[Solution]Implement the Positive Behavioural Support

HSC 3065 Implement the positve behavioural support for health and social care level 3# Unit 4222-406 Implement the Positive Behavioural Support model (HSC 3065) Assessment…

HSC 3065 Implement the positve behavioural support for health and social care level 3#

Unit 4222-406 Implement the Positive Behavioural Support
model (HSC 3065)
Assessment Criteria
Outcome 1 Understand the context of the Positive Behavioural Support
model
The learner can:

explain how Positive Behavioural Support has been influenced by:
 Applied Behaviour Analysis (ABA)
 Social Role Valorisation (SRV)summarise current legislation and policy guidance relating to Positive Behavioural Support.

Outcome 2 Understand the term ‘challenging behaviour’
The learner can:

define the term ‘challenging behaviour’explain the reasons for the term challenging behaviour coming into useanalyse key factors that lead to a behaviour being defined as challenging.

Outcome 3 Understand the context in which challenging behaviour
occurs
The learner can:

summarise key environmental risk factors for challenging behavioursexplain how slow and fast triggers contribute to challenging behaviouranalyse the role of reinforcement in maintaining behaviourexplain the time intensity model.

Outcome 4 Be able to contribute to the functional analysis in relation to
an individual’s challenging behaviour
The learner can:

describe the key components of functional analysisexplain the key methods of analysing behaviourcomplete accurate records of behaviour using a structured methodidentify environmental risk factors for an individual’s challenging behaviouridentify possible slow and fast triggers for an individual’s challenging behaviouridentify factors that may contribute to reinforcement of an individual’s challenging
behaviourevaluate the importance of functional analysis in effective person centred behavioural
intervention for individuals.

Level 3 Diploma in Health and Social Care (Adults) for England (4222-31) 335
Outcome 5 Understand the key characteristics of Positive Behavioural
Support
The learner can:

describe the key characteristics of Positive Behavioural Supportexplain the role within Positive Behavioural Support of:
 primary prevention strategies
 secondary prevention strategies
 non aversive reactive strategiesexplain the importance of social validity in the Positive Behavioural Support model.

Outcome 6 Be able to implement primary prevention strategies
The learner can:

summarise the key primary prevention strategiesimplement an agreed primary prevention strategy using least restrictive practice, respecting
the individual’s dignity, rights and choiceexplain the importance of effective communication and positive interaction in primary
prevention for individualspositively interact with an individual by providing the level of help and reinforcement that
enables them to participate in an activityuse effective communication with an individual to promote positive behaviourevaluate the social validity of an agreed primary prevention strategy for an individual.

Outcome 7 Be able to use a person centred approach to develop plans
that promote participation
The learner can:

explain how Active Support can help prevent challenging behaviour by improving an
individual’s quality of lifeanalyse the role of structure and daily planning in primary prevention for individualsreview an individual’s daily activities to identify areas for increasing participation and choicereview an individual’s routine to identify opportunities for increasing participation and
choicedevelop a participation plan with an individual that contributes to the reduction of
challenging behaviour by actively supporting their engagement in a specific taskwork with an individual to identify skills that could be developed to enable greater
participation in day-to-day activities.

Outcome 8 Be able to implement secondary prevention strategies
The learner can:

summarise key secondary prevention strategiesexplain when secondary prevention strategies should be used with individualsidentify early warning signs of behavioural agitation in an individualidentify possible secondary prevention strategies that may be used with an individualimplement an agreed secondary prevention strategy using least restrictive practice,
respecting the individual’s dignity, rights and preferences.

336 Level 3 Diploma in Health and Social Care (Adults) for England (4222-31)
Outcome 9 Be able to implement non aversive reactive strategies
The learner can:

explain when reactive strategies should be used with individualsdescribe the key characteristics and types of reactive strategiesassess the risks in the use of reactive strategiesidentify possible reactive strategies that may be used for an individualimplement an agreed non aversive reactive strategy using least restrictive practice,
respecting the individual’s dignity, rights and preferencesestablish an individual’s preferred post–incident supportidentify own preferred post-incident support.

Outcome 10 Be able to understand and implement positive Behavioural
Support Plans
The learner can:

explain the purpose and importance of Positive Behaviour Support Plans for individualsidentify the key components of a positive Behaviour Support Plan for individualsimplement agreed procedures in an individual’s Positive Behavioural Support Plancontribute to the review of an individual’s Positive Behavioural Support Plan.

Level 3 Diploma in Health and Social Care (Adults) for England (4222-31) 337
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