Module a Assessment

LEVEL 2 CERTIFICATE IN UNDERSTANDING AUTISM
Module A 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 A 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
INTRODUCTION TO AUTISM / UNIT 1
Assessment 1.1: Understanding 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. Describe each of the following social and communication disorders. (1.1)
a) Autism spectrum condition:
b) Asperger syndrome:
c) High-functioning autism:
INTRODUCTION TO AUTISM / UNIT 1
2. Explain what is meant when autism is described as a spectrum condition. (1.2)
3. Explain why it is important to recognise that autism is a lifelong condition. (1.3)
INTRODUCTION TO AUTISM / UNIT 1
Assessment 1.2: Characteristics of autism
4. Describe examples of the main characteristics that may be found in people with
autism in each of the following areas. (4.1)
a) Social communication:
b) Social interaction:
INTRODUCTION TO AUTISM / UNIT 1
c) Sensory:
d) Perception and cognition:
e) Repetitive behaviour and inflexibility:
INTRODUCTION TO AUTISM / UNIT 1
5. Describe how characteristics can vary between individuals according to the
following factors. (4.2)
a) The type or form of autism:
b) The presence of other conditions:
INTRODUCTION TO AUTISM / UNIT 1
c) Gender:
d) Age:
e) Education, intervention and support:
INTRODUCTION TO AUTISM / UNIT 1
6. Outline what is meant by the ‘triad of impairments’. (4.3)
7. Identify positive and negative aspects of the ‘triad of impairments’. (4.4)
a) Positive:
b) Negative:
INTRODUCTION TO AUTISM / UNIT 1
Assessment 1.3: Diagnosing autism
8. Using current statistics, state how many people in the United Kingdom have
autism. (It is a good idea to use the Internet to find this information, but make sure that the website is giving UK statistics). (3.5)
a) As a number:
b) As a percentage of the UK population:
c) State the date and details of your source:
9. Outline current guidelines for the diagnosis of autism in the United Kingdom. (3.1)
a) For children:
INTRODUCTION TO AUTISM / UNIT 1
b) For adults:
10. Describe the difficulties that may occur with formal diagnosis in relation to the
following. (3.2)
a) Adults:
b) Older people:
INTRODUCTION TO AUTISM / UNIT 1
c) Gender:
d) The range of different diagnoses:
11. Suggest reasons why individuals may be reluctant to seek a diagnosis. (3.3)
INTRODUCTION TO AUTISM / UNIT 1
12. Explain why it is important for individuals to have a formal diagnosis. (3.4)
INTRODUCTION TO AUTISM / UNIT 1
Assessment 1.4: Conditions that commonly co-occur with autism
13. Explain what is meant by conditions that co-occur with autism. (5.1)
14. a) Explain how mental ill health may co-occur in individuals with autism. (5.1)
b) Describe the concerns that may arise when an individual with autism also has
mental ill health. (5.3)
INTRODUCTION TO AUTISM / UNIT 1
15. a) Explain how a learning disability may co-occur in individuals with autism. (5.1)
b) Describe the concerns that may arise when an individual with autism also has a
learning disability. (5.3)
INTRODUCTION TO AUTISM / UNIT 1
16. Identify other conditions that may co-occur with autism. For each condition:
a) Describe each condition. (5.2)
b) Describe the concerns that can arise from these co-occurring conditions. (5.3)
Name of condition: / ______
a)
b)
Name of condition: / ______
a)
b)
Name of condition: / ______
a)
b)
INTRODUCTION TO AUTISM / UNIT 1
Assessment 1.5: Theoretical models relating to autism
17. Outline the following theoretical models in relation to identifying autism. (2.1)
a) Kanner:
b) Asperger:
INTRODUCTION TO AUTISM / UNIT 1
c) Wing and Gould:
18. Explain how the following terms are used in relation to autism. (2.2))
a) Neurodiverse:
b) Neurotypical:
INTRODUCTION TO AUTISM / UNIT 1
Assessment 1.6: Common misconceptions about autism
19. a) Identify common attitudes and misunderstandings about autism. (6.1)
b) Describe how these attitudes and a lack of understanding can compound the
difficulties of individuals with autism. (6.1)
INTRODUCTION TO AUTISM / UNIT 1
20. Give examples of how autism can be misrepresented in the media. (6.2)
21. Describe how discrimination against individuals with autism can occur
inadvertently in society, in relation to each of the following factors. (6.3)
a) Gender:
b) Employment:
INTRODUCTION TO AUTISM / UNIT 1
c) Health care:
d) Age:
USING A PERSON-CENTRED APPROACH TO SUPPORTINDIVIDUALS WITH AUTISM / UNIT 2
Assessment 2.1: Legislation and guidance relating to autism
1. Outline the key points of current legislation and guidance in relation to each of the
following areas. (1.1)
a) Autism:
b) Equality and disability rights:
USING A PERSON-CENTRED APPROACH TO SUPPORTINDIVIDUALS WITH AUTISM / UNIT 2
c) Special educational needs:
d) Mental capacity and best interests:
USING A PERSON-CENTRED APPROACH TO SUPPORTINDIVIDUALS WITH AUTISM / UNIT 2
e) Advocacy:
2. Outline how the legislation and guidance in question 1 can be used to support
individuals with autism. (1.2)
USING A PERSON-CENTRED APPROACH TO SUPPORTINDIVIDUALS WITH AUTISM / UNIT 2
3. Outline the principles of confidentiality in relation to supporting individuals with
autism. (2.9)
USING A PERSON-CENTRED APPROACH TO SUPPORTINDIVIDUALS WITH AUTISM / UNIT 2
Assessment 2.2: Person-centred approaches
4. Explain why it is important to treat every person with autism as an individual. (2.2)
5. Describe what is meant by ‘person-centred support’. (2.1)
USING A PERSON-CENTRED APPROACH TO SUPPORTINDIVIDUALS WITH AUTISM / UNIT 2
6. Describe ways in which an individual’s needs and preferences should be
incorporated in the support provided. (2.5)
7. Give examples of how to promote the rights of individuals with autism. (2.4)
USING A PERSON-CENTRED APPROACH TO SUPPORTINDIVIDUALS WITH AUTISM / UNIT 2
8. Explain the importance of working with an individual’s strengths and abilities to
enable them to achieve their potential. (2.6)
9. Give examples of how support should be provided in a way that is compassionate
and non-judgemental. (2.3)
a) Compassionate:
b) Non-judgemental:
USING A PERSON-CENTRED APPROACH TO SUPPORTINDIVIDUALS WITH AUTISM / UNIT 2
10. Give examples of how informal networks can contribute to the support of
individuals with autism. (2.7)
11. Explain the importance of working in partnership with individuals, their families
and other professionals. (2.8)

MODULE A ASSESSMENT

Well done!
You have now completed the questions for Module A. Please return your
assessment to your tutor/learning provider. They will provide you with feedback on the assessment. If you need any further help or guidance, please contact your tutor/learning provider.
Don’t forget to complete the ‘Personal details’ and ‘Candidate statement’ boxes on the front page of this assessment.