Part 1: The five phases of behavior assessment are (a) screening and general disposition, (b) defining and generally quantifying problems or desired achievement criteria, (c) pinpointing the target behavior(s) to be treated, (d) monitoring progress and (e) following up (Cooper, Heron & Heward, 2007). Screening and general disposition is used to discover and identify any number of variables that may influence the occurrence of problem behaviors. Defining and generally quantifying problems or desired achievement criteria is when you establish the goal for change and the steps required to achieve it. Pinpointing the target behavior(s) to be treated is when you specifying target behaviors. Monitoring progress is when you work on the procedures needed for reorganization and observation of the changed behavior.
Stage I-4/5 is the stage called individualistic. These manifestations include tolerant, mutual, individuality, development, and roles. Autonomous is stage I-5, the impulse control in this stage is coping with conflict. Interpersonal mode and conscious preoccupations include manifestations of
Assessment This unit must be assessed in accordance with Skills for Care and Development's QCF Assessment Principles. Learning outcomes 4,5 and 6 must be assessed in a real work environment. Unit 4222-235 Contribute to support of positive risk-taking for individuals (HSC 2031 ) Assessment Criteria Outcome 1 Know the importance of risk-taking in everyday life The learner can: 1. identify aspects of everyday life in which risk plays a part 2. outline the consequences for individuals of being prevented or discouraged from taking risks 3. explain how supporting individuals to take risks can enable them to have choice over their lives to:
1.4 Explain how to agree realistic targets 1. Meet and agree as a group – use experience and knowledge of group 2. Agree outcomes and work your way back to how to achieve 3. Break the task down into the component parts and look at each in turn 4. Agree resources needed for each and which are dependent upon each other 5.
Understand the context and use of proactive and reactive strategies 3. Be able to promote positive behaviour 4. Be able to respond appropriately to incidents of challenging behaviour 5. Be able to support individuals and others following an incident of challenging behaviour 6. Be able to review and revise approaches to promoting positive behaviour Guided learning hours It is recommended that 44 hours should be allocated for this unit, although patterns of delivery are likely to vary.
Unit 4222-324 Support individuals with specific communication needs (HSC 3029) Level: 3 Credit value: 5 UAN: T/601/8282 Unit aim This unit is for those who support individuals with specific communication needs. It provides the learner with the knowledge and skills that address personal interaction and the use of special methods and aids to promote communication. Learning outcomes There are six learning outcomes to this unit. The learner will: 1. Understand specific communication needs and factors affecting them 2.
Unit 2: Promote Professional Development Edexcel Level 5 Diploma for the Learning Development and Support Services Workforce (QCF) Unit code: SHC 52 Unit reference number: L/602/2578 QCF level: 4 1.1 Explain the importance of continually improving knowledge and practice 1.2 Analyse potential barriers to professional development 1.3 Compare the use of different sources and systems of support for professional development 1.4 Explain factors to consider when selecting opportunities and activities for keeping knowledge and practice up to date 2.1 Evaluate own knowledge and performance against standards and benchmarks 2.2 Prioritise development goals and targets to meet expected standards 3.1 Select learning opportunities to meet development objectives and reflect personal learning style 3.2 Produce a plan for own professional development, using an appropriate source of support 3.3 Establish a process to evaluate the effectiveness of the plan 4.1 Compare models of reflective practice 4.2 Explain the importance of reflective practice to improve performance 4.3 Use reflective practice and feedback from others to improve performance Page 1 of 9 4.4 Evaluate how practice has been improved through: – reflection on best practice – reflection on failures and mistakes Page 2 of 9 1) Understand principles of professional development. 1.1) As a professional I have a responsibility to engage in continuous professional development. This means that I need to take actions to keep my skills and knowledge up to date. It is Important to improve my capabilities with the range of tasks that I carry out daily as it will create the best provision for the children in my setting and help me to continue on improving my knowledge. As a manager and staff member it is vital that I am aware and up to date with the Legislation, EYFS and welfare requirements and that I implement them
Be able to support the use of equipment to manage continence. Unit Title: Unit Level: Unit Credit Value: GLH: apt awards Unit Code: Unit Reference Number: Support Individuals to Manage Continence Two 3 19 HJ1/2/SQ/008 J/601/8058 LEARNING OUTCOMES The learner will: 4. Be able to support continence safely. ASSESSMENT CRITERIA The learner can: 4.1. Identify risks that may arise while supporting continence.
Answer: FALSE Diff: 1 Section: 2.1 Projects and Organizational Strategy Skill: Definition AACSB Tag: Reflective 5) Strategy, goals, and programs support the organizational mission. Answer: TRUE Diff: 1 Section: 2.1 Projects and Organizational Strategy Skill: Definition AACSB Tag: Reflective 6) Stakeholder analysis looks at a project's customers and determines whether their needs are being met. Answer: FALSE Diff: 2 Section: 2.2 Stakeholder Management Skill: Definition AACSB Tag: Reflective 7) Suppliers and competitors are possible intervenor groups in a project. Answer: TRUE Diff: 1 Section: 2.2 Stakeholder Management Skill: Factual AACSB Tag: Reflective 8) An important step in stakeholder management is the assessment of your own capabilities. Answer: TRUE Diff: 1 Section: 2.2 Stakeholder Management Skill: Factual AACSB Tag: Reflective 9) Policies and procedures are examples of an organization's external environment.