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