Individual Support, Ageing and Disability - Draft 1

CHCCCS035_Support people with autism spectrum disorder_Consultation Draft 1

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Unit application and prerequisites

UNIT CODE

CHCCCS035

UNIT TITLE

Support people with autism spectrum disorder

APPLICATION

This unit describes the skills and knowledge required to work with people with autism spectrum disorder (ASD), with regard for their needs and within the context of support work.

 

This unit applies to workers in a range of community services contexts who are responsible for their own outputs and are required to use some discretion and judgement.

 

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian standards and industry codes of practice.

 

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

PREREQUISITE UNIT

Nil

COMPETENCY FIELD

Nil

UNIT SECTOR

Nil

1 Comments

Unit name and application

"The title reflects the skill being described. The application statement provides a brief description of the skill being described."

Rebecca Hankin 05.03.2021 10.30PM

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Elements and performance criteria

ELEMENTS

PERFORMANCE CRITERIA

Elements describe the essential outcomes

Performance criteria describe the performance needed to demonstrate achievement of the element.

  1. Plan intervention and support activities for people with autism spectrum disorder.
    1. Recognise the diagnostic processes used in relation to the person, including assessment tools, diagnostic categories and core areas of functional impact.
    2. Identify key issues affecting people with autism spectrum disorder, their carer and family, including siblings.
    3. Identify personal values and attitudes to take into account when planning and implementing support activities.
    4. Identify opportunities for ongoing professional development to maintain service delivery outcomes.
  1. Respond effectively to the needs of people with autism spectrum disorder.
    1. Provide a range of interventions and supports that are effective for the person’s specific needs.
    2. Implement interventions and support strategies in response to the diagnostic assessment.
    3. Implement interventions and support strategies that are measurable, evidence-based and support varied learning styles.
    4. Conduct support activities in a manner that promotes and achieves person-centred outcomes.
  1. Operate within a legal and ethical framework and in accordance with the professional standards of the sector.
    1. Conduct support activities in the context of the underpinning values, philosophies and standards of the sector.
    2. Identify organisational policies and procedures relevant to job roles and responsibilities.
    3. Conduct work in a manner according to relevant statutory and legislative requirements.
    4. Conduct work in accordance with the professional standards of the sector.
    5. Undertake ongoing professional development and awareness of professional boundaries.

4 Comments

Comorbidities and co-occurring mental ill-health

"I can't see anything in the course content in relation to understanding any other co-occurring support needs here. And yet these are very common for children, teens and adults with autism. For example, ADHD, anxiety, depression, OCD, ODD, ID and so on. Awareness of the fact that around 50–70% of autistic people also experience mental health conditions is needed, and how to support someone with co-occurring mental ill-health when it may present differently in someone with autism and be poorly understood by other service systems that the NDIS participant interacts with."

Anthe Gellie 12.03.2021 12.26PM

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Language

"Change the language from 'autism spectrum disorder' to 'autism' or 'autistic people' as per the sector. 'Disorder' is very medicalised model language. "

Anthe Gellie 12.03.2021 12.19PM

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Elements and Performance Criteria

"Element 1 / PC 1.1 details around types and detailed use of assessment tools are not relevant for a CIII level Support Worker. PC 1.3 and 1.4 are extremely broad and hard to have consistency around training and assessing expectations. PC 2.1, 2.2 and 2.4 are extremely similar in context. E3 doesn’t relate specifically to autism at all, this element feels very general to the legal and ethical requirements of the industry. Add: evidence of tailoring or modifying support or implementing strategies and tools to support a person with autism. E.g. communication tools, sensory items, PBS strategies. Do the performance criteria adequately describe the level of proficiency? no, the language is no specific enough to know what the training and assessment requirements would be so there would not be consistency across RTOs with delivering this unit."

Rebecca Hankin 05.03.2021 10.33PM

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1 Reply

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Rebecca Hankin 05.03.2021 10.34PM

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Foundation skills

FOUNDATION SKILLS

Foundation skills essential to performance are explicit in the Performance Criteria of this unit of competency.

UNIT MAPPING INFORMATION

CHCCCS024 Support individuals with autism spectrum disorder.

LINKS

Companion Volume Implementation Guide

0 Comments

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Performance evidence

TITLE

Assessment Requirements for CHCCCS035 Support people with autism spectrum disorder

PERFORMANCE EVIDENCE

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

  • provided interventions and supports to meet the needs of at least three people with autism spectrum disorder, including:
    • identifying the specific needs of the person
    • identifying and implementing interventions that support these needs
    • working according to the principles of person-centred care.

1 Comments

Evidence

"Unit: CHCDIS035 Support people with autism spectrum disorder (the list / unit code available didn’t match) General questions for this unit: Should the use of diagnostic tools be removed from this unit of competency? yes, awareness only of the tools and who is required to use them is still ok. Would personal care workers at Certificate III or IV level be using these tools? no, the diagnostic process does not have support workers using diagnostic tools."

Rebecca Hankin 05.03.2021 10.36PM

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Knowledge evidence

KNOWLEDGE EVIDENCE

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

  • historical context of autism spectrum disorder
  • current data and facts on autism spectrum disorder, including:
    • causes
    • evidence based treatments, therapies and interventions
    • secondary diagnosis
    • prevalence, gender ratios and demographic data
  • tools and their use, including:
    • Diagnostic and statistical manual of mental disorders, fifth edition (DSM-V)
    • International statistical classification of diseases and related health problems 10th revision (ICD-10)
    • Childhood autism rating scale (CARS)
    • Autism Diagnostic Observation Schedule (ADOS)
    • Autism diagnostic interview – revised (ADI-R)
  • key issues associated with, and the impact of, autism spectrum disorder for the person, carer, and family including siblings
  • facts and myths associated with autism spectrum disorder
  • misconceptions and generalisations about autism spectrum disorder in the community
  • legal and ethical requirements for working with people with autism spectrum disorder and how these are applied in an organisation and individual practice, including:
    • duty of care
    • dignity of risk
    • human rights
    • discrimination
    • mandatory reporting
    • practice standards
    • privacy, confidentiality and disclosure
    • work role boundaries, responsibilities and limitations
  • prompting, principles of prompting and fading prompting
  • strategies to create independence
  • motivators to learning, de-motivators and blocks
  • maintenance techniques and generalisation.

1 Comments

Evidence

"Is there anything which should be added or deleted? tools and their use: International statistical classification of diseases and related health problems 10th revision (ICD-10), Childhood autism rating scale (CARS), Autism Diagnostic Observation Schedule (ADOS), Autism diagnostic interview – revised (ADI-R). Remove details about USE, at this level, learners may be aware that there ARE tools, but do not require any further details about the details of use/application as it is not relevant to their role. What is the breadth and depth of knowledge required? Is this described well enough to assist assessors to understand the scope? add knowledge about domains of autism, impact and strategies to support."

Rebecca Hankin 05.03.2021 10.41PM

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Assessment conditions

ASSESSMENT CONDITIONS

Skills must be demonstrated in the workplace or a simulated environment that reflects workplace conditions.

 

Assessment must ensure access to:

  • facilities, equipment and resources that reflect real working conditions and model industry operating conditions and contingencies
  • organisational policies and procedures
  • individualised care plans
  • equipment and resources outlined in individualised care plans
  • opportunities for engagement with people with autism spectrum disorder or people who participate in simulations and scenarios relating to providing support for someone with autism spectrum disorder in a range of contexts.

 

Assessors must satisfy the Standards for Registered Training Organisations’ requirements for assessors.

LINKS

Companion Volume Implementation Guide

1 Comments

Evidence / Assessment

"Is the suggested volume (sufficiency) of evidence appropriate? Too little, too much? people often are not able to work directly with 3 individuals with autism, however if at least 1 (maybe 2) of these were simulated this would accommodate this issue. The way it is written, it appears all the evidence could ALL be done via simulation and this would not be ideal or realistic to enable someone to obtain this unit. There should be a duration of time spent working with an individual with autism. Are the statements clear? Would assessors understand exactly what they must do? performance evidence is written in clear English, but written in an extremely broad context, it could be more specific and detailed as to what needs to be observed."

Rebecca Hankin 05.03.2021 10.42PM

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