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CHC50113 DIPLOMA OF EARLY CHILDHOOD EDUCATION AND CARE Subject 10 Children’s Behaviour & Inclusion CHCECE020 /  CHCECE021 /  CHCECE026 Assessment – Project Assessment (1) FEEDBACK COVER SHEETSTUDENT NAME   STUDENT ID  ASSESSOR NAME EVIDENCE COLLECTEDBENCHMARK REQUIREMENTS MET1st Attempt2nd Attempt3rd AttemptProject 1: Establish and implement plans for developing cooperative behaviour☐☐☐Task 1: Identify and review behaviour☐☐☐Task 2: Develop a behaviour management plan☐☐☐Task 3: Implement and monitor the behavioural plan☐☐☐OUTCOME☐Satisfactory ☐Not Satisfactory☐Satisfactory ☐Not Satisfactory☐Satisfactory ☐Not SatisfactoryDATE      /     / 20      /     / 20      /     / 20ASSESSOR INITIAL   FEEDBACK TO STUDENT                              ASSESSOR SIGNATURE DATE of FINAL OUTCOME   CHC50113Diploma of Early Childhood Education and Care Children’s Behaviour and Inclusion Version 2.4 Produced 19 March 2018 Copyright © 2018 Compliant Learning Resources. All rights reserved. No part of this publication may be reproduced or distributed in any form or by any means or stored in a database or retrieval system other than pursuant to the terms of the Copyright Act 1968 (Commonwealth), without the prior written permission ofCompliant Learning Resources Version control & document history DateSummary of modifications madeVersion16 May 2014Version 1 final produced following assessment validation.1.016 October 2014Revised question – Q7, 9Mapping to Learner Guide1.113 February 2015Version 2 final produced following second assessment validation2.025 July 2016Minor updates made throughout document2.19 March 2017Intranet links and logins updated; minor changes to wording2.223 March 2017Updated Sparkling Stars Link2.319 March 20182.4 Table of Contents CHC50113 DIPLOMA OF EARLY CHILDHOOD EDUCATION AND CARE. 1 Subject 10 Children’s Behaviour & Inclusion. 1 CHCECE020 /  CHCECE021 /  CHCECE026. 1 Assessment – Project Assessment (1) 1 Introduction.. 6 What is Competency-Based Assessment. 7 The Basic Principles of Assessing Nationally Recognised Training.. 8 The Dimensions of Competency. 9 Reasonable Adjustment. 10 The Units of Competency.. 11 Context for Assessment. 12 Assessment Requirements. 13 Assessment Methods. 14 Resources Required for Assessment. 14 Assessment Workbook Cover Sheet. 15 Project Assessment. 16 Project 1: Establish and implement plans for developing cooperative behaviour. 16 End of document. 24 Introduction The questions in this workbook are divided into two (2) categories: Knowledge Assessment, and Project Assessment. The questions under Knowledge Assessments are all in a short answer format. The longer questions requiring creative and analytical thought processes are covered in the Project Assessments. You must answer all questions using your own words. However, you may reference your Learner Guide and other relevant resources and learning materials to complete this assessment. Some questions cover processes you would likely encounter in a workplace. Ideally, you should be able to answer these questions based on the processes that are currently in place in your workplace. However, if you do not currently have access to a workplace, then answer the questions based on processes that should be implemented in a typical workplace setting. Accessing Intranet Pages and External Links There are instructions in this workbook that will refer you to intranet pages and or external links. These intranet pages and external links are formatted in Blue Underlined Text. To access these, hold the Ctrl key for Windows users or the Command ⌘ key for Mac users while clicking on these links. What is Competency-Based Assessment The features of a competency-based assessment system are: assessment, a learner receives one of only two outcomes: competent or not yet competent. Definition of Competency Assessment in this context can be defined as: The fair, valid, reliable and flexible gathering and recording of evidence to support the judgement on whether competency has been achieved. Skills and knowledge (developed either in a structured learning situation, at work, or in some other context) are assessed against national standards of competence required by industry, rather than compared with the skills and knowledge of other learners. The Basic Principles of Assessing Nationally Recognised Training Developing and conducting assessment, in an Australian vocational education and training context, is founded on a number of basic conventions: The principles of assessment (Source: Standards for RTOs 2015, Clauses 1.8 – 1.12) The rules of evidence When collecting evidence, there are certain rules that apply to that evidence. All evidence must be valid, sufficient, authentic and current: Evidence gathered should meet the requirements of the unit of competency. This evidence should match, or at least reflect, the type of performance that is to be assessed, whether it covers knowledge, skills or attitudes. This rule relates to the amount of evidence gathered. It is imperative that enough evidence is gathered to satisfy the requirements that the learner is competent in all aspects of the unit of competency. When evidence is gathered the assessor must be satisfied that evidence is the learner’s own work. This relates to the recency of the evidence and whether the evidence relates to current abilities. (Source: Training in Australia by M Tovey, D Lawlor) The Dimensions of Competency The national concept of competency includes all aspects of work performance and not only narrow task skills. The four (4) dimensions of competency are: Reasonable Adjustment Adapted Reasonable Adjustment in teaching, learning and assessment for learners with a disability – November 2010 – Prepared by – Queensland VET Development Centre Reasonable adjustment in VET is the term applied to modifying the learning environment or making changes to the training delivered to assist a learner with a disability. A reasonable adjustment can be as simple as changing classrooms to be closer to amenities or installing a particular type of software on a computer for a person with vision impairment. Why make a reasonable adjustment? We make reasonable adjustments in VET to make sure that learners with a disability have: The same learning opportunities as learners without a disability, andthe same opportunity to perform and complete assessments as those without a disability. Reasonable adjustment applied to participation in teaching, learning and assessment activities can include: Customising resources and assessment activities within the training package or accredited courseModifying the presentation mediumLearner supportUse of assistive/adaptive technologiesMaking information accessible both before enrollment and during the courseMonitoring the adjustments to ensure learner needs continue to be met Assistive/Adaptive Technologies Assistive/Adaptive technology means ‘software or hardware that has been specifically designed to assist people with disabilities in carrying out daily activities’ (World Wide Web Consortium – W3C). It includes screen readers, magnifiers, voice recognition software, alternative keyboards, devices for grasping, visual alert systems, digital note takers. IMPORTANT NOTE Reasonable adjustment made for collecting candidate assessment evidence must not impact on the standard expected by the workplace, as expressed by the relevant unit(s) of competency. For example, if the assessment were gathering evidence of the candidate’s competency in writing, allowing the candidate to complete the assessment verbally would not be a valid assessment method. The method of assessment used by any reasonable adjustment must still meet the competency requirements. The Units of Competency The units of competency specify the standards of performance required in the workplace. This assessment addresses the following unit(s) of competency from CHC50113 Diploma of Early Childhood Education and Care: CHCECE020 – Establish and implement plans for developing cooperative behaviour CHCECE021 – Implement strategies for the inclusion of all children CHCECE026 – Work in partnership with families to provide appropriate education and care for children For complete copies of the above units of competency: Download them from the TGA website:  CHCECE020 CHCECE021 CHCECE026 Context for Assessment To complete the assessments in this workbook, students need to have access to their learning materials and the Internet. The Knowledge Assessment may be completed wholly at the student’s home or chosen place of study. The Project Assessment must be completed in a workplace. Assessment Requirements The assessment requirements specify the evidence and required conditions for assessment. Each unit of competency can be unbundled to reveal three key assessment components: Performance EvidenceKnowledge EvidenceAssessment Condition The associated assessment method in this kit covers all of these components as detailed in the matrix below:  Units of CompetencyAssessment ActivitiesCHCECE020CHCECE021CHCECE026Knowledge AssessmentþþþProject Assessmentþþ Assessment Methods This workbook uses the following assessment methods: Knowledge Assessment – A set of generic and workplace questions testing the student’s general knowledge and understanding of the general theory behind the unit.Project Assessment – A set of tasks or activitiescompleted according to set instructions and guidelines to meet the requirements of the relevant units. These tasks and activities require you to have access to a workplace. Resources Required for Assessment Candidate will need access to: that will allow you access to: Assessment Workbook Cover Sheet To the Student: Print this coversheet and complete it by filling in all the required information and affixing your signature in the space provided. Use the filename: Class Number_Student Name_Student Id_Unit Code_Assessment Number_Trainer Name_Date Submitted. Example: 1050_JoeBlog_9991234_Sub10_A4_Surinder_021282 WORKBOOK:WORKBOOK 10TITLE:Children’s Behaviour and InclusionFIRST AND SURNAME:     PHONE:     EMAIL:      Please read the Student Declaration below and if you agree to the terms of the declaration sign and date in the space provided.By submitting this work, I declare that:Name:      Signature:      Date:       Project Assessment Project 1: Establish and implement plans for developing cooperative behaviour For this project, you will need to develop and implement one (1) Behaviour Support Plan for a child attending your vocational work placement. Before beginning this project, discuss with your supervisor which child requiring support would be best to observe and to develop a behaviour support plan for. Discuss with your supervisor whether a “Permission to Observe” form will be necessary. If it is, ensure you complete the form from the service with the parent/guardian of the child before starting with the project. Submit this requirement to your assessor together with your assessment.Is there a need for a Permission to Observe form from the child’s parent/guardian?☐ Yes☐ NoIf Yes, submit the form together with the rest of the requirements for this project. Provide the file name of the uploaded Permission to Observe form: Filename:      Important: There may be steps in each of the tasks below that require the consent of the child’s parent/guardian, as well as the staff in the centre. Coordinate with your supervisor to ensure that consent is provided by relevant people as necessary.Names of the child and his/her parent/guardian and/or the staff may be changed to protect their privacy and maintain confidentiality of the child, his/her family and/or the centre’s staff. Task 1: Identify and review behaviourDownload the Behaviour Management Plan Template from the link below: CHC30113 and CHC50115 Skills Workbook Templates and Forms (Username: skillsaustralialearner          Password: SkillsAustralia@123)A. Gather relevant information to establish a baseline of the child’s behaviour. Step 1: Undertake a background assessment by reviewing relevant files and applicable information related to the child’s behaviour. These may include: family background and/or informationfamily structure and culturehealth records/issuesdevelopmental delaysearlier behaviour assessments or management plansdiscipline recordsattendance recordsacademic recordssupport/influences outside of school Step 2: Write a summary of your review and include information relevant to the child’s behaviour. Use the Background Assessment section of the Behaviour Management Plan template for the summary. Be as comprehensive as possible in writing your summary. B. Discuss incidents and concerns with appropriate people Step 1: Conduct an interview with the at least two (2) people in the centre who are involved in the caring of the child and may be able assist you in identifying the target behaviour, as well as the causes, consequences and/or environmental factors that may be influencing the child’s behaviour. The following questions will serve as your guide in conducting the interview: Describe the behaviour that is causing most concern.Is the behaviour a safety concern to self or others? If yes, please explain.When and where is the behaviour most likely and least likely to happen?With whom is the behaviour most likely to occur?With whom is the behaviour least likely to occur?What activities are most and least likely to produce the behaviour (e.g., task duration, preferred or non-preferred, difficult or easy, novel or familiar, boring or stimulating)?Are there particular situations or events not listed above that sometimes seem to “set off” the behaviour, such as particular demands, noises, lights, clothing, people, etc.?Describe the ways the child is able to verbally or nonverbally ask for assistance.Does the child respond appropriately to requests or instructions (how simple or complex are the requests/instructions)?Is the child aware of the implications of his/her actions?What are the things (e.g., food items, objects, activities, people, etc.) the child likes and are reinforcing for him or her? Step 2: Summarise the information you gathered from the interviews. Write it in bullet point form in the Assessment Interview section of the template. Step 3: Request your interviewees to review your summary and ask them to sign it off. C. Observe child’s behaviour Step 1: Observeand analyse the child’s behaviour on at least three (3) different activities in the centre that the child is involved in. During your observation, also scan the environment for possible influences on behaviour. You may also need to look at the centre’s curriculum for other influences. Step 2: After observing the child in different situations and/or contexts, identify triggers/warning signs, behaviour of the child and the consequence of the behaviour. Step 3: Record your observations in the Event Sample (Observation) section of the template: Setting of the activityAntecedent (these are the triggers, warning signs)BehaviourConsequence of the behaviour, include the frequency of the behaviour (how often or how long) Be as specific as possible in recording the triggers, behaviour and consequence(s).  D. Reflect and analyse the child’s behaviour Step 1: Analyse the data you have gathered from the background assessment, interviews and observations undertaken. Identify the target behaviours and rank them according to priority. Provide the known warning signs and triggers of impending behaviours for each identified target. Step 2: Record these in the Behaviours in Need of Support section of the template. Task 2: Develop a behaviour management planStep 1: Before developing the plan, which will support the child’s behaviour, review the service’s philosophy and policies and ensure that you will develop the plan in accordance to these.  Step 2: Present your analysis and consult colleagues, family members and others who may be caring for the child. Discuss with them about options on how to respond to the child’s behaviour. Follow the service’s policy and procedure with regard to consultation with family members.  Step 3: Based on the consultation, identify one (1) long-term and at least two (2) short-term objectives of the behaviour management plan. Make sure these objectives are developed according to the child’s abilities, age and developmental stage. Take note that your objectives must be SMART (specific, measurable, attainable, realistic and time-bound).  Step4: For each of the ranked target behaviour, provide preventive strategies and techniques to be implemented in anticipation of known triggers.   Step 5: Clearly outline replacement/alternative behaviours. Keep in mind that your strategies and techniques must be specific and must assist the child to learn the replacement behaviour and unlearn the less acceptable behaviour.   Step 6: Specify person or persons responsible for the implementation of the identified preventive strategies and techniques. If possible, be specific and use staff member’s names rather than their position/designation.  Step 7: Record the resources (i.e., specific persons, learning resources, material resources, etc.) that are needed for the implementation of the identified strategies and techniques. Resources may also include referral bodies and appropriate authorities to whom you could liaise or seek advice necessary if the child’s behaviour is extreme or out of the ordinary.   Step 8: Identify the intervention timeline—how long will the strategy be in place; when will it begin and when will it end. Guidance: Your timeline should be based on your length of stay in the placement. Make sure that the timeline you will provide will enable you to monitor and review the result of the plan.   Step 9: All throughout the development of the plan, ensure that the plan is realistic and that resources are available. Also make sure that the plan considers relevant cultural practices and values for responding to behaviour.   Step 10: Fill out the Behaviour Management Plan section of the template and answer the succeeding questions on Good Behaviour Recognition and Consequences. Your answers to the questions should be parallel to the preventive strategies and techniques that you have provided in the plan.  After you have completed your plan, answer the follow-up questions below. These questions will assist you in determining whether you have thoroughly developed the plan in accordance to the steps and requirements provided. Task 2 Follow up QuestionsBriefly describe the service’s philosophy and policies on developing a plan and providing behaviour management to children.      Explain the consultation that you had with colleagues, family members and others who are involved in caring for the child. The following must be reflected in your explanation:Their recommendations about options on how to respond to the child’s behaviourThe service’s policy and procedure with regard to consultation with family members      Describe how you developed the behaviour management plan in relation to the child’s abilities, age, and developmental stage.      Explain how you ensured that the plan is realistic and that resources are available.      5). Describe how you considered and respected family expectations and their cultural values in the development of the plan.       Task 3: Implement and monitor the behavioural planStep 1: Implementation Implement your plan in coordination with your colleagues. Inform all those involved in implementing and reinforcing the plan of its rationale, limitations and strategies developed. Provide support and assistance to everyone involved to ensure that the plan is implemented effectively and consistently. All throughout the implementation ensure that you support the child so that he/she understands the specific expectations for his/her behaviour. Minimise as far as possible, factors that may lead to or maintain inappropriate behaviour. Make sure your vocational work placement supervisor is able to witness and observe you complete this project as you will be requesting his or her signature to confirm your successful completion this task in the workplace. To document your supervisor’s confirmation, have your supervisor complete the Project 1: Observation Form found in the Sparkling Stars website:   CHC30113 and CHC50115 Skills Workbook Templates and Forms (Username: skillsaustralialearner          Password: SkillsAustralia@123)   Request him or her to sign off the supervisor declaration after you have completed this task. Step 2: Monitor and review the behaviour plan Monitor and review the child’s behaviour against the plan. Modify the plan where necessary in consultation with colleagues, family members and others caring for the child. Follow the service’s policy and procedure with regard to consultation with family members. Complete the Review and Monitoring section of the Behaviour Management Plan template. Request your supervisor to sign off the plan. End of document