7 CHCAGE005 Version 1 76352

STUDENT
ASSESSMENT
BOOKLET
CHC33015
C ERTIFICATE III IN I NDIVIDUAL S UPPORT
DEMENTIA
CHCAGE005 Provide support to people living with dementia
Student first name: Simranpal __________________________________________________________________________
Student last name: Singh_______________________________________________________________________________
Street Address: 1374 Logan Road Mt Tel: 1300-831-661 /(07) 34205861

Gravatt, QLD 4122 Mob: (04) 5858-2787
Postal Address: PO Box 6803, Upper Fax: (07) 3319-7259
Mount Gravatt, QLD 4122
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Eduworks Resources is a division of RTO Advice Group Pty. Ltd.
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ASSESSMENT OVERVIEW
This Student Assessment Booklet includes all your tasks for assessment of CHCAGE005 Provide support to
people living with dementia.
ABOUT YOUR ASSESSMENTS

This unit requires that you complete 6 assessment tasks. You are required to complete all tasks to
demonstrate competency in this unit.
Assessment Task About this task
Assessment Task 1: Written questions You must correctly answer all 12 questions to show that you
understand the knowledge required of this unit.
Assessment Task 2: Case studies You are to read two case studies and complete the questions
for each.
Assessment Task 3: Role plays You are undertake two role plays.
Assessment Task 4: Behaviour You are to develop a behaviour management and review
management plan plan for the client from role play 2 in Assessment Task 3.
Assessment Task 5: Project – dementia You are to complete a research project on a range of
diseases dementia diseases.
Assessment Task 6: Project – working with You are to monitor two clients with dementia for three days
clients with dementia and complete a journal for each client.
Supporting resources
You may like to look at the following websites, books and documents for more information about the topics
related to this unit:
 Arnott, G 2011, The Disability Support Worker, Pearson Australia, Frenchs Forest, NSW.
 Croft, H 2013, The Australian Carer 3rd edn, Pearson Australia, Frenchs Forest, NSW.
How to submit your assessments

When you have completed each assessment task you will need to submit it to your assessor.
Instructions about submission can be found at the beginning of each assessment task.
Assessment Task Cover Sheet

At the beginning of each task in this booklet, you will find an Assessment Task Cover Sheet. Please fill it in for
each task, making sure you sign the student declaration.
Your assessor will give you feedback about how well you went in each task, and will write this on the back of
the Task Cover Sheet.
Make sure you photocopy your written activities before you submit them – your assessor will put the
documents you submit into your student file. These will not be returned to you.
Assessment appeals
You can make an appeal about an assessment decision by putting it in writing and sending it to us. Refer to
your Student Handbook for more information about our appeals process.
562509486.DOCX CHC33015 CERTIFICATE III IN INDIVIDUAL SUPPORT

Apex Training Institute Page 3
Assessment plan
The following outlines the requirements of your final assessment for this unit. You are required to complete all
tasks to demonstrate competency in this unit.
Your assessor will provide you with the due dates for each assessment task. Write them in the table below.
Assessment Requirements Due date
1. Written questions
2. Case studies
3. Role plays
4. Project
5. Project
6. Project
AGREEMENT BY THE STUDENT
Read through the assessments in this booklet before you fill out and sign the agreement below. Make sure
you sign this before you start any of your assessments.
Have you read and understood what is required of you in terms of assessment?  Yes  No
Do you understand the requirements of this assessment?  Yes  No
Do you agree to the way in which you are being assessed?  Yes  No
Do you have any special needs or considerations to be made for this assessment?  Yes  No
If yes, what are they?
____________________________________________________________________________________________________
Do you understand your rights to appeal the decisions made in an assessment?  Yes  No
Student name: ______________________________________________________________________________________
Student signature: ______________________________________________________ Date: ________________________
Assessor name: _____________________________________________________________________________________
Assessor signature: _____________________________________________________ Date: ________________________

ASSESSMENT TASK COVER SHEET – ASSESSMENT TASK 1
Students: Please fill out this cover sheet clearly and accurately for this task.
Make sure you have kept a copy of your work.
Name: Simranpal singh
Date of birth: 11/11/1991 Student ID:78109
Unit:
 CHCAGE005 Provide support to people living with dementia
Student to complete Assessor to complete
Student Sufficient/
Resubmission? insufficien
Assessment Task Y/N initials t Date
Written questions
STUDENT DECLARATION
I Simranpal singh__________________________________________ declare that these tasks are my own work.
None of this work has been completed by any other person.
I have not cheated or plagiarised the work or colluded with any other student/s.
I have correctly referenced all resources and reference texts throughout these assessment tasks.
I understand that if I am found to be in breach of policy, disciplinary action may be taken against me.
Student signature: simranpal__________________________________________________________________________
Student name: simranpal_____________________________________________________________________________
Date: 18/02/2020____________________________________________________________________________________

ASSESSOR FEEDBACK
Assessors: Please return this cover sheet to the student with assessment results and feedback.
A copy must be supplied to the office and kept in the student’s file with the evidence.
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Assessor signature: __________________________________________________________________________________
Assessor name: _____________________________________________________________________________________

Date: ______________________________________________________________________________________________

ASSESSMENT TASK 1: WRITTEN QUESTIONS
TASK SUMMARY:
 This is an open book test – you can use the Internet, textbooks and other documents
to help you with your answers if required.
 You must answer all 12 questions correctly.
 Write your answers in the space provided.
 If you need more space, you can use extra paper. All extra pieces of paper must
include your name and the question number/s you are answering.
 You may like to use a computer to type your answers. Your assessor will tell you if
you can email them the file or if you need to print a hard copy and submit it.
WHAT DO I NEED IN ORDER TO COMPLETE THIS ASSESSMENT?

 Access to textbooks and other learning materials.
 Access to a computer and the Internet (if you prefer to type your answers).
WHEN DO I DO THIS TASK?

 You will do this task in the classroom or for homework – your assessor will advise.
 Write in your due date as advised by your assessor: ____________________________________
WHAT DO I NEED TO DO IF I GET SOMETHING WRONG?
If your assessor marks any of your answers as incorrect, they will talk to you about resubmission. You will
need to do one of the following:
 Answer the questions that were incorrect in writing.
 Answer the questions that were incorrect verbally.

QUESTION 1
a) Why are older people with dementia more vulnerable to abuse than those without dementia?
People with dementia can be more vulnerable to abuse as they may struggle to discuss their feelings and
experiences or remember what happened to them. Dementia can also make it harder to detect abuse.
Common reactions to abuse, such as withdrawal from communication, can also be symptoms of dementia.
b) List six signs of abuse that could occur with a person with dementia.
Sign 1: Rude behave
Sign 2: Neglect of care
Sign 3: Hitting or punching
Sign 4: Bulling

Sign 5: Social or physically harm
Sign 6: Psychological issues
c) What would you do if you suspected that a family member was purposefully withholding medication from
a person with dementia?
Try to find out reason first and then report to management

QUESTION 2
a) How does the practice of ‘person-centered’ care benefit a client with dementia?
They provide good care to clients
Respecting the wishing if individual
Allowing person to make choice
Improving the quality of care
Flexibility ,meeting the diverse need of different properly
d) What are the main principles of a person-centred approach?
Person-centred approach operates according to three basic principles that reflect the attitude of the
therapist to the client:
1. The therapist is congruent with the client.
2. The therapist provides the client with unconditional positive regard.
3. The therapist shows empathetic understanding to the client.

QUESTION 3
a) Caring for people with dementia can be very frustrating and stressful. List two signs that you notice when
you are becoming stressed.
When unable to give care to dementia people
When unable to make them understand
When can give them emotional support
e) What would you do if you found your stress levels were interfering with the way you work?
Try to have rest while
Or if still situation same discus with team leader
Or take break for while

QUESTION 4
Wandering is a common behaviour of people with dementia.
a) Why is wandering a problem in an aged care residence?
Early stage of dementia lost is common problem
Can’t remember their name and thing
Start getting lost in their home forgot things easily
f) What are two physical supports that could be put in place to assist people who are wandering?
Tell neighbours about his situation so if he gets lost they can help to take him back home
Talk to tour doctor for physical check-up regularly

g) What are two social supports that could be put in place to assist people who tend to wander?
1. Emotional support
2. Esteem support
h) Why is it important to look at the emotional issues that may be causing wandering?
Because they get sick easily, if something hurt them, it is important to keep them comfortable and happy.

QUESTION 5
a) What are six communication techniques you should use when communicating with a person with
dementia?
Eye contact
Easy communication
Pictures
Use numbers 1-10
Multiple choice to get answer
Yes/no communication
i) How could you adjust the following sentences so they are more positive? The first has been completed for
you as an example.
Negative sentence Positive sentence
Don’t sit there – it is too Sit in other cool place

hot.
You are not allowed in We go bak to your room

other people’s rooms.

Negative sentence Positive sentence
You can’t go home – you This is your home dear

live here now.
You haven’t finished your Please finish your dinner

dinner again.
I wish you wouldn’t keep You need to kep your clothes in your room
hiding your underclothes.
Where have you put
them?
My name is Angela. I’ve Do you know wht is my name

told you five times in the
last half hour.

QUESTION 6
In the following table, suggest two appropriate care approaches that may be used to assist with each type of
challenging behaviour.
Behaviour Care approaches
Repetitive Use distraction. Involve the person in an activity that they enjoy, go for walk or offr a
behaviour snack.
Speak calmly when answering the question, even if you have already answredit ten
times.
Paranoia Look for, or assist in looking for, lost articles.
Learn where the Pearson’s favourite ‘hiding places’ are & let other staff know.
Aggression Watch the person for signs of increasing anxiety.
Respond in a supportive manner.
Sundowning General approaches to prevent the contributing factors.

Behaviour Care approaches
Individualizing approaches to prevent the onset of sun downing.
Uninhibited sexual Avoid approaching the person in ways that might be misunderstood.
behavior
If you are the object of sexual desire, don’t get upset. Stay calm. Keep your sense of
hamper. Try to distract them into another, non-sexual activity.
Wanting to go Spent time with him, sit with him for a while.
home
Take him for a walk around the facility.

QUESTION 7
In the following table suggest two appropriate care approaches when providing personal care assistance to
maximise independence for a person with dementia.
Personal care activities Care approaches to maximise independence
Eating Cut down the food in his plate.
Try to show him how to eat.
Bathing Get everything ready for him.
Try to ask him to show how to dress-up properly.
Oral care Just help him to brush the teeth properly.
Dressing Take dress out of wardrobe
Ask him what he want to wear
Convince him that you want him to look nice

QUESTION 8
a) Explain in your own words what is meant by the ‘social model of devaluation’.
Social devaluation is the systemic belief that a group or person has less social value than others. Such
devaluation can have a negative consequence for the individual or group affected by it. Socially devalued
parties have fewer opportunities and are recognized less for their accomplishments.
j) As a personal care worker, what are two simple things you can do to help clients with dementia feel
valued?
1. Respect and dignity: -Focus on what the person can do, not what they can’t.
2. Be a good listener and be friendly: -Support and accept the person, be patient.

QUESTION 9
Describe each of the following terms – give an example of each.
Term Description Example
Reality Reality orientation (R.O) is all about The use of every day cues like clocks and
orientation presenting information about time, place calendars. Using prompts in conversation
or person in order to help a person that help people to orientate. “I feel really
understand their surroundings and full after that lunch.” “Isn’t it grey for May.”
situation. This information is repeated at
regular intervals.
Validation Validation strategies advocates that, rather If client says ‘ he is finding his car keys’
strategies than trying to bring the person with then don’t tell him he have not a car.
dementia back to our reality, it is more
positive to enter their reality.
Reminiscences Reminiscence therapy involve reaching you may have to lead it by making
the memories that reside in these still suggestions, like, “Do you remember what
viable regions of the brain. There are many you were doing when Neil Armstrong
ways to encourage these memories, and landed on the moon?”
you should. They can be comforting, even
therapeutic.
Empathy empathy are considered to show how Listening is one of the most effective ways
empathy has been used within general you can demonstrate empathy to other
nursing practice. people. When you are practicing active
listening, you are listening with purpose.
You aren't fiddling about on your phone, or
thinking about what you're going to make
for dinner tonight, you're really taking in
what the other person is saying.

Term Description Example
Acknowledgem Acceptance of the truth or existence of There is an undercurrent of fear in our

ent something society that we may disappear without
media acknowledgement of our existence.
Younger onset The term younger onset dementia is Dementia has been diagnosed in people
dementia usually used to describe any form of in their 50’s, 40’s and even in their 30’s.
dementia diagnosed in people under the
age of 65.
QUESTION 10
Maud wants to walk down to the town for a coffee like she always used to. Maud has the early stages of
dementia and has a reputation for getting lost.
What action could you take to make sure Maud is safe, balancing with her wish to be independent and be
able to take risks?
Go with her to the town for a coffee
Or
Hire a cab for her which pickup her from aged care and drop her with responsibility.

Question 11
Janice is up to her ears in paperwork. She has to check all the client care plans before the auditor comes
next week. She has client files all over her desk, on top of the cabinet and on the floor.
There is a big pile of loose papers that need to be filed, so she is doing that first.
Today is Friday. When it is time to go home for the weekend, Janice puts up a large sign in her office: ‘DO
NOT TOUCH ANY OF THESE FILES’.
She thinks she has done well to remember to do this as the cleaner comes in over the weekend and she
doesn’t want the cleaner moving things around .otherwise she won’t know where she is up to.
a) Janice’s work practices are bad on many levels! What legislation is she breaking by her actions?
Janice has to tide all the files properly otherwise someone can try to clean her room and get it mess .
k) List two work practices that need to change. What is the consequence if they don’t change?
Practice 1: Time management
Consequence: If they don’t manage their time they will run behind all the time

Practice 2: Put all files at nice place.
Consequence: If they don’t manage important files in a nice manner then cleaner see the files and
have excess of private information.
QUESTION 12
In a paragraph each, discuss each of the following emotions that may be felt by a person with dementia or
their family members.
Depression If something happen opposite to their wish, it will depress the.
Loss and grieving Loving one’s death
Anger If they don’t accept what he want, dementia person can get angry easily

Despair When they don’t go back with family, stay all the time in nursing home
Social embarrassment Insult by other peole in the society
Isolation Keep them away from family cause of isolation
Financial burden Too many things to do and don’t have money in their pocket cause
financial stress
What do I need to hand in for this task? Have I completed this?
Your answers to each question 

Name:
Date of birth: Student ID:
Unit:
Student Sufficient/
Resubmission? insufficien
Assessment Task Y/N initials t Date
Case study 1
Case study 2
STUDENT DECLARATION
I _________________________________________________________ declare that these tasks are my own work.
Student signature: _____________________________________________________________________________________
Student name: ________________________________________________________________________________________
Date: _________________________________________________________________________________________________

ASSESSOR FEEDBACK
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Assessor name: _____________________________________________________________________________________
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ASSESSMENT TASK 2: CASE STUDIES
TASK SUMMARY:
You are to read the case studies and complete the questions that follow.

 Access to textbooks and other learning materials
 Access to a computer and the Internet (if you prefer to type your responses).

 You will do this task in the classroom or as homework – your assessor will advise.
WHAT DO I NEED TO HAND IN?

 Your answers to the questions in each case study.
If your assessor marks any of your answers as incorrect, they will talk to you about resubmission. You will
need to do one of the following:
 Answer the questions that were incorrect in writing.
 Answer the questions that were incorrect verbally.
CASE STUDY 1: CHEN
Chen is 95 years old. He migrated from China many years ago but has lived largely in the Chinese
community.
Chen has dementia and is unable to remember any English words. Chen is now in residential care as he is
unable to look after himself.
Chen has two daughters and a son who come to see him frequently. They feel guilty that they cannot look
after Chen at home but they each have jobs and do not feel able to look after him.
There is one Chinese worker (Mei) who speaks Mandarin – Chen’s first language.

1. How do you think Mei’s involvement in Chen’s care team will benefit Chen?
because English is his second language, it is very easy if he can pronounce Chinese language
he can make them understand very easily
2. List three types of information that Chen’s family could provide to help staff understand Chen’s
individual preferences and practices.
they can write common sentences in their language, so staff can talk to chin
they can let them know about his like and dislike
staff who can speak his home language can solve these problems.

You are member of Chen’s care team. You do not speak Chinese. You find out from the family that Chen
liked playing Mahjong, but he no longer remembers how to play.
They bring a mah-jong set in for him and you notice he likes to play with the pieces and look at the
symbols. He rubs the pieces between his fingers and sets them out in front of him on his table.
3. Why do you think Chen gets pleasure from the mah-jong set, even though he can no longer
remember how to play?
when they bring mah-jong, they observed Chen become happy, they observed he started playing if he does
not remember, which show that Chen would like this game.
4. Mei isn’t always on shift. List two things you could do to interact with Chen using the mah-jong
game as a resource.
write in his own language
Mei can talk to other staff how to convince Chen.

5. Describe two ways in which you can communicate with Chen when there is no one available
who speaks Chinese.
body language could be helpful when nobody can talk Chinese
or
they can write some common sentences in Chinese to ask Chen when they want to talk them.
6. Respect is a very important thing in the Chinese culture. Lists two ways in which you could
demonstrate respect your respect of Chen.
ALWAYS TRY TO LISTEN CHEN CAREFULLY
SHOW HM THAT YOU ARE NOT IGNORING HIM
SHOW HIM THAT YOU ARE CLOSE TO CHIN AS HIS FRIEND.

He is usually quite a happy person. Today he is distressed, restless and agitated. He gets up, then sits
down, then gets up again. He is wringing his hands and saying the same thing over and over. He does not
seem to notice you.
7. What action should you take?
I GO AND TALK TO HIM,
TRY TO ASK HIM HOW CAN I HELP YOU
GIVE HM SOMETHING TO EAT
TAKE HIM FOR WALK
GIVE HIM PSYCHOLOGICAL/EMOTIONAL SUPPORT
Mei is brought in to talk to Chen. Apparently he is very distressed as he thinks his children should be
looking after him. He thinks they have deserted him for good – he has forgotten they visited yesterday and
will be coming again tomorrow to see him.
8. What support can Mei give to Chen?
MEI WILL TALK TO HIM REGARDING HIS GRANDKIDS, TALK HIM ABOUT GRANDKIDS CARE
TALK ABOUT HIS FAMILY
ASK HIM WHAT THEY DID DURING DAYTIME
REMIND HIM THAT FAMILY WILL VISIT TOMMOROW AGAIN

Chen’s family are very distressed that he was so upset and thought that they had deserted him. They would
never do that and feel very guilty that they have put him into care.
They have asked that, should he get distressed again, the facility should ring them and one of them will
come straight over.
They ask about how the dementia is likely to progress and what will happen to their father.
9. What action should be taken so everyone knows to call the family if Chen gets distressed?
THEY WILL WRITE IN THE CLINICAL NOTES, SO THAT ALL STAFF WILL READ IT THAT
FAMILY IS HAPPY TO COME ANYTIME WHEN CHEN NEED.
10. What support can you give to Chen’s family to help them deal with their guilt?
STAFF WILL GIVE THEM EMOTIONAL /PSCHOLOGICAL SUPPORT TO FAMILY, TRY TO MAKE THEM
UNDERSTAND THAT THEY KNOW ITS VERY HARD TO MANAGE EVERYTHING IF SOMEONE GOT
DEMENTIA
AND FAMILY HAVE TO LOOKAFTER KIDS
REASSURE FAMILY THAT STAFF WILL CALLL THEM WHEN CHEN WANT TO SEE THEM

List two places where Chen’s family could find information about dementia and how it is likely to progress.
DEMENTIA OUTREACH SERVICES
DEMENTIA UNITS IN NURSING HOME
Your answers to this case study 

CASE STUDY 2: FRANCESCA
Francesca is 43 years old. She has young onset dementia caused by a lifetime of alcohol and drug abuse.
Francesca lives at home with her sister and care workers visit once a week at check how Francesca is.
Today her sister tells the carer that she is worried about Francesca. She has a new boyfriend who is known
to be a heavy drug user. He comes round often and hangs around with Francesca. Francesca is happy to
have the attention and has started dressing very promiscuously.
There is money disappearing from Francesca’s bank account. When Francesca’s sister asks her about it,
she can’t remember where the money has gone. She suspects that the boyfriend is conning it out of her so
he can support his drug habit.
She is also afraid that he is giving her drugs as she often seems very spaced out after he has been to visit.
She suspects they may be date rape drugs. She understands that Francesca is entitled to her own personal
life, but is very concerned about what is happening.
1. List two types of abuse that may be occurring here.
SEXUAL ABUSE
FINANCIAL ABUSE

1. What actions must the worker take to report the suspected abuse?
THEY HAVE TO REPORT ALL SISTUATION IN 24 HOURS TO MANAGEMENT
Your answers to this case study 

Name:
Unit:
Student
Resubmission? Sufficient/
Assessment Task Y/N initials insufficient Date
Role play 1
Role play 2
STUDENT DECLARATION
Student signature: ___________________________________________________________________________________
Student name: ______________________________________________________________________________________
Date: ______________________________________________________________________________________________

ASSESSOR FEEDBACK
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ASSESSMENT TASK 3: ROLE PLAYS
TASK SUMMARY:
You will need to undertake both role plays.

Role play 1:
 Chair to settle client into
 Chair for student
 Photo album
 Radio.
Role play 2:
 There is nothing required.
WHEN DO I DO THIS ASSESSMENT?

 You will do this task in the classroom.
If your assessor sees that you have not shown appropriate skills or knowledge, they will give you some
feedback and you will need to do the specific task again.
INSTRUCTIONS:
ROLE PLAY 1: WORKING WITH A CLIENT WITH DEMENTIA (SUNDOWNING)
Clients with dementia can experience sundowning, the apparent worsening of confusion in the late
afternoon or early evening. Their behaviour may worsen and they may experience heightened feelings of
disorientation, confusion, anxiety and agitation.
For this role play, you are required to participate in a one-on-one role play with your assessor, or another
person nominated to play the part of the client.
The role play participant will be demonstrating symptoms of a client who is sundowning. You will be
required to demonstrate your ability to calm the client and demonstrate appropriate communication and
support to settle the client for the evening.
The client’s care plan states the following:
 Client is subject to sundowning when she becomes agitated, confused and sometimes aggressive
 When sundowning the client will pace, trying to find the way back home
 Client does not like to be touched while agitated. This seems to resolve once calm.
 Music and reminiscing has been found to be calming

 Client usually has a cup of herbal tea in the evening before bed – she is able to drink unassisted.

Your assessor will be looking to see that you:
 Respond appropriately to behaviours of concern and recognise potential triggers
 Show person-centred care when supporting the client
For example, work according to the care plan; treat the client as an individual; stay calm and be reassuring;
etc
 Use the information from the client’s care plan to address the client’s needs
 Use effective communication and interpersonal skills to gain cooperation
For example, be calm and reassuring; be always pleasant; use friendly, approachable and non-threatening
body language; etc
 Allow the client to demonstrate their distress

 Ensure the safety and comfort of the client
For example, help them to their chair safely; make sure the chair is comfortable for them; make sure they feel
safe and secure.
 Use appropriate strategies to calm the client.

For example, reminiscing; validation; talking to the client about their photos, etc
You do not need to submit anything for this task 

ROLE PLAY 2: MARTIN
Martin has dementia and requires assistance with personal care. He often displays inappropriate sexual
behaviour. He makes lewd comments when the staff are getting him ready for his shower and often tries to
touch the female staff members when they are showering him.
He always pretends that he is not able to wash himself so that the carers will do it for him.
Martin is able to wash himself, but requires someone with him in the shower to provide assistance.
This role play involves you taking on the role of one of Martin’s carers.
Your assessor will divide you into groups of three or four to discuss strategies for dealing with his behaviour.
You are all members of Martin’s care team and have all experienced his behaviour. You now need to work out
what to do.
In Assessment Task 4 you will need to complete to beahviour management and review plan for Martin. You
should take notes during your team’s discussion.
Your assessor will be looking to see that you:

 Discuss with your team Martin’s behaviours of concern and his possible triggers
 Contribute to your team’s discussion about Martin’s care planning and review
 Discuss with your team how to plan a person-centred approach with the aim of minimising the
behaviours of concern and reduce the impact on client and care staff.
You do not need to submit anything for this task 

Name:
Unit:
Student
Project – Behaviour Management and Review Plan
STUDENT DECLARATION
Student name: ______________________________________________________________________________________
Date: ______________________________________________________________________________________________

ASSESSOR FEEDBACK
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ASSESSMENT TASK 4: PROJECT – BEHAVIOUR MANAGEMENT AND REVIEW PLAN
TASK SUMMARY:
You are to complete a Behaviour Management and Review Plan based on Martin from
Assessment Task 3, role play 2.

 Behaviour Management and Review Plan (see end of this task)
 Notes taken during Assessment Task 3, role play 2.

If your assessor identifies that you did not complete all parts of the template correctly, you will be asked to fix
the parts that are wrong and resubmit.
INSTRUCTIONS:
This task carries on from Assessment Task 3, role play 2 (Martin).
You are required to complete a Behaviour Management and Review Plan for Martin Granson. A template has
been provided for this purpose at the end of this task.
You must independently complete the template to include the two strategies you think would be the most
effective and provide a review plan to assess the success of the strategies.
Your response should be based on your discussions in Assessment Task 3, role play 2, but you should use
your own opinion of what strategies, implementation and review would be the most effective.
You can refer to the notes you took during Assessment Task 3, role play 2.

BEHAVIOUR MANAGEMENT AND REVIEW PLAN
Name of carer: Simranpal singh
Name of client: JACK SMITH
Date:
Nature of behaviour of concern:
1. AGGRESSION
Possible reasons or triggers for behaviour:
- when the person in situations which may produce anxiety, fear, frustration or disorientation
- when the person doesn’t know what is going to happen, or where they are going
- arguments.
- criticism, anger or frustration

Behaviour management strategy 1 (please describe strategy in detail):
Talk to the person in a calm, confident & reassuring manner.

Talk with person with polite nature ,say hi or hello and give him time wish like good morning etc.
Behaviour management strategy 2 (please describe strategy in detail):
Do not respond to anger with anger.

If client shows anger behaviour then response with low-pitch and make him understand
The situation.
How will strategy 1 be implemented?
When carer talk to client with calmly, confidently and reassuring manner then client understand him
properly and give response to him in every procedure. Moreover, it also helps in progress of health of client.

How will strategy 2 be implemented?
When carer give response of anger in a polite tone then mood of client may be controlled and comes back
to normal condition.
Furthermore client also co-operate with carer.
How will strategy 1 be reviewed?
Make a care plane and note down all the things. with which client get back in reassurance manner.
How will strategy 2 be reviewed?
Make care plan for every situation in which client become anger.
And avoid that thing in next move.
Care the client and talk with him in a respective and polite manner.
Completed Behaviour Management and Review 

Plan

Name:
Unit:
Student
Project – Dementia diseases
STUDENT DECLARATION
Student name: ______________________________________________________________________________________
Date: ______________________________________________________________________________________________

ASSESSOR FEEDBACK
____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
Assessor name: _____________________________________________________________________________________
Date: ______________________________________________________________________________________________

ASSESSMENT TASK 5: PROJECT – DEMENTIA DISEASES
TASK SUMMARY:
You are to complete a research project about dementia diseases.

 Access to a computer with the Internet and Microsoft Word (if students prefer to type their
answers).
 Textbooks and other relevant reference materials.

If your assessor identifies that you did not complete all requirements of this task correctly, they will give you
some feedback and you will need to redo the incorrect part/s again.
INSTRUCTIONS:
For this task you are required to conduct research on seven different dementia conditions:
 Alzheimer’s disease
 Multi-infarct dementia
 Huntington’s disease
 Pick’s disease
 Dementia with Lewy Bodies
 Korsakov syndrome
 Parkinson’s disease.
You must complete the following template.
For each disease you will need to research:
 Its description
 Symptoms
 Usual age range of onset
 Changes to the brain
 How it typically progresses
 Current research.
You may either compete the template in handwriting, or you may type your responses using Microsoft Word
or a similar program.
Your answers may be provided in full sentences or in a series of dot points.

ALZHEIMER’S DISEASE
Description:
Alzheimer's disease is a progressive, degenerative disorder that attacks the brain's nerve cells, or neurons,
resulting in loss of memory, thinking and language skills, and behavioural changes.

Symptoms:
Pre-dementia
Early
Moderate
Advanced
Usual age range of onset: among people aged 65 and older.

Changes that occur in the brain:

There is cortical atrophy in Alzheimer's Disease, associated with loss of gyri and sulci in
the temporal lobe and parietal lobe, and parts of the frontal cortex and cingulate gyrus.

How the disease typically progresses

Alzheimer's disease tends to develops slowly and gradually worsens over several years. Eventually,
Alzheimer's disease affects most areas of your brain. Memory, thinking, judgment, language, problem-
solving, personality and movement can all be affected by the disease.
There are five stages associated with Alzheimer's disease: preclinical Alzheimer's disease, mild cognitive
impairment due to Alzheimer’s disease, mild dementia due to Alzheimer's, moderate dementia due to
Alzheimer's and severe dementia due to Alzheimer's.

What current research is being done?
The race is on. Alzheimer's and related dementias research is a dynamic field, and momentum builds each
year. This site is for professional researchers and anyone interested in following the progress in research.
The Alzheimer's Association has been involved in every major advancement in Alzheimer's and related
dementias research since the 1980's and is a leader in the global fight for a world without Alzheimer's.

MULTI-INFARCT DISEASE
Description:
Multi-infarct dementia (MID), a common cause of dementia in the elderly, occurs when blood clots
block small blood vessels in the brain and destroy brain tissue. Probable risk factors are high blood
pressure and advanced age.

Symptoms:
- Confusion
Memory problems
Wandering
Getting lost - in familiar places
Bladder incontinence
Bowel incontinence
Emotional problems
Laughing inappropriately
Crying inappropriately
Difficulty following instructions
Problems handling money
Usual age range of onset: Multi-infarct

dementia (MID) is the second most common cause of
dementia (after Alzheimer disease) in people over age 65. MID affects men more often
than women. The disorder usually affects people between ages 55 and 75.

a series of small strokes. A stroke, or infarct, is the
interruption or blockage of blood flow to any part of the brain. The term “multi-
infarct” means many strokes and many areas of damage. If blood flow is stopped for
more than a few seconds, brain cells can die from a lack of oxygen. This damage is
usually permanent.
A stroke can be silent, which means it affects such a small area of the brain that it
goes unnoticed. Over time, many silent strokes can lead to MID. Large strokes that
cause noticeable physical and neurological symptoms can also lead to MID.

How the disease typically progresses Every condition known to increase the risk of
arteriosclerosis or blood clots also increases the risk of multi-infarct dementia. These are:
smoking
high blood pressure
high cholesterol
Type 1 and 2 diabetes (particularly if badly regulated)
irregular cardiac action (heart beat)
occlusion (closing) of blood vessels leading to the brain.
This means that if arteriosclerosis can be limited in its effect so can multi-infarct dementia.

The National Institute of Neurological Disorders and Stroke (NINDS) conducts research
related to MID in its laboratories at the National Institutes of Health (NIH), and also
supports additional research through grants to major medical institutions across the
country. Much of this research focuses on finding better ways to prevent, treat, and
ultimately cure the vascular dementias, such as MID.

HUNTINGTON’S DISEASE
Description: Huntington's disease (HD) is an inherited disorder that causes degeneration

of brain cells, called neurons, in motor control regions of the brain, as well as other areas.
Symptoms of the disease, which gets progressively worse, include uncontrolled
movements (called chorea), abnormal body postures, and changes in behavior, emotion,
judgment, and cognition.

Symptoms: HD symptoms fall into three types, being physical, cognitive and emotional.
*Physical symptoms include:

Mild twitching of the fingers and toes
Lack of coordination and a tendency to knock things over
Walking difficulties
Dance-like or jerky movements of the arms or legs (chorea)
Speech and swallowing difficulties.
*Cognitive symptoms include:
Short-term memory loss
Difficulties in concentrating and making plans.
*Emotional symptoms include:
Depression (around one third of people with Huntington's disease experience
depression)
Behavioural problems
Mood swings, apathy and aggression.
Usual age range of onset:

HD typically begins between ages 30 and 50. An earlier onset form
called juvenile HD, occurs under age 20. Symptoms of juvenile HD differ somewhat from
adult onset HD


 neuropathy in HD
 pathogenessis is rooted in network dyspunction
 homeostatic altrations in network activity
 functional immaging
metabolc activity

How the disease typically progresses The progression of Huntington's Disease (HD) after a
person is diagnosed can be divided into five (flexible) stages, as described by Dr Ira Shoulson(1):
 Early Stage - the person is diagnosed as having HD and can function fully both at home and
work.
 Early Intermediate Stage - the person remains employable but at a lower capacity. They are
still able to manage their daily affairs despite some difficulties.
 Late Intermediate Stage - the person can no longer work and/or manage household
responsibilities. They need considerable help or supervision to handle daily financial affairs.
 Other daily activities may be slightly difficult but usually only require minor help.
 Early Advanced Stage - the person is no longer independent in daily activities but is still able
to live at home supported by their family or professional carers.
 Advanced Stage - the person with HD requires complete support in daily activities and
professional nursing care is usually needed.
People with HD usually die about 15 to 20 years after their symptoms first appear. The cause of
death is not the disease itself but complications such as pneumonia, heart failure or infection
developing from the body's weakened condition.

The mission of the National Institute of Neurological Disorders and Stroke (NINDS) is to
seek fundamental knowledge about the brain and nervous system, and to use that
knowledge to reduce the burden of neurological disease. A major focus of research on HD
is to understand the toxicity of mutant huntingin protein to brain cells and to develop
potential drugs for counteracting it. Animal models of the disorder allow scientists to study
mechanisms of the disease and to move forward with strategies most likely to work and
least likely to cause harm for individuals. The HD gene discovery is allowing scientists to
recruit individuals who carry the HD gene into clinical studies early — before they become
ill. Researchers hope to understand how the defective gene affects various structures in
the brain and the body's chemistry and metabolism. Since some of the clinical symptoms
in neurodegenerative diseases may be caused by the ultimate malfunctioning of neuronal
circuits rather than by the loss of individual cells, scientists are using cutting-edge methods
such as optogenetics (where neurons are activated or silenced in the brains of living
animals using light beams) to probe the cause and progression of such circuit defects in
HD. Scientists are also using stem cells to study disease mechanisms and test potential
therapeutic drugs.

PICK’S DISEASE
Description:
Pick disease is a rare form of dementia that is similar to Alzheimer disease, except that it
tends to affect only certain areas of the brain.

PICK’S DISEASE
Symptoms:
General symptoms are listed below.
Behavioral changes:
1 Not able to keep a job
2 Compulsive behaviors
3 Inappropriate behavior
4 Inability to function or interact in social or personal situations
5 Problems with personal hygiene
6 Repetitive behavior
7 Withdrawal from social interaction
Emotional changes:
• Abrupt mood changes
• Decreased interest in daily living activities
• Failure to recognize changes in behavior
• Failure to show emotional warmth, concern, empathy, sympathy
• Inappropriate mood
• Not caring about events or environment
Language changes:
• Cannot speak (mutism)
• Decreased ability to read or write
• Difficulty finding a word
• Difficulty speaking or understanding speech (aphasia)
• Repeating anything spoken to them (echolalia)
• Shrinking vocabulary
• Weak, uncoordinated speech sounds
Nervous system problems:
• Increased muscle tone (rigidity)
• Memory loss that gets worse
• Movement/coordination difficulties (apraxia)
• Weakness
Usual age range of onset:

Pick disease is rare. It can occur in people as young as 20. But it usually begins between ages 40
and 60. The average age at which it begins is 54.

PICK’S DISEASE

 Behavioral variant frontotemporal degeneration (bvFTD)
 Primary progressive aphasia (PPA)
 Frontotemporal degeneration and amyotrophic lateral sclerosis (ALS)
 Progressive supranuclear palsy, corticobasal syndrome

PICK’S DISEASE

Like Huntington's disease and Lewy Body dementia, Pick's disease or FTD is
the result of a build-up of protein in the affected areas of the brain. The
accumulation of abnormal brain cells, known as Pick bodies or Pick cells,
eventually leads to changes in character, socially inappropriate behavior, and
poor decision making, progressing to a severe impairment in intellect,
memory, and speech.

PICK’S DISEASE

The National Institute of Neurological Disorders and Stroke (NINDS), a part of the
National Institutes of Health (NIH), conducts and supports research about Niemann-Pick
disease through research grants to research institutions across the country. Investigators
at the NINDS have identified two different genes that, when defective, contribute to
Niemann-Pick disease type C. NINDS scientists are studying the mechanisms by which
lipids accumulating in these storage diseases causes harm to the body. Additional
research studies hope to identify biomarkers (signs that may indicate risk of a disease and
improve diagnosis) for the lipid storage disorders.

DEMENTIA WITH LEWY BODIES
Dementia with Lewy bodies (DLB) is a type of progressive

Description:
dementia that leads to a decline in thinking, reasoning and
independent function because of abnormal microscopic deposits that
damage brain cells over time.

Symptoms:
Symptoms of dementia with Lewy bodies include:
 Changes in thinking and reasoning
 Confusion and alertness that varies significantly from one time of day to
another or from one day to the next
 Parkinson's symptoms, such as a hunched posture, balance problems and
rigid muscles
 Visual hallucinations
 Delusions
 Trouble interpreting visual information
 Acting out dreams, sometimes violently, a problem known as rapid eye
movement (REM) sleep disorder
 Malfunctions of the "automatic" (autonomic) nervous system
 Memory loss that may be significant but less prominent than in Alzheimer's
Usual age range of onset: The average age at which it begins is 54.

Changes that occur in the brain:LBD is characterized by the development of abnormal

collections of (alpha-synuclein) protein within the cytoplasm of neurons (known as Lewy
bodies). These intracellular collections of protein have similar structural features to
"classical" Lewy bodies, seen subcortically in Parkinson's disease. Additionally, those
affected by LBD experience a loss of dopamine-producing neurons (in the substantia
nigra) in a manner similar to that seen in Parkinson's disease. A loss of acetylcholine-
producing neurons (in the basal nucleus of Meynert and elsewhere) similar to that seen in
Alzheimer's disease also is known to occur in those with LBD.

Currently, an estimated 60 to 75% of diagnosed dementias are of the Alzheimer's and

mixed (Alzheimer's and vascular dementia) type, 10 to 15% are Lewy body type, with the
remaining types being of an entire spectrum of dementias, including frontotemporal lobar
degeneration (Picks Disease), alcoholic dementia, pure vascular dementia, etc. LBD is
slightly more prevalent in men than women.
Lewy body dementia affects about one million individuals in the United States alone

Much research is being done on dementia in order to help doctors better

understand, diagnose, and treat the disease. Some research involves the search for
additional genes that may contribute to Alzheimer's disease, the most common
cause of dementia. Other studies are being conducted to see if insulin resistance
plays a role in the development of Alzheimer's .

PARKINSON’S DISEASE
Description: Parkinson’s disease dementia is a decline in thinking and reasoning that develops in many
people living with Parkinson’s at least a year after diagnosis. The brain changes caused by Parkinson’s
disease begin in a region that plays a key role in movement, leading to early symptoms that include tremors
and shakiness, muscle stiffness, a shuffling step, stooped posture, difficulty initiating movement and lack of
facial expression. As brain changes caused by Parkinson’s gradually spread, they often begin to affect mental
functions, including memory and the ability to pay attention, make sound judgments and plan the steps
needed to complete a task.

Symptoms: Commonly reported symptoms include changes in memory, concentration and judgment;
trouble interpreting visual information; muffled speech; visual hallucinations; delusions, especially paranoid
ideas; depression, irritability and anxiety; and sleep disturbances, including excessive daytime drowsiness
and rapid eye movement (REM) sleep disorder.
Usual age range of onset: The average age at which it begins is 64.

Because Parkinson’s disease and Parkinson’s disease dementia damage and destroy brain
cells, both disorders worsen over time. Their speed of progression can vary widely.

1. An estimated 50 to 80 percent of those with Parkinson’s eventually experience dementia as their

disease progresses. Some studies have reported that the average time from onset of Parkinson’s to
developing dementia is about 10 years.
Certain factors at the time of Parkinson’s diagnosis may increase future dementia risk,
including advanced age, greater severity of motor symptoms and mild cognitive
impairment (MCI). Additional risk factors may include the presence of hallucinations in a
person who doesn’t yet have other dementia symptoms; excessive daytime sleepiness;
and a Parkinson’s symptom pattern known as postural instability and gait disturbance
(PIGD), which includes “freezing” in mid-step, difficulty initiating movement, shuffling,
problems with balancing and falling.

Recent studies following people with Parkinson’s over the entire course of their illness estimate that 50 to
80 percent of those with the disease may experience dementia.

Completed template 

Name:
Unit:
Student
Project – Working with clients with dementia
STUDENT DECLARATION
Student name: ______________________________________________________________________________________
Date: ______________________________________________________________________________________________

ASSESSOR FEEDBACK
____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
Assessor name: _____________________________________________________________________________________
Date: _______________________________________________________________________________________________

ASSESSMENT TASK 6: PROJECT – WORKING WITH CLIENTS WITH DEMENTIA
TASK SUMMARY:
You are to monitor two clients with dementia on a daily basis and complete journal
entries about your experiences.

 Two clients with dementia with which to work
 Approval from supervisor (see permission form at end of this task)
 Client care plans for each client.

 You will need to do this task during your work placement.
If your assessor identifies that you did not complete parts of the journal correctly, your assessor will ask you to
redo that section again.
INSTRUCTIONS:
You are required to work with two clients with dementia for a period of at least three days each. The days
may be consecutive (one after the other) but do not have to be.
You must obtain permission from your supervisor to work with these clients for a period of three days each.
Use the permission form at the end of this task. You will be supervised at all times during your work with
these clients.
You will need to:
 identify two clients at your work placement service who have dementia
 work with your chosen clients over a period of three days:
 complete your journal (see the next page for the journal template).
 ask your supervisor to sign each of your journal entries as a true account.
Completed journal for each client 

Working with Clients with Dementia – Permission Form
Supervisor’s approval
I, ___________________________________________________________________________________________,
<Supervisor’s name> approve _________________________________________________________________
<student’s name> to undertake this project with _________________________________________________
<Client’s name>.
Approval is dependent on the following conditions:
 The student must be supervised at all times when working with the client.
 The client or their family may request that this project be stopped at any point. In this case, other
arrangements will be made in consultation with the student, the student’s assessor and myself.
Supervisor’s name: ___________________________________________________________________________
Signature:____________________________________________________________________________________
Date: ___________________________

ASSESSMENT TASK 6: WORKING WITH CLIENTS WITH DEMENTIA
Complete this journal for each of the clients that you work with. You must work with each client for at least three days. You must complete each part of the
journal. As you complete the tasks, ask your supervisor to sign off each entry to indicate that it is a true account and that you followed workplace policies and
procedures.
Your assessor may ask you questions about your journal entries during a workplace visit.
CLIENT 1
Observation Date 1: Observation Date 2: Observation Date 3:
Comments Supervisor initials
What was the outcomes of your

discussions with the client’s family
and/or carers?

CLIENT 1
Describe the client’s dementia

conditions, including indicators and
symptoms

CLIENT 1
List the daily care that you provided

or observed for the client.

CLIENT 1
What communication strategies

work well when working with this
client?
Include use and appropriateness of:
 Reality orientation
 Reminders of day, time,

relationships and so on
 Validation
 Acceptance of person’s reality
 Reminiscing.

CLIENT 1
Are there cultural practices that are

important to this client? How are
these supported by the facility?

CLIENT 1
What activities does this client enjoy

doing? How are these activities
beneficial to the client?

CLIENT 1
Does the client have any behaviours

of concern? What strategies are
used to reduce the likelihood and
impact of these?

CLIENT 1
In what way is the client provided

with a stable and familiar
environment?

CLIENT 1
Write three daily observations for the Date: ______________________________

client in relation to their dementia.

CLIENT 1
Date: ______________________________

CLIENT 1
Date: ______________________________
SUPERVISOR SIGN OFF

I confirm that the student’s journal is an accurate account.
Supervisor name:
Supervisor signature: Date:

CLIENT 2
What was the outcomes of your

discussions with the client’s family
and/or carers?

CLIENT 2
Describe the client’s dementia

conditions, including indicators and
symptoms

CLIENT 2
List the daily care that you provided

or observed for the client.

CLIENT 2
What communication strategies

work well when working with this
client?
Include use and appropriateness of:
 Reality orientation
 Reminders of day, time,

relationships and so on
 Validation
 Acceptance of person’s reality
 Reminiscing.

CLIENT 2
Are there cultural practices that are

important to this client? How are
these supported by the facility?

CLIENT 2
What activities does this client enjoy

doing? How are these activities
beneficial to the client?

CLIENT 2
Does the client have any behaviours

of concern? What strategies are
used to reduce the likelihood and
impact of these?

CLIENT 2
In what way is the client provided

with a stable and familiar
environment?

CLIENT 2
Write three daily observations for the Date: ______________________________

client in relation to their dementia.

CLIENT 2
Date: ______________________________

CLIENT 2
Date: ______________________________
SUPERVISOR SIGN OFF
I confirm that the student’s journal is an accurate account.
Supervisor name:

Supervisor signature: Date:


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STUDENT

CHCAGE005 Provide support to people living with dementia

Student first name: Simranpal __________________________________________________________________________

Student last name: Singh_______________________________________________________________________________

Street Address: 1374 Logan Road Mt Tel: 1300-831-661 /(07) 34205861

Eduworks Resources is a division of RTO Advice Group Pty. Ltd.

Cover image © Shutterstock www.shutterstock.com

ABOUT YOUR ASSESSMENTS

Assessment Task About this task

How to submit your assessments

Assessment Task Cover Sheet

562509486.DOCX CHC33015 CERTIFICATE III IN INDIVIDUAL SUPPORT

Assessment Requirements Due date

AGREEMENT BY THE STUDENT

Do you understand the requirements of this assessment?  Yes  No

Student name: ______________________________________________________________________________________

Student signature: ______________________________________________________ Date: ________________________

Assessor name: _____________________________________________________________________________________

Assessor signature: _____________________________________________________ Date: ________________________

562509486.DOCX CHC33015 CERTIFICATE III IN INDIVIDUAL SUPPORT

Name: Simranpal singh

Date of birth: 11/11/1991 Student ID:78109

Student to complete Assessor to complete

I Simranpal singh__________________________________________ declare that these tasks are my own work.

None of this work has been completed by any other person.

Student signature: simranpal__________________________________________________________________________

Student name: simranpal_____________________________________________________________________________

562509486.DOCX CHC33015 CERTIFICATE III IN INDIVIDUAL SUPPORT

Assessor signature: __________________________________________________________________________________

Assessor name: _____________________________________________________________________________________

562509486.DOCX CHC33015 CERTIFICATE III IN INDIVIDUAL SUPPORT

562509486.DOCX CHC33015 CERTIFICATE III IN INDIVIDUAL SUPPORT

WHAT DO I NEED IN ORDER TO COMPLETE THIS ASSESSMENT?

WHEN DO I DO THIS TASK?

WHAT DO I NEED TO DO IF I GET SOMETHING WRONG?

562509486.DOCX CHC33015 CERTIFICATE III IN INDIVIDUAL SUPPORT

Sign 1: Rude behave

Sign 2: Neglect of care

Sign 3: Hitting or punching

562509486.DOCX CHC33015 CERTIFICATE III IN INDIVIDUAL SUPPORT

Sign 6: Psychological issues

Try to find out reason first and then report to management

562509486.DOCX CHC33015 CERTIFICATE III IN INDIVIDUAL SUPPORT

They provide good care to clients

Respecting the wishing if individual

Allowing person to make choice

Improving the quality of care

Flexibility ,meeting the diverse need of different properly

d) What are the main principles of a person-centred approach?

1. The therapist is congruent with the client.

2. The therapist provides the client with unconditional positive regard.

3. The therapist shows empathetic understanding to the client.

562509486.DOCX CHC33015 CERTIFICATE III IN INDIVIDUAL SUPPORT

When unable to give care to dementia people

When unable to make them understand

When can give them emotional support

Try to have rest while

Or if still situation same discus with team leader

Or take break for while

562509486.DOCX CHC33015 CERTIFICATE III IN INDIVIDUAL SUPPORT

a) Why is wandering a problem in an aged care residence?

Early stage of dementia lost is common problem

Can’t remember their name and thing

Student signature: ______________________________ Date:

Assessor signature: _____________________________ Date: