Total Training Solutions: CHCDIS002 Assessment Questions
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This document is a comprehensive resource for the CHCDIS002 assessment, focusing on 'Follow established person-centred behaviour supports'. It includes answers to a series of questions covering key aspects of the unit, such as policies and procedures for supporting daily living, the role of individualised behaviour support plans, and the social model of disability. The assessment also explores the impact of social devaluation, legal and ethical considerations regarding dignity of risk, and support worker responsibilities related to duty of care. The answers demonstrate an understanding of person-centred approaches, reviewing the context of behaviours of concern, and providing positive behaviour support according to individualised plans. The document also covers documentation requirements and the application of these principles in practical scenarios. This resource is designed to help students understand and successfully complete their CHCDIS002 assessment, offering detailed explanations and practical examples. The assignment covers topics such as applying a person-centred approach, reviewing the context of behaviours of concern, providing positive behaviour support, and completing necessary documentation.
CHCDIS002
Follow established person-
centred behaviour supports
Release 1
Total Training Solutions Adelaide
Assessments
Aspire Version 1.1
Total Training Solutions Adelaide
Follow established person-
centred behaviour supports
Release 1
Total Training Solutions Adelaide
Assessments
Aspire Version 1.1
Total Training Solutions Adelaide
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Intellectual property statement
Aspire Training & Consulting (ABN 51 054 306 428).
The intellectual property of the assessment resources reproduced here remains
with Aspire Training & Consulting.
Purchasers may customise, contextualise or adapt the assessment resources, and
copy them as required. Purchasers may make the assessments available to staff
members within their organisation or campus, and to relevant students.
The following statement must accompany any instance of a customised,
contextualised or adapted assessment resource:
“This assessment is based on assessment activity [number] / final assessment from
the assessment resource for [unit code and title] provided by Aspire Training &
Consulting. The intellectual property of this assessment remains with Aspire
Training & Consulting.”
Purchasers must not on-sell the assessment resources, or make the resources
available to other organisations.
Aspire Training & Consulting invests significant time and resources in creating its
original products, and reserves its legal rights to claim its loss and damage or an
account of profits made resulting from infringements of its intellectual property.
Aspire is committed to developing quality resources that meet the needs of our customers. However,
occasionally Aspire finds, or is notified of, errors. Please refer to our website at
www.aspirelearningresources.com.au to see if there are any updates that may be relevant to you.
Every effort has been made to ensure the information in this resource is accurate; however, the author and
publisher accept no responsibility for any loss, damage or injury arising from such information.
Except where an information source is acknowledged, the names and details of individuals and
organisations used in examples are fictitious and have been devised for learning purposes only. Any
similarity to actual people or organisations is unintentional.
All websites referred to in this resource were accessed and deemed appropriate at time of publication.
Aspire Training & Consulting apologises unreservedly for any copyright infringement that may have
occurred and invites copyright owners to contact Aspire so any violation may be rectified.
CHCDIS002 Follow established person-centred behaviour supports, Release 1 – Assessments
© 2015 Aspire Training & Consulting
Level 1, 464 St Kilda Road
MELBOURNE VIC 3004 AUSTRALIA
Phone: (03) 9820 1300
First published December 2015
ISBN 978 1 76031 500 9
Total Training Solutions Adelaide
Aspire Training & Consulting (ABN 51 054 306 428).
The intellectual property of the assessment resources reproduced here remains
with Aspire Training & Consulting.
Purchasers may customise, contextualise or adapt the assessment resources, and
copy them as required. Purchasers may make the assessments available to staff
members within their organisation or campus, and to relevant students.
The following statement must accompany any instance of a customised,
contextualised or adapted assessment resource:
“This assessment is based on assessment activity [number] / final assessment from
the assessment resource for [unit code and title] provided by Aspire Training &
Consulting. The intellectual property of this assessment remains with Aspire
Training & Consulting.”
Purchasers must not on-sell the assessment resources, or make the resources
available to other organisations.
Aspire Training & Consulting invests significant time and resources in creating its
original products, and reserves its legal rights to claim its loss and damage or an
account of profits made resulting from infringements of its intellectual property.
Aspire is committed to developing quality resources that meet the needs of our customers. However,
occasionally Aspire finds, or is notified of, errors. Please refer to our website at
www.aspirelearningresources.com.au to see if there are any updates that may be relevant to you.
Every effort has been made to ensure the information in this resource is accurate; however, the author and
publisher accept no responsibility for any loss, damage or injury arising from such information.
Except where an information source is acknowledged, the names and details of individuals and
organisations used in examples are fictitious and have been devised for learning purposes only. Any
similarity to actual people or organisations is unintentional.
All websites referred to in this resource were accessed and deemed appropriate at time of publication.
Aspire Training & Consulting apologises unreservedly for any copyright infringement that may have
occurred and invites copyright owners to contact Aspire so any violation may be rectified.
CHCDIS002 Follow established person-centred behaviour supports, Release 1 – Assessments
© 2015 Aspire Training & Consulting
Level 1, 464 St Kilda Road
MELBOURNE VIC 3004 AUSTRALIA
Phone: (03) 9820 1300
First published December 2015
ISBN 978 1 76031 500 9
Total Training Solutions Adelaide
CHCDIS002
Follow established person-centred behaviour supports – Assessments
Final assessment
How to work through this final assessment
This final assessment is designed to assess your performance of competency for the unit
CHCDIS002 Follow established person-centred behaviour supports, Release 1. Your assessor
or workplace supervisor will help you fully understand assessment requirements for this unit.
The features of this final assessment are detailed in the following table.
Release 1 (Aspire Version 1.1)
© Aspire Training & Consulting 3
Total Training Solutions Adelaide
Follow established person-centred behaviour supports – Assessments
Final assessment
How to work through this final assessment
This final assessment is designed to assess your performance of competency for the unit
CHCDIS002 Follow established person-centred behaviour supports, Release 1. Your assessor
or workplace supervisor will help you fully understand assessment requirements for this unit.
The features of this final assessment are detailed in the following table.
Release 1 (Aspire Version 1.1)
© Aspire Training & Consulting 3
Total Training Solutions Adelaide
CHCDIS002
Follow established person-centred behaviour supports – Assessments
Assessment information and scope
Who is the final
assessment designed
for?
The final assessment is designed for candidates to demonstrate their
competency having completed formal learning experiences in this unit.
Assessment may occur in real and/or simulated work environments.
Candidates may be undertaking the unit in a range of learning situations,
including private study, via a traineeship arrangement or via other
workplace-supported means.
What are the aims of
the final assessment
tasks?
This unit describes the skills and knowledge required to implement
behaviour support strategies outlined in an individualised behaviour support
plan for a person with disability.
This unit applies to workers in varied disability services contexts. Work
performed requires some discretion and judgement and may be carried out
under regular direct or indirect supervision.
The key outcomes are:
• Apply a person-centred approach to minimise behaviours of concern
• Review context of behaviours of concern
• Provide positive behaviour support according to individualised
behaviour support plan
• Complete documentation
Prerequisites and
co-requisites
None
Legislative and
licensing requirements
The skills in this unit must be applied in accordance with Commonwealth
and State/Territory legislation, Australian /New Zealand standards and
industry codes of practice.
Topic Key outcomes
I am able to perform skills
and demonstrate
knowledge satisfactorily
in the following tasks.
q Topic 1 Apply a person-
centred approach to
minimise behaviours of
concern
q 1A Support the person to maintain
their daily living activities
q 1B Consider the person’s individual
needs, strengths, capabilities and
preferences
q 1C Identify and address problems
with engaging or motivating the
person
q 1D Provide a safe environment for
the person
q Topic 2 Review context of
behaviours of concern
q 2A Recognise behaviours of
concern outlined in the
individualised behaviour support
plan
q 2B Consider what happened
before, during and after the
behaviour of concern
Release 1 (Aspire Version 1.1)
© Aspire Training & Consulting 4
Total Training Solutions Adelaide
Follow established person-centred behaviour supports – Assessments
Assessment information and scope
Who is the final
assessment designed
for?
The final assessment is designed for candidates to demonstrate their
competency having completed formal learning experiences in this unit.
Assessment may occur in real and/or simulated work environments.
Candidates may be undertaking the unit in a range of learning situations,
including private study, via a traineeship arrangement or via other
workplace-supported means.
What are the aims of
the final assessment
tasks?
This unit describes the skills and knowledge required to implement
behaviour support strategies outlined in an individualised behaviour support
plan for a person with disability.
This unit applies to workers in varied disability services contexts. Work
performed requires some discretion and judgement and may be carried out
under regular direct or indirect supervision.
The key outcomes are:
• Apply a person-centred approach to minimise behaviours of concern
• Review context of behaviours of concern
• Provide positive behaviour support according to individualised
behaviour support plan
• Complete documentation
Prerequisites and
co-requisites
None
Legislative and
licensing requirements
The skills in this unit must be applied in accordance with Commonwealth
and State/Territory legislation, Australian /New Zealand standards and
industry codes of practice.
Topic Key outcomes
I am able to perform skills
and demonstrate
knowledge satisfactorily
in the following tasks.
q Topic 1 Apply a person-
centred approach to
minimise behaviours of
concern
q 1A Support the person to maintain
their daily living activities
q 1B Consider the person’s individual
needs, strengths, capabilities and
preferences
q 1C Identify and address problems
with engaging or motivating the
person
q 1D Provide a safe environment for
the person
q Topic 2 Review context of
behaviours of concern
q 2A Recognise behaviours of
concern outlined in the
individualised behaviour support
plan
q 2B Consider what happened
before, during and after the
behaviour of concern
Release 1 (Aspire Version 1.1)
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CHCDIS002
Follow established person-centred behaviour supports – Assessments
q 2C Consider the type, frequency
and triggers of the behaviour
q 2D Consider environmental factors,
and the person’s emotional
wellbeing, health status, and
medication, in the context of the
behaviour
q 2E Record all observations
accurately, clearly and objectively
in consultation with supervisor
q Topic 3 Provide positive
behaviour support
according to individualised
behaviour support plan
q 3A Recognise the difference
between appropriate and
inappropriate interventions
q 3B Interpret and follow behavioural
support strategies
q 3C Ensure that all interventions are
in line with the plan and
organisation policies and
procedures
q 3D Follow organisation procedures
to ensure safety of the person, self
and other people
q 3E Respond to critical incidents in
accordance with organisation’s
intervention and notification
procedures
q 3F Consult with supervisor to
monitor strategies, identify and
report changes in person’s needs
and behaviours, and follow referral
procedures
q Topic 4 Complete
documentation
q 4A Comply with the organisation’s
requirements for reporting and
maintaining documentation
If you have covered and feel confident in all of these areas, you are ready to proceed to the final
assessment.
Before you commence the assessment process, discuss with your assessor or workplace
supervisor any areas you do not feel confident in or have not covered.
Final assessment overview
To demonstrate your competency using this final assessment you must successfully complete
both theory and practical assessment tasks.
Complete the following
task using this learner
• Part A – Questions
You will demonstrate a sound knowledge of the unit requirements in your
Release 1 (Aspire Version 1.1)
© Aspire Training & Consulting 5
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Follow established person-centred behaviour supports – Assessments
q 2C Consider the type, frequency
and triggers of the behaviour
q 2D Consider environmental factors,
and the person’s emotional
wellbeing, health status, and
medication, in the context of the
behaviour
q 2E Record all observations
accurately, clearly and objectively
in consultation with supervisor
q Topic 3 Provide positive
behaviour support
according to individualised
behaviour support plan
q 3A Recognise the difference
between appropriate and
inappropriate interventions
q 3B Interpret and follow behavioural
support strategies
q 3C Ensure that all interventions are
in line with the plan and
organisation policies and
procedures
q 3D Follow organisation procedures
to ensure safety of the person, self
and other people
q 3E Respond to critical incidents in
accordance with organisation’s
intervention and notification
procedures
q 3F Consult with supervisor to
monitor strategies, identify and
report changes in person’s needs
and behaviours, and follow referral
procedures
q Topic 4 Complete
documentation
q 4A Comply with the organisation’s
requirements for reporting and
maintaining documentation
If you have covered and feel confident in all of these areas, you are ready to proceed to the final
assessment.
Before you commence the assessment process, discuss with your assessor or workplace
supervisor any areas you do not feel confident in or have not covered.
Final assessment overview
To demonstrate your competency using this final assessment you must successfully complete
both theory and practical assessment tasks.
Complete the following
task using this learner
• Part A – Questions
You will demonstrate a sound knowledge of the unit requirements in your
Release 1 (Aspire Version 1.1)
© Aspire Training & Consulting 5
Total Training Solutions Adelaide
CHCDIS002
Follow established person-centred behaviour supports – Assessments
guide responses.
• Part B – Case study questions
You will demonstrate a sound knowledge of the unit requirements in your
responses.
Refer to the Aspire
Practical placement
logbook for this unit
• Practical placement
Your performance will be assessed in the workplace.
Release 1 (Aspire Version 1.1)
© Aspire Training & Consulting 6
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Follow established person-centred behaviour supports – Assessments
guide responses.
• Part B – Case study questions
You will demonstrate a sound knowledge of the unit requirements in your
responses.
Refer to the Aspire
Practical placement
logbook for this unit
• Practical placement
Your performance will be assessed in the workplace.
Release 1 (Aspire Version 1.1)
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CHCDIS002
Follow established person-centred behaviour supports – Assessments
Assessment plan
Complete the following form with your assessor.
Training organisation
name Total Training Solutions Adelaide
Candidate name
Phone number
Email
Assessor name
Unit/s of competency CHCDIS002 Follow established person-centred behaviour supports,
Release 1
Assessment parts
selected
q Part A – Questions
q Part B – Case study questions
q Practical placement
Ready for assessment
declaration
I confirm that the purpose and procedures of this assessment have been
clearly explained to me. I have been consulted about any special needs I
might have in relation to the assessment process. The criteria to be used
for this assessment have been discussed with me, as have the
consequences and possible outcomes of the assessment.
I have accessed and understand general assessment information as
provided by my training organisation.
I have been given fair notice of the date, time, venue and other
arrangements for this assessment. I have completed a self-assessment of
my performance of the skills and knowledge for this unit and confirm that I
am ready for assessment.
My training organisation has provided information regarding time lines for
assessment while on practical placement.
Candidate signature
Date
Release 1 (Aspire Version 1.1)
© Aspire Training & Consulting 7
Total Training Solutions Adelaide
Follow established person-centred behaviour supports – Assessments
Assessment plan
Complete the following form with your assessor.
Training organisation
name Total Training Solutions Adelaide
Candidate name
Phone number
Assessor name
Unit/s of competency CHCDIS002 Follow established person-centred behaviour supports,
Release 1
Assessment parts
selected
q Part A – Questions
q Part B – Case study questions
q Practical placement
Ready for assessment
declaration
I confirm that the purpose and procedures of this assessment have been
clearly explained to me. I have been consulted about any special needs I
might have in relation to the assessment process. The criteria to be used
for this assessment have been discussed with me, as have the
consequences and possible outcomes of the assessment.
I have accessed and understand general assessment information as
provided by my training organisation.
I have been given fair notice of the date, time, venue and other
arrangements for this assessment. I have completed a self-assessment of
my performance of the skills and knowledge for this unit and confirm that I
am ready for assessment.
My training organisation has provided information regarding time lines for
assessment while on practical placement.
Candidate signature
Date
Release 1 (Aspire Version 1.1)
© Aspire Training & Consulting 7
Total Training Solutions Adelaide
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CHCDIS002
Follow established person-centred behaviour supports – Assessments
Final assessment tasks
Part A – Questions
Purpose You will demonstrate a sound knowledge of the unit requirements in your
responses.
Instructions to the
candidate
All questions must be answered satisfactorily for Part A to be completed
satisfactorily.
There is no restriction on the length of the question responses, or time
restriction in completing the assessment.
You must complete all questions unassisted by the assessor or other
personnel, but may refer to reference material as needed.
Resources required The question responses section is the only resource required for this
questioning assessment to be completed.
Assessment conditions Skills must have been demonstrated in the workplace or in a simulated
environment that reflects workplace conditions. The following conditions
must be met for this unit:
• Modelling of industry operating conditions, including:
- scenarios that present behaviours of concern that occur in real
work environments
- individualised behaviour support plans
- the organisation’s policies and procedures in relation to
behaviours of concern and critical incidents
Assessors must satisfy the Standards for Registered Training
Organisations (RTOs) 2015/AQTF mandatory competency requirements for
assessors.
Reasonable adjustment If you do not wish to respond to the questions in written form, an interview
may be used as an alternative approach if negotiated with your assessor.
Candidate to complete
Candidate name
Date of assessment
Assessment
declaration
I declare that no part of this assessment has been copied from another
person’s work, except where clearly noted on documents or work
submitted.
I declare that no part of this assessment has been written for me by
another person. I understand that plagiarism is a serious offence that may
lead to disciplinary action by my training organisation.
Candidate signature
Release 1 (Aspire Version 1.1)
© Aspire Training & Consulting 8
Total Training Solutions Adelaide
Follow established person-centred behaviour supports – Assessments
Final assessment tasks
Part A – Questions
Purpose You will demonstrate a sound knowledge of the unit requirements in your
responses.
Instructions to the
candidate
All questions must be answered satisfactorily for Part A to be completed
satisfactorily.
There is no restriction on the length of the question responses, or time
restriction in completing the assessment.
You must complete all questions unassisted by the assessor or other
personnel, but may refer to reference material as needed.
Resources required The question responses section is the only resource required for this
questioning assessment to be completed.
Assessment conditions Skills must have been demonstrated in the workplace or in a simulated
environment that reflects workplace conditions. The following conditions
must be met for this unit:
• Modelling of industry operating conditions, including:
- scenarios that present behaviours of concern that occur in real
work environments
- individualised behaviour support plans
- the organisation’s policies and procedures in relation to
behaviours of concern and critical incidents
Assessors must satisfy the Standards for Registered Training
Organisations (RTOs) 2015/AQTF mandatory competency requirements for
assessors.
Reasonable adjustment If you do not wish to respond to the questions in written form, an interview
may be used as an alternative approach if negotiated with your assessor.
Candidate to complete
Candidate name
Date of assessment
Assessment
declaration
I declare that no part of this assessment has been copied from another
person’s work, except where clearly noted on documents or work
submitted.
I declare that no part of this assessment has been written for me by
another person. I understand that plagiarism is a serious offence that may
lead to disciplinary action by my training organisation.
Candidate signature
Release 1 (Aspire Version 1.1)
© Aspire Training & Consulting 8
Total Training Solutions Adelaide
CHCDIS002
Follow established person-centred behaviour supports – Assessments
Question 1 Outline two policies and two procedures that can help you support the person with
their daily living.
Answer Assessment- it involve analysing the person’s activity and recommending the
best action to take
Having a specialist for emergency issue this will help in recommending the best
action to take in case of a change in behaviour.
Marking q Satisfactory q Unsatisfactory
Question 2 Explain how the individualised behaviour support plan can help you support the
person with their daily living.
Answer Individual behaviour support plan can help you support the person with their daily
living by helping the member to develop positive behaviour which reduce or replace
the dangerous behaviours. It includes improved communication, application of
clinical interventions and improving relationships.
Marking q Satisfactory q Unsatisfactory
Question 3 Briefly explain the social model of disability.
Answer
It is a method of viewing the universe as being developed by disabled individuals.
The model argue that individuals get disability through hindrance in the community
but not by their difference.
Marking q Satisfactory q Unsatisfactory
Question 4 Briefly explain how social devaluation can have an impact on an individual’s quality
of life.
Release 1 (Aspire Version 1.1)
© Aspire Training & Consulting 9
Total Training Solutions Adelaide
Follow established person-centred behaviour supports – Assessments
Question 1 Outline two policies and two procedures that can help you support the person with
their daily living.
Answer Assessment- it involve analysing the person’s activity and recommending the
best action to take
Having a specialist for emergency issue this will help in recommending the best
action to take in case of a change in behaviour.
Marking q Satisfactory q Unsatisfactory
Question 2 Explain how the individualised behaviour support plan can help you support the
person with their daily living.
Answer Individual behaviour support plan can help you support the person with their daily
living by helping the member to develop positive behaviour which reduce or replace
the dangerous behaviours. It includes improved communication, application of
clinical interventions and improving relationships.
Marking q Satisfactory q Unsatisfactory
Question 3 Briefly explain the social model of disability.
Answer
It is a method of viewing the universe as being developed by disabled individuals.
The model argue that individuals get disability through hindrance in the community
but not by their difference.
Marking q Satisfactory q Unsatisfactory
Question 4 Briefly explain how social devaluation can have an impact on an individual’s quality
of life.
Release 1 (Aspire Version 1.1)
© Aspire Training & Consulting 9
Total Training Solutions Adelaide
CHCDIS002
Follow established person-centred behaviour supports – Assessments
Answer Social devaluation refers to a view of individual’s value to be low as compared to
others in society. The impact of it is that individual feels looked over and
unappreciated for the potential value
Marking q Satisfactory q Unsatisfactory
Question 5 What are the legal and ethical considerations regarding dignity of risk when
supporting people with their daily activities?
Answer The ethical consideration include confidentiality, anonymity, voluntary participation
and informed consent. When it comes to legal consideration it comprises of the
rights of the disable which include things such as right to privacy.
Marking q Satisfactory q Unsatisfactory
Question 6 Explain what a support worker’s legal and ethical considerations are in relation to
duty of care when supporting people with disabilities.
Answer The ethical consideration include confidentiality, anonymity, voluntary participation
and informed consent. When it comes to legal consideration it comprises of the
rights of the disable which include things such as right to privacy.
Marking q Satisfactory q Unsatisfactory
Question 7 What are two human rights, according to the United Nations convention on the
rights of persons with disabilities that a support worker should consider in their work
with the people they provide support to?
Release 1 (Aspire Version 1.1)
© Aspire Training & Consulting 10
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Follow established person-centred behaviour supports – Assessments
Answer Social devaluation refers to a view of individual’s value to be low as compared to
others in society. The impact of it is that individual feels looked over and
unappreciated for the potential value
Marking q Satisfactory q Unsatisfactory
Question 5 What are the legal and ethical considerations regarding dignity of risk when
supporting people with their daily activities?
Answer The ethical consideration include confidentiality, anonymity, voluntary participation
and informed consent. When it comes to legal consideration it comprises of the
rights of the disable which include things such as right to privacy.
Marking q Satisfactory q Unsatisfactory
Question 6 Explain what a support worker’s legal and ethical considerations are in relation to
duty of care when supporting people with disabilities.
Answer The ethical consideration include confidentiality, anonymity, voluntary participation
and informed consent. When it comes to legal consideration it comprises of the
rights of the disable which include things such as right to privacy.
Marking q Satisfactory q Unsatisfactory
Question 7 What are two human rights, according to the United Nations convention on the
rights of persons with disabilities that a support worker should consider in their work
with the people they provide support to?
Release 1 (Aspire Version 1.1)
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CHCDIS002
Follow established person-centred behaviour supports – Assessments
Answer The rights of people with disability that support worker should consider include
equality before the law, respect of privacy, freedom of speech, right to quality health
and right to education. These are according to United Nation Convention.
Marking q Satisfactory q Unsatisfactory
Question 8 What is constraint, and what is a legal and ethical consideration in using constraint,
when working with people who have a disability?
Answer Constraint refers to an element that restrict an individual from performing his or her
duties appropriately. The ethical and legal consideration when dealing with disable
is that the supporter have to recognise that the disable have certain constraints
however, they are protected by law.
Marking q Satisfactory q Unsatisfactory
Question 9 What are your legal and ethical responsibilities regarding abuse of people with
disabilities?
Answer The legal responsibility is to report any case of abuse during the time
when one is assisting the individuals. Secondly, the ethical
responsibility is to respect the disable knowing that they are also
human who are differently disabled.
Marking q Satisfactory q Unsatisfactory
Question 10 What are the legal and ethical considerations when ensuring the work safety and
health of people with a disability?
Release 1 (Aspire Version 1.1)
© Aspire Training & Consulting 11
Total Training Solutions Adelaide
Follow established person-centred behaviour supports – Assessments
Answer The rights of people with disability that support worker should consider include
equality before the law, respect of privacy, freedom of speech, right to quality health
and right to education. These are according to United Nation Convention.
Marking q Satisfactory q Unsatisfactory
Question 8 What is constraint, and what is a legal and ethical consideration in using constraint,
when working with people who have a disability?
Answer Constraint refers to an element that restrict an individual from performing his or her
duties appropriately. The ethical and legal consideration when dealing with disable
is that the supporter have to recognise that the disable have certain constraints
however, they are protected by law.
Marking q Satisfactory q Unsatisfactory
Question 9 What are your legal and ethical responsibilities regarding abuse of people with
disabilities?
Answer The legal responsibility is to report any case of abuse during the time
when one is assisting the individuals. Secondly, the ethical
responsibility is to respect the disable knowing that they are also
human who are differently disabled.
Marking q Satisfactory q Unsatisfactory
Question 10 What are the legal and ethical considerations when ensuring the work safety and
health of people with a disability?
Release 1 (Aspire Version 1.1)
© Aspire Training & Consulting 11
Total Training Solutions Adelaide
CHCDIS002
Follow established person-centred behaviour supports – Assessments
Answer The legal and ethical consideration when ensuring the work and health of people
with disability include recognising the value of people with disability and knowing
that there are legal consequences when one goes against the rights of the disable.
Marking q Satisfactory q Unsatisfactory
Question 11 Name three indicators that a person’s needs may be unmet.
Answer a. Cultural barriers- this include practices that hinder the supporter from
giving out support services.
b. Physical and social barriers
c. Unconducive working relationship between the supporter and the person
with disability.
Marking q Satisfactory q Unsatisfactory
Question 12 What are three principles of effective communication you could use when
encouraging participation?
Answer i. Having the goal of participation- it means defining what one wants to
achieve during communication.
ii. Listening – since communication involves two ways every part should
listen to the other
iii. Staying organised during the communication process encourages
participation.
Marking q Satisfactory q Unsatisfactory
Question 13 Explain two ways that you can provide a safe environment for a person that is
conducive to positive and adaptive responses.
Release 1 (Aspire Version 1.1)
© Aspire Training & Consulting 12
Total Training Solutions Adelaide
Follow established person-centred behaviour supports – Assessments
Answer The legal and ethical consideration when ensuring the work and health of people
with disability include recognising the value of people with disability and knowing
that there are legal consequences when one goes against the rights of the disable.
Marking q Satisfactory q Unsatisfactory
Question 11 Name three indicators that a person’s needs may be unmet.
Answer a. Cultural barriers- this include practices that hinder the supporter from
giving out support services.
b. Physical and social barriers
c. Unconducive working relationship between the supporter and the person
with disability.
Marking q Satisfactory q Unsatisfactory
Question 12 What are three principles of effective communication you could use when
encouraging participation?
Answer i. Having the goal of participation- it means defining what one wants to
achieve during communication.
ii. Listening – since communication involves two ways every part should
listen to the other
iii. Staying organised during the communication process encourages
participation.
Marking q Satisfactory q Unsatisfactory
Question 13 Explain two ways that you can provide a safe environment for a person that is
conducive to positive and adaptive responses.
Release 1 (Aspire Version 1.1)
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CHCDIS002
Follow established person-centred behaviour supports – Assessments
Answer i. Being persuasive- it involves convincing the other person that what
you are doing is important based on the goal.
ii. Taking shorter time in explaining issues which improve the
concentration of the individual.
Marking q Satisfactory q Unsatisfactory
Question 14 Describe two different types of behaviour, and three different indicators that define
the behaviour.
Answer i. Overt behaviour- it refers to an obvious act that is observable by
people. The indicators of this behaviour include how one walks run
and dance.
ii. Covert behaviour- it is secret type of behaviour is not easily
observable. The three indicators include mental, social and physical
actions.
Marking q Satisfactory q Unsatisfactory
Question 15 Explain the reason why a worker should monitor the frequency of a person’s
behaviour.
Answer Constant monitoring of the behaviour will ensure that the worker keeps the
behaviour on track. For a change in behaviour may mean that the individual is
unhappy with a certain issue.
Marking q Satisfactory q Unsatisfactory
Question 16 Why should you consider a person’s emotional wellbeing in the context of
behaviour?
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Answer i. Being persuasive- it involves convincing the other person that what
you are doing is important based on the goal.
ii. Taking shorter time in explaining issues which improve the
concentration of the individual.
Marking q Satisfactory q Unsatisfactory
Question 14 Describe two different types of behaviour, and three different indicators that define
the behaviour.
Answer i. Overt behaviour- it refers to an obvious act that is observable by
people. The indicators of this behaviour include how one walks run
and dance.
ii. Covert behaviour- it is secret type of behaviour is not easily
observable. The three indicators include mental, social and physical
actions.
Marking q Satisfactory q Unsatisfactory
Question 15 Explain the reason why a worker should monitor the frequency of a person’s
behaviour.
Answer Constant monitoring of the behaviour will ensure that the worker keeps the
behaviour on track. For a change in behaviour may mean that the individual is
unhappy with a certain issue.
Marking q Satisfactory q Unsatisfactory
Question 16 Why should you consider a person’s emotional wellbeing in the context of
behaviour?
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CHCDIS002
Follow established person-centred behaviour supports – Assessments
Answer The emotional well-being proves that an individual is satisfied with the services or
care that he or she is receiving. However, any negative deviation in behaviour may
mean that the worker need to improve on service.
Marking q Satisfactory q Unsatisfactory
Question 17 Provide two reasons for considering a person’s health status in the context of the
behaviour.
Answer The first reason is that health directly affect the behaviour of an individual one
cannot be jovial when having poor health status. Secondly, poor health can
change the individual behaviour from the normal to unexpected type of
behaviour.
Marking q Satisfactory q Unsatisfactory
Question 18 Why should you consider a person’s medication in the context of behaviour?
Answer Medication have influence on behaviour therefore, one should choose the type of
medication that rhyme with the behaviour. Some behaviours are not easy to identify
because of change in medication.
Marking q Satisfactory q Unsatisfactory
Question 19 Why should you record all observations in consultation with the supervisor, and
using terms that can clearly be understood?
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Answer The emotional well-being proves that an individual is satisfied with the services or
care that he or she is receiving. However, any negative deviation in behaviour may
mean that the worker need to improve on service.
Marking q Satisfactory q Unsatisfactory
Question 17 Provide two reasons for considering a person’s health status in the context of the
behaviour.
Answer The first reason is that health directly affect the behaviour of an individual one
cannot be jovial when having poor health status. Secondly, poor health can
change the individual behaviour from the normal to unexpected type of
behaviour.
Marking q Satisfactory q Unsatisfactory
Question 18 Why should you consider a person’s medication in the context of behaviour?
Answer Medication have influence on behaviour therefore, one should choose the type of
medication that rhyme with the behaviour. Some behaviours are not easy to identify
because of change in medication.
Marking q Satisfactory q Unsatisfactory
Question 19 Why should you record all observations in consultation with the supervisor, and
using terms that can clearly be understood?
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Answer Recording assist in assessing the preferred medication and keeping track on
change in behaviour. Apart from that it makes it easy for an individual to know
and narrate to the supervisor change that has occurred within a given period.
Marking q Satisfactory q Unsatisfactory
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Answer Recording assist in assessing the preferred medication and keeping track on
change in behaviour. Apart from that it makes it easy for an individual to know
and narrate to the supervisor change that has occurred within a given period.
Marking q Satisfactory q Unsatisfactory
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CHCDIS002
Follow established person-centred behaviour supports – Assessments
Question 20 Explain engagement in meaningful activities as a positive lifestyle enhancement
strategy.
Answer Engagement is important because it reduces the chances of depression and stress.
In terms of lifestyle, it prolong the lifestyle of an individual because one is always
happy while doing according to his or her passion.
Marking q Satisfactory q Unsatisfactory
Question 21 How do organisational policies and procedures for reporting accidents and incidents
play a part in managing the risks surrounding behaviours of concern that people
with support needs may have?
Answer The policies are outlined to ease the process of reporting incidences. For example
organisation can reduce the number of people to report to thus making it easy.
Marking q Satisfactory q Unsatisfactory
Question 22 Why should you follow organisational procedures when supporting behaviour
management?
Answer The organisational procedures outline the process, therefore, follow the procedure
ensures that one is within the legal framework that is needed in supporting
behavioural management. It assure one that no more delays on feedback.
Marking q Satisfactory q Unsatisfactory
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Question 20 Explain engagement in meaningful activities as a positive lifestyle enhancement
strategy.
Answer Engagement is important because it reduces the chances of depression and stress.
In terms of lifestyle, it prolong the lifestyle of an individual because one is always
happy while doing according to his or her passion.
Marking q Satisfactory q Unsatisfactory
Question 21 How do organisational policies and procedures for reporting accidents and incidents
play a part in managing the risks surrounding behaviours of concern that people
with support needs may have?
Answer The policies are outlined to ease the process of reporting incidences. For example
organisation can reduce the number of people to report to thus making it easy.
Marking q Satisfactory q Unsatisfactory
Question 22 Why should you follow organisational procedures when supporting behaviour
management?
Answer The organisational procedures outline the process, therefore, follow the procedure
ensures that one is within the legal framework that is needed in supporting
behavioural management. It assure one that no more delays on feedback.
Marking q Satisfactory q Unsatisfactory
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CHCDIS002
Follow established person-centred behaviour supports – Assessments
Question 23 How should you respond to critical incidents in accordance with an organisation’s
intervention and notification procedures?
Answer The best way is to follow the outlined organisation rules to be used in responding to
an incidence. However, one can make use of the organisation management to
address the critical incidence.
Marking q Satisfactory q Unsatisfactory
Question 24 Identify two common requirements of critical incident policies and procedures
relating to behaviour management.
Answer i. Evaluating the situation to find the challenge
ii. Contacting a supervisor or a health officer to monitor the situation and
respond in relation to the assessment.
Marking q Satisfactory q Unsatisfactory
Question 25 Why should you consult your supervisor when monitoring strategies to determine
effectiveness? Provide two kinds of information they may be able to provide.
Answer The issue is that supervisors have more experienced and may be able to
identify the challenge quickly. However one may need medical history and the
assessment record to enhance understanding.
Marking q Satisfactory q Unsatisfactory
Question 26 How could you identify changes in a person’s needs and behaviours and how
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Question 23 How should you respond to critical incidents in accordance with an organisation’s
intervention and notification procedures?
Answer The best way is to follow the outlined organisation rules to be used in responding to
an incidence. However, one can make use of the organisation management to
address the critical incidence.
Marking q Satisfactory q Unsatisfactory
Question 24 Identify two common requirements of critical incident policies and procedures
relating to behaviour management.
Answer i. Evaluating the situation to find the challenge
ii. Contacting a supervisor or a health officer to monitor the situation and
respond in relation to the assessment.
Marking q Satisfactory q Unsatisfactory
Question 25 Why should you consult your supervisor when monitoring strategies to determine
effectiveness? Provide two kinds of information they may be able to provide.
Answer The issue is that supervisors have more experienced and may be able to
identify the challenge quickly. However one may need medical history and the
assessment record to enhance understanding.
Marking q Satisfactory q Unsatisfactory
Question 26 How could you identify changes in a person’s needs and behaviours and how
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Follow established person-centred behaviour supports – Assessments
should you report a change?
Answer In every situation, one should always keep a record of behaviour and needs. From
the record it is easier to identify when there is a change. The best way to report a
change is to inform the situation of senior individual the records of the change.
Marking q Satisfactory q Unsatisfactory
Question 27 Describe two different specialist services you may need to refer to, and how referral
would be made.
Answer Psychiatrist and cardiologist are one of the specialist that I would refer to in this
situation. The process of refereeing to them may involve writing a formal letter
requesting a session with the two.
Marking q Satisfactory q Unsatisfactory
Question 28 How can you comply with an organisation’s reporting requirements?
Answer You need to check the data accuracy to ensure that whatever you are delivering is
correct and may not cause any future discomfort. Secondly, you can also automate
several key functions to ensure that they within required standards.
Marking q Satisfactory q Unsatisfactory
Question 29 Explain two ways you can maintain documentation according to organisational
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should you report a change?
Answer In every situation, one should always keep a record of behaviour and needs. From
the record it is easier to identify when there is a change. The best way to report a
change is to inform the situation of senior individual the records of the change.
Marking q Satisfactory q Unsatisfactory
Question 27 Describe two different specialist services you may need to refer to, and how referral
would be made.
Answer Psychiatrist and cardiologist are one of the specialist that I would refer to in this
situation. The process of refereeing to them may involve writing a formal letter
requesting a session with the two.
Marking q Satisfactory q Unsatisfactory
Question 28 How can you comply with an organisation’s reporting requirements?
Answer You need to check the data accuracy to ensure that whatever you are delivering is
correct and may not cause any future discomfort. Secondly, you can also automate
several key functions to ensure that they within required standards.
Marking q Satisfactory q Unsatisfactory
Question 29 Explain two ways you can maintain documentation according to organisational
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Follow established person-centred behaviour supports – Assessments
requirements?
Answer i. Identify the person or people who are responsible for obtaining the
information thus ensuring that you comply with organisational
legislative needs.
ii. Establishing the document control process. Which ensures correct
version of documents are kept.
Marking q Satisfactory q Unsatisfactory
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requirements?
Answer i. Identify the person or people who are responsible for obtaining the
information thus ensuring that you comply with organisational
legislative needs.
ii. Establishing the document control process. Which ensures correct
version of documents are kept.
Marking q Satisfactory q Unsatisfactory
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CHCDIS002
Follow established person-centred behaviour supports – Assessments
Part B – Case study questions
Purpose You will demonstrate a sound knowledge of the unit requirements in your
responses.
Instructions to the
candidate
All questions must be answered satisfactorily for Part B to be completed
satisfactorily.
There is no restriction on the length of the question responses, or time
restriction in completing the assessment.
You must complete all questions unassisted by the assessor or other
personnel, but may refer to reference material as needed.
Resources required The question responses section is the only resource required for this
section to be completed.
Assessment conditions Skills must have been demonstrated in the workplace or in a simulated
environment that reflects workplace conditions. The following conditions
must be met for this unit:
• Modelling of industry operating conditions, including:
- scenarios that present behaviours of concern that occur in real
work environments
- individualised behaviour support plans
- the organisation’s policies and procedures in relation to
behaviours of concern and critical incidents
Assessors must satisfy the Standards for Registered Training
Organisations (RTOs) 2015/AQTF mandatory competency requirements for
assessors.
Reasonable adjustment If you do not wish to respond to the questions in written form, an interview
may be used as an alternative approach if negotiated with your assessor.
Candidate to complete
Candidate name
Date of assessment
Assessment
declaration
I declare that no part of this assessment has been copied from another
person’s work, except where clearly noted on documents or work
submitted.
I declare that no part of this assessment has been written for me by
another person. I understand that plagiarism is a serious offence that may
lead to disciplinary action by my training organisation.
Candidate signature
Read the case study, then answer the questions that follow.
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Part B – Case study questions
Purpose You will demonstrate a sound knowledge of the unit requirements in your
responses.
Instructions to the
candidate
All questions must be answered satisfactorily for Part B to be completed
satisfactorily.
There is no restriction on the length of the question responses, or time
restriction in completing the assessment.
You must complete all questions unassisted by the assessor or other
personnel, but may refer to reference material as needed.
Resources required The question responses section is the only resource required for this
section to be completed.
Assessment conditions Skills must have been demonstrated in the workplace or in a simulated
environment that reflects workplace conditions. The following conditions
must be met for this unit:
• Modelling of industry operating conditions, including:
- scenarios that present behaviours of concern that occur in real
work environments
- individualised behaviour support plans
- the organisation’s policies and procedures in relation to
behaviours of concern and critical incidents
Assessors must satisfy the Standards for Registered Training
Organisations (RTOs) 2015/AQTF mandatory competency requirements for
assessors.
Reasonable adjustment If you do not wish to respond to the questions in written form, an interview
may be used as an alternative approach if negotiated with your assessor.
Candidate to complete
Candidate name
Date of assessment
Assessment
declaration
I declare that no part of this assessment has been copied from another
person’s work, except where clearly noted on documents or work
submitted.
I declare that no part of this assessment has been written for me by
another person. I understand that plagiarism is a serious offence that may
lead to disciplinary action by my training organisation.
Candidate signature
Read the case study, then answer the questions that follow.
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CHCDIS002
Follow established person-centred behaviour supports – Assessments
Case study (questions 1–8)
Sam is a support worker for a small regional service that supports people with disabilities. Rick uses
the service. Rick is Indigenous Australian, and has a mild intellectual disability. Rick loves outdoor
activities, such as rock climbing, sailing and bushwalking. Unfortunately the service is small and
receives limited funding, so Rick has not been given much opportunity to explore his interests.
Rick is also very social. He loves people, and especially loves talking to people.
Rick has just started shelf stocking at the local supermarket. His supervisor, Will, has not had much
time to train him, but has complained to Sam about Rick’s behaviour. He says Rick is distracted,
irritable and never completes a task, and when he’s asked to do something, he often ignores the
request.
Sam meets with Rick and his mother Helen to discuss some options and look at ways they could
potentially enhance Rick’s lifestyle.
CS Question 1 How could Sam support Rick to maintain his daily living activities and routines?
Answer i. Always find a way of reminding Rick on daily basis on the activities he
is supposed to carry out lie having a booklet that have list of activities
to complete.
ii. Involving family members to recommend ways of handling the
situation.
Marking q Satisfactory q Unsatisfactory
CS Question 2 What are Rick’s individual needs that Sam must consider?
Answer Sam must consider things such Rick’s hobbies and passion that always control his
day. However, he may also have things that he hates. Sam must also take into
consideration the disability that Sam possess. Lastly, he is very social and that
means that one can interact with him easily.
Marking q Satisfactory q Unsatisfactory
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Case study (questions 1–8)
Sam is a support worker for a small regional service that supports people with disabilities. Rick uses
the service. Rick is Indigenous Australian, and has a mild intellectual disability. Rick loves outdoor
activities, such as rock climbing, sailing and bushwalking. Unfortunately the service is small and
receives limited funding, so Rick has not been given much opportunity to explore his interests.
Rick is also very social. He loves people, and especially loves talking to people.
Rick has just started shelf stocking at the local supermarket. His supervisor, Will, has not had much
time to train him, but has complained to Sam about Rick’s behaviour. He says Rick is distracted,
irritable and never completes a task, and when he’s asked to do something, he often ignores the
request.
Sam meets with Rick and his mother Helen to discuss some options and look at ways they could
potentially enhance Rick’s lifestyle.
CS Question 1 How could Sam support Rick to maintain his daily living activities and routines?
Answer i. Always find a way of reminding Rick on daily basis on the activities he
is supposed to carry out lie having a booklet that have list of activities
to complete.
ii. Involving family members to recommend ways of handling the
situation.
Marking q Satisfactory q Unsatisfactory
CS Question 2 What are Rick’s individual needs that Sam must consider?
Answer Sam must consider things such Rick’s hobbies and passion that always control his
day. However, he may also have things that he hates. Sam must also take into
consideration the disability that Sam possess. Lastly, he is very social and that
means that one can interact with him easily.
Marking q Satisfactory q Unsatisfactory
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Follow established person-centred behaviour supports – Assessments
CS Question 3 What are Rick’s individual strengths that Sam should consider?
Answer Rick is goal oriented as he always do what he knows will develop him at the end of
the day. Secondly, he is able to work under limited environment as there are no
funds but he is pressing on daily.
Marking q Satisfactory q Unsatisfactory
CS Question 4 What are Rick’s individual capabilities that Sam should consider?
Answer Ability to explore the outdoor activities such as sailing and climbing of the mountain.
Second being social means that Rick has the capability to change when talked to
concerning an issue.
Marking q Satisfactory q Unsatisfactory
CS Question 5 What are Rick’s individual preferences that Sam should consider?
Answer The outdoor activities such as rock climbing, sailing and bushwalking. These are the
activities that control his life. Sam can take him out and start a conversation while
they are doing these activities.
Marking q Satisfactory q Unsatisfactory
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CS Question 3 What are Rick’s individual strengths that Sam should consider?
Answer Rick is goal oriented as he always do what he knows will develop him at the end of
the day. Secondly, he is able to work under limited environment as there are no
funds but he is pressing on daily.
Marking q Satisfactory q Unsatisfactory
CS Question 4 What are Rick’s individual capabilities that Sam should consider?
Answer Ability to explore the outdoor activities such as sailing and climbing of the mountain.
Second being social means that Rick has the capability to change when talked to
concerning an issue.
Marking q Satisfactory q Unsatisfactory
CS Question 5 What are Rick’s individual preferences that Sam should consider?
Answer The outdoor activities such as rock climbing, sailing and bushwalking. These are the
activities that control his life. Sam can take him out and start a conversation while
they are doing these activities.
Marking q Satisfactory q Unsatisfactory
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CHCDIS002
Follow established person-centred behaviour supports – Assessments
CS Question 6 Describe two problems faced by Sam in engaging Rick in daily living activities and
routines.
Answer Limited funds due to lack of a consistent source of funding. The issues limits Sam
on activities that he can initiate. The second issue is that Rich has preference
activities thus forcing Sam to incorporate them in his daily life.
Marking q Satisfactory q Unsatisfactory
CS Question 7 Describe how Sam could seek appropriate assistance to motivate Rick.
Answer Sam can take Rick in an outdoor activity such as climbing and sailing then start a
conversation relating to an issue they need to discuss.
Marking q Satisfactory q Unsatisfactory
CS Question 8 Explain two ways that Sam could provide a safe environment for Rick, which is
conducive to positive and adaptive responses?
Answer Having goal oriented conversation and activities to ensure that he analyses
every activity after taking part. Secondly, Sam should listen to Rick keenly to
identify what Rick needs.
Marking q Satisfactory q Unsatisfactory
Read the case study, then answer the questions that follow.
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CS Question 6 Describe two problems faced by Sam in engaging Rick in daily living activities and
routines.
Answer Limited funds due to lack of a consistent source of funding. The issues limits Sam
on activities that he can initiate. The second issue is that Rich has preference
activities thus forcing Sam to incorporate them in his daily life.
Marking q Satisfactory q Unsatisfactory
CS Question 7 Describe how Sam could seek appropriate assistance to motivate Rick.
Answer Sam can take Rick in an outdoor activity such as climbing and sailing then start a
conversation relating to an issue they need to discuss.
Marking q Satisfactory q Unsatisfactory
CS Question 8 Explain two ways that Sam could provide a safe environment for Rick, which is
conducive to positive and adaptive responses?
Answer Having goal oriented conversation and activities to ensure that he analyses
every activity after taking part. Secondly, Sam should listen to Rick keenly to
identify what Rick needs.
Marking q Satisfactory q Unsatisfactory
Read the case study, then answer the questions that follow.
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CHCDIS002
Follow established person-centred behaviour supports – Assessments
Case study (questions 9–13)
Maahir works as a disability support worker. One of the people he supports is Naomi, who uses a
wheelchair, and has autism. Naomi is 16. In recent months, Naomi’s behaviour has changed
significantly. She’s been biting and hitting staff, raising her voice at staff and other people in support,
and refusing to comply with requests.
Maahir and his team look at Naomi’s individualised behaviour support plan. At this stage, there is no
current information about Naomi’s behaviours of concern, as the behaviours are quite recent. The
individualised support plan says that Naomi’s agitation increases in the evening, and meditation
techniques or a bath are recommended.
Maahir’s supervisor, Karen, organises for an integrated assessment to take place. As part of the
assessment, she asks Maahir and other team members to observe Naomi’s behaviour, and record the
type, frequency and triggers of the behaviours of concern to try and identify context.
Maahir observes that Naomi tends to become stressed at the end of the day around meal time. When
she is asked to eat, she refuses, and then her behaviour escalates. Most of the biting and hitting
behaviour happens around this time. Her behaviour tends to escalate most evenings, and results in
hitting and biting at least twice a week. These days usually correspond with family visits. Naomi’s
mother and sister visit twice a week. Sometimes they take Naomi on an outing.
CS Question 9 What behaviours of concern would Maahir recognise in Naomi’s individualised
behaviour support plan?
Answer Biting and hitting staff which may have been a result of bitterness. The behaviour
makes it hard to deal with Naomi as evident in the case study.
Marking q Satisfactory q Unsatisfactory
CS Question 10 Why should Maahir consider what happened before, during and after Naomi’s
behaviour of concern?
Answer The record assist in recording the best way to deal with Naomi considering her
situation. Apart from that, a supervisor may need the record during assessment to
help ailing Naomi.
Marking q Satisfactory q Unsatisfactory
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Case study (questions 9–13)
Maahir works as a disability support worker. One of the people he supports is Naomi, who uses a
wheelchair, and has autism. Naomi is 16. In recent months, Naomi’s behaviour has changed
significantly. She’s been biting and hitting staff, raising her voice at staff and other people in support,
and refusing to comply with requests.
Maahir and his team look at Naomi’s individualised behaviour support plan. At this stage, there is no
current information about Naomi’s behaviours of concern, as the behaviours are quite recent. The
individualised support plan says that Naomi’s agitation increases in the evening, and meditation
techniques or a bath are recommended.
Maahir’s supervisor, Karen, organises for an integrated assessment to take place. As part of the
assessment, she asks Maahir and other team members to observe Naomi’s behaviour, and record the
type, frequency and triggers of the behaviours of concern to try and identify context.
Maahir observes that Naomi tends to become stressed at the end of the day around meal time. When
she is asked to eat, she refuses, and then her behaviour escalates. Most of the biting and hitting
behaviour happens around this time. Her behaviour tends to escalate most evenings, and results in
hitting and biting at least twice a week. These days usually correspond with family visits. Naomi’s
mother and sister visit twice a week. Sometimes they take Naomi on an outing.
CS Question 9 What behaviours of concern would Maahir recognise in Naomi’s individualised
behaviour support plan?
Answer Biting and hitting staff which may have been a result of bitterness. The behaviour
makes it hard to deal with Naomi as evident in the case study.
Marking q Satisfactory q Unsatisfactory
CS Question 10 Why should Maahir consider what happened before, during and after Naomi’s
behaviour of concern?
Answer The record assist in recording the best way to deal with Naomi considering her
situation. Apart from that, a supervisor may need the record during assessment to
help ailing Naomi.
Marking q Satisfactory q Unsatisfactory
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CHCDIS002
Follow established person-centred behaviour supports – Assessments
CS Question 11 What may have triggered Naomi’s behaviour of concern?
Answer It may have been bitterness since man people do not understand her situation.
Secondly, the people around her forces her to carry out activities that she do not
agree. For example eating.
Marking q Satisfactory q Unsatisfactory
CS Question 12 Explain two environmental factors impacting Naomi’s behaviour.
Answer The relationship between Naomi and people around her place- many of these
people fear Naomi and view her as a stubborn being.
The food she is being served including the mode of communication with the people
serving her.
Marking q Satisfactory q Unsatisfactory
CS Question 13 Maahir should record all observations of Naomi accurately and objectively. Write
two brief examples of observations of Naomi that could be described as accurate
and objective.
Answer Biting and hitting staff
Using loud voice to respond to people serving her.
Declining the request from support workers.
Marking q Satisfactory q Unsatisfactory
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CS Question 11 What may have triggered Naomi’s behaviour of concern?
Answer It may have been bitterness since man people do not understand her situation.
Secondly, the people around her forces her to carry out activities that she do not
agree. For example eating.
Marking q Satisfactory q Unsatisfactory
CS Question 12 Explain two environmental factors impacting Naomi’s behaviour.
Answer The relationship between Naomi and people around her place- many of these
people fear Naomi and view her as a stubborn being.
The food she is being served including the mode of communication with the people
serving her.
Marking q Satisfactory q Unsatisfactory
CS Question 13 Maahir should record all observations of Naomi accurately and objectively. Write
two brief examples of observations of Naomi that could be described as accurate
and objective.
Answer Biting and hitting staff
Using loud voice to respond to people serving her.
Declining the request from support workers.
Marking q Satisfactory q Unsatisfactory
Release 1 (Aspire Version 1.1)
© Aspire Training & Consulting 25
Total Training Solutions Adelaide
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CHCDIS002
Follow established person-centred behaviour supports – Assessments
Read the case study, then answer the questions that follow.
Case study (questions 14–21)
Naomi uses a wheelchair and has autism. Her behaviours of concern are that she hits and bites staff
when she becomes agitated in the evenings.
At this stage, one of the interventions used has been to try and ask Naomi to count her breaths. This
only makes Naomi more agitated. One intervention that has been successful has been to run Naomi a
warm bath.
When Naomi’s behaviour has significantly escalated, however, some support workers have wheeled
Naomi to her room and locked the door. This usually worsens her behaviour. Eventually she calms
down and falls asleep. Maahir, one of Naomi’s support workers, is concerned about this practice as it
does not seem right and is not detailed in Naomi’s support plan. He talks to his supervisor about the
practice, and his supervisor agrees that this is against regulations.
The next day, Naomi is wheeled to her room, and her door is locked. While in her room, Naomi bangs
her head badly. She becomes quiet. When Maahir checks on her, he sees she is unconscious.
CS Question 14 Describe two appropriate intervention strategies Maahir could initiate to address
Naomi’s behaviours of concern.
Answer Avoid activities that annoy Naomi further for example asking her to count her
breathe as this strategy may worsen the situation.
Consulting a specialist in autism to assist on how to address the issue. It will
involve narrative the situation to the specialist.
Marking q Satisfactory q Unsatisfactory
CS Question 15 Explain which intervention strategies are inappropriate in Naomi’s situation.
Answer The step is to identify the things that makes Naomi happy. Weigh various options
considering the benefits and risk of every option. For instance, engaging her in
suitable leisure activities.
Marking q Satisfactory q Unsatisfactory
Release 1 (Aspire Version 1.1)
© Aspire Training & Consulting 26
Total Training Solutions Adelaide
Follow established person-centred behaviour supports – Assessments
Read the case study, then answer the questions that follow.
Case study (questions 14–21)
Naomi uses a wheelchair and has autism. Her behaviours of concern are that she hits and bites staff
when she becomes agitated in the evenings.
At this stage, one of the interventions used has been to try and ask Naomi to count her breaths. This
only makes Naomi more agitated. One intervention that has been successful has been to run Naomi a
warm bath.
When Naomi’s behaviour has significantly escalated, however, some support workers have wheeled
Naomi to her room and locked the door. This usually worsens her behaviour. Eventually she calms
down and falls asleep. Maahir, one of Naomi’s support workers, is concerned about this practice as it
does not seem right and is not detailed in Naomi’s support plan. He talks to his supervisor about the
practice, and his supervisor agrees that this is against regulations.
The next day, Naomi is wheeled to her room, and her door is locked. While in her room, Naomi bangs
her head badly. She becomes quiet. When Maahir checks on her, he sees she is unconscious.
CS Question 14 Describe two appropriate intervention strategies Maahir could initiate to address
Naomi’s behaviours of concern.
Answer Avoid activities that annoy Naomi further for example asking her to count her
breathe as this strategy may worsen the situation.
Consulting a specialist in autism to assist on how to address the issue. It will
involve narrative the situation to the specialist.
Marking q Satisfactory q Unsatisfactory
CS Question 15 Explain which intervention strategies are inappropriate in Naomi’s situation.
Answer The step is to identify the things that makes Naomi happy. Weigh various options
considering the benefits and risk of every option. For instance, engaging her in
suitable leisure activities.
Marking q Satisfactory q Unsatisfactory
Release 1 (Aspire Version 1.1)
© Aspire Training & Consulting 26
Total Training Solutions Adelaide
CHCDIS002
Follow established person-centred behaviour supports – Assessments
CS Question 16 Why is it important for Maahir to interpret and follow Naomi’s behavioural support
strategies when they are updated?
Answer It is because behavioural support shows the recent behaviours of Naomi. It also
predicts how Naomi ma behave in future. They are real time requirements in
managing the situation.
Marking q Satisfactory q Unsatisfactory
CS Question 17 How could Maahir ensure that intervention strategies are in line with Naomi’s
individualised behaviour support plan?
Answer It can be only through consulting the supervisor or a specialist in every change
evident in Naomi. These people provide accurate information that he can depend on
while managing Naomi.
Marking q Satisfactory q Unsatisfactory
CS Question 18 How should Maahir respond when Naomi is found unconscious?
Answer The first step is to remove Naomi from the locked room and change for her the
clothing based on the situation. After cleanliness, Maahir can call the supervisor for
assistance.
Marking q Satisfactory q Unsatisfactory
CS Question 19 Describe how Maahir can ensure the safety of Naomi, himself and other people in
general, and during the critical incident with Naomi.
Release 1 (Aspire Version 1.1)
© Aspire Training & Consulting 27
Total Training Solutions Adelaide
Follow established person-centred behaviour supports – Assessments
CS Question 16 Why is it important for Maahir to interpret and follow Naomi’s behavioural support
strategies when they are updated?
Answer It is because behavioural support shows the recent behaviours of Naomi. It also
predicts how Naomi ma behave in future. They are real time requirements in
managing the situation.
Marking q Satisfactory q Unsatisfactory
CS Question 17 How could Maahir ensure that intervention strategies are in line with Naomi’s
individualised behaviour support plan?
Answer It can be only through consulting the supervisor or a specialist in every change
evident in Naomi. These people provide accurate information that he can depend on
while managing Naomi.
Marking q Satisfactory q Unsatisfactory
CS Question 18 How should Maahir respond when Naomi is found unconscious?
Answer The first step is to remove Naomi from the locked room and change for her the
clothing based on the situation. After cleanliness, Maahir can call the supervisor for
assistance.
Marking q Satisfactory q Unsatisfactory
CS Question 19 Describe how Maahir can ensure the safety of Naomi, himself and other people in
general, and during the critical incident with Naomi.
Release 1 (Aspire Version 1.1)
© Aspire Training & Consulting 27
Total Training Solutions Adelaide
CHCDIS002
Follow established person-centred behaviour supports – Assessments
Answer To ensure safety, Maahir should stop activities that can annoy
Naomi as that would result to chaos. Secondly, engage Naomi in
various activities that make fill as part of the society.
Marking q Satisfactory q Unsatisfactory
CS Question 20 How could Maahir consult with his supervisor to monitor behavioural support
strategies and report on changes in Naomi’s needs and behaviours?
Answer Maahir should record every change in Naomi then handle the information to the
specialist. From there the supervisor can assess the situation and recommend next
steps.
Marking q Satisfactory q Unsatisfactory
CS Question 21 Describe two procedures Maahir must follow in making referrals for Naomi.
Answer Evaluation- Maahir must evaluate the situation to be sure on whom he is going
to refer.
Making outline of people that can assist in the situation of Naomi, this process
involves including and excluding people.
Marking q Satisfactory q Unsatisfactory
Release 1 (Aspire Version 1.1)
© Aspire Training & Consulting 28
Total Training Solutions Adelaide
Follow established person-centred behaviour supports – Assessments
Answer To ensure safety, Maahir should stop activities that can annoy
Naomi as that would result to chaos. Secondly, engage Naomi in
various activities that make fill as part of the society.
Marking q Satisfactory q Unsatisfactory
CS Question 20 How could Maahir consult with his supervisor to monitor behavioural support
strategies and report on changes in Naomi’s needs and behaviours?
Answer Maahir should record every change in Naomi then handle the information to the
specialist. From there the supervisor can assess the situation and recommend next
steps.
Marking q Satisfactory q Unsatisfactory
CS Question 21 Describe two procedures Maahir must follow in making referrals for Naomi.
Answer Evaluation- Maahir must evaluate the situation to be sure on whom he is going
to refer.
Making outline of people that can assist in the situation of Naomi, this process
involves including and excluding people.
Marking q Satisfactory q Unsatisfactory
Release 1 (Aspire Version 1.1)
© Aspire Training & Consulting 28
Total Training Solutions Adelaide
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CHCDIS002
Follow established person-centred behaviour supports – Assessments
Release 1 (Aspire Version 1.1)
© Aspire Training & Consulting 29
Total Training Solutions Adelaide
Follow established person-centred behaviour supports – Assessments
Release 1 (Aspire Version 1.1)
© Aspire Training & Consulting 29
Total Training Solutions Adelaide
CHCDIS002
Follow established person-centred behaviour supports – Assessments
Record of outcome
Training organisation
name
Total Training Solutions Adelaide
Candidate name
Unit code and title CHCDIS002 Follow established person-centred behaviour supports,
Release 1
Assessor name
Assessor email
Assessor phone
number
Assessment tasks Satisfactorily
completed
Part A – Questions
Part B – Case study questions
Practical placement
Declaration In completing this assessment, I confirm that the candidate has
demonstrated all unit outcomes through consistent and repeated
application of skills and knowledge with competent performance
demonstrated in multiple instances over a period of time.
Evidence collected has been confirmed as:
q Valid q Sufficient q Current q Authentic
Final result
Result date
Assessor signature
Release 1 (Aspire Version 1.1)
© Aspire Training & Consulting 30
Total Training Solutions Adelaide
Follow established person-centred behaviour supports – Assessments
Record of outcome
Training organisation
name
Total Training Solutions Adelaide
Candidate name
Unit code and title CHCDIS002 Follow established person-centred behaviour supports,
Release 1
Assessor name
Assessor email
Assessor phone
number
Assessment tasks Satisfactorily
completed
Part A – Questions
Part B – Case study questions
Practical placement
Declaration In completing this assessment, I confirm that the candidate has
demonstrated all unit outcomes through consistent and repeated
application of skills and knowledge with competent performance
demonstrated in multiple instances over a period of time.
Evidence collected has been confirmed as:
q Valid q Sufficient q Current q Authentic
Final result
Result date
Assessor signature
Release 1 (Aspire Version 1.1)
© Aspire Training & Consulting 30
Total Training Solutions Adelaide
1 out of 30
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