Modification History
Not Applicable
Unit Descriptor
Descriptor |
This unit describes the knowledge and skills required to establish, monitor and implement both individual and group plans for behaviour modification |
Application of the Unit
Application |
This unit may apply to working with children in a range of community service contexts |
Licensing/Regulatory Information
Not Applicable
Pre-Requisites
Not Applicable
Employability Skills Information
Employability Skills |
This unit contains Employability Skills |
Elements and Performance Criteria Pre-Content
Elements define the essential outcomes of a unit of competency. |
The Performance Criteria specify the level of performance required to demonstrate achievement of the Element. Terms in italics are elaborated in the Range Statement. |
Elements and Performance Criteria
ELEMENT |
PERFORMANCE CRITERIA |
1. Identify and review behaviour causing concern |
1.1 Gather information from all those involved with the child 1.2 Review behaviour in a range of situations and contexts, recognising gender impacts on behaviour 1.3 Observe and analyse behaviour to identify triggers, or consequences which are maintaining the behaviour 1.4 Review program routines and timetabling for possible influence on behaviour 1.5 Facilitate interpretation of child's behaviour among others involved with the child 1.6 Seek advice as required 1.7 Report incidents causing concern to parent/s, colleagues or others as appropriate 1.8 Discuss options for response with parent/s 1.9 Discuss needs and concerns of other children affected by the incident |
2. Establish and apply limits and guidelines for behaviour |
2.1 Establish guidelines that are consistent with the abilities of the children 2.2 Establish guidelines relevant to the culture and background of the children and policies of the centre 2.3 Develop guidelines in conjunction with children according to their ability to do so 2.4 Decide how to respond and implement clearly and assertively |
3. Develop a plan to guide a particular child's behaviour |
3.1 Identify longer term and short term objectives in the plan 3.2 Clearly identify more acceptable alternative behaviours in the plan 3.3 Develop plan in accordance with philosophy and policies of the service 3.4 Develop goals of the plan consistent with child's abilities, age and developmental stage 3.5 Ensure plan is realistic according to resources available 3.6 Set plan in consultation with staff/ parents and others who are caring for the child 3.7 Ensure plan considers relevant cultural norms, and processes for responding to behaviour 3.8 Identify resource and referral bodies and seek advice as necessary |
4. Implement and monitor behaviour plan |
4.1 Inform child of specific expectations for behaviour in ways appropriate to their level of understanding 4.2 Inform all workers involved in implementing the plan of its rationale, limits and strategies 4.3 Inform all involved of strategies so all are reinforcing the plan 4.4 Minimise as far as possible, factors that may lead to or maintain inappropriate behaviour 4.5 Support workers to implement the plan effectively and consistently |
Required Skills and Knowledge
REQUIRED SKILLS AND KNOWLEDGE |
This describes the essential skills and knowledge and their level required for this unit. |
Essential knowledge : The candidate must be able to demonstrate essential knowledge required to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the identified work role These include knowledge of:
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Essential skills : It is critical that the candidate demonstrate the ability to:
In addition, the candidate must be able to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the identified work role These include the ability to:
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Evidence Guide
EVIDENCE GUIDE |
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The evidence guide provides advice on assessment and must be read in conjunction with the Performance Criteria, Required Skills and Knowledge, the Range Statement and the Assessment Guidelines for this Training Package. |
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Critical aspects for assessment and evidence required to demonstrate this unit of competency : |
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Access and equity considerations : |
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Context of and specific resources for assessment : |
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Method of assessment : |
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Range Statement
RANGE STATEMENT |
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The Range Statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Add any essential operating conditions that may be present with training and assessment depending on the work situation, needs of the candidate, accessibility of the item, and local industry and regional contexts. |
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Positive behaviour may be promoted by : |
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Limits and guidelines may cover : |
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Methods to promote positive behaviour will vary according to the age of the child Some examples are : |
For babies , infants and toddlers :
For 3 to 5 year olds :
For 6 to 12 year olds :
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For some developmentally delayed children these may be used in addition : |
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Expectations of children's behaviour will be demonstrated differently according to the age of the child Some examples are : |
For babies and infants
For toddlers :
For 3 to 5 year olds :
For 6 to 12 years old :
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Guidelines are communicated to : |
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The application of guidelines and limits will vary according to the age of the child : |
For babies and infants :
For toddlers :
For 3 to 5 year olds :
For 6 to 12 year olds :
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Needs of the child which may influence the worker's response to a serious incident of behaviour may be due to : |
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Other circumstances which may influence the workers response include : |
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Incidents causing concern may be reported according to the service's guidelines to : |
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Service policy and procedures on response to serious incidents or behaviour may include : |
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Communication that may be used to consult and collaborate with children include : |
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Ways in which children are encouraged to consider new ideas and interests may be through : |
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Resources that are limited may include : |
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Safety and legal requirements may include : |
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Children can be consulted about all their interests including : |
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Unit Sector(s)
Not Applicable