Release 

Comments 

Release 2

Updated:

• assessor requirements statement
• foundation skills lead in statement
• licensing statement
• modification history to reflect 2012 standards

Equivalent outcome.

Release 1

This version was released in CHC Community Services Training Package release 1.0 and meets the requirements of the 2012 Standards for Training Packages.

Significant changes to elements and performance criteria.

New evidence requirements for assessment.

ELEMENT 

PERFORMANCE CRITERIA 

Elements define the essential outcomes.

Performance criteria specify the level of performance needed to demonstrate achievement of the element.

1. Research autism spectrum disorder

1.1 Document the historical context and current research relating to autism spectrum disorder

1.2 Identify and document the processes of establishing a diagnosis of ASD

1.3 Report on the difficulties experienced by students with ASD

1.4 Identify the implications of the disorder on effective teaching and learning practices

2. Provide support to students with autism spectrum disorder

2.1 Work with the education team to assist the student with ASD

2.2 Work as a team member to implement education programs

2.3 Support the student to have positive social interactions

3. Provide support to teachers of students with autism spectrum disorder

3.1 Contribute to goal setting for the student as part of the education team

3.2 Support the teaching strategies used by the teacher

3.3 Discuss issues with the teacher and other professionals as required

3.4 Identify, maintain, prepare and use suitable resources for students with ASD

3.5 Take appropriate steps, if required, to maintain personal safety of self and others

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.

Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Release 

Comments 

Release 2

Updated:

• assessor requirements statement
• foundation skills lead in statement
• licensing statement
• modification history to reflect 2012 standards

Equivalent outcome.

Release 1

This version was released in CHC Community Services Training Package release 1.0 and meets the requirements of the 2012 Standards for Training Packages.

Significant changes to elements and performance criteria.

New evidence requirements for assessment.

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be demonstrated evidence that the candidate has completed the following tasks:

• contribute to planning and support for students with ASD on at least one occasion
• provided support to one or more students with the disorder by:

• selecting and using suitable resources
• implementing educational programs
• supporting positive social interactions

• used professional language and demonstrated the importance of confidentiality in talking with teachers and other professionals.

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 work role.

These include knowledge of:

• ASD and its effects on development and learning
• communication techniques for engaging students with ASD in the education context
• education facility’s policy related to working with people with a disability
• other professionals and their work in relation to ASD
• use of professional language
• legislation related to anti-discrimination, disability in the education environment, child safety and inclusiveness
• positive behaviour-support techniques.

Skills must be demonstrated in the workplace.

In addition, simulations and scenarios must be used where the full range of contexts and situations cannot be provided in the workplace or may occur only rarely. These are situations relating to emergency or unplanned procedures where assessment in these circumstances would be unsafe or is impractical.

Simulated assessment environments must simulate the real-life working environment where these skills and knowledge would be performed, with all the relevant equipment and resources of that working environment.

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.