This Postgraduate certificate in Autism for Psychologists will provide a sense of confidence in your professional practice, helping you grow both personally and professionally”

In speech-therapy practices as well as in classrooms—both special education and mainstream—it is increasingly common to work with students who present special educational needs derived from neurodevelopmental disorders of controversial etiology, such as autism.

Professionals must understand the special educational needs associated with autism, learn to identify it differentially, recognize the main observable signs, and determine which direct and indirect intervention models are most appropriate. Social interaction, communication, and behavioral adaptation are three key elements in interventions involving these disorders.

Psychologists must remain up to date in therapeutic practice but, more importantly, must develop the sensitivity and holistic perspective required to assist students with these characteristics.

This program is designed to provide extensive knowledge and experience in their respective fields, specifically regarding the emotional and behavioral dimensions accompanying these disorders. The objective of this program is for professionals to be able to develop comprehensive, precise intervention plans that include every phase of speech-therapy practice.

This specialization brings together pedagogical, scientific, and speech-therapy knowledge with the necessary tools that enable professionals to intervene throughout all stages of the speech-therapy process, working with students not only on strictly communicative aspects but also on emotional and behavioral dimensions, always through coordinated and multidisciplinary collaboration.

This program offers a thorough introduction to a wide range of activities and resources primarily aimed at fostering autonomy in students with special educational needs associated with autism, achieved through the generalization and transfer of learning to their immediate environment.

It represents an opportunity to integrate, within a single program, neuroscience, speech therapy, augmentative and alternative communication systems, new technologies, and both standard and adapted resources, all with a focus on achieving therapeutic and educational excellence.

Update your knowledge through the Postgraduate certificate in Autism for Psychologists”

This Postgraduate certificate in Autism for Psychologists contains the most complete and up-to-date program on the market. The most important features include:

• Development of numerous practical case studies presented by experts in Autism
• The graphic, schematic, and practical contents with which they are created provide scientific and practical information on the disciplines that are essential for professional practice
• Lastest advances in Autism
• It contains practical exercises where the self-assessment process can be carried out to improve learning
• With special emphasis on innovative methodologies in Autism
• Content that is accessible from any fixed or portable device with an internet connection

This Postgraduate certificate may be the best investment you can make when choosing an academic update program for two reasons: in addition to bringing your knowledge of Autism up to date, you will obtain a certificate of completion issued by TECH Global University”

Its teaching staff includes professionals from the field of autism, who contribute to this training program the experience derived from their work, as well as renowned specialists belonging to leading professional societies and prestigious universities.

Thanks to its multimedia content, developed with the latest educational technology, professionals will benefit from situated and contextual learning—simulated environments designed to provide immersive learning experiences that prepare them for real-life situations.

The design of this program is based on problem-based learning, through which the student must work to resolve the various professional practice situations presented throughout the Postgraduate certificate. To achieve this, students will have access to an innovative interactive video system developed by renowned experts in the field of autism with extensive teaching experience.

Increase your decision-making confidence by updating your knowledge through this Postgraduate certificate”

Take advantage of the opportunity to learn about the latest advances in autism”

The structure of the contents has been designed by a team of professionals from the best educational centers and universities in the country, aware of the relevance of innovative updates, and committed to quality teaching through new educational technologies.

This Postgraduate certificate in Autism for Psychologists contains the most complete and up-to-date scientific program on the market”

Module 1. Understanding Autism

1.1. Temporal Development in Its Definition

1.1.1. Theoretical Approaches to ASD

1.1.1.1. Early Definitions
1.1.1.2. Evolution Throughout History

1.1.2. Current Classification of Autism Spectrum Disorder

1.1.2.1. Classification according to DSM-IV
1.1.2.2. DSM-V Definition

1.1.3. Disorder Chart Belonging to ASD

1.1.3.1. Autism Spectrum Disorder
1.1.3.2. Asperger’s Disorder
1.1.3.3. Rett’s Disorder
1.1.3.4. Childhood Disintegrative Disorder
1.1.3.5. Pervasive Developmental Disorder

1.1.4. Comorbidity with other Pathologies

1.1.4.1. ASD and ADHD (Attention and/or Hyperactivity Disorder)
1.1.4.2. ASD AND HF (High Functioning)
1.1.4.3. Other Pathologies of Lower Associated Percentage

1.1.5. Differential Diagnosis of Autism Spectrum Disorder

1.1.5.1. Non-Verbal Learning Disorder
1.1.5.2. NPDD (Perturbing Disorder Not Predetermined)
1.1.5.3. Schizoid Personality Disorder
1.1.5.4. Affective and Anxiety Disorders
1.1.5.5. Tourette’s Disorder
1.1.5.6. Representative Chart of Specified Disorders

1.1.6. Theory of Mind

1.1.6.1. The Senses 
1.1.6.2. Perspectives
1.1.6.3. False Beliefs
1.1.6.4. Complex Emotional States

1.1.7. Weak Central Coherence Theory

1.1.7.1. Children with ASD’s Tendency to Focus Attention on Details vs. the Whole
1.1.7.2. First Theoretical Approach (Frith, 1989) 
1.1.7.3. Central Coherence Theory today (2006) 

1.1.8. Theory of Executive Dysfunction

1.1.8.1. What Do We Know as “Executive Functions”?
1.1.8.2. Planning 
1.1.8.3. Cognitive Flexibility
1.1.8.4. Response Inhibition
1.1.8.5. Mentalistic Skills
1.1.8.6. Sense of Activity

1.1.9. Systematization Theory

1.1.9.1. Explanatory Theories Proposed by Baron-Cohen, S
1.1.9.2. Types of Brain
1.1.9.3. Empathy Quotient (EQ)
1.1.9.4. Systematization Quotient (SQ)
1.1.9.5. Autism Spectrum Quotient (ASQ) 
1.1.10. Autism and Genetics

1.1.10.1. Potential Causes of the Disorder
1.1.10.2. Chromosomal Abnormalities and Genetic Alterations
1.1.10.3. Implications on Communication

1.2. Detection

1.2.1. Main Indicators in Early Detection

1.2.1.1. Warning Signs
1.2.1.2. Alert Signals

1.2.2. Communication Area in Autism Spectrum Disorder

1.2.2.1. Aspects to Consider
1.2.2.2. Alert Signals

1.2.3. Sensory-Motor Area

1.2.3.1. Sensory Processing
1.2.3.2. Dysfunctions in Sensory Integration

1.2.4. Social Development

1.2.4.1. Persistent Difficulties in Social Interaction
1.2.4.2. Restricted Patterns of Behavior

1.2.5. Evaluation Process

1.2.5.1. Developmental Scales
1.2.5.2. Tests and Questionnaires for Parents
1.2.5.3. Standardized Tests for Professional Evaluation

1.2.6. Data Collection

1.2.6.1. Screening Tools Used
1.2.6.2. Case Studies. M-CHAT
1.2.6.3. Standardized Tests and Assessments

1.2.7. Observation During Sessions

1.2.7.1. Aspects to Consider During Sessions

1.2.8. Final Diagnosis

1.2.8.1. Procedures to Follow
1.2.8.2. Proposed Therapeutic Plan 

1.2.9. Preparation for Intervention Process

1.2.9.1. Intervention Strategies for ASD in Early Intervention

1.2.10. Scale for the Detection of Asperger’s Syndrome

1.2.10.1. Autonomous Scale for Asperger Syndrome and High Functioning Autism Detection (AF)

1.3. Identification of Specific Difficulties

1.3.1. Protocol to be followed

1.3.1.1. Factors to Consider

1.3.2. Needs Assessment based on Age and Developmental Level

1.3.2.1. Protocol for Screening from 0 to 3 years of age
1.3.2.2. M-CHAT-R Questionnaire. (16-30 Months)
1.3.2.3. Follow-up Interview M-CHAT-R/F

1.3.3. Fields of Intervention

1.3.3.1. Evaluation of the Effectiveness of Psychoeducational Intervention 
1.3.3.2. Clinical Practice Guideline Recommendations
1.3.3.3. Main Areas of Potential Work

1.3.4. Cognitive Area

1.3.4.1. Mentalistic Skills Scale
1.3.4.2. What Is It? How do we apply this Scale in ASD? 

1.3.5. Communication Area

1.3.5.1. Communication Skills in ASD
1.3.5.2. We Identify the Demand Based on Developmental Level
1.3.5.3. Comparative Tables of Development with ASD and Normotypical Development

1.3.6. Eating Disorders

1.3.6.1. Intolerance Chart
1.3.6.2. Aversion to Textures
1.3.6.3. Eating Disorders in ASD

1.3.7. Social Area

1.3.7.1. SCERTS (Social-Communication, Emotional Regulation, and Transactional Support)

1.3.8. Personal Autonomy

1.3.8.1. Daily Living Therapy

1.3.9. Competency Assessment

1.3.9.1. Strengths
1.3.9.2. Reinforcement-based Intervention

1.3.10. Specific Intervention Programs

1.3.10.1. Case Studies and their Results
1.3.10.2. Clinical Discussion

1.4. Communication and Language in Autism Spectrum Disorder

1.4.1. Stages in the Development of Normotypical Language

1.4.1.1. Comparative Table of Language Development in Patients with and without ASD
1.4.1.2. Specific Language Development in Autistic Children

1.4.2. Communication Deficits in ASD

1.4.2.1. Aspects to Take into Account in the Early Stages of Development
1.4.2.2. Explanatory Table with Factors to Take into Account During these Early Stages

1.4.3. Autism and Language Pathology

1.4.3.1. ASD and Dysphasia 

1.4.4. Preventive Education

1.4.4.1. Introduction to Prenatal Infant Development

1.4.5. From 0 to 3 Years Old

1.4.5.1. Developmental Scales
1.4.5.2. Implementation and Monitoring of Individualized Intervention Plans (IIP)

1.4.6. CAT Means-Methodology

1.4.6.1. Nursery School (NS)

1.4.7. From 3 to 6 Years Old

1.4.7.1. Schooling in Normal Center
1.4.7.2. Coordination of the Professional with the Follow-up by the Pediatrician and Neuropediatrician
1.4.7.3. Communication Skills to be Developed within this Age Range
1.4.7.4. Aspects to Consider

1.4.8. School Age

1.4.8.1. Main Aspects to Consider
1.4.8.2. Open Communication with the Teaching Staff
1.4.8.3. Types of Schooling

1.4.9. Educational Environment

1.4.9.1. Bullying
1.4.9.2. Emotional Impact

1.4.10. Alert Signals

1.4.10.1. Guidelines for Action
1.4.10.2. Conflict Resolution

1.5. Communication Systems

1.5.1. Available Tools

1.5.1.1. ICT Tools for Children with Autism
1.5.1.2. Augmentative and Alternative Communication Systems (AACS)

1.5.2. Communication Intervention Models

1.5.2.1. Facilitated Communication (FC)
1.5.2.2. Verbal Behavioral Approach (VB)

1.5.3. Alternative and/or Augmentative Communication Systems

1.5.3.1. PEC’s (Picture Exchange Communication System)
1.5.3.2. Benson Schaeffer Total Signed Speech System
1.5.3.3. Sign Language
1.5.3.4. Bimodal System

1.5.4. Alternative Therapies

1.5.4.1. Hotchpotch
1.5.4.2. Alternative Medicines
1.5.4.3. Cognitive-Behavioral

1.5.5. Choice of System

1.5.5.1. Factors to Consider
1.5.5.2. Decision-Making

1.5.6. Scale of Objectives and Priorities to be Developed

1.5.6.1. Assessment, Based to the Resources Available to the Student, of the System Best Suited to Their Capabilities

1.5.7. Identification of the Appropriate System

1.5.7.1. Implementing The Most Suitable Communication System Or Therapy, Taking Into Account The Patient’s Strengths

1.5.8. Implementation

1.5.8.1. Planning and structuring of the Sessions
1.5.8.2. Duration and Timing
1.5.8.3. Evolution and estimated short-term Objectives

1.5.9. Follow-up

1.5.9.1. Longitudinal Evaluation
1.5.9.2. Re-evaluation over time

1.5.10. Adaptation over time

1.5.10.1. Restructuring of Objectives based on Demanded Needs
1.5.10.2. Adaptation of the Intervention According to the Results Obtained

1.6. Elaboration of an Intervention Program

1.6.1. Identification of Needs and Selection of Objectives

1.6.1.1. Early Care Intervention Strategies 
1.6.1.2. Denver Model

1.6.2. Analysis of Objectives based on Developmental Levels

1.6.2.1. Intervention Program to Strengthen Communicative and Linguistic Areas

1.6.3. Development of Preverbal Communicative Behaviors

1.6.3.1 Applied Behavior Analysis

1.6.4. Bibliographic Review of Theories and Programs in Childhood Autism

1.6.4.1. Scientific Studies with Groups of Children with ASD
1.6.4.2. Results and Final Conclusions Based on the Proposed Programs

1.6.5. School Age

1.6.5.1. Educational Inclusion
1.6.5.2. Global reading as a facilitator of Integration in the Classroom

1.6.6. Adulthood

1.6.6.1. How to Intervene/Support in Adulthood
1.6.6.2. Elaboration of a Specific Program

1.6.7. Behavioral Intervention

1.6.7.1. Applied Behavior Analysis (ABA)
1.6.7.2. Training of Separate Trials

1.6.8. Combined Intervention

1.6.8.1. The TEACCH Model

1.6.9. Support for University Integration of grade I ASD

1.6.9.1. Best Practices for supporting students in Higher Education

1.6.10. Positive Behavioral Reinforcement

1.6.10.1. Program Structure
1.6.10.2. Guidelines to Follow to Carry Out the Method

1.7. Educational Materials and Resources

1.7.1. What can we do as Speech Therapists? 

1.7.1.1. Professional as an Active Role in the Development and Continuous Adaptation of Materials

1.7.2. List of Adapted Resources and Materials

1.7.2.1. What Should I Consider? 
1.7.2.2. Brainstorming

1.7.3. Methods

1.7.3.1. Theoretical Approach to the Most Commonly Used Methods
1.7.3.2. Functionality. Comparative Table with the Methods Presented

1.7.4. TEACHH Program

1.7.4.1. Educational Principles Based on this Method
1.7.4.2. Characteristics of Autism as a Basis for Structured Teaching

1.7.5. INMER Program

1.7.5.1. Fundamental Bases of the Program. Main Function
1.7.5.2. Virtual Reality Immersion System for People with Autism

1.7.6. ICT-mediated Learning

1.7.6.1. Software for Teaching Emotions
1.7.6.2. Applications that favour Language Development

1.7.7. Development of Materials

1.7.7.1. Sources Used
1.7.7.2. Image Banks
1.7.7.3. Pictogram Banks
1.7.7.4. Recommended Materials

1.7.8. Free Resources to Support Learning

1.7.8.1. List of Reinforcement Pages with Programs to Reinforce Learning

1.7.9. PCS (Pictographic Communication System)

1.7.9.1. Access to the Pictographic Communication System
1.7.9.2. Methodology
1.7.9.3. Main Function

1.7.10. Implementation

1.7.10.1. Selection of the Appropriate Program
1.7.10.2. List of Benefits and Disadvantages

1.8. Adapting the Environment to the Student with Autism Spectrum Disorder

1.8.1. General Considerations to Be Taken into Account

1.8.1.1. Possible Difficulties within the Daily Routine

1.8.2. Implementation of Visual Aids

1.8.2.1. Guidelines to Have at Home for Adaptation

1.8.3. Classroom Adaptation

1.8.3.1. Inclusive Teaching

1.8.4. Natural Environment

1.8.4.1 General Guidelines for Educational Response

1.8.5. Intervention in Autism Spectrum Disorders and other Severe Personality Disorders
1.8.6. Curricular Adaptations of the Center

1.8.6.1. Heterogeneous Groupings

1.8.7. Adaptation of Individual Curricular Needs

1.8.7.1. Individual Curricular Adaptation
1.8.7.2. Limitations

1.8.8. Curricular Adaptations in the Classroom

1.8.8.1. Cooperative Education
1.8.8.2. Cooperative Learning

1.8.9. Educational Responses to the Different Needs Demanded

1.8.9.1. Tools to Be Taken into Account for Effective Teaching

1.8.10. Relationship with the Social and Cultural Environment

1.8.10.1. Habits-Autonomy
1.8.10.2. Communication and Socialization

1.9. School Context

1.9.1. Classroom Adaptation

1.9.1.1. Factors to Consider
1.9.1.2. Curricular Adaptation

1.9.2. School Inclusion

1.9.2.1. We All Add Up
1.9.2.2. How to Help from our Role as Speech-Language Pathologists

1.9.3. Characteristics of Students with ASD

1.9.3.1. Restricted Interests
1.9.3.2. Sensitivity to the Context and its Constraints

1.9.4. Characteristics of Students with Asperger’s

1.9.4.1. Potentialities
1.9.4.2. Difficulties and Repercussions at the Emotional Level
1.9.4.3. Relationship with the Peer Group

1.9.5. Placement of the Student in the Classroom

1.9.5.1. Factors to Be Taken into Account for Proper Student Performance

1.9.6. Materials and Supports to Consider

1.9.6.1. External Support
1.9.6.2. Teacher as a Reinforcement Element within the Classroom

1.9.7. Assessment of Task Completion Times

1.9.7.1. Application of Tools such as Anticipators or Timers

1.9.8. Inhibition Times

1.9.8.1. Reduction of inappropriate Behaviors through Visual Support
1.9.8.2. Visual Schedules
1.9.8.3. Time-Outs

1.9.9. Hypo- and Hypersensitivity

1.9.9.1. Noise Environment
1.9.9.2. Stress-generating Situations

1.9.10. Anticipation of Conflict Situations

1.9.10.1. Back to School. Time of Entry and Exit
1.9.10.2. Canteen
1.9.10.3. Vacations

1.10. Considerations to Be Taken into Account with Families

1.10.1. Conditioning Factors of parental Stress and Anxiety

1.10.1.1. How does the Family Adaptation Process occur? 
1.10.1.2. Most Common Worries
1.10.1.3. Anxiety Management

1.10.2. Information for Parents when a Diagnosis is Suspected

1.10.2.1. Open Communication
1.10.2.2. Stress Management Guidelines

1.10.3. Assessment Records for Parents

1.10.3.1. Strategies for Managing Suspected ASD in Early Intervention
1.10.3.2. PEDs. Questions about Parents’ Developmental Concerns
1.10.3.3. Situation Assessment and Building a Bond of Trust with Parents

1.10.4. Multimedia Resources

1.10.4.1. Table of Freely Available Resources

1.10.5. Associations of Families of People with ASD

1.10.5.1. List of Recognized and Proactive Associations

1.10.6. Return of Therapy and Appropriate Evolution

1.10.6.1. Aspects to Take into Account for Information Exchange
1.10.6.2. Creation of Empathy
1.10.6.3. Creation of a Circle of Trust between Therapist-Relatives-Patient

1.10.7. Return of the Diagnosis and Follow-up to the Different Healthcare Professionals

1.10.7.1. Speech Therapist in their Active and Dynamic Role
1.10.7.2. Contact with the Different Health Areas
1.10.7.3. The Importance of Maintaining a Common Line

1.10.8. Parents; How to Intervene with the Child? 

1.10.8.1. Advice and Guidelines
1.10.8.2. Family Respite

1.10.9. Generation of Positive Experiences in the Family Environment

1.10.9.1. Practical Tips for Reinforcing Pleasant Experiences in the Family Environment
1.10.9.2. Proposals for Activities that Generate Positive Experiences

1.10.10. Websites of Interest

1.10.10.1. Links of Interest

A unique, essential, and decisive experience to boost your professional development”