CHCCS413A
Support individuals with autism spectrum disorder

This unit describes the knowledge and skills required to work with individuals with an autism spectrum disorder (ASD), with regard for their needs and within the context of support work

Application

Work performed requires a range of well developed skills where some discretion and judgement is required and individuals will take responsibility for their own outputs


Prerequisites

Not Applicable


Elements and Performance Criteria

ELEMENT

PERFORMANCE CRITERIA

1. Apply basic knowledge of autism spectrum disorder to support work

1.1 Demonstrate an understanding of the historical context and current research relating to autism spectrum disorder

1.2 Demonstrate an understanding of processes of establishing a diagnosis, including assessment tools, diagnostic categories and core areas of functional impact, in relation to individual clients

2. Apply a knowledge of the impact of autism spectrum disorder

2.1 Apply knowledge of key issues affecting individuals with autism spectrum disorder, their carers, families and siblings

2.2 Implement interventions and support strategies in the context of psychological profiles and learning styles

2.3 Implement interventions and support strategies according to the principles for evaluating possible intervention and support strategies

3. Respond effectively to the needs of individuals with autism spectrum disorder

3.1 Conduct support activities in the context of the underpinning values, philosophies and legal requirements of the sector

3.2 Identify personal values and attitudes and take into account when planning and implementing support activities

3.3 Conduct support activities in a manner that minimises the effects of stereotypical attitudes and myths

3.4 Provide a range of interventions and supports that are effective for the specific needs of individuals, carers, families and siblings

4. Operate within the policies, procedures and professional standards of the sector

4.1 Identify relevant organisation policies relevant to job roles and responsibilities

4.2 Conduct work in a manner according to relevant statutory and legislative requirements

4.3 Undertake ongoing professional development and awareness of professional boundaries

Required Skills

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:

Historical context of autism spectrum disorders

Current research on autism spectrum disorders, including:

causes

treatments, therapies and interventions

coexistence with other disabilities

prevalence, gender ratios and demographic data

Awareness of assessment tools and their use, including:

DSM-IV TR

ICD-10

FOSPAC

CARS

Attwood scale of asperger's syndrome

Standards and process of diagnostic assessment

Basic understanding of diagnostic categories of autism spectrum disorder

Impact of autism spectrum disorder on individual functioning, family and siblings

Key issues associated with autism spectrum disorder for clients, carers, families and siblings

Intervention strategies (as per the Range Statement)

Values and philosophies (as per the Range Statement)

Principles of best practice in the treatment and support of autism spectrum disorder

Facts and myths associated with autism spectrum disorder

Legislative framework and professional boundaries relevant to working with individuals with autism spectrum disorder

Task analysis

Prompting, principles of prompting and fading prompting

Strategies to create independence

Reinforcers

Motivators to learn

Common de-motivators and blocks

Understanding of maintenance techniques and generalisation

Understanding of incidental learning

Instructional strategies, in particular discrete trial and hierarchy of prompts

Essential skills:

It is critical that the candidate demonstrate the ability to:

Provide a range (as per the Range Statement) of interventions and supports

Access relevant information

Work collaboratively with clients, families and service providers

Use organisational and time management skills

Use communication skills to work with individuals with autism spectrum disorder, their carers, families and siblings

Apply basic problem solving skills to resolve issues within organisation's protocols

Relate effectively to clients and staff

Adhere to professional standards, guidelines and practice standards

Collaborate and network with a variety of personnel in order to achieve learning and development objectives

Demonstrate appropriate task breakdown

Apply communication techniques that encourage and motivate

Use appropriate prompting during training session

Apply reinforcers appropriately during training session

Demonstrate appropriate use of incidental learning opportunities

Demonstrate the use of instructional strategies, in particular discrete trial and hierarchy of prompts

Evidence Required

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


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

Occupation health and safety (OHS)

Medication regulations


Sectors

Not Applicable


Employability Skills

This unit contains Employability Skills


Licensing Information

Not Applicable