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Understanding autism

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Understanding autism provided by OpenLearn is a comprehensive online course, which lasts for 24 hours worth of material. Upon completion of the course, you can receive an e-certificate from OpenLearn. The course is taught in Englishand is Free Certificate. Visit the course page at OpenLearn for detailed price information.

The Open University via OpenLearn
24 hours worth of material
Self Paced
Overview

  • Learn about autism, one of the most challenging long-term conditions of the century. This free course, Understanding autism, introduces the autism spectrum, how it is experienced by individuals and...

Syllabus

    • Overview and guidance
    • The autism spectrum
    • Moving around the course
    • What is a badged course?
    • How to get a badge
    • Acknowledgements
    • Week1Week 1: Introducing the autism spectrum
    • Introduction
    • 1 Your understanding of autism
    • 2 What is autism?
    • 2.1 Main characteristics
    • 2.2 The autism spectrum
    • 3 Sources of knowledge
    • 4 Methods for understanding autism
    • 4.1 Case studies and observational methods
    • 4.2 Experiments
    • 4.3 Brain imaging
    • 4.4 Longitudinal studies
    • 4.5 Twin studies
    • 4.6 Surveys and questionnaires
    • 5 Personal testimonies
    • 6 Brief history of autism: key players and milestones
    • 6.1 1940s: the pioneers
    • 6.2 Asperger revisited
    • 6.3 1960s: biological and socio-emotional theories of autism
    • 6.4 1960s: developments in the UK
    • 6.5 1970s: early research milestones
    • 6.6 1980s: an intervention to help children with autism
    • 6.7 1980s–90s: a new theory of autism
    • 6.8 1960s–2010s: prevalence of autism in the population
    • 6.9 1986 onwards: autistic people speak for themselves
    • 6.10 1990s onwards: the neurodiversity movement
    • 6.11 The autism spectrum in the 21st century
    • 7 This week’s quiz
    • 8 Summary
    • References
    • Acknowledgements
    • Week2Week 2: What is autism like?
    • Introduction
    • 1 Autistic traits and neurotypicality
    • 2 Social characteristics
    • 2.1 Interacting and communicating non-verbally
    • 2.2 Communicating with language
    • 2.3 Taking things literally
    • 2.4 Socialising
    • 3 Non-social differences
    • 3.1 Repetitive behaviour and routines
    • 3.2 Special interests
    • 3.3 Unusual sensory responses
    • 4 Reactions to stress
    • 5 Skills and talents
    • 5.1 Skills
    • 5.2 Exceptional talents
    • 5.3 Creativity
    • 5.4 Managing exceptionality
    • 6 Further dimensions of autism
    • 6.1 Intellectual ability
    • 6.2 Accompanying medical and psychological difficulties
    • 7 This week’s quiz
    • 8 Summary
    • References
    • Acknowledgements
    • Week3Week 3: Identifying and diagnosing autism
    • Introduction
    • 1 Early clues to autism
    • 1.1 Birth to 12 months
    • 1.2 12 to 24 months
    • 1.3 Can typical development plateau out?
    • 1.4 Parents’ reflections on their children’s behaviour
    • 2 What is diagnosis?
    • 2.1 The role of diagnosis
    • 2.2 DSM-5, ICD-10 and ICD-11
    • 2.3 How is diagnosis carried out?
    • 3 Experiences of diagnosis
    • 3.1 The first diagnoses
    • 3.2 Parental blame: fighting back
    • 3.3 Experiences of diagnosis: 1990s to now
    • 3.4 Experiencing diagnosis in adulthood
    • 3.5 After diagnosis
    • 4 Challenges for diagnosis
    • 4.1 Autism in females
    • 4.2 Diagnosing autism in different cultures
    • 4.3 The effects of stigma
    • 5 This week’s quiz
    • 6 Summary
    • References
    • Acknowledgements
    • Week4Week 4: Explaining autism: mind and brain
    • Introduction
    • 1 The psychology of autism: explaining social characteristics
    • 1.1 Theory of Mind
    • 1.2 False belief
    • 1.3 The Sally–Anne false belief task
    • 1.4 Theory of Mind and thinking literally
    • 2 Psychology of autism: explaining non-social characteristics
    • 2.1 Executive function
    • 2.2 Attention to detail
    • 3 Psychology of autism: an integrative explanation?
    • 3.1 Recognising emotions
    • 3.2 Empathising and systemising
    • 3.3 What do psychological theories tell us?
    • 4 The neurobiology of autism
    • 4.1 Brain structure and function
    • 4.2 Neurons, neurotransmitters and hormones
    • 5 The genetics of autism
    • 5.1 Autism in families
    • 5.2 Genes and chromosomes
    • 5.3 Autism genetics are complex
    • This week's quiz
    • 6 Summary
    • References
    • Acknowledgements
    • Week5Week 5: Addressing challenges: approaches to intervention
    • Introduction
    • 1 Perspectives on recovery and help
    • 1.1 Optimal outcomes
    • 1.2 Contrasting views on acceptance
    • 2 Interventions
    • 2.1 The importance of evidence for interventions
    • 2.2 Intervening without evidence
    • 3 Establishing the evidence base for interventions
    • 3.1 Principles of evaluation
    • 3.2 Pilot and small-scale studies
    • 3.3 Controlled studies and randomised control trials
    • 3.4 Problems in evaluating autism interventions
    • 3.5 The Research Autism database
    • 4 TEACCH
    • 4.1 Principles of TEACCH
    • 4.2 Evidence base for TEACCH
    • 5 The behavioural approach to intervention
    • 5.1 Applied behavioural analysis
    • 5.2 Evaluations and views of ABA
    • 6 Naturalistic interventions
    • 6.1 Picture Exchange Communication System (PECS)
    • 6.2 Evaluations of PECS
    • 7 Recent developments in intervention
    • 7.1 Pre-school Autism Communication Therapy (PACT)
    • 7.2 Evaluations
    • 7.3 Assistive technology
    • 7.4 Animal-assisted interventions
    • 7.5 Evaluations of animal-assisted interventions
    • 8 This week’s quiz
    • 9 Summary
    • References
    • Acknowledgements
    • Week6Week 6: Family life and education
    • Introduction
    • 1 Family life
    • 1.1 Sources of stress in families
    • 1.2 Multiplex families
    • 1.3 Adolescence
    • 1.4 Adulthood
    • 1.5 Family resilience
    • 2 Support for families
    • 2.1 NAS services
    • 2.2 Problems in accessing support
    • 3 Education
    • 3.1 Challenges in educational settings
    • 4 Educational support and choices: the mainstream and other options
    • 4.1 Educational plans and statements
    • 4.2 Mainstream and other educational choices
    • 4.3 Educational provision in regional and international context
    • 4.4 Home education
    • 5 This week’s quiz
    • 6 Summary
    • References
    • Acknowledgements
    • Week7Week 7: Adulthood
    • Introduction
    • 1 The transition to adulthood
    • 1.1 The importance of ongoing education
    • 1.2 Higher education and beyond
    • 1.3 Education, Health and Care Plan
    • 2 Living arrangements
    • 2.1 Residential support
    • 2.2 Support for independence
    • 2.3 Adult support in international perspective
    • 3 Adult outcomes
    • 3.1 Cognition, language and adaptive functioning
    • 3.2 Social life, independence and mental health
    • 3.3 What factors influence outcomes?
    • 4 Outcomes across the spectrum
    • 4.1 Timothy Baron
    • 4.2 Donald Triplett
    • 4.3 Wenn Lawson
    • 4.4 Optimal outcomes
    • 5 Addressing challenges in adult life: employment and relationships
    • 5.1 Employment
    • 5.2 Support for employment
    • 5.3 Relationships
    • 6 Addressing challenges in adult life: legal issues, health and ageing
    • 6.1 The criminal justice system
    • 6.2 Health and ageing
    • 7 The Autism Act and related legislation
    • 8 This week’s quiz
    • 9 Summary
    • References
    • Acknowledgements
    • Week8Week 8: Reflecting back, looking forward
    • Introduction
    • 1 Autism: what have you learned?
    • 2 The autism spectrum in the 21st century
    • 2.1 ‘When you’ve met one autistic person, you’ve met one autistic person’
    • 2.2 Neurodiversity
    • 2.3 One autism or several autisms?
    • 3 Future directions for autism research
    • 3.1 What are the priorities?
    • 3.2 Doing research well
    • 4 Autism in society
    • 4.1 Media portrayals of autism
    • 4.2 ‘Coming out’
    • 4.3 Making society autism-friendly
    • 5 Autism in a global perspective
    • 5.1 Autism in the 21st century in the UK
    • 5.2 Autism in Lower and Middle Income Countries
    • 5.3 Autism in Ethiopia
    • 5.4 Mental Health Pocket Guide and training videos
    • 5.5 Pooling resources and practices
    • 6 End of course quiz
    • 7 End of course summary
    • References
    • Acknowledgements

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