Understanding Autism

Understand the impairments and sensory sensitivities associated with autism.

Awareness of autism as a lifelong developmental disability that affects how people perceive the world and interact with others. 

Learners should be introduced to the concept of neurodiversity and be able to compare autism with neurotypical behaviours/characteristics.

Main areas of difference:

(triad of Impairments) Social Communication, Social Interaction and Social Imagination

Characteristics could include:

• Problems with social communication due to : difficulties processing language and interpreting facial expressions and body language; difficulty following long complicated sentences, Difficulties explaining how they feel
• Problems with Social Interaction: avoiding eye contact, standing too close, laughing or speaking at inappropriate times, showing no interest in other people’s opinions or interests; hard to interpret others thoughts, feelings; hard to predict what will or could happen next; hard to change or plan for the future; hard to cope with new or unfamiliar situations
• Difficulty with Social Interaction – they find it hard to imagine a world from another persons perspective
• Unusual interest in objects
• Need for sameness
• Great variation in abilities
• Under or over reaction of one or more of the 5 senses (sight, touch, taste, smell, hearing)
• Repeated actions or body movements
• Unusual emotional reactions or expressions
• Hypersensitivity and hyposensitivity – to sights, sounds, smells, tastes, touch.

Effects on the individual, e.g.

• sensory overload and typical responses/coping strategies.

Assessment Criteria

• 1.1

  Identify the main areas of difference associated with autism.

• 1.2

  Describe the characteristics associated with each area of difference.

• 1.3

  Explain what is meant by ‘hypersensitivity’ and ‘hyposensitivity’ in relation to autism.

Understand the concept of autism as a spectrum.

Leaner should be able to explain what a ‘spectrum condition’s is ASD is the name given for a group of developmental disorders. It includes a wide range (spectrum) of symptoms, skills and levels of disability.

Individual’s experience of autism is different, with degree to which they experience difficulty or difference across the triad of impairments varying.

Learners should understand the spectrum as more sophisticated than a linear continuum.

Link between understanding people with autism as individuals and person-centred practice and care value base.

Common comorbid conditions such as:

• Anxiety
• ADHD
• Bipolar disorder
• Epilepsy.

Assessment Criteria

• 2.1

  Explain why autism is considered to be a spectrum condition.

• 2.2

  Explain why it is important to recognise that each individual on the autistic spectrum has their own individual abilities, needs, strengths, preferences and interests.

• 2.3

  Identify other conditions which may be associated with an autistic spectrum condition.

Understand the behaviours exhibited by some individuals with autism.

Behavioural characteristics.

Learners should be aware that there is no single behavioural checklist for autism but be able to identify some common behavioural characteristics, relating to key areas of difference

Social relationships e.g.

• Difficulty in mixing with others
• Prefers to be alone
• Has an aloof manner
• Little or no eye contact.

Social communication e.g.

• Repeats words or phrases (echo-lalia)
• Speaks on very narrowly focused topics
• Difficulty in talking about abstract concepts
• Lack or impairment of conversational skills.

Imaginative thought e.g.

• Inappropriate attachment to objects
• Obsessive play with toys or objects
• Does not like change in routine or environment
• Will eat only certain foods
• Will use only the same object (same plate or cup, same clothes)
• Repetitive motor movements (rocking, hand flapping).

Reasons for behaviours may include:

• Response to sensory overload
• Self-soothing
• Means of processing information or interpreting environment.

Anxiety and Stress management could include:

• Keeping a diary to help someone identify triggers/situations
• Meltdown prevention plan
• Relaxation techniques, such as yoga, sensory stimulation,
• Talking techniques
• Counselling.

Helping someone to understand social rules or what to expect in social interactions through strategies such as social stories.

Assessment Criteria

• 3.1

  Describe behavioural characteristics associated with autism.

• 3.2

  Give reasons why individuals with autism may exhibit such behaviours.

• 3.3

  Describe ways to support an individual with autism if they are highly anxious or stressed.

Understand how to contribute to the person-centred support of an individual with autism.

The learner should be able to explain value of person-centred approaches where the focus is on the individual and their strengths, preferences and wishes rather than on their impairment.

Structures and routines

• Means of creating stability and order in what may be a confusing, unpredictable world
• Reduce stress and anxiety
• May become problematic if they prevent introduction of new experiences or do not allow for any form of change.

Consistency of approach reduces anxiety for individual, allows successful strategies to be shared across settings/support workers and families. Strategies and approaches should be documented; regular dialogue should be in place with families to allow them to help shape approach and apply agreed strategies.

Formal and informal networks.

Informal supports are people who are part of the family's personal social network, e.g. family members, friends, neighbours, colleagues or members of a faith-based community. Formal supports are individuals from organisations or agencies that provide help or a service to the family (e.g. doctor, social worker, charitable organisation such as:

• The National Autistic Society
• Autism Alliance
• Ambitious about Autism.

Learning strategies could include:

• SPELL
• TEACCH
• Social Stories(tm)
• Counselling.

Assessment Criteria

• 4.1

  Explain why it is important to have in place structures and routines which match the wishes and needs of the individual.

• 4.2

  Identify formal and informal support networks for an individual with autism.

• 4.3

  Explain why it is important to involve families/parents/carers in a person-centred approach to the support of individuals with autism.

• 4.4

  Describe ways of ensuring that support provided is consistent, both within own approach and with that of others.

• 4.5

  Describe how to support the learning of an individual with an autistic spectrum condition.

Understand how to communicate effectively with individuals with autism.

Learners should be able to explain verbal and non-verbal communication and the impact this can have when communicating with someone who has an autism condition. Reducing barriers to communication could include:

• Using the person names so they know the communication is aimed at them
• Keeping background noise to a minimum
• Keeping language simple
• Speak slowly and clearly
• Using simple gestures with words
• Allowing extra time for them to process information
• Using pictures to aid communication.

Visual Supports could include:

• PECS (Picture exchange Communications system)
• Photographs, drawings, objects, written words, lists, symbols, colour cards, comic strip, choice boards, emotion thermometers
• Sources of Advice could include:
• The National Autistic Society
• Autism Alliance
• Ambitious about Autism
• Autism Speaks
• Wrong Planet
• Identity First

Assessment Criteria

• 5.1

  Explain why it is important to be aware of the impact of own verbal and non-verbal communication on an individual with autism.

• 5.2

  Identify aspects of the environment that affect communication with an individual.

• 5.3

  Describe how to reduce barriers to communication with an individual.

• 5.4

  Outline the use of visual communication systems for individuals with autism.

• 5.5

  Identify sources of advice about effective communication with an individual.