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Making Connections, Applying and Access - Program Guide

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Frontline Essentials

Making Connections, Applying and Access - Program Guide

The contents of this document are OFFICIAL.

Program guide to support the training for the Making Connections, Applying and Access facilitated modules. This program guide provides additional information to the PowerPoint for facilitators.

OFFICIAL

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Table of Contents

  • Frontline Essentials: 1
  • Making Connections, Applying and Access - Program Guide: 1
    • Course Information: 7
    • Session Outline: 8
    • Frontline Essentials: Making Connections, Applying and Access: 19
      • Welcome and Introduction: 19
      • Acknowledgement of Country: 19
      • Accessibility: 20
      • Housekeeping: 20
      • Session Outline: Day 1: 22
      • Learning Outcomes: Day 1: 23
      • Program Overview: 23
      • New Starter Essentials: Recap Quiz: 24
      • Recap Quiz: Partners: 25
        • Topic 1: Pathway and Roles: 26
        • NDIS Pathway: 27
        • Group Activity 1: Let’s Learn the Terms: 28
        • Making connections: 29
          • Recording information: 30
          • Using the information: 31
        • Who Provides Early Connections and Community Connections?: 32
          • Early connections and community connections: 32
        • Group Discussion: Skills and behaviours: 34
        • Topic 2: Early Childhood Approach: 35
        • Working with Children and their families: 35
          • Early Childhood Approach: 37
          • Early connections: 38
          • Scenario: Noah: 40

Group Activity 2: Noah

Topic 3: Local Area Coordination Approach

Local Area Coordination Key Focuses

Topic 4: Community Connections Case

Community Connections Case and Plan
Would a Community Connections plan be suitable?

####### Community Connections Case ######## Pace Training Environment ######### Sally Stevens Scenario ########## Create a person account demonstration ########### Topic 4: My Profile ########### My Profile ########### About Me: Conversation Prompts ########### Group Activity 3: About me ########### Goals ########### Group Activity 4: Guided Questions ########### Group Activity 4: Option 2 – Goals for Children ########### Any final questions? ########### Self-Directed Learning

Day 2 Making Connections

Welcome and Introduction

Acknowledgement of Country

Accessibility

Housekeeping

Session Outline: Day 2

Learning Outcomes: Day 2

Recap quiz: Day 2

Recap quiz: early connections

Recap quiz: community connections

Topic 1: Informal, community and other government supports

Informal, community, and other government Supports

Official

  • Informal Supports: 73
  • Community supports: 74
  • Other government supports: 75
  • Ecomap: 76
  • Scenario: Bri: 78
  • Group activity 5: Bri’s ecomap: 79
  • Topic 2: The community connections case: 80
  • Scenario: Sally Stevens: 80
  • Community Connections Case demonstration: 81
  • Questions: Bri: 86
  • Topic 3: Tools used to gather information: 88
  • Developmental concerns or developmental delay: 88
  • The ASQ for an early childhood partner: 90
  • The PEDICAT: 91
  • Topic 4: Early supports: 92
  • Early supports: 92
  • Group Activity 7: Early supports plan demonstration: 93
  • Noah: Scenario: 94
  • Group discussion: Noah: 94
  • Apply to the NDIS: 97
  • Group discussion: 98
  • Topic 5: Applying to the NDIS: 100
  • Applying to the NDIS: 100
  • Who completes the access request case?: 101
  • Topic 6: Information gathering: 102
  • Access and eligibility: 102
  • Access requests: Limitations: 103
  • Identity evidence for an access request: 104
  • Information gathering cases: 105
  • Streaming: 107
  • Streaming demonstration: 108

Personal and Environmental Circumstances (PEC)

PEC demonstration

Questions

Day 2: Self-directed learning

Day 3: Applying and access

Acknowledgement of Country

Accessibility

Housekeeping

Session outline: Day 3

Learning outcomes: Day 3

Recap quiz: Day 3

Recap quiz: Ecomaps

Recap quiz: Early support plans

Recap quiz: Streaming

Recap quiz: Cases

Topic 1: Information gathering

Short Form Outcomes Framework (SFOF) Questionnaire

SFOF

Supporting the family member or caregiver to answer questions

SFOF demonstration

Topic 2: Functional capacity assessment

Functional capacity assessment

Types of functional capacity assessments

Individual Activity: Who can complete what assessment?

Individual Activity: Debrief

Functional capacity assessments

Completing a functional capacity assessment

Internal disability specific severity tools

Locating resources

Example MS

Group Activity 6: Using severity tools

Official

  • Assessment not specific to a disability type - 143
  • WHODAS demonstration - 144
  • PEDI-CAT - 146
  • Topic 3: The Access Request Case in PACE - 147
  • Access request demonstration - 147
  • Who completes the access request process? - 149
  • Group Activity 9: Applying scenarios - 149
  • Group Activity 9: Scenario 1 - 150
  • Group Activity 9 Debrief: Scenario 1 - 151
  • Group Activity 9: Scenario 2 - 153
  • Group Activity 9 Debrief: Scenario 2 - 154
  • Group Activity 9: Scenario 3 - 156
  • Group Activity 9 Debrief: Scenario 3 - 157
  • Topic 4: The Access Decision Case in PACE - 158
  • Who completes the access decision process? - 158
  • Access Officer - 159
  • Access Assessor - 159
  • Access decision scenarios - 160
  • Access assessor scenarios - 161
  • Topic 5: What happens next? - 163
  • What happens next? - 163
  • Recap - 164
  • Day 3: Self-directed learning - 165
  • National Disability Insurance Agency - 167
  • Version Control - 168

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next steps.

It is recommended that the following tabs should also be completed (but is not mandated):

  • my NDIS Contact
  • Ecomap
  • Profile
  1. What kind of information would be recorded about Bri in a community connections plan?

Put what you think in the chat, or raise your hand if you would like to share your thoughts.

Facilitator notes: field responses for about 1-3 minutes

A community connections plan records information about the person, their goals, how they want to work towards their goals, next steps and what community and mainstream/other government supports may help.

Time: 10 minutes

Topic 3: Tools used to gather information

Display Slide 64

Topic 3: Tools Used to Gather Information

Developmental concerns or developmental delay OFFICIAL ndis.gov.au 88 Page 294 of 438

Display Slide 65

Developmental concerns or developmental delay

For children younger than 6, an early childhood partner gathers a range of information to determine if the child can be described as having developmental concerns or developmental delay. Some of the ways they may do this is through:

  • Talking to families
  • Reviewing information from professionals who know the child well
  • Making observations of the child in their natural setting
  • Completing an ecomap
  • Implementing the Ages and stages questionnaire
  • Implementing the PEDI-CAT
  • Creating a person account plus a child representative account in PACE.

Facilitator note: Advise learners to take note of this slide as this information can be used to assist them in an upcoming discussion.

State: Community connections plans are generally not generated for children younger than 6.

For children younger than 6, an early childhood partner gathers a range of information to determine if the child can be described as having developmental concerns or developmental delay. If the early childhood partner determines that a child is best described as having developmental concerns or if they are not yet sure if the description of developmental delay applies, early supports are offered to their family.

In areas that have early childhood partners, some of the ways they may gather information to determine if the child can be described as having developmental concerns or developmental delay is through:

  • Talking to families
  • Reviewing information from professionals who know the child well
  • Making observations of the child in their natural setting
  • Completing an ecomap
  • Implementing the Ages and stages questionnaire
  • Implementing the PEDI-CAT
  • Creating a person account plus a child representative account in PACE.

The ASQ for an early childhood partner

Display Slide 66

State: The ASQ is a developmental screening tool that is used to gather information about a child’s development. Early childhood partners use it to screen for delays in development. It is used, together with other information to help determine if a child has developmental delay or developmental concerns.

If you are an early childhood partner, spend some more time exploring these tools when you have time.

You can use the article to understand and identify the steps to complete the ASQ. Completing the ASQ involves asking the child representative a series of questions about how their child functionality, their development, and their daily life. A score is generated that is used to interpret if the child shows developmental concerns or developmental delay, along with other information. This information provides supporting evidence for the applying to the NDIS, or for if early connections/supports alone is the best pathway.

You can search for the related knowledge articles using keywords in the training environment.

The PEDICAT

Display Slide 67

State: A PEDI-CAT assessment helps us understand a child’s ability to complete tasks in their daily life.

We use the PEDI-CAT assessment with children younger than 6. Sometimes, we use PEDI-CAT for children aged 7-16 if there isn’t another tool available.

The PEDI-CAT is a functional capacity assessment tool. It is used to measure a child’s functional capacity when compared to other children of a similar age across four domains: daily activities, mobility, social/cognitive and responsibility.

There are two applications of the PEDI-CAT:

  • To help determine functional capacity. In addition to the results of the ASQ and other information gathered, the PEDI-CAT can be used to help identify delays in development. Early childhood partners can use the PEDI-CAT when determining a child’s support needs.
  • To measure changes in functional capacity over time. The PEDI-CAT can be used to help measure changes in functional capacity over time in response to early childhood intervention. It is completed by the early childhood partner at both the commencement and the completion of early supports.

Time: 2 minutes

State: Some assessments you can complete, but it is important to check as many require a health professional.

When we’re deciding if a participant is eligible for the NDIS, we look at:

  • how old their evidence is
  • who provided their evidence.

We weigh evidence based on what we consider ‘best practice’, or highest quality. We generally prefer evidence that comes from a treating professional who:

  • is the most appropriately qualified person to provide evidence of the person’s primary disability
  • has treated the person for a significant period of time (at least six months)
  • is registered to practise in Australia or New Zealand
  • provides disability evidence (such as a medical report) that is original, genuine and specific to the person.

Time: 6 minutes

Functional capacity assessments

Display Slide 110

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State: A manual assessment refers to any previously completed functional capacity assessments.

When collecting functional capacity assessment information, the score of an external assessment needs to be provided by:

  • The person
  • Their nominee
  • Their child representative
  • Their treating health professional.

For example, a person might give you a report from their doctor and you will enter the scores from the report in PACE.

A new assessment refers to you completing a new PEDI-CAT or WHODAS assessment in PACE.

Time: 2 minutes

Completing a functional capacity assessment

Display Slide 111

State: Before completing the assessment, check for any exceptions, including:

  • if the person does not want to complete assessment
  • if the person has a priority situation
  • if there are any identified risks
  • if they have reapplied within the last 6 months.

When contacting an applicant, participant, their provider, or authorised representative, you must:

  • check their preferred communication method and authorisations
  • log an activity.
  • Read the related knowledge articles.

Complete a new assessment

You need to make the person feel comfortable when communicating. When you are talking to them face to face or over the phone, make sure you:

  • prepare for the conversation
  • understand the person-centred approach
  • understand the question you are asking
  • tailor wording from assessment questions
  • build rapport
  • actively listen
  • manage expectations with the individual that this does not mean they will get a funded NDIS plan. For more information, go to the Conversation Style Guide. To begin a functional capacity assessment, you must create a new Functional Capacity Assessment case within PACE. You can follow the steps in the knowledge article relating to creating new functional capacity assessments to do this. Time: 3 minutes

Internal disability specific severity tools

Display Slide 112

State: The internal disability specific severity tools that can be completed by Agency staff and partners include:

  • Gross Motor Function Classification Scale (GMFCS) for Cerebral Palsy
  • Modified Rankin Scale (MRS) for Stroke
  • Disease Steps for Multiple Sclerosis
  • Hearing tool
  • Vision tool

The internal tools can be found on the intranet and the score updated in the Functional capacity case.

Time: 2 minutes

Locating resources

Display Slide 113

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Facilitator Demonstration

State: I’m going to show you where we find these tools.

Show learners where the severity tools are located on the intranet.

Home>Service Delivery>Pre-Planning>Topic: Your Plan>Update Severity Indicator Tools. Docx (769KB).

Pre-Planning (ndia.gov.au - external)

Time: 5 minutes

Example MS

Display Slide 114

State: Let’s have a look at the disease steps classification scale and what this may look like with a person who lives with MS.

The disease steps classification scale assesses the level of impact multiple sclerosis has on the participant’s daily activities. We use this where they have identified multiple sclerosis as their primary disability.

To do a multiple sclerosis assessment, use one of these sources in preference order:

  • Disease steps: for all ages – provided by a medical professional or equivalent.
  • Multiple sclerosis severity tool: for all ages - Patient Determined Disease Steps (PDDS), available on the NDIS intranet. Provided by a medical professional or equivalent or completed internally.
  • Expanded Disability Status Scale (EDSS): for all ages – provided by a medical professional or equivalent.

Note: Evidence from a treating health professional should be from a neurologist or a disease steps trained nurse examiner. It is really important to note who has completed the reports, as certain reports are required to be completed by specific professionals. For example, Autism Spectrum Disorder requires a diagnosis by a Clinical psychologist, paediatrician, or a psychiatrist stating ASD Criteria has been met. A diagnostic assessment from a general psychologist or an occupational therapist would not be accepted.

Time: 5 minutes

Group Activity 6: Using severity tools

Display Slide 115

State:

We are going to complete an activity using one of the tools. The severity tool helps to understand the support needs and can help us see how the disability impacts their daily life.

Let’s look for that tool together in the service delivery tab.

Facilitator Note:

Demonstrate finding the correct tool. Home>Service Delivery>Pre-planning>Topic: Your Plan>Update Severity Indicator – Multiple Sclerosis Tool.docx (763KB)

State:

We’re going to watch a video about Sonia, and then in your groups, you will determine what functional capacity she is by using the Multiple Sclerosis Severity Tool. Sonia’s video can be located under multiple sclerosis on the disability navigator.

Facilitator note:

Demonstrate finding Sonia’s video. Home>Service Delivery>Disability Navigator>Multiple Sclerosis>Andrew and Sonia lived experience.

Break learners into three groups to complete the Multiple Sclerosis tool.

Debrief:

Display the Multiple Sclerosis Tool on the screen and review the answers together as a group.

Facilitator note:

Possible answers below

  • What symptoms do you have due to your MS? Loss of function in hands and legs, fatigue, balance issues, poor heat regulation, poor self-management of bladder/bowel.
  • Do your symptoms have any effect on your activity level or lifestyle? Yes – has never been able to work full-time due to MS, and took a long time to find paid employment (12-13 years after diagnosis). Needs a home with climate control (a/c), no steps and which has good accessibility including a toilet close to bedroom – not always available in rentals, and due to income limitations has always rented.

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Assessment not specific to a disability type

Display Slide 116

Evaluation of results: Sonia’s main form of mobility is a wheelchair, which equates to level 7 of the patient determined disease step. The Disease Steps Scale to be entered into the system is 6.

Time: 25 minutes (15 minutes for activity and 10 minutes for debrief)

State: When there aren’t any specific assessments for a person’s disability, the PEDI-CAT or WHODAS would be completed.

WHODAS demonstration

Display Slide 117

Facilitator Note: We are now going to complete a WHODAS Demonstration.

1. From the Person Account, in account view, select Cases tab.

2. Select New in the top-right corner of the cases panel.

Select Functional Capacity Assessment.

Instructions for Functional Capacity Assessment:

  • Select Functional Capacity Assessment.
  • Select Next.
  • In Categorisation section, select Origin.
  • Select Save.
  • From the functional capacity assessment view, select Assessment tab.
  • Select Next.
  • Select No for an authorised representative.
  • Select Next.

At the Select Tools step in the Functional Capacity Assessment:

  • Select Yes to Carry out a new assessment.
  • Select WHODAS 12.
  • Select No to Manually enter scores.
  • Select Next.

Ask learners to help you answer the questions listed based on what they know about Sally. Move the sliding scale indicator to a score between 1 and 5. Answers for Sally should range between None-Moderate depending on how the learners have interpreted her information.

  • Select Next.
  • Check the Confirmation details.
  • Select Done.

Time: 10 minutes

PEDI-CAT

Display Slide 118

State: The Pediatric Evaluation of Disability Inventory Computer Adaptive Test (PEDI-CAT) is a functional capacity assessment that is not specific to a disability.

Completing the PEDI-CAT will support the measurement of severity change over time for consistent reporting.

You can complete the PEDI-CAT if you are an:

  • Early Childhood Partner
  • Local Area Coordinator
  • NDIS planner
  • NDIS plan delegate.

Note: For children under the EC approach (0-6 years) the PEDI-CAT is administered by the Early Childhood Partner only.

Check that the person needs the PEDI-CAT assessment tool. Children aged:

  • 0-6: must have the PEDI-CAT score in addition to any other assessment tool
  • 7-16: only need the PEDI-CAT if a more appropriate tool can be recorded.

Conduct the PEDI-CAT assessment with the person and/or their Child Representative.

Version Control

Version Amended by Description Status Date
V2.0 RWP064 Updated links, Edits Draft 04/03/24
V2.1 SSN695 Updated Content Draft 08/05/24
V2.2 SJT409 Updated Content Draft 01/08/24
V2.3 AIA372 Legislation updates Final 29/10/2024

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