CHCDIS005 Develop and provide person-centred service responses

CHCDIS005
Develop and provide person-centred service responses
Release 1
Total Training Solutions Adelaide 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	All aspects of the performance evidence must have been demonstrated using simulation prior to demonstration in the workplace. The following conditions must be met for this unit: • Use of suitable facilities, equipment and resources, including: individualised plans and equipment or resources outlined in the plan organisation policies and procedures relating to the development, implementation, monitoring and review of person-centred programs. 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.

Question 1	Why is it necessary to work collaboratively to provide services to people with support needs?
Answer
Marking	q Satisfactory	q Unsatisfactory

Question 2	What principles of empowerment inform the way services are provided to people with disability?
Answer
Marking	q Satisfactory	q Unsatisfactory

Question 3	A rights-based approach to service delivery upholds which principles?
Answer
Marking	q Satisfactory	q Unsatisfactory

Question 4	What are the principles of a person-centred practice?
Answer
Marking	q Satisfactory	q Unsatisfactory

Question 5	What are the basic principles underlying a strengths-based approach to service delivery?
Answer
Marking	q Satisfactory	q Unsatisfactory

Question 6	How do the principles of access and equity inform the way services are provided to people?
Answer
Marking	q Satisfactory	q Unsatisfactory

Question 7	What are the most important considerations involved in recording and maintaining service information?
Answer
Marking	q Satisfactory	q Unsatisfactory

Question 8	Briefly describe two situations where it may be appropriate to communicate a person’s needs to another.
Answer
Marking	q Satisfactory	q Unsatisfactory

Question 9	How can you learn more about the available external networks and services that you can call upon to support people to reach their goals?
Answer
Marking	q Satisfactory	q Unsatisfactory

Question 10	List the types of documentation that you are likely to be used in the workplace. Why is it important to use them correctly?
Answer
Marking	q Satisfactory	q Unsatisfactory

Question 11	What kind of changes may need to be made to service delivery to address a person’s changing needs?
Answer
Marking	q Satisfactory	q Unsatisfactory

Question 12	What does it mean when a service change is described as being ‘compliant’?
Answer
Marking	q Satisfactory	q Unsatisfactory

Question 13	What are the legal and ethical considerations for working with people with disability?
Answer
Marking	q Satisfactory	q Unsatisfactory

Question 14	What is meant by a person’s ‘dignity of risk’ and what are the legal and ethical considerations associated with a person’s dignity of risk?
Answer
Marking	q Satisfactory	q Unsatisfactory

Question 15	What are the legal and ethical considerations of your duty of care when working with people with disability?
Answer
Marking	q Satisfactory	q Unsatisfactory

Question 16	What legal and ethical considerations are included in the United Nations Convention on the Rights of Persons with Disabilities (UNCRPD)?
Answer
Marking	q Satisfactory	q Unsatisfactory

Question 17	What are the legal and ethical considerations associated with mandatory reporting when working with people with disability?
Answer
Marking	q Satisfactory	q Unsatisfactory

Question 18	What are the legal and ethical considerations with respect to privacy and confidentiality when working with people with disability?
Answer
Marking	q Satisfactory	q Unsatisfactory

Question 19	What legal and ethical considerations are associated with work health and safety when working with people with disability?
Answer
Marking	q Satisfactory	q Unsatisfactory

Question 20	What barriers may impact high quality delivery of an individual’s service?
Answer
Marking	q Satisfactory	q Unsatisfactory

Question 21	What are the best practice service standards as set out in the National Standards for Disability Services (NSDS)?
Answer
Marking	q Satisfactory	q Unsatisfactory

Assessor to complete

Feedback	All questions must be satisfactorily answered by the candidate as per the marking guide in the Trainer’s and assessor’s guide. The questioning assessment has been confirmed:
	q Satisfactory	q Unsatisfactory
	Please include recommendations for future training / action in cases where the candidate has not satisfactorily achieved all criteria:
Declaration	I declare that this questioning assessment has been conducted as per the training organisation’s assessment procedures and the instructions provided for this assessment task, and that I have provided appropriate feedback to the candidate.
Assessor name
Assessor signature
Date marked

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 part of the assessment to be completed.
Assessment conditions	All aspects of the performance evidence must have been demonstrated using simulation prior to demonstration in the workplace. The following conditions must be met for this unit: • Use of suitable facilities, equipment and resources, including: individualised plans and equipment or resources outlined in the plan organisation policies and procedures relating to the development, implementation, monitoring and review of person-centred programs. 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
Date

Read the case study, then answer the questions that follow.

Case study (questions 1–4)

Jacinta is Harry’s new support worker. Harry is 16 years old and has a mild intellectual disability. He experiences some communication challenges. Jacinta reads in his service plan that Harry dislikes school and wants to leave as soon as possible. He attends specialised classes in his local school, which are partially funded through Jacinta’s workplace. However, these classes have recently been cut, resulting in Harry’s abrupt return to the mainstream school for several days per week.

‘I hate school! Theo’s working in a car shop. He fixes the cars. All day!’

‘Sounds like a fun job, Harry. Theo’s your brother, right?’ Jacinta asks.

Harry nods. ‘Theo said maybe I could work there too?’ He looks excitedly at Jacinta. ‘But Mrs Hoover said I couldn’t. She’s mean.’ He frowns and looks angry.

‘Mrs Hoover is your new teacher, isn’t she?’ Jacinta frowns. ‘I don’t think that was the right thing to say, Harry. I think there are lots of things that you could do working with cars. Let me look into it.’

CS Question 1	Which service responses are not meeting Harry’s needs? Give two examples.
Answer
Marking	q Satisfactory	q Unsatisfactory

CS Question 2	What kind of internal workplace documentation would Jacinta need to refer to before making changes to Harry’s services?
Answer
Marking	q Satisfactory	q Unsatisfactory

CS Question 3	What kind of training opportunities might be available to Harry? Give an example.
Answer
Marking	q Satisfactory	q Unsatisfactory

CS Question 4	Harry has made it clear that he wants to leave school. How can Jacinta ensure that Harry’s services uphold the highest standards of service delivery and meet legislative requirements?
Answer
Marking	q Satisfactory	q Unsatisfactory

Read the case study, then answer the questions that follow.

Case study (questions 5–7)

Fahdah is an older woman with multiple sclerosis (MS) and is beginning a new service of in-home support to address her personal care needs. Maria is supervising Fahdah’s services and is meeting with Fahdah and her son Aamir, as Fahdah has limited English. Aamir is her primary carer and both he and his mother are devout Muslims.

At their meeting, Maria notices that Fahdah looks visibly distressed. In asking what is wrong, Maria learns that a male support worker attended Fahdah yesterday, which both she and her son found inappropriate, considering the private nature of Fahdah’s care needs. Aamir is quite angry.

CS Question 5	How can Maria develop a response that meets Fahdah’s individual needs, rights and preferences?
Answer
Marking	q Satisfactory	q Unsatisfactory

CS Question 6	What process does Maria need to follow to make appropriate resources available to meet Fahdah’s needs?
Answer
Marking	q Satisfactory	q Unsatisfactory

CS Question 7	After making some changes to Fahdah’s services, who does Maria need to consult with to review whether the changes are effective in meeting Fahdah’s needs? How can she determine whether the changes have been effective?
Answer
Marking	q Satisfactory	q Unsatisfactory

Read the case study, then answer the questions that follow.

Case study (questions 8–10)

Consuela arrives at work in the morning to find a scrawled phone message placed on her desk among a pile of paperwork. The message only records the first name ‘Zelda’, a phone number and a message that she doesn’t need to come today.

Consuela checks her records and matches the phone number with Kylie, a young woman with Down Syndrome that she was due to meet that morning to provide respite to Zelda, Kylie’s mother. Consuela calls Zelda, who says that Kylie is still asleep and asks if she can come that afternoon instead. Zelda sounds very flustered and anxious.

Consuela’s workplace has just set in place a new procedure for missed appointments, requiring two business days’ notice to reschedule. She remembers that this is the second time in as many months that Kylie has missed her appointment due to oversleeping. Consuela’s workplace has a policy of only scheduling respite appointments in the morning, as she has other duties to complete in the afternoons.

CS Question 8	What should Consuela do to ensure that Kylie and Zelda’s information is accurately recorded and maintained?
Answer
Marking	q Satisfactory	q Unsatisfactory

CS Question 9	Consuela decides that Zelda needs urgent respite and rearranges her schedule to accommodate the change. Using this example, how can she contribute to her organisation’s quality system about the new procedure for rescheduling appointments?
Answer
Marking	q Satisfactory	q Unsatisfactory

CS Question 10	What procedures may need to be reviewed to accommodate Kylie and Zelda’s needs and preferences?
Answer
Marking	q Satisfactory	q Unsatisfactory

Assessor to complete

Feedback	All questions must be satisfactorily answered by the candidate as per the marking guide in the Trainer’s and assessor’s guide. The questioning assessment has been confirmed:
	q Satisfactory	q Unsatisfactory
	Please include recommendations for future training / action in cases where the candidate has not satisfactorily achieved all criteria:
Declaration	I declare that this questioning assessment has been conducted as per the training organisation’s assessment procedures and the instructions provided for this assessment task, and that I have provided appropriate feedback to the candidate.
Assessor name
Assessor signature
Date marked

Part C – Observation

Purpose	The candidate’s work performance will be documented while being observed by an assessor.
Instructions to the assessor	The following observation checklist is used to judge and record observations of the candidate. Record your observations of the candidate’s performance directly onto the checklist. You may record your observations during and/or after the observation. The observation checklist has a series of items related to the unit of competency that form the evidence criteria. The checklist allows you to record that you have had the opportunity to observe the candidate applying these skills and knowledge. All items on the checklist must be observed in order to record a satisfactory performance. You need to meet the following conditions: • The necessary materials and resources must be provided to the candidate, and any concerns or questions the candidate has must be clarified or answered before the observation commences. • The period of observation should be over a period sufficient to observe all the skills outlined in the checklist provided and to ensure that the candidate’s performance is captured in full. • The candidate must complete the observation task unassisted by the observer or other personnel.
Resources required	The following materials are required for this observation to be undertaken: • A simulated workplace environment that allows for the use of suitable facilities, equipment and resources, including: relevant organisation policies and procedures.
Assessment conditions	All aspects of the performance evidence must have been demonstrated using simulation prior to demonstration in the workplace. The following conditions must be met for this unit: • Use of suitable facilities, equipment and resources, including: individualised plans and equipment or resources outlined in the plan organisation policies and procedures relating to the development, implementation, monitoring and review of person-centred programs. Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.
Reasonable adjustment	Please note: observation in a simulated environment must be undertaken as it is a mandatory assessment condition for this unit.

Assessor to complete

Candidate name
Date
Observation task undertaken		The candidate should demonstrate skills in developing, implementing and monitoring service responses with a person with disability within a legislative and ethical framework to ensure the provision of high quality, person-centred service delivery, which supports the person’s aspirations, needs, rights and interests.
Assessment context:		Outline the specific details of the environment and context for this candidate. This may include specific location, equipment selected/used, specific scenarios or specific client characteristics.
During the observation, the candidate was observed consistently demonstrating the following criteria:			Satisfactory	Unsatisfactory
O1	Developing and implementing at least two different person-centred service responses to meet the aspirations, needs, rights and preferences for people with disability
O2	Collaborating with the person with disability and/or their family and/or carer and/or relevant others in actively developing responses that meet the individual’s aspirations, needs, rights and preferences
O3	Undertaking required learning
O4	Using teamwork skills
O5	Developing the required responses that cater to individual differences, rights, needs and preferences
O6	Using planning and organising skills
O7	Communicating the needs of the person to family and/or carer and/or relevant others as appropriate
O8	Making available appropriate resources
O9	Seeking provision of services from other workers or agencies as required
O10	Maintaining all relevant documentation relating to the person and the service delivery and communicating in accordance with organisation procedures
O11	Using writing skills
O12	Reviewing and measuring effectiveness of responses in meeting the person’s needs and preferences, in consultation with the person, family and/or carer and/or relevant other
O13	Using numeracy skills
O14	Identifying and taking action to improve areas of the responses that have not met the person’s needs and preferences
O15	Ensuring changes to service delivery are within policy and budgetary frameworks
O16	Modifying specified aspects of service delivery as required, to meet changing service requirements and the needs and preferences of the person with disability
O17	Identifying potential training opportunities for the person to meet their changing needs
O18	Following procedures for service delivery for the individual in line with organisation’s quality system
O19	Making decisions
O20	Identifying any barriers that may impact on delivery of high quality service and refer to supervisor
O21	Reviewing and monitoring at least two individual service responses and making changes that are necessary to: • improve quality service delivery • meet changing needs of the person • address barriers • respond to legislative changes
O22	Solving problems
O23	Using innovation and creative skills
O24	Regularly reviewing procedures for service delivery to reflect industry best practice and relevant legislative changes
O25	Understanding current best practice approaches for service delivery
O26	Using reading skills
O27	Using technology and digital literacy skills
O28	Regularly reviewing procedures for service delivery to reflect the changing aspirations, needs and preferences of the person with disability

Australia Universities Assignments
Australia Universities
- ACT
- Australian Catholic University
- Australian National University
- Bond University
- Central Queensland University
- Charles Darwin University
- Charles Sturt University
- Curtin University of Technology
- Deakin University
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- Griffith University
- Holmes Institute
- James Cook University
- La Trobe University
- Macquarie University
- Monash University
- Murdoch University
- Queensland University of Technology
- RMIT University
- Southern Cross University
- Swinburne University of Technology
- University of Adelaide
- University of Ballarat
- University of Canberra
- University of Melbourne
- University of Newcastle
- University of New England
- University of New South Wales
- University of Notre Dame Australia
- University of Queensland
- University of South Australia
- University of Southern Queensland
- University of Sydney
- University of Tasmania
- University of Technology Sydney
- University of the Sunshine Coast
- University of Western Australia
- University of Wollongong
- Victoria University
- Western Sydney University
Year 11 - 12 Certification Course
- Australian Capital Territory Year 12 Certificate
- HSC - Higher School Certificate
- NTCE - Northern Territory Certificate of Education
- QCE - Queensland Certificate of Education
- SACE - South Australian Certificate of Education
- TCE - Tasmanian Certificate of Education
- VCE - Victorian Certificate of Education
- WACE - Western Australia Certificate of Education

CHCDIS005 Develop and provide person-centred service responses

Australia Universities Assignments

Australia Universities

Year 11 - 12 Certification Course