Elements and Performance Criteria

RANGE STATEMENT

The Range Statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Add any essential operating conditions that may be present with training and assessment depending on the work situation, needs of the candidate, accessibility of the item, and local industry and regional contexts.


Autism spectrum disorder refers to:
The term autism spectrum disorder is an umbrella term that describes autism and asperger's syndrome
There are no diagnostic criteria for autism spectrum disorder; it is a term used to describe individuals with a diagnosis of autism, asperger's syndrome or associated pervasive developmental delays
Individuals diagnosed with autism spectrum disorder may display difficulties in three areas:
communication
social interaction
flexible thinking and behaviour
In addition, some people with autism spectrum disorder may also have sensory processing difficulties - unusual perception of sounds, sights, smell, touch and taste


Historical context includes:
Original research conducted by Leo Kanner (1943) and Hans Asperger (1944)


Current research includes, but is not limited to:
Current, reliable references
Causes, including:
neurological/biological
environmental toxins
viral
Treatments, therapies and interventions
Coexistence with other disabilities
Prevalence, gender ratios and demographic data


Assessment tools may include:
DSMIV-R
ICD-10
FOSPAC
CARS
Attwood scale of asperger's syndrome


Diagnostic categories must include:
Autism
Asperger syndrome


Diagnostic categories may also include:
Childhood disintegrative disorder
Pervasive developmental disorder not otherwise specified (PDD-NOS)
Rett's Disorder


Core areas of functional impact include:
Communication:
verbal
non-verbal
receptive language
expressive language
Social:
theory of mind/relationships
executive functioning
Behaviour:
central coherence deficit
rituals/obsessions/routines
sensory processing


Individual clients may include:
Individuals at any stage of the life span


Key issues may include:
Loss and grief
Stress (individual and family)
Service access
Meeting individual needs and personal needs
Education
Economic constraints
Social isolation
Community acceptance
Information overload


Interventions and support strategies may include:
Documented individualised plan, including:
individual lifestyle plan
individual program plan
individual education plan
individual futures plan
Visual strategies:
social stories
comic strip conversation
visual stories
checklists
picture exchange communication system (PECS)
Augmentative communication
Sensory strategies - calming or alerting:
visual strategies
auditory strategies
tactile strategies
gustatory strategies
olfactory strategies
proprioceptive strategies
vestibular strategies
Relaxation techniques
Connection with social groups and activities
Behaviour support:
functional assessment of behaviour
identification of triggers and if possible modification of environment
known reinforcers - reinforcement assessment
positive reinforcement
non aversive approach
token economy


Principles for evaluating possible intervention and support strategies may include;
Impact on the client and family
Reliable evidence of positive results
Sustainability
Useful and transferable
Philosophical match with client/family ethics
Financial cost
Resource availability


Values and philosophies may include:
A holistic and person-centred approach
Developmental approach
Advocacy
Community education
Family sensitive approaches
Promotion of quality of life
Early intervention
Delivery of appropriate services
Commitment to meeting the needs and upholding the rights of clients
Encouragement of personal growth and development
Rights of individuals
The social model of disability
The impact of social devaluation on an individual's quality of life
Competency and image enhancement as a means of addressing devaluation


Legislative and legal requirements may include:
Commonwealth and relevant state/territory disability services acts
National Standards for Disability Services
Duty of care
Guardianship and administration
Quality assurance framework (federal and state)
Equal Opportunity Act
Disability Discrimination Act
Privacy Act
Organisation policies
Work health and safety (WHS)
Medication regulations

EVIDENCE GUIDE

The evidence guide provides advice on assessment and must be read in conjunction with the Performance Criteria, Required Skills and Knowledge, the Range Statement and the Assessment Guidelines for this Training Package.

Critical aspects for assessment and evidence required to demonstrate this unit of competency:
The individual being assessed must provide evidence of specified essential knowledge as well as skills
Assessment of this unit must occur in a real or simulated workplace
The specific assessment context will be defined by the workplace
Where, for reasons of safety, space, or access to equipment and resources, assessment takes place away from the workplace, the assessment environment should represent workplace conditions as closely as possible
Assessment should not require a higher level of communication competency than that required by work responsibilities


Access and equity considerations:
All workers in community services should be aware of access, equity and human rights issues in relation to their own area of work
All workers should develop their ability to work in a culturally diverse environment
In recognition of particular issues facing Aboriginal and Torres Strait Islander communities, workers should be aware of cultural, historical and current issues impacting on Aboriginal and Torres Strait Islander people
Assessors and trainers must take into account relevant access and equity issues, in particular relating to factors impacting on Aboriginal and/or Torres Strait Islander clients and communities


Context of and specific resources for assessment:
This unit can be assessed independently, however holistic assessment practice with other community services units of competency is encouraged
Assessment requires access to:
appropriate workplace where assessment can take place or simulation of realistic workplace environment for assessment
relevant policies, procedures and protocols for work in the sector


Method of assessment:
In cases where the learner does not have the opportunity to cover all relevant aspects in the work environment, the remainder should be assessed through realistic simulations, projects, previous relevant experience or oral questioning on 'What if?' scenarios
Assessment of this unit of competence will usually include observation of processes and procedures, oral and/or written questioning on Essential knowledge and skills and consideration of required attitudes
Where performance is not directly observed and/or is required to be demonstrated over a 'period of time' and/or in a 'number of locations', any evidence should be authenticated by colleagues, supervisors, clients or other appropriate persons