Manage tasks and manage contingencies the context the work role

$C:\Users\AustralianNewton\Downloads\advance college logo new II.jpg$

STUDENT ASSESSMENT BOOKLET-I

RECORD OF ASSESSMENT OUTCOMES: CHCDIS010

The table below shows all the assessment requirements for this unit. Once a student has satisfactorily completed all requirements related to the unit, they can be given a Final Assessment Result of ‘Competent’. A number of spaces have been provided to record multiple attempts. Final Assessment Results should only be recorded once all tasks have been attempted.

ASSESSMENT OVERVIEW

This Student Assessment Booklet-I includes Task 1 and Task 2 for assessment of CHCDIS010 Provide person-centred approaches to people with disability with complex needs.

This unit requires that you complete 3 assessment tasks. You are required to complete all tasks to demonstrate competency in this unit.

Assessment Task	About this task
Assessment Task 1: Written questions	You must correctly answer all questions to show that you understand the knowledge required of this unit.
Assessment Task 2: Case study	You are required to review and identify a client’s needs and priorities, formulate goals and support strategies, develop a person-centred plan and explain how you would monitor and review that plan.
Assessment Task 3: Portfolio

You may like to look at the following websites, books and documents for more information about the topics related to this unit:

Arnott, G 2011, The Disability Support Worker, Pearson Australia, Frenchs Forest, NSW.

At the beginning of each task in this booklet, you will find an Assessment Task Cover Sheet. Please fill it in for each task, making sure you sign the student declaration.

Your assessor will give you feedback about how well you went in each task, and will write this on the back of the Task Cover Sheet.

coordinated the delivery, monitoring, evaluation and review of at least 3 individualised plans

KNOWLEDGE EVIDENCE

The candidate must be able to demonstrate essential knowledge required to effectively manage tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the work role. This includes knowledge of:

manifestations and presentation of common health problems as well as behavioural issues associated with different disability types
formal and informal assessment approaches for assessment of people with complex and/or special needs

Student Name
Assessor Name
Unit: CHCDIS010 Provide person-centred services to people with disability with complex needs
Assessment Details
Assessment Type	☐ Written/Oral questions ☐ Case studies ☐ Portfolio
Agreement by the student
Read through the assessments in this booklet before you fill out and sign the agreement below. Make sure you sign this before you start any of your assessments.
Have you read and understood what is required of you in terms of assessment?	☐ Yes	☐ No
Do you understand the requirements of this assessment?	☐ Yes	☐ No
Do you agree to the way in which you are being assessed?	☐ Yes	☐ No
Do you have any special needs or considerations to be made for this assessment? If yes, what are they? …………………………… ………………………… ………………… ……… … … .………………………………………….	☐ Yes	☐ No
Do you understand your rights to appeal the decisions made in an assessment?	☐ Yes	☐ No
None of this work has been completed by any other person.	☐ Yes	☐ No
I have not cheated or plagiarised the work or colluded with any other student/s.	☐ Yes	☐ No
I have correctly referenced all resources and reference texts to complete these assessment tasks.	☐ Yes	☐ No
I understand that if I am found to be in breach of policy, disciplinary action may be taken against me.	☐ Yes	☐ No

Result	Satisfactory (S) ☐	Not Yet Satisfactory ☐ (NYS)

Assessors: Please return this cover sheet to the student with assessment results and feedback.

Assessor signature: Date:

Re-assessment Result	Satisfactory (S) ☐	Not Yet Satisfactory ☐ (NYS)

Assessors: Please return this cover sheet to the student with assessment results and feedback.

Assessor signature: Date:

STUDENT FEEDBACK AND ASSESSMENT APPEALS

You can make an appeal about an assessment decision by putting it in writing and sending it to us. Refer to your Student Handbook for more information about our appeals process.

Access to textbooks and other learning materials.
Access to a computer and the Internet (if you prefer to type your answers).

If your assessor marks any of your answers as incorrect, they will talk to you about resubmission. You will need to do one of the following:

Answer the questions that were incorrect in writing.

People with complex needs are a diverse population with a mix of serious medical, long-term care, behavioral health, and social needs. These individuals often incur high healthcare costs or are likely to shortly.

Question 2

List three best practice guidelines you would apply when developing strategies to address complex needs?

Facial expressions	lowering eyebrow
	squeezing eye
	wrinkling of nose
Verbalisations/vocalisations	sighing
	moaning
	calling out
Body movements	restlessness
	rubbing
	guarding
Interpersonal interaction changes	aggressive
	resisting care
	disruptive
Change in activity or routine	appetite change; sleep change and sudden cessation.
Mental status change	disorientation; forgetfulness and hallucinations.

What roles do each of the following groups play in developing individual plans? List at least three roles for each group.

Question 5

Dementia:mini-mental state examination (MMSE)
Autism: ISAA
Vision impairment: functional vision assessment (FVA).

What are Judy’s needs?

Judy needs personal assistance, counselling, medications. Regular exercise is the main part of Judy's routine which helps her to get over the stress and depression.

Question 7

1.	in case of infection
2.	in case of injuries and fractures
3.	in case you are losing or gaining inappropriate weight

Complete the table with information about the following disabilities.

ASSESSMENT TASK 2: CASE STUDY

What do I need in order to complete this assessment?

You will do this task in your own time.
Write in the due date as advised by your assessor:

Instructions:

Brent is a 72-year-old male diagnosed with vascular dementia after suffering from minor strokes about six months ago.

Brent stayed relatively fit during his younger years, and was an avid fan of golf and cricket. Brent was a part of the local golf club for many years, until his physical and mental health started to deteriorate.

He was always so playful with his grandkids when they were young and looked forward to spending time with Tony and his family.

The staff identify that Brent is in the advanced stage of dementia and his GP prescribes regular anti-psychotic and pain medication.

Sometimes Brent settles his own pain without needing his medications, though this is mostly when someone is there to comfort him, as this tends to reduce his distress and agitation.

Describe the common physiological and psychological behavioural changes associated with this complex disability.

What are some common health issues and nutrition needs associated with this disability? List at least three health issues and three nutrition needs.

Health issues
1.
2.
3.

Support needs – Brent
1.
2.
3.
4.
Support needs – Brent’s family
1.
2.
3.
4.

Note: Refer to the Planning Policy – Resource Kit & Implementation Guide (at the link below) to help develop your plan.

http://www.dhs.vic.gov.au/__data/assets/pdf_file/0006/601098/dsapp_planningpolicy_implementationguide_20071128.pdf

1.
2.
3.
4.
5.

Describe how stakeholders should be supported in implementing the plan.

Explain the different ways you would collect feedback from stakeholders when reviewing the effectiveness of the plan. List at least three methods you would use.