An assessor will meet with the individual midway through the unit to discuss progress, provide advice and support, and ensure internal verification of the work. The work will then be internally verified and a certificate will be claimed upon completion and ready for collection.

1. Unit assessment
• An assessor will contact you approx mid point
to arrange to meet to discuss progress & offer
any advice, guidance & support.
• Your work will then be IV
( internally verified)
• Following IV your certificate will
be claimed & your work will be ready
For collection.

2. 1.Understand the areas in which individuals
with an autism spectrum condition
characteristically have difficulties

3. 1.1 The Triad of impairments
• Difficulty with social communication.
• Difficulty with social interaction.
• Difficulty with social imagination.

5. Language & intellectual abilities

6. Language & intellect variances
• No speech or communicative gestures
• Articulated speech but only use as echolalia
• Literal understanding of speech
• Using speech inappropriately for social
context
• May ask questions to which they already know
the answer

8. 2.1
Abilities, strengths, needs, preference
s
• An individual unable to function well in
society
• A person with unusual mental abilities
• Repetitive behaviour’s & odd speech patterns

9. 2.2 Spectrum
What is Autism
• IQ can be anywhere on the scale, however it many cases it is
likely to be below the average mean (100).
• There is language delay
• They have difficulties connecting socially to others
• In severe forms of autism a person is likely to treat people like
inanimate objects i.e. neither greeting or acknowledging
them.
• Likely to have perceptual difficulties & therefore are often
hypersensitive & hyposensitive to touch

10. 2.3 Other conditions
• Learning disabilities
• Attention deficit hyperactive disorder (ADHD)
• Attention deficit disorder (ADD)
• http://www.autism.org.uk/About-autism/All-
about-diagnosis/The-use-and-misuse-of-
diagnostic-labels.aspx

11. Rett Syndrome
• Neurological & development disorder
• Mostly occurs in females
• Poor head growth
• Loss of muscle tone
• Most often diagnosed as autism or cerebral
palsy
• Girls identified with Rett syndrome often
exhibit speech delays or loss of verbal skills

12. Williams Syndrome
• Williams syndrome is a rare genetic disorder
that affects a child's growth, physical
appearance, & cognitive development.
• People with Williams Syndrome show a
pattern of overlaps with ASD
• Superficially they have good language skills
but much is empty of content.

13. Tourette's
• Inherited neurological condition
• It affects one schoolchild in every hundred &
more than 300,000 children & adults in the uk
• Key feature are tics involuntary &
uncontrollable sounds & movements.

14. 2.4 Sensory Difficulties
• Sound e.g. background noises
• Vision
• Touch e.g. may not feel comfortable or have
own rules.
• Taste
• Smell
• Light sensitivity
http://www.autism.org.uk/en-gb/living-with-autism/understanding-behaviour/the-
sensory-world-of-autism.aspx

15. Perceptual difficulty
• Time
• Personal space
"It seems that for success in science or art, a dash of autism is
essential"
Hans Asperger.

17. Hyper & Hypo sensitivity
Hyper:
Sensations are registered too intensely
Hypo:
Sensations are registered less intensely

18. Hypersensitive to touch, taste or
textures
• The person might complain about discomfort
caused by shirt tags or sock seams.
• The person might be a picky eater preferring
crunchy or soft foods.
• The person may refuse to have their hair
shampooed or brushed & may avoid messy
activities.
http://www.youtube.com/watch?v=ygWdA244v
6I&feature=related

19. Sensory overload

20. Hyposensitive to touch, taste or
textures
• May crave ‘deep hugs’
• Be unresponsive to cuts, bruises or injections.
• Unaware of runny nose or dirty mouth.

21. 3. Challenging behaviour
• Refusing food
• Staying awake all night
• Continuous humming
• Removing clothes in public
• Flicking fingers
• Head butting etc……
“ of course what seems inappropriate to
one person may seem perfectly
reasonable to someone else”

22. Challenging behaviour
“ To effectively communicate, we
must realise that we are all
different in the way we perceive the
world & use this understanding as a
guide to our communication with
others”
(Anthony Robbins)

24. Temple Grandin

25. 4.1 Structures -
The TEACCH concept
‘The primary aim of the TEACCH programme is
to help to prepare people with autism to live or
work more effectively at home, at school and in
the community. Special emphasis is placed on
helping people with autism and their families
live together more effectively by reducing or
removing 'autistic behaviours'.

26. The TEACCH concept
• Improved adaptation: through the two strategies of improving skills by
means of education and of modifying the environment to accommodate
deficits.
• Parent collaboration: parents work with professionals as co-therapists for
their children so that techniques can be continued at home.
• Assessment for individualised treatment: unique educational programmes
are designed for all individuals on the basis of regular assessments of
abilities.
• Structured teaching: it has been found that children with autism benefit
more from a structured educational environment than from free
approaches.
http://www.teacch.com/

27. 4.2 Further information & resources
Websites:
• http://www.autism.org.uk/
• Social care institute for excellence http://www.scie.org.uk/
• OASSIS http://www.oaasis.co.uk/
• About Autism http://www.aboutautism.org.uk/
• BILD http://www.bild.org.uk/
• Research autism
http://www.researchautism.net/pages/welcome/home.ikml
• Autism Anglia: http://www.autism-anglia.org.uk/default.htm

28. National Autistic society Suffolk
• Library
• Advice & support
• Newsletters

29. Suffolk libraries

30. Books

32. 4.3 Person Centred
• Consistency is key
• Individualised
• Personal
• ‘Mum knows best’

33. 4.5 Structuring the environment
• Reduce possible sources of distraction &
confusion
• Remove where possible, potential triggers or
temptations.
• Provide permanent visual cues or reminders.

34. 5.1 Communication – Non verbal could
be……
Use of pictures/symbols
Handshake
Drawing
Body language/facial expressions
Appearance i.e. clothes/hairstyle
‘flapping’
Objects of reference
Email/fax
Smell/touch
34

35. Verbal examples…
Talking
Shouting
Laughing
Crying
Screaming
Singing
Humming
35

36. We have two ears and one
mouth so that we can listen
twice as much as we speak.”
Epictetus
Don't knock the weather; nine-
tenths of the people couldn't start
a conversation if it didn't change
once in a while.
Kin Hubbard
"The most important thing in
communication is to hear what isn't
being said."
Peter F. Drucker
36

37. 5.4 Visual Communication
Social Stories
• Developed by Carol Gray in 1991
• To assist people with ASD
• To develop a greater social understanding
• Social stories are short descriptive illustrations
• Can depict an event or situation
• Includes specific information about what to
expect in that situation & why.

40. 0ther Aids
• PECS
• Communication interactive boards
• Communication cue Cards