Module B assessment
You will need to complete an assessment for each module. When you have completed all the questions, please return them to your tutor/ learning provider.
The purpose of the assessment tasks is to provide evidence that you have met the requirements set out by the awarding body in order to pass the course. The information and activities in the learning materials will help you complete these assessment tasks. If you have any difficulty in answering any of the questions please contact your tutor/learning provider who will provide you with help and guidance.
Good luck with your studies!
LEVEL 2 CERTIFICATE IN UNDERSTANDING AUTISM
Module B assessment
After completing your assessment please return it to your tutor/learning provider.
ADVICE TO ALL CANDIDATES
- Please complete both the personal details and candidate statement boxes below.
- Complete all questions in this assessment.
- Type your answers in the boxes provided.
- You do not need to return your completed activities for the units – just this assessment.
- If you require any assistance or guidance please contact your tutor/learning provider.
PERSONAL DETAILS
Name
Contact Address
Postcode
Telephone no. / evening / day
Email / home / work
CANDIDATE STATEMENT
I confirm that the answers in this assessment were completed by myself and are my own work.
Signature (type name)
Date
COMMUNICATION AND SOCIAL INTERACTION IN INDIVIDUALS WITH AUTISM / UNIT 3
Assessment 3.1: Speech, language and communication in individuals with autism
(The reference in brackets at the end of each task refers to the assessment criteria for the learning outcomes of this qualification and is for your tutor's/learning provider’s use.)
1. Outline the processes required to communicate using language and speech. (1.1)
a) Language:
b) Speech:
2. Describe how speech and language development may be delayed or affected for
individuals with autism. (1.2)
COMMUNICATION AND SOCIAL INTERACTION IN INDIVIDUALS WITH AUTISM / UNIT 3
3. Describe different forms of communication used by individuals with autism. (1.3)
COMMUNICATION AND SOCIAL INTERACTION IN INDIVIDUALS WITH AUTISM / UNIT 3
4. Describe the difficulties an individual with autism may have in communicating
verbally. (1.4)
a) When processing verbal information:
b) When interpreting verbal information:
COMMUNICATION AND SOCIAL INTERACTION IN INDIVIDUALS WITH AUTISM / UNIT 3
Assessment 3.2: Social interaction in individuals with autism
5. Describe how social development may be delayed or affected for individuals with
autism. (2.1)
6. Describe the difficulties individuals with autism may experience with social
interaction. (2.2)
COMMUNICATION AND SOCIAL INTERACTION IN INDIVIDUALS WITH AUTISM / UNIT 3
7. Explain the links between social development and speech and language
development. (2.3)
COMMUNICATION AND SOCIAL INTERACTION IN INDIVIDUALS WITH AUTISM / UNIT 3
Assessment 3.3: Strategies to support communication and social interaction for
individuals with autism
8. Identify a range of methods that could be used when communicating with an
individual with autism. (3.1)
9. Outline a range of strategies that could be used to support communication and
social interaction. (3.2)
COMMUNICATION AND SOCIAL INTERACTION IN INDIVIDUALS WITH AUTISM / UNIT 3
10. Explain how a constructive environment can be created to aid communication and
social interaction. (3.4)
11. Describe how communication can be adapted to meet the needs and preferences
of each individual. (3.3)
COMMUNICATION AND SOCIAL INTERACTION IN INDIVIDUALS WITH AUTISM / UNIT 3
12. Describe the role of specialists in supporting communication and social
interaction. (3.5)
SENSORY PROCESSING, PERCEPTION AND COGNITIONIN INDIVIDUALS WITH AUTISM / UNIT 4
Assessment 4.1: Sensory processing and autism
1. Give a definition for each of the following terms relating to autism. (1.2)
a) Hypersensitivity:
b) Hyposensitivity:
2. Outline how differences in sensory processing may affect each of the senses for
individuals with autism. (1.1)
a) Vision:
b) Hyposensitivity:
SENSORY PROCESSING, PERCEPTION AND COGNITIONIN INDIVIDUALS WITH AUTISM / UNIT 4
c) Smell:
d) Taste:
e) Touch:
3. Outline why individuals with autism may experience balance difficulties (vestibular
sense). (1.3)
SENSORY PROCESSING, PERCEPTION AND COGNITIONIN INDIVIDUALS WITH AUTISM / UNIT 4
4. Explain how individuals with autism may experience difficulties with body
awareness (proprioception). (1.4)
5. Give examples of behaviours that may suggest an individual is hypersensitive or
hyposensitive. (1.5)
a) Hypersensitive:
b) Hyposensitive:
SENSORY PROCESSING, PERCEPTION AND COGNITIONIN INDIVIDUALS WITH AUTISM / UNIT 4
Assessment 4.2: Recognising and supporting sensory needs
6. Give examples of how individuals with autism may respond when experiencing
sensory overload. (2.2)
7. a) Identify examples of the type of environments that might contribute to an
individual experiencing sensory overload. (2.1)
b) Identify examples of the type of situations that might contribute to an individual
experiencing sensory overload. (2.1)
SENSORY PROCESSING, PERCEPTION AND COGNITIONIN INDIVIDUALS WITH AUTISM / UNIT 4
8. Outline different ways to support individuals experiencing sensory overload. (2.3)
a) Strategies during sensory overload:
b) Strategies to prevent sensory overload:
SENSORY PROCESSING, PERCEPTION AND COGNITIONIN INDIVIDUALS WITH AUTISM / UNIT 4
9. a) Describe how to create a ‘low-arousal’ sensory environment. (2.4)
b) Give examples of ways to increase sensory stimulation. (2.5)
SENSORY PROCESSING, PERCEPTION AND COGNITIONIN INDIVIDUALS WITH AUTISM / UNIT 4
10. Describe the benefits of sensory activities for individuals with autism. (2.6)
11. Outline how sensory differences may have an influence on an individual’s dietary
preferences. (2.7)
SENSORY PROCESSING, PERCEPTION AND COGNITIONIN INDIVIDUALS WITH AUTISM / UNIT 4
12. Explain how to support the dietary preferences of individuals with autism. (2.8)
SENSORY PROCESSING, PERCEPTION AND COGNITIONIN INDIVIDUALS WITH AUTISM / UNIT 4
Assessment 4.3: Processing information and cognition
13. Outline the difficulties an individual with autism may have with the
following. (3.1)
a) Processing information:
b) Predicting the consequences of an action:
c) Understanding the concept of time:
d) Organising, prioritising and sequencing:
SENSORY PROCESSING, PERCEPTION AND COGNITIONIN INDIVIDUALS WITH AUTISM / UNIT 4
14. Describe strategies that could be used to support an individual with autism to
complete activities/tasks. (3.2)
MODULE B ASSESSMENT
Well done!You have now completed the questions for Module B. Please return your
assessment to your tutor/learning provider. They will provide you with feedback onthe assessment. If you need any further help or guidance, please contact yourtutor/learning provider.
Don’t forget to complete the ‘Personal details’ and ‘Candidate statement’ boxeson the front page of this assessment.
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