| Task |
Solutions |
| Q1TickBox1 |
The IPP, and Assessment of Needs Report (AONR) are current and detail whether the individual can make relevant, responsible, appropriate and informed decisions. |
| Q1TickBox2 |
Individual’s interests/likes/ dislikes are identified, and documented in the Individual Program Plan, Assessment of Needs Report and individual’s Summary and clearly communicated to all staff. |
| Q2TickBox1 |
Individual’s strengths are focussed on. |
| Q2TickBox10 |
Staff prepare responses to the Psychiatric Services Intake Assessment before making the initial contact with Psychiatric Services or a psychiatrist. |
| Q2TickBox2 |
individual needs and personal goals are met including:Social and cultural needs; dress, diet, religious activities, festivals etc; Family and friends contact; Leisure/ exercise/ community access; Development and maintenance of skills; |
| Q2TickBox3 |
Staff are informed of the relevant needs of the individual |
| Q2TickBox4 |
Individual’s preferred routines are clearly documented and prominently displayed. |
| Q2TickBox5 |
Individual’s preferred routines are followed by staff to maintain continuity and consistency. |
| Q2TickBox6 |
There is an effective method/process for informing the individual of changes in their preferred routines. |
| Q2TickBox7 |
The personal relations, sexuality and sexual health needs of individuals are positively and proactively addressed on an ongoing basis. |
| Q2TickBox8 |
Staff are well informed of the symptoms of specific conditions eg psychiatric illness, Prader-Willi Syndrome to assist staff in understanding the impact on client behaviour. |
| Q2TickBox9 |
Staff are aware of the protocol Between Intellectual Disability Services and Psychiatric Services when the individual’s doctor makes a referral to Psychiatric Services. |
| Q3TickBox1 |
Staff have complete history of client outlining: Medical issues; Gang involvement; History of family and friends; Behaviours; Likes/ dislikes. |
| Q3TickBox2 |
Court statements with restrictions: Are adhered to by the client with support from the staff; Are known about by all staff; If restrictions are breached staff follow the protocols. |
| Q3TickBox3 |
All information in the Respite agreement is available on initial admission and updated appropriately for subsequent admissions. |
| Q4TickBox1 |
Individual is referred to Client Services for support from the Behaviour Intervention Support Team (BIST). |
| Q4TickBox10 |
Staff are provided with the opportunity to discuss, clarify and provide feedback on the program via staff meetings and supervision. |
| Q4TickBox11 |
All staff have read the medication Practice Instruction (Accommodation Practice Instruction Manual – Vol. 3) particularly as it applies to PRN chemical restraint. |
| Q4TickBox12 |
A venues and locations guide is available that considers individual dislikes/likes. |
| Q4TickBox2 |
Individual is provided with opportunity to responsibly self-manage their behaviours, in an environment that allows the learnt strategies to be safely rehearsed. |
| Q4TickBox3 |
Individual has a current individualised Behaviour Management Program (BMP) that has been developed with their Day Placement and family |
| Q4TickBox4 |
The Behaviour Management Program is located in the Accommodation Service File – Program Information section and on DISCIS. |
| Q4TickBox5 |
The BMP details:‘behavioural’ history, outcomes & interventions;environmental issues;‘target’ behaviour; Identified triggers;Preventative strategies;Reactive strategies;Physical & chemical restraints are endorsed & filed. |
| Q4TickBox6 |
All staff have read the Behaviour Management Program. |
| Q4TickBox7 |
All staff know how to implement the Behaviour Management Program. |
| Q4TickBox8 |
Staff receive feedback (positive and negative) on their implementation of the Behaviour Management Program. |
| Q4TickBox9 |
Strategy review meetings are at least 3 monthly by multi- disciplinary team to provide ongoing monitoring and modification re: individual behavioural needs. |
| Q5TickBox1 |
IPP is focused on positive strategies rather than negative behaviours |
| Q5TickBox2 |
IPP contains positive programming factors to teach skills that have the potential to replace negative behaviours. |
| Q5TickBox3 |
The person with a disability has input into their IPP |
| Q6TickBox1 |
A good rapport exists between GP, GP Receptionist, individual and house staff |
| Q6TickBox10 |
During medical visits, a completed Communication Skills Profile and other important communication information is easily available and visible to Medical staff. |
| Q6TickBox11 |
A contingency plan is in place for emergencies. |
| Q6TickBox2 |
The GP clinic is in close proximity to the house. |
| Q6TickBox3 |
The clinic allows pre-checks on appointed times so that there is minimal waiting |
| Q6TickBox4 |
Individual is familiarized prior to appointments, where possible. |
| Q6TickBox5 |
Appointments are made, where possible, to lessen waiting time and outside individual’s regular/ fixed activity. |
| Q6TickBox6 |
Medical staff are briefed on individual issues and needs. |
| Q6TickBox7 |
Medical practitioners are rung in advance to establish waiting times. |
| Q6TickBox8 |
Individuals to be supported by staff familiar with their needs. |
| Q6TickBox9 |
Additional staff are rostered on to support the individual where required. |
| Q7TickBox1 |
Medical history and alerts are on file. |
| Q7TickBox10 |
The appropriate supervision level is provided to individuals who have complex medical conditions |
| Q7TickBox11 |
Genetic influences on behaviours are considered eg: possible cruelty to animals, PWS (Prader-Willi Syndrome) – impulse control disorders, possible psychosis, food seeking behaviours. |
| Q7TickBox12 |
Staff are educated on medications eg side effects, administration. |
| Q7TickBox13 |
There are clear strategies for communicating with doctors and health services. |
| Q7TickBox14 |
There is a plan for hospital visits/ stays |
| Q7TickBox2 |
Medical delivery as per department policy. |
| Q7TickBox3 |
Individual’s medical condition, including vision and hearing checks, is monitored and reviewed annually. |
| Q7TickBox4 |
Staff are informed of current medical condition in handover |
| Q7TickBox5 |
Medical information is current and accessible. |
| Q7TickBox6 |
Staff are trained/experienced in the individual’s medical conditions. |
| Q7TickBox7 |
Any relevant family medical information is on file. |
| Q7TickBox8 |
Specialist advice (Consultation Psych Services etc) is sought. |
| Q7TickBox9 |
Genetic genotypes are obtained. |
| Q8TickBox1 |
Individual has access to a communication assessment and recommendations for appropriate communication systems/strategies by a speech pathologist, when appropriate. |
| Q8TickBox2 |
Environmental comms systems & strategies depicting daily routines & using appropriate symbol systems, are available for the individual & are implemented.eg Timetables;Roster boards(what staff & visitors will be in the house, who’s cooking and what etc) |
| Q8TickBox3 |
All staff to obtain as a minimum, current Certificate IV Disability Studies Competencies, CHCCOM3A and CHCDIS2A, in “Supporting People with Disabilities: Communication and Swallowing”. |
| Q8TickBox4 |
Appropriate review of the individual’s communication systems and strategies has occurred to ensure that they continue to meet the individual’s communication needs. |
| Q9TickBox1 |
Specific communication systems and strategies are ALWAYS available and accessible to the individual and implemented by all staff. |
| Q9TickBox2 |
The individual’s methods of communication are documented, in a document such as the ‘Communication Skills Profile' (see environmental pre-requisites in DLDU “Supporting A Person With A Disability – Communication and Swallowing” Training package). |
| Q9TickBox3 |
All staff know how the individual communicates, and support their method of communication eg Speech; Sign; Body Language; Individual communicative behaviour; Communication systems(photographs, object symbols, pictographs etc) |
| Q9TickBox4 |
The individual’s receptive communication is documented, in a document such as the ‘Communication Skills Profile’ & all staff must present information in a way that supports the person to understand what is being said. |
| Q9TickBox5 |
All casuals and new staff in the house have read the ‘Communication Skills Profile’ and familiarise themselves with the individual’s communication systems and strategies at the beginning of the first shift. |
| Q10TickBox1 |
All staff are trained in and implement the individual’s specific communication systems and strategies. |
| Q10TickBox10 |
Providing the person with time to communicate;Listening to the person & responding;Knowing how the person communicates;All staff implement a individuals specific comms systems & strategies that have been developed by a Speech Pathologist. |
| Q10TickBox11 |
Staff support the individual to access specialist services such as Speech Pathologists, when it is identified that their communication does not meet their daily needs. |
| Q10TickBox12 |
Staff ensure that, during hospital visits, a completed Communication Skills Profile and other important communication information is to be made easily available and visible to Hospital staff. |
| Q10TickBox2 |
All staff have as a minimum, current Certificate IV Disability Studies Competencies, CHCCOM3A & CHCDIS2A, in “Supporting People with Disabilities: Communication and Swallowing”. |
| Q10TickBox3 |
A Communication Skills Profile (see environmental pre-requisites in DLDU “Supporting A Person With A Disability – Communication and Swallowing”) Training package is completed for each individual |
| Q10TickBox4 |
From information in the ‘Communication Skills Profile’ all staff know how the person communicates & support their method of communication. eg: Speech; Sign; Body Language; Individual communicative behaviour; Communication systems such as books, boards |
| Q10TickBox5 |
From the information in the ‘Communication Skills Profile’ all staff present information in a way that supports the person to understand what is being said. eg: Fred understands simple commands; |
| Q10TickBox6 |
All staff create an environment that promotes and supports all individuals communication. This includes for eg: Creating opportunities for the person to communicate; Providing the person with a variety of people to communicate with |
| Q10TickBox7 |
Environmental comms systems & strategies depicting daily routines & using appropriate symbol systems, are available for the individual & are implemented.Eg Timetables; Roster boards (what staff & visitors will be in the house, Who’s cooking and what etc |
| Q10TickBox8 |
DLDU “Supporting A Person With A Disability – Communication and Swallowing” Training package |
| Q10TickBox9 |
All Staff are aware of and implement appropriate communication partner skills. |
| Q11TickBox1 |
Verbal and written communication methods exist between house/unit and the relevant families, friends, or caregivers to record significant information or events. |
| Q11TickBox2 |
Family impact on individual and house/unit has been identified with management strategies in place. |
| Q12TickBox1 |
Procedures are in place to ensure visitors are not at risk. |
| Q13TickBox1 |
Regular meetings and/or communication exist with relevant agencies, organisations, or groups. |
| Q13TickBox2 |
Communication books with other agencies such as day programs, which are always checked and used to convey important information. |
| Q13TickBox3 |
Behaviour Management Programs are developed and reviewed in consultation with agencies and Behavioural Intervention Support Team (BIST). |
| Q14TickBox1 |
Staff assist individual in familiarising themselves with a new environment by short visits, driving around the area etc. |
| Q14TickBox2 |
A communication strategy and transportation strategy is developed with the individual. |
| Q14TickBox3 |
A contingency plan is in place in case individual does not settle in new location. |
| Q14TickBox4 |
Extra assistance is provided during settling in period. |
| Q15TickBox1 |
Maintenance of furniture, fabric and fixtures are given a priority |
| Q15TickBox2 |
People with a disability are involved in the choice of furniture and fittings |
| Q15TickBox3 |
Access to personal space |
| Q15TickBox4 |
Ensuring security of personal space and possessions |
| Q16TickBox1 |
The ambience of the house/unit is pleasant, light, decorated appropriately and comfortable. |
| Q16TickBox10 |
The Kitchen: Lockable drawer for knives; Hot water is regulated; Dishwasher is emptied ASAP; Lockable cupboards for items identified as weapons; 2 entry/exit points; Lockable pantry and fridge.; Non-burning hot plates; Petitioned off stove |
| Q16TickBox11 |
The Bedroom: Adequate space to allow for bed, chair, TV and other personal items.; Movement sensors on bedroom doors |
| Q16TickBox2 |
Rooms are spacious ie not crowded with furniture or difficult to move around when individuals and staff are present. |
| Q16TickBox3 |
Maintenance of furniture, fabric and fixtures are given a priority. |
| Q16TickBox4 |
Broken items are used as weapons, negatively impact the House/Unit ambience, and can reduce House/Unit security and staff safety, |
| Q16TickBox5 |
The impact of design, furniture and fixtures on individual’s behaviour is not known and improvements made. |
| Q16TickBox6 |
Seclusion room has wide doorway for 3 people to enter |
| Q16TickBox7 |
The House: The design, furniture and fixtures of houses / units consider the following according to individual’s needs and behaviour. |
| Q16TickBox8 |
The bathroom: Non-slip flooring; Adequate room; Shower curtain not glass; Where an item, eg shower hose, plug might be used as a weapon it be removed when not in use.; 2 exits from bathroom; Shower heads fixed (short head); Hot water is regulated. |
| Q16TickBox9 |
The Outside:No steps at exit; Safe area for staff; Storage for chemicals & toiletries; Caustic chemicals are not purchased; Fencing high and built to stop climbing; Fixed garden edging; Garden tools or other loose items secured or locked away; |
| Q17TickBox1 |
Houses/units consider individual compatibility such as age, gender, and behaviour |
| Q17TickBox2 |
Noise levels are at a reasonable level – Radio and TV. Consideration is given to individual choice. |
| Q17TickBox3 |
Others respect privacy and personal possessions |
| Q18TickBox1 |
Staff should only transport clients, not client’s family and friends. |
| Q18TickBox2 |
Access to mobile phone |
| Q18TickBox3 |
Staff always check the back seat before getting in the car. |
| Q18TickBox4 |
Outreach vehicles to have access to car parking which has continuous lighting, easy and secure access to building |
| Q19TickBox1 |
Policies and procedures are: Succinct & in plain English for ease of reading and understanding; Relevant to staff & location needs; Included in workplace induction; Are current & have nominated review dates. |
| Q19TickBox2 |
Preventative information is available and clear to all staff. |
| Q19TickBox3 |
Staff know how to use pre-programmed phones, duress alarms, etc |
| Q19TickBox4 |
Protocols with emergency services are established and reviewed 6 monthly. |
| Q20TickBox1 |
All staff in management/ supervisor positions are trained in the principles of debriefing. |
| Q20TickBox2 |
Management visit houses regularly. |
| Q20TickBox3 |
On call staff are appointed locally. |
| Q20TickBox4 |
House supervisors are available and approachable to discuss issues. |
| Q20TickBox5 |
Staff, without prejudice, are able to transfer to another house/unit. |
| Q20TickBox6 |
DINMA, and Incident Report Forms are simple to complete. |
| Q20TickBox7 |
On-call and/or Line Managers: Are contactable via mobile.; Have detailed information on staff who are available and experienced in medical and behavioural issues. |
| Q20TickBox8 |
Provide immediate, practical and efficient support. |
| Q21TickBox1 |
Two staff are maintained in an emergency. |
| Q21TickBox2 |
Links are established with nearby house/units to provide back-up support, if required. |
| Q21TickBox3 |
Duress alarms are carried and operational at all times, with maintenance systems in place. |
| Q21TickBox4 |
Emergency contact numbers are displayed, easily visible and programmed into cordless phones. |
| Q21TickBox5 |
Emergency procedures are in orientation kit. |
| Q21TickBox6 |
Emergency procedures are reviewed 3 monthly |
| Q21TickBox7 |
Mobile phones are available when away from the house/unit. |
| Q22TickBox1 |
Individual is involved in the planning and arrangements of their outing. |
| Q22TickBox2 |
Individual supports and triggers are known and shared. Eg what triggers a response? |
| Q22TickBox3 |
Clear procedures are in place for the individual on outings that are individually focussed. |
| Q22TickBox4 |
Outings are well planned considering the time, weather, location of visit, individual’s behaviour, triggers and wishes, individual mix, mode of transport, purpose of outing, route to take, staff ratio and experience and emergency responses |
| Q22TickBox5 |
Staff familiar with the individual’s needs accompany the individual/drive the bus. |
| Q23TickBox1 |
Information on available support services is provided in all workplaces. |
| Q23TickBox2 |
Management contacts the staff member as soon as practical after the incident. |
| Q23TickBox3 |
Immediate demobilisation and defusing is provided after Occupational Violence incidents. |
| Q23TickBox4 |
Supports (peer support, debriefing, EAP) are readily available and timely. |
| Q23TickBox5 |
Debriefing is provided between 2- 7 days after event. |
| Q23TickBox6 |
Staff are given time after an incident to decide if they need to be relieved from duty. |
| Q23TickBox7 |
Staff are given support to complete incident reports, DINMAs and other reports. |
| Q24TickBox1 |
Staff learning and development needs are determined by individual needs and identified at house/unit meetings, in supervision and/or by learning needs analysis. |
| Q24TickBox2 |
House Supervisors have completed their Frontline Management and Workplace Assessor competencies and provide mentoring, support and supervision to staff. |
| Q24TickBox3 |
Managing Challenging Behaviour (MCB) training occurs only after training in Complex Communication Needs and an assessment determines the need. |
| Q24TickBox4 |
Individual Learning Plans are completed in consultation with relevant supervisor Learning and Development Co-ordinator and reviewed on a regular basis. |
| Q24TickBox5 |
All staff have current competencies in developing comprehensive profiles of people with disabilities including communication, personal and emotional support and social needs. |
| Q24TickBox6 |
Training is planned and delivered locally following consultation with staff and other specialist staff. |
| Q25TickBox1 |
All new staff are: Provided with appropriate workplace orientation;Supported and given supervision with mentor as required.;Guided to complete and sign an orientation checklist |
| Q25TickBox2 |
Orientation kit is current and specific to house/unit and includes: Comms strategies, Needs & preferences ,Daily Routines,Location of keys, documentation etc,Telephone contact numbers, Relevant policies and procedures, BMS, Formal alerts |
| Q26TickBox1 |
Adequate handover is provided which includes: verbal report that covers the news of the day including: special events, birthdays, trips, medication, individual Behaviour Management Programs, incident reports, critical issues etc. |
| Q26TickBox2 |
A written handover report is completed where there is a gap in shifts. |
| Q26TickBox3 |
A minimum standard document is completed at emergency handovers. |
| Q26TickBox4 |
Individual has a day placement communication book that is read and initialled by staff on a daily basis. |
| Q26TickBox5 |
Handover procedures apply to: Shift handovers; Agency handovers; Regional handovers |
| Q26TickBox6 |
Alerts are updated as information comes to hand and all staff check alerts at the commencement of a shift. |
| Q26TickBox7 |
House/unit information folder is available to all new staff. |
| Q27TickBox1 |
Regular communication and support meetings are held with individual staff, which specifically address support and training needs. |
| Q27TickBox10 |
There is a set criteria/ structure for supervision. |
| Q27TickBox11 |
Staff: Know how to evaluate a situation in the event of a dangerous situation;Have adequate task/skill supervision.; Are trained in identifying occupational assault impacts;Know how to access the After Hours Emergency Service |
| Q27TickBox12 |
The House/Unit’s Line Manager and after hours support, is, where practicable, provided with individual behaviour information including appropriate individual interests and implementations of strategies. |
| Q27TickBox13 |
Line Managers regularly visit each house/unit they manage when people with a disability are home. |
| Q27TickBox14 |
Where appropriate, injured staff are supported to return to a house/unit where individuals do not manifest assaultive behaviours. |
| Q27TickBox15 |
Management offer support & advice to the house: Making suggestions regarding individual program content; Supporting the Supervisor to liaise with other program areas for additional intervention ie. DCS, Work Health & external providers. |
| Q27TickBox16 |
Promoting available training for individuals and /or workplace teams when needs are identified. |
| Q27TickBox17 |
Staff meetings are held regularly and staff are given every opportunity to attend. |
| Q27TickBox18 |
Staff meetings contain the following agenda items: Policies & procedures; Training needs; Emergency responses; review of BMP and comms strategies; Analysis of occ assault DINMAs & Incident Reports; action items monitored. |
| Q27TickBox2 |
Information on debriefing and EAP is available and obvious and discussed at team meetings. |
| Q27TickBox3 |
Managers/supervisors provide training in people management, identifying stress in staff and support strategies. |
| Q27TickBox4 |
Individual staff safety is discussed in individual supervision sessions. |
| Q27TickBox5 |
Supervisors to ensure casuals receive appropriate feedback, training, debriefing, etc. |
| Q27TickBox6 |
Staff know the service structure and contacts. |
| Q27TickBox7 |
Staff are able to access information (read policies and procedures etc) |
| Q27TickBox8 |
All staff: Have an understanding of legislation; Complete Induction training prior to commencement.; Receive appropriate orientation to individual workplaces; Work collaboratively within a team; |
| Q27TickBox9 |
Staff are recognised for their work and provided with feedback on their work performance. |
| Q28TickBox1 |
Rosters are aligned for house/units during roster review process to enable movement of staff as appropriate. |
| Q28TickBox10 |
House/units rosters and routines are reviewed regularly. |
| Q28TickBox11 |
Staff participate in rostering reviews. |
| Q28TickBox12 |
Staff replacement protocol is in place and used. |
| Q28TickBox13 |
All staff : Staff respect & value people with a disability and other staff.; Build positive working relationships with individuals & other staff; Provide an atmosphere of acceptance & do not discriminate; Identify potential conflicts/risks/hazards. |
| Q28TickBox14 |
Staff behaviour / interaction with individuals is discussed at monthly communication and support meetings between House Supervisor and Team Member. |
| Q28TickBox2 |
Staff are rotated as required, at appropriate intervals, to minimise ‘burn out’ and ‘inability to move’ issues. |
| Q28TickBox3 |
All house/units ensure equity in the allocation of overtime and the distribution of shifts. |
| Q28TickBox4 |
Rosters have adequate breaks. |
| Q28TickBox5 |
Tasks and routines are alternated between staff, where possible. |
| Q28TickBox6 |
Staff gender mix is a consideration in staff allocation. |
| Q28TickBox7 |
Rosters allow for an adequate handover time. |
| Q28TickBox8 |
The casual pool is a well-resourced and skilled ‘pool’. |
| Q28TickBox9 |
Staff/individual rosters reflect individual needs and behaviours. |
| Q29TickBox1 |
Staff respect and value people with a disability and other staff, Build positive working relationships with individuals and other staff, Provide an atmosphere of acceptance, Identify potential conflicts/risks/hazards. |
| Q29TickBox2 |
Staff behaviour / interaction with individuals is discussed at monthly communication and support meetings between House Supervisor and Team Member. |
| Q30TickBox1 |
Staff to consider silent home telephone numbers. |
| Q30TickBox2 |
Staff vary route to and from work. |
| Q30TickBox3 |
Staff name badges only have first names, no surnames. |
| Q30TickBox4 |
Staff never divulge home address or take individuals to their residence. |
| Q30TickBox5 |
Other staff have contact numbers of staff family in case of emergency. |
| Q30TickBox6 |
Access trained extra staff when required. |
| Q30TickBox7 |
Contact the Police in all matters |
| Q31TickBox1 |
All staff wear appropriate clothing ie: Avoid scarves, heavy neck chains, long earrings, heavy jewellery, etc Tie long hair back |
| Q31TickBox2 |
Wear loose, comfortable, sensible, non-provocative clothing and flat-heeled shoes. |