Individuals with Autistic Spectrum Conditions

Transcription

1 Unit 22: Understand Supprting Individuals with Autistic Spectrum Cnditins Unit reference number: K/616/7370 Level: 3 Unit type: Optinal Credit value: 3 Guided learning hurs: 28 Unit summary Autism is a lifelng cnditin that affects bth children and adults. It affects hw an individual cmmunicates with, and relates t, ther peple and the wrld arund them. It is a spectrum cnditin, which means that while all autistic peple share certain areas f difficulty, their cnditin will affect them in different ways. If children with autism are diagnsed early and given apprpriate supprt, it makes a huge difference t their lives and t the lives f their families. This unit gives yu knwledge and understanding abut autistic spectrum cnditins and hw these impact n the lives f individuals and thse arund them. It will enable yu t explre theries and cncepts abut autism and gain an understanding f the legal and plicy framewrk that underpins gd practice in the supprt f individuals with autistic spectrum cnditins. This unit will als give yu an understanding f hw t achieve effective cmmunicatin with individuals with an autistic spectrum cnditin by making adaptatins t wn verbal and nn-verbal cmmunicatin style Pearsn BTEC Level 3 Diplma in Adult Care (England) Unit Issue 1 January 2018 Pearsn Educatin Limited

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 the main characteristics f autistic spectrum cnditins 2 Understand hw autistic spectrum cnditins can impact n the lives f individuals and thse arund them Assessment criteria 1.1 Explain the main diagnstic features f autistic spectrum cnditins, cmmnly knwn as the triad f impairments 1.2 Explain the meanings f the term spectrum in relatin t autism with reference t the ntins f subcnditins and individual variatin within the autistic spectrum 1.3 Describe the sensry and perceptual difficulties cmmnly experienced by individuals with an autistic spectrum cnditin 1.4 Describe ther cnditins that may be assciated with the autistic spectrum 1.5 Describe hw language and intellectual abilities vary between individuals and sub-grups acrss the spectrum 2.1 Explain different ways in which autism can impact n the everyday lives f individuals, their parents/carers and siblings, and thers clse t them 2.2 Explain hw autistic spectrum cnditins can impact n individuals differently accrding t factrs such as their gender, ethnicity and scial, cultural and religius envirnment 2.3 Explain hw steretyped views, discriminatin and a lack f understanding f autistic spectrum cnditins can cmpund the difficulties already experienced by individuals and their families 2.4 Describe ways f helping an individual and/r their parent/carer/siblings/partner t understand their autistic spectrum cnditin Pearsn BTEC Level 3 Diplma in Adult Care (England) Unit Issue 1 January 2018 Pearsn Educatin Limited 2018

3 Learning utcmes 3 Understand different theries and cncepts abut autism 4 Understand the legal and plicy framewrk that underpins gd practice in the supprt f individuals with autistic spectrum cnditins 5 Understand hw t achieve effective cmmunicatin with individuals with an autistic spectrum cnditin Assessment criteria 3.1 Explain the theries abut autism related t: brain functin and genetics psychlgy 3.2 Explain why there are alternative chices f terminlgy used t describe the autism spectrum 3.3 Describe the strengths and limitatins f different types f terminlgy 3.4 Explain the cntributins f autism rights grups and the implicatins f their views fr the supprt f individuals with an autistic spectrum cnditin 3.5 Outline current beliefs fr cures and interventins fr autistic spectrum cnditins and fr pre-natal diagnsis 4.1 Identify what legislatin and natinal and lcal plicy and guidance exists 4.2 Explain hw the legislatin, natinal and lcal plicy and guidance applies t the particular needs f individuals with autistic spectrum cnditins 4.3 Describe hw legislatin, natinal and lcal plicy and guidance underpin gd practice 5.1 Explain hw challenging behaviur can be a way f expressing emtins where there are cmmunicatin differences 5.2 Describe different methds that can be used t develp an individual s cmmunicatin 5.3 Explain hw t maximise the effectiveness f cmmunicatin by making adaptatins t wn verbal and nn-verbal cmmunicatin style Pearsn BTEC Level 3 Diplma in Adult Care (England) Unit Issue 1 January 2018 Pearsn Educatin Limited

4 Learning utcmes 6 Understand hw t supprt individuals with an autistic spectrum cnditin Assessment criteria 6.1 Explain why it is imprtant t establish a persn-centred plan catering t an individual s specific preferences and needs 6.2 Explain why cnsultatin with families/parents/carers is imprtant in persn-centred planning and supprt 6.3 Describe different techniques used with individuals with an autistic spectrum cnditin t learn and develp new skills 6.4 Explain hw t reduce sensry verlad, r increase sensry stimulatin, by making adaptatins t the physical and sensry envirnment 6.5 Explain ways f helping an individual with an autistic spectrum cnditin t prtect themselves frm harm 6.6 Explain hw needs change fr individuals and their families at different stages f their lives 6.7 Describe the rle that advcacy can play in the supprt f individuals with an autistic spectrum cnditin Pearsn BTEC Level 3 Diplma in Adult Care (England) Unit Issue 1 January 2018 Pearsn Educatin Limited 2018

5 Cntent What needs t be learned Additinal infrmatin The terminlgy chsen t describe the autistic spectrum in this unit is Autistic Spectrum Cnditin (ASC), ne f several different usages in this field. In diagnsis and ther clinical and research settings, the mre usual term is Autism Spectrum Disrder (ASD). Other usages, such as autism as an umbrella term fr the spectrum, are als frequently used infrmally and by rganisatins such as the Natinal Autistic Sciety. ASC has been chsen here since it frms a mre neutral and less medical phrase than ASD in this cntext. Learning utcme 1: Understand the main characteristics f autistic spectrum cnditins Triad f impairments Scial cmmunicatin. Scial interactin. Imaginatin. Autism spectrum Classical autism. Atypical autism. Asperger's syndrme. High-functining autism. Sensry and perceptual difficulties Sensry sensitivity: difficulty prcessing sensry infrmatin ver- r under-sensitivity easily stressed anxiety. Perceptual difficulties: gestalt perceptin fragmented perceptin delayed prcessing distrted perceptin sensry shutdwn cmpensatin. Other cnditins Active behaviurs: screaming tantrums pushing running away. Passive behaviurs: withdrawal hiding cwering under an item r bject Pearsn BTEC Level 3 Diplma in Adult Care (England) Unit Issue 1 January 2018 Pearsn Educatin Limited

6 What needs t be learned Specific preferences and needs Rutines. Timetables and structures. Levels f sensry stimulatin. Special interests r rituals, etc. Language and intellectual abilities Cnfusin when trying t understand what is being said and meant. Difficulty in cmmunicating with thers. Lack f understanding/being understd can lead t underlying emtins: anxiety frustratin cnfusin anger fear. Learning utcme 2: Understand hw autistic spectrum cnditins can impact n the lives f individuals and thse arund them Effects f autism n the individual and their family An individual is smene requiring care r supprt; it will usually mean the persn r peple supprted by the learner. Lneliness. Lack f friends. Few scial activities. Lack f supprt. Autistic spectrum cnditins affected by Gender: gender differences/gender bias. Ethnicity and scial: discriminatin n tw frnts an ethnic minrity grup backgrund in additin t having an autistic spectrum cnditin. Cultural and religius envirnment: cmmunities may nt be aware f autism awareness f rights and relevant services available Steretypical views, discriminatin and a lack f understanding f autistic spectrum cnditins Lack f knwledge and understanding. Nt treating peple as individuals Pearsn BTEC Level 3 Diplma in Adult Care (England) Unit Issue 1 January 2018 Pearsn Educatin Limited 2018

7 What needs t be learned Ways t help Sharing infrmatin. Invlvement f ther prfessinals: health wrkers nurses general practitiners speech and language therapists clinical/educatinal psychlgists ccupatinal therapists. Learning utcme 3: Understand different theries and cncepts abut autism Theries n autistic spectrum cnditin Cgnitive impairment theries such as Thery f Mind deficits. Empathising-systemising (E-S) thery. Executive dysfunctin. Extreme male brain thery. Scial mtivatin thery. Genetic theries such as links t Fragile X syndrme. Envirnmental theries such as viral infectins. Cngenital rubella syndrme. Bilgical theries such as metablic imbalances. Expsure t chemicals, including vaccines. Different types f terminlgy that may be used fr individuals with autistic spectrum cnditins Pervasive develpment disrder. Asperger s syndrme. Mild autism. High-functining autism. Pervasive develpment disrder nt therwise specified. Rett syndrme. Brad autism phentype. Cntributins f thers Hans Asperger. Lrna Wing. Le Kanner. The Natinal Autistic Sciety. Earlybird. Autism Educatin Trust. Cures and interventins Lack f public understanding f ASD: measles, mumps and rubella (MMR) vaccine pr parenting Pearsn BTEC Level 3 Diplma in Adult Care (England) Unit Issue 1 January 2018 Pearsn Educatin Limited

8 What needs t be learned Research int cause: genetic links envirnmental links reasns fr increasing prevalence gender difference better diagnsis and imprved knwledge by prfessinals. Taking int accunt individual differences Gender. Cultural and religius. Cmmunicatin. Ethnicity and scial. Envirnment. Learning utcme 4: Understand the legal and plicy framewrk that underpins gd practice in the supprt f individuals with autistic spectrum cnditins Legislative framewrks supprting gd practice Human Rights Act Mental Capacity Act Mental Health Act UN Cnventin n the Rights f Persns with Disabilities Deprivatin f Liberty Safeguards Amendment Autism Act Equality Act Health and Scial Care Act Care Act Valuing Peple Nw. Think Autism 2014 (built n Fulfilling and Rewarding Lives 2010). Statutry guidance fr lcal authrities and NHS rganisatins t supprt implementatin f the Adult Autism Strategy Hw legislatin applies t individuals r services Train staff wh prvide services t adults with autism. Diagnsis, leading t assessment f needs fr relevant services. Prvide lcal planning and leadership in relatin t the prvisin f services fr adults with autism, including access t direct payments, where apprpriate, and persnalisatin agenda. Give preventative supprt and safeguarding. Make reasnable adjustments and ensure equality. Prvide supprt fr emplyment fr adults with autism. Wrk with the criminal justice system t supprt adults with autism wh cme int cntact with that system. Clinical Cmmissining Grups in cmmissining services fr peple with autism Pearsn BTEC Level 3 Diplma in Adult Care (England) Unit Issue 1 January 2018 Pearsn Educatin Limited 2018

9 What needs t be learned Learning utcme 5: Understand hw t achieve effective cmmunicatin with individuals with an autistic spectrum cnditin Challenging behaviur that may be seen when there are cmmunicatin differences Irregular and steretyped behaviur: tapping grimacing hand flapping te walking. Obsessive-cmpulsive behaviur. Need fr ritual and rutine. Temper tantrums. Oppsitinal behaviur. Methds f cmmunicatin Picture Exchange Cmmunicatin Systems (PECS). Sign language, e.g. Makatn. Interactive cmmunicatin bards. Cmmunicatin cue cards. Cnversatin bks. Vice utput cmmunicatin aids. Prmtin f cmmunicatin skills. Building n the strengths f the individual. Prmte verbal cmmunicatin. Increasing language stimulatin. Increasing literacy skills. Adaptatins t wn verbal and nn-verbal cmmunicatin Speak clearly and calmly. Use apprpriate language. Apply effective listening skills. Use preferred methd f cmmunicatin fr the individual. Face the individual. Use pen bdy language. Learning utcme 6: Understand hw t supprt individuals with an autistic spectrum cnditin Persn-centred planning Imprtant t recgnise that each individual is unique, including: their respnses sensitivities behaviurs these may change day t day and ver time Pearsn BTEC Level 3 Diplma in Adult Care (England) Unit Issue 1 January 2018 Pearsn Educatin Limited

10 What needs t be learned Imprtance f families/parents/carers in persn centred planning and supprt Make cntributin t the plan. Wrking with prfessinals. Balancing respnsibility. Supprt and invlvement. Methds f supprt t develp new skills Breaking a task dwn int achievable steps. Sequencing rutines. Building n what they can d. Praise and reinfrcement. Adapting the physical and sensry envirnment Giving the individual time. Speaking calmly t them. Making space. Asking peple t mve alng and nt t stare. Turning ff lud music. Turning dwn bright lights. Minimising triggers. Ways f helping an individual with an autistic spectrum cnditin t prtect themselves frm harm Harm may include: being taken advantage f because f lack f scial understanding vilating the law withut realising abuse extreme anxiety etc. Prvide structure. Establish rutines. Create a predictable envirnment. Teach the persn a means f cmmunicating their needs. Visual infrmatin: visual prmpts visual schedules visual cmmunicatin bards. Hw needs change fr individuals and their families at different stages f their lives Mving hme. Ging t nursery/primary/secndary schl/cllege/university. Leaving educatin. Preparing fr adulthd Pearsn BTEC Level 3 Diplma in Adult Care (England) Unit Issue 1 January 2018 Pearsn Educatin Limited 2018

11 What needs t be learned Rle that advcacy can play in the supprt f individuals with an autistic spectrum cnditin A gain in cnfidence. Understanding their rights. Have a vice in decisins made abut themselves. Supprt f an independent individual wh is nt judging r assessing them Pearsn BTEC Level 3 Diplma in Adult Care (England) Unit Issue 1 January 2018 Pearsn Educatin Limited

12 Infrmatin fr tutrs Suggested resurces Bks Marshall T and Baker L Learning Disabilities Care - A Care Wrker Handbk (Hdder Educatin, 2012) ISBN Nlan Y Health and Scial Care (Adults) 3rd editin (Heinemann, 2011) ISBN Websites The Natinal Autistic Sciety prvides gives infrmatin, supprt and pineering services fr autistic peple. Skills fr Care infrmatin n Autism Pearsn BTEC Level 3 Diplma in Adult Care (England) Unit Issue 1 January 2018 Pearsn Educatin Limited 2018

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 f all learning utcmes (knwledge) may take place in r utside f a real wrk envirnment Pearsn BTEC Level 3 Diplma in Adult Care (England) Unit Issue 1 January 2018 Pearsn Educatin Limited