Unit 1: Introduction to autism - Assessment 1 - 10/03/2025
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1a. Describe the following social and communication conditions. (AC 1.1)
Autistic spectrum condition:
Autism Spectrum Disorder (will be referred to as ASD from hereon) is a lifelong neurological and
developmental disorder that affects the sufferer's ability to communicate, learn, interact with
others, and have 'odd' behaviours. Many people in society still do not know how to work or 'deal'
with people with ASD including many teachers and employers, therefore many children and even
adults that have the condition are reprimanded, removed from the classroom/workplace or school
setting entirely for behaviours or issues out of their control such as communication ( person may
be non-verbal, have no tonal changes/flat meaning what they say can be taken differently that
what they intended, delayed speech, speaking in only one word sentences or repeating words or
phrases they have overheard (echolalia), they do not respond to in the way many neurotypical
people do, with many ASD sufferer's having strong food likes and dislikes due to texture, taste and
even colour, having trouble with any changes made to their routine due to them needing
'sameness'. studies have shown that up to 70% of people with ASD also meet the criteria from at
least one other psychiatric disorder and 50% have an intellectual disability, further adding to
problems in the classroom or workplace.
To add to this, many people with ASD have difficulty with responding and interacting with others,
preferring to play/work alone, avoiding crowded places and events like parties as although they do
not have a sense of personal space for others, they do not like anyone encroaching on their
personal bubble. They do not like eye contact, may have show little or no interest in other or if they
do, not display it in the typical way, have difficulty giving and receiving affection due to their
affliction with personal space, may have 'odd' behaviours that are off-putting to others such as
repetitive motions (i.e. hand flapping, rocking or tapping), repeating sounds or words they have
over heard much like my nephew who will watch his favourite show on repeat, often picking one
episode to watch repeatedly that day, repeating the sign language and some words and phrases
and fully understanding them however chooses to remain mostly silent and communicates what he
wants to his parents via sign language instead of speech.
Each diagnosis is different therefore there is no one size fits all, however almost all follow similar
issues as to what I have mentioned above, just at varying degrees of severity. The condition is not
exclusive to children, as adults also suffer from the condition with many being non-verbal, having
no or limited understanding of social cues, often speaking over or at people instead of with them,
having an inability to understand things like sarcasm, struggling to make or keep friendships and
obsessions with certain subjects or topics. Unfortunately, due to increasing demand for
assessments and diagnosis through the NHS (approximately 158,000 waiting) it has now become
a long wait before anyone is able to be seen, frequently exceeding their normal screening time.
Many do not wish to know or simply do not know they have the condition, with an estimate of
approximately 750,000 undiagnosed people aged 20 and above in England according to studies
carried out by University College London.
https://bpc.eassessorpro.co.uk/scormplayer/l/4500391
Feedback: This is an incredibly detailed and well-structured answer. You have demonstrated a
strong understanding of autism spectrum disorder and have included valuable real-life examples
to support your explanation. Your discussion of communication difficulties, sensory sensitivities,
and the impact on daily life shows great insight. Well done!
I recommend this video called 'What is Autism' at https://youtu.be/Lk4qs8jGN4U to see this from a
different perspective as well as reading this very heart-touching poem written in 2020 by Tessa
Marie, featured on https://hellopoetry.com/poem/3791774/autism
1b. Asperger's syndrome:
No longer used as a formal diagnosis title since the introduction of ICD-11, Asperger's syndrome is
a condition that is encompassed under the autism spectrum disorder umbrella, the title having
previously been given to those that suffered with autism but did not have significant delays or
difficulties in language or cognitive development. Although many of the same issues also occur
within this subcategory, such as difficulties in socialising, repetitiveness, restricted range of
interests, often being almost obsessed with certain interests, there are multiple deviations from
typical autism symptoms which lead to the segregation of diagnosis title. They vary from person to
person but mainly include difficult or limited social interactions, self-focus during conversations
often neglecting an interest in the other person and difficulty with facial expressions. They also
display awkward or unusual movements and mannerisms, this could be the delayed motor
development resulting in clumsiness and uncoordinated movements.
https://bpc.eassessorpro.co.uk/scormplayer/l/4500391
Feedback: A clear and well-informed explanation of Asperger’s syndrome. You have effectively
outlined its historical classification and how it differs from other autism spectrum conditions. The
inclusion of social interaction difficulties and movement challenges enhances your answer. Great
work! Did you know about this charity website? https://www.autism.org.uk/advice-andguidance/what-is-autism/asperger-syndrome
2. Explain why autism is sometimes referred to as a 'spectrum condition' and why this may
not always be helpful terminology. (AC 1.2)
It allows for flexibility in severity and variance in the diagnosing symptoms and how a person
experiences the condition, this allows a broad spectrum to be covered, with people with the
condition that show no apparent symptoms (likely due to learning coping mechanisms) that are
able to care for themselves and live independently at one end and people that require 24-hour
care or may have a dual-diagnosis, meaning that they may or may not have another psychiatric
disorder or intellectual difficulty (such as Down syndrome) at the other end, similar to that of
infrared and ultraviolet being at opposite ends of the light spectrum.
Having one umbrella for all levels of severity can be detrimental to some as it makes a
generalisation of a very complex and varying condition. No two sufferer's are the same and suffer
from different aspects of the condition, to put it under one umbrella, the spectrum, is to say that a
person that needs almost no support is on the same level as some one who needs 24-hour care
with everything in their lives. Media has not helped this case often showing the positives, such as
the profound intellect, for example, Sheldon Cooper from the television show The Big Bang
Theory, but not showing the other end of the spectrum, the end that requires the care that may be
overlooked due to the oversimplification of this disorder being under one umbrella.
Feedback: You have provided a well-reasoned discussion on why autism is classified as a
spectrum condition. The analogy of light wavelengths is particularly effective in illustrating the
variation in experiences. Your critique of how media representations may oversimplify the
condition is insightful. Keep up the excellent work!
3. Explain why it is important to recognise that autism is a lifelong condition. (AC 1.3)
It is important to recognise that autism is a lifelong condition because everyone grows up. It needs
to be acknowledged that there is no cure, that one day the autistic child will be an autistic adult
and will face further challenges in their lives, they don't just stop because they reached adulthood.
If a child needs 24-hour care, it is highly likely this would need to continue into adulthood, and
those that require minimal care may need more or less care according to their circumstances.
Many, but not necessarily all that had support in school, college or university with modified
examination arrangements, access to pastoral care workers, or alternative ways for information
input such as dictating the answers or computerised communication devices, normally via SENCo
teams, may need continued support through to the workplace and have 'reasonable adjustments'
made for them. Autistic adults may need support to find work, they need to live in supported living
accommodations or homes to receive the level of care they require.
https://bpc.eassessorpro.co.uk/scormplayer/l/4500391
Feedback: A thoughtful and well-explained answer that highlights the importance of recognising
autism as a lifelong condition. Your discussion of the challenges autistic individuals face as they
grow older and transition into adulthood is particularly strong. Well done! I recommend you read
this article if you wish to explore further the variety of support needs.
https://www.autism.org.uk/advice-andguidance/what-is-autism/varying-support-needs
4a. Outline the following theoretical models in relation to identifying autism: (AC 2.1)
Kanner:
He used the term autism to describe the children that demonstrated withdrawn behaviour.
He identified they did not relate to people or situations in the typical way, were unable to form
sentences they had not previously heard, (likely echolalia) and noted their dislike for change.
Furthermore through his studies, he found correlations between the children in his research and
the condition schizophrenia but due to the children having the condition from birth, determined
there was biological origins. The lack of warmth from the parents of the research children made
him question whether there could be an environmental aspect during development from the
parents behaviour around the children (learned behaviour). After more research he concluded that
autism may have its origins in the brain stem.
https://bpc.eassessorpro.co.uk/scormplayer/l/4500391
Feedback: A well-structured explanation of Kanner’s research and findings. You have accurately
described his observations and conclusions about autism’s biological origins. Excellent use of
historical context.
4b. Asperger:
Asperger deduced that social interaction difficulties were the key to diagnosing autism, outlining
specific symptoms including strange language usage, pinpoint obsessions, inability to understand
silent communication eg body and facial language, general lack of body awareness and
coordination and behavioural problems, and he made it clear that there was no delays to their
language. He published his findings in 1944 after an extensive study of children identifying a
multitude of the symptoms we use today to determine a diagnosis such as communication,
empathetic , behavioural and physical issues.
https://bpc.eassessorpro.co.uk/scormplayer/l/4500391
Feedback: Your answer provides a strong summary of Asperger’s work and the key
characteristics he identified. The inclusion of specific diagnostic traits adds clarity. Great job! I also
recommend learners to use this website ( ttps://www.autism.org.uk/advice-andguidance/topics/diagnosis/diagnostic-tools/allaudiences ) for further reading
4c. Wing and Gould:
Wing and Gould carried out studies and research that culminated in the finding of the triad of
impairments. This model concluded that individuals suffering with autism had core deficits in
imagination, socialisation and communication, having difficulty understanding social etiquette or
'the rules', not understanding the many ways of silent communication, i.e. body language, facial
expressions and tonal changes, and not being able to play creatively, having to base it on
something they had watched or learned elsewhere, something 'unoriginal.
The triad offered more of a physical representation of how sufferers symptoms varied and how
their severity at each point could also varied. Wing went on and founded the National Autistic
Society in 1962 with other parents who's children suffered autism after observing her daughter
show signs of neurodivergence.
https://galwayautismpartnership.com/the-trid-of-impairments/
Feedback: A well-articulated discussion of the triad of impairments. Your answer effectively
captures the significance of their findings and how they influenced the understanding of autism.
Excellent work!
5a. Explain the following terminology in relation to autism: (AC 2.2)
Neurodivergence:
'Neurodivergence is the term for when someones brain processes, learns and/or behaves
differently from what is considered "typical".' 'divergence in mental or neurological function from
what is considered typical or normal (frequently used with reference to autistic spectrum
disorders).' It is the grouping of neurodivergent individuals under one word, acknowledging their
cumulative differences from neurotypicality, but also accepting that there is differences between
those grouped under the name.
https://www.rcn.org.uk/Get-Help/Member-support-services/Peer-support-services/NeurodiversityGuidance/WhatisNeurodiversity#:~:text=Neurodivergence%20is%20the%20term%20for,Dyscalculia
https://www.google.com/search?
q=neurodivergence+definition&rlz=1CAHWSA_enGB1148GB1148&oq=neurodivergn&gs_lcrp=Eg
ZjaHJvbWUqCQgFEAAYChiABDIGCAA 8
5b. Neurodiversity:
Neurodiversity is a term that describes the myriad of ways people's brains work, with the idea that
no two minds are alike. It refers to the natural diversity of the human mind, similar to the diversity
of ethnicity, gender and sexuality, it acknowledges the entire spectrum from divergent to typical
neurologies.
'The state or quality of being different or varied a variety or assortment a point of difference the
inclusion of people of difference races, genders, religions etc in a group'
There is however the neurodiversity paradigm that argues that the issues faced by those who are
deemed neurodivergent are just nature and compare it to biodiversity, where there has to be
differences to compliment the whole. It claims the disorders, such as autism, are actually just
'differences of strengths and weaknesses as well as disabilities that are not necessarily
pathological.'
https://www.collinsdictionary.com/dictionary/english/diversity
https://en.wikipedia.org/wiki/Neurodiversity
5c. Neurotypical:
Neurotypicality describes those who have the mind, function, social skills etc that meets the
criteria for what society deems typical or 'normal'. Neurotypical is the opposite of neurodivergent
( and individual who has cognitive and neurological deficits.)
Their behaviours, social skills, mental processing is deemed 'standard', meaning that they conform
to what society has claimed as acceptable. Neurotypicality as opposed to neurodivergence (20%
of the UK adults are deemed neurodivergent) do not tend to struggle with the things that the
neurodivergent community would such as interactions, learning disabilities etc.
Feedback: Thank you! This section is now complete Keely.
6. Outline the current guidelines for the diagnosis of autism in the UK. (AC 3.1)
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Early identification of signs and symptoms of autism in any age.
Comprehensive assessment that accounts for essentially their entire life, their gestational
development, early childhood development, childhood issues, how they are functioning at
present, and what the family and assessee needs.
Multidisciplinary approach include an array of professionals including a lead professional
being appointed to be in charge of the diagnosis. These would vary from child to adult but
mainly include representation from primary healthcare, social care, education sector,
pshychologists, paediatricians, occupational therapist and other relevant professionals.
Family involvement is imperative and they will be included in the above meetings and
assessment process.
Post-diagnostic support is acknowledging that the family may need ongoing support and
information going forward and may even need 'interventions tailored to their needs'.
https://www.oxfordcbt.co.uk/what-are-the-current-guidelines-for-the-diagnosis-of-autism-in-the-uk/
Feedback: A well-structured and informative answer that outlines the key stages of the diagnostic
process. Your inclusion of multidisciplinary assessments and post-diagnostic support strengthens
your response. Well done! If you wish to read these guidelines and delve deeper, these are the
weblinks: https://www.nice.org.uk/Guidance/CG142 https://www.nice.org.uk/Guidance/CG128
https://www.nice.org.uk/guidance/cg170
7a. Describe the difficulties surrounding the diagnosis of autism in relation to: (AC 3.2)
Formal diagnosis: There is no formal test to take therefore it is difficult to determine if it is autism
or another condition that has similar symptoms. Girls also struggle to get diagnosed more than
boys do due to them displaying the signs of autism differently, my daughter was not diagnosed
until she was 8-years-old despite showing signs from as early as 2 years old due to her not
displaying the typical symptoms. Even now years later she attempts to mask it as she is
recognising that she is different and children are telling her she is weird.
Getting a formal diagnosis involves comprehensive criteria involving a lot of different behaviours,
the fact that not every person exhibits the same symptoms at the same severity, it becomes
increasingly difficult to nail down a diagnosis. Not to mention it is a time consuming process, it
requires multiple assessments, observations and questions to the parents. There are limited
resources/professionals available, with long waiting times meaning it is difficult to even get seen.
There are conditions that can mimic or co-occur that can cause further difficulties such as
epilepsy, down syndrome and ADHD and could even result in a misdiagnosis.
https://carelearning.org.uk/qualifications/ncfe-level-2-autism/unit-01/3-2-describe-the-difficultiessurrounding-the-diagnosis-of-autism-inrelation-to-formal-diagnosis-the-range-of-differentdiagnoses-on-the-spectrum/
Feedback: A very strong answer that highlights the challenges in obtaining an autism diagnosis.
The inclusion of gender disparities and waiting times adds depth. Well done! You can find out
more about the gender diagnosis gap, read stories from autistic women and girls, and some
theories on why more men and boys are being diagnosed as autistic at
https://www.autism.org.uk/advice-and-guidance/what-is-autism/autistic-women-andgirls
7b. Waiting times for a diagnosis:
According to data from the NHS, as of September 2024, 204,876 people were waiting for and
autism assessment in England, a 25% increase from the previous year and 96% increase since
two years ago. Luckily for my daughter we only had to wait about 12-18 months from first referral
to diagnosis for a dual diagnosis of ADHD and ASD with the assessments undertaken one after
the other, not at the same time, however, as people become more aware and knowledgeable of
the condition, demand for assessments and diagnosis has risen and with NHS limitations, it has
caused an extreme back log with approximately 89% of people waiting for longer than the
recommended 13 weeks.
https://www.autism.org.uk/what-we-do/news/autism-assessment-waitingtimes8#:~:text=Over%20200%2C000%20face%20waits%20for%20autism%20assessment&text=
Guidance%20from%20the%20National%20Ins
Feedback: A highly relevant discussion supported by up-to-date statistics. Your personal insight
on the waiting process adds authenticity to your answer. Great work!
7c. Support available whilst waiting for a diagnosis:
A formal diagnosis is not essential for support but greatly aids getting the tailored support for the
condition, waiting for the critical support means that many are left without the necessary help,
leading their mental health to deteriorate, the inability to access the necessary interventions while
waiting exasperate this issue.
The first form of support should be given by the referring body, they can give advice and
information on a variety of pathways to support the individual and their family while they wait for
the assessment, if not there is also a large community in the same boat therefore there are
support groups that can be accessed, however the individual would likely have to find these
themselves.
Help requested of schools may be drawn out until the diagnosis is confirmed, causing more
damage to the individual as they do not have the support necessary to help them thrive.
They are not classed as disabled without the formal diagnosis which damages the level of care
awarding bodies consider giving the individual.
There are some forms of support the individual can access such as:
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Calm harm https://calmharm.stem4.org.uk/
Headspace https://www.headspace.com/mindfulness
Kooth https://www.kooth.com/
Livewell (your local version) https://www.livewelldorset.co.uk/
Mind https://www.nelft.nhs.uk/support-whilst-you-wait-nlds-adhd/
Minded https://www.minded.org.uk/
WYSA https://www.wysa.com/
All found here https://www.nelft.nhs.uk/support-whilst-you-wait-nlds-adhd/
Feedback: excellent research
8. Explain why it is important for individuals to have a formal NHS diagnosis. (AC 3.3)
For many it is an answer to a question they have been asking about themselves and allows them
to feel relief that they have a reason why their body and mind are doing the things they have been
doing. A formal diagnosis offers the individual tailored care to meet their specific needs, such as
care workers and treatment necessary to their daily living, educational programmes and therapy.
Most benefit awarding bodies do allow you to make claims for them without a formal diagnosis
however having it reinforces the application and aids getting the aforementioned care. There are
also facilities for those who help care for the individual such as respite or young carers, both not
requiring the diagnosis but it does help.
A formal diagnosis allows for schools to effectively meet the requirements of the student, when my
daughter was being assessed she was removed regularly from class and would be extremely
stressed and agitated by them school as they did not have so support in place for her as they
simply deemed her a trouble child, after the diagnosis they also failed to give her her medication
and make the necessary adjustments for her therefore we moved her to another school that had
an amazing SENCo team and the support in place there for her has been amazing.
Sometimes a formal diagnosis is required to access the facilities and bodies to aid the support, it
also helps society to understand and accept the individual, making misunderstandings about
behaviour less frequent (there will always be some ignorance) and allowing the individual and
those around them the pathway to the correct information to help guide them.
'Autism in generally considered to be a 'disability' as defined by the Equality act 2010 and in
England, Scotland and Wales and the Disability Discrimination Act 1995 in Northern Ireland.' This
means that with a formal diagnosis, employers must make 'reasonable adjustments' for those with
autism and/or other disabilities.
https://carelearning.org.uk/qualifications/ncfe-level-2-autism/unit-01/3-4-explain-why-it-isimportant-for-individuals-to-have-a-formaldiagnosis/
https://www.autism.org.uk/advice-and-guidance/topics/diagnosis/assessment-and-diagnosis/whatcan-i-do-while-waiting-for-an-autismassessme
Feedback: Good update!
9. State the prevalence of autism in the UK, including the breakdown for gender and age.
(AC 3.4)
There is no official register or anything to keep count, however according to the National Autistic
society, around 1 in 100 people are autistic, that is approximately 700,000 people in the UK. a
Cambridge University study indicated that around 1 in 57 children are on the spectrum
(approximately 1.76% of children in the UK).
During a collaboration with researchers from the universities of Cambridge, Newcastle and
Maastricht, they discovered boys showed a prevalence of 2.8% and girls 0.65%. They also
discovered that children with black ethinicity were 26% more likely to be autistic whereas a
chinese child was 38% more likely. Black children and Roma/Irish travellers had a prevalence of
2.1% and 0.85% respectfully with the former being the highest and the latter being the lowest
percentages.
Feedback: A well-researched answer that includes gender and ethnic breakdowns. Your statistics
are relevant and well-presented. Keep up the great work!
10. Describe the main characteristics found in autistic individuals. (AC 4.1)
The main characteristics focus around three main groups, spoken language, behaviour and
interacting with others. Characteristics can include variations in levels of speech with concerns
being displayed for children that do not speak, avoid using spoken language (like my nephew does
where possible) or can not speak 10 words by the age of two. When they do speak it is usually flat
or monotonous, repetitive, pre-learned phrases , or single words usually spoken 'at' people not to
them. They fail to understand silent language i.e. body language and sarcasm, metaphors or
figures of speech.
They continue to display repetitiveness in their behaviour, having 'stims' such as flapping their
hands rocking or tapping, lining their toys up when playing or repeating words they hear. They
abhor change, this could be in relation to their routine, someone sitting in the 'incorrect' place and
not being able to wear their specific clothes they are comfortable in. They have food preferences
often showing extreme likes or dislikes with no grey area, sensitivities to lights, noise and texture,
and obsessiveness with times, keeping to timescales and certain subjects or topics.
They have extreme issues with people encroaching on their personal space, causing them to
avoid places that are crowded or events like parties, therefore struggling to make and keep
friendships, if they manage its usually a few close friends and that is it. They have no spatial
awareness for others, having little interest in them on a whole, choosing to play alongside their
peers alone than interact with them, they are unresponsive to their name being called and will
reject eye contact, contact or affection instigated by others, it is a gift when an autistic person
chooses to allow you in their space. And finally, they can react negatively when asked to do
something by someone.
Feedback: A comprehensive discussion of autistic traits with well-explained examples. Your ability
to describe the nuances of communication, sensory sensitivities, and behaviour is excellent.
11. Describe how these characteristics can vary from individual to individual. (AC 4.2)
Dr Lorna Wing used the term ASD to allow for the variation of symptoms and their severity across
the triad she and Dr Gould created. Socially they can range from showing no reaction to other
people, responding to attempts made by others, to initiating the interactions but coming across
weird or odd, commonly they are called being aloof, passive and active but odd, respectively.
Communicatively, from absent or discorded speech, to actively talking but centred around specific
topics, with some just repeating pre-learned or overheard words and sounds (echolalia).
Imaginatively, many autistic people struggle to create their own play, often just imitating others or
things they have seen on TV or in life, with toys they may use them solely for sensatory reasons
and cannot or struggle to play with them creatively.
Behaviourally, characteristics can vary with some being functional or having odd or unusual
obsessions with certain subjects or topics, routines (boths verbal and physical), while others
display repetitive behaviours such as rocking, tapping, flapping or like two of my daughters, head
banging and hair pulling, and like many others, having a fascitation with certain sensory
stimulations.
Feedback: A strong answer that effectively illustrates the spectrum nature of autism. Your
breakdown of different social, communicative, and behavioural traits is well thought out. Should
you wish to explore further, I recommend these helpful resources: National Autistic Society:
Characteristics of Autism – This resource explains the core characteristics and diagnostic criteria
for autism in more detail. (https://www.autism.org.uk/advice-and-guidance/topics/diagnosis/beforediagnosis/signs-that-a-child-or-adult-may-beautistic) Autism Speaks: Signs and Symptoms – A
helpful guide to understanding how autism presents in individuals with real-life examples.
(https://www.autismspeaks.org/signs-autism)
12. Outline the positive and negative points of the diagnostic criteria currently used. (AC
4.3)
As a positive, ICD-11 has made the diagnosing criteria clearer and simpler than its predecessor,
becoming more inclusive to different characteristics and combinations of symptoms and disorders,
allowing for heterogeneity through the spectrum and introducing one title to a myriad of
subcategories that tend to overlap. However, they have left out some rather large aspects to the
condition, including the criteria related to Disorders of Intellectual development. By doing this, they
are focusing on the higher functioning aspects of the condition, not encompassing the full
spectrum and wilfully missing distinct, individual needs. The individual needs for a person with
autism is a whole picture, by missing this vital part of the criteria, they are focusing on one pixel of
the picture and now missing the whole thing.
Understandably, by implementing one universal name for an expansive condition, it allows unity in
that it makes it easier to diagnose as it focuses on one core structure, it allows people to meet
others like them with similar issues that would have previously had different diagnoses therefore
different support pathways and allows for universal support for the condition. Unfortunately,
although there are positives to this change, this has now caused patients to suffer with loss of their
tailored support as they are streamlining the support to these main core concepts and essentially
killing of the specialist sources, hindering research into the individual issues and generalising a
vast amount of people to a much smaller form.
Concluding this, I think there is still work to be done on the criteria, by changing it the way they
have it is the same as taking a variety of different types of flowers and then simply naming it a
bouquet, they are still different variations, however, their individual needs are being ignored in the
favour of what the main thing they all need is.
https://pmc.ncbi.nlm.nih.gov/articles/PMC9881114/#:~:text=Unlike%20DSM%2D5%2C%20ICD%2
D,objects%2C%20echolalia%2C%20sti
https://bpc.eassessorpro.co.uk/scormplayer/l/4500391
Feedback: Your analysis is insightful and provides a balanced view of the strengths and
limitations of current diagnostic criteria. The use of analogies helps illustrate your points well.
13a. Explain the following conditions that may co-occur with autism: (AC 5.1)
Mental health issues:
70% of people who suffer with autism also have at least one other psychiatric disorder.' Many
autistic people will still suffer with the mental health issues that the neurotypical do such as:
anxiety, depresson, ADHD and OCD. The former may be due to their social impairment and
inability to fit in, they also may have difficulties getting the correct help and support they need due
to the limitations granted to them by autism.
https://bpc.eassessorpro.co.uk/scormplayer/l/4500391
https://www.mentalhealth.org.uk/explore-mental-health/a-z-topics/autism-andmentalhealth#:~:text=Just%20like%20everyone%2C%20autistic%20people,%2Dcompulsive%20di
sorder%20(OCD).
Feedback: Please see the feedback to Q13B.
13b. Learning disabilities:
According to data from the NHS, '3/10 people with a learning disability also has an autism
diagnosis and 1/3 of people with autism, will have a learning disability. People with a learning
disability are 26 times more likely to be diagnosed with autism than those without.' Some may not
have learning DISABILITIES but may have learning DIFFICULTIES, such as dyslexia and
dyscalculia. A person with a learning disability is someone who has a severely limited capability to
absorb new or complex information, i have to give my sister and daughter who both have ASD,
ADHD information or direction a piece at a time so they do not end up overwhelmed,
subsequently, they have a reduced ability to live alone and function independently, starting in
adolescence and continuing into adulthood.
https://www.autistica.org.uk/what-is-autism/learning-disability-and-autism
https://bpc.eassessorpro.co.uk/scormplayer/l/4500391
Feedback: Both answers demonstrate a strong understanding of co-occurring conditions and their
impact on autistic individuals. Your use of statistics strengthens your response. Well done!
14a. Describe THREE other conditions that may typically co-occur with autism. (AC 5.2)
Co-occurring condition 1:
Dyspraxia - an impairment in the control of the bodily motor system. It is primarily a motor skills
disorder whereas autism is primarily a social and communication disorder. It affects co-ordination
and movement, carrying out movements to a task in the correct order, difficulties with memory,
perception and processing. It shares similarities with autism, both being a developmental issue,
including but not limited to:
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avoiding eye contact
difficulty on displaying emotions in the typical way
wanting to stick to routines stimming activities (hand flapping, rocking etc)
strong reactions to sensory experiences
language and communication issues
inability to participate in pretend play
a lack of coordination
There are distinct differences too, and some autistic people hate change or changes to their
routines whereas an individual with dyspraxia may not hate it but may fear it and take longer to
adapt. Stimming and eye contact in autistic individuals is a major problem but it is less problematic
for dyspraxia sufferers, and where many autistic people can store cast amounts of knowledge,
individuals with dyspraxia find it more difficult. Around 10% of people with dyspraxia/DCD show
signs of autism and 80% of children with autism show signs of dyspraxia.
collinsdictionary.com/dictionary/english/dyspraxia#:~:text=Examples%20of%20'dyspraxia'%20in%
20a%20sentence&text=She%20has%2
https://bpc.eassessorpro.co.uk/scormplayer/l/4500391
https://exceptionalindividuals.com/about-us/blog/autism-and-dyspraxia-diferences-and-overlaps/
Feedback: Please see the feedback to subsection 14C.
14b. Co-occurring condition 2:
Epilepsy- a condition that causes seizures that generally causes loss of consciousness, seizure
types can vary, with some experiencing small spasms or convulsions, while others have tonicclonic seizures i.e. grand mal. The source of epilepsy is due to a chemical imbalance in the brain
causing issues with messages travelling between nerve cells. It is a condition that is usually from
birth, however there are cases of epilepsy that have been caused by an injury to the brain.
Individuals with autism are more likely to develop epilepsy than those who are neurotypical and
those who are epileptic are more likely to be autistic that those who are not.
Those with ID are more likely to develop epilepsy, therefore the risks of developing epilepsy in a
child with autism without ID is 8% but increases to 20% for those with ID. The real issue is that
sign of an imminent seizure for those with epilepsy and autism, may be misread as an autism
based issue such as sensory reaction.
https://www.autism.org.uk/advice-and-guidance/professionalpractice/epilepsyautism#:~:text=The%20relationship%20of%20autism%20to,to%20increase%20in
to%20young%20adulthood.
Feedback: please see the feedback to subsection 14C.
14c. Co-occuring condition 3:
Attention Deficit Hyperactivity Disorder (ADHD) - is a condition that can be both genetic and
environmental meaning that if a close family member has the condition, there is a high probability
of others in the family having it. There are three types of ADHD- inattentive (lack of focus,
disorganisation, distractability, trouble following directions, forgetfulness), hyperactive (impatient,
interrupts, never stops, excessive movement or activity, difficulty paying attention and fidgets) and
combined.
Together, autism and ADHD are known as AuDHD. Approximately 21% of children with ADHD are
also autistic and around 28% of autistic children have ADHD. There are many similarities with
ASD and ADHD including sensory difficulties, social challenges, hyperfocus or intense interest and
executive dysfunction to name a few. A further similarity is that they both have a high heritability
and genetic overlap.
There are some difficult conflicts though, such as ADHD individuals are usually impulsive and pick
up and drop hobbies or interests quickly whereas and an individual with autism is stereotypically
very routine focused and seem 'sameness'. Understandably this can cause internal conflict within
and individual with AuDHD.
https://www.autistica.org.uk/what-is-autism/adhd-and-autism
https://inspirecommunityoutreach.ca/attention-deficit-hyperactivity-disorder/
Feedback: Thank you! This section is also complete!
15. Describe how attitudes and lack of understanding can compound the difficulties of
autistic individuals. (AC 6.1)
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Autism is something caused by environmental or behavioural means- NO! Autism in
a neurodevelopmental condition that is present from birth, it is a part of the genetic and
chemical make up of a person. Yes, certain environmental variants can cause the condition
to be better or worse but it is not the cause of the condition.
Autistic people have no emotions- this is not the case, they are as emotional as the next
person, however how they display, process or comprehend emotion is not the 'typical' way
leading many to believe they are emotionless or emotionally stunted.
Vaccines cause Autism!- no they really don't!
Autism can be cured- there is no known cure for autism, the same as there is no cure for
down syndrome because it is genetics! all autistic people have learning disabilities- yes
many do because they go hand in hand, however the range of intellect ranges from nonexistent to severe.
People with autism cannot form bonds and relationships- YES THEY CAN! Just
because a child falls off it bike and continues to struggle doesn't mean they'll never be able
to ride it! the misconception that autistic people are unable to form bonds an relationships is
the most damaging because it forces the autistic community into isolation. They can and do
form bonds, it just takes them longer and you may need to initiate the conversation!
All of these attitudes and misconceptions are just a few of the many out there but powerfully show
the lack of understanding of a condition that affects 1% of the worlds population, that is a
whopping 75 million people! All these misconceptions and lack of understanding does is cause a
very caring community to reside in isolation and have barriers placed around them when it comes
to school, employment and social interaction.
https://www.ambitiousaboutautism.org.uk/what-we-do/awareness/autism-mythsandfacts#:~:text=All%20autistic%20people%20have%20special,can%20be%20on%20literally%20
anything.
Feedback: A powerful and well-articulated answer that challenges common misconceptions about
autism. Your passion for advocacy is evident. Excellent job!
16. Give examples of how autism can be misrepresented in the media. (AC 6.2)
The largest portion of those portrayed in media as autistic are white males, however statistically
they do not have the highest prevalence for Autism, this causes support for those of different
ethnicities to struggle to get the help and support they need because it is deemed a 'white persons
condition'.
Not every one that suffers with ASD is a savant and only 'socially inept', the portrayal of characters
such as Sheldon in the big bang theory, shows the minimal affects of autism as Sheldon is what
many would deem as a 'high functioning autistic' even though there is no such thing. He is savant
in the science community and we expect that to be radical because he has achieved that goal
'despite his disability', this discredits the fact that hes on the same intellectual level as others in the
show who do not display symptoms reiterating that hes extra special because of his disability, an
'inspiration' to non-disabled. His routine instead of being accepted as something that he has to do,
is shown as an irritating and inconsiderate thing.
The Good Doctor seems to balance the realities of Dr Shaun Murphy's condition and social
acceptance as in episodes, his ability is questioned and patients refuse his care due his disability,
even though it makes him better at his job. One particular episode had him working with another
autistic person and the family compared Shaun's autism to that of the patients, reaffirming the
believe that all people with autism suffer the same, ignoring the fact it is a spectrum. His social
awkwardness seems to only come at inopportune time and his vocal issues seem to be
exaggerated to some extent.
In contrast 'i am sam' shows more of the true issues faced by the autistic community and the
disparity they face in a world that has a broken conception of 'normal'.
https://en.wikipedia.org/wiki/I_Am_Sam
https://www.accessibility.com/blog/autism-representation-in-the-media-and-how-it-impacts-real-life
Feedback: Your analysis of media portrayals is insightful and well-supported. Your discussion of
common stereotypes and misrepresentations adds depth. Great work!
17. Describe how discrimination against autistic individuals can occur inadvertently in
society. (AC 6.3)
Due to most ASD sufferers inability to competently communicate with others, they can be deemed
rude or dismissive when in reality they're likely trying to avoid eye contact and and their tonal
setting is their default. Autistic people tend to have the stigma of being 'stupid', 'unsocial' and
'difficult' when really it is just a lack of understanding on the other persons part, due to this, they
are often left out of social events or being invited out and the like, for children, the lack of
understanding can lead to bullying and maltreatment by superiors as they lack the correct training.
As an adult, an autistic person could be taken advantage of or miscommunication could lead to
violence towards them. Even with the abundance of advice and information out there, people still
lack an understanding of autism and how to care for them, treat them and avoid them further
isolating the individual. The unintentional bias of others causes them to make a split second
decision in regards to autistic individuals and many can be fearful of them due to their experience
of others than has sporadic behaviours such as anger/ frustration, shouting, overstimulation etc.
Systemically, autistic people suffer, there seems to be one slot that everyone needs to fit into to
help society get through everything quickly and calmly, the lack of education of others such as
health care professionals, school teachers, law enforcement and the public at large, causes
problems because the autistic person could be deemed as non compliant, misbehaved, spoilt
(getting their routine the way they want), their frustration or overstimulation could be mislabelled as
aggression.
https://carelearning.org.uk/qualifications/ncfe-level-2-autism/unit-01/6-3-describehowdiscrimination-against-individuals-with-autism-can-occur-inadvertently-in-society/
Feedback: A well-explained answer that highlights the barriers autistic individuals face in society.
Your discussion of systemic discrimination is particularly strong. Well done!