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

This unit could be assessed either on the job or off the job through an appropriate workplace simulation for a range of age groups and a range of conditions over a number of assessment situations

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 a range of opportunities defined in the Range Statement, including:

appropriate workplace where assessment can take place

simulation of realistic workplace environment for assessment

relevant school/centre policy, protocols and procedures

educational materials

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

This describes the essential skills and knowledge and their level required for this unit.

Essential knowledge:

The candidate must be able to demonstrate essential knowledge required to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the identified work role

These include knowledge of:

Autism spectrum disorder (ASD) and its effects on development and learning

Communication techniques for engaging students with ASD in the education context

Education facilities policy related to working with people with a disability

Legislation related to anti-discrimination, disability in the education environment, child safety, inclusiveness

Positive behaviour support techniques

Essential skills:

It is critical that the candidate demonstrate the ability to

Contribute to planning and support for students with ASD

In addition, the candidate must be able to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the identified work role

These include the ability to:

Anticipate the need for intervention or diversion in social situations between students with ASD and others

Communicate using:

oral skills with teachers and colleagues to ensure understanding of tasks and strategies

verbal and non-verbal skills to develop supportive relationships with students without creating dependency

writing skills to record observations

Empathise with students with ASD

Make suitable resources

Use technology to set-up, use and maintain any aids required by students with ASD

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 (ASD) refers to:

The term autism spectrum disorder is an umbrella term that describes autism and asperger syndrome

Some researchers believe the spectrum also includes rett's disorder, childhood disintegrative disorder, pervasive developmental disorder not otherwise specified (PDD-NOS)

This is because there is an overlap between these disorders with the triad of impairments- these are the three core area associated with ASD as listed communication skills, social interaction and restricted areas of interest/thinking

There are no diagnostic criteria for ASD; it is simply a term used to describe individuals with a diagnosis of autism, asperger's syndrome or associated pervasive developmental delays without needing to specify each disorder individually

ASD is a very complex developmental disability - a lifelong and pervasive disability that may have serious influence on every aspect of a person's family and community life

Individuals diagnosed with ASD may display difficulties in three areas:

communication

social interaction

flexible thinking and behaviour

In addition, some young people with ASD may also have sensory processing difficulties - unusual perception of sounds, sights, smell, touch and taste, which may lead to distinctive behavioural responses

A pattern of developmental differences in all three areas is necessary to confirm a diagnosis

The effect of these difficulties on a student will vary; no two people with ASD are the same

Historical context includes:

Facts and myths about autism spectrum disorders

Original research conducted by Leo Kanner (1943) and Hans Asperger (1944)

Processes of establishing a diagnosis of ASD include:

Diagnosing ASD is a highly specialised skill

Diagnoses are generally based on a multi-disciplinary team approach, including two different perspectives, most commonly from a psychologist, speech pathologist, paediatrician or psychiatrist

A specialist or family member may request information from school staff to assist with the diagnostic process

NOTE: School staff, including advisory visiting teachers - ASD, guidance officers and special education teachers, are not qualified to make a diagnosis of ASD

Effects on student development and learning include:

The effects of ASD on learning and development will vary as no two students have identical symptoms, backgrounds or interests

Abilities in communication, social understanding and flexibility of thought and behaviour will vary from student to student

The level of difficulty experienced in each area will be specific to each individual; however the pattern of problems is the feature common to persons diagnosed with ASD

Students diagnosed with ASD will experience difficulties in at least one of the following areas:

Communication:

students with ASD may have difficulty interpreting the messages of others and in framing and conveying messages for themselves

Receptive language skills

Expressive language skills

Social competence:

social interactions of all students with ASD are disordered to some degree

students may be motivated to interact socially but lack many of the skills to do so

one student with ASD may seem largely disinterested and unresponsive to others, but another may have more subtle social competence

Behaviours that interfere with learning:

difficulties adjusting to change

aggression/disruption

stress responses

self-stimulatory behaviours/repetitive actions

inconsistencies in behaviour (home behaviours differ from school behaviour)

Sensory information processing: difficulty registering, modulating and integrating information received through one or more of the senses

Other considerations:

motor skills

cognition/learning characteristics

self care skills

personal independence

leisure/recreation

assessment and reporting

Implications of ASD on effective teaching and learning practices may include:

A need for additional human resources

Formulation of rules for acceptable class behaviour that takes into consideration the difficulties of students with ASD

Required input from specialists and key stakeholders

Team approach to programming specific needs

Use of instructional design and resources

Education team may include:

Advisory visiting teacher/s

Class teacher/s

Education support workers

Guidance officer

Nurses

Parents/guardians

Principal

Therapists

Influence social interactions between students with ASD and staff and other students refers to:

Actively supporting the student to participate as a member of his/her class group

Developing a positive relationship with the student

Developing good communication with students to negotiate, clarify and problem-solve

Encouraging students to do as much as much as possible for themselves

Helping students to have input to he style of support provided

Minimising unnecessary withdrawal or isolation of the student

Modelling appreciation of valued qualities displayed by students with ASD

Support the teaching strategies includes:

Contributing observations and data to assist the teacher monitor progress and planning

Ensuring the desired learning outcomes and planned means to achieve them are clearly understood

Following the teacher's example - using a similar vocabulary, tone of voice, positioning , wait-time, questioning techniques, and directions

Liaising with other education support workers to share experiences and create a network of team support

Seeking clarification when purpose of activities is unclear

Understanding the principles of practice being used by the teacher

Suitable resources may include:

Modified materials to enable students with ASD to participate in class activities e.g. more space between questions on worksheet, complex sentences reworded

Specialised equipment, such as a slope board or pencil grip to improve writing skills

Technological aids e.g. computer switches which are bigger or brightly coloured, or electronic communication devices

Support strategies for students with ASD will be developed by/with the teacher/s and may include:

Addressing rigidity and inflexibility

Encouraging acceptable behaviours

Enhancing communication

Incorporating social learning into curriculum activities