Aims and objectives of this qualification
This qualification aims to provide an awareness of understanding Autism. It provides learners with key areas of knowledge and explores themes such as individuality, communication, behaviour and person centred support.
The objectives of this qualification are to help learners to:
This qualification is designed for:
Unit 01 Introduction to Autism (code)
This unit explores what is meant by Autism. Learners will gain an understanding of how Autism is diagnosed, as well as the characteristics often presented by individuals with Autism. This assists staff to understand behaviours, as well as being aware of commonly associated conditions, and have the ability to fully support such individuals where appropriate. Learners will also gain an understanding of common misconceptions of Autism in improve current practice.
Additional information: the evidence should describe what is meant by the terms autistic spectrum condition, asperger syndrome and high-functioning Autism (HFA). Candidates will understand theoretical models such as Kanner, Asperger and Wing and Gould, and be aware of the terms neurodiverse and neurotypical. Candidates will also be expected to state the prevalence of Autism within the UK and the benefits of seeking a formal diagnosis.
Unit 02 Using a Person-Centred Approach to Support Individuals with Autism (code)
This unit focuses on vital legislation and guidance that is in place to support those with Autism, and also looks at ensuring individuals with Autism receive a person-centred approach.
Additional information: the evidence should explain what is meant by the term ‘person-centred support’, and also show knowledge of legalities surrounding support. Maintaining confidentiality will also be addressed within this unit.
Unit 03 Communication and Social Interaction in Individuals with Autism (code)
This unit covers speech, language and communication in individuals with Autism, and the most effective ways to support service users. Learners will be made aware of how social interaction may differ in those with Autism in a bid to embed supportive strategies, and become more confident in their communications.
Additional information: the evidence should include the difficulties experienced by individuals with Autism and strategies that may be used to support communication and social interaction. Candidates will provide strong examples of creating a constructive environment to aid communication and social interaction.
Unit 04 Sensory Processing, Perception and Cognition in Individuals with Autism (code)
Within this unit learners examine how individuals with Autism process sensory information, resulting in more accurate recognition and support of their needs. Learners will also look at the cognitive differences individuals with Autism may have when and understand the types of communication can aid the processing of information.
Additional information: the evidence should include defining the terms ‘hypersensitivity’ and ‘hyposensitivity’, as well as understanding the phrase ‘proprioception’. Candidates will be expected to give examples of behaviours related to the above terms and outline strategies to support individuals experiencing sensory overload.
Unit 05 Support Positive Behaviour in Individuals with Autism (code)
This unit explores understanding behaviour within the context of Autism and how to support positive behaviour. Implementing coping strategies is also a strong focus.
Additional information: the evidence should include explaining the impact of the behaviour of others on an individual with Autism, including routine and structure, and the importance of positive reinforcement. Evidence should also include examples of prevention, de-escalation techniques and coping strategies.
Unit 06 Support Individuals with Autism to Live Health and Fulfilled Lives (code)
This unit considers understanding the experience of living with Autism, and looks at positive risk taking. Learners will also become skilled at supporting individuals to enhance their personal safety, and cope with transitions and life events. Knowing how to support individuals to access services and facilities, in addition to supporting individuals with employment will also be covered.
Additional information: the evidence should include potential effects of living with Autism, with consideration of family members in a supporting role. Examples of positive aspects of living with Autism should also be described. Vulnerability and the importance safeguarding individuals will be covered, in addition to coping strategies for life events, transitions, employment and accessing community services.
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