Introduction to Autistic Spectrum Condition

Overview

Framework:
RQF
Level:
Level 1
Unit No:
Y/505/2530
Credits:
3
Guided learning hours:
30 hours

Assessment Guidance

Portfolio of Evidence.

Aim

This unit introduces the learner to autistic spectrum condition. The learner will identify behaviours that are associated with the condition and how to support people using a range of different methods.

Unit Learning Outcomes

1

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

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.

Assessment Criteria

  • 2.1
    Outline what is meant by the term ‘autistic spectrum condition’.
  • 2.2
    Give examples of behavioural characteristics associated with autistic spectrum condition.

    2.2: Behavioural characteristics, for example:

    • anxiety
    • obsessive behaviour
    • likes routine and repetitive work
    • difficulties with organising, sequencing and prioritising tasks
  • 2.3

    Outline sensory difficulties which may be experienced by individuals with an autistic spectrum condition.

    2.3: Sensory difficulties, for example:

    • visual hyposensitivity
    • visual hypersensitivity
  • 2.4

    Outline the importance of preparation, planning and routines for individuals with an autistic spectrum condition.

    2.4: Importance of preparation, planning and routines, for example:

    • greater feeling of confidence and security in the known
    • a person with autism prefers a familiar environment with routine and structure
    • reduces feelings of anxiety
    • helps prepare individuals for change
3

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

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.

    3.2: Different methods of communication, for example:

    • digital communication aids, including tablet‑based augmentative and alternative communication (AAC) apps
    • visual communication systems
  • 3.3

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

    3.3: The use of visual communication systems, for example:

    • selecting appropriate visual aids, for example, objects, pictures, signs.
    • using objects to help with understanding
    • drawings may help the person communicate emotions and understanding
    • digital aids can be exciting, challenging, and allow the person to repeat actions