Essential skills Use appropriate supportive behaviour techniques, in Q5, 6 Task 9 1, 2, 3, 4, 5, 6, 7, cooperation with staff and others. 8 Communicate to give clear directions, communicate issues, Q5, 6, 7 Task 9 1, 2, 3, 4, 5, 6, 7, negotiate solutions use body language and tone of voice to 8 best effect. Maintain equilibrium in the management of inappropriate Q5, 6, 7 Task 9 4, 5, 6, 7, 8 behaviour. Use teamwork to confer with and be guided by staff and other Q7 9, 10, 11, 12 relevant personnel. Make accurate observation and recording of interactions of Q7 Task 9 10, 11, 12, 13, 14 children and/or young people. Use judgement to determine when to involve other staff for Q5, 6, 7 Task 9 14, 15, 16 supported intervention. Dimensions of competency The candidate must be able to demonstrate essential knowledge required to effectively perform task skills; task management skills; contingency management skills and job/role environment skills as outlined in elements and performance criteria of this unit In addition, the candidate must be able to demonstrate relevant task skills; task management skills; contingency management skills and job/role environment skills CHCCHILD301A Support behaviour of children and young people Dimensions of competency These include the ability to demonstrate the application of skills (continued) in: data collection. 7 10, 11, 16
Essential skills Use appropriate supportive behaviour techniques, in cooperation with staff and others. Q5, 6 Task 9 1, 2, 3, 4, 5, 6, 7, 8 Communicate to give clear directions, communicate issues, negotiate solutions use body language and tone of voice to best effect. Q5, 6, 7 Task 9 1, 2, 3, 4, 5, 6, 7, 8 Maintain equilibrium in the management of inappropriate behaviour. Q5, 6, 7 Task 9 4, 5, 6, 7, 8 Use teamwork to confer with and be guided by staff and other relevant personnel. Q7 9, 10, 11, 12 Make accurate observation and recording of interactions of children and/or young people. Q7 Task 9 10, 11, 12, 13, 14 Use judgement to determine when to involve other staff for supported intervention. Q5, 6, 7 Task 9 14, 15, 16 Dimensions of competency The candidate must be able to demonstrate essential knowledge required to effectively perform task skills; task management skills; contingency management skills and job/role environment skills as outlined in elements and performance criteria of this unit In addition, the candidate must be able to demonstrate relevant task skills; task management skills; contingency management skills and job/role environment skills CHCCHILD301A Support behaviour of children and young people Dimensions of competency (continued) These include the ability to demonstrate the application of skills in: data collection. 7 10, 11, 16
COMM1666_CertIII_Edu_Spport.docx