Level 2 – Module 32019-02-19T13:36:48+00:00

LEVEL II – Expert course

Module 3

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.
  1. To intensify knowledge of the central characteristics of the disorder.
  2. To know the needs of people with autism and their contexts throughout the entire life cycle.
  3. 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.
  4. To develop knowledge about models of support for people with autism, and their strategies and evaluation models.

Challenging behaviour

Intervention in the emotional-sexual sphere

Health and nutrition

Organization of times and spaces

Sensory issues

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.

Self assessment questionnaire