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Adapting Low Intensity Practice with Children and Young People (and Families) with Neurodiversity

Module description

This module will build on your training and experience as a Low-Intensity practitioner for Children, Young People and Families (CWP or EMHP) and provide an overview and awareness of a range of neurodiverse presentations and characteristics and how low intensity practice can be adapted to provide effective support. This module will provide you with a foundational understanding of Autism, ADHD and learning difficulties including knowledge of diagnostic criteria, historical context, developmental considerations and co-morbidity and differential diagnosis.  The module will provide knowledge and the subsequent application and influence of the relevant legislation and societal models associated with neurodiversity, whilst ensuring lived experience is central to the modules content and learning. Building on this foundational knowledge and awareness of neurodiversity, the module will equip you with the necessary skills to adapt and modify low-intensity interventions for the individual.

Module aims - intentions of the module

This module will provide you with a foundational introduction to working with children and young people (CYP) with neurodiversity. As a qualified CYP low-intensity practitioner, this module will enable you to extend low intensity support where a child or young person has autism, ADHD, or a learning disability. You will develop an understanding of the core features of Autism, ADHD and Learning Disabilities and associated conditions. You will also need knowledge of relevant legislation, medical and social models of disability and practice as well as the types of reasonable adjustments required in practice to meet the needs of this group. Once completed, you will have developed the confidence to deliver effective low intensity interventions with this client group.

Intended Learning Outcomes (ILOs)

ILO: Module-specific skills

On successfully completing the module you will be able to...

• 1. Synthesise theory and competencies in planning, delivering, and reflecting on the adaptation of low-intensity psychological interventions for children and young people with Autism, ADHD and Learning Disabilities (and associated conditions)
• 2. Demonstrate specific competencies in adapting low-intensity psychological interventions and psychoeducation for children and young people with Autism, ADHD and Learning Disabilities (and associated conditions) for anxiety presentations, low mood and behavioural that challenges and cognitive difficulties.
• 3. Identify how you meet the required competency standards for adapted low-intensity psychological interventions for children and young people with Autism, ADHD and Learning Disabilities (and associated conditions)

ILO: Discipline-specific skills

On successfully completing the module you will be able to...

• 4. Address the complexities of adapted early intervention practice whilst supporting (under supervision) the implementation and delivery of enhanced low-intensity interventions in the relevant community/educational settings
• 5. Maintain and effectively manage caseloads through effective engagements in structured case management and clinical skills supervision
• 6. To maintain fidelity to the low intensity model, whilst being able to adapt materials to suit a range of developmental ages and abilities and neurodiversity contained within this module
• 7. Understand and describe the wider ethical, legal, and professional issues and consideration encountered when working with children, young people and families with Autism, ADHD and Learning Disabilities (and associated conditions)

ILO: Personal and key skills

On successfully completing the module you will be able to...

• 8. Appraise your personal strengths and weaknesses in training and experience, and reflect upon the implications for your further training needs
• 9. Give accurate and constructive feedback

Syllabus plan

The module’s precise content may vary from year to year and will be dependent on the pathway undertaken. An example of the overall structure is as follows;

The taught content of this module will be delivered over 20 days, including a minimum of 4 days of university-based group supervision of enhanced clinical practice (clinical skills). The module will be run across 2 terms, to enrich personal reflection, ongoing embedding of learning and supporting the effective translation of theory into practice. Time in teaching will be a combination of theoretical teaching, case discussion, working with case studies, clinical simulation, peer discussion /review and reflective practice.

Combined, these approaches will enhance your clinical skills, aptitude for reflection as well as ongoing professional action planning. The development of your clinical understanding of the application of enhanced low-intensity competences will be enhanced through group supervision sessions and you will be able to demonstrate your competencies through the assessment methods outlined below. You will have opportunities to deliver and reflect on your clinical skills though your practice placement supervision.

Specific module teaching sessions will cover the following:

-       Background and context drawn from psychological / relevant literature regarding an understanding and working knowledge of the range of specified presentations and difficulties

-       Development and enhancement of clinical knowledge and competency for the different specified presentations and associated evidenced based interventions e.g., effective adaptations, establishing goals, problem solving, accessing evidence-based information and appropriate developmental adaption of practice

-       A focus on key components of adapted low-intensity practice, including conducting adapted assessments, delivering, and appropriately adapting low-intensity interventions and working with wider systems of support

-       Effectively utilising a range of tools, materials and self-help resources as required for effective intervention and support for the range of neurodiverse presentations

University-based teaching incorporating declarative course content will be supplemented by a computer-mediated learning approach that includes required reading guidance, interactive learning and collaborative activities to support directed independent learning to supplement the University based teaching days.  

As a trainee, you will be required to clinically apply and demonstrate at least two of the interventions covered in this module. This will therefore need to be evidenced through a minimum of two completed cases. Completed cases are defined as: clients seen from assessment to achieving goals set in as few sessions as needed or termination of treatment (according to agreed ending or withdrawal) seen for a minimum of 5 sessions

You must work with a minimum of two cases in this module. The CYP seen as part of this module must have a suspected or given diagnosis of Learning Disability, Autism or ADHD. At least one case must be a low intensity intervention (e.g. group work for ADHD) or adapted LI CBT for anxiety or depression and the other case must be working with behaviour that challenges or problem solving for executive functioning. You will therefore need to evidence a minimum of two completed cases. Completed cases are defined as: clients seen from assessment to achieving goals set in as few sessions as needed or termination of treatment (according to agreed ending or withdrawal) seen for a minimum of 5 sessions.

Learning activities and teaching methods (given in hours of study time)

Details of learning activities and teaching methods

Formative assessment

Summative assessment (% of credit)

Details of summative assessment

Details of re-assessment (where required by referral or deferral)

Re-assessment notes

Five assessments are required for this module. In all cases re-assessment will be the same as the original assessment. Where you have been referred/deferred for any form of practice skills assessment detailed above you will have the opportunity to retake within 4 weeks from the date that feedback was provided, following additional supervision sessions as necessary with the agreement of the Module Convenor.

All assessment components must be passed. Failure in any of the components will lead to failure in the module. If you pass re-assessments taken following initial failure in the assessment, the overall module mark will be capped at 50% except for the clinical portfolio and practice outcomes document which will not result in a module cap. If you fail re-assessments, you will be failed in the module and consequently you will be failed in the programme and your registration as a student at the University will be terminated.

Indicative learning resources - Basic reading

• Reading Specific to this module will be updated and provided closer to module delivery and be available within programme handbook and on ELE

Indicative learning resources - Web based and electronic resources

• ELE page - TBC (All resources will be made available on ELE. This includes additional material covered in the tutorials, the required readings, information about assessment and additional material (e.g., videos).)

Indicative learning resources - Other resources

• video/audio competency clips from University of Exeter teaching team.

Key words search

Mental health, wellbeing, early intervention, low-intensity CBT, enhanced practice, Autism, ASC, LD, reflective practice, low-intensity CBT workshops, anxiety, Learning Difficulties, adapted clinical practice, ADHD