD CHECKLIST
ASSESSMENT TASK 1: WRITTEN QUESTIONS
DID THE STUDENT ANSWER ALL WRITTEN QUESTIONS CORRECTLY? (PLEASE
NOTE WHICH QUESTIONS WERE ANSWERED INCORRECTLY AND PROVIDE
APPROPRIATE FEEDBACK FOR NOT SATISFACTORY RESPONSE)
Questions
Numbers
Satisfacto
ry
Not
Satisfacto
ry
Comment
s
Attempt 1
Yes/No
Date:_______________
Attempt 2
Yes/No
Date:_______________
Attempt 3
Yes/No
Date:_______________
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a) Please note
any reasonable
adjustments for
this task below.
b) Assessment
Task 1 Outcome
c) Satisfactory
d) Not
Satisfactory
e) Date:
f) Student name: g)
h) Trainer/
assessor name: i)
j) Trainer/
assessor
signature:
k)
ASSESSMENT TASK 1: WRITTEN QUESTIONS
DID THE STUDENT ANSWER ALL WRITTEN QUESTIONS CORRECTLY? (PLEASE
NOTE WHICH QUESTIONS WERE ANSWERED INCORRECTLY AND PROVIDE
APPROPRIATE FEEDBACK FOR NOT SATISFACTORY RESPONSE)
Questions
Numbers
Satisfacto
ry
Not
Satisfacto
ry
Comment
s
Attempt 1
Yes/No
Date:_______________
Attempt 2
Yes/No
Date:_______________
Attempt 3
Yes/No
Date:_______________
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a) Please note
any reasonable
adjustments for
this task below.
b) Assessment
Task 1 Outcome
c) Satisfactory
d) Not
Satisfactory
e) Date:
f) Student name: g)
h) Trainer/
assessor name: i)
j) Trainer/
assessor
signature:
k)
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ASSESSMENT TASK 2: ROLE PLAY
TASK SUMMARY:
There are two parts to this task:
Part A: You are to respond to a critical incident involving a behavioural issue of a
person with a disability.
Part B: You are required to answer a set of questions about effective response
strategies.
PART A – ROLE PLAY
WHAT DO I NEED IN ORDER TO COMPLETE PART A OF THIS ASSESSMENT?
Role play participant to play the role of the client (your assessor will play this role)/online
students are to discuss in online class.
Access to a computer and the Internet
Simulated props and resources – headphones, toys, mittens to simulate padded gloves
Access to the YouTube video (link provided below).
WHEN DO I DO PART A?
You will do this task in the classroom.
Write in the due date as advised by your assessor: ______________________________________
WHAT DO I NEED TO DO IF I GET SOMETHING WRONG?
If your assessor identifies that you have not demonstrated the required skills/knowledge, they
will give you some feedback and you will need to do the role play again.
INSTRUCTIONS:
The purpose of this task is for your assessor to observe how well you can respond to a critical
incident involving adverse behaviour in a simulated environment, using appropriate support
strategies and communication.
First you will need to watch the YouTube video titled Autism, Self-Injurious Behavioral
Interventions.
You can find this video at https://www.youtube.com/watch?v=DXbe2VHa37w.
The video shows the self-injurious behaviour of James, who has severe autism and epilepsy.
James is seen repeatedly hitting his head in a violent manner with both hands.
TASK SUMMARY:
There are two parts to this task:
Part A: You are to respond to a critical incident involving a behavioural issue of a
person with a disability.
Part B: You are required to answer a set of questions about effective response
strategies.
PART A – ROLE PLAY
WHAT DO I NEED IN ORDER TO COMPLETE PART A OF THIS ASSESSMENT?
Role play participant to play the role of the client (your assessor will play this role)/online
students are to discuss in online class.
Access to a computer and the Internet
Simulated props and resources – headphones, toys, mittens to simulate padded gloves
Access to the YouTube video (link provided below).
WHEN DO I DO PART A?
You will do this task in the classroom.
Write in the due date as advised by your assessor: ______________________________________
WHAT DO I NEED TO DO IF I GET SOMETHING WRONG?
If your assessor identifies that you have not demonstrated the required skills/knowledge, they
will give you some feedback and you will need to do the role play again.
INSTRUCTIONS:
The purpose of this task is for your assessor to observe how well you can respond to a critical
incident involving adverse behaviour in a simulated environment, using appropriate support
strategies and communication.
First you will need to watch the YouTube video titled Autism, Self-Injurious Behavioral
Interventions.
You can find this video at https://www.youtube.com/watch?v=DXbe2VHa37w.
The video shows the self-injurious behaviour of James, who has severe autism and epilepsy.
James is seen repeatedly hitting his head in a violent manner with both hands.
After you have watched the video, you will need to participate in a role play with your
assessor playing the role of James. James has just been disturbed by a car going past and
squealing its brakes.
You will be required to do the following during the role play:
Use appropriate interventions and positive behavioral support strategies.
Use a person-centred approach.
Address safety requirements and procedures.
Use effective communication strategies to meet James’s needs.
James’s behavioural management plan states the following:
James is often startled by loud noises, which cause a buzzing in his head.
He becomes self-injurious, hitting himself around the head involuntarily. He may also
experience a seizure.
James only ever hits himself – never anyone or anything else.
James responds to wearing headphones to reduce noise stimulus. These should be put on
as soon as possible during an incident.
James may wear padded mitts to prevent injury.
James will respond to calm, repetitive instructions.
Holding James’s hands in his lap reduces the risk of injury and can be calming. James does
not find this restrictive.
James reacts badly to sudden loud noises, shouting, complicated instructions, laughing or
panic by anyone near him.
James behaviour can be diverted by drawing his attention to objects he enjoys – for
example, watching the ceiling fan, his pet dog, his toys and other family members.
Your assessor will be looking to see that you:
Identify the triggers that cause James’s adverse behaviour.
Consider and acknowledge James’s needs, strengths, capabilities and his preferences.
For example, acknowledge attempts made by James to control his behaviour; his likes and dislikes;
keeping instructions simple; need for particular intervention strategies, etc.
Make sure James’s environment is safe.
For example, by protecting James’s head and hands; by keeping your own self safe;
reducing possibility of his triggers occurring again, etc
Acknowledge James’s emotional state.
For example, by demonstrating empathy, acknowledging his distress, acknowledging him as he calms
down, etc
assessor playing the role of James. James has just been disturbed by a car going past and
squealing its brakes.
You will be required to do the following during the role play:
Use appropriate interventions and positive behavioral support strategies.
Use a person-centred approach.
Address safety requirements and procedures.
Use effective communication strategies to meet James’s needs.
James’s behavioural management plan states the following:
James is often startled by loud noises, which cause a buzzing in his head.
He becomes self-injurious, hitting himself around the head involuntarily. He may also
experience a seizure.
James only ever hits himself – never anyone or anything else.
James responds to wearing headphones to reduce noise stimulus. These should be put on
as soon as possible during an incident.
James may wear padded mitts to prevent injury.
James will respond to calm, repetitive instructions.
Holding James’s hands in his lap reduces the risk of injury and can be calming. James does
not find this restrictive.
James reacts badly to sudden loud noises, shouting, complicated instructions, laughing or
panic by anyone near him.
James behaviour can be diverted by drawing his attention to objects he enjoys – for
example, watching the ceiling fan, his pet dog, his toys and other family members.
Your assessor will be looking to see that you:
Identify the triggers that cause James’s adverse behaviour.
Consider and acknowledge James’s needs, strengths, capabilities and his preferences.
For example, acknowledge attempts made by James to control his behaviour; his likes and dislikes;
keeping instructions simple; need for particular intervention strategies, etc.
Make sure James’s environment is safe.
For example, by protecting James’s head and hands; by keeping your own self safe;
reducing possibility of his triggers occurring again, etc
Acknowledge James’s emotional state.
For example, by demonstrating empathy, acknowledging his distress, acknowledging him as he calms
down, etc
PART B – WRITTEN QUESTIONS
WHAT DO I NEED IN ORDER TO COMPLETE PART B OF THIS ASSESSMENT?
Written questions.
WHEN DO I DO PART B?
Write in the due date as advised by your assessor: ______________________________________
WHAT DO I NEED TO DO IF I GET SOMETHING WRONG?
If your assessor identifies that your answers are not correct or not detailed enough, they will
give you some feedback and ask you to answer the question again.
INSTRUCTIONS:
Your assessor will ask you the following questions about the role play you completed in Part A.
You will answer these questions.
Q1. Identify the triggers that cause James’ negative behaviour.
The adverse behaviour of James can be triggered through loud sounds and noises. He also
reacts in a negative manner to the shouting as well. The unsystematic and complex
instruction can also contribute towards the negative behaviour of the concerned
individual. He is adversely affected by hearing a laughter near him as he gets annoyed
due to the same. The panic situations can also drive his trigger points in an adverse
manner.
Q2. How will you respond to James in a supportive manner using behavioural strategies?
An individual needs to exhibit a great degree of patience in order deal with an individual like
James who gets triggered by tiny things. Friendly environment should be provided to James in
order to improve this current conditions and enhance his resilience as well. James need to be
indulged in various interactive activities in order to engage his concentration towards more
productive things. This will help the care takers to divert his focus to other important things
and his triggers can also be reduced with the help of this particular strategy.
Q3. What are James’ needs, strengths, capabilities & preferences?
James needs to be treated with care and empathy due to his underlying health condition,
Love and care needs to be provided to the same in order to establish a connect with him. He
needs to be provided with comfort as well. James major strength is that if provided a feasible
solution he can adapt to the same. For example, he has adapted to the utilisation of
headphones when the noises are at high frequency so as to reduce the triggers that are
generated from the same. He has the capability to revert back to the repeated guidance and
instructions. James loves to play with his pet and toys. He enjoys his leisure time with family
and friends as well.
Q4. How do we make sure James’ environment is safe?
A safe environment is one of the most crucial things that needs to be implemented so as to
maintain a safe and protect environment for James. In order ensure a safe and secured
surrounding, the individuals entitled for taking care of James needs to make sure the no
WHAT DO I NEED IN ORDER TO COMPLETE PART B OF THIS ASSESSMENT?
Written questions.
WHEN DO I DO PART B?
Write in the due date as advised by your assessor: ______________________________________
WHAT DO I NEED TO DO IF I GET SOMETHING WRONG?
If your assessor identifies that your answers are not correct or not detailed enough, they will
give you some feedback and ask you to answer the question again.
INSTRUCTIONS:
Your assessor will ask you the following questions about the role play you completed in Part A.
You will answer these questions.
Q1. Identify the triggers that cause James’ negative behaviour.
The adverse behaviour of James can be triggered through loud sounds and noises. He also
reacts in a negative manner to the shouting as well. The unsystematic and complex
instruction can also contribute towards the negative behaviour of the concerned
individual. He is adversely affected by hearing a laughter near him as he gets annoyed
due to the same. The panic situations can also drive his trigger points in an adverse
manner.
Q2. How will you respond to James in a supportive manner using behavioural strategies?
An individual needs to exhibit a great degree of patience in order deal with an individual like
James who gets triggered by tiny things. Friendly environment should be provided to James in
order to improve this current conditions and enhance his resilience as well. James need to be
indulged in various interactive activities in order to engage his concentration towards more
productive things. This will help the care takers to divert his focus to other important things
and his triggers can also be reduced with the help of this particular strategy.
Q3. What are James’ needs, strengths, capabilities & preferences?
James needs to be treated with care and empathy due to his underlying health condition,
Love and care needs to be provided to the same in order to establish a connect with him. He
needs to be provided with comfort as well. James major strength is that if provided a feasible
solution he can adapt to the same. For example, he has adapted to the utilisation of
headphones when the noises are at high frequency so as to reduce the triggers that are
generated from the same. He has the capability to revert back to the repeated guidance and
instructions. James loves to play with his pet and toys. He enjoys his leisure time with family
and friends as well.
Q4. How do we make sure James’ environment is safe?
A safe environment is one of the most crucial things that needs to be implemented so as to
maintain a safe and protect environment for James. In order ensure a safe and secured
surrounding, the individuals entitled for taking care of James needs to make sure the no
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equipment and materials are available in the surrounding through which James can cause self
harm. Family meeting needs to be arranged for James consistently so that he can sense the
feeling of belongingness and love from his family and well wishers. He should be accompanies
where he goes so that no the chances of any adverse circumstances is reduced to minimum.
Q5. How do we acknowledge James’ emotional state?
James is an individual suffering from autism and epilepsy. In the respective disorder, an
individual is likely to react an extremely uncertain and unexpected manner which can result
in self harm as well. In order to treat him and reduce the symptoms that come along with
autism and epilepsy, they needs to treat with sensitively. Their feeling needs to be respected
and taken into consideration. James can feel vulnerable and under-confident at times. The
care t6akers needs to be there with him in his tough times ad should try their best to facilitate
him with an environment that can make him feel more sane and comfortable.
harm. Family meeting needs to be arranged for James consistently so that he can sense the
feeling of belongingness and love from his family and well wishers. He should be accompanies
where he goes so that no the chances of any adverse circumstances is reduced to minimum.
Q5. How do we acknowledge James’ emotional state?
James is an individual suffering from autism and epilepsy. In the respective disorder, an
individual is likely to react an extremely uncertain and unexpected manner which can result
in self harm as well. In order to treat him and reduce the symptoms that come along with
autism and epilepsy, they needs to treat with sensitively. Their feeling needs to be respected
and taken into consideration. James can feel vulnerable and under-confident at times. The
care t6akers needs to be there with him in his tough times ad should try their best to facilitate
him with an environment that can make him feel more sane and comfortable.
ASSESSMENT
RECORD CHECKLIST
ASSESSMENT
TASK 2: PART
A- ROLE PLAY
Did the Student Comments
Attempt 1
Yes/No
Date:_______________
Attempt 2
Yes/No
Date:_______________
Attempt 3
Yes/No
Date:_______________
l) Identify the
triggers that cause
James’s adverse
behaviour.
m) n) o) p)
q) Respond to James
in an appropriate
manner, correctly
carrying out
behavioural
strategies in
response to his
behaviour.
r) s) t) u)
v) Consider and
acknowledge James’s
needs, strengths,
capabilities and his
preferences.
w) x) y) z)
aa) Make sure James’s
environment is safe.
bb) cc) dd) ee)
ff) Acknowledge
James’s emotional
state.
gg) hh) ii) jj)
kk) Assess
ment Task
2: Part B-
Written
Questions
ll) Question 1 mm) nn) oo) pp)
qq) Question 2 rr) ss) tt) uu)
vv) Question 3 ww) xx) yy) zz)
aaa) Question 4 bbb) ccc) ddd) eee)
fff) Question 5 ggg) hhh) iii) jjj)
kkk) Please note any reasonable adjustments for this assessment
below.
RECORD CHECKLIST
ASSESSMENT
TASK 2: PART
A- ROLE PLAY
Did the Student Comments
Attempt 1
Yes/No
Date:_______________
Attempt 2
Yes/No
Date:_______________
Attempt 3
Yes/No
Date:_______________
l) Identify the
triggers that cause
James’s adverse
behaviour.
m) n) o) p)
q) Respond to James
in an appropriate
manner, correctly
carrying out
behavioural
strategies in
response to his
behaviour.
r) s) t) u)
v) Consider and
acknowledge James’s
needs, strengths,
capabilities and his
preferences.
w) x) y) z)
aa) Make sure James’s
environment is safe.
bb) cc) dd) ee)
ff) Acknowledge
James’s emotional
state.
gg) hh) ii) jj)
kk) Assess
ment Task
2: Part B-
Written
Questions
ll) Question 1 mm) nn) oo) pp)
qq) Question 2 rr) ss) tt) uu)
vv) Question 3 ww) xx) yy) zz)
aaa) Question 4 bbb) ccc) ddd) eee)
fff) Question 5 ggg) hhh) iii) jjj)
kkk) Please note any reasonable adjustments for this assessment
below.
lll) Part A- Role
Play
mmm) Sat
isfactory
nnn) Not
Satisf
actory
ooo) Date:
ppp) Part B-
Written
Questions
qqq) Satisfact
ory
rrr) Not
Satisf
actory
sss) Date:
ttt) Student name: uuu)
vvv) Trainer/
assessor name: www)
xxx) Trainer/
assessor
signature: yyy)
– ASSESSMENT TASK 3: CASE
STUDY
TASK SUMMARY:
You are to review a sample behavioural support plan and answer a set of
questions.
WHAT DO I NEED IN ORDER TO COMPLETE THIS ASSESSMENT?
Access to a computer (if you prefer type your answers)
Access to the Internet (for conducting online research)
Access to Behaviour Support Plan Toolkit, Section 4, Useful assessment tools and forms
(https://providers.dhhs.vic.gov.au/sites/default/files/2017-08/Behaviour-support-plan-toolkit-
section-4-useful-assessment-tools-and-forms.docx)
WHEN DO I DO THIS ASSESSMENT?
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.
INSTRUCTIONS:
For this task you need to review the sample behavioural support plan developed by the
Department of Human Services.
This can be found in the Behaviour Support Plan Toolkit, ‘Section 4: Useful assessment tools
and forms’ (pages 24–31).
You will then need to answer the set of questions below.
Play
mmm) Sat
isfactory
nnn) Not
Satisf
actory
ooo) Date:
ppp) Part B-
Written
Questions
qqq) Satisfact
ory
rrr) Not
Satisf
actory
sss) Date:
ttt) Student name: uuu)
vvv) Trainer/
assessor name: www)
xxx) Trainer/
assessor
signature: yyy)
– ASSESSMENT TASK 3: CASE
STUDY
TASK SUMMARY:
You are to review a sample behavioural support plan and answer a set of
questions.
WHAT DO I NEED IN ORDER TO COMPLETE THIS ASSESSMENT?
Access to a computer (if you prefer type your answers)
Access to the Internet (for conducting online research)
Access to Behaviour Support Plan Toolkit, Section 4, Useful assessment tools and forms
(https://providers.dhhs.vic.gov.au/sites/default/files/2017-08/Behaviour-support-plan-toolkit-
section-4-useful-assessment-tools-and-forms.docx)
WHEN DO I DO THIS ASSESSMENT?
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.
INSTRUCTIONS:
For this task you need to review the sample behavioural support plan developed by the
Department of Human Services.
This can be found in the Behaviour Support Plan Toolkit, ‘Section 4: Useful assessment tools
and forms’ (pages 24–31).
You will then need to answer the set of questions below.
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.1 Is the behaviour support plan for TJ person centred? Explain your answer.
Yes, the behaviour pan for TJ is centred as it incorporates all the necessary details that
needs to be taken into consideration while facilitating the regular treatment of TJ . The plan
involves the necessary insights that can help the individuals in charge of treating TJ to gain
relevant information about his general behavioural tendencies in various different
situational contexts.
.2 Why is it important to note TJ’s likes and dislikes?
It is necessary for the designated care takers to note the likes and dislikes of TJ in order to
identify the activities and things that he enjoy and which make shim happy. A detailed note
of dislikes is also important in order to assess the things which can result in the emergence
of adverse behaviour of TJ. Likes ad Dislike provide an overview about the preferences of
Individual and then the treatment can be modifiers and specifications can be added in
accordance with the same.
.3 Are TJ’s needs, strengths and capabilities considered and supported in the strategies?
What are they?
Yes, the above mentioned elements are supported in the respective strategies such as :-
TJ will only be called by his initials as he loves to hear his name like that only. He will be
provided with cool water in summers or heated up atmospheres as he may get irritated with
hot water.
The staff personnel will also keep any Eye on the movement of TJ so as to ensure that his
ear infections does not turn into more severe condition.
The communication will be facilitated with cards and other gadgets in order to facilitate
more effective interaction between TJ and the staff individuals.
Safe environment will also ensured in order to eliminate the possibilities of any risk
associated with the health and safety of TJ at the Health Care Institutions.
.4 Describe the context in which the behaviour of concern is displayed.
In case of TJ, the behaviour of concern can be characterised as the fact that he starts
kicking when his anxiety levels get high during the day. This behaviour and condition can
result in serious harm to him as well as the individuals near him. The kick can cause bruises
as well as injuries as well.
.5 What are the triggers that cause TJ to harm others?
The primary triggers that affects TJ can be characterized as the staff members calling him
by the some other names rather than his own,
He also gets triggered when he hears loud noises as it irritates him and his behavioral
alterations arises due to the same.
TJ gets triggered when the staff members utilize and capitalize on verbal mode of
communication and do not facilitate interaction through visual and written cards.
Yes, the behaviour pan for TJ is centred as it incorporates all the necessary details that
needs to be taken into consideration while facilitating the regular treatment of TJ . The plan
involves the necessary insights that can help the individuals in charge of treating TJ to gain
relevant information about his general behavioural tendencies in various different
situational contexts.
.2 Why is it important to note TJ’s likes and dislikes?
It is necessary for the designated care takers to note the likes and dislikes of TJ in order to
identify the activities and things that he enjoy and which make shim happy. A detailed note
of dislikes is also important in order to assess the things which can result in the emergence
of adverse behaviour of TJ. Likes ad Dislike provide an overview about the preferences of
Individual and then the treatment can be modifiers and specifications can be added in
accordance with the same.
.3 Are TJ’s needs, strengths and capabilities considered and supported in the strategies?
What are they?
Yes, the above mentioned elements are supported in the respective strategies such as :-
TJ will only be called by his initials as he loves to hear his name like that only. He will be
provided with cool water in summers or heated up atmospheres as he may get irritated with
hot water.
The staff personnel will also keep any Eye on the movement of TJ so as to ensure that his
ear infections does not turn into more severe condition.
The communication will be facilitated with cards and other gadgets in order to facilitate
more effective interaction between TJ and the staff individuals.
Safe environment will also ensured in order to eliminate the possibilities of any risk
associated with the health and safety of TJ at the Health Care Institutions.
.4 Describe the context in which the behaviour of concern is displayed.
In case of TJ, the behaviour of concern can be characterised as the fact that he starts
kicking when his anxiety levels get high during the day. This behaviour and condition can
result in serious harm to him as well as the individuals near him. The kick can cause bruises
as well as injuries as well.
.5 What are the triggers that cause TJ to harm others?
The primary triggers that affects TJ can be characterized as the staff members calling him
by the some other names rather than his own,
He also gets triggered when he hears loud noises as it irritates him and his behavioral
alterations arises due to the same.
TJ gets triggered when the staff members utilize and capitalize on verbal mode of
communication and do not facilitate interaction through visual and written cards.
.6 In your own words, describe the frequency and duration of TJ’s behaviour.
TJ's behavioural frequency can be termed as 8-10 kicks a day depending upon his
behaviour urges. The duration of the TJ' behaviour can be state approximately up to 10
seconds.
7. What are the positive behaviour support strategies?
The positive behavioral strategies in case of TJ's condition are listed below :-
He gets called by his the name he like to hear i.e. TJ.
Written as well as visual form of communication will only be facilitated so as to make it
comfortable for TJ to interact in a better and effective way.
Various effective plans strategies will be taken into consideration while treating the ear
infections of TJ so that the recovery can be maximized.
.1 Were the strategies effective? Why/Why not?
Yes, the strategies were effective as they incorporate the likes and dislikes of TJ. The
strategies were formulates by considering the behavioral preferences as well as the choices
of TJ. The satisfaction and comfort level has been given the first priority in the strategy
formation process for the treatment of TJ. Overall, it can be said hat the strategies served
their purpose and provided justice to their role in the treatment of TJ.
.2 Are his behaviours of concerned clearly documented in the plan? Explain your answer.
Yes, the behaviours of concern is clearly and precisely documented in the plan as it is one
of the most essential element in order to identify the core cause that needs to be taken into
consideration. This provides the foundation for the further behavioural treatment plan that
needs to facilitated in order to treat TJ.
.3 From the plan, are you able to ascertain what medications are required for TJ? Where do
you find this information and what medication is prescribed?
Yes, I am able to ascertain the necessary confrontational data regarding the medications
provided to TJ :-
The medicine required to treat TJ are as follows :-
I mg Risperidone tablet needs to be consumed orally every single day.
5 mg of Zyprexa in a 24 hour period of time. The information was taken from the
prescription that was formulated in order brief the individuals about the regular medications
as well.
.4 What is the de-escalation strategy for assessing safety?
TJ's behavioural frequency can be termed as 8-10 kicks a day depending upon his
behaviour urges. The duration of the TJ' behaviour can be state approximately up to 10
seconds.
7. What are the positive behaviour support strategies?
The positive behavioral strategies in case of TJ's condition are listed below :-
He gets called by his the name he like to hear i.e. TJ.
Written as well as visual form of communication will only be facilitated so as to make it
comfortable for TJ to interact in a better and effective way.
Various effective plans strategies will be taken into consideration while treating the ear
infections of TJ so that the recovery can be maximized.
.1 Were the strategies effective? Why/Why not?
Yes, the strategies were effective as they incorporate the likes and dislikes of TJ. The
strategies were formulates by considering the behavioral preferences as well as the choices
of TJ. The satisfaction and comfort level has been given the first priority in the strategy
formation process for the treatment of TJ. Overall, it can be said hat the strategies served
their purpose and provided justice to their role in the treatment of TJ.
.2 Are his behaviours of concerned clearly documented in the plan? Explain your answer.
Yes, the behaviours of concern is clearly and precisely documented in the plan as it is one
of the most essential element in order to identify the core cause that needs to be taken into
consideration. This provides the foundation for the further behavioural treatment plan that
needs to facilitated in order to treat TJ.
.3 From the plan, are you able to ascertain what medications are required for TJ? Where do
you find this information and what medication is prescribed?
Yes, I am able to ascertain the necessary confrontational data regarding the medications
provided to TJ :-
The medicine required to treat TJ are as follows :-
I mg Risperidone tablet needs to be consumed orally every single day.
5 mg of Zyprexa in a 24 hour period of time. The information was taken from the
prescription that was formulated in order brief the individuals about the regular medications
as well.
.4 What is the de-escalation strategy for assessing safety?
The DE-escalation strategy for assessing the safety can be characterized as ensuring the
safety of every individuals. The staff members needs to keep an eye on TJ after the entire
day of activities. His daily mood is also assessed so as to identify whether he is upset or
unhappy or not. This will help the staff members to gain information about the emotional
well being of TJ and safety measures can be implemented in accordance with the same.
.5 Are referral services noted in this plan?
Yes, the referral services were noted in the following plan.
safety of every individuals. The staff members needs to keep an eye on TJ after the entire
day of activities. His daily mood is also assessed so as to identify whether he is upset or
unhappy or not. This will help the staff members to gain information about the emotional
well being of TJ and safety measures can be implemented in accordance with the same.
.5 Are referral services noted in this plan?
Yes, the referral services were noted in the following plan.
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.6 Who are the key people involved in this plan?
The key individuals involved in the respective plan are as follows :-
The first and foremost individuals involved in the behavioral plan is TJ. This is the child
suffering from Autism and epilepsy.
The parents of TJ have also participated in the concerned plan.
The staff members are also involved in the process of the design and development of the
plan as they are the respective individuals who will be responsible for facilitating the
process of further development of the respective plan.
What do I need to hand in for this task? Have I completed this?
Your answers to each question
The key individuals involved in the respective plan are as follows :-
The first and foremost individuals involved in the behavioral plan is TJ. This is the child
suffering from Autism and epilepsy.
The parents of TJ have also participated in the concerned plan.
The staff members are also involved in the process of the design and development of the
plan as they are the respective individuals who will be responsible for facilitating the
process of further development of the respective plan.
What do I need to hand in for this task? Have I completed this?
Your answers to each question
ASSESSMENT RECORD CHECKLIST
ASSESSMENT TASK 3: CASE STUDY
DID THE STUDENT ANSWER ALL QUESTIONS CORRECTLY? (PLEASE NOTE
WHICH QUESTIONS WERE ANSWERED INCORRECTLY AND PROVIDE APPROPRIATE
FEEDBACK FOR NOT SATISFACTORY RESPONSE)
Case Study Satisfactory
Not
Satisfact
ory
Commen
ts
Attempt 1
Yes/No
Date:_______________
Attempt 2
Yes/No
Date:_______________
Attempt 3
Yes/No
Date:_______________
zzz) Question
1 aaaa) bbbb) cccc) dddd) eeee) ffff)
gggg) Q
uestion 2 hhhh) iiii) jjjj) kkkk) llll) mmmm)
nnnn) Q
uestion 3 oooo) pppp) qqqq) rrrr) ssss) tttt)
uuuu) Q
uestion 4 vvvv) wwww) xxxx) yyyy) zzzz) aaaaa)
bbbbb) Q
uestion 5 ccccc) ddddd) eeeee) fffff) ggggg) hhhhh)
iiiii) Question
7 jjjjj) kkkkk) lllll) mmmmm) nnnnn) ooooo)
ppppp) Q
uestion 8 qqqqq) rrrrr) sssss) ttttt) uuuuu) vvvvv)
wwwww) Q
uestion 9 xxxxx) yyyyy) zzzzz) aaaaaa) bbbbbb) cccccc)
dddddd) Q
uestion 10 eeeeee) ffffff) gggggg) hhhhhh) iiiiii) jjjjjj)
kkkkkk) Q
uestion 11 llllll) mmmmmm) nnnnnn) oooooo) pppppp) qqqqqq)
rrrrrr) Q
uestion 12 ssssss) tttttt) uuuuuu) vvvvvv) wwwwww) xxxxxx)
yyyyyy) Q
uestion 13 zzzzzz) aaaaaaa) bbbbbbb) ccccccc) ddddddd) eeeeeee)
fffffff) Please note any reasonable adjustments for this assessment
below.
ggggggg) Assessmen
t Task 4 Outcome
hhhhhhh) Satisfa
ctory
iiiiiii) Not
Satisfactory
jjjjjjj) Date:
kkkkkkk) Student
name: lllllll)
mmmmmmm) Trainer/ nnnnnnn)
ASSESSMENT TASK 3: CASE STUDY
DID THE STUDENT ANSWER ALL QUESTIONS CORRECTLY? (PLEASE NOTE
WHICH QUESTIONS WERE ANSWERED INCORRECTLY AND PROVIDE APPROPRIATE
FEEDBACK FOR NOT SATISFACTORY RESPONSE)
Case Study Satisfactory
Not
Satisfact
ory
Commen
ts
Attempt 1
Yes/No
Date:_______________
Attempt 2
Yes/No
Date:_______________
Attempt 3
Yes/No
Date:_______________
zzz) Question
1 aaaa) bbbb) cccc) dddd) eeee) ffff)
gggg) Q
uestion 2 hhhh) iiii) jjjj) kkkk) llll) mmmm)
nnnn) Q
uestion 3 oooo) pppp) qqqq) rrrr) ssss) tttt)
uuuu) Q
uestion 4 vvvv) wwww) xxxx) yyyy) zzzz) aaaaa)
bbbbb) Q
uestion 5 ccccc) ddddd) eeeee) fffff) ggggg) hhhhh)
iiiii) Question
7 jjjjj) kkkkk) lllll) mmmmm) nnnnn) ooooo)
ppppp) Q
uestion 8 qqqqq) rrrrr) sssss) ttttt) uuuuu) vvvvv)
wwwww) Q
uestion 9 xxxxx) yyyyy) zzzzz) aaaaaa) bbbbbb) cccccc)
dddddd) Q
uestion 10 eeeeee) ffffff) gggggg) hhhhhh) iiiiii) jjjjjj)
kkkkkk) Q
uestion 11 llllll) mmmmmm) nnnnnn) oooooo) pppppp) qqqqqq)
rrrrrr) Q
uestion 12 ssssss) tttttt) uuuuuu) vvvvvv) wwwwww) xxxxxx)
yyyyyy) Q
uestion 13 zzzzzz) aaaaaaa) bbbbbbb) ccccccc) ddddddd) eeeeeee)
fffffff) Please note any reasonable adjustments for this assessment
below.
ggggggg) Assessmen
t Task 4 Outcome
hhhhhhh) Satisfa
ctory
iiiiiii) Not
Satisfactory
jjjjjjj) Date:
kkkkkkk) Student
name: lllllll)
mmmmmmm) Trainer/ nnnnnnn)
ASSESSMENT RECORD CHECKLIST
ASSESSMENT TASK 3: CASE STUDY
DID THE STUDENT ANSWER ALL QUESTIONS CORRECTLY? (PLEASE NOTE
WHICH QUESTIONS WERE ANSWERED INCORRECTLY AND PROVIDE APPROPRIATE
FEEDBACK FOR NOT SATISFACTORY RESPONSE)
Case Study Satisfactory
Not
Satisfact
ory
Commen
ts
Attempt 1
Yes/No
Date:_______________
Attempt 2
Yes/No
Date:_______________
Attempt 3
Yes/No
Date:_______________
zzz) Question
1 aaaa) bbbb) cccc) dddd) eeee) ffff)
gggg) Q
uestion 2 hhhh) iiii) jjjj) kkkk) llll) mmmm)
nnnn) Q
uestion 3 oooo) pppp) qqqq) rrrr) ssss) tttt)
uuuu) Q
uestion 4 vvvv) wwww) xxxx) yyyy) zzzz) aaaaa)
bbbbb) Q
uestion 5 ccccc) ddddd) eeeee) fffff) ggggg) hhhhh)
assessor name:
ooooooo) Trainer/
assessor signature: ppppppp)
ASSESSMENT TASK 3: CASE STUDY
DID THE STUDENT ANSWER ALL QUESTIONS CORRECTLY? (PLEASE NOTE
WHICH QUESTIONS WERE ANSWERED INCORRECTLY AND PROVIDE APPROPRIATE
FEEDBACK FOR NOT SATISFACTORY RESPONSE)
Case Study Satisfactory
Not
Satisfact
ory
Commen
ts
Attempt 1
Yes/No
Date:_______________
Attempt 2
Yes/No
Date:_______________
Attempt 3
Yes/No
Date:_______________
zzz) Question
1 aaaa) bbbb) cccc) dddd) eeee) ffff)
gggg) Q
uestion 2 hhhh) iiii) jjjj) kkkk) llll) mmmm)
nnnn) Q
uestion 3 oooo) pppp) qqqq) rrrr) ssss) tttt)
uuuu) Q
uestion 4 vvvv) wwww) xxxx) yyyy) zzzz) aaaaa)
bbbbb) Q
uestion 5 ccccc) ddddd) eeeee) fffff) ggggg) hhhhh)
assessor name:
ooooooo) Trainer/
assessor signature: ppppppp)
1 out of 31
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