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 ⇒ Level 4 Diploma in Adult Care ⇒ Level 4 Diploma Optional Units ⇒ Unit 547 Promote good practice in the support of individuals with autistic spectrum conditions

Unit 547 Promote good practice in the support of individuals with autistic spectrum conditions

This unit is one of the Level 4 Diploma in Adult Care Optional Units and has the following learning outcomes and assessment criteria:

  1. 1. Understand how the different and evolving theories about autism reflect the complexity of autistic spectrum conditions
    1. 1.1 Analyse the defining features of autistic spectrum conditions and the impact on practice
    2. 1.2 Evaluate the shift from the categorical view to the spectrum view of autism, with reference to different conditions on the autistic spectrum
    3. 1.3 Identify the implications for practice of controversies concerning the search for cures and interventions for autistic spectrum conditions
    4. 1.4 Review historical and current perspectives on the causes of autism
    5. 1.5 Explain the importance of a person centred approach, focusing on the individual not the diagnosis
    6. 1.6 Analyse how the stereotyped views and prejudice of others impact on the lives of individuals with an autistic spectrum condition.
  2. 2. Understand the implications of the legal and policy framework underpinning the support of individuals with autistic spectrum conditions
    1. 2.1 Identify the legislation and national and local policies and guidance relevant to the support of individuals with autistic spectrum conditions
    2. 2.2 Explain the applicability of legislation, policies and guidance to people, services or situations
    3. 2.3 Explain the impact of legislation, policies and guidance on the provision of services
    4. 2.4 Explain the influence of autism advocacy groups in highlighting shortcomings in legislation/policy/guidance and in pressing for change.
  3. 3. Be able to promote good practice in the support of individuals with an autistic spectrum condition
    1. 3.1 Enable workers to apply different approaches, interventions and strategies according to the individual’s needs and wishes identified in their person centered support plan
    2. 3.2 Develop practice guidance to maximize consistency and stability in the environment
    3. 3.3 Ensure use of structured activities to optimise individuals’ learning
    4. 3.4 Demonstrate ways of supporting others to minimise the vulnerability of individuals with autistic spectrum conditions
    5. 3.5 Implement strategies which support others to apply, monitor and review positive behaviour support with individuals
    6. 3.6 Support others to work in partnership with parents and/or other informal carers or support networks
    7. 3.7 Evaluate working practices and strategies in order to maintain good practice and recommend changes.
  4. 4. Be able to promote to others positive communication strategies for individuals with an autistic spectrum condition
    1. 4.1 Analyse the implications for practice of the link between behaviour and communication
    2. 4.2 Develop strategies to support others to understand the link between behaviour and communication
    3. 4.3 Liaise with family/carers and relevant professionals involved with individuals to maximise the effectiveness of communication
    4. 4.4 Support others to implement alternative and augmented communication systems which enable individuals to communicate effectively with those around them.
  5. 5. Be able to implement strategies to support individuals with an autistic spectrum condition to manage their sensory world
    1. 5.1 Explain the types of sensory and perceptual difficulties that many individuals with an autistic spectrum condition experience
    2. 5.2 Develop, with appropriate professional support, a sensory management strategy
    3. 5.3 Implement a sensory management strategy to meet the needs of individuals who have problems with sensory processing
    4. 5.4 Create environments which prevent sensory overload or increase sensory stimulation, depending on the needs of the individual.

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