Unit Award Scheme

113247

Schedules and activity systems for a child with autism

Level: Level Two

In successfully completing this unit, the learner will have	Evidence needed
demonstrated the ability to 1. name three reasons for using a schedule for a child with autism	Student completed work
2. name four types of schedules, eg communication level	Student completed work
3. explain the rationale for the use of a transition cue	Student completed work
4. explain the function of a cue receiver	Student completed work
5. outline the questions a work system should answer for a child with autism	Student completed work
6. describe two types of work systems	Student completed work
shown knowledge of 7. the impact that the environment may have on children with autism	Student completed work
8. the importance of teaching independence	Student completed work
9. at least two visual communication tools	Student completed work
10. why structured teaching programmes should be individualised	Student completed work
11. two difficulites experienced by children with autism that may be directly helped by a structured teaching approach	Student completed work
experienced 12. watching a presentation of slides showing photographs of schedules and work systems	Summary sheet
13. looking at examples of actual schedules and work systems from a teacher resource box.	Summary sheet

Approved 28 Feb 2020

All outcomes must be recorded on AQA summary sheet.

Download a blank UAS summary sheet (45.16 KB) to get started.

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