Introduction to Autistic Spectrum Condition

Overview

Framework:
RQF
Level:
Level 1
Unit No:
Y/602/6309
Credits:
3
Guided learning hours:
30 hours

Assessment Guidance

N/A

Aim

The aim of this unit is to give learners a basic understanding of autistic spectrum condition and the importance of effective communication.

Unit Learning Outcomes

1

Know the importance of a 'person centred' approach when working with individuals with an autistic spectrum condition.

Additional details

A 'person centred' approach respects the individual's wishes and preferences when agreeing an appropriate care plan. 

Assessment Criteria

  • 1.1

    Outline why it is important to recognise and value an individual with an autistic spectrum condition as a person first.

  • 1.2

    Give examples of how to use a person centred approach when working with individuals with an autistic spectrum condition.

2

Understand the concept of Autistic Spectrum Condition.

Additional details

Learners should have a basic understanding of the meaning of Autism Spectrum Disorder e.g. 'It is a  condition that affects social interaction, communication, interests and behaviour.  It includes Asperger syndrome and childhood autism' (NHS).

Behaviour characteristics and sensory difficulties may include:

  • sensitivity to noise, light, certain textures
  • repetitive behaviours
  • phobias
  • self-harm
  • challenging behaviour
  • unwillingess to maintain eye contact

They should be aware that ASD is a spectrum condition and that different people with autism will experience the condition in different ways, with some much more affected by it than others.

They should be able to give examples of how following simple routines eases anxiety for many people with autism - and some of the possible consequences of changes in routine (e.g.

challenging behaviours, panic attacks).
                                                       

Assessment Criteria

3

Understand the importance of effective communication for individuals with an autistic spectrum condition.

Additional details

There are a number of different communication methods e.g. 


  • conversation books
  • voice output communication aids
  • communication cue cards
  • sign language
  • interactive communication boards

They should consider both receptive and expressive communication, giving reasons why each is important, e.g. expressive communication allows individuals to indicate preferences, make requests; receptive communication allows them to understand what will happen next, why something is happening.

Learners should be aware that there are a variety of different visual communication systems (e.g. real objects, tactile symbols/objects of reference, photographs, coloured pictures, line drawings, cards with written words or picture symbols) but it is most helpful if just one system is used consistently with an individual.

Learners might focus on specific uses of visual communication systems such as visual routines or instructions.

Assessment Criteria

  • 3.1

    Identify the benefits of effective communication on the lives of individuals with an autistic spectrum condition.

  • 3.2

    Give examples of different methods of communication that can be used where individuals have difficulty with spoken language.

  • 3.3

    Outline the use of visual communication systems for individuals with an autistic spectrum condition.