Reference no: EM132352648

Support Individuals with Autistic Spectrum Conditions

Learning outcomes

1 Understand legislative frameworks that relate to individuals with autistic spectrum conditions

1.1 Outline the legislative frameworks that relate to an individual with autistic spectrum condition

1.2 Analyse how legislative frameworks underpin the development of services for individuals with autistic spectrum condition

2 Understand the main characteristics of autistic spectrum conditions

2.1 Outline a range of theories on autistic spectrum condition

2.2 Explain the characteristics of autistic spectrum conditions

2.3 Describe the sensory and perceptual difficulties commonly experienced by individuals with an autistic spectrum condition

2.4 Describe other conditions that may be associated with the autistic spectrum

2.5 Describe how language and intellectual abilities vary across the autistic spectrum

3 Be able to support individuals with autistic spectrum conditions

3.1 Describe an individual’s experience of the autistic spectrum condition and it’s characteristics

3.2 Support an individual to understand the impact of their autistic condition on themselves and others

3.3 Encourage an individual to recognise the strengths of their characteristics

3.4 Support an individual with an autistic spectrum condition to develop their personal skills

3.5 Support an individual and others to develop strategies for dealing with the impact of an autistic spectrum condition

4 Be able to support individuals with autistic spectrum condition with verbal and nonverbal communication

4.1 Identify specific methods of communication for an individual

4.2 Use specific methods of communication to support interactions with an individual

4.3 Ascertain patterns of behaviour associated with an individual’s autistic spectrum condition

4.4 Support an individual in ways that recognise the significance and meaning of their behaviour

5 Be able to support individuals with transitions and change

5.1 Support an individual with autistic spectrum condition to make transitions

5.2 Work with an individual and other to recognise routines that are important to the individual

5.3 Support an individual during changes to their routines

5.4 Enable an individual to use routines to make sense and order of their daily life

5.5 Recognise how to make adaptations to the physical sensory environment to:

Reduce sensory overload

Increase sensory simulation

5.6 Work with an individual and others to develop strategies that help them manage their physical and sensory environment