ask autism modules mapping to national autism qualificationsask autism modules. this information...

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Ask Autism modules mapping to National Autism Qualifications Introduction

The National Autistic Society (NAS) supported the development of the new National Autism qualifications and would like to recommend them as useful

contribution to the increased skills and knowledge for those who work with or support individuals on the autistic spectrum.

The Ask Autism e:learning modules developed and marketed by NAS are an exceptional source of support and learning to those considering the attainment of

the Autism qualifications. Completion of the Ask Autism modules provides excellent underpinning knowledge to support gaining of the qualifications. In

addition evidence gained during the completion of the online modules could be counted towards the qualifications in agreement with the awarding organisation

or the assessor. It is important to note that the qualifications are competence based and therefore learning will need to demonstrate that they can achieve the

learning outcomes in practice. The NAS modules are knowledge only and thus without evidence of practical application the modules alone will not allow

learners to gain immediate accreditation without some further learning as directed by the assessor / learning provider. The Ask Autism are now accredited

under Continuing Professional Development (CPD).

New qualifications

There are 2 new qualifications as follows:

Level 3 Award in supporting individuals on the autistic spectrum

Level 3 Certificate in supporting those on the autistic spectrum.

Unit reference number Unit Title Level Credit Size Level 3

award

Level 3

certificate

AUT 301 Communicate with individuals on the autistic spectrum 3 3

AUT 302 Support individuals on the autistic spectrum using a person centred approach 4 5

AUT 303 Support individuals on the autistic spectrum to manage their sensory and environmental needs

3 4

AUT 304 Promote active support with individuals on the autistic spectrum 3 3

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Full details of the national qualifications can be found on the Skills for Care website at

http://www.skillsforcare.org.uk/Skills/Autism/Autism.aspx

The table below illustrates the direct links between the Ask Autism modules and the National Autism Qualifications. It shows how the completed modules can

support learning and evidence required for the learning outcomes (LO) of each unit in the qualifications relating in each NAS module.

In addition to the information here, many of the modules also cover background learning that will support the overall learning for the units in the qualifications.

Ask Autism Modules Qualification Units

Understanding Autism

Autism and communication

Autism and sensory experience

Autism, stress and anxiety

Autism: supporting families

AUT 301: Communicate with individuals on the autistic spectrum

LO1, LO2, LO3,

AUT 302: Support individuals on the autistic spectrum using a person centred approach

LO3, LO4, LO5, LO6 (LO1, LO2)

LO5, LO6 LO4, LO5, LO6

AUT 303: Support individuals on the autistic spectrum to manage their sensory and environmental needs

LO3 LO1, LO2, LO3,

AUT 304: Promote active support with individuals on the autistic spectrum

LO2, LO4

http://www.skillsforcare.org.uk/Skills/Autism/Autism.aspx

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Detailed mapping

The following table is a more detailed mapping of individual learning outcomes and assessment criteria from the qualification to the leering outcomes of the

Ask Autism modules. This information will be particularly helpful to trainers and assessors but can support learners to understand where learning may have

already been completed and where evidence may be found for the qualification within the Ask Autism modules.

Ask Autism National qualifications

Module Module learning outcomes

Unit Learning outcome Assessment criteria

Understanding Autism

Outline how autism has come to be defined and diagnosed

AUT 302

3. Understand the characteristics of the autistic spectrum

3.1 Explain historical and current perspectives on the causes and characteristics of

autism

medical changes

3.2 Explain how emerging theories can contribute to an understanding of autism

3.3 Analyse how areas of current research and good practice can support own practice

3.4 Analyse how impairments may effect an individual on the autistic spectrum

Social and emotional

Language and communication

Social imagination

Sensory processing

3.5 Describe co-existing conditions that may be experienced by individuals on the autistic spectrum

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Describe common difficulties often faced by people on the autism spectrum

AUT 302

4. Be able to support an individual on the autistic spectrum using a person centred approach

4.1 Work with an individual on the autistic spectrum to explore their view of the world

Life experience

Sensory

Physical

Emotional

Language and communication

Social

Relationships

Personal interests 4.2 Support an individual and others to understand how their individual

characteristics of autism impact on their:

Physical and emotional wellbeing

Patterns of behaviour

Interactions

Relationships

4.3 Support an individual and others to develop strategies to manage the impact of their individual characteristics of autism on their



Interactions

Relationships

5




Describe some of the strengths and unique attributes of people on the autism spectrum

AUT 302

5. Understand the impact of change for an individual on the autistic spectrum using a person centred approach

5.1 Describe the impact of change for 3 different individuals on the autistic spectrum

5.2 Analyse the impact of structure and routine for 3 different individuals on the autistic spectrum using a person centred approach

5.3 Compare how changes in the environment may affect 3 different individuals on the autistic spectrum

5.4 Explain the consequences of not responding to the impact of changes in the lives of an individual on the autistic spectrum

Challenge common

stereotypes about people on the autism spectrum

AUT 302

6. Be able to support an individual on the autistic spectrum to manage the impact of change using a person centred approach

6.1. Use a person centred approach to support the individual and others to identify what changes may affect them

Environment

People

Over time

6.2. Use a person centred approach to support the individual and others to assess the impact of changes in their lives

6.3. Work in partnership with an individual and others to support them in

making informed choices to develop strategies to manage change in the following circumstances

Planned

Unplanned

Emergency

6.4. Work in partnership with an individual and others to review the effectiveness of a change strategy

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Recognise how to make environments more enabling for people on the autism spectrum

AUT 303

3. Be able to create environments to support individuals on the autistic spectrum

3.1 Adapt environments to respond to assessed sensory differences for 2 individuals on the autistic spectrum

3.2 Provide opportunities to enrich sensory experience by

Increasing sensory stimulation

Reducing sensory overload

3.3 Work in partnership with the individual and others to conduct a risk assessment for equipment used to support the sensory needs of an individual on the autistic spectrum

3.4 Adapt own interaction to respond to assessed sensory differences

3.5 Work with wider networks to offer information, advice and guidance to support an individual on the autistic spectrum

Autism and sensory experience

Describe and discuss how people process sensory information and how to identify your own sensory preferences

AUT 303

1. Understand the sensory needs of individuals on the autistic spectrum

1.1 Analyse how processing information from the seven senses may be different for individuals on the autistic spectrum

1.2 Analyse how they process information personally to interpret the world around them

1.3 Explain how individuals on the autistic spectrum may experience sensory inputs demonstrating

Hyposensitivity

Hypersensitivity

1.4 Give examples for 3 different individuals on the autistic spectrum of how sensory experiences may change

In different environments

Over a one hour period

Over a 24hr period

Across life span

Between different individuals

In different interactions

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1.5 Analyse the behaviours as a result of sensory experiences for 3 different individuals on the autistic spectrum

In different environments

Over a one hour period

Over a 24hr period

Across life span

Between different individuals

In different interactions

1.6 Analyse the impact of an individual’s sensory processing differences on

Self

Others

Environment

1.7 Explain how to manage sensory processing differences that affect individuals on the autistic spectrum

In a positive way

In a negative way

During different periods of the day

Understand differences in how people on the autism spectrum experience and process sensory information

AUT 303

2. Be able to assess the sensory processing differences of individuals on the autistic spectrum

2.1 Compare the sensory processing differences of two individuals on the autistic spectrum from

The individual’s perspective

Observation

Others

Wider networks

Available supporting documents

2.2 Work in partnership with others to carry out assessment of sensory processing differences.

2.3 Use agreed ways of working to record outcomes of assessment of sensory processing differences of individuals

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Identify the impact of sensory differences on everyday life for people on the autism spectrum

AUT 303


3.1 Adapt environments to respond to assessed sensory differences for 2 individuals on the autistic spectrum

Recognise and respond to sensory needs of people on the autism spectrum

AUT 303


3.2 Provide opportunities to enrich sensory experience by

Increasing sensory stimulation

Reducing sensory overload 3.3 Work in partnership with the individual and others to conduct a risk

assessment for equipment used to support the sensory needs of an individual on the autistic spectrum

3.4 Adapt own interaction to respond to assessed sensory differences

3.5 Work with wider networks to offer information, advice and guidance to support an individual on the autistic spectrum

3.6 Support others to adapt their interaction to respond to ass4ssed sensory differences

3.7 Review adaptations made to the environment to continue to support the sensory needs of an individuals

Autism stress and anxiety

Describe and discuss stress and anxiety as bodily and mental process and reflect how stress and anxiety affect you

AUT 302






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Understand differences in how stress and anxiety are experienced by people on the autism spectrum



Environment

People

Over time


6.3. Work in partnership with an individual and others to support them in making informed choices to develop strategies to manage change in the following circumstances

Planned

Unplanned

Emergency


Identify factors that can impact on the stress and anxiety experienced by people on the autism spectrum

No specific related outcome in qualification but whole qualification aims to reduce the stress and anxiety of individuals by encouraging greater understanding of autism and working in a person centred way to support individuals

Recognise how to reduce the impact of stress and anxiety on people on the autism spectrum

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Autism supporting families

Recognise the experience of families that include members on the autism spectrum

AUT 302

4. Be able to support an individual on the autistic spectrum using a person centred approach

4.2 Support an individual and others to understand how their individual characteristics of autism impact on their:



Interactions

Relationships

4.3 Support an individual and others to develop strategies to manage the impact of their individual characteristics of autism on their



Interactions

Relationships

Identify the support needs that include members on the autism spectrum

AUT 302






Respond to the changing support needs of families that include members on the autism spectrum throughout their lives

AUT 302



Environment

People

Over time


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6.3. Work in partnership with an individual and others to support them in making informed choices to develop strategies to manage change in the following circumstances

Planned

Unplanned

Emergency


AUT 304

2. Be able to engage individuals on the autistic spectrum through active support

2.1 Work with an individual on the autistic spectrum and others to identify activities for participation considering:

Strengths

Interests

Wishes

Motivation

2.2 Assess the support an individual on the autistic spectrum needs to participate in activities

2.3 Work in partnership with an individual and others on the autistic spectrum dual on the autistic spectrum to develop a structured approach to an activity

2.4 Assess the challenges for an individual on the autistic spectrum to

participate in activities

Sensory

Emotional

Physical

Social imagination

Interaction and communication

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2.5 Support an individual on the autistic spectrum to participate in chosen activities

2.6 Review own contribution to active support

2.7 Work in partnership with the individual and others to develop strategy for ongoing review of activities.

AUT 304

4. Be able to support others to encourage active support with an individual on the autistic spectrum.

4.1 Work in partnership with others to encourage culture of active support in the organisation

4.2 Support others to encourage active support with an individual on the autistic spectrum

Autism and communication

Describe and discuss language and communication use and reflect on your own communication style

AUT 301

1. Understand communication for individuals on the autistic spectrum

1.1 Explain how communication styles may differ when communicating with individuals on the autistic spectrum.

1.2 Give 3 examples of how an individual on the autistic spectrum may take language literally

1.3 Explain how expressive and receptive communication skills may vary for individuals on the autistic spectrum.

1.4 Analyse the implications for practice of the link between behaviours and communication.

1.5 Analyse how evidence based practice in communicating with individuals on the autistic spectrum could support own practice.

1.6 Give an example of how adopting an individual’s preferred method of communication can reinforce their identity and uniqueness.

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Understand variations in use of language and communication in autism

AUT 301

2. Be able to work in partnership with an individual on the autistic spectrum and others to develop a person centred communication plan

2.1 Assess the communication needs of individuals on the autistic spectrum from

The individuals perspective

Observation

Others

Wider networks

Available supporting documents

2.2 Design a communication plan to support an individual on the autistic spectrum to consider:

Using their own strengths

Adopting their preferred methods

Verbal communication techniques

Non-verbal communication techniques

Links between own behaviours and communication

Addressing barriers to communication that may be personal to the individual

Environmental adaptations that may be required

Identify factors that can impact on successful communication

AUT 301

3. Be able to implement a communication plan to communicate with individuals on the autistic spectrum

3.1 Implement a communication plan to support an individual on the autistic spectrum to consider:

Using their own strengths

Adopting their preferred methods

Verbal communication techniques

Non-verbal communication techniques

Links between own behaviours and communication

Addressing barriers to communication that may be personal to the individual

Environmental adaptations that may be required

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Recognise and respond to the natural communication preferences of people on the autism spectrum

AUT 301

3.2 Adapt own preferred methods of communication to implement a

communication plan with individuals on the autistic spectrum

3.3 Review communication methods used with the individual to check effective interaction.

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