NDIS Practice Standards
Core module: provision of supports
core-21.1 Responsive supports: least intrusive, evidence-informed practice
Clause and reference core-21.1, our reference for this requirement in the NDIS Practice Standards and Quality Indicators
The requirement
Supports are delivered using the least intrusive options and contemporary evidence-informed practice that meets the participant's needs and helps achieve their desired outcomes.
Our wording of the requirement: our statement of what the clause asks, not the instrument verbatim. Source: NDIS Practice Standards on the compliance desk.
The evidence to bring
- Practice guidelines or frameworks the provider follows, with references
- Support plans recording the least intrusive option chosen
- Supervision or practice review notes on approach selection
What assessors commonly find
- Default use of more restrictive or intrusive support without justification
- Practice not reviewed against current guidance
What evidence do I need?
For core-21.1 Responsive supports: least intrusive, evidence-informed practice, the evidence to bring is: Practice guidelines or frameworks the provider follows, with references; Support plans recording the least intrusive option chosen. It sits under Core module: provision of supports and our reference for it is core-21.1. Keep every record dated, signed and current, and name who owns it.
Answer the reviewer first
Show me practice guidelines or frameworks the provider follows, with references, and tell me who owns it and when it was last reviewed.
That is the question a quality assessor opens with for this requirement. Have the record on the desk and the date it was last reviewed to hand.
Read your own evidence against this clause
Paste your policy or evidence pack and the reading marks, line by line, whether a phrase from this requirement appears and quotes your own words when it does. It is a reading of your text, not a compliance result; a quality assessor decides whether a requirement is met. Read your pack, free See the paid reading