Autism and support strategies

Transcription

1 Trainee Assessment Autism and support strategies Unit standard Version Level Credits Describe autism and support strategies to assist a person with autism Your name: Your workplace: Your date of birth: NSN number (if you know it): Declaration I was told about and understand the assessment requirements and appeals process. I have prepared my answers myself. Any evidence I have provided as my own, I produced myself. I understand that this assessment may be used for moderation and quality control purposes. I understand that when I achieve this unit standard my result will be registered with the New Zealand Qualifications Authority. I confirm the above declaration: Yes No Date:

2 Assessment summary (completed by assessor) Trainee's performance summary Assessment tasks Assessor signature Date achieved Task 1: Characteristic features of behaviour Task 2: Impact of autism on daily living Task 3: Strategies to assist a person with autism Unit standard results I have assessed the trainee and confirm the requirements have been met to demonstrate competency in: Unit Standard(s) Version Level Credits Describe autism and support strategies to assist a person with autism Assessor name: Assessor number: Signature: Date : Autism (US v4) Trainee Assessment Careerforce Issue 4.0 August

3 Trainee information Before you start: The assessor/observer will talk about what you need to do. You may have been observed doing some of these tasks already, or there may be workplace documents you have completed, such as a workplace incident report, which documents what you have done at work. You may bring evidence of what you have done already, such as your induction training log, or proof of competency from a course you have completed, eg a marked assessment or project. This may be recorded as evidence. As you go: Answer all questions. For knowledge assessment questions you can choose to write your answers or your assessor may record your verbal answers for you. If you need help with this assessment, please contact your assessor. When you finish: Make sure you have completed any parts where the assessor/observer has said you need more work. Appeals If you wish to appeal against the assessment result or process, talk to your assessor. If you are still not satisfied, you can appeal to Careerforce by completing the assessment result appeal form that can be found online at Feedback Careerforce regularly reviews our assessment and learning resources. As a user, we would appreciate feedback on how you found it. Feedback can be provided to Careerforce via: our online feedback form at to info@careerforce.org.nz Autism (US v4) Trainee Assessment Careerforce Issue 4.0 August

4 Task 1: Characteristic features of behaviour Autism is a neurological condition that involves some characteristic features of differences in communication and/or interpersonal relationships, as well as restrictive, repetitive patterns of behaviour, interests or activities. For this task, you need to show your understanding of three defining features of behaviour of people with autism. These must include: having differences with social communication, verbal and/or non-verbal. having differences with social interaction. thinking differently, and having restricted, repetitive patterns of behaviour, interests and activities. You also need to describe two enabling and/or disabling effects of each characteristic feature. Enabling means making something possible. It can refer to the ability of the support worker, family/whānau and others to support the person to carry out activities of daily living, to implement positive life planning changes and to create safe environments for personal health and wellbeing. Enabling can also be positive aspects or strengths of the person. Disabling refers to some of the challenging aspects for people with autism. It may be a person, an item, an event, or a lack of something that prevents a person from doing what they would like to do. 1 What are the defining features and two enabling and/or disabling effects of social communication? Describe the defining features of social communication. What are two enabling and/or disabling effects of social communication? First effect: Autism (US v4) Trainee Assessment Careerforce Issue 4.0 August

5 Second effect: 2 What are the defining features and two enabling and/or disabling effects of social interaction? Describe the defining features of social interaction. What are two enabling and/or disabling effects of social interaction? First effect: Second effect: Autism (US v4) Trainee Assessment Careerforce Issue 4.0 August

6 3 What are the defining features and two enabling and/or disabling effects of restricted, repetitive patterns of behaviour? Describe the defining features of restricted, repetitive patterns of behaviour. What are two enabling and/or disabling effects of these restricted, repetitive patterns of behaviour? First effect: Second effect: Task 1: Assessor feedback to trainee When the assessor agrees you have completed this task successfully, they will sign it off on the assessment summary page at the front of this assessment. Autism (US v4) Trainee Assessment Careerforce Issue 4.0 August

7 Task 2: Impact of autism on daily living For this task you will need to show your understanding of the impact of autism on a person s daily living interactions. 1 How can autism impact on a person s daily living interactions with others? Think about a person you support or have supported with autism and describe the possible enabling and/or disabling effects on their daily living interactions with others. Choose three of the following daily living interactions: self-development. learning. relationships. daily living skills eg self-care tasks. leisure. employment. something else (state what it is). Make sure you remove any personal information from your answer. First daily living interaction: Impact - enabling and/or disabling effect: Second daily living interaction: Impact - enabling and/or disabling effect: Autism (US v4) Trainee Assessment Careerforce Issue 4.0 August

8 Third daily living interaction: Impact - enabling and/or disabling effect: Task 2: Assessor feedback to trainee When the assessor agrees you have completed this task successfully, they will sign it off on the assessment summary page at the front of this assessment. Autism (US v4) Trainee Assessment Careerforce Issue 4.0 August

9 Task 3: Strategies to assist a person with autism For this task, think about one or two people with autism who you have supported or who you could support. You must describe two different strategies which assist a person with autism. The two strategies can be for the same person or you can describe a different strategy for each of two people. Write down the characteristic behaviour of each person. Then you need to identify specific strategies, describe the features of each strategy and how these assist the person or persons. Finally, you will demonstrate your understanding of how aspects of the social and physical environments can support the success of each strategy. 1 Use your knowledge of each person s condition and strategies to describe the following: the features of each strategy that meant it was helpful to the person with autism. aspects of the physical and social environment that support the success of the strategy. Strategies may include: visual strategies. social stories. sensory support. intensive interaction. another strategy (say what it is) Aspects of the physical and social environment that support the success of the strategy may include: environmental assessment. structure and consistency. sensory stimuli. interactions. choices. transitions. another aspect (state what it is). Please read and answer the following questions to create an outline of two strategies to assist one or more people with autism. Autism (US v4) Trainee Assessment Careerforce Issue 4.0 August

10 1A First strategy Characteristic behaviour of the person with autism. Identify an appropriate strategy to assist the person and provide the features of that strategy. What features of the strategy helped the person? Describe two aspects of the physical and social environment that assist with the success of the strategy. First aspect: How did it assist with the strategy for success? Second aspect: How did it assist with the strategy for success? Autism (US v4) Trainee Assessment Careerforce Issue 4.0 August

11 1B Second strategy If this strategy is for the same person, you do not have to complete the first box below. If the strategy is for a different person, please complete all boxes. Characteristic behaviour of the person with autism. Identify an appropriate strategy to assist the person and provide the features of that strategy. What features of the strategy helped the person? Describe two aspects of the physical and social environment that assist with the success of the strategy. First aspect: How did it assist with the strategy for success? Autism (US v4) Trainee Assessment Careerforce Issue 4.0 August

12 Second aspect: How did it assist with the strategy for success? Task 3: Assessor feedback to trainee When the assessor agrees you have completed this task successfully, they will sign it off on the assessment summary page at the front of this assessment. Autism (US v4) Trainee Assessment Careerforce Issue 4.0 August