Unit I_Topic I: Background to Autism and the spectrum
Unit I_Topic II: Autism Causation
Unit I_Topic III: Possible co occuring conditions
Unit II_Topic I: How the ‘autistic brain’ functions
Unit II_Topic II: The signs and symptoms of an autistic spectrum condition
Unit II_Topic III: Key impacted areas in development
Unit III_Topic I: Impacts on Communication
Unit III_Topic II: Impacts on Social Imagination
Unit III_Topic III: Impacts on Imaginative thinking
Unit III_Topic IV: Supporting people on the autism spectrum
Unit I_Topic I: The importance of a definition
Unit I_Topic II: The main components of the definition and diagnosis
Unit I_Topic III: Routes to identification and diagnosis of the autism spectrum
Unit II_Topic I: The diagnosis of an autism spectrum condition
Unit II_Topic II_part I: Issues with the diagnosis of ‘the autisms’ or an autism spectrum condition
Unit II_Topic II_part II: Issues with the diagnosis of ‘the autisms’ or an autism spectrum condition
Unit II_Topic III: Understanding IQ, SPLD’s and educational skills tests
Unit III_Topic I: The autism spectrum as a continuum & co-occurring conditions
Unit III_Topic II: Working together with school
Unit III_Topic III: How tests can shape strategies
Unit I_Topic I: Key areas of difficulty with day-to-day life
Unit I_Topic II: Formal support programmes
Unit I_Topic II_part I: Key areas for parents to grab on to when supporting at home
Unit I_Topic II_part II: Key areas for parents to grab on to when supporting at home
Unit II_Topic I: The importance of visual communication
Unit II_Topic II: Introducing visual structure
Unit II_Topic III: Using visual support systems
Unit III_Topic I: Structure in the environment
Unit III_Topic II: Adaptations which make a difference
Unit III_Topic III: Using structure and visuals ‘on the go
Unit III_Topic IV: Supporting Change
Unit III_Topic V: Using work systems
Unit III_Topic VI: Increasing motivation
Unit III_Topic VII: Toward independence
Unit I_Topic I: What it feels like to be on the autism spectrum
Unit I_Topic II: The impact of a lack of diagnosis on emotional wellbeing
Unit I_Topic III: Behaviour commonly seen and simple strategies
Unit II_Topic I: Anxiety and the autism spectrum
Unit II_Topic II: Autism, mental health and emotional wellbeing
Unit II_Topic III: Strategies to support emotional wellbeing
Unit III_Topic I: The autism spectrum and ways of developing social understanding
Unit III_Topic II: The autisms - specialist interventions geared towards subgroups
Unit III_Topic III: Preparation for adulthood: relationships, sex education, leisure & recreation
Unit I_Topic I: Inclusive education and SEN provision
Unit I_Topic II: What really gets in the way of achievement and attainment?
Unit I_Topic III: The catalytic teacher in the world of autism
Unit II_Topic I: Autism specific good practice
Unit II_Topic II: The importance of Transition planning
Unit II_Topic III: Transition to Adulthood
Unit III_Topic I: Person Centered Planning
Unit III_Topic II: Autism and Culture
Unit III_Topic III: Autism impacts on the family