There are two summative assessment methods –

A 25 minute Viva weighted at 40% assessing LO's 1 and 3

The second summative assessment is a 2,500 word critical reflection which is 60% weighted assessing LO's 1, 2 and 4

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.

This module aims to give students the necessary contemporary theoretical principles and concepts of Autistic Spectrum Disorder in order to enable them to effectively communicate with and manage the support of the people in their care and critically evaluate how this impacts on their leadership and management.

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:-

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

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

• An exploration and critical review of values based goal setting

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

• Opportunity to develop leadership skills and attributes.

• Strategies for alternative forms of communication with those on the autistic spectrum and the skills required in leading others in developing alternative forms of communication

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

• Developing positive behavioural support strategies

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

• Support to students and staff in developing their peer presentation skills

Scheduled Learning and Teaching Activities: (37 hours)
4 hours Group work and discussion
16 hours Lectures
4 hours group tutorials
8 hours, Individual 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

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 working in an environment where supporting and managing people with a diagnosis of Autism as part of their remit and must demonstrate study at level five or equivalent.

1. Demonstrate a systematic understanding of the theoretical principles and concepts of Autistic Spectrum Disorder and how this impacts on the management of students with complex learning needs (Knowledge and Understanding, Learning)

2. Demonstrate the ability to critically evaluate current research and advanced scholarship and utilise concepts such as; gentle teaching and positive behaviour support to support a student with Autistic Spectrum Disorder (Analysis, Enquiry)

3. Demonstrate the ability to identify a range of solutions in the management of students with Autistic Spectrum Disorder and convey to others how the utilisation of ‘applied behavioural analysis’ and ‘positive behavioural strategies’ supports the development of positive behaviours. (Communication, Problem Solving)

4. Demonstrate the ability to exercise initiative and take personal responsibility to apply new knowledge and skills gained, to develop appropriate management plans which detail positive behaviour strategies for students with Autistic Spectrum Disorder (Application, Reflection)