LEVEL II – Expert course
Specific support and intervention programs
a) Intervention programs in behavior problems.
- Positive Behavioral Support: definition and characteristics.
- The functional analysis of behaviour.
- Development of a Functional Analysis Plan.
- ABA Method.
- Behavioral control strategies.
b) Intervention in the field of sexual and emotional education.
- Definition and conceptualization of sexuality.
- Myths and reality of sexuality in people with autism.
- Particular characteristics of people with autism around sexuality.
- Objectives of a sexuality intervention.
- Effective methodology and strategies.
- Stages of the life cycle and main aspects to develop.
- Skills and strategies in the development of sexual education.
c) Health and nutrition.
- Sensory problems.
- Importance of good nutrition.
- Feeding problems in people with autism.
- Routine and hygiene of sleep.
- Sports practice as a health enhancer.
d) Personal autonomy.
- Concept and areas of development of personal autonomy.
- Model of activities of daily life.
- Types of intervention within the Model of activities of daily life.
e) Organization of spaces and times.
- Concept and importance of structuring.
- Difficulties of people with ASD in spatial and temporal organization.
- TEACCH method.
f) ICT applied to the intervention in autism.
- Definition and conceptualization.
- Benefits of ICT.
- Usefulness of ICT in the intervention with people with autism.
- ICT resources to develop skills in multiple areas.
g) Detection and diagnosis process.
- Characteristics of the detection and diagnosis process.
- Diagnostic process.
- Early indicators.
- Diagnostic criteria DSMV and ICD-10.
- Diagnostic tools.
- Good practices and recommendations for a good diagnostic process.
h) Early attention.
- Definition and characteristics of Early Care.
- Principles and methodology of good practices for early attention.
- Early intervention programs.
- Denver method.
- Floortime method.
- Hannen method.
- SCERTS method.
i) Development of social communication skills.
- Understanding the nature of social deficits in ASD.
- Principles, objectives and strategies of the intervention in social competences.
- Intervention in social communication with children.
- Intervention in social communication with people with non-verbal autism.
- Intervention in social communication with people with verbal autism.
j) Supports for adult life.
- Specificity of adults with autism.
- Support areas in adults with autism.
- Strengths of adults with autism.
- Principles of intervention with adults.
- Employment guidance and supported employment.
- To intensify knowledge of the central characteristics of the disorder.
- To know the needs of people with autism and their contexts throughout the entire life cycle.
- To know the theoretical and methodological foundations of the specialized intervention in autism and the models to design and implement significant supports for people with autism and their families.
- To develop knowledge about models of support for people with autism, and their strategies and evaluation models.
- Autism from Within. Hilde De Clercq. Pg 273
- Wiggs, L., & Stores, G. (2004). Sleep patterns and sleep disorders in children with autistic spectrum disorders: insights using parent report and actigraphy. Developmental medicine and child neurology, 46(6), 372-380.
- Accessing the Curriculum for Pupils with Autistic Spectrum Disorders: Using the TEACCH Programme to Help Inclusion. Gary Mesibov y Marie Howley.
- Sexuality and Autism Danish Report
- Protecting the Rights of People with Autism in the Fields of Education and Employment. http://www.corteidh.or.cr/tablas/r34957.pdf
- http://www.behavior-consultant.com/aut-dx-devices.htm Diagnosis
- http://www.communityinclusion.org/article.php?article_id=266 Employment
- http://www.firstsigns.org/downloads/m-chat.pdf M-CHAT
Intervention in the emotional-sexual sphere
Health and nutrition
Organization of times and spaces
Intervention using ICT
Students will have to complete five theoretical-practical activities. In addition, they must complete a self-evaluation test of 20 items; which will be considered suitable provided that at least 75% of the questions are correctly answered.