What's it about?

Attention Deficit Hyperactivity Disorder (ADHD) is a developmental disorder. Symptoms are characterised by attention difficulties, impulsiveness and, in the case of ADHD, hyperactivity. Autism Spectrum Disorder (ASD) is a condition that affects social interaction, communication, interests and behaviour. 

The aim of this course is to identify key characteristics of ADHD and ASD and discuss appropriate responses to symptoms and behaviours in a professional childminding setting.

This course aims to give childminders the support needed to:

• Understand the concepts of ADHD and ASD.
• Define the diagnostic process.
• Identify some of the key symptoms or characteristics of ADHD and ASD.

Key learning during this course includes understanding and explaining:

1. The causes and characteristics of ADHD/ASD.
2. What steps can be taken to respond to a child with communication or interaction challenges.
3. What steps can be taken to respond to a child who has flexibility challenges or sensory sensitivities.
4. How to overcome communication barriers with children.
5. How to handle relevant documentation in relation to children with signs, symptoms and care plans relating to ADHD/ASD.
6. How to approach a parent or carer to discuss signs and symptoms or how to work with parents to ensure the care provided is meeting everyone’s needs.

Course outcomes:

When you have completed this course, your core knowledge and understanding will include:

1. The possible impact of having a child with additional support needs within a family and the varied responses of carers, siblings, and the wider family.
2. Awareness of, and ability to use, specialist terminology in the interest of the children with whom you work, whilst ensuring that use of such terminology does not act as a barrier to communication.
3. Legislation, regulations and codes of practice affecting provision for children, and those with additional support needs within Scotland.
4. Assessment and intervention frameworks for children with additional support needs.
5. The meaning and application of participation and the practitioner’s role in supporting children, young people and families to engage and participate.
6. The rights of all children to equal access and how this affects provision.