Understand How to Support Individuals with Autistic Spectrum Conditions

Unit ID:
CCY312
Unit Code:
PT13CY023
Level:
Three
Credit Value:
3
Sector:
1.3
LDCS:
PT1
GLH:
28
Last registration date:
31/08/2023
Lower age restriction:
16
CQFW logo

Purpose and Aim

The unit provides a range of knowledge and understanding about autistic spectrum conditions and explores theories and concepts about autism. It enables learners to reflect on the impact of these conditions on the lives of individuals and those close to them and to learn about good practice in areas such as communication and support

Learning Outcomes

The learner will

Assessment Criteria

The learner can
1. Understand the main characteristics of autistic spectrum conditions
1.1Explain why it is important to recognise that each person on the autistic spectrum has their own individual abilities, needs, strengths, gifts and interests
1.2Analyse the main diagnostic features of autistic spectrum conditions, commonly known as the “triad of impairments”
1.3Explain the meanings of the term ‘spectrum’ in relation to autism by reference to the notions of sub-conditions and individual variation within the autistic spectrum
1.4Describe the sensory and perceptual difficulties commonly experienced by individuals with an autistic spectrum condition
1.5Describe other conditions that may be associated with the autistic spectrum
1.6Describe 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
2.1Describe ways in which autism can impact on the everyday lives of individuals, their parents/carers and siblings, and others close to them
2.2Explain how autistic spectrum conditions can impact on individuals differently according to factors such as their gender, ethnicity and social, cultural and religious environment
2.3Explain how stereotyped views, discrimination and a lack of understanding of autistic spectrum conditions can compound the difficulties already experienced by individuals and their families
2.4Describe ways of helping an individual and/or their parent/carer/siblings/partner to understand their autistic spectrum condition
3. Understand different theories and concepts about autism
3.1Explain theories about autism related to:
 • brain function and genetics
 • psychology
3.2Explain why there are alternative choices of terminology used to describe the autism spectrum Describe the strengths and limitations of different types of terminology
3.3Explain the contributions of autism rights groups and the implications of their views for the support of individuals with an autistic spectrum condition
3.4Outline controversies concerning the search for cures and interventions for autistic spectrum conditions and for pre-natal diagnosis
3.5Explain why it is important to take into account individual differences in views of what is important in life, and how this might be especially important when supporting individuals on the autistic spectrum
4. Understand the legal and policy framework that underpins good practice in the support of individuals with autistic spectrum conditions
4.1Identify what legislation and national and local policy and guidance exists
4.2Explain what individuals or situations the legislation, national and local policy and guidance applies to
4.3Explain how the ways in which legislation and national and local policy and guidance apply to individuals on the autistic spectrum may differ according to their particular needs.
5. Understand how to achieve effective communication with individuals with an autistic spectrum condition
5.1Give examples of how “challenging behaviour” can be a way of expressing emotions where there are communication differences
5.2Describe methods and systems used to develop and support an individual’s communication
5.3Explain how to maximise the effectiveness of communication by making adaptations to own verbal and non-verbal communication style
6. Understand how to support individuals with an autistic spectrum condition
6.1Explain why it is important to establish a person-centred plan catering to an individual’s specific preferences and needs
6.2Explain why consultation with families/parents/carers is important in person-centred planning and support
6.3Describe different techniques and approaches to support individuals with an autistic spectrum condition to learn and develop new skills
6.4Explain how to reduce sensory overload, or increase sensory stimulation, by making adaptations to the physical and sensory environment

Assessment Methods:

There are no prescribed assessment methods for this unit. Assessments used should be fit for purpose for the unit and learners, and generate evidence of achievement for all the assessment criteria.

Assessment Information:

There is no specific assessment information to be used with this unit.

If not specifically stated in the assessment information, a plural statement in any assessment criterion means a minimum of two.

Other Mappings:

N/A

Assessor Requirements:

This unit needs to be assessed in line with the Skills for Care and Development QCF Assessment Principles.

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. In diagnosis and other clinical and research settings, the more usual term is Autism Spectrum Disorders (ASDs). 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 ASDs in this context.

An individual is someone requiring care or support

Specific preferences and needs – includes: routines, timetables and structures; levels of sensory stimulation; special interests or rituals etc

Harm may include: being taken advantage of because of lack of social understanding; violating the law without realising s/he is doing something harmful; abuse; extreme anxiety etc