This program will generate a sense of security in the performance of daily praxis, which will help you grow personally and professionally"

Nutrition is essential for people's survival, but sometimes certain diseases lead to problems with nutrition. Sometimes these can be caused by the person's own anatomy or generated through bad habits, as is the case with certain orofacial disorders. In these cases, nurses play a fundamental role, since many of the consultations of these professionals are derived from this type of disorders. 

Therefore, during this training program, professionals will learn about the nutritional needs of autistic people and people with cerebral palsy, diseases that are associated with nutritional problems and that depend on nursing professionals to improve their quality of life. 

Thus, there is a wide professional demand for training to acquire the necessary competencies to enable nurses to provide a comprehensive and complete educational, health and clinical response. In addition, it is necessary the collaboration and integration in the nursing teams of professionals from other health fields to complete the group in an interdisciplinary way. Both nurses and clinicians will benefit from training actions of this caliber, which integrate the vision of clinical speech therapy and the needs of an effective response demanded by nursing.  

This Postgraduate Diploma in Orofacial Disorders and Feeding in ASD and CP for Nurses responds to this demand for continuing education of health agents, and is aimed primarily at nursing professionals. With this training course, the nurse will acquire skills to manage speech disorders or disorders of a logopedic nature in different work contexts. In addition, these studies can facilitate access to employment in this field, due to the high demand for this type of professional, whether in the health, clinical or educational fields. 

You must continue your training throughout your employment to provide the best care for your patients "

This Postgraduate Diploma in Orofacial Disorders and Feeding in ASD and CP for Nurses contains the most complete and up to date educational program on the market. The most important characteristics of the Postgraduate Diploma are:

  • The development of a large number of case studies presented by experts in orofacial and feeding disorders in ASD and ICH. The graphic, schematic, and eminently practical contents with which they are created provide scientific and practical information on the disciplines that are essential for professional practice
  • News on the use of orofacial and feeding disorders in ASD and CP
  • Practical exercises where the self-assessment process can be carried out to improve learning
  • Algorithm-based interactive learning system for decision-making in the situations that are presented to the student 
  • Special emphasis on evidence-based methodologies in orofacial and feeding disorders in ASD and CP
  • Theoretical lessons, questions to the expert, discussion forums on controversial issues and individual reflection papers
  • Content that is accessible from any fixed or portable device with an Internet connection

Study this Postgraduate Diploma with TECH in a comfortable way as it is 100% online and become a first class nurse"

Its teaching staff includes professionals belonging to the field of orofacial disorders and feeding in ASD and CP who bring to this training the experience of their work, as well as recognized specialists belonging to reference societies and prestigious universities. 

The multimedia content developed with the latest educational technology will provide the professional with situated and contextual learning, i.e., a simulated environment that will provide an immersive training program to train in real situations. 

The design of this program is based on problem-based learning, by means of which the professional must try to solve the different professional practice situations that arise throughout the course. For this purpose, the professional will be assisted by an innovative interactive video system developed by recognized experts in the field of orofacial and feeding disorders in ASD and CP, and with extensive teaching experience. 

A unique, key, and decisive Training experience to boost your professional development"

Acquire a complete training in the field of orofacial disorders thanks to a teaching program with innovative methodologies and the main novelties in the market"


The structure of the contents has been designed by a team of professionals from the best educational centers, universities and companies of the national territory, aware of the relevance of current training to intervene patients with this kind of problems and pathologies, and committed to deep and quality teaching through new educational technologies offered by digital environments. Thus, after completing the training, the nurse will be much better able to care for patients of all types having a comprehensive knowledge of the possible problems and orofacial disorders that may be suffering and their involvement with nutrition. 

When you study at TECH, you will find the most up to date and innovative content on the market. This will ensure that you complete your nursing competencies in a comprehensive and effective manner"

Module 1. Dentistry and Orofacial Disorder

1.1. Dentition

1.1.1. Introduction
1.1.2. Dental Growth and Development
1.1.3. Classification
1.1.4. Primary Dentition
1.1.5. Mixed Dentition
1.1.6. Permanent Dentinization
1.1.7. Dental Training and Development

1.2. Normo Typical and Pathological Pattern

1.2.1. Introduction
1.2.2. Appliances
1.2.3. Dentolabial Deformities
1.2.4. Eruptive Anomalies
1.2.5. Pathologic Pattern and Congenital Disorder
1.2.6. Evaluation and Clinical Examination
1.2.7. Clinical Intervention
1.2.8. Multidisciplinary Vision

1.3. Clinical Examination and Radiographic Analysis

1.3.1. Introduction
1.3.2. Panorama
1.3.3. Teleradiography
1.3.4. Ricketts' Circular Analysis
1.3.5. Steiner's Cephalometric Analysis
1.3.6. Bone Radiography
1.3.7. Bibliography

1.4. Assessment

1.4.1. Introduction
1.4.2. Functions of the Orofacial System
1.4.3. Aesthetic / biofacial Analysis
1.4.4. Anatomical-functional Evaluation
1.4.5. Evaluation of the Functions of the Orofacial System
1.4.6. Atypical Swallowing
1.4.7. Myofunctional Evaluation Protocol
1.4.8. Bibliography

1.5. Function and Form

1.5.1. Introduction
1.5.2. Alterations in Breathing and Swallowing
1.5.3. Breathing and Swallowing
1.5.4. Bruxism
1.5.5. Joint and Mandibular Exploration I
1.5.6. Joint and Mandibular Exploration I
1.5.7. Study of Mandibular Dynamics
1.5.8. Bibliography

1.6. Speech Therapy Intervention

1.6.1. Introduction
1.6.2. Oral Respiration
1.6.3. Oral Dysfunction
1.6.4. Speech Therapy Intervention in Oral Breathing
1.6.5. Atypical Swallowing
1.6.6. Speech Therapy Intervention Atypical Swallowing
1.6.7. ATM
1.6.8. Speech Therapy Intervention in TMJ
1.6.9. Bibliography

1.7. Occlusion and Malocclusion

1.7.1. Introduction
1.7.2. Temporary Occlusion
1.7.3. Development of Temporal Occlusion
1.7.3. Permanent Occlusion
1.7.4. Development of Permanent Occlusion
1.7.5. Physiological and Non-physiological Occlusion
1.7.6. Static and Dynamic Occlusion
1.7.7. Multidisciplinary Treatment
1.7.8. Bibliography

1.8. Main Classification of Occlusion

1.8.1. Introduction 
1.8.2. Features
1.8.3. Anteroposterior Classification
1.8.4. Transverse Syndromes I
1.8.5. Transverse Syndromes II
1.8.6. Vertical Syndromes
1.8.7. Etiopathogenesis of Malocclusions
1.8.8. Bibliography

1.9. Dentistry and Speech Therapy

1.9.1. Introduction
1.9.2. Multidisciplinary Work
1.9.3. Extraoral Exploration
1.9.4. Intraoral Exploration
1.9.5. Functional Exploration
1.9.6. Orthodontics and Oral Function
1.9.7. Bibliography
1.9.8. Speech Therapy Intervention in Orofacial Disorder

1.10. Case Studies

1.10.1. Introduction
1.10.2. Case Study 1
1.10.3. Case Study 2
1.10.4. Case Study 3
1.10.5. Case Study 4
1.10.6. Bibliography

Module 2. Feeding Disorder in Congenital Neurological Disorder. PCI

2.1. Evaluation of Main Vital Functions

2.1.1. Breathing
2.1.2. Classification and Respiratory Pattern
2.1.3. Air Path Analysis
2.1.4. Chewing
2.1.5. Swallowing 
2.1.6. Structures of the Stomatognathic System Involved in Swallowing
2.1.7. Neurological Structures Involved in Swallowing
2.1.8. Neurological Control of Swallowing
2.1.9. Neurogenic Dysphagia
2.1.10. Relationship between Breathing and Swallowing. Importance of Swallowing Breathing Coordination during the Swallowing Process

2.2. Structural Assessment Involved in Vital Functions

2.2.1. Neurological Disorders and Stomatognathic Development
2.2.2. Cranial Nerve Evaluation
2.2.3. Development of Oral Functions
2.2.4. Facial Structure Growth
2.2.5. Orofacial System Disorders
2.2.6. Orofacial Maturation
2.2.7. Respiratory Structures
2.2.8. Facial Musculature
2.2.9. Oral Musculature
2.2.10. Laryngeal Musculature

2.3. Functional Assessment of Intake

2.3.1. Individualized Assessment of the Characteristics of Food
2.3.2. Evaluation of Oral Reflexes
2.2.3. Feeding and Cerebral Palsy, Main Associated Problems
2.3.3. Alterations in Safety and Efficacy
2.3.4. Clinical Examination of Swallowing. What Tests are Most Suitable for People with CP? 
2.3.5. Physical Exploration - Gross Motor Function and its Relation to Nutrition
2.3.6. Instrumental Exploration
2.3.7. Which Diagnostic Test is the Most Effective for Diagnosis of Dysphagia in People with CP? 
2.3.8. Importance of Interdisciplinary Work in the Evaluation of Dysphagia. How to Deal with Swallowing Assessment in People with CP? When Should I Refer? 

2.3.9. Procedure for Action in the Event of a Swallowing and/or Nutrition Problem

2.4. Congenital Neurological Disorder

2.4.1. Definition
2.4.2. Main Characteristics
2.4.3. Speech Therapy Intervention and Treatment
2.4.4. Multidisciplinary Neurorehabilitation Treatment
2.4.5. Symptoms 
2.4.6. Muscle Dysfunction
2.4.7. Active Control
2.4.8. Case Analysis

2.5. Acquired Neurological Disorder

2.5.1. Definition
2.5.2. Main Characteristics
2.5.3. Speech Therapy Intervention and Treatment
2.5.4. Multidisciplinary Neurorehabilitative Treatment
2.5.5. Symptoms 
2.5.6. Muscle Dysfunction
2.5.7. Active Control
2.5.8. Case Analysis

2.6. Food Program

2.6.1. 1st Phase: Postural, Oral and Nasal Hygiene
2.6.2. Implementation of New Oral Habits
2.6.3. Creation of Neuromotor Routines and Behaviors with High Frequency and Minimum Intensity
2.6.4. 2nd Phase: Intervention Program According to Structural Analysis
2.6.5. Creation of Individualized Programs
2.6.6. Selection of Favorable Oral Motor Exercises
2.6.7. 3rd Phase: Strategies and Competencies for Feeding
2.6.8. Positioning: 
2.6.9. Development of Strategies for Proper Oral Feeding
2.6.10. Enteral Feeding

2.7. Development of Strategies and Action Plan

2.7.1. Type of Power Supply
2.7.2. Adaptation of Texture and Consistency
2.7.3. Volume Modification 
2.7.4. Anticipation: Sensitive Strategies
2.7.5. Postural Adaptation Assessment
2.7.6. Importance of the Flavor and Presence of the Food without Forgetting the Safety Factor - Texturized Food
2.7.7. Ambience and Duration of Meals
2.7.8. Adequate Nutritional Contribution
2.7.9. Food-related Assistive Systems and Support Products
2.7.10. Case Analysis and Decision Making

2.8. Adaptations and Assistance from the Occupational Therapist

2.8.1. Functional Positioning Importance of the "Eater" and "Feeder"
2.8.2. Technical Positioning Aids for the Feeding Person
2.8.3. Technical Positioning Aids for People with CP during Feeding
2.8.4. Food-related Support Products
2.8.5. Creation of Adaptations
2.8.6. Importance of Posture in Persons on Enteral Nutrition. Relevant Aspects
2.8.7. Participatory Feeding and Autonomy during Feeding
2.8.8. Occupational Therapy and Speech Therapy

2.9. Oropharyngeal Dysphagia in CP

2.9.1. Referrals and Multidisciplinary Team
2.9.2. Food Adaptation
2.9.3. Family and Medical Intervention
2.9.4. Evaluation of the Glutatory Process
2.9.5. Individualized Intervention
2.9.6. Texture and Volume Modification as Fundamental Aspects
2.9.7. Sensory Enhancement Techniques
2.9.8. How to Deal with Oral Sensitivity Problems?
2.9.9. Postural Changes and Swallowing Facilitating Maneuvers
2.9.10. Drug Ingestion Aids / Oral Hygiene Products
2.9.11. Importance of Maintaining Intraoral Stimulation in People on Enteral Nutrition

2.10. Nutrition and Cerebral Palsy

2.10.1. Concept of Nutrition. Growth and Development
2.10.2. Relationship Between Nutrition and Brain Damage, Main Associated Problems
2.10.3. Importance of Maintaining an Adequate Nutritional Intake
2.10.4. Malnutrition, Malnutrition and Dehydration Concepts and Consequences
2.10.5. Basic and Necessary Nutrients
2.10.6. Importance of Nutritional Assessment and Follow-up in People with CP
2.10.7. Techniques to Achieve Adequate Nutritional Supply; Increased Caloric Density, Oral Modules, Oral Supplementation and Enteral Nutrition
2.10.8. Importance of Person-Centered Nutrition. Individualized Plan
2.10.9. Enteral Nutrition

Module 3.  Feeding Problems in Pervasive Developmental Disorders: Autism

3.1. Definition and History

3.1.1. Introduction
3.1.2. Conceptual Review History Prevalence DSM Inclusion

3.1.3. Current Classification Change from DSM-IV to DSM-V Autism Spectrum Disorder 299.00 (F84.0) Conclusion Bibliography

3.2. Early Detection and Diagnosis

3.2.1. Introduction
3.2.2. Communication and Social Interaction
3.2.3. Communication Skills
3.2.4. Social Interaction Skills
3.2.5. Flexibility of Behavior and Thinking
3.2.6. Sensory Processing
3.2.7. Scales and Instruments
3.2.8. Conclusion
3.2.9. Bibliography

3.3. Heterogeneity in Autism

3.3.1. Introduction
3.3.2. Age-related Factors
3.3.3. Beginning of the Signs
3.3.4. Autism in Preschool Age
3.3.5. Autism at School Age
3.3.6. Autism in Adolescence
3.3.7. Autism in Adults
3.3.8. Sex-related Factors
3.3.9. Factors Related to Etiology
3.3.10. Conclusion

3.4. Comorbidity

3.4.1. Introduction
3.4.2. Expressive language Alterations
3.4.3. Most Prevalent Comorbid Disorders
3.4.4. ADHD
3.4.5. Anxiety and Depression
3.4.6. Obsessions and Compulsions
3.4.7. Dyssomnias and Parasomnias
3.4.8. Movement Abnormalities
3.4.9. Tourette's Syndrome
3.4.10. Alterations Associated with ASD in Childhood
3.4.11. High-functioning Autism
3.4.12. Family and Environment
3.4.13. Conclusion

3.5. Intervention with the Family and the Environment

3.5.1. Introduction
3.5.2. Intervention with the Family
3.5.3. Referrals to Adapt the Family Situation
3.5.4. Intervention with the Environment
3.5.5. Family Therapy
3.5.6. Conclusion

3.6. Nutrition in the Child with Autism

3.6.1. Introduction
3.6.2. Specific Characteristics in Food
3.6.3. Metabolism
3.6.4. Enzyme Deficiency
3.6.5. Food 

3.7. Specific Problems and Inadequate Intervention Patterns

3.7.1. Do Not Accept Spooned Food
3.7.2. Leaving Food in the Mouth
3.7.3. No Chewing
3.7.4. Hyperselectivity
3.7.5. Crying
3.7.6. Inadequate Guidelines
3.7.7. Recommendations 
3.7.8. Conclusion

3.8. Feeding Problems in children with Autism

3.8.1. Introduction
3.8.2. Strategies
3.8.3. National Reference Work Teams
3.8.4. Intervention Guidelines
3.8.5. Recommendations 
3.8.6. Order of Food Presentation
3.8.7. Conclusion

3.9. Clinical Case: Negative to Solid Food

3.9.1. Clinical History. Qualitative Assessment of Communication and Language
3.9.2. Structural and Functional Evaluation Orofacial Intervention Strategies

3.9.3. Intervention Program
3.9.4. Breathing Function Awareness and Control of Respiratory Functions Nasal Hygiene Postural Hygiene Nasal Breathing and Nasal Murmur Increase Olfactory Sensory Response

3.9.5. Power Function
3.9.6. Oral Sensitivity Oral Hygiene Oral Stimulation

3.9.7. Oral Motor Skills Oral Stereognosia Inhibition of the Gag Reflex Flavor Stimulation

3.9.8. Relaxation of Masticatory Muscles
3.9.9. Chewing without Food
3.9.10. Chewing with Food 
3.9.11. Conclusions on Speech Therapy Intervention

3.10. Etiopathogenesis

3.10.1. Introduction
3.10.2. Endocrine System
3.10.3. Genetics and Heritability
3.10.4. Functional Magnetic Resonance Imaging
3.10.5. Oxytocinergic System
3.10.6. Conclusion
3.10.7. Bibliography Conclusion Bibliography