Complete the Guided Planning Questions

This Standard Operating Procedure will support you to record responses to the Guided Planning Questions in the National Disability Insurance Scheme Business System (System).

The Guided Planning Questions:

• explore the participant’s disability-related support needs across life domains
• help you understand how the participant is managing everyday activities and who supports them
• influence decision making around reasonable and necessary funding
• provide important information about the participant which helps the National Disability Insurance Agency track the progress of the Scheme and make improvements.

Note: The age range is changing for the NDIS early childhood approach. From July 1 2023, the age will change to include children younger than 9. The change will be rolled out over the next 2 years. Early childhood partners will need to use this resource to plan for children aged 7 or 8.

Recent updates

Date	What’s changed
July 2023	Updates to support early childhood partners to plan for children aged 7 or 8.

Standard Operating Procedure

For Internal Use Only

Checklist

Topic	Checklist
Pre-requisites	You have read and understood:

• the Conversation Style Guide
• Our Guideline – Creating Your Plan
• the information in the Capacity Building, Employment, and Education Short Forms Outcomes Framework (SFOF) summaries in the Update the Guided Planning Questions task.
• the Age range change. You have:
• started the planning conversation with the participant. | | Actions | - 3.1 Prepare for the conversation
• 3.2 Understand the types of Guided Planning Questions
• 3.3 Answer the Guided Planning Questions
• 3.4 Next steps |

Standard Operating Procedure

Procedure

Prepare for the conversation:

• Use the conversation with the participant to select the appropriate answers and update pre-populated answers where necessary. Note: Some fields may be pre-populated from the Outcomes Questionnaires.
• Use your interpersonal skills and the Conversation Style Guide to have a person-centred conversation that is free-flowing.
• Avoid asking the questions directly from the form
• Use the questions as a guide to help you check that you are gathering the information you need.
• Avoid selecting I don’t know/Unsure or Blank/unanswered when entering responses as this may result in a Typical Support Package that does not reflect the participant’s actual circumstances. Note: Depending on the answers you select additional questions may appear on the form.

For participants younger than 9

If the participant is aged 7 or 8, follow steps in this Standard Operating Procedure to:

• Answer the guided planning questions,
• Generate a limited Typical Support Package.

If the participant is younger than 7, you must:

• Not submit the Guided Planning Questions
• Only use the questions to help you to decide which reasonable and necessary support to include in the plan.

Understand the types of Guided Planning Questions

1. Review the following information:

• The first two questions on the Guided Planning Questions form are Introduction Questions.

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Standard Operating Procedure

For Internal Use Only

• All other questions on the form are Core Questions.
• Core Questions are about the different types of support a participant can receive.
• The following sections of this Standard Operating Procedure will help you provide answers for each type of Core Question:
  • 3.3.1 Consumable supports
  • 3.3.2 Capacity Building supports
  • 3.3.3 Transport
  • 3.3.4 Behaviours of concern.

Answer the Guided Planning Questions

1. In Pre-planning – Staff Tasks, select the Update the Guided Planning Questions task.
2. The Update the Guided Planning Questions task opens. Read the Note on administration of questions.

Note on administration of questions Please note, response options should not be read out to the participant/nominee. Rather, the Planner/ LAC should choose the most appropriate response, based on what was said by the respondent (i.e. interview/conversation style, rather than survey-style).

Introduction and core questions Capacity building summary from SFOF Employment summary from SFOF Education summary from SFOF

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Standard Operating Procedure

For Internal Use Only

Instructions for Completing the Form

1. Select (or type) the response to each question in order.
2. At any time, you can select Save and return to complete the form later. When the form is complete, select Submit. Important: You should not Submit guided glanning questions for paticipants aged under 7. You can select Save to record the answers.
3. When you submit the form a confirmation message appears. Select Close.

Consumable Supports

Review this information before answering questions about consumable supports:

• Consumable support has different levels for adults and children.
• Continence products include catheter consumables such as tubing and bags.
• Some disability-related health supports can be funded through the healthcare system and may not meet reasonable and necessary criteria.
• Support the participant to navigate other service systems to ensure they get the disability-related health support they need.
• Use Our Guideline – Disability-Related Health Supports to support your reasonable and necessary decision making.

Consumable Products for Adults (18+)

1. Select the appropriate level of consumables support from the drop-down box in the field: Do you currently use any consumable products?

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Standard Operating Procedure

For Internal Use Only

2. Use your conversation with the participant, and the information you gather about their life and support needs, to select the most appropriate option. Use the examples below as a guide:

• Example 1: The participant uses six or more continence products per day and higher cost tube feeding – Adult level 1.
• Example 2: The participant uses four to six continence products and low cost tube feeding. Or they use high cost tube feeding and less than four continence products – Adult level 4.
• Example 3: The participant uses continence products only (less than four) or, low cost tube feeding only – Adult level 6.

Consumable products for children (0-17)

1. Select the appropriate level of consumables support for children from the drop-down box, in the field Does the child currently use any consumable products?

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Standard Operating Procedure

For Internal Use Only

2. Use reasonable and necessary decision making and the examples below as a guide.

• Example 1: The child uses 6+ continence products per day and higher cost tube feeding - Child level 1.
• Example 2: The child uses 4-6 continence products and low cost tube feeding or, high cost tube feeding and less than 4 continence products - Child level 2.
• Example 3: The child uses less than 4 continence products and low cost tube feeding - Child level 3.
• Example 4: The participant uses continence products only (less than 4) or, low cost tube feeding only - Child level 4.

Capacity Building supports

1. Review participant’s goals. Note: You would have already used:

• Standard Operating Procedure – Complete the Participant Statement to support the participant to identify their goals and the steps they can take to work towards them
• Setting goals web page to discuss how supports help the participant pursue their goals
• Our Guideline – Creating Your Plan to help you make decisions about the Capacity Building supports you will include in the plan.

2. Review the Short Form Outcomes Framework (SFOF) Capacity Building summaries. Note: These summaries are populated from the Outcomes Questionnaires. You would have completed the Outcomes Questionnaires as part of the following procedures:

• Standard Operating Procedure – Complete the Update the Outcomes Questionnaire task
• Standard Operating Procedure – Complete Update the Family Questionnaire task. These procedures must be completed prior to the Guided Planning Questions.

3. Review the following information: Use Table 1 to consider if the participant’s goals are simple or complex.

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Standard Operating Procedure

For Internal Use Only

Important: It is up to the participant to decide how far they want to pursue their goal.

You will only consider if the participant’s goals are simple or complex so you can select the appropriate level of Capacity Building support in the System. The System allows you to enter the level of Capacity Building support as:

• None
• Low
• Moderate
• High
• Very high, or
• I don’t know/unsure

Use Table 2 to help you understand the different levels of Capacity Building support. Table 2 provides you with some examples of what the different levels of Capacity Building supports mean, and how these help the participant work towards their goals.

Important: Every participant is different and their life circumstances are unique. You will use the examples in the tables as a guide only.

Table 1: About simple and complex goals

Simple goals:	Complex goals
- Are likely to be short-term. - The participant and the people who support them can easily identify steps to work towards it.	- Are likely to be medium to long-term. - You will need to work with the participant, and the people who support them, to identify how to work towards the goal. - You may need to request progress reports to understand how supports are helping the participant to work towards the goal.

Examples of simple goals:

• improving mobility - learning to use a walking aid
  - improving independence in self-feeding

Examples of complex goals:

• improving life skills to be able to move into more independent living

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Standard Operating Procedure

For Internal Use Only

Simple goals:	Complex goals
* travel training to learn a single mode of transport for a limited number of regular trips * learning to tell the time * cooking a meal with supervision and ingredients provided * learning to use a memory device.	* learning how to travel independently using various modes of transport and unfamiliar routes * relationship based goals addressing behaviours of concern.

Table 2: Understanding the different levels of capacity building support

Level of Capacity Building support	Example
None	* The participant only has simple goals in their plan and can work towards these with support from informal, community or mainstream supports. * If you enter None this means that the participant can work towards their goals without any funded Capacity Building support.
Low	* The participant may have one simple goal in their plan that requires some support to work towards. * If you enter Low this means they may be able to work towards this goal with support from one provider, such as an allied health professional or support worker.
Moderate	* The participant has up to three simple goals in the plan that require some support to work towards.

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Standard Operating Procedure

For Internal Use Only

Level of Capacity Building support	Example
Moderate	- They might need support from a few different support providers or allied health professionals to work towards their goal.

• For example, a participant may want to work towards being able to use transport independently. To do this they might need some help from an Occupational Therapist to understand how to get to the bus stop and buy a ticket, and help from a Speech Therapist to be able to communicate with the bus driver.
• Entering Moderate usually means the participant can work towards their goal during the current plan period.

| High | - The participant has up to four simple goals and one complex goal in their plan.

• They might need help from a few different allied health professionals and a support worker to work towards their goal.
• For example, a participant might need to have a support worker travel with them on the bus to build their independence, as well as work with the Occupational Therapist and Speech Therapist to support their communication and planning skills.
• Entering High usually means that the participant’s goals are long-term and something they will work towards over more than one plan period.

| Very High | - The participant has more than one complex goal in their plan and requires some behaviour support to be able to work towards their goals. |

Standard Operating Procedure

For Internal Use Only

Level of Capacity Building support	Example
	* You would have already referred to Practice Guide – Positive Behaviour Supports and Behaviours of Concern if you have decided that behaviour supports are reasonable and necessary to support the participant to work towards their goals.
I don’t know/Unsure	* Using this response may mean the participant does not receive the appropriate level of support to help them work towards their goals.

• You will avoid using this response as much as reasonably possible. |

4. Select the appropriate level of support from the drop-down box in the field Discuss goals with the respondent. What level of Capacity Building is required?

• Discuss goals with the respondent. What level of capacity building is required? Refer to section labelled “Capacity building summary from SFOF” below to assist in answering this question.: None

• Is the participant eligible for School Leaver Employment Support (SLES)?:

Moderate

• Do you need support for travel & transport?: High

• [Not to be asked of the participant] Are there any behaviours of concern (e.g. verbal/physical aggression; inappropriate sexual or social behaviour, lack of initiation)?:

Very high | don’t know/Unsure |

Transport

1. If you answer Yes for the question Do you need support for travel & transport?, record bank account details using Standard Operating Procedure – Collect and Update Bank Account Details.

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Standard Operating Procedure

Behaviours of concern

Important: Do not read out the Behaviours of Concern questions. Use your interpersonal skills to get the right information.

1. If there are behaviours of concern, select Yes from the drop-down box for the question Are there any behaviours of concern.

2. Select the most appropriate answer from the drop-down box to the question What behaviours does the participant demonstrate.

Note: Do not select the blank/unanswered option. You should answer no to the previous question if there are no behaviours of concern.

3. Select Submit.

4. Does a success message display?

• Yes, go to section 3.4 Next steps
• No, an alert will display asking you to review the Determine Plan Management Task. Select OK.

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Standard Operating Procedure

For Internal Use Only

Next Steps

Complete the Planning Conversation Tool using Standard Operating Procedure – Complete the Planning Conversation Tool.

Related procedures or resources

• Our Guideline – Creating Your Plan
• Standard Operating Procedure – Collect and Update Bank Account Details
• Standard Operating Procedure – Complete the Planning Conversation Tool
• Standard Operating Procedure – Complete the Update the Outcomes Questionnaire task
• Standard Operating Procedure – Complete Update the Family Questionnaire task.

Feedback

If you have any feedback about this standard operating procedure, please complete our Feedback Form.

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Standard Operating Procedure

Version control

Version	Amended by	Brief Description of Change	Status	Date
1.0	redacted: s22(1)(a)(ii) - irrelevant material	Class 2 Approved Standard Operating Procedure moved to the new Standard Operating Procedure format to be used with Our Guideline — Creating Your Plan	APPROVED	2021-02-28
2.0	redacted: s22(1)(a)(ii) - irrelevant material	Class 1 approved. Added a step to explain what do to when you submit the guided planning questions and an alert displays. This alert asks you to review the plan management type in the Determine Plan Management task.	APPROVED	2021-08-26
3.0	redacted: s22(1)(a)(ii) - irrelevant material	Class 2 approved. Updated to align with the early childhood age range change. Updates to support early childhood partners to plan for children aged 7 or 8.	APPROVED	2023-06-19

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