CHCEDS058 - Support the implementation of behaviour plans

For Melbourne campuses

Assessment tasks will be designed to reinforce & extend knowledge and skill competence within set & controlled parameters in accordance with each unit’s learning outcomes & performance criteria requirements, including the setting of work based practical application tasks designed to provide evidence of competence outcomes, within periodic and scheduled timelines.

Students will be expected to demonstrate the following required skills:
• identify and document aspects of behaviour plans that provide appropriate support for students in one primary and one secondary class, including:
• use of a range of appropriate behaviour support strategies in the plan
• use of student self-management strategies in the plan
• use of group and individual behaviour support strategies in the plan
• implement one behaviour plan for either of the above classes, including:
• supporting student behaviour
• collecting feedback on plan outcomes
• evaluating effectiveness of behaviour plan and making recommendations for improvements
• reflect on own skills in behaviour support and identify opportunities for improvement in discussion with teacher or supervisor.

Students will also be expected to demonstrate the following knowledge:
• role and responsibilities of an education support worker and own job role
• requirements of relevant legislation and organisational policies and procedures in relation to behaviour support
• behaviours encountered in the school environment
• at least three key theories of child and adolescent development at an overview level
• differing philosophical approaches to behaviour support
• strategies for supporting student behaviour:
• individual students
• groups of students
• student self-management
• factors that may affect behaviour of students and their impact on student learning:
• cultural considerations
• environment
• family circumstances
• language or communication difficulties
• learning difficulties
• health issues:
• physical
• mental
• mood and personality
• social issues
• importance of the student self-esteem in the learning process
• factors to promote or diminish the student’s intrinsic motivation
• communication techniques that support positive behaviour:
• verbal
• non-verbal
• active listening
• questioning
• appropriate use of volume and tone
• positive support strategies to redirect behaviour and defuse situations
• available professional support services and resources
• negotiation and conflict resolution techniques
• how to recognise situations where further support or intervention may be required
• practices and strategies for non-violent crisis prevention and intervention
• when and how to implement consequences for inappropriate behaviour
• organisational policies and procedures for risk management.