Ask Autism modules mapping to National Autism Qualifications

Introduction

The National Autistic Society (NAS) supported the development of the new National Autism qualifications and would like to recommend them as useful contribution to the increased skills and knowledge for those who work with or support individuals on the autistic spectrum.

The Ask Autism e:learning modules developed and marketed by NAS are an exceptional source of support and learning to those considering the attainment of the Autism qualifications. Completion of the Ask Autism modules provides excellent underpinning knowledge to support gaining of the qualifications. In addition evidence gained during the completion of the online modules could be counted towards the qualifications in agreement with the awarding organisation or the assessor. It is important to note that the qualifications are competence based and therefore learning will need to demonstrate that they can achieve the learning outcomes in practice. The NAS modules are knowledge only and thus without evidence of practical application the modules alone will not allow learners to gain immediate accreditation without some further learning as directed by the assessor /learning provider.The Ask Autism are now accredited under Continuing Professional Development (CPD).

New qualifications

There are 2 new qualifications as follows:

  • Level 3 Award in supporting individuals on the autistic spectrum
  • Level 3 Certificate in supporting those on the autistic spectrum.

Unit reference number / Unit Title / Level / Credit Size / Level 3 award / Level 3 certificate
AUT 301 / Communicate with individuals on the autistic spectrum / 3 / 3 /  / 
AUT 302 / Support individuals on the autistic spectrum using a person centred approach / 4 / 5 / 
AUT 303 / Support individuals on the autistic spectrum to manage their sensory and environmental needs / 3 / 4 /  / 
AUT 304 / Promote active support with individuals on the autistic spectrum / 3 / 3 / 

Full details of the national qualifications can be found on the Skills for Care website at

The table below illustrates the direct links between the Ask Autism modules and the National Autism Qualifications. It shows how the completed modules can support learning and evidence required for the learning outcomes (LO) of each unit in the qualificationsrelating in each NAS module.

In addition to the information here, many of the modules also cover background learning that will support the overall learning for the units in the qualifications.

Ask Autism
Modules
Qualification
Units / Understanding Autism / Autism and communication / Autism and sensory experience / Autism, stress and anxiety / Autism: supporting families
AUT 301: Communicate with individuals on the autistic spectrum / LO1, LO2, LO3,
AUT 302: Support individuals on the autistic spectrum using a person centred approach / LO3, LO4,
LO5, LO6
(LO1, LO2) / LO5, LO6 / LO4, LO5, LO6
AUT 303: Support individuals on the autistic spectrum to manage their sensory and environmental needs / LO3 / LO1, LO2, LO3,
AUT 304: Promote active support with individuals on the autistic spectrum / LO2, LO4

Detailed mapping

The following table is a more detailed mapping of individual learning outcomes and assessment criteria from the qualification to the leering outcomes of the Ask Autism modules. This information will be particularly helpful to trainers and assessors but can support learners to understand where learning may have already been completed and where evidence may be found for the qualification within the Ask Autism modules.

Ask Autism / National qualifications
Module / Module learning outcomes / Unit / Learning outcome / Assessment criteria
Understanding Autism / Outline how autism has come to be defined and diagnosed / AUT 302 /
  1. Understand the characteristics of the autistic spectrum
/ 3.1Explain historical and current perspectives on the causes and characteristics of
  • autism
  • medical changes
3.2Explain how emerging theories can contribute to an understanding of autism
3.3Analyse how areas of current research and good practice can support own practice
3.4Analyse how impairments may effect an individual on the autistic spectrum
  • Social and emotional
  • Language and communication
  • Social imagination
  • Sensory processing
3.5Describe co-existing conditions that may be experienced by individuals on the autistic spectrum
Describe common difficulties often faced by people on the autism spectrum / AUT 302 / 4. Be able to support an individual on the autistic spectrum using a person centred approach / 4.1 Work with an individual on the autistic spectrum
to explore their view of the world
  • Life experience
  • Sensory
  • Physical
  • Emotional
  • Language and communication
  • Social
  • Relationships
  • Personal interests
4.2Support an individual and others to understand how their individual characteristics of autism impact on their:
  • Physical and emotional wellbeing
  • Patterns of behaviour
  • Interactions
  • Relationships
4.3Support an individual and others to develop strategies to manage the impact of their individual characteristics of autism on their
  • Physical and emotional wellbeing
  • Patterns of behaviour
  • Interactions
  • Relationships

Describe some of the strengths and unique attributes of people on the autism spectrum / AUT 302 /
  1. Understand the impact of change for an individual on the autistic spectrum using a person centred approach
/ 5
5.1 Describe the impact of change for 3 different
individuals on the autistic spectrum
5.2Analyse the impact of structure and routine for 3 different individuals on the autistic spectrum using a person centred approach
5.3Compare how changes in the environment may affect 3 different individuals on the autistic spectrum
5.4Explain the consequences of not responding to the impact of changes in the lives of an individual on the autistic spectrum
Challenge common stereotypes about people on the autism spectrum / AUT 302 /
  1. Be able to support an individual on the autistic spectrum to manage the impact of change using a person centred approach
/ 6.1.Use a person centred approach to support the individual and others to identify what changes may affect them
  • Environment
  • People
  • Over time
6.2.Use a person centred approach to support the individual and others to assess the impact of changes in their lives
6.3.Work in partnership with an individual and others to support them in making informed choices to develop strategies to manage change in the following circumstances
  • Planned
  • Unplanned
  • Emergency
6.4.Work in partnership with an individual and others to review the effectiveness of a change strategy
Recognise how to make environments more enabling for people on the autism spectrum / AUT 303 / 3. Be able to create environments to support individuals on the autistic spectrum / 3.1Adapt environments to respond to assessed sensory differences for 2 individuals on the autistic spectrum
3.2Provide opportunities to enrich sensory experience by
  • Increasing sensory stimulation
  • Reducing sensory overload
3.3Work in partnership with the individual and others to conduct a risk assessment for equipment used to support the sensory needs of an individual on the autistic spectrum
3.4Adapt own interaction to respond to assessed sensory differences
3.5Work with wider networks to offer information, advice and guidance to support an individual on the autistic spectrum
Autism and sensory experience / Describe and discuss how people process sensory information and how to identify your own sensory preferences / AUT 303 / 1. Understand the sensory needs of individuals on the autistic spectrum / 1.1Analyse how processing information from the seven senses may be different for individuals on the autistic spectrum
1.2Analyse how they process information personally to interpret the world around them
1.3Explain how individuals on the autistic spectrum may experience sensory inputs demonstrating
  • Hyposensitivity
  • Hypersensitivity
1.4Give examples for 3 different individuals on the autistic spectrum of how sensory experiences may change
  • In different environments
  • Over a one hour period
  • Over a 24hr period
  • Across life span
  • Between different individuals
  • In different interactions
1.5Analyse the behaviours as a result of sensory experiences for 3 different individuals on the autistic spectrum
  • In different environments
  • Over a one hour period
  • Over a 24hr period
  • Across life span
  • Between different individuals
  • In different interactions
1.6Analyse the impact of an individual’s sensory processing differences on
  • Self
  • Others
  • Environment
1.7Explain how to manage sensory processing differences that affect individuals on the autistic spectrum
  • In a positive way
  • In a negative way
  • During different periods of the day

Understand differences in how people on the autism spectrum experience and process sensory information / AUT 303 / 2. Be able to assess the sensory processing differences of individuals on the autistic spectrum / 2.1Compare the sensory processing differences of two individuals on the autistic spectrum from
  • The individual’s perspective
  • Observation
  • Others
  • Wider networks
  • Available supporting documents
2.2Work in partnership with others to carry out assessment of sensory processing differences.
2.3Use agreed ways of working to record outcomes of assessment of sensory processing differences of individuals
Identify the impact of sensory differences on everyday life for people on the autism spectrum / AUT 303 / 3. Be able to create environments to support individuals on the autistic spectrum / 3.1Adapt environments to respond to assessed sensory differences for 2 individuals on the autistic spectrum
Recognise and respond to sensory needs of people on the autism spectrum / AUT 303 / 3. Be able to create environments to support individuals on the autistic spectrum / 3.2Provide opportunities to enrich sensory experience by
  • Increasing sensory stimulation
  • Reducing sensory overload
3.3Work in partnership with the individual and others to conduct a risk assessment for equipment used to support the sensory needs of an individual on the autistic spectrum
3.4Adapt own interaction to respond to assessed sensory differences
3.5 Work with wider networks to offer information, advice and guidance to support an individual on the autistic spectrum
3.6Support others to adapt their interaction to respond to ass4ssed sensory differences
3.7Review adaptations made to the environment to continue to support the sensory needs of an individuals
Autism stress and anxiety / Describe and discuss stress and anxiety as bodily and mental process and reflect how stress and anxiety affect you / AUT 302 /
  1. Understand the impact of change for an individual on the autistic spectrum using a person centred approach
/ 6
5.1 Describe the impact of change for 3 different individuals on the
autistic spectrum
5.2Analyse the impact of structure and routine for 3 different
individuals on the autistic spectrum using a person centred approach
5.3Compare how changes in the environment may affect 3 different individuals on the autistic spectrum
5.4Explain the consequences of not responding to the impact of changes in the lives of an individual on the autistic spectrum
Understand differences in how stress and anxiety are experienced by people on the autism spectrum /
  1. Be able to support an individual on the autistic spectrum to manage the impact of change using a person centred approach
/ 6.1.Use a person centred approach to support the individual and others to identify what changes may affect them
  • Environment
  • People
  • Over time
6.2.Use a person centred approach to support the individual and others to assess the impact of changes in their lives
6.3.Work in partnership with an individual and others to support them in making informed choices to develop strategies to manage change in the following circumstances
  • Planned
  • Unplanned
  • Emergency
6.4.Work in partnership with an individual and others to review the effectiveness of a change strategy
Identify factors that can impact on the stress and anxiety experienced by people on the autism spectrum / No specific related outcome in qualification but whole qualification aims to reduce the stress and anxiety of individuals by encouraging greater understanding of autism and working in a person centred way to support individuals
Recognise how to reduce the impact of stress and anxiety on people on the autism spectrum
Autism supporting families / Recognise the experience of families that include members on the autism spectrum / AUT 302 / 4. Be able to support an individual on the autistic spectrum using a person centred approach / 4.2 Support an individual and others to understand how their individual characteristics of autism impact on their:
  • Physical and emotional wellbeing
  • Patterns of behaviour
  • Interactions
  • Relationships
4.3Support an individual and others to develop strategies to manage the impact of their individual characteristics of autism on their
  • Physical and emotional wellbeing
  • Patterns of behaviour
  • Interactions
  • Relationships

Identify the support needs that include members on the autism spectrum / AUT 302 /
  1. Understand the impact of change for an individual on the autistic spectrum using a person centred approach
/ 5.1Describe the impact of change for 3 different individuals on the autistic spectrum
5.2Analyse the impact of structure and routine for 3 different individuals on the autistic spectrum using a person centred approach
5.3Compare how changes in the environment may affect 3 different individuals on the autistic spectrum
5.4Explain the consequences of not responding to the impact of changes in the lives of an individual on the autistic spectrum
Respond to the changing support needs of families that include members on the autism spectrum throughout their lives / AUT 302 /
  1. Be able to support an individual on the autistic spectrum to manage the impact of change using a person centred approach
/ 6.1.Use a person centred approach to support the individual and others to identify what changes may affect them
  • Environment
  • People
  • Over time
6.2.Use a person centred approach to support the individual and others to assess the impact of changes in their lives
6.3.Work in partnership with an individual and others to support them in making informed choices to develop strategies to manage change in the following circumstances
  • Planned
  • Unplanned
  • Emergency
6.4.Work in partnership with an individual and others to review the effectiveness of a change strategy
AUT 304 /
  1. Be able to engage individuals on the autistic spectrum through active support
/ 2.1Work with an individual on the autistic spectrum and others to identify activities for participation considering:
  • Strengths
  • Interests
  • Wishes
  • Motivation
2.2Assess the support an individual on the autistic spectrum needs to participate in activities
2.3Work in partnership with an individual and others on the autistic spectrum dual on the autistic spectrum to develop a structured approach to an activity
2.4Assess the challenges for an individual on the autistic spectrum to participate in activities
  • Sensory
  • Emotional
  • Physical
  • Social imagination
  • Interaction and communication
2.5Support an individual on the autistic spectrum to participate in chosen activities
2.6Review own contribution to active support
2.7Work in partnership with the individual and others to develop strategy for ongoing review of activities.
AUT 304 /
  1. Be able to support others to encourage active support with an individual on the autistic spectrum.
/ 4.1Work in partnership with others to encourage culture of active support in the organisation
4.2Support others to encourage active support with an individual on the autistic spectrum
Autism and communication / Describe and discuss language and communication use and reflect on your own communication style / AUT 301 / 1. Understand communication for individuals on the autistic spectrum / 1.1Explain how communication styles may differ when communicating with individuals on the autistic spectrum.
1.2Give 3 examples of how an individual on the autistic spectrum may take language literally
1.3Explain how expressive and receptive communication skills may vary for individuals on the autistic spectrum.
1.4Analyse the implications for practice of the link between behaviours and communication.
1.5Analyse how evidence based practice in communicating with individuals on the autistic spectrum could support own practice.
1.6Give an example of how adopting an individual’s preferred method of communication can reinforce their identity and uniqueness.
Understand variations in use of language and communication in autism / AUT 301 /
  1. Be able to work in partnership with an individual on the autistic spectrum and others to develop a person centred communication plan
/ 2.1Assess the communication needs of individuals on the autistic spectrum from
  • The individuals perspective
  • Observation
  • Others
  • Wider networks
  • Available supporting documents
2.2Design a communication plan to support an individual on the autistic spectrum to consider:
  • Using their own strengths
  • Adopting their preferred methods
  • Verbal communication techniques
  • Non-verbal communication techniques
  • Links between own behaviours and communication
  • Addressing barriers to communication that may be personal to the individual
  • Environmental adaptations that may be required

Identify factors that can impact on successful communication
Recognise and respond to the natural communication preferences of people on the autism spectrum / AUT 301
AUT 301 /
  1. Be able to implement a communication plan to communicate with individuals on the autistic spectrum
/ 3.1Implement a communication plan to support an individual on the autistic spectrum to consider:
  • Using their own strengths
  • Adopting their preferred methods
  • Verbal communication techniques
  • Non-verbal communication techniques
  • Links between own behaviours and communication
  • Addressing barriers to communication that may be personal to the individual
  • Environmental adaptations that may be required
3.2Adapt own preferred methods of communication to implement a communication plan with individuals on the autistic spectrum
3.3Review communication methods used with the individual to check effective interaction.

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