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LEVEL 2 CERTIFICATE IN UNDERSTANDING AUTISM

Module B assessment

You will need to complete an assessment for each module. When you have completed all the questions, please return them to your tutor/ learning provider.

The purpose of the assessment tasks is to provide evidence that you have met the requirements set out by the awarding body in order to pass the course. The information and activities in the learning materials will help you complete these assessment tasks. If you have any difficulty in answering any of the questions please contact your tutor/learning provider who will provide you with help and guidance.

Good luck with your studies!

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LEVEL 2 CERTIFICATE IN UNDERSTANDING AUTISM

Module B assessment

After completing your assessment please return it to your tutor/learning provider.

ADVICE TO ALL CANDIDATES

Please complete both the personal details and candidate statement boxes below. Complete all questions in this assessment. Type your answers in the boxes provided. You do not need to return your completed activities for the units – just this

assessment. If you require any assistance or guidance please contact your tutor/learning

provider.

PERSONAL DETAILSNameContact AddressPostcodeTelephone no. evenin

gday

Email home work

CANDIDATE STATEMENT

I confirm that the answers in this assessment were completed by myself and are my own work.

Signature (type name)

Date


COMMUNICATION AND SOCIAL INTERACTION IN INDIVIDUALS WITH AUTISM UNIT 3

Assessment 3.1: Speech, language and communication in individuals with autism(The reference in brackets at the end of each task refers to the assessment criteria for the learning outcomes of this qualification and is for your tutor's/learning provider’s use.)

1. Outline the processes required to communicate using language and speech. (1.1)

a) Language:

b) Speech:

2. Describe how speech and language development may be delayed or affected forindividuals with autism. (1.2)



3. Describe different forms of communication used by individuals with autism. (1.3)



4. Describe the difficulties an individual with autism may have in communicatingverbally. (1.4)

a) When processing verbal information:

b) When interpreting verbal information:



Assessment 3.2: Social interaction in individuals with autism

5. Describe how social development may be delayed or affected for individuals withautism. (2.1)

6. Describe the difficulties individuals with autism may experience with socialinteraction. (2.2)



7. Explain the links between social development and speech and languagedevelopment. (2.3)



Assessment 3.3: Strategies to support communication and social interaction forindividuals with autism

8. Identify a range of methods that could be used when communicating with anindividual with autism. (3.1)

9. Outline a range of strategies that could be used to support communication andsocial interaction. (3.2)



10. Explain how a constructive environment can be created to aid communication andsocial interaction. (3.4)

11. Describe how communication can be adapted to meet the needs and preferencesof each individual. (3.3)



12. Describe the role of specialists in supporting communication and socialinteraction. (3.5)


SENSORY PROCESSING, PERCEPTION AND COGNITION IN INDIVIDUALS WITH AUTISM UNIT 4

Assessment 4.1: Sensory processing and autism

1. Give a definition for each of the following terms relating to autism. (1.2)

a) Hypersensitivity:

b) Hyposensitivity:

2. Outline how differences in sensory processing may affect each of the senses forindividuals with autism. (1.1)

a) Vision:

b) Hyposensitivity:



c) Smell:

d) Taste:

e) Touch:

3. Outline why individuals with autism may experience balance difficulties (vestibularsense). (1.3)



4. Explain how individuals with autism may experience difficulties with bodyawareness (proprioception). (1.4)

5. Give examples of behaviours that may suggest an individual is hypersensitive orhyposensitive. (1.5)

a) Hypersensitive:

b) Hyposensitive:



Assessment 4.2: Recognising and supporting sensory needs

6. Give examples of how individuals with autism may respond when experiencingsensory overload. (2.2)

7. a) Identify examples of the type of environments that might contribute to anindividual experiencing sensory overload. (2.1)

b) Identify examples of the type of situations that might contribute to an individualexperiencing sensory overload. (2.1)



8. Outline different ways to support individuals experiencing sensory overload. (2.3)

a) Strategies during sensory overload:

b) Strategies to prevent sensory overload:



9. a) Describe how to create a ‘low-arousal’ sensory environment. (2.4)

b) Give examples of ways to increase sensory stimulation. (2.5)



10. Describe the benefits of sensory activities for individuals with autism. (2.6)

11. Outline how sensory differences may have an influence on an individual’s dietarypreferences. (2.7)



12. Explain how to support the dietary preferences of individuals with autism. (2.8)



Assessment 4.3: Processing information and cognition

13. Outline the difficulties an individual with autism may have with thefollowing. (3.1)

a) Processing information:

b) Predicting the consequences of an action:

c) Understanding the concept of time:

d) Organising, prioritising and sequencing:



14. Describe strategies that could be used to support an individual with autism tocomplete activities/tasks. (3.2)


MODULE B ASSESSMENT

Well done!

You have now completed the questions for Module B. Please return yourassessment to your tutor/learning provider. They will provide you with feedback on the assessment. If you need any further help or guidance, please contact your tutor/learning provider.

Don’t forget to complete the ‘Personal details’ and ‘Candidate statement’ boxes on the front page of this assessment.


· web viewoutline the processes required to communicate using language and speech. (1.1) a)...

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