Sensory processing, perception and cognition in individuals with autism

Unit 4 of the Level 2 Certificate in Understanding Autism examines how sensory processing, perception and cognition may be different for individuals with autism, and how these differences can be recognised and relevant support is given.

It is split into three learning outcomes, each consisting of several assessment criteria.

• 1. Understand how individuals with autism process sensory information.
  • 1.1. Outline how differences in processing sensory information may affect each of the senses.
  • 1.2. Define what is meant by: hypersensitivity, hyposensitivity.
  • 1.3. Outline why individuals with autism may experience balance difficulties (vestibular sense).
  • 1.4. Explain how individuals with autism may experience difficulties with body awareness (proprioception).
  • 1.5. Give examples of behaviours that may suggest an individual is hyposensitive or hypersensitive.
• 2. Know how to recognise and support sensory needs
  • 2.1. Identify examples of the type of environments and situations that might contribute to an individual experiencing sensory overload.
  • 2.2. Give examples of how individuals with autism may respond when experiencing sensory overload.
  • 2.3. Outline strategies that can be used to support individuals experiencing sensory overload.
  • 2.4. Describe how to create a ‘low arousal’ sensory environment.
  • 2.5. Give examples of ways to increase sensory stimulation.
  • 2.6. Describe the benefits of sensory activities for individuals with autism.
  • 2.7. Outline how sensory differences may have an influence on an individual’s dietary preferences.
  • 2.8. Explain how to support the dietary preferences of individuals with autism.
• 3. Understand the cognitive differences individuals with autism may have in processing information.
  • 3.1. Outline the difficulties an individual with autism may have with: processing information, predicting the consequences of an action, organising, prioritising and sequencing, understanding the concept of time.
  • 3.2. Describe strategies that could be used to support an individual with autism to complete activities/tasks.