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Assessment Tasks Outcome Unit: CHCDIS010 Provide person-centred approaches to people with disability with complex needs Student ID: Click here to enter text. Student Name: Click here to enter text. Student Declaration I Click here to enter text. (insert your name) declare that these tasks are my own work. None of this work has been completed by any other person and I have not cheated, plagiarised or colluded with any other student. I have correctly referenced all resources and reference texts throughout this assessment task. I have read and understood JTI policy on plagiarism, cheating and collusion and understand that if I am found to be in breach of this policy, disciplinary action may be taken against me by JTI. Student Signed:Printed Name:Date: Click here to enter text.Click here to enter text.Click here to enter text. CHCDIS010 Provide person-centred approaches to people with disability with complex needs ASSESSMENT OVERVIEW This Student Assessment Booklet includes all your tasks for assessment of CHCDIS010 Provide person-centred approaches to people with disability with complex needs. ABOUT YOUR ASSESSMENTS This unit requires that you complete 2 assessment tasks. You are required to complete all tasks to demonstrate competency in this unit. Assessment Task About this task Assessment Task 1: Written questions You must correctly answer all 9 questions to show that you understand the knowledge required of this unit. Assessment Task 2: Case study You are required to review and identify a client’s needs and priorities, formulate goals and support strategies, develop a person-centred plan and explain how you would monitor and review that plan. How to submit your assessments When you have completed each assessment task you will need to submit it to your assessor. Instructions about submission can be found at the beginning of each assessment task. Assessment Task Cover Sheet At the beginning of each task in this booklet, you will find an Assessment Task Cover Sheet. Please fill it in for each task, making sure you sign the student declaration. Your assessor will give you feedback about how well you went in each task, and will write this on the back of the Task Cover Sheet. Make sure you photocopy your written activities before you submit them – your assessor will put the documents you submit into your student file. These will not be returned to you. Assessment appeals You can make an appeal about an assessment decision by putting it in writing and sending it to us. Refer to your Student Handbook for more information about our appeals process. Assessment plan The following outlines the requirements of your final assessment for this unit. You are required to complete all tasks to demonstrate competency in this unit. Your assessor will provide you with the due dates for each assessment task. Write them in the table below. Assessment Requirements Due date 1.Written questions 2.Case study Agreement by the student Read through the assessments in this booklet before you fill out and sign the agreement below. Make sure you sign this before you start any of your assessments. Have you read and understood what is required of you in terms of assessment? ☐ Yes ☐ No Do you understand the requirements of this assessment? ☐ Yes ☐ No Do you agree to the way in which you are being assessed? ☐ Yes ☐ No Do you have any special needs or considerations to be made for this assessment? If yes, what are they? Click here to enter text. ☐ Yes ☐ No Do you understand your rights to appeal the decisions made in an assessment? ☐ Yes ☐ No ASSESSMENT TASK 1: WRITTEN QUESTIONS Task summary: · This is an open book test – you can use the Internet, textbooks and other documents to help you with your answers if required. · You must answer all 9 questions correctly. · Write your answers in the space provided. · If you need more space, you can use extra paper. All extra pieces of paper must include your name and the question number/s you are answering. · You may like to use a computer to type your answers. Your assessor will tell you if you can email them the file or if you need to print a hard copy and submit it. What do I need in order to complete this assessment? · Access to textbooks and other learning materials. · Access to a computer and the Internet (if you prefer to type your answers). When do I do this task? · You will do this task in the classroom or as homework – your assessor will advise. Write in the due date as advised by your assessor: what do I need to do if I get something wrong? If your assessor marks any of your answers as incorrect, they will talk to you about resubmission. You will need to do one of the following: · Answer the questions that were incorrect in writing. · Answer the questions that were incorrect verbally. Instructions to students: Question 1 Explain what is meant by the term ‘people with complex needs’. Click here to enter text. Question 2 List three best practice guidelines you would apply when developing strategies to address complex needs? 1. Click here to enter text. 2. Click here to enter text. 3. Click here to enter text. Question 3 Provide at least three examples of pain indicators or behaviours for each of the following: Facial expressions Click here to enter text. Click here to enter text. Click here to enter text. Verbalisations/vocalisations Click here to enter text. Click here to enter text. Click here to enter text. Body movements Click here to enter text. Click here to enter text. Click here to enter text. Interpersonal interaction changes Click here to enter text. Click here to enter text. Click here to enter text. Change in activity or routine Click here to enter text. Mental status change Click here to enter text. RTO Number: 122208CRICOS Number: 03373BRevision date: 25 Jan 2018 Next Review: 25 Jan 2019Email:
[email protected]: 1.2 © Job Training InstituteWebsite: www.jti.edu.au Page 2 of 2 Question 4 Review the Planning Policy – Resource Kit & Implementation Guide at this link http://www.dhs.vic.gov.au/about-the-department/documents-and-resources/policies,-guidelines-and-legislation/disability-services-planning-policy-2009 What roles do each of the following groups play in developing individual plans? List at least three roles for each group. Family membersCarersService providers RTO Number: 122208CRICOS Number: 03373BRevision date: 25 Jan 2018 Next Review: 25 Jan 2019Email:
[email protected]: 1.2 © Job Training InstituteWebsite: www.jti.edu.au Page 7 of 25 Question 5 Provide an example of a functional assessment tool for each of the following disabilities. Dementia: Click here to enter text. Autism: Click here to enter text. Vision impairment: Click here to enter text. Question 6 Judy is a 29-year-old woman with Multiple Sclerosis. She uses a wheelchair due to her limited mobility and also experiences clinical depression and incontinence. She has been reported to soil her bed quite frequently, has become reluctant to get up, refuses to socialise with anyone and has recently started to pull at her hair. What are Judy’s needs? Click here to enter text. Question 7 Consider someone you may know with a chronic disability. Describe the impact of the disability on this individual’s quality of life. Click here to enter text. Question 8 Provide three examples of when you might require assistance from health professionals when reviewing a person’s plan. 1. Click here to enter text. 2. Click here to enter text. 3. Click here to enter text. RTO Number: 122208CRICOS Number: 03373BRevision date: 25 Jan 2018 Next Review: 25 Jan 2019Email:
[email protected]: 1.2 © Job Training InstituteWebsite: www.jti.edu.au Page 9 of 25 Question 9 Complete the table with information about the following disabilities. DisabilityPhysiology and psychology impactsNutrition and dietetics needsCommon issues orchallengesAssociated health problems Schizophrenia Anorexia Multiple sclerosis What do I need to hand in for this task? Have I completed this? Your answers to these questions ☐ RTO Number: 122208CRICOS Number: 03373BRevision date: 25 Jan 2018 Next Review: 25 Jan 2019Email:
[email protected]: 1.2 © Job Training InstituteWebsite: www.jti.edu.au Page 12 of 25 ASSESSMENT TASK 2: CASE STUDY Task Summary: You are required to review and identify a client’s needs and priorities, formulate goals and support strategies, develop a person-centred plan and explain how you would monitor and review that plan. What do I need in order to complete this assessment? · Access to textbooks and other learning materials · Access to a computer and the Internet (if you prefer to type your responses) · Scenario (provided). When do I do this task? · You will do this task in the classroom or as homework – your assessor will advise. · Write in the due date as advised by your assessor: what do I need to do if I get something wrong? If your assessor marks any of your answers as incorrect, they will talk to you about resubmission. You will need to do one of the following: · Answer the questions that were incorrect in writing. · Answer the questions that were incorrect verbally. Instructions: Brent Brent is a 72-year-old male diagnosed with vascular dementia after suffering from minor strokes about six months ago. He lives with Carol, his wife in their family home who is also his primary caregiver. Brent’s son Tony, his wife and their two teenage kids come to visit on a regular basis. Tony helps Carol with tasks around the home and assists with his dad’s feeding and transport needs. In Brent’s healthier days he had always enjoyed reading about nature and wildlife and often took Carol on day trips to the country or weekends away in new places, by the sea or lake, or in the forest. Brent stayed relatively fit during his younger years, and was an avid fan of golf and cricket. Brent was a part of the local golf club for many years, until his physical and mental health started to deteriorate. He was always so playful with his grandkids when they were young and looked forward to spending time with Tony and his family. Over the years Brent developed and suffered from other conditions such as heart disease, anxiety and depression. Brent’s behaviour has seemed to change lately, and Carol is quite concerned. Brent has started wandering off at random times of the day and night, has become more aggressive in his responses and sometimes even violent. He calls out loudly, bangs items he can pick up against walls, and resists any care. Carol feels that she may be at risk of harm or physical injury, so she has asked Tony to come