A1, A2 and Item 9
A1 and A2 are optional items. They are only completed if you observe opportunities for teaching or behaviour that is a danger to self or others.
You may not see these two things during the observation. But if they do occur, then the support can be rated.
A1 Teaching something new
Good support means taking opportunities to teach the person something new.
Sometimes there are opportunities for a worker to teach a person something new when they are providing support. For example, how to play a game on an iPad, how to use a self-serve checkout, or the person may ask a question about why onions are cooked before other vegetables and the worker provides an explanation.
The focus of Active Support is supporting people’s participation and engagement rather than teaching. However, there may be opportunities for teaching and learning when the person is participating in an activity. Such as, how to perform a step in an activity which the person has not done previously or they are learning to do. Opportunities for the worker to teach the person something new will depend on the activity and the situation.
This video shows the worker teaching the person something new.
RATING
3
The worker used all of the available opportunities to teach the person something new.
The worker in the video used the opportunity available to teach the person how to rotate the compost bin and would be rated a 3 for this item.
The worker:
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noticed the opportunity for the person to learn another way to rotate the compost bin
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demonstrated the new approach and explained how to do it (“pull it back like that”)
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provided the person with an opportunity to try the approach and gave feedback (“exactly”)
RATING
2
The worker used some of the available opportunities to teach the person something new, but there could have been more of this.
If the worker recognised the opportunity for teaching, then demonstrated and explained how to rotate the compost bin, but did not provide the person with an opportunity to try it himself, then the rating would be a 2.
RATING
1
The worker did not use any of the available opportunities to teach the person something new.
If the worker missed the opportunity for teaching by taking over and rotating the compost and there was no demonstration and explanation, then the rating would be a 1.
In some ways, teaching may resemble providing the right type and amount of assistance, but it has a more overt learning outcome. It is something that was not known or understood by the person previously.
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The opportunities available for the person to learn or be taught something new
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Did the person perform a step that could have benefited from further explanation?
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Did the worker perform a step that could have involved the person if they received teaching?
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Did the person ask a question about how or why something is done?
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Did the worker provide clear information and explanation so that the person learnt something new?
When observing, pay attention to:
A2 Responding well to behaviour that is a danger to self or others
Good support means responding well to the person’s behaviour when it is a danger to themselves or others.
There may be a situation where a person’s behaviour poses an immediate harm or danger to themselves or others. These behaviours include:
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Aggression: such as hitting, biting, or scratching another person, threatening another person verbally or with a weapon/object
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Self-injury: such as repeatedly banging their head hard against a wall, scratching their skin until it bleeds
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Property damage: such as throwing a cup or a plate, upturning a table, kicking in a door
These types of behaviour are also known as serious challenging behaviour or behaviours of concern.
If the worker responds confidently (i.e., knows what they are doing), ensures the person and other people are safe, and responds appropriately to the emotions of the person and others involved, then this would be good support and a rating of a 3 for this item.
Below are adapted excerpts taken from observations which describes workers' responses to behaviour that was a danger to self or others.
RATING
3
The worker responded confidently to the person’s behaviour, emotions (feelings) and the situation.
The worker had started to prepare dinner in the kitchen and asked Brian if he wanted to pour rice into a measuring cup. Brian quickly grabbed the worker’s wrist and squeezed. The worker calmly took a step back, then asked, "What’s the matter?” But Brian didn’t respond.
The worker reassured him, saying “You’re alright” and “Do you want to sit in your chair and relax for a bit?” The worker walked towards the lounge room and Brian followed. Brian sat in his chair with his head down. The worker looked at Brian then left the room.
About 5 minutes later, the worker went to Brian and asked, “Are you okay Brian?” But Brian didn’t respond and remained sitting with his head down. The worker said, “You let me know when you are ready, okay”, then went back to the kitchen.
Five minutes later, Brian came into the kitchen and appeared to be in a better mood and was smiling. The worker commented on this and asked him if he would like to put the rice in the saucepan, then touched Brian’s shoulder as he walked past.
The worker responded well to the person’s emotions and the situation and would be rated a 3 for this item.
RATING
2
The worker was uncertain or hesitant before responding to the person’s behaviour, emotions (feelings) and the situation.
The worker and Natalie were sitting at the dining table together watching YouTube videos on an iPad. Natalie struck out at the worker and scratched her arm. The worker immediately stood up and moved a couple of metres away.
Natalie appeared agitated and began flapping her hand and hitting her head. The worker encouraged Natalie to go to her room to “calm down”, but Natalie did not move. The worker left the dining room and went to the staff room.
Natalie went to her bedroom and sat on her bed holding tissues and listening to music. After about 30 minutes, Natalie came to the lounge room and sat on the floor drawing pictures.
If you observed this happen then the rating would be a 2 because the worker responded to the situation but not to the person’s emotions.
RATING
1
The worker did not respond confidently to the person’s behaviour, emotions (feelings) and the situation.
Hailey was vacuuming the loungeroom floor and Stephanie was sitting on a nearby lounge. Hailey hit Stephanie on the forehead with the vacuum handle which caused a graze and a lump.
The support worker said to Stephanie, “Don’t hit – I’ll tell the supervisor what you did” and then threatened to write an incident report, “I’m going to write down what you’ve done”.
A few minutes later the support worker showed Hailey the lump that was on Stephanie’s head and asked her, “Do you think this is good?” then demanded that Hailey apologise to Stephanie.
If you observed this happen the rating for this item would be a 1 because the worker did not respond well to the situation and the emotions of the people involved.
As the observer in such a situation, you will need to decide whether to continue observing, stop observing and provide help, or remove yourself from any immediate danger. If you observe a worker respond in a way that you consider inappropriate, abusive or restrictive you may need to report it to your manager and the worker’s manager.
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How the worker responds to behaviour that is a danger to self or others
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Did the worker respond in a way that reduces potential harm to self or others?
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Did the worker respond to the person’s emotions and others involved?
When observing, pay attention to:
9. How much of the time was the person engaged?
Good support means the person is engaged for all or most of the time.
This item is about the amount of time during the observation the person supported was engaged in purposeful activities and social interactions. Unlike the previous two optional items, this item must be completed.
Engagement means participating in purposeful activities or interacting with others.
Examples of purposeful activities are:
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Household activities: preparing a meal, putting clothes in a washing machine, vacuuming the floor, making coffee, changing bed sheets, counting money.
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Leisure or recreation activities: painting, reading, kicking a ball, using an iPad, exercising on a treadmill.
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Personal activities: brushing their teeth, combing their hair, putting on shoes.
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Social activities: talking, listening, signing, gesturing to interact with another person.
Participating in these activities has purpose, such as:
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completing a task
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achieving an outcome
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being beneficial to themselves or someone else
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being fun or enjoyable
Disengagement is the opposite of engagement. It means doing nothing – just sitting, standing, walking back and forth.
The following video explains engagement and disengagement.
RATING
3
Most of the time
If the person was engaged for most of the observation, then the rating for this item would be a 3. For example, more than 20 minutes of a 30-minute observation.
RATING
2
Some of the time
If the person was engaged for some of the observation, but was also disengaged then rate a 2. For example, engaged for 10 to 20 minutes of a 30-minute observation.
RATING
1
Very little
If the person was disengaged for most of the observation then rate a 1. For example, engaged for less than 10 minutes of a 30-minute observation.
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How much of the time was the person engaged in purposeful activities and social interactions?
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How much of the time was the person disengaged?