CHCDIS002: Understanding Person-Centred Behaviour Supports Cases

This assignment presents a case study of Tony, a 45-year-old male who experienced a life-altering motor vehicle accident resulting in the loss of his lower limbs. The case study explores Tony's emotional and social challenges post-rehabilitation, including feelings of helplessness, loneliness, isolation, and depression. His wife, Lora, expresses concern about Tony's withdrawal from family activities. The assignment requires analysis of the impact of social devaluation on Tony's life and the application of person-centred approaches to address his concerns. It also includes an incident report form to be completed based on a provided scenario, focusing on positive behaviour support and appropriate documentation. The student is expected to demonstrate an understanding of minimizing behaviors of concern, reviewing the context of such behaviors, and providing effective support strategies.

Unit Assessment Pack (UAP) – Cover Sheet
Student and Trainer/Assessor Details
Course and Unit Details
Course code CHC33015
Course name Certificate III in Individual Support
Unit code CHCDIS002
Unit name Follow established person-centred behaviour supports
Assessment Submission Method
☐ By hand to
trainer/assessor
☐ By email to
trainer/assessor
☐ Online submission via Learning
Management System (LMS)
☐ By Australia Post to
RTO
☐ Any other method
_________________________________________________
(Please mention here)
Student Declaration
• I certify that the work submitted for this assessment pack is my own. I have clearly
referenced any sources used in my submission. I understand that a false declaration is a
form of malpractice;
• I have kept a copy of this assessment pack and all relevant notes, attachments, and
reference material that I used in the production of the assessment pack;
• For the purposes of assessment, I give the trainer/assessor of this assessment the
permission to:
o Reproduce this assessment and provide a copy to another member of staff; and
o Take steps to authenticate the assessment, including communicating a copy of
this assessment to a checking service (which may retain a copy of the assessment
on its database for future plagiarism checking).
Student signature: ________________________________
Date: ____/_____/______________

Unit Pre-Assessment Checklist (UPAC)
UAT 2 – Case studies and incident report form
Purpose of the checklist
The pre-assessment checklist helps students determine if they are ready for assessment. The
trainer/assessor must review the checklist with the student before the student attempts the
assessment task. If any items of the checklist are incomplete or not clear to the student, the
trainer/assessor must provide relevant information to the student to ensure they understand the
requirements of the assessment task. The student must ensure they are ready for the assessment
task before undertaking it.
Section 1: Information for Students
• Please make sure you have completed the necessary prior learning before attempting this
assessment.
• Please make sure your trainer/assessor clearly explained the assessment process and tasks
to be completed.
• Please make sure you understand what evidence is required to be collected and how.
• Please make sure you know your rights and the Complaints and Appeal process.
• Please make sure you discuss any special needs or reasonable adjustments to be considered
during the assessment (refer to the Reasonable Adjustments Strategy Matrix and negotiate
these with your trainer/assessor).
• Please make sure that you have access to a computer and the internet (if you prefer to type
the answers).
• Please ensure that you have all the required resources needed to complete this Unit
Assessment Task (UAT).
• Due date of this assessment task is according to your timetable.
• In exceptional (compelling and compassionate) circumstances, an extension to submit an
assessment can be granted by the trainer/assessor.
• Evidence of the compelling and compassionate circumstances must be provided together
with your request for an extension to submit your assessment work.
• Request for an extension to submit your assessment work must be made before the due
date of this assessment task.
Section 2: Reasonable adjustments
• Students with carer responsibilities, cultural or religious obligations, English as an additional
language, disability etc. can request for reasonable adjustments.
• Please note, academic standards of the unit/course will not be lowered to accommodate the
needs of any student, but there is a requirement to be flexible about the way in which it is
delivered or assessed.
• The Disability Standards for Education requires institutions to take reasonable steps to
enable the student with a disability to participate in education on the same basis as a
student without a disability.
• Trainer/Assessor must complete the section below “Reasonable Adjustment Strategies
Matrix” to ensure the explanation and correct strategy have been recorded and
implemented.
• Trainer/Assessor must notify the administration/compliance and quality assurance
department for any reasonable adjustments made.
• All evidence and supplementary documentation must be submitted with the assessment
pack to the administration/compliance and quality assurance department.
Reasonable Adjustment Strategies Matrix (Trainer/Assessor to complete)

Category Possible Issue Reasonable Adjustment Strategy
(select as applicable)
 LLN  Speaking
 Reading
 Writing
 Confidence
 Verbal assessment
 Presentations
 Demonstration of a skill
 Use of diagrams
 Use of supporting documents such as wordlists
 Non-
English
Speaking
Background
 Speaking
 Reading
 Writing
 Cultural
background
 Confidence
 Discuss with the student and supervisor (if applicable)
whether language, literacy and numeracy are likely to
impact on the assessment process
 Use methods that do not require a higher level of
language or literacy than is required to perform the job role
 Use short sentences that do not contain large amounts
of information
 Clarify information by rephrasing, confirm understanding
 Read any printed information to the student
 Use graphics, pictures and colour coding instead of, or to
support, text
 Offer to write down, or have someone else write, oral
responses given by the student
 Ensure that the time available to complete the
assessment, while meeting enterprise requirements, takes
account of the student’s needs

Indigenous
 Knowledge and
understanding
 Flexibility
 Services
 Inappropriate
training and
assessment
 Culturally appropriate training
 Explore understanding of concepts and practical
application through oral assessment
 Flexible delivery
 Using group rather than individual assessments
 Assessment through completion of practical tasks in the
field after demonstration of skills and knowledge.
 Age  Educational
background
 Limited study
skills
 Make sure font size is not too small
 Trainer/Assessor should refer to the
student’s experience
 Ensure that the time available to complete the
assessment takes account of the student’s needs
 Provision of information or course materials in accessible
format.
 Changes in teaching practices, e.g. wearing an FM
microphone to enable a student to hear lectures
 Supply of specialised equipment or services, e.g. a note-
taker for a student who cannot write
 Changes in lecture schedules and arrangements, e.g.
relocating classes to an accessible venue
 Changes to course design, e.g. substituting an
assessment task
 Modifications to physical environment, e.g. installing

lever taps, building ramps, installing a lift

Educational
background
 Reading
 Writing
 Numeracy
 Limited study
skills and/or
learning strategies
 Discuss with the Student previous learning experience
 Ensure learning and assessment methods meet the
student’s individual need
 Disability  Speaking
 Reading
 Writing
 Numeracy
 Limited study
skills and/or
learning strategies
 Identify the issues
 Create a climate of support
 Ensure access to support that the student has agreed to
 Appropriately structure the assessment
 Provide information or course materials in accessible
format, e.g. a text book in braille
 Changes in teaching practices, e.g. wearing an FM
microphone to enable a student to hear lectures
 Supply of specialised equipment or services, e.g. a note
taker for a student who cannot write
 Changes in lecture schedules and arrangements, e.g.
relocating classes to an accessible venue
 Changes to course design, e.g. substituting an
assessment task
 Modifications to physical environment, e.g. installing
lever taps, building ramps, installing a lift
Explanation of reasonable adjustments strategy used (If required)
Assessment Task 2 – Case Studies and incident report form

Assessment type
 Case studies and incident report form
Assessment task description
• This is the second unit assessment task you must successfully complete to be deemed
competent in this unit of competency.
• Student is required to read four (4) case studies and answer the questions related to case
studies.
• Student must complete the incident report form in the case study 3
• You will receive your feedback within two weeks - you will be notified by your Assessor
when results are available.
Applicable conditions
• This assessment is untimed. Student must finish assessment task in his own time.
• Assessment is conducted as open book tests (this means that you can refer to your textbook
or other learner resources during the test).
• Electronic devices are allowed during this test.
• Outside materials are allowed.
• You must complete the task with your trainer and other classmates.
• You will be assessed independently on this assessment task.
• No marks or grades are allocated for this assessment task. The outcome of the task will be
Satisfactory or Not Satisfactory.
• As you complete this assessment task you are predominately demonstrating your practical
skills, techniques and knowledge to your assessor.
• Assessor may ask you relevant questions during this assessment task.
Re-submissions and reattempts
• Where a student’s answers are deemed not satisfactory after the first attempt a
resubmission attempt will be allowed.
• You must speak to your assessor if you have any difficulty in completing this task and require
reasonable adjustments (e.g. can be given as an oral assessment)
Location
• This assessment task may be completed in a classroom, learning management system (i.e.
Moodle), workplace, or independent learning environment.
• Your assessor will provide you further information regarding the location of completing this
assessment task.
Purpose of the assessment task:
This assessment task is designed to evaluate your following skills and abilities to:
 Apply a person-centred approach to minimise behaviours of concern
 Review context of behaviours of concern
 Provide positive behaviour support
 Complete documentation
How your assessor will assess your work?
 This assessment task requires the student to attempt four (4) case studies followed by
written questions
 Answers must demonstrate the student’s understanding and skills of the unit.
The assessor:

 Assesses each student’s performance in accordance with the performance criteria for
competency listed in the Unit Trainer and Assessor Pack (UTAP).
 Assess each student’s performance and provide feedback within two weeks of student
attempting this assessment task.
 Notify each student that they are Satisfactory/ Not Satisfactory via the student portal.
 Submit assessed unit assessment pack to student administration within one week of marking
so results can be uploaded into the student management system.
Instructions to Students
 Read the case study and answer the written questions.
 Complete the incident Report form in the case study 3
 Attempt all the written questions followed by case studies.
 Answer must be provided in the space provided
Assessment task 2
Case Study 1: Tony Smith

Tony is a 45 years old male who recently had a motor vehicle accident. Tony was healthy and
energetic person before the accident. He was a working as a fitness instructor from last 15 years.
Tony has a wife (Lora and two boys (Tim and Gayle). Tony was well known for his contribution of
mentoring the young kids at footy club.
Tony had lost both his lower limbs post the car accident. Tony returned from the rehabilitation
facility and now lives at his family home with Lora and two kids. Tony requires assistance with
ADL’s. (activities of daily living)
You are working as disability support worker who provides personal care assistance to tony at his
place. One-day Lora (Tony’ wife) spoken to you that Tony does not get involve with family
activities. She verbalises the concern that Tony tends to avoid the kids and family gathering. She is
afraid that this is effecting Tony’s health.
When you spoke to Tony, He expressed that he is feeling helpless, lonely, isolated and depressed.
Tony fears that Lora is going to leave him. Tony is not happy that he is not contributing towards his
family and society.
Read the case study and answer the following questions:
1.How does social devaluation impacted Tony’s life. Choose the correct answer applied to the
scenario.
1.a. Tony was feeling isolated and depressed
1.b. Tony always felt joyful
1.c. Tony was feeling energetic
1.d. Tony started ignoring the family
Student response:
Social devaluation impact Tony life as it started feeling isolated and depressed and is not
interested to involved in several families’ activities and get together. Furthermore, it feel
that her wife Lara will leave her soon so he is feeling helpless, isolate and lonely
(Robertson, and et.al., 2018).
Assessor Feedback: Outcome:

S ☐ NYS ☐
2.Who would you notified about the client’s current situation as per case scenario?
Student response:
As Disability support worker I will notified the client current situation to the tony first as
he is an individual that is suffering from health issue or problem. So, proper knowledge
needs to be provided to him so that it can take care of himself and recover rapidly.
Secondly, its family member such as its wife need to be informed about the current health
issue of Tony so that it can also take care of him (Banks, 2018).
Assessor Feedback: Outcome:
S ☐ NYS ☐
3.List one (1) document where client’s family concerns will be documented?
Student response:

Handling the patient and its family concern is the document that contain detailed related to
all concern of the family in context of patient health and well-being. So, that necessary
steps or set of action can be taken by healthcare to provide better services to it (Raihani
and de-Wit, 2020).
Assessor Feedback: Outcome:
S ☐ NYS ☐
4.Name any three (3) team members that you would recommend to your team/ Supervisor to be
involved in the given scenario to help the client?
Student response:
The three team member that I would be suggested to our team that would be responsible
for providing appropriate care or help to client are the first team member must have
capabilities to understand the problem face by client and the way it can be solved. The
second team member that would have good problem solving, decision making skills will
be involved to helps client so that it easily give care and support to tony. Third, team
member must have good communication and interpersonal skills so that it can easily
provide care to tony for its better health.
Assessor Feedback: Outcome:
S ☐ NYS ☐

5.List any three (3) strategies that you can use as disability support worker for Tony to address social
devaluation in the given scenario?
Student response:
The three strategies that could be used by me as disability support worker for tony in
order to address the social devaluation issue is that:
 Firstly, I will put efforts to motivate Tony to take active part in social activities or
family party, gathering rather than leaving aside lonely. As socialism will
contribute in resolving its social issue or it can easily share its problem or
grievance to others.
 Secondly, as worker I will support and suggest him to do regular exercise, take
therapies and do more activities so that it mind can be diverted and feel energetic
to do different work (Raihani and de-Wit, 2020).
 Third strategy, is that I will build good interpersonal relationship or communicate
with tony on regular basis to know its problem or key health issue. Thus, helping
in reducing its feeling of loneliness to maximum extend.
Assessor Feedback: Outcome:
S ☐ NYS ☐

Case study 2: Mr. John
John is an 80 years old male, who has been living in Rosedale facility from last 10 years. John is very
calm and quiet person. John required minimal assistance with ADLs. John has always been continent.
He likes participating in the social club activities.
Recently John has been diagnosed with dementia. He has been verbally and physically aggressive
towards the staff from last few weeks. John has recently been wandering around the corridors of the
facility, picking up fights with other co-residents and facility staff.
You have also noticed that John is Incontinent both urine and faeces.
Today his sister has come to visit, and John will not allow her to come in to his room. Attempts by his
sister to clarify the situation lead to verbal abuse and incoherent muttering.
1. List any two (2) trigger factors behind John’s aggressive behaviour in the given scenario?
Student response:
There are two trigger factor that are generally reason behind John aggressive behaviour
such as environment and physical factor. As with growing older, the John has started
feeling verbally and physically aggressive toward the staff member. Thus in early age he
was clam and quite but as he become older had become too much aggressive. Second
Tigger factor is physical factor as it has been diagnosed with dementia that has lead in loss
of memory, thinking and solving abilities thus it has to be dependent on other for
completing the work.
Assessor Feedback: Outcome:
S ☐ NYS ☐
2. Name two (2) behaviour of concern related to john in the given scenario?
Student response:

1. The first behaviour of concern is more aggressiveness as John has become more
aggressive with its staff member has started abusing them physically and verbally.
2. Secondly, It had started hurting himself as well as others after the diagnosed with
dementia which is behaviour of concern for its better health (Gould and et.al.,
2019).
Assessor Feedback: Outcome:
S ☐ NYS ☐
3. List one (1) important document where you will document the details of the john’s behaviour?
Student response:
Behaviour Management Plan is one of the most important document that will contain all
detailed related to the John Behaviour. That helps in getting comprehensive understanding
of environment and problem behaviour, along with different tool and information can be
used to access the same.
Assessor Feedback: Outcome:
S ☐ NYS ☐
4. Explain briefly five (5) strategies you would implement to manage John’s behaviour?