Assessor Resource

CHCEDS031
Provide support to students with autism spectrum disorder

Assessment tool

Version 1.0
Issue Date: March 2024


This unit describes the skills and knowledge to provide support to students who have education needs associated with an autism spectrum disorder (ASD).

This unit applies to education support work in a variety of contexts and work is to be undertaken with appropriate guidance, support and supervision by a nominated teacher or other education professional.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.

You may want to include more information here about the target group and the purpose of the assessments (eg formative, summative, recognition)



Evidence Required

List the assessment methods to be used and the context and resources required for assessment. Copy and paste the relevant sections from the evidence guide below and then re-write these in plain English.

ELEMENT

PERFORMANCE CRITERIA

Elements define the essential outcomes.

Performance criteria specify the level of performance needed to demonstrate achievement of the element.

1. Research autism spectrum disorder

1.1 Document the historical context and current research relating to autism spectrum disorder

1.2 Identify and document the processes of establishing a diagnosis of ASD

1.3 Report on the difficulties experienced by students with ASD

1.4 Identify the implications of the disorder on effective teaching and learning practices

2. Provide support to students with autism spectrum disorder

2.1 Work with the education team to assist the student with ASD

2.2 Work as a team member to implement education programs

2.3 Support the student to have positive social interactions

3. Provide support to teachers of students with autism spectrum disorder

3.1 Contribute to goal setting for the student as part of the education team

3.2 Support the teaching strategies used by the teacher

3.3 Discuss issues with the teacher and other professionals as required

3.4 Identify, maintain, prepare and use suitable resources for students with ASD

3.5 Take appropriate steps, if required, to maintain personal safety of self and others


Submission Requirements

List each assessment task's title, type (eg project, observation/demonstration, essay, assingnment, checklist) and due date here

Assessment task 1: [title]      Due date:

(add new lines for each of the assessment tasks)


Assessment Tasks

Copy and paste from the following data to produce each assessment task. Write these in plain English and spell out how, when and where the task is to be carried out, under what conditions, and what resources are needed. Include guidelines about how well the candidate has to perform a task for it to be judged satisfactory.

ELEMENT

PERFORMANCE CRITERIA

Elements define the essential outcomes.

Performance criteria specify the level of performance needed to demonstrate achievement of the element.

1. Research autism spectrum disorder

1.1 Document the historical context and current research relating to autism spectrum disorder

1.2 Identify and document the processes of establishing a diagnosis of ASD

1.3 Report on the difficulties experienced by students with ASD

1.4 Identify the implications of the disorder on effective teaching and learning practices

2. Provide support to students with autism spectrum disorder

2.1 Work with the education team to assist the student with ASD

2.2 Work as a team member to implement education programs

2.3 Support the student to have positive social interactions

3. Provide support to teachers of students with autism spectrum disorder

3.1 Contribute to goal setting for the student as part of the education team

3.2 Support the teaching strategies used by the teacher

3.3 Discuss issues with the teacher and other professionals as required

3.4 Identify, maintain, prepare and use suitable resources for students with ASD

3.5 Take appropriate steps, if required, to maintain personal safety of self and others

Copy and paste from the following performance criteria to create an observation checklist for each task. When you have finished writing your assessment tool every one of these must have been addressed, preferably several times in a variety of contexts. To ensure this occurs download the assessment matrix for the unit; enter each assessment task as a column header and place check marks against each performance criteria that task addresses.

Observation Checklist

Tasks to be observed according to workplace/college/TAFE policy and procedures, relevant legislation and Codes of Practice Yes No Comments/feedback
 
Document the historical context and current research relating to autism spectrum disorder 
Identify and document the processes of establishing a diagnosis of ASD 
Report on the difficulties experienced by students with ASD 
Identify the implications of the disorder on effective teaching and learning practices 
Work with the education team to assist the student with ASD 
Work as a team member to implement education programs 
Support the student to have positive social interactions 
Contribute to goal setting for the student as part of the education team 
Support the teaching strategies used by the teacher 
Discuss issues with the teacher and other professionals as required 
Identify, maintain, prepare and use suitable resources for students with ASD 
Take appropriate steps, if required, to maintain personal safety of self and others 

Forms

Assessment Cover Sheet

CHCEDS031 - Provide support to students with autism spectrum disorder
Assessment task 1: [title]

Student name:

Student ID:

I declare that the assessment tasks submitted for this unit are my own work.

Student signature:

Result: Competent Not yet competent

Feedback to student

 

 

 

 

 

 

 

 

Assessor name:

Signature:

Date:


Assessment Record Sheet

CHCEDS031 - Provide support to students with autism spectrum disorder

Student name:

Student ID:

Assessment task 1: [title] Result: Competent Not yet competent

(add lines for each task)

Feedback to student:

 

 

 

 

 

 

 

 

Overall assessment result: Competent Not yet competent

Assessor name:

Signature:

Date:

Student signature:

Date: