Certificate in Understanding Autism Level 2

Module 1

Understanding sensory processing, perception and cognition in individuals with autism

Understand how individuals with autism process sensory information

1. Outline how differences in processing sensory information may affect each of the senses
2. Define what is meant by:
   • a) hypersensitivity
   • b) hyposensitivity
3. List examples of behaviour that may suggest am individual is hypersensitive or hyposensitive
4. Identify why individuals with autism may experience balance difficulties (vestibular sense)
5. Explain how individuals with autism may experience difficulties with body awareness (proprioception)

Understand the cognitive differences individuals with autism may have in processing information

1. Describe how a sensory processing disorder can affect:
   • a) The way that individuals process information
   • b) The way an individual predicts the consequences of an action
   • c) How an individual organises, prioritises and sequences their actions
   • d) The way they understand the concept of time
   • e) Make their own dietary choices
2. Describe strategies that could be used to support an individual with autism to complete the different activities/tasks
3. Explain how to support the dietary preferences of individuals with autism

Know how to recognise and support sensory needs

1. 1 Describe the range of responses to sensory experiences in people with autism including:
   • a) Benefits of increased sensory activities
   • b) Sensory overload
2. Describe how to:
   • a) Support an individual experiencing sensory overload
   • b) Introduce more sensory experiences into an individual’s life

Understand how the physical environment impacts upon a person with autism

1. Identify environmental triggers for sensory overload
2. Explain how a positive environment can support a person with autism to communicate and engage with others
3. Describe the environment required to support an autistic person who is experiencing sensory overload

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Module 2

Understanding Autism

Understand autistic spectrum conditions

1. Describe how autism can be considered as a spectrum condition
2. Outline the main characteristics displayed by a person with an Autistic spectrum condition
3. Outline the main characteristics displayed by a person with Asperger’s syndrome
4. Outline the main characteristics displayed by an individual with high-functioning autism (HFA)
5. Explain why it is important to recognise that autism is a lifelong condition

Recognise signs and symptoms of autism

1. Explain how the terms ‘neurodiverse’ and ‘neurotypical’ are used in relation to autism
2. Identify the main characteristics found in individuals with autism
3. Outline how these characteristics can vary in individuals
4. Outline the meaning of ‘Triad of Impairments’
5. State how characteristics of the Triad of Impairments might be seen as positives
6. State how characteristics of the Triad of Impairments might be seen as negatives

Know about conditions that commonly co-occur with autism

1. 1 Explain how conditions may occur in addition to autism:
   • a) mental ill-health
   • b) learning disability
2. Outline other conditions that may co-occur with autism
3. Describe the concerns that can arise from these co-occurring conditions

Understand the importance of formal diagnosis of autism

1. Explain the reasons why an individual should seek a formal diagnosis of autism
2. Describe the current guidelines for the diagnosis of autism in the UK
3. Explain challenges that might be experienced when gaining a formal diagnosis of autism in relation to:
   • a) An individual’s own willingness to be diagnosed
   • b) The range of different spectrum conditions
4. Outline reasons why individuals may be reluctant to seek a diagnosis of autism

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Module 3

Supporting and promoting positive behaviour in individuals with autism

Understand how autism may affect an individual’s behaviour

1. Describe why an individual’s behaviours may need to be considered within the context of autism
2. Identify how these behaviours may influence the way individuals with autism interact with others
3. Describe ways that behaviours of others may impact upon a person with autism, including how their own behaviours and interactions might change
4. Outline the reasons why individuals with autism may find changes to their routine distressing
5. Describe a range of strategies that can be used to support individuals to cope with changes to their routine and structure
6. Outline the approaches that can be used to reduce prompt dependency in individuals with autism
7. Describe different strategies that can be used to support an individual’s obsessions and special interests

Know how to support positive behaviour

1. Describe how an individual may use behaviours as a form of expression
2. Outline factors that may be associated with behaviour that challenges
3. Describe the strengths and weaknesses of using proactive strategies to encourage positive behaviour
4. Describe the strengths and weaknesses of using reactive strategies to encourage positive behaviour
5. Explain why positive reinforcement is important
6. Explain how positive behaviour can be encouraged using different approaches

Understand best practice in managing behaviours of individuals with autism

1. Give examples of techniques that can be used when managing challenging behaviour to include:
   • a) prevention strategies
   • b) de-escalation techniques
   • c) coping strategies
2. Outline methods and strategies to support an individual who is anxious and struggling to contain their own behaviour
3. Explain how to aid an individual’s understanding of reasons for, their actions and consequences of their own behaviour
4. Explain how family members can be supported to cope with behaviour that challenges

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Module 4

Understanding theories, support and legislation in relation to autism

Understand different theories that relate to autism

1. Describe Kanner’s autism theory
2. Outline Wing and Gould’s autism theory
3. Describe Asperger’s autism theory

Know how legislation and guidance underpins support for individuals with autism

1. Outline the key points of current legislation and guidance in relation to
   • a) Autism
   • b) equality and disability rights
   • c) special educational needs
   • d) mental capacity and best interests
   • e) advocacy
2. Outline how legislation and guidance can be used to support individuals with autism
3. Explain the principles of confidentiality in relation to supporting an individual with autism

Understand help and support available for individuals with autism

1. Outline the rights of individuals with autism in relation to accessing services and facilities
2. Identify the support an individual may need to access
   • a) healthcare
   • b) education and training
   • c) leisure services
3. Describe how reasonable adjustments could be made to accommodate people living with autism
4. Outline the support available for individuals and families from rights groups and community support organisations

Know how to support individuals with employment

1. Describe how individuals can be supported with
   • a) gaining employment
   • b) starting employment
   • c) continuing employment
2. Identify barriers that people with autism may face in gaining employment
3. Identify organisations and agencies that support individuals with autism into employment

Understand support networks and facilities for an individual with autism

1. Describe the role of specialists in supporting communication and social interaction
2. Identify sources of support in relation to behaviours that challenge for the individual with autism and their family

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Module 5

Managing risks when supporting an individual with autism

Understand how society impacts upon a person with autism

1. State the prevalence of autism in the UK
2. Outline how different attitudes and lack of understanding can compound the difficulties of individuals with autism
3. Summarise how autism can be misrepresented and portrayed in the media
4. Describe how unintentional discrimination against people with autism in society impacts upon the individual

Know how to support individuals to maintain their personal safety

1. Describe a range factor that may compromise the personal safety of an individual with autism
2. Explain how people living with autism might be at risk of:
   • a) being exploited
   • b) being bullied
3. Identify steps to safeguard against the bullying and exploitation of individuals with autism
4. Describe a range of strategies that individuals can use to protect themselves from harm and abuse
5. Explain how to support individuals to use the internet and social media safely

Understand the purpose of positive risk-taking

1. Identify areas of life that carry unavoidable risk
2. Explain the benefits individuals can gain from positive risk-taking
3. Explain the role of risk assessments in supporting people with autism to act independently

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Module 6

Supporting individuals living with autism

Understand how to support individuals with autism using a person-centred approach

1. Describe what is meant by ‘person-centred support’
2. Explain why it is important to treat the person with autism as an individual
3. Give examples of how support can be provided in a way that is:
   • a) compassionate
   • b) non-judgemental
4. Give examples of how the rights of individuals with autism can be promoted
5. Describe how to incorporate the preferences and needs of individuals when providing support
6. Explain why it is important to work with each individual’s strengths and abilities to enable them to achieve their potential

Understand the experience of living with autism

1. Outline the potential effects of living with autism on an individual’s:
   • a) development and puberty
   • b) education, employment and life chances
   • c) access to services and facilities
2. Describe the impact on family members of supporting:
   • a) a child or young person with autism
   • b) an adult with autism
3. Identify positive aspects of living with autism

Understand how to support individuals with transitions and life events

1. Identify a range of life events and transitions that individuals may experience
2. Give reasons why individuals with autism may find transitions difficult
3. Identify ways that individuals can be supported through transitions
4. Describe how to involve others in the transition process

Know how to use formal and informal networks to support an individual with autism

1. Give examples of the contribution that informal networks can make to supporting individuals with autism and their families
2. Explain the importance of working in partnership with the individual and others
3. Outline the principles of confidentiality in relation to supporting individuals with autism

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Module 7

Understanding effective communication and social interaction when supporting individuals with autism

Understand speech, language and communication in individuals with autism

1. Summarise how speech and language enable individuals to interact with others
2. Outline how speech and language development may be delayed or affected for individuals with autism
3. List a range of communication methods used by individuals with autism
4. Describe the difficulties an individual with autism may have in communicating verbally when:
   • a) processing verbal information
   • b) interpreting verbal information

Understand how social interaction may differ in individuals with autism

1. Outline how an individual with autism may have a delay in their social development
2. Identify what difficulties individuals with autism may experience with social interaction
3. Explain what the link is between social development and speech and language development

Know strategies that can be used to support communication and social interaction for individuals with autism

1. Describe different methods that can be used when communicating with an individual with autism
2. Identify ways in which you can:
   • a) communicate with an individual with autism
   • b) support an autistic person to interact with others
3. Explain how communication can be adapted to meet the needs and preferences of each individual
4. Describe how a positive environment can be created to aid communication and social interaction

Please use our enquiry form or contact us by telephone if you have any queries about this qualification or would like to express an interest to enrol onto this course. A member of our team will be happy to answer any questions, help to make sure this course is right for you and/or your staff team, and talk you through what is involved in enrolment and course completion.

Upon enrolment, you will be assigned a personal tutor who will assist you through achieving successful and meaningful completion of your award. All of the electronic resources, workbooks and assignments required for you to complete the course will be emailed to you for you to commence working with at a time of your convenience. Your tutor will work with you to set targets and milestones that are achievable for you and will check in with you regularly, providing assistance whenever necessary.

On successful completion of your award, your assessor will coordinate with the awarding body for the issuance of your certificates, which will be promptly delivered to you.

Including Assignment, Workbook and Resources:

The full cost of this qualification is £150 per person which is duly invoiced at the point of enrolment.

Upon completion and certification of this qualification, the certificate(s) for you/your staff members will be sent to you.