Course Title: Support individuals with autism spectrum disorder

Part B: Course Detail

Teaching Period: Term2 2015

Course Code: HWSS5977C

Course Title: Support individuals with autism spectrum disorder

School: 365T Global, Urban & Social Studies

Campus: City Campus

Program: C4329 - Certificate IV in Disability

Course Contact : Anthony Graham

Course Contact Phone: +61 3 9925 4411

Course Contact Email:anthony.graham@rmit.edu.au


Name and Contact Details of All Other Relevant Staff

Renee Costa, Program Coordinator, +61 3 99250886

Mary Collins, Program Teacher, +61 3 99254598

Nominal Hours: 50

Regardless of the mode of delivery, represent a guide to the relative teaching time and student effort required to successfully achieve a particular competency/module. This may include not only scheduled classes or workplace visits but also the amount of effort required to undertake, evaluate and complete all assessment requirements, including any non-classroom activities.

Pre-requisites and Co-requisites

Not Applicable

Course Description

This course 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.


National Codes, Titles, Elements and Performance Criteria

National Element Code & Title:

CHCCS413B Support individuals with autism spectrum disorder

Element:

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

Performance Criteria:

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

Element:

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

Performance Criteria:

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

Element:

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

Performance Criteria:

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

Element:

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

Performance Criteria:

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


Learning Outcomes


On successful completion of this course, you will have developed and applied the skills and knowledge required to demonstrate your competency in the above elements.


Details of Learning Activities

In this unit you will learn about the historical context of autism spectrum disorders (ASD), current research and theories and practices in supporting people with ASD.  Classroom sessions will include service standards, processes and tools for assessment and diagnosis, intervention strategies and methods in keeping with the current values and philosophies of the field and the professional standards and guidelines.  There will be individual and goup activities in-class and use of multi media to observe specialist services for people with ASD. 


Teaching Schedule

weekTopics
1Introduction to the unit
2Definitions of ASD, diagnosis, range of conditions
3Diagnostic tools in use, the effect of diagnosis
4Current research - Australian and international context
5Practices and approaches to supporting people with ASD
6Practices and approaches - sensory sensitivities
7Communication and social stories methods
8In-class assessment task (Task 2) developing a social story
9Structuring learning for people with ASD
10Maximising community participation and inclusion
11Working with families, partners and carers
12Field visit - Amaze, ACD
13Unit review and reflection - your practice


Learning Resources

Prescribed Texts


References


Other Resources

During sessions you will be directed to relevant sources of information and support including Amaze, the Association for Children with a Disability, Autism Australia, and other organisations and services who provide supports for people with ASD and their families and carers.

GUSS Skills Central (http://Gussskillscentral.edu.au/) is a site developed specifically for students in the School of Global, Urban and Social Studies at RMIT. It provides links to a range of resources for supporting student work on assessments and negotiating university studies more generally.


Overview of Assessment

Assessment is ongoing throughout the course. Assessment will incorporate a range of methods to assess performance and the application of knowledge and skills and will include a number of assessment tasks.


Assessment Tasks

There are three assessment tasks for this unit.

  1. Short answer questions: a set of questions that focus on the theories and definitions, historcial context and current practices in the ASD field.
  2. In-class Task:  Developing a "social story" for a person with ASD that would support them to manage their life positively.
  3. Support Planning:  developing support plans to maximise independence an self management in  a community pariticpation context. 


Assessment Matrix

A detailed matrix will be available from the teacher.

Other Information

Assessment Tasks Submission by hard copy or Blackboard students must follow all instructions as given at the commencement of the program including a cover sheet for hard copy submissions
You must complete a submission cover sheet for every piece of work, including online submissions. This signed sheet acknowledges that you are aware of the plagiarism implications.
Attendance
It is strongly advised that you attend all workshops and classes in order to engage in the required learning activities, ensuring the maximum opportunity to gain the competency.
Feedback
You will receive verbal and written feedback from your teacher on your work. This feedback also includes suggestions on how you can proceed to the next stage of developing your competency. Information regarding student feedback can found at: http://www.rmit.edu.au/browse;ID=9pp3ic9obks7
Student progress
Monitoring student progress is an important enabling and proactive strategy to assist you to achieve your learning potential. The Student Progress policy can be found at: http://rmit.edu.au/browse;IDvj2g89cve4uj1
Special Consideration Policy
All assessment tasks are required to be completed to a satisfactory level. If you are unable to complete any piece of assessment buy the due date, you will need to apply for an extension. Information regarding application for special consideration can be found at: http://rmit.edu.au/browse;ID=g43abm17hc9w
Academic Integrity and Plagiarism
RMIT University has a strict policy on plagiarism and academic integrity. For more information on this policy go to Academic Integrity website: http://rmit.edu.au/browse;ID=kw02ylsd8z3n
 

Course Overview: Access Course Overview