Practice in the Support of Individuals with Autistic Spectrum Conditions

Transcription

1 Unit 46: Prmting Gd Practice in the Supprt f Individuals with Autistic Spectrum Cnditins Unit reference number: K/616/7420 Level: 5 Unit type: Optinal Credit value: 7 Guided learning hurs: 53 Unit summary Autistic spectrum cnditins include a number f symptms and behaviurs that affect the way in which individuals understand and react t the wrld arund them. The knwledge and understanding required t supprt these behaviurs cntinues t develp and becme mre effective and practive, and practitiners need t utilise interventins in a persn-centred way. Peple with autistic spectrum cnditins vary in their need fr supprt. Sme peple may functin adequately in sciety withut supprt, leading a full and active life; thers may need supprt, especially if they have additinal health needs. In this unit, yu will learn hw emerging theries abut autism reflect the cmplexity f autistic spectrum cnditins and hw legal and plicy guidelines underpin gd practice in this area. Yu will need t shw yu can wrk with thers in supprting individuals with an autistic spectrum cnditin and encurage thers t use psitive strategies that help individuals cmmunicate effectively with thers. This unit will enable yu t supprt individuals wh have an autistic spectrum cnditin t manage their sensry wrld accrding t their individual needs. 1

2 Learning utcmes and assessment criteria T pass this unit, the learner needs t demnstrate that they can meet all the learning utcmes fr the unit. The assessment criteria utline the requirements the learner is expected t meet t achieve the unit. Learning utcmes 1 Understand hw different theries abut autism reflect the cmplexity f autistic spectrum cnditins 2 Understand the implicatins f the legal and plicy framewrk underpinning the supprt f individuals with autistic spectrum cnditins Assessment criteria 1.1 Analyse the defining features f autistic spectrum cnditins and the impact n practice 1.2 Critically review the shift frm the categrical view t the spectrum view f autism, with reference t different cnditins n the autistic spectrum 1.3 Analyse the implicatins fr practice f cntrversies cncerning the search fr cures and interventins fr autistic spectrum cnditins 1.4 Critically review histrical and current perspectives n the causes f autism 1.5 Explain the imprtance f a persn-centred apprach fcusing n the individual nt the diagnsis 1.6 Analyse hw the steretyped views and prejudice f thers impact n the lives f individuals with an autistic spectrum cnditin 2.1 Critically review the legislatin and natinal and lcal plicies and guidance relevant t the supprt f individuals with autistic spectrum cnditins 2.2 Critically review the impact f legislatin, plicies and guidance n the prvisin f services 2.3 Analyse the influence f autism advcacy grups in highlighting shrtcmings in legislatin/plicy/guidance and in pressing fr change 2

3 Learning utcmes 3 Be able t prmte gd practice in the supprt f individuals with autistic spectrum cnditins 4 Be able t prmte t thers psitive cmmunicatin strategies fr individuals with an autistic spectrum cnditin Assessment criteria 3.1 Demnstrate that different appraches, interventins and strategies have been used accrding t the individual s needs and wishes identified in their persn-centred supprt plan 3.2 Develp practice guidance t maximise cnsistency and stability in the envirnment 3.3 Demnstrate the use f structured activities t ptimise individuals learning 3.4 Demnstrate ways f supprting thers t minimise the vulnerability f individuals with autistic spectrum cnditins 3.5 Implement strategies that supprt thers t apply, mnitr and review psitive behaviur supprt with individuals 3.6 Demnstrate the supprt f thers t wrk in partnership with parents and/r ther infrmal carers r supprt netwrks 3.7 Critically evaluate wrking practices and strategies in rder t maintain cntinued gd practice 4.1 Critically evaluate the link between behaviur and cmmunicatin and implicatins fr practice in a wrk setting 4.2 Develp strategies t supprt thers t understand the link between behaviur and cmmunicatin 4.3 Demnstrate the liaisn with family/carers and relevant prfessinals invlved with individuals t maximise the implementatin f cmmunicatin strategies 4.4 Demnstrate the supprt f thers t implement alternative and augmented cmmunicatin systems which enable individuals t cmmunicate with thse arund them 3

4 Learning utcmes 5 Be able t implement strategies t supprt individuals with an autistic spectrum cnditin t manage their sensry wrld Assessment criteria 5.1 Critically review the types f sensry and perceptual difficulties that many individuals with an autistic spectrum cnditin experience 5.2 Develp, with prfessinal supprt, a sensry management strategy 5.3 Demnstrate the implementatin f a sensry management strategy t meet the needs f individuals wh have prblems with sensry prcessing 5.4 Create envirnments that prevent sensry verlad r increase sensry stimulatin, depending n the needs f the individual 4

5 Cntent What needs t be learned Learning utcme 1: Understand hw different theries abut autism reflect the cmplexity f autistic spectrum cnditins Autistic spectrum cnditins and the impact n practice Defining features: triad f impairments different variatins, e.g. Asperger syndrme, pathlgical demand avidance (PDA). Impact n practice: persn-centred and flexible appraches active supprt prmting independence and reablement infrmed chice develping relatinships skills and experiences reflectin n practice planning fr wn develpment. The shift frm the categrical view t the spectrum view f autism Links t prgressin in practice, e.g. eye cntact may be avided by thse with Rett syndrme and by thse with autism spectrum disrder. Categrical view. The spectrum view. Sub-cnditins and individual variatin. Cntext f supprt. Research and practice. Histrical names f cnditins. Cnditins n the autistic spectrum Autism spectrum disrder (ASD). Asperger syndrme. Pathlgical demand avidance. Pervasive develpmental disrders. Cntrversies cncerning the search fr cures and interventins fr autistic spectrum cnditins Vaccine cntrversy. Acceptance f neurdiversity versus search fr cure. Interventins such as chelatin therapy, aversive therapy. Cntrversies abut funds such as allcating mney t research prenatal screening, which may lead t abrting thse with autism. 5

6 What needs t be learned Histrical and current perspectives n the causes f autism Histrical: Current: autism regarded as a variant f schizphrenia attributed t bimedical factrs; envirnmental factrs vaccines genetic factrs. bimedical explanatins/treatments primary secndary. Persn-centred apprach Persnalisatin. Reablement. Daily living. Persnal grwth. Prmting independence. Prviding supprt. Cntrl. Self-advcacy. Self-determinatin. Inclusin. Access t apprpriate resurces. Steretyped views and prejudice Inadequate r inapprpriate supprt fr needs. The rles and respnsibilities f parents/carers and siblings increase. Effect n the daily lives f individuals/parents/carers. Privacy. Dignity. Inadequate resurces. Understaffed and underfunded prvisin. Inapprpriate accmmdatin such as a prisn cell instead f a place f safety fr under-18s in crisis. Stigma. Increased rle f supprt netwrks, such as third-sectr netwrks. 6

7 What needs t be learned Learning utcme 2: Understand the implicatins f the legal and plicy framewrk underpinning the supprt f individuals with autistic spectrum cnditins Legislatin and natinal and lcal plicies and guidance Human Rights Act Mental Capacity Act Mental Health Act UN Cnventin n the Rights f Persns with Disabilities (2008). Deprivatin f Liberty Safeguards (DLS). Autism Act Equality Act Health and Scial Care Act Care Act Fulfilling and rewarding lives: the strategy fr adults with autism in England (Department f Health, 2011). Think Autism : an update t the gvernment adult autism strategy (Department f Health, 2014). Adult autism strategy: statutry guidance (Department f Health, 2015). Legislatin, plicies and guidance n the prvisin f services Legislatin such as NHS legal duty t cmmissin apprpriate services, e.g. thrugh Clinical Cmmissining Grups (CCGs). NHS trust duty t prvide apprpriate and adequately resurced services, including sufficiently trained staff. Care Quality Cmmissin duty t inspect services. Impact f plicies and guidance such as persnalisatin agenda, inclusive practice, reablement. Fulfilling and rewarding lives: the strategy fr adults with autism in England (Department f Health, 2011), the prmtin f chice, dignity and respect. Autism advcacy grups Persnal experience. Research. Cllabratin. Lbbying. Accessing funding and resurces. Netwrking. Increased pprtunities. Awareness raising. Advice/guidance. Supprt/treatment. Best practice. 7

8 What needs t be learned Learning utcme 3: Be able t prmte gd practice in the supprt f individuals with autistic spectrum cnditins Gd practice Persnalised. Persn-centred appraches, e.g. Picture Exchange Cmmunicatin. Picture Exchange Cmmunicatin System (PECS), scial stries. Effective cmmunicatin. Facilitate lw arusal envirnments. Mdify envirnments t supprt individuals. Prvide safe, secure, cnsistent and inclusive envirnments. Intrduce changes int envirnments. Practice guidance Develpment f knwledge and understanding in relatin t specific needs. Awareness f individual needs. Regular review and update. Implementatin. Reprting and recrding f changes t needs and abilities. Liaisn with ther prfessinals. Minimise the vulnerability f individuals with autistic spectrum cnditins Safeguarding. Mnitring and review. Assessment and bservatin. Applied behaviur analysis (ABA). Circle f friends. Daily Life Therapy. Gentle teaching. Intensive interactin. Music therapy. Musical interactin therapy. Picture Exchange Cmmunicatin System (PECS). Prtage prgramme (mdified). Speech and language therapy. Apply, mnitr and review psitive behaviur supprt with individuals Onging mnitring, bservatin and review. Achievement f gals and utcmes. Implementatin f supprt within agreed timelines and parameters. Supervisin. Cllabratin with ther practitiners. Feedback and evaluatin. 8

9 What needs t be learned Partnership wrking Clear rles and respnsibilities. Sharing f infrmatin. Assessment, mnitring and review. Clear lines f reprting. Evaluate wrking practices and strategies Currency f practice. Applicatin f knwledge and practice. Use f current research and evidence f gd practice. Reflectin n practice. Staff input int review. Efficacy f persn-centred appraches. Learning utcme 4: Be able t prmte t thers psitive cmmunicatin strategies fr individuals with an autistic spectrum cnditin Link between behaviur and cmmunicatin Cmmunicatin difficulties impacting n behaviur. Behaviur mdificatin may indicate the need fr attentin, t request smething r t indicate pain r bredm. Challenging behaviur. Assessment f behaviur in relatin t cmmunicatin needs. Staff cmpetence. Interventin. Cllabratin with specialist practitiners. Strategies t supprt thers t understand the link between behaviur and cmmunicatin Staff training and develpment. Mnitring. Supervisin. Appraisal. Assessment. Review f appraches adpted. Reflectin n practice. Liaisn with family/carers and relevant prfessinals Clear lines f cmmunicatin. Rles and remit. Effective cmmunicatin. Validity f infrmatin cntributing t psitive utcmes. Regular meetings. Reprting and recrding prtcls. Sharing f relevant infrmatin. 9

10 What needs t be learned Alternative and augmented cmmunicatin systems Currency f knwledge. Knwledge f the individual s needs. Slutin ptins. Cst. Availability. Surcing. Funding ptins. Learning utcme 5: Be able t implement strategies t supprt individuals with an autistic spectrum cnditin t manage their sensry wrld Sensry and perceptual difficulties Sensry prcessing. Sight, sund, smell, taste, tuch ver sensitive, under sensitive. Synaesthesia. Bdy awareness (prpriceptin). Balance. Spatial awareness. Hypersensitivity. Hypsensitivity. Sensry management strategy Individual needs and preferences. Onging assessment and review. Access and use f resurces. Chices. Inclusin. Invlvement. Links with ther practitiners/specialists. Staff knwledge and cmpetence. Sensry verlad r increase in sensry stimulatin The use f clur. Rm layut. Privacy. The use f light. Acustics. Sensry stimulatin r deprivatin. Accessibility. Functinality. Cmmunicatin. 10

11 Infrmatin fr tutrs Suggested resurces Bks Athertn H L and Crickmre D J Learning Disabilities: Twards Inclusin (Churchill Livingstne, 2011) ISBN Barnes C and Mercer G Explring Disability (Plity Press, 2010) ISBN Beardn, L Autism and Asperger Syndrme in Adults (Sheldn Press, 2017) ISBN Bucher J Autistic Spectrum Disrder: Characteristics, Causes and Practical Issues (Sage Publicatins Ltd, 2017) ISBN Camern C Disability Studies: A Student's Guide (Sage Publicatins Ltd, 2013) ISBN Higashida N The Reasn I Jump: ne by's vice frm the silence f autism (Sceptre, 2014) ISBN Rivers C T Autism: Revealed! The Ultimate Infrmatin Bk (Autism, Autistic Children, Autistic Adults, Autism Spectrum Disrders) (JR Kindle Publishing, 2014) ASIN B00ICC4F1I Swain J et al Disabling Barriers Enabling Envirnments (Sage Publicatins Ltd, 2013) ISBN

12 Websites The Natinal Autistic Sciety infrmatin, supprt, pineering services and campaigns fr peple with autism, including Asperger syndrme webarchive.natinalarchives.gv.uk Statutry guidance fr lcal authrities and NHS rganisatins t supprt implementatin f the autism strategy. Living Autism advice and supprt. Charity supprting peple with learning disabilities, website includes an autism factsheet. Natinal Institute f Mental Health US gvernment website with useful infrmatin n appraches t autism Fulfilling and rewarding lives: the strategy fr adults with autism in England (Department f Health, 2011). 12

13 Assessment This guidance shuld be read in cnjunctin with the assciated qualificatin specificatin fr this unit. This unit is internally assessed. T pass this unit, the evidence that the learner presents fr assessment must demnstrate that they have met the required standard specified in the learning utcmes and assessment criteria, and the requirements f the assessment strategy. T ensure that the assessment tasks and activities enable learners t prduce valid, sufficient, authentic and apprpriate evidence that meets the assessment criteria, centres shuld fllw the guidance given in Sectin 8 Assessment f the assciated qualificatin specificatin and meet the requirements frm the assessment strategy given belw. Wherever pssible, centres shuld adpt an hlistic apprach t assessing the units in the qualificatin. This gives the assessment prcess greater rigur and minimises repetitin, time and the burden f assessment n all parties invlved in the prcess. Unit assessment requirements This unit must be assessed in accrdance with the assessment strategy (principles) in Annexe A f the assciated qualificatin specificatin. Assessment decisins fr learning utcmes 3, 4 and 5 must be made based n evidence generated during the learner s nrmal wrk activity. Any knwledge evidence integral t these learning utcmes may be generated utside f the wrk envirnment, but the final assessment decisin must be within the real wrk envirnment. Simulatin cannt be used as an assessment methd fr learning utcmes 3, 4 and 5. Assessment f learning utcmes 1 and 2 may take place in r utside f a real wrk envirnment. 13