An example of a living skills educator creating an activity to assist an adult male with mild autism in managing money so he can save for a vacation. The activity should include the progress and action plan.
Added by Katelyn L.
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Stanley is 57 years old and has motor neurone disease (MND). Stanley uses a wheelchair and has limited mobility and speech. A case manager has prepared an individualised support plan for him. You are meeting with Stanley to introduce yourself and confirm the broad details of the individualised plan. The meeting is taking place in his home. Stanley lives with his wife, Mavis. Prior to visiting Stanley you take the time to read his file and the individualised plan that was prepared by Stanley’s case manager. When you arrive, Mavis opens the door and guides you to where Stanley is waiting for you in the living room. Mavis does most of the talking, and discusses Stanley’s MND in quite a lot of detail. Stanley seems withdrawn and says very little. You spend some time introducing yourself, sharing some of your professional background and listening to Mavis speak, and trying to ask Stanley some questions about himself too. You try and establish rapport with Stanley and Mavis. Stanley and Mavis’ home is quite busy and cluttered, and sometimes when Stanley wants to reach an item or complete a task, he is unable to get very close to the bench or table and has to lean out of his wheelchair. The support worker suggests that an aid could be useful to help him reach across to objects. You ask Stanley if he would like to review the draft individualised plan that was prepared with his case manager. Stanley agrees and, together with Mavis, you and Stanley review the plan. You ensure that you have brought two copies of the plan so that Stanley and Mavis each have a copy. The draft plan includes the goals that Stanley developed with his case manager, but the support activities have not been confirmed. Many of the activities focus on supporting Stanley to maintain as much independence as possible and to remain living at home with Mavis. Answer the following questions: Stanley will need to learn some new skills in order to catch public transport to his self-advocacy group, such as buying a ticket. Briefly outline how each of the following skill development processes would be used to teach and maintain these new skills: (a) Task analysis (b) Shaping (c) Reinforcement
Jennifer S.
Today is Doc's first day working with a new client, Marty, a non-verbal boy with autism. At the outset of the session, Doc spoke to Marty's mother about the goals specified in Marty's IEP (Individualized Education Plan), most of them being academically related. After a short conference, Doc is given permission to spend a majority of his session with Marty teaching mands for food, drink, and bathroom. Which dimension of ABA is being shown?
Asma V.
UNIT CHCAGE005 Activity 37 Explain how you would document a person’s behaviour to identify specific triggers? Activity 38 Why is it important for support workers to contribute to team discussions about a person’s behaviour plan? Activity 39 What are four (4) ways that a support worker can contribute to a team discussion about a person’s behaviour plan? Activity 40 How do de-escalation procedures help when managing behaviour in people with dementia? Activity 41 Give two (2) examples of de-escalation procedures? Activity 42 What are some considerations when choosing a strategy to de-escalate behaviours in people with dementia? Activity 43 Why is it important to review and evaluate strategies? Activity 44 What are some important reasons that you need to comply with the documentation requirements of your current or future workplace? Activity 45 What are some types of information that you may be required to collect as a worker in a community services environment?
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