Unit 22: Understand Supporting Individuals with Autistic ...

1 978 1 446 95317 4 Pearson BTEC Level 3 Diploma in Adult Care (England) unit Issue 1 January 2018 Pearson Education Limited 2018 1 unit 22: Understand Supporting Individuals with Autistic Spectrum Conditions unit reference number: K/616/7370 Level: 3 unit type: Optional Credit value: 3 Guided learning hours: 28 unit summary Autism is a lifelong condition that affects both children and adults. It affects how an individual communicates with , and relates to, other people and the world around them. It is a spectrum condition, which means that while all Autistic people share certain areas of difficulty, their condition will affect them in different ways.

2 If children with autism are diagnosed early and given appropriate support, it makes a huge difference to their lives and to the lives of their families. This unit gives you knowledge and understanding about Autistic spectrum conditions and how these impact on the lives of Individuals and those around them. It will enable you to explore theories and concepts about autism and gain an understanding of the legal and policy framework that underpins good practice in the support of Individuals with Autistic spectrum conditions. This unit will also give you an understanding of how to achieve effective communication with Individuals with an Autistic spectrum condition by making adaptations to own verbal and non-verbal communication style.

3 978 1 446 95317 4 Pearson BTEC Level 3 Diploma in Adult Care (England) unit Issue 1 January 2018 Pearson Education Limited 2018 2 Learning outcomes and assessment criteria To pass this unit , the learner needs to demonstrate that they can meet all the learning outcomes for the unit . The assessment criteria outline the requirements the learner is expected to meet to achieve the unit . Learning outcomes Assessment criteria 1 Understand the main characteristics of Autistic spectrum conditions Explain the main diagnostic features of Autistic spectrum conditions, commonly known as the triad of impairments Explain the meanings of the term spectrum in relation to autism with reference to the notions of sub-conditions and individual variation within the Autistic spectrum Describe the sensory and perceptual difficulties commonly experienced by Individuals with an Autistic spectrum condition Describe other conditions that may be associated with the Autistic spectrum Describe how language and intellectual abilities vary between Individuals and sub-groups across the spectrum 2 Understand how Autistic spectrum conditions can impact on the lives of Individuals and those around them

4 Explain different ways in which autism can impact on the everyday lives of Individuals , their parents/carers and siblings, and others close to them Explain how Autistic spectrum conditions can impact on Individuals differently according to factors such as their gender, ethnicity and social, cultural and religious environment Explain how stereotyped views, discrimination and a lack of understanding of Autistic spectrum conditions can compound the difficulties already experienced by Individuals and their families Describe ways of helping an individual and/or their parent/carer/siblings/partner to Understand their Autistic spectrum condition 978 1 446 95317 4 Pearson BTEC Level 3 Diploma in Adult Care (England) unit Issue 1 January 2018 Pearson Education Limited 2018 3 Learning outcomes Assessment criteria 3 Understand different theories and concepts about autism Explain the theories about autism related to.

5 Brain function and genetics psychology Explain why there are alternative choices of terminology used to describe the autism spectrum Describe the strengths and limitations of different types of terminology Explain the contributions of autism rights groups and the implications of their views for the support of Individuals with an Autistic spectrum condition Outline current beliefs for cures and interventions for Autistic spectrum conditions and for pre-natal diagnosis 4 Understand the legal and policy framework that underpins good practice in the support of Individuals with Autistic spectrum conditions Identify what legislation and national and local policy and guidance exists Explain how the legislation, national and local policy and guidance applies to the particular needs of Individuals with Autistic spectrum conditions Describe how legislation.

6 National and local policy and guidance underpin good practice 5 Understand how to achieve effective communication with Individuals with an Autistic spectrum condition Explain how challenging behaviour can be a way of expressing emotions where there are communication differences Describe different methods that can be used to develop an individual s communication Explain how to maximise the effectiveness of communication by making adaptations to own verbal and non-verbal communication style 978 1 446 95317 4 Pearson BTEC Level 3 Diploma in Adult Care (England) unit Issue 1 January 2018 Pearson Education Limited 2018 4 Learning outcomes Assessment criteria 6 Understand how to support Individuals with an Autistic spectrum condition Explain why it is important to establish a person-centred plan catering to an individual s specific preferences and needs Explain why consultation with families/parents/carers is important in person-centred planning and support Describe different techniques used with Individuals with an Autistic spectrum condition to learn and develop new skills Explain how to reduce sensory overload, or increase sensory stimulation.

7 By making adaptations to the physical and sensory environment Explain ways of helping an individual with an Autistic spectrum condition to protect themselves from harm Explain how needs change for Individuals and their families at different stages of their lives Describe the role that advocacy can play in the support of Individuals with an Autistic spectrum condition 978 1 446 95317 4 Pearson BTEC Level 3 Diploma in Adult Care (England) unit Issue 1 January 2018 Pearson Education Limited 2018 5 Content What needs to be learned Additional information The terminology chosen to describe the Autistic spectrum in this unit is Autistic Spectrum Condition (ASC), one of several different usages in this field.

8 In diagnosis and other clinical and research settings, the more usual term is Autism Spectrum Disorder (ASD). Other usages, such as autism as an umbrella term for the spectrum, are also frequently used informally and by organisations such as the National Autistic Society. ASC has been chosen here since it forms a more neutral and less medical phrase than ASD in this context. Learning outcome 1: Understand the main characteristics of Autistic spectrum conditions Triad of impairments Social communication. Social interaction. Imagination. Autism spectrum Classical autism. Atypical autism. Asperger's syndrome. High-functioning autism.

9 Sensory and perceptual difficulties Sensory sensitivity: o difficulty processing sensory information o over- or under-sensitivity o easily stressed o anxiety. Perceptual difficulties: o gestalt perception o fragmented perception o delayed processing o distorted perception sensory shutdown o compensation. Other conditions Active behaviours: o screaming o tantrums o pushing o running away. Passive behaviours: o withdrawal o hiding o cowering under an item or object. 978 1 446 95317 4 Pearson BTEC Level 3 Diploma in Adult Care (England) unit Issue 1 January 2018 Pearson Education Limited 2018 6 What needs to be learned Specific preferences and needs Routines.

10 Timetables and structures. Levels of sensory stimulation. Special interests or rituals, etc. Language and intellectual abilities Confusion when trying to Understand what is being said and meant. Difficulty in communicating with others. Lack of understanding/being understood can lead to underlying emotions: o anxiety o frustration o confusion o anger o fear. Learning outcome 2: Understand how Autistic spectrum conditions can impact on the lives of Individuals and those around them Effects of autism on the individual and their family An individual is someone requiring care or support; it will usually mean the person or people supported by the learner.