Awareness of Autistic Spectrum Conditions

Transcription

1 Unit 21: Awareness f Autistic Spectrum Cnditins Unit reference number: H/616/7304 Level: 2 Unit type: Optinal Credit value: 2 Guided learning hurs: 17 Unit summary This unit intrduces yu t autistic spectrum cnditins. It gives yu key areas f knwledge and explres imprtant themes such as individuality, cmmunicatin, behaviur and persn-centred supprt. In any care rganisatin, yu may be wrking with individuals wh have autistic spectrum cnditins. These lifelng cnditins are cmplex and nt fully understd, but with better understanding and the right supprt the quality f life f thse with autistic spectrum cnditins can be enrmusly imprved. This unit will give yu an understanding f the cncept f autism as a spectrum. Yu will explre the areas in which individuals with an autistic spectrum cnditin characteristically have difficulties, such as with cmmunicatin and scial interactins and als learn abut the behaviurs which culd be exhibited by sme individuals. This is imprtant because it will enable yu t reduce their stress, which will help them t develp scial relatinships and will prmte their learning and develpment. The unit will enable yu t discver hw t cntribute t the persn-centred supprt f an individual wh has an autistic spectrum cnditin. This invlves lking at the supprt available and hw t create persn-centred plans. Yu will learn hw t cmmunicate effectively with individuals n the autistic spectrum by lking at alternative frms f cmmunicatin and sme f the barriers that individuals may face Pearsn BTEC Level 2 Diplma in 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 cncept f autism as a spectrum, and the implicatins fr variatin in the capacities and needs f individuals 2 Understand the areas in which individuals with an autistic spectrum cnditin characteristically have difficulties 3 Understand the behaviurs exhibited by individuals with an autistic spectrum cnditin Assessment criteria 1.1 Explain why it is imprtant t recgnise that each individual n the autistic spectrum has their wn individual abilities, needs, strengths, preferences and interests 1.2 Describe why autism can be cnsidered as a spectrum, encmpassing individuals differing in the expressin and severity f their symptms 1.3 Identify ther cnditins which may be assciated with an autistic spectrum cnditin 1.4 Outline the sensry difficulties experienced by many individuals with an autistic spectrum cnditin 2.1 Describe the types f difficulty that individuals with an autistic spectrum cnditin may have with language and ther ways f cmmunicating with thers 2.2 Identify prblems that individuals with an autistic spectrum cnditin may have in scial interactin and relatinships 2.3 Outline the prblems f inflexibility and restrictiveness in activities and interests and hw these may affect individuals n the autistic spectrum 3.1 Describe behaviural characteristics assciated with autistic spectrum cnditins 3.2 Identify reasns why individuals with an autistic spectrum cnditin may exhibit such behaviurs 3.3 Describe what t d if an individual is highly anxius r stressed Pearsn BTEC Level 2 Diplma in Care (England) Unit Issue 1 January 2018 Pearsn Educatin Limited 2018

3 Learning utcmes 4 Understand hw t cntribute t the persn-centred supprt f an individual wh has an autistic spectrum cnditin 5 Understand hw t cmmunicate with individuals n the autistic spectrum Assessment criteria 4.1 Explain why it is imprtant t have in place structures and rutines which match the wishes and needs f an individual 4.2 Identify frmal and infrmal supprt netwrks fr an individual with an autistic spectrum cnditin 4.3 Explain why it is imprtant t invlve families/parents/carers in a persn-centred apprach t the supprt f individuals with an autistic spectrum cnditin 4.4 Describe ways f ensuring that supprt prvided is cnsistent, bth within wn apprach and with that f thers 4.5 Describe hw t cntribute twards the learning f an individual with an autistic spectrum cnditin 5.1 Explain why it is imprtant t be aware f the impact f wn verbal and nn-verbal cmmunicatin n an individual with an autistic spectrum cnditin 5.2 Identify aspects f the envirnment that affect cmmunicatin with an individual with an autistic spectrum cnditin 5.3 Describe hw t reduce barriers t cmmunicatin with an individual with an autistic spectrum cnditin 5.4 Outline the use f visual cmmunicatin systems fr individuals wh have an autistic spectrum cnditin 5.5 Identify wh culd prvide advice abut effective cmmunicatin with an individual with an autistic spectrum cnditin Pearsn BTEC Level 2 Diplma in Care (England) Unit Issue 1 January 2018 Pearsn Educatin Limited

4 Cntent What needs t be learned Learning utcme 1: Understand the cncept f autism as a spectrum, and the implicatins fr variatin in the capacities and needs f individuals The terminlgy chsen t describe the autistic spectrum in this unit is autism 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 because it frms a mre neutral and less medical phrase than ASD in this cntext. Recgnitin f individual Persn centred. Smene requiring care r supprt; it will usually mean the persn r peple supprted by the learner. Cnditins assciated with autistic spectrum cnditin Learning disability. Epilepsy. Attentin deficit/hyperactive disrder (ADHD). Attentin deficit disrder (ADD). Hyperkinetic disrder. Dyslexia. Dyspraxia (als knwn as develpmental c-rdinatin disrder). Disrder f attentin, mtr c-rdinatin and perceptin (DAMP). Turette syndrme. Sensry difficulties Over sensitivity. Under sensitivity, e.g. smell, tuch, taste, hearing, sight, vestibular (balance), prpriceptin (bdy awareness). Learning utcme 2: Understand the areas in which individuals with an autistic spectrum cnditin characteristically have difficulties Difficulties with language and cmmunicatin skills Delay. Repetitin. Nt develping spken language. Nt respnding. Understanding. Nn-verbal: eye cntact facial expressins bdy psture gestures vlume, tne and pitch f the vice mirrring ther persn s nn-verbal respnses Pearsn BTEC Level 2 Diplma in Care (England) Unit Issue 1 January 2018 Pearsn Educatin Limited 2018

5 What needs t be learned Others May include; clleagues, families r carers, friends, ther prfessinals, members f the public, advcates Scial interactin and relatinships Triad f impairment: language and cmmunicatin scial interactin flexibility f thught. Avidance f scial situatins. Nt understanding scial rules. Inability t express themselves. Inflexibility and restrictiveness Repetitive behaviur. Prblems with flexible thught: repetitive mvements fllw wn agenda distress in change f rutine attachments t unusual bjects nt understanding danger unable t transfer skills preccupatin with fixed interest need fr sameness. Learning utcme 3: Understand the behaviurs exhibited by individuals with an autistic spectrum cnditin Behaviurs Active behaviurs: screaming tantrums pushing running away. Passive behaviurs: withdrawal hiding cwering under item r bject. Reasns fr behaviur Receive attentin. Avid certain situatins. Escape certain situatins. Receive desired items. Receive self-stimulatin Pearsn BTEC Level 2 Diplma in Care (England) Unit Issue 1 January 2018 Pearsn Educatin Limited

6 What needs t be learned Ways t manage if an individual is highly anxius r stressed Include rutines. Warnings f change. Create a safe envirnment. Use f visual supprts: real bjects phts f bjects visual symbls picture timetables. Learning utcme 4: Understand hw t cntribute t the persn-centred supprt f an individual wh has an autistic spectrum cnditin Supprt netwrks Frmal: Infrmal: dctrs specialists advcates ther prfessinals. family friends supprt grups clleagues carers members f the public. Persn-centred planning Five key features: the persn is at the centre f the planning family and friends are partners in planning the plan shws what is imprtant t a persn nw and fr the future, and what supprt they need the plan helps the persn be part f a cmmunity f their chsing and helps the cmmunity t welcme them the plan puts int actin what a persn wants fr their life and keeps n listening the plan remains a wrking dcument. Cnsistent supprt Cmmunicatin. Supprt rutines and structures. Expectatins f the individual that are realistic and achievable while stretching and supprting them twards their maximum ptential. Respnding t challenging r inapprpriate behaviur Pearsn BTEC Level 2 Diplma in Care (England) Unit Issue 1 January 2018 Pearsn Educatin Limited 2018

7 What needs t be learned Learning utcme 5: Understand hw t cmmunicate with individuals n the autistic spectrum Frms f cmmunicatin difficulties Verbal: literal understanding f language difficulty in turn taking in cnversatin repetitive cnversatins r based arund their wn special interests withut regard t the scial cntext difficulty understanding jkes, sarcasm and inferred meaning cmpetent language but nt understanding at the same level difficulty in understanding and using tne, pitch, vlume and intnatin crrectly. Nn-verbal: reading r interpreting facial expressins and bdy language using eye cntact apprpriately. Envirnmental barriers t cmmunicatin Peple with autistic spectrum cnditins may find the sight, sunds, smell and tuch sensatins f healthcare envirnments particularly distressing. Reducing barriers t cmmunicatin Mdificatins t the envirnment can help t reduce this distress. Finding ut what affects a persn is imprtant. Make simple changes, such as altering lighting and clsing drs quietly. Sme individuals may benefit frm deep tuch pressure: weighted bed cvering. Augmentative and alternative cmmunicatins (AAC) supprt Picture Exchange Cmmunicatin System (PECS). Sign language. Cmmunicatin bards. Cmmunicatin bks. Vice utput cmmunicatin aids. Frms f supprt fr cmmunicatin Speech and language therapist Pearsn BTEC Level 2 Diplma in Care (England) Unit Issue 1 January 2018 Pearsn Educatin Limited

8 Infrmatin fr tutrs Suggested resurces Bk Marshall T and Baker L Learning Disabilities Care A Care Wrker Handbk, (Hdder, 2012) ISBN Websites The Natinal Autistic Sciety Skills fr Care infrmatin n autism Pearsn BTEC Level 2 Diplma in Care (England) Unit Issue 1 January 2018 Pearsn Educatin Limited 2018

9 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 2 Diplma in Care (England) Unit Issue 1 January 2018 Pearsn Educatin Limited