There are two summative assessment methods –

A 20 min Presentation weighted at 50% assessing LO's 1 and 2

The second summative assessment takes the form of a structured learning plan demonstrating the application of the strategies proposed on the module which is 50% weighted, assessing LO3

Both elements must be passed

Additional Assessment Details (include formative feedback / assessment):
Formative Assessment / Feedback:

Students will receive formative feedback from their tutors, during the face to face studies and via on-line (BlackBoard\ e-mail). Workshops within the workplace will be held where students will be able to formatively peer review fellow students Viva’s and Presentations, facilitated by University Tutors.

Group tutorials will be offered to students as per University Regulations.

The content of this module is designed to give students the necessary contemporary theoretical principles and concepts of Autistic Spectrum Disorder in order to enable students to effectively communicate with and support the people in their care and critically evaluate how this impacts on the support they receive. The content will be provided within the context of Person centred care, values based practice and positive behavioural support and will promote the concepts inherent in non –aversive intervention strategies.

The content of the module will include:-

• An examination of the Bio/ psycho/ social assessment of Autistic Spectrum Disorder, including defining Autism utilising the Triad of impairment and the Autistic spectrum

• An overview of person centred care planning for people with ASD, including, physical, psychological and environmental needs

• An exploration of the utility of Working as a member of a multi- disciplinary team in order to promote a forum for focussed discussion around the functional and communicative aspects of behaviour

• Strategies for alternative forms of communication with those on the autistic spectrum

• An examination of functional behavioural analysis as a way to understand behavioural/interactional challenges

• An exploration of Positive behavioural support strategies

• Theoretical support in designing and establishing non-aversive management programmes

• Support to students in developing their peer presentation skills

Scheduled Learning and Teaching Activities: (32 hours)
4 hours Group work and discussion
16 hours Lectures
4 hours group tutorials
8 hours , observing and peer reviewing Individual 30 minute presentations, student led and delivered and formatively peer assessed

Guided Independent Study: (268 hours)
28 hours Work based investigation
180 hours Reading and Study
30 hours Assignment preparation
30 hours presentation preparation

Library
IT resources
Blackboard resources

Brown.S (2015) Autism Spectrum Disorder and De-escalation Strategies: A Practical Guide to Positive Behavioural Interventions for Children and Young People. Jessica Kingsley Pub; 1 edition
Hattersley, C. (2013). Autism: understanding behaviour. London: The National Autistic Society.
Looks at the cause and function of behaviour, as well as at practical strategies that you can use in day-to-day situations. Available at www.autism.org.uk/pubs

Students applying for either award must be supporting people with a diagnosis of Autism as part of their employment remit.

1. Demonstrate and interpret knowledge of the underlying theoretical concepts and principles underpinning the understanding of autistic spectrum disorder and how this impacts on the support of students with complex learning needs (Knowledge and Understanding, Learning)

2. Demonstrate the ability to evaluate and utilise a psychological model to convey to others a coherent explanation of autistic spectrum disorder (Analysis, Communication, Enquiry)

3. Demonstrate the ability to apply knowledge and skills gained to produce an individual learning plan to support and meet the complex needs of students with autistic spectrum disorder
(Application, Problem Solving)