NZQA registered unit standard
26894 version 2
Page 1 of 5
Title
Describe effects of brain injury on children, and implement strategies
to support children after brain injury
Level
4
Credits
10
Purpose
People credited with this unit standard are able to: describe the
effects of brain injury and injury related interruptions on the
development of children, and strategies to support children
after brain injury; and implement strategies at home and in a
learning environment to support children after brain injury.
Classification
Health, Disability, and Aged Support > Brain Injury Support
Available grade
Achieved
Entry information
Critical health and
safety prerequisites
Unit 26895, Describe the structure and function of the human
brain, and causes, severity, and effects of brain injury on
people, and Unit 26888, Describe effects of brain injury on
cognitive function, and implement strategies to support a
person after brain injury; or demonstrate equivalent knowledge
and skills.
Explanatory notes
1
Codes and standards relevant to this unit standard include:
Health and Disability Commissioner (The Code of Health and Disability Services
Consumers' Rights) Regulations 1996;
NZS 8158:2003 Home and Community Support Sector Standard.
2
References include:
Accident Compensation Corporation. (2006). Traumatic brain injury: Diagnosis, acute
management and rehabilitation. Wellington: New Zealand Guidelines Group for ACC,
available at http://www.acc.co.nz (search for ACC2404);
Bird, L., & Drewery, W. (2003). Human development in Aotearoa: A journey through
life (2nd ed.) Auckland: McGraw-Hill;
Centre for Neuro Skills Glasgow Coma Scale (GCS) available at
http://www.neuroskills.com/assess.shtml, and http://www.shoestringgraphics.com/CP2020/medtech/glossary/glasgow.htm;
Headway (the brain injury association) – http://www.headway.org.uk/home.aspx;
Westmead Hospital, Australia, has a range of information sheets and resources
focusing on children after brain injury, available at:
http://www.chw.edu.au/parents/factsheets/;
Community Support Services ITO Limited
SSB Code 101814
 New Zealand Qualifications Authority 2016
NZQA registered unit standard
26894 version 2
Page 2 of 5
http://www.chw.edu.au/prof/services/rehab/brain_injury/information_sheets/; and
http://www.chw.edu.au/prof/services/rehab/brain_injury/resources.htm.
3
Support should aim to: maintain, improve, or restore a consumer's independence
and/or interdependence; utilise the consumer's existing strengths; and where
possible, utilise the resources of the local community.
4
Definitions
Behaviour management plan is a plan formulated by a psychologist, Resource
Teachers Learning and Behaviour (RTLB), or other specialist in behavioural theory,
specifically targeting the management of a child's or young person's behaviour in
target situations where this behaviour is maladaptive or dysfunctional.
Candidate refers to the person seeking credit for this unit standard.
Children refer to young people under the age of 16 years or at school leaving age,
whichever occurs later.
A learning environment may include – home, pre-school (kindergarten, early
childhood learning centre), kōhanga reo, school, community-based organisation.
Meaningful activity refers to activity with a specific purpose.
Organisation's policies and procedures are the policies and procedures of the
employing organisation of the candidate and include ethical codes, standards, and
other organisational requirements.
Others refer to support workers, family/whānau, school mates, and friends.
Service plan is a generic term that covers the individual or group plans (which may
also be referred to by other names) that are developed by service providers for
people receiving support (and may include their family/whānau as appropriate).
Outcomes and evidence requirements
Outcome 1
Describe the effects of brain injury and injury related interruptions on the development of
children.
Evidence requirements
1.1
The different developmental stages of children are described in terms of the
expected physical and cognitive development of the child.
Range
1.2
developmental stages – infancy, early childhood, middle
childhood, adolescence.
The effects of brain injury and injury related interruptions on children are
described in terms of the effects on the functioning of children at their stage of
development.
Range
functioning of children includes but is not limited to – life skills,
mobility, communication, behaviour, family/whānau interactions,
meaningful activities;
evidence is required for effects on the functioning of children at a
minimum of one of – early childhood, middle childhood,
adolescence.
Community Support Services ITO Limited
SSB Code 101814
 New Zealand Qualifications Authority 2016
NZQA registered unit standard
1.3
26894 version 2
Page 3 of 5
The effects of brain injury and injury related interruptions on children are
described in terms of the effects on the functioning of children in a learning
environment.
Range
functioning of children may include but is not limited to areas of –
learning development or educational progress, behaviour,
communication, mobility, social interactions;
learning environment types – pre-school, the first two years of
school, after the first two years of school;
evidence is required for effects of brain injury and injury related
interruptions on three areas of functioning of children at one type
of learning environment.
Outcome 2
Describe strategies to support children after brain injury.
Evidence requirements
2.1
Strategies that support children after brain injury are described in the context of
the home and/or the community.
Range
2.2
Strategies that support children after brain injury, and their family/whānau, are
described in the context of the child’s specific learning environment.
Range
2.3
strategies may include but not limited to – managing daily
structure and routines, environmental management, fatigue
management, behaviour management, activity management,
family/whānau education and support, cueing, prompting, use of
assistive technology;
evidence is required for four strategies.
strategies may include but not limited to – school/home
communication, graduated return to school, individual educational
plan (IEP), learning support, daily structures and routines,
environmental management, note taking, fatigue management,
simplifying tasks and instructions, repeat instructions, use of
technology;
evidence is required for four strategies.
Risks and vulnerabilities arising from brain injury to a child are described in
terms of the safety of the child and of others.
Range
risks and vulnerabilities arising from brain injury may include but
are not limited to – getting lost, absconding, sexually inappropriate
behaviour, impulsivity, disinhibition, poor judgement, road
behaviour, inability to provide informed consent, alcohol and
drugs;
evidence is required for one risk or vulnerability at each of early
childhood, middle childhood, adolescence.
Community Support Services ITO Limited
SSB Code 101814
 New Zealand Qualifications Authority 2016
NZQA registered unit standard
2.4
26894 version 2
Page 4 of 5
Safeguarding strategies to support children after brain injury to the child are
described in relation to the safety of the child and others.
Range
evidence is required for a minimum of two safeguarding strategies.
Outcome 3
Implement strategies at home and in a learning environment to support children after brain
injury.
Evidence requirements
3.1
Strategies implemented to support a child at home after brain injury are in
accordance with the child's service plan or behaviour management plan.
strategies may include but are not limited to – setting up a daily
routine, fatigue management, implementing specific therapy
activities, implementing a behaviour management programme,
working with family/whānau on therapy interventions/community
integration;
evidence is required for a minimum of two strategies for two
children, one of whom has a behaviour management plan.
Range
3.2
Strategies implemented to support a child in her/his learning environment after
brain injury are in accordance with the child's service plan or behaviour
management plan.
strategies may include but are not limited to – supporting the child
to integrate into their learning environment, setting up a
communication book, supporting the child and their family/whānau
to liaise with teachers on fatigue management and learning
support, supporting the use of assistive technology, monitoring
behaviour, coaching the child on note taking, homework support;
evidence is required for a minimum of two strategies for two
children, one of whom has a behaviour management plan. These
two children can be the same as for evidence requirement 3.1.
Range
Planned review date
31 December 2016
Status information and last date for assessment for superseded versions
Process
Version Date
Last Date for Assessment
Registration
1
19 November 2010
31 December 2012
Revision
2
25 July 2012
N/A
Community Support Services ITO Limited
SSB Code 101814
 New Zealand Qualifications Authority 2016
NZQA registered unit standard
26894 version 2
Page 5 of 5
Consent and Moderation Requirements (CMR) reference
0024
This CMR can be accessed at http://www.nzqa.govt.nz/framework/search/index.do.
Please note
Providers must be granted consent to assess against standards (accredited) by NZQA
before they can report credits from assessment against unit standards or deliver courses
of study leading to that assessment.
Industry Training Organisations must be granted consent to assess against standards by
NZQA before they can register credits from assessment against unit standards.
Providers and Industry Training Organisations, which have been granted consent and
which are assessing against unit standards must engage with the moderation system that
applies to those standards.
Requirements for consent to assess and an outline of the moderation system that applies
to this standard are outlined in the Consent and Moderation Requirements (CMR). The
CMR also includes useful information about special requirements for organisations wishing
to develop education and training programmes, such as minimum qualifications for tutors
and assessors, and special resource requirements.
Comments on this unit standard
Please contact Careerforce, the Community Support Services ITO Limited,
info@careerforce.org.nz if you wish to suggest changes to the content of this unit
standard.
Community Support Services ITO Limited
SSB Code 101814
 New Zealand Qualifications Authority 2016