Level 1 – Module 32018-10-05T17:23:55+00:00

LEVEL I – Comprehensive course

Module 3

Basic principles and strategies of intervention

a) The changing role of families through the different life stages of the person with autism.

  • Partnership between parents and professionals; different roles.
  • The role of the professional.
  • Dimension professional/family.

b) Balance between love, stimulation, support, education.

c) Needs of the family

  • Characteristics of persons with autism throughout their life cycle.
  • Dealing with persons with autism throughout their life cycle.
  • The baby.
  • The child.
  • The adolescent.
  • The adult.
  • The Ageing Person.
  • The diagnosis.
  • A comprehensive parent education programme.
  • What is a practice centered in the family.

d) The roles of the different members of the family and their empowerment.

  • The ten points to view the new way of thinking the roles of the family.
  • The family as a system.
  • Siblings interaction.
  • Siblings are an important part of the system.
  • The siblings.
  • Support from extended family.
  • New families.

e) New strategies – New families.

  • Support to families.

f) Support from the community.
g) New services.
h) Cultural differences.
i) Inclusion in society.

  1. Understand the unique needs of the families with a child with autism.
  2. Know how to contribute to a sound partnership between families and professionals.
  3. Be aware of the changing roles played by family and/or carers through the life cycle of a person with autism.
  4. Be aware of the empowerment of parents and/or carers as teachers and learners.
  5. Know the different contributions of each member of the family to the inclusion of the person with autism.
  • Autism – Europe. (2007). Documento de posição sobre o tratamento das pessoas com Perturbações do Espetro do Autismo
  • Uma abordagem baseada nos direitos e na evidência. Autism – Europe AISBL.
  • Autism – Europe. (2007). Position paper on care for persons with Autism Spectrum Disorders. Autism – Europe AISBL.
  • Berkell, D. E. (1992). Instructional Planning: Goals and Practice. In Autism – Identification, Education and Treatment (pp. 89-105). New Jersey: Lawrence Erlbaum Associates.
  • De Clerq, H. (2003). Ensinar a reconhecer, nomear, compreender e comunicar emoções. Experiências e introspecções do meu filho Thomas. Livro de Actas. Proceedings 7th International Autism – Europe Congress. Centro de Congressos de Lisboa, Portugal, 14-16 Novembro 2003. p. 233.
  • De Clerq, H. (2003). Teaching to recognize, name, understand and communicate emotions. Experiences and insights from my son Thomas. Livro de Actas. Proceedings 7th International Autism – Europe Congress. Centro de Congressos de Lisboa, Portugal, 14-16 Novembro 2003. p. 233.
  • Goehner, A. L. (2007, December 24). Autistic Kids: The Sibling Problem. Time Magazine, 170(26).
    Retrieved from http://content.time.com/time/health/article/0,8599,1698128,00.html
  • Handleman, J. S. (Ed.). (1992). Assessment for Curriculum Planning. In Autism – Identification, Education and Treatment (pp. 77-88). New Jersey: Lawrence Erlbaum Associates.
  • Jordan, R., & Jones, G. (1999). Meeting the needs of children with Autistic Spectrum Disorders. London: David Fulton Publishers.
  • Jordan, R., & Powell, S. (1995). Understanding and Teaching Children with Autism. N.p.: John Wiley & Sons LTD.
  • Mundy, P., & Sigman, M. (1989). Specifying the Nature of the Social Impairment in Autism. In Autism Nature Diagnosis & Treatment (pp. 3-21). New York: The Guilford Press.
  • Olley, G., & Stevenson, S. E. (1989). Preschool curriculum for children with autism. In Autism Nature Diagnosis & Treatment(pp. 346-366). New York: The Guilford Press.
  • Van Bourgandien, M. E., & Mesibov, G. B. (1989). Diagnosis and Treatment of Adolescents and Adults with Autism. In Autism Nature Diagnosis & Treatment (pp. 367-385). New York: The Guilford Press.
  • Wetherby, A. M. (1992). Facilitating Language and Communication Development in Autism: Assessment and Intervention Guidelines. In Autism – Identification, Education and Treatment (pp. 107-134). New Jersey: Lawrence Erlbaum Associates.

he trainees have to make 4 theoretical-practical activities.

In addition, they must have to do a self-assessment test of 20 items, which that will be considered approved, provided that at least 75% of the questions are answered correctly.