Este Postgraduate certificate en Autism for Psychologists generará una sensación de seguridad en el desempeño de tu profesión, que te ayudará a crecer personal y profesionalmente”

En las consultas logopédicas así como en las aulas, tanto de educación especial como ordinarias, es cada vez más frecuente la intervención con alumnos que presentan necesidades educativas especiales derivadas de trastornos del neurodesarrollo de etiología controvertida como el Autismo.

El profesional ha de conocer las necesidades educativas especiales derivadas del autismo, aprender a identificarlo de forma diferencial, conocer los principales signos observables y qué modelos de intervención tanto directa como indirecta son los más adecuados. La interacción social, la comunicación y la adaptación conductual son tres elementos clave en la intervención con estos trastornos.

El psicólogo necesita estar actualizado en la praxis terapéutica pero, más importante aún, necesita desarrollar la sensibilidad y la visión holística necesarias para atender a alumnos de estas características.

Este programa está diseñado por y para logopedas con amplios conocimientos y experiencia en sus respectivos campos, específicamente en la dimensión emocional y conductual que acompaña a estos trastornos. El objetivo de este programa es que el profesional sea capaz de desarrollar programas de intervención amplios y precisos que incluyan todas las fases de la actuación logopédica.

Esta capacitación aúna conocimientos pedagógico-científicos y logopédicos con las herramientas necesarias para que el profesional pueda intervenir en todas las fases del proceso logopédico actuando sobre los alumnos no sólo en los aspectos puramente comunicativos sino también en el ámbito emocional y conductual, siempre en coordinación y colaboración multidisciplinar.

Este programa nos introduce de lleno en un gran compendio de actividades y recursos que persiguen fundamentalmente la autonomía del alumno con necesidades educativas especiales derivadas del Autismo, que se consigue a través de la generalización y transferencia de lo aprendido a su entorno próximo.

Una oportunidad de aunar, en un mismo programa, neurociencia, logopedia, sistemas aumentativos y alternativos de comunicación, nuevas tecnologías, recursos propios y adaptados, todo ello buscando la excelencia tanto terapéutica como educativa.

Actualiza tus conocimientos a través del programa de Postgraduate certificate en Autism for Psychologists”

Este Postgraduate certificate en Autism for Psychologists contiene el programa científico más completo y actualizado del mercado. Las características más destacadas del Postgraduate certificate son:

• Desarrollo de numerosos casos prácticos presentados por expertos en autismo
• Sus contenidos gráficos, esquemáticos y eminentemente prácticos con los que están concebidos, recogen una información científica y práctica sobre aquellas disciplinas indispensables para el ejercicio profesional
• Novedades sobre el Autismo
• Contiene ejercicios prácticos donde realizar el proceso de autoevaluación para mejorar el aprendizaje
• Con especial hincapié en metodologías innovadoras en Autismo
• Disponibilidad de los contenidos desde cualquier dispositivo fijo o portátil con conexión a internet

Este Postgraduate certificate puede ser la mejor inversión que puedes hacer en la selección de un programa de actualización por dos motivos: además de poner al día tus conocimientos en Autismo, obtendrás una constancia de Postgraduate certificate por la TECH Global University”

Incluye en su cuadro docente profesionales pertenecientes al ámbito de autismo, que vierten en esta especialización la experiencia de su trabajo, además de reconocidos especialistas pertenecientes a sociedades de referencia y universidades de prestigio.

Gracias a su contenido multimedia elaborado con la última tecnología educativa, permitirán al profesional un aprendizaje situado y contextual, es decir, un entorno simulado que proporcionará un aprendizaje inmersivo programado para entrenarse ante situaciones reales.

El diseño de este programa está basado en el aprendizaje basado en problemas, mediante el cual el alumno deberá tratar de resolver las distintas situaciones de práctica profesional que se le planteen a lo largo del Postgraduate certificate. Para ello, el alumno contará con la ayuda de un novedoso sistema de vídeo interactivo realizado por reconocidos expertos en el campo de autismo y con gran experiencia docente.

Aumenta tu seguridad en la toma de decisiones actualizando tus conocimientos a través de este Postgraduate certificate”

Aprovecha la oportunidad para conocer los últimos avances en autismo”

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”