skills development

Student Name Student Number
Unit Code/s & Name/s CHCDIS001 Contribute to ongoing skills development using a strengths-based approach

CHCDIS002 Follow established person-centred behaviour supports

Cluster Name
If applicable
Assessment Type ☐ Case Study Assignment Project Other (specify): Portfolio
Assessment Name Scenario, Instructional Presentation and Data Collection Assessment Task No. 1 of 3
Assessment Due Date Date Submitted / /
Assessor Name
Student Declaration: I declare that this assessment is my own work. Any ideas and comments made by other people have been acknowledged as references. I understand that if this statement is found to be false, it will be regarded as misconduct and will be subject to disciplinary action as outlined in the TAFE Queensland Student Rules. I understand that by emailing or submitting this assessment electronically, I agree to this Declaration in lieu of a written signature.
Student Signature Date / /
PRIVACY DISCLAIMER: TAFE Queensland is collecting your personal information for assessment purposes. The information will only be accessed by authorised employees of TAFE Queensland. Some of this information may be given to the Australian Skills Quality Authority (ASQA) or its successor and/or TAFE Queensland for audit and/or reporting purposes. Your information will not be given to any other person or agency unless you have given us written permission or we are required by law.

Instructions to Student General Instructions:

Important please note: Within this assessment there are similar criteria for both the units

CHCDIS001 Contribute to ongoing skills development using a strengths-based approach

CHCDIS002 Follow established person-centred behaviour supports

Therefore we have combined the assessments to cover both units. If you have completed this assessment task then you are able to upload this for Assessment task one (AT1) for CHCDIS001 and CHCDIS002. Please be aware this may or may not apply to all of the assessment tasks. Discuss this with your teacher if you have any questions.


Task 1 – Scenario and shift notes

Read the Scenario about Libby and complete Task 1 by reading and completing the workplace documentation based on the shift:

Appendix A – Scenario (please read carefully)

Appendix B – Daily progress Notes – you will complete the daily progress notes based on the information in the shift notes for the 31st of August.

Appendix C – you will complete the scatter plot chart based on the information in the shift notes for the 31st of August


Task 2 – Workplace Reporting and Instructional Presentation to demonstrate your skills

Using either an in-class role-play or a recording yourself (if you are an external student, complete the following:

Appendix D – Please demonstrate how you would facilitate the: Skill Development Procedure (you should record the demonstration if you are an external student)


Task 3 – Questions

On completion of the tea pouring procedure, answer the questions and explain how you would address these during the tea pouring skills development procedure.

Assessment Criteria:

To achieve a satisfactory result, your assessor will be looking for your ability to demonstrate the following key skills/tasks/knowledge to an acceptable industry standard:

Work within the principles and practices of positive behaviour support which focuses on the individual person their skills development and quality of life.

Work within organisation policies and procedures relating to behaviour management, including, positive reinforcement, reporting and communication.


Number of Attempts:

You will receive up to two (2) attempts at this assessment task. Should your 1st attempt be unsatisfactory (U), your teacher will provide feedback and discuss the relevant sections / questions with you and will arrange a due date for the submission of your 2nd attempt. If your 2nd submission is unsatisfactory (U), or you fail to submit a 2nd attempt, you will receive an overall unsatisfactory result for this assessment task. Only one re-assessment attempt may be granted for each assessment task.

For more information, refer to the Student Rules.

Submission details Please ensure your assessment document file name is compatible by following this file naming example when submitting your work:

CHCDIS001 /CHCDIS002_AS1_{FirstName}_{LastName}_V1.doc or

CHCDIS001 /CHCDIS002 _AS1{FirstName}_{LastName}_june_2020.doc

The following symbols should not be used in filenames – /,!#[email protected];:'”^*

Avoid gaps or spaces by replacing with an underscore.

Upload your completed assessment by clicking on the file upload button in the assessment topic for this unit TAFE Queensland Connect.

TAFE Queensland Learning Management System: Connect url:

Username; 9 digit student number

For Password: Reset password go to>

Instructions for the Assessor This assessment will be conducted in a class environment as a role-play or must be recorded by the student and handed in.

Student needs to be able to access Connect to be able to participate in assessments. The examples should be drawn from the workplace or during vocational placement.

Marking guide is provided with Bench Mark Answers

Note to Student An overview of all Assessment Tasks relevant to this unit is located in the Unit Study Guide.

Task 1 – Scenario

Read the information provided in scenario/ shift notes about Libby carefully in Appendix A: Scenario

Complete the Daily Progress Notes based on the shift notes provided for Monday the 31st of August in Appendix B: Daily Progress Notes.

Using the information provided in the shift notes for the 31st of August in Appendix A, complete the scatter plot chart provided in Appendix C.

Appendix A: Scenario


Libby is a 52 year old woman, living with her housemate in small 3 bedroom unit. Her housemate’s name is Julie and they are both able to verbally communicate. Both Libby and Julie have a fairly high degree of functional ability, they can cook, clean and look after themselves, yet still require about 30 hours per week of combined support to make sure they have groceries, their medication and to provide any other support or assistance which could help. Libby lives with an intellectual impairment and Schizophrenia and has a few additional health issues with regard to her breathing and eyesight. Libby often would berate herself and could be heard saying things to herself audibly, such as “oh Libby you need to stop doing the wrong thing all the time and start getting it right, you always stuff this up and then it’s ruined for everyone. Julie is going to get mad at you Libby, and the staff will be annoyed again”. Libby often spoke in 3rd person and sometimes she would even raise her voice at herself in anger, if she felt she had done something wrong. Due to her intellectual impairment, she would occasionally make mistakes when cooking, or drop something on the floor, or perhaps forget something during grocery shopping and she would then spend quite a lengthy amount of time being mad at herself for these indiscretions. When Libby is particularly upset, she will hit herself in the face with an open hand, or punch herself repeatedly in the arm, saying “you’re a stupid girl, Libby, stupid, stupid, stupid”.

One key skill that Libby desperately requires help with is making a cup of tea. Libby is able to do basic cooking and cleaning with minimal aid, but for some reason, she struggles to make a cup of tea. It’s likely that some previous bad experiences, while she was being supported by other service providers, in group-home environments, have led to her having some traumatic responses to making a cup of tea. On many occasions, Libby will forget to stop pouring the hot water into the cup and water will end up all over the bench and the floor. On two occasions, Libby has burned herself (minor burn) and required some minor first aid. One of the most positive responses to learning this skill has been to combine the process of staged, prompted skill development with distraction techniques (e.g. engage in conversation about something of interest to her while she is completing the task). The person who developed these strategies found that Libby could get the tea poured safely and easily if she focuses on a preferred event and that, with repetition of completing this skill in a positive manner, it’s likely that she will succeed in changing her habits around this task and the behaviour which is currently linked to it.

Libby has an Individualised Person-Centred Plan (not provided) which covers her history, family situation and other pertinent information as would be included in such a plan. She also has some skill development procedure (provided – appendix a) with regard to pouring a cup of tea, as well as a progress chart for the development of this skills (provided – appendix b) and some behaviour recording forms (provided appendix c) with regard to the incidence of her self-degrading language (telling herself she is stupid) and self-harming behaviour (hitting herself). The service also requires that you complete a daily progress note (provided – appendix d) after each time you work with Libby. This note just needs to record the following information, using factual information, clear sentences and strengths-based language:

The type of tasks you supported Libby and her housemate with;

Any interactions which need to be recorded;

Any issues identified which pertain to her health and wellbeing;

Any incidents which occurred and reference to any forms completed and data collected;

Anything which requires follow-up from other staff and the urgency of such requests;

The length of the shift you worked, your name and the time you provided the daily progress note.

The day you worked with Libby went as follows:

Shift notes – Monday 31 August 2020

Your shift was from 8am – 5pm. When you arrived, you found Libby pacing around the lounge room, her arms and her face was red and she was hitting herself repeatedly (4 times that you’ve observed at 8am), while mumbling. You asked her what was wrong and she mumbled a little louder in response and said “I’m just too stupid to make a cup of tea, ruined all the banana bread on the bench with water. Was going to make a lovely morning tea for you and I and now it’s ruined because I’m stupid”. You quickly remind her that she absolutely not stupid and that it sounds like it’s a simple mistake. You offer to help her clean it up and she says that it’s already clean and “she’s not that stupid”. You ask her if she’d like you to make her a cup of tea while you sit and go through her shopping list for groceries. She agrees and although she starts to calm a little, she still hits herself 3 more times (8:15am). You sit and ask if she watched any television last night and she smiles a little and says she watched ‘Home and Away’’ like always. She reminds you that it’s her favourite show and you watch her body relax and her face return colour as she tells you all about the show, what happened, what might happen tomorrow and what her thoughts are about her favourite characters. It’s now 8:45am, she says to you “I need to stop being so stupid all the time and get some groceries done today, don’t I”? You laugh, but remind her she is not stupid at all and tell her a time when you also spilled water all over the bench and ruined some cupcakes you’d bought for your daughter. She laughs and says “we all make mistakes, don’t we?” You remind her that of course, we all do.

You then spend some time with her, working out the grocery list for the day and asking her where she wants to go to do her shopping. She explains that she would like to go to Coles down the road, where the “good-looking younger men all work”, she couples this comment with a giggle and elbows you in the rib as she laughs.

Shopping goes well, however there are no sausages available for purchase and these will need to be picked up by the next staff member as Libby’s housemate likes to have them every week. Once you return from shopping, you go through the skill development plan with Libby regarding how to make herself a cup of tea. Libby is in positive spirits the whole way through this plan and remains on focus, talking about Home and Away, as she works with you to learn the skill of pouring her own cup of tea. You finish your shift at 5pm, as scheduled and both the ladies have already made beef casserole for dinner by the time you leave.

Appendix B: Daily Progress Notes

(based on shift notes for the 31st August)

Name of Service User:

Day and Date of Entry:

Name of Support Staff:

Time of Shift (commencement and end):

Time of Completion of Progress Notes:

Please list all other recording sheets that staff should read, in conjunction with these notes:

Requested actions for next staff (things of importance to be highlighted):

Incident Report Form

Hazard Identification Form

Notification of Injury Form

Medication Incident Form


Progress Chart for Development of Skill

Behaviour Recording Form

Communication Form



Progress Notes:



Date and Time:

Appendix C: Behaviour Recording Forms

Please complete a scatter plot for Libby Bibby using the following key:


Time Mon Tues Wed Thurs Fri Sat Sun
Pre 8:00 A A A
8:15 OO XX A
8:45 A O

Code Description
X Observed verbal anger at self
O Observed physical anger at self
A Signs of self-harm without observation

ACTUAL RECORDING FORM (please place data in below scatter plot)

Time Mon
Pre 8:00
Total X
Total O
Total A

Task 2

Using either an in-class role-play method, or recording yourself (if you are an external student, ensure you have secured a second person to play the role of Libby). If you are an internal student, this will be a classmate.

Read the Appendix D tea pouring procedure below and notes carefully.

Demonstrate the Skills Development Procedure (“independent tea pouring”) with Libby via role play and complete the Appendix D Progress chart for independent tea pouring.

Appendix D: Skills development procedure – “Independent tea pouring”

This procedure contains the list of steps to be taken when providing support and instruction to Libby regarding independent tea pouring. This procedure must never be used with Libby when she is upset, in a bad mood, or has communicated in any way that she doesn’t want to learn, or doesn’t want a cup of tea. Please ensure that you respect the importance of making this a positive learning opportunity.

Before you start, make sure you have a topic to discuss with Libby that will pose as a distraction from the task at hand. It’s essential that Libby remains focused on the discussion topic and not on the actual task of pouring the tea.

Please remember, Libby’s functional skills assessment provided that her fine and gross motor skills are very good, distraction will not impair her ability to pour herself a cup of tea. However, her psychological and cognitive assessment has made it clear that it’s necessary to provide a high level of distraction due to associated trauma regarding some activities of daily living.

Step One

Commence discussion about the topic of distraction. Once this topic has begun in discussion, say, “do you mind making yourself a quick cup of tea?”, then, continue the topic of distraction discussion.

Step Two

While you are discussing the topic of distraction, you may need to occasionally redirect Libby to the task of making the tea, as she will often stop and turn to talk to you. The way to do this, is just to help with whatever stage of the task she is up to (eg. pick up the tea bag and hand it to her), this is a physical prompt which will remind her to continue with the task.

Step Three

Ensure that while she is completing the task (and chatting with you) that your body language is open and friendly, you are smiling, you seem engaged with her and you have created a safe place for her to learn. It’s important for her, her history and her current emotional state to feel that she won’t get in trouble if she makes a mistake.


Once she’s finished the task, provide her positive reinforcement and re-direct her attention to the task she’s just achieved (pouring the tea). Even if there has been a small amount of spillage, the focus should be on the achievements, not on the spill. Remind her how well she has done and ensure you go overboard with positive feedback. Libby loves positive feedback and is likely to be smiling and be very proud of her accomplishment.

If Libby becomes distressed at any point and doesn’t want to continue, this is fine. Please remind her that she did a great job by even wanting to start and offer to put it all away while she has a rest;

If Libby drops anything, or there is spillage, don’t focus on this. The focus should always be on what’s been achieved, not on any issues which occurred;

Never engage with facilitating this task if Libby has shown signs of a bad mood, or she is feeling down (as per the description provided in her PBSP);

Positive reinforcement and distraction are the two most important components of this procedure. Ensure you have a topic of distraction ready, before you start and ensure that you are ready and able to provide an abundance of positive feedback.

From beginning to end, this process usually only takes a couple of minutes.

When completing this presentation, please ensure you:

remember to provide motivation and reinforcement;

stick to the procedure, don’t deviate;

use strengths-based language and ensure you are operating from a person-centred framework;

provide feedback at the end to Libby regarding how she went;

speak clearly and make sure the Assessor can hear what you’re saying and see any physical support you are providing.

Appendix D: Progress chart for development if skills – (Independent tea pouring)


Name of Service User: Libby Bibby Date of Trial:
Name of Facilitator: Time of Trial:
Skill to be taught/facilitated/trialled: Independent tea pouring as per:

Appendix A: Skill Development Procedure (“Independent Tea Pouring”)

To be conducted at home with Libby when appropriate or in a simulated environment

Questions Response Comments (if needed)

Was Libby in a good mood immediately prior to the learning experience?




Had Libby been in a negative/depressed/angry mood at any point within 8 hours prior to this learning experience (if so, please provide reference to where this is recorded within ‘comments’)




Was there a topic of distraction used? (if so, please explain what this topic was within ‘comments’)




Did Libby stay focused on the topic for the entire learning experience?




Was the tea poured without spillage?




If there was spillage, please select the amount and provide comments to explain why you hypothesise this may have occurred

Most water spilled

moderate amount spilled

small amount spilled

Please use the following space to provide anecdotal (in your own words) information regarding how the learning experience went for Libby and any feedback that other staff, or the plan author may need to know to enhance this learning opportunity in the future




Task 3 – Questions

Once the practical demonstration/facilitation of skill is complete (e.g. the part with Libby is over), please answer the questions and explain how you would:

withdraw support on a graduated basis;

provide feedback to a supervisor if the plan needed to be changed and/or you encountered difficulties;

support Libby if she spilt quite a lot of water accidentally, how would you get back on track?

self-evaluate your skill base regarding how you contribute to skill development plans;

be a motivating and inspiring presence for Libby.

When completed please submit for marking the following documents:

Appendix B: Daily progress notes

Appendix C: Behaviour recording forms – Scatter plot

Appendix D: Skill development procedure and progress chart for the role play

Completed questions