1. Investigate the aetiology and presentation of children and young people with an Autism Spectrum Disorder and /or a Learning Disability.
2. Describe in detail conditions that commonly co-occur in children and young people with ASD and/or Learning Disability.
3. Describe the nature and course of Autism and/or Learning Disability, i.e. core deficits in social communication, which may manifest in other secondary presentations.
4. Explain the nature and course of behaviour that challenges in children and young people Discuss the impact of the social and physical environment on the Young Person with Autism and/or Learning Disability.
5. Recognise common co-existing conditions, including mental health problems such as anxiety and depression, significant sleep problems, significant feeding problems and other neurodevelopmental conditions such as ADHD.
6. Facilitate the treatment and prevention of emotional, psychological and social aspects related to a young person’s mental health problems including using functional analysis.7
7. Use a framework of interventions addressing core impairment in Autism and/or Learning Disability and managing functional impact.
8. Describe the impact of Autism and/or Learning Disability on the family (including siblings) and carers, and how to provide emotional support, advice and signposting for support.
9. Facilitate and identify the support structures needed including multi-disciplinary teams for young people in education and at key transition points, such as changing schools or health and social care services.
10. Describe the protocols for collaborative working among healthcare, education and social care services, including arrangements for transfer to adult services.
11. Summarise long-term support for those with Autism and/or Learning Disability, from the point of first concern, building better understanding, insight and adjustment in parents and the young person, to early intervention and intervention for long-term needs and at key transition/pressure points.
12. Describe specific models for post-diagnostic support for families.
13. Discuss models for key working and case management.
14. Knowledge and skills in adapting interventions for co-occurring conditions (e.g. anxiety, depression, ADHD) for those with ASD/LD Describe approaches in maintaining safety for those with ASD/LD.
15. Implement and facilitate specialist ASD/LD interventions targeting core deficits.
16. Facilitate the treatment and prevention of emotional, psychological and social aspects related to a young person’s mental health problems including using functional analysis.

Knowledge and detailed information is developed through face to face workshops and lectures which focuses on theoretical foundations and evidence based approaches. There will be a focus on supported learning and some flipped classroom approaches by directed self-reading of texts and journals to support, critical evaluation of the application of knowledge.

Clinical competency is developed through clinical skills modelling, case studies, role play, supervision and self-practice/self-reflection, supported by directed research of texts and journals. Independent study and practice also forms a major part of our teaching and learning methods.

The ILOs are assessed by the following individual methods or a combination of these.

ILOs 1-2: written applied essay supported by formative question and answer style online work

ILOs 3-16 competency assessment via clinical video assessment, supervisor reports reflective journals, clinical case report / presentation, practice portfolio.

17. Explain the critical modifications needed in clinical practice when assessing and treating children and young people with Autism Spectrum Disorders and/or Learning Disability.
18. Critically evaluate the relevant legislation and the critical theoretical foundations that inform approaches to working with children and young people with Autism and/or Learning Disabilities, including an awareness and understanding of the social and biological models of disability.
19. Define the therapy practice problems that may be framed within unpredictable contexts, and think critically, creatively, and independently.
20. Critique the wider ethical and professional issues encountered within autism and learning disability psychological therapy practice.

Knowledge and detailed information is developed through face to face workshops and lectures which focuses on theoretical foundations and evidence based approaches. There will be a focus on supported learning and some flipped classroom approaches by directed self-reading of texts and journals to support critical evaluation of the application of knowledge.

Clinical competency is developed through clinical skills modelling, case studies, role play, supervision and self-practice/self-reflection, supported by directed research of texts and journals. Independent study and practice also forms a major part of our teaching and learning methods.

The ILOs are assessed by the following individual methods or a combination of these.

ILO 17: case report, supervision, reflective journal video assessment

ILO 18: case report, supervision, reflective journal

ILO 19: case report, supervision, reflective journal video assessment

ILO 20: case report, supervision, reflective journal video assessment

21. Reflect on personal practice, to set personal learning goals and evaluate progress.
22. Communicate understanding of theory and application to practice in written and verbal formats.

All ILOs are achieved through supported reflection on own practice, clinical skills modelling, case studies, role play, placement-based and university based supervision and self-practice/self-reflection. Independent study and practice also forms a major part of our teaching and learning methods.

The ILOs are assessed by the following individual methods, or a combination of these.

ILO 21: reflective journal commentary, clinical case reports

ILO 22: reflective journal, case report, case presentation.