A unique opportunity to create an inclusive educational environment for children with ASD and Genetic Syndromes, fostering their pedagogical development through the most innovative and dynamic speech therapy techniques”

Autism Spectrum Disorder and Genetic Syndromes are represented in a person suffering from them in different ways and degrees, each of them characterized by a series of atypical responses to usual behavioral stimuli. Among the most reiterative behaviors is the deficit that causes the reduction or nullity of social interactions, due to which, they cannot communicate normally, generating a cognitive-behavioral deterioration that affects not only their own development, but also the life of their relatives and their own environment

In this type of case, speech therapy professionals are essential, since they are specialists who know, in-detail, the systems and pedagogical strategies to deal with these cases, establishing alternative communication systems with signs and pictograms. In order to keep them up to date with the latest advances in the treatment of these patients and in the application of the techniques to the educational field, TECH has developed this very comprehensive program. This is a multidisciplinary and dynamic academic experience through which students will be able to immerse themselves in the basics of Speech Therapy and its latest developments applied to language. In addition, it provides an in-depth approach to autism and genetic syndromes, as well as the most effective and dynamic techniques for their pedagogical management

All this over 6 months of multidisciplinary and 100% online education where students will be able to establish their own academic calendar based on their time availability, since the main characteristic of this program is, without a doubt, its high quality without the need to attend classes in person. Students can then get caught up and work towards achieving inclusive and optimal education for all their students from wherever they want and through a program that is adapted to their needs and those of today's academic sector  

Thanks to its convenient 100% online format you will be able to work towards a deeper understanding of Autism, its characteristics and the best techniques to deal effectively with and for the child”

This Postgraduate diploma in Speech Therapy Applied to Autism and Genetic Syndromes contains the most complete and up-to-date educational program on the market. The most important features include:

• Case studies presented by experts in Pedagogy and Education 
• The graphic, schematic and practical contents of the book provide technical and practical information on those disciplines that are essential for professional practice
• Practical exercises where the self-assessment process can be carried out to improve learning 
• Its special emphasis on innovative methodologies  
• Theoretical lessons, questions to the expert, debate forums on controversial topics, and individual reflection assignments 
• Content that is accessible from any fixed or portable device with an Internet connection

The speech therapist represents a dynamic role in the treatment of Autism, therefore, having such a comprehensive qualification will reinforce your knowledge and will bring more quality to your service”

The program's teaching staff includes professionals from the sector who contribute their work experience to this program, in addition to renowned specialists from leading societies and prestigious universities

Its multimedia content, developed with the latest educational technology, will allow the professional a situated and contextual learning, that is, a simulated environment that will provide an immersive training programmed to train in real situations

The design of this program focuses on Problem-Based Learning, in which the professional will have to try to solve the different professional practice situations that will arise throughout the academic course. For this purpose, the student will be assisted by an innovative interactive video system created by renowned experts

You will have unlimited access to the Virtual Campus, where you will find additional quality material that can be downloaded to any device with an Internet connection"

The program includes an extensive analysis of the most frequent Genetic Syndromes at present, as well as the characteristics of each one of them"

In developing this Postgraduate diploma, we have taken the latest developments in Speech Therapy and Pedagogy applied to cases of Autism and Genetic Syndromes as a reference. Thanks to this, it has been possible to create a highly enabling program that will allow students to become familiar with the most innovative strategies to promote communication in children with these conditions through an alternative language. All this 100% online and in only 6 months

Thanks to the use of the Relearning methodology in the development of this Postgraduate Diploma, students will not have to invest extra hours in memorizing, but rather they will attend to a natural and progressive learning process”

Module 1. Basis of Speech and Language Therapy

1.1. Introduction to the Postgraduate Diploma and to the Module

1.1.1. Introduction to the Postgraduate Diploma
1.1.2. Introduction to the Module
1.1.3. Previous Aspects of the Language
1.1.4. History of the Study of Language
1.1.5. Basic Theories of Language
1.1.6. Research in Language Acquisition
1.1.7. Neurological Bases of Language Development
1.1.8. Perceptual Bases in Language Development
1.1.9. Social and Cognitive Bases of Language

1.1.9.1. Introduction
1.1.9.2. The Importance of Imitation

1.1.10    Final Conclusions

1.2. What is Speech Therapy?

1.2.1. Speech Therapy

1.2.1.1. Concept of Speech Therapy
1.2.1.2. Concept of Speech Therapist

1.2.2. History of Speech Therapy
1.2.3. Speech Therapy in Spain

1.2.3.1. Importance of the Speech Therapy professional in Spain
1.2.3.2. Is the Speech Therapist valued in Spain?
1.2.4. Speech Therapy in The Rest of the World
1.2.4.1. Importance of the Speech Therapy Professional in The Rest of the World
1.2.4.2. What are Speech Therapists called in other countries?
1.2.4.3. Is the figure of the Speech Therapist valued in other Countries?

1.2.5. Functions of the Speech Therapy Professional

1.2.5.1. Functions of the Speech Therapist According to the BOE (Official Gazette of the Spanish State)
1.2.5.2. The Reality of Speech Therapy

1.2.6. Areas of Intervention of the Speech Therapist

1.2.6.1. Areas of Intervention According to the BOE
1.2.6.2. The Reality of the Speech-Language Pathologist's areas of intervention

1.2.7. Forensic Speech Therapy

1.2.7.1. Initial Considerations
1.2.7.2. Concept of Forensic Speech Therapist
1.2.7.3. The Importance of Forensic Speech Therapists

1.2.8. The Hearing and Speech Teacher

1.2.8.1. Concept of Hearing and Speech Teacher
1.2.8.2. Areas of work of the Hearing and Speech Teacher
1.2.8.3. Differences between Speech-Language Pathologist and Hearing and Speech Teacher

1.2.9. Professional Associations of Speech-Language Pathologists in Spain

1.2.9.1. Functions of the Professional Associations
1.2.9.2. The Autonomous Communities
1.2.9.3. Why Join a Professional Association?

1.2.10    Final Conclusions

1.3. Language, Speech, and Communication

1.3.1. Preliminary Considerations
1.3.2. Language, Speech, and Communication

1.3.2.1. Concept of Language
1.3.2.2. Concept of Speech
1.3.2.3. Concept of Communication
1.3.2.4. How do they differ?

1.3.3. Language Dimensions

1.3.3.1. Formal or Structural Dimension
1.3.3.2. Functional Dimension
1.3.3.3. Behavioral Dimension

1.3.4. Theories that explain Language Development

1.3.4.1. Preliminary Considerations
1.3.4.2. Theory of Determinism: Whorf
1.3.4.3. Theory of Behaviorism: Skinner
1.3.4.4. Theory of Innatism: Chomsky
1.3.4.5. Interactionist positions

1.3.5. Cognitive theories that explain the development of Language

1.3.5.1. Piaget
1.3.5.2. Vygotsky
1.3.5.3. Luria
1.3.5.4. Bruner

1.3.6. Influence of the Environment on Language Acquisition
1.3.7. Language Components

1.3.7.1. Phonetics and Phonology
1.3.7.2. Semantics and Lexicon
1.3.7.3. Morphosyntax
1.3.7.4. Pragmatics

1.3.8. Stages of Language Development

1.3.8.1. Prelinguistic Stage
1.3.8.2. Linguistic Stage

1.3.9. Summary Table of Normative Language Development
1.3.10. Final Conclusions

1.4. Communication, speech, and language disorders

1.4.1. Introduction to Unit
1.4.2. Communication, speech, and language disorders

1.4.2.1. Concept of Communication Disorder
1.4.2.2. Concept of Speech Disorder
1.4.2.3. Concept of Language Disorder
1.4.2.4. How do they differ?

1.4.3. Communication Disorders

1.4.3.1. Preliminary Considerations
1.4.3.2. Comorbidity with other Disorders
1.4.3.3. Types of Communication Disorders

1.4.3.3.1. Social Communication Disorder
1.4.3.3.2. Unspecified Communication Disorder

1.4.4. Speech Disorders

1.4.4.1. Preliminary Considerations
1.4.4.2. Origin of Speech Disorders
1.4.4.3. Symptoms of a Speech Disorder

1.4.4.3.1. Mild delay
1.4.4.3.2. Moderate delay
1.4.4.3.3. Severe delay

1.4.4.4. Warning signs in Speech Disorders

1.4.5. Classification of Speech Disorders

1.4.5.1. Phonological Disorder or Dyslalia
1.4.5.2. Dysphemia
1.4.5.3. Dysglossia
1.4.5.4. Dysarthria
1.4.5.5. Tachyphemia
1.4.5.6. Others

1.4.6. Language Disorders

1.4.6.1. Preliminary Considerations
1.4.6.2. Origin of Language Disorders
1.4.6.3. Conditions related to Language Disorders
1.4.6.4. Warning signs in Language Development

1.4.7. Types of Language Disorders

1.4.7.1. Receptive Language Difficulties
1.4.7.2. Expressive Language Difficulties
1.4.7.3. Receptive-Expressive Language Difficulties

1.4.8. Classification of Language Disorders

1.4.8.1. From the Clinical Approach
1.4.8.2. From the Educational Approach
1.4.8.3. From the Psycholinguistic Approach
1.4.8.4. From the Axiological point of view

1.4.9. What skills are affected in a Language Disorder?

1.4.9.1. Social Skills
1.4.9.2. Academic Problems
1.4.9.3. Other affected skills

1.4.10. Types of Language Disorders

1.4.10.1. Specific Language Impairment (SLI)
1.4.10.2. Aphasia
1.4.10.3. Dyslexia
1.4.10.4. TDAH (Attention Deficit Hyperactivity Disorder)
1.4.10.5. Others

1.4.11. Comparative Table of Typical Development and Developmental Disturbances

1.5. Logopedic Evaluation Instruments

1.5.1. Introduction to Unit
1.5.2. Aspects to be Highlighted during the Logopedic Evaluation

1.5.2.1. Fundamental considerations

1.5.3. Evaluation of Orofacial Motor Skills: The Stomatognathic System
1.5.4. Areas of Speech-Language, Speech, and Communication Speech-Language Evaluation

1.5.4.1. Anamnesis (family interview)
1.5.4.2. Evaluation of the Preverbal Stage
1.5.4.3. Assessment of Phonetics and Phonology
1.5.4.4. Assessment of Morphology
1.5.4.5. Syntax Evaluation
1.5.4.6. Evaluation of Semantics
1.5.4.7. Evaluation of Pragmatics

1.5.5. General Classification of the Most Commonly Used Tests in Speech Assessment

1.5.5.1. Developmental Scales: Introduction
1.5.5.2. Oral Language Assessment Tests: Introduction
1.5.5.3. Test for the Assessment of Reading and Writing: Introduction

1.5.6. Developmental Scales

1.5.6.1. Brunet-Lézine Developmental Scale
1.5.6.2. Battelle Developmental Inventory
1.5.6.3. Portage Guide
1.5.6.4. Haizea-Llevant
1.5.6.5. Bayley scale of Child Development
1.5.6.6. McCarthy Scale (Scale of Aptitudes and Psychomotor Skills for Children)

1.5.7. Oral Language Assessment Test

1.5.7.1. BLOC
1.5.7.2. Monfort Induced Phonological Register
1.5.7.3. ITPA
1.5.7.4. PLON-R
1.5.7.5. PEABODY
1.5.7.6. RFI
1.5.7.7. ALS-R
1.5.7.8. EDAF
1.5.7.9. CELF 4
1.5.7.10. BOEHM
1.5.7.11. TSA
1.5.7.12. CEG
1.5.7.13. ELCE

1.5.8. Test for Reading and Writing Assessment

1.5.8.1. PROLEC-R
1.5.8.2. PROLEC-SE
1.5.8.3. PROESC
1.5.8.4. TALE

1.5.9. Summary Table of the Different Tests
1.5.10. Final Conclusions

1.6. Components That Must be Included in a Speech-Language Pathology Report

1.6.1. Introduction to Unit
1.6.2. The Reason for the Appraisal

1.6.2.1. Request or Referral by the Family
1.6.2.2. Request or Referral by School or External Center

1.6.3. Medical History

1.6.3.1. Anamnesis with the Family
1.6.3.2. Meeting with the Educational Center
1.6.3.3. Meeting with Other Professionals

1.6.4. The Patient's Medical and Academic History

1.6.4.1. Medical History

1.6.4.1.1. Evolutionary Development

1.6.4.2. Academic History

1.6.5. Situation of the Different Contexts

1.6.5.1. Situation of the Family Context
1.6.5.2. Situation of the Social Context
1.6.5.3. Situation of the School Context

1.6.6. Professional Assessments

1.6.6.1. Assessment by the Speech Therapist
1.6.6.2. Assessments by other Professionals

1.6.6.2.1. Assessment by the Occupational Therapist
1.6.6.2.2. Teacher Assessment
1.6.6.2.3. Psychologist's Assessment
1.6.6.2.4. Other Assessments

1.6.7. Results of the Assessments

1.6.7.1. Logopedic Evaluation Results
1.6.7.2. Results of the other Evaluations

1.6.8. Clinical Judgment and/or Conclusions

1.6.8.1. Speech-Language Pathologist's Judgment
1.6.8.2. Judgment of Other Professionals
1.6.8.3. Judgment in Common with the Other Professionals

1.6.9. Speech Therapy Intervention Plan

1.6.9.1. Objectives to Intervene
1.6.9.2. Intervention Program
1.6.9.3. Guidelines and/or Recommendations for the Family

1.6.10    Why is it so Important to Carry Out a Speech Therapy Report?

1.6.10.1. Preliminary Considerations
1.6.10.2. Areas where a Speech Therapy Report can be Key

1.7. Speech Therapy Intervention Program

1.7.1. Introduction

1.7.1.1. The need to elaborate a Speech Therapy Intervention Program

1.7.2. What is a Speech Therapy Intervention Program?

1.7.2.1. Concept of the Intervention Program
1.7.2.2. Intervention Program Fundamentals
1.7.2.3. Speech Therapy Intervention Program Considerations

1.7.3. Fundamental Aspects for the Elaboration of a Speech Therapy Intervention Program

1.7.3.1. Characteristics of the Child

1.7.4. Planning of the Speech Therapy Intervention

1.7.4.1. Methodology of Intervention to be Carried Out
1.7.4.2. Factors to Take Into Account in the Planning of the Intervention

1.7.4.2.1. Extracurricular Activities
1.7.4.2.2. Chronological and Corrected Age of the Child
1.7.4.2.3. Number of Sessions per Week
1.7.4.2.4. Collaboration on the Part of the Family
1.7.4.2.5. Economic Situation of the Family

1.7.5. Objectives of the Speech Therapy Intervention Program

1.7.5.1. General Objectives of the Speech Therapy Intervention Program
1.7.5.2. Specific Objectives of the Speech Therapy Intervention Program

1.7.6. Areas of Speech Therapy Intervention and Techniques for its Intervention

1.7.6.1. Voice
1.7.6.2. Speech
1.7.6.3. Prosody
1.7.6.4. Language
1.7.6.5. Reading
1.7.6.6. Writing
1.7.6.7. Orofacial
1.7.6.8. Communication
1.7.6.9. Hearing
1.7.6.10. Breathing

1.7.7. Materials and Resources for Speech Therapy Intervention

1.7.7.1. Proposal of Self-Made and Indispensable Materials in a Speech Therapy Room
1.7.7.2. Proposition of Indispensable Materials on the Market for a Speech Therapy Room
1.7.7.3. Indispensable Technological Resources for Speech Therapy Intervention

1.7.8. Methods of Speech Therapy Intervention

1.7.8.1. Introduction
1.7.8.2. Types of Intervention Methods

1.7.8.2.1. Phonological Methods
1.7.8.2.2. Clinical Intervention Methods
1.7.8.2.3. Semantic Methods
1.7.8.2.4. Behavioral-Logopedic Methods
1.7.8.2.5. Pragmatic Methods
1.7.8.2.6. Medical Methods
1.7.8.2.7. Others

1.7.8.3. Choice of the Most Appropriate Method of Intervention for Each Subject

1.7.9. The Interdisciplinary Team

1.7.9.1. Introduction
1.7.9.2. Professionals Who Collaborate Directly with the Speech Therapist

1.7.9.2.1. Psychologists
1.7.9.2.2. Occupational Therapists
1.7.9.2.3. Professors
1.7.9.2.4. Hearing and Speech Teachers
1.7.9.2.5. Others

1.7.9.3. The Work of these Professionals in Speech-Language Pathology Intervention

1.7.10    Final Conclusions

1.8. Augmentative and Alternative Communication Systems (AACS)

1.8.1. Introduction to Unit
1.8.2. What are AACS?

1.8.2.1. Concept of Augmentative Communication System
1.8.2.2. Concept of Alternative Communication System
1.8.2.3. Similarities and Differences
1.8.2.4. Advantages of AACS
1.8.2.5. Disadvantages: of AACS
1.8.2.6. How do AACS arise?

1.8.3. Principles: of AACS

1.8.3.1. General Principles
1.8.3.2. False myths about AACS

1.8.4. How to Know the Most Suitable AACS?
1.8.5. Communication Support Products

1.8.5.1. Basic Support Products
1.8.5.2. Technological Support Products

1.8.6. Strategies and Support Products for Access

1.8.6.1. Direct Selection
1.8.6.2. Mouse Selection
1.8.6.3. Dependent Scanning or Sweeping
1.8.6.4. Coded Selection

1.8.7. Types of AACS

1.8.7.1. Sign Language
1.8.7.2. The Complemented Word
1.8.7.3. PECs
1.8.7.4. Bimodal Communication
1.8.7.5. Bliss System
1.8.7.6. Communicators
1.8.7.7. Minspeak
1.8.7.8. Schaeffer System

1.8.8. How to Promote the Success of the AACS Intervention?
1.8.9. Technical Aids Adapted to Each Person

1.8.9.1. Communicators
1.8.9.2. Pushbuttons
1.8.9.3. Virtual Keypads
1.8.9.4. Adapted Mice
1.8.9.5. Data Input Devices

1.8.10. AACS Resources and Technologies

1.8.10.1. AraBoard Builder
1.8.10.2. Talk up!
1.8.10.3. #IamVisual
1.8.10.4. SPQR
1.8.10.5. DictaPicto
1.8.10.6. AraWord
1.8.10.7. Picto Selector

1.9. The family as Part of the Intervention and Support for the Child

1.9.1. Introduction

1.9.1.1. The Importance of the Family in the Correct Development of the child

1.9.2. Consequences in the Family Context of a Child with Atypical Development

1.9.2.1. Difficulties Present in the Immediate Environment

1.9.3. Communication Problems in the Immediate Environment

1.9.3.1. Communicative Barriers Encountered by the Subject at Home

1.9.4. Speech Therapy intervention aimed at the Family-Centered Intervention Model

1.9.4.1. Concept of Family Centered Intervention
1.9.4.2. How to carry out the Family Centered Intervention?
1.9.4.3. The importance of the Family-Centered Model

1.9.5. Integration of the family in the Speech-Language Pathology Intervention

1.9.5.1. How to integrate the family in the Intervention?
1.9.5.2. Guidelines for the Professional

1.9.6. Advantages of family integration in all contexts of the subject

1.9.6.1. Advantages of coordination with Educational Professionals
1.9.6.2. Advantages of coordination with Health Professionals

1.9.7. Recommendations for the Family Environment

1.9.7.1. Recommendations to Facilitate Oral Communication
1.9.7.2. Recommendations for a Good Relationship in the Family Environment

1.9.8. The Family as a Key Part in the Generalization of the Established Objectives

1.9.8.1. The Importance of the Family in Generalization
1.9.8.2. Recommendations to facilitate Generalization

1.9.9. How do I communicate with my child?

1.9.9.1. Modifications in the child's family environment
1.9.9.2. Advice and Recommendations from the child
1.9.9.3. The Importance of keeping a Record Sheet

1.9.10. Final Conclusions

1.10. Child Development in the School context

1.10.1. Introduction to Unit
1.10.2. The Involvement of the School center during the Speech Therapy Intervention

1.10.2.1. The Influence of the School Center in the child's development
1.10.2.2. The Importance of the Center in the Speech Therapy Intervention

1.10.3. School Supports

1.10.3.1. Concept of School Support
1.10.3.2. Who provides School Support in the Center?

1.10.3.2.1. Hearing and Speech Teacher
1.10.3.2.2. Therapeutic Pedagogy Teacher (PT)
1.10.3.2.3. Counselor

1.10.4. Coordination with the Professionals of the Educational Center

1.10.4.1. Educational Professionals with whom the Speech-Language Pathologist coordinates with
1.10.4.2. Basis for Coordination
1.10.4.3. The Importance of Coordination in the child's Development

1.10.5. Consequences of the Child with Special Educational Needs in the classroom

1.10.5.1. How the Child Communicates with Teachers and Students?
1.10.5.2. Psychological Consequences

1.10.6. School Needs of the child

1.10.6.1. Taking Educational Needs into account in Intervention
1.10.6.2. Who determines the child's Educational Needs?
1.10.6.3. How are they established?

1.10.7. The Different Types of Education in Spain

1.10.7.1. Normal School

1.10.7.1.1. Concept
1.10.7.1.2. How does it benefit the child with Special Educational Needs?

1.10.7.2. Special Education School

1.10.7.2.1. Concept
1.10.7.2.2. How does it benefit the child with Special Educational Needs?

1.10.7.3. Combined Education

1.10.7.3.1. Concept
1.10.7.3.2. How does it benefit the child with Special Educational Needs?

1.10.8. Methodological bases for Classroom Intervention

1.10.8.1. Strategies to favor the child's Integration

1.10.9. Curricular Adaptation

1.10.9.1. Concept of Curricular Adaptation
1.10.9.2. Professionals who Apply it
1.10.9.3. How does it benefit the child with Special Educational Needs?

1.10.10. Final Conclusions

Module 2. Understanding Autism

2.1. Temporal Development in its definition

2.1.1. Theoretical approaches to ASD

2.1.1.1. Early Definitions
2.1.1.2. Evolution throughout History

2.1.2. Current Classification of Autism Spectrum Disorder

2.1.2.1. Classification according to DSM-IV
2.1.2.2. DSM-V Definition

2.1.3. Table of Disorders pertaining to ASD

2.1.3.1. Autism Spectrum Disorder
2.1.3.2. Asperger's Disorder
2.1.3.3. Rett's Disorder (RTT)
2.1.3.4. Childhood Disintegrative Disorder
2.1.3.5. Pervasive Developmental Disorder

2.1.4. Comorbidity with other Pathologies

2.1.4.1. ASD & ADHD (Attention Deficit Hyperactivity Disorder)
2.1.4.2. ASD AND HF (High Functioning)
2.1.4.3. Other Pathologies of Lower Associated Percentage

2.1.5. Differential Diagnosis of Autism Spectrum Disorder

2.1.5.1. Non-Verbal Learning Disorder
2.1.5.2. NPDD (Perturbing Disorder Not Predetermined)
2.1.5.3. Schizoid Personality Disorder
2.1.5.4. Affective and Anxiety Disorders
2.1.5.5. Tourette's Disorder
2.1.5.6. Representative table of specified Disorders

2.1.6. Theory of Mind

2.1.6.1. The Senses
2.1.6.2. Perspectives
2.1.6.3. False beliefs
2.1.6.4. Complex Emotional States

2.1.7. Weak Central Coherence Theory

2.1.7.1. Tendency of Children with ASD to focus their attention on details in relation to the whole
2.1.7.2. First Theoretical Approach (Frith, 1989)
2.1.7.3. Central Coherence Theory today (2006)

2.1.8. Theory of Executive Dysfunction

2.1.8.1. What do we know as "Executive functions"?
2.1.8.2. Educational
2.1.8.3. Cognitive Flexibility
2.1.8.4. Response Inhibition
2.1.8.5. Mentalistic Skills
2.1.8.6. Sense of Activity

2.1.9. Systematization Theory

2.1.9.1. Explanatory Theories Put Forth by Simon Baron-Cohen
2.1.9.2. Types of Brain
2.1.9.3. Empathy Quotient (EQ)
2.1.9.4. Systematization Quotient (SQ)
2.1.9.5. Autism Spectrum Quotient (ASQ)

2.1.10. Autism and Genetics

2.1.10.1. Causes potentially responsible for the Disorder
2.1.10.2. Chromosomopathies and Genetic Alterations
2.1.10.3. Repercussions on Communication

2.2. Detection

2.2.1. Main indicators in early Detection

2.2.1.1. Warning Signs
2.2.1.2. Alarming Signs

2.2.2. Communicative Domain in Autism Spectrum Disorder

2.2.2.1. Aspects to take into Account
2.2.2.2. Warning Signs

2.2.3. Sensorimotor Area

2.2.3.1. Sensory Processing
2.2.3.2. Dysfunctions in Sensory Integration

2.2.4. Social Development

2.2.4.1. Persistent Difficulties in Social Interaction
2.2.4.2. Restricted Patterns of Behavior

2.2.5. Evaluation Process

2.2.5.1. Developmental Scales
2.2.5.2. Tests and Questionnaires for Parents
2.2.5.3. Standardized Tests for Evaluation by the Professional

2.2.6. Data Collection

2.2.6.1. Instruments used for Screening
2.2.6.2. Case Studies M-CHAT
2.2.6.3. Standardized Tests

2.2.7. In-session Observation

2.2.7.1. Aspects to Take into Account within the Session

2.2.8. Final Diagnosis

2.2.8.1. Procedures to be Followed
2.2.8.2. Proposed Therapeutic Plan

2.2.9. Preparation of the Intervention Process

2.2.9.1. Strategies for Intervention on ASD in early care

2.2.10. Scale for the Detection of Asperger's Syndrome

2.2.10.1. Stand-Alone Scale for the Detection of Asperger Syndrome and High-Functioning Autism (HF)

2.3. Identification of Specific Difficulties

2.3.1. Protocol to be followed

2.3.1.1. Factors to Consider

2.3.2. Needs Assessment based on Age and Developmental Level

2.3.2.1. Protocol for Screening from 0 to 3 years of age
2.3.2.2. M-CHAT-R Questionnaire. (16-30 months)
2.3.2.3. Follow-up Interview M-CHAT-R/F

2.3.3. Fields of Intervention

2.3.3.1. Evaluation of the Effectiveness of Psychoeducational Intervention
2.3.3.2. Clinical Practice Guideline Recommendations
2.3.3.3. Main Areas of Potential Work

2.3.4. Cognitive Area

2.3.4.1. Mentalistic Skills Scale
2.3.4.2. What Is It? How do we apply this Scale in ASD?

2.3.5. Communication Area

2.3.5.1. Communication Skills in ASD
2.3.5.2. We Identify the Demand Based on Developmental Level
2.3.5.3. Comparative Tables of Development with ASD and Normotypical Development

2.3.6. Eating Disorders

2.3.6.1. Intolerance Chart
2.3.6.2. Aversion to Textures
2.3.6.3. Eating Disorders in ASD

2.3.7. Social Area

2.3.7.1. SCERTS (Social-Communication, Emotional Regulation, and Transactional Support)

2.3.8. Personal Autonomy

2.3.8.1. Daily Living Therapy

2.3.9. Competency Assessment

2.3.9.1. Strengths
2.3.9.2. Reinforcement-based Intervention

2.3.10. Specific Intervention Programs

2.3.10.1. Case Studies and their Results
2.3.10.2. Clinical Discussion

2.4. Communication and Language in Autism Spectrum Disorder

2.4.1. Stages in the Development of Normotypical Language

2.4.1.1. Comparative Table of Language Development in Patients with and without ASD
2.4.1.2. Specific Language Development in Autistic Children

2.4.2. Communication Deficits in ASD

2.4.2.1. Aspects to take into account in the Early Stages of Development
2.4.2.2. Explanatory Table with Factors to take into account during these Early Stages

2.4.3. Autism and Language Pathology

2.4.3.1. ASD and Dysphasia

2.4.4. Preventive Education

2.4.4.1. Introduction to Prenatal Infant Development

2.4.5. From 0 to 3 years old

2.4.5.1. Developmental Scales
2.4.5.2. Execution and Monitoring of Individualized Intervention Plans (IIP)

2.4.6. CAT Means-Methodology

2.4.6.1. Nursery School (NS)

2.4.7. From 3 to 6 years old

2.4.7.1. Schooling in Normal Center
2.4.7.2. Coordination of the Professional with the Follow-up by the Pediatrician and Neuropediatrician
2.4.7.3. Communication Skills to be Developed within this Age Range
2.4.7.4. Aspects to take into Account

2.4.8. School Age

2.4.8.1. Main Aspects to take into Account
2.4.8.2. Open Communication with the Teaching Staff
2.4.8.3. Types of Schooling

2.4.9. Educational Environment

2.4.9.1. Bullying
2.4.9.2. Emotional Impact

2.4.10. Warning Signs

2.4.10.1. Guidelines for Action
2.4.10.2. Conflict Resolution

2.5. Communication Systems

2.5.1. Available Tools

2.5.1.1. ICT Tools for Children with Autism
2.5.1.2. AACS (Augmentative and Alternative Communication Systems)

2.5.2. Communication Intervention Models

2.5.2.1. Facilitated Communication (FC)
2.5.2.2. Verbal Behavioral Approach (VB)

2.5.3. Alternative and/or Augmentative Communication Systems

2.5.3.1. PECS's (Picture Exchange Communication System)
2.5.3.2. Benson Schaeffer Total Signed Speech System
2.5.3.3. Sign Language
2.5.3.4. Bimodal System

2.5.4. Alternative Therapies

2.5.4.1. Hotchpotch
2.5.4.2. Alternative Medicines
2.5.4.3. Cognitive-Behavioral

2.5.5. Choice of System

2.5.5.1. Factors to Consider
2.5.5.2. Decision Making

2.5.6. Scale of Objectives and Priorities to be Developed

2.5.6.1. Assessment, Based on the Resources Available to the Student, of the System Most Adapted to the Student's Capabilities

2.5.7. Identification of the Appropriate System

2.5.7.1. We implement the most appropriate Communication System or Therapy taking into account the Strengths of the Patient

2.5.8. Implementation

2.5.8.1. Planning and structuring of the Sessions
2.5.8.2. Duration and Timing
2.5.8.3. Evolution and estimated short-term Objectives

2.5.9. Monitoring

2.5.9.1. Longitudinal Evaluation
2.5.9.2. Re-evaluation over time

2.5.10. Adaptation over time

2.5.10.1. Restructuring of Objectives based on Demanded Needs
2.5.10.2. Adaptation of the Intervention according to the Results obtained

2.6. Elaboration of an Intervention Program

2.6.1. Identification of Needs and Selection of Objectives

2.6.1.1. Early Care Intervention Strategies
2.6.1.2. Denver Model

2.6.2. Analysis of Objectives based on Developmental Levels

2.6.2.1. Intervention Program to Strengthen Communicative and Linguistic Areas

2.6.3. Development of Preverbal Communicative Behaviors

2.6.3.1 Applied Behavior Analysis

2.6.4. Bibliographic Review of Theories and Programs in Childhood Autism

2.6.4.1. Scientific Studies with Groups of Children with ASD
2.6.4.2. Results and Final Conclusions based on the Proposed Programs

2.6.5. School Age

2.6.5.1. Educational Inclusion
2.6.5.2. Global reading as a facilitator of Integration in the Classroom

2.6.6. Adulthood

2.6.6.1. How to intervene/support in Adulthood?
2.6.6.2. Elaboration of a Specific Program

2.6.7. Behavioral Intervention

2.6.7.1. Applied Behavior Analysis (ABA)
2.6.7.2. Training of Separate Trials

2.6.8. Combined Intervention

2.6.8.1. The TEACCH Model

2.6.9. Support for University Integration of grade I ASD

2.6.9.1. Best Practices for supporting students in Higher Education

2.6.10. Positive Behavioral Reinforcement

2.6.10.1. Program Structure
2.6.10.2. Guidelines to Follow to Carry Out the Method

2.7. Educational Materials and Resources

2.7.1. What can we do as Speech Therapists?

2.7.1.1. Professional as an active role in the Development and Continuous Adaptation of Materials

2.7.2. List of Adapted Resources and Materials

2.7.2.1. What should I consider?
2.7.2.2. Brainstorming

2.7.3. Methods

2.7.3.1. Theoretical Approach to the most commonly used Methods
2.7.3.2. Functionality Comparative Table with the Methods Presented

2.7.4. TEACCH Program

2.7.4.1. Educational Principles based on this Method
2.7.4.2. Characteristics of Autism as a basis for Structured Teaching

2.7.5. INMER Program

2.7.5.1. Fundamental Bases of the Program Main Function
2.7.5.2. Virtual Reality Immersion System for People with Autism

2.7.6. ICT-Mediated Learning

2.7.6.1. Software for Teaching Emotions
2.7.6.2. Applications that favour Language Development

2.7.7. Development of Materials

2.7.7.1. Sources Used
2.7.7.2. Image Banks
2.7.7.3. Pictogram Banks
2.7.7.4. Recommended Materials

2.7.8. Free Resources to Support Learning

2.7.8.1. List of Reinforcement Pages with Programs to Reinforce Learning

2.7.9. PCS (Pictographic Communication System)

2.7.9.1. Access to the Pictographic Communication System
2.7.9.2. Methodology
2.7.9.3. Main Function

2.7.10. Implementation

2.7.10.1. Selection of the appropriate Program
2.7.10.2. List of Benefits and Disadvantages

2.8. Adapting the Environment to the student with Autism Spectrum Disorder

2.8.1. General Considerations to be taken into account

2.8.1.1. Possible Difficulties within the Daily Routine

2.8.2. Implementation of Visual Aids

2.8.2.1. Guidelines to have at home for Adaptation

2.8.3. Classroom Adaptation

2.8.3.1. Inclusive Teaching

2.8.4. Natural Environment

2.8.4.1 General Guidelines for Educational Response

2.8.5. Intervention in Autism Spectrum Disorders and other Severe Personality Disorders
2.8.6. Curricular Adaptations of the Center

2.8.6.1. Heterogeneous Groupings

2.8.7. Adaptation of Individual Curricular Needs

2.8.7.1. Individual Curricular Adaptation
2.8.7.2. Limitations

2.8.8. Curricular Adaptations in the Classroom

2.8.8.1. Cooperative Education
2.8.8.2. Cooperative Learning

2.8.9. Educational Responses to the different Needs demanded

2.8.9.1. Tools to be taken into account for Effective Teaching

2.8.10. Relationship with the Social and Cultural Environment

2.8.10.1. Habits-autonomy
2.8.10.2. Communication and Socialization

2.9. School Context

2.9.1. Classroom Adaptation

2.9.1.1. Factors to Consider
2.9.1.2. Curricular Adaptation

2.9.2. School Inclusion

2.9.2.1. We All Add Up
2.9.2.2. How to Help from our Role as Speech-Language Therapist?

2.9.3. Characteristics of Students with ASD

2.9.3.1. Restricted Interests
2.9.3.2. Sensitivity to the Context and its Constraints

2.9.4. Characteristics of Students with Asperger's

2.9.4.1. Potentialities
2.9.4.2. Difficulties and Repercussions at the Emotional Level
2.9.4.3. Relationship with the Peer Group

2.9.5. Placement of the Student in the Classroom

2.9.5.1. Factors to be taken into account for Proper Student performance

2.9.6. Materials and Supports to Consider

2.9.6.1. External Support
2.9.6.2. Teacher as a Reinforcement Element within the Classroom

2.9.7. Assessment of Task Completion Times

2.9.7.1. Application of Tools such as Anticipators or Timers

2.9.8. Inhibition Times

2.9.8.1. Reduction of inappropriate Behaviors through Visual Support
2.9.8.2. Visual Schedules
2.9.8.3. Time-Outs

2.9.9. Hypo- and Hypersensitivity

2.9.9.1. Noise Environment
2.9.9.2. Stress-generating Situations

2.9.10. Anticipation of Conflict Situations

2.9.10.1. Back to School Time of Entry and Exit
2.9.10.2. Canteen
2.9.10.3. Vacations

2.10. Considerations to be taken into account with families

2.10.1. Conditioning Factors of parental Stress and Anxiety

2.10.1.1. How does the Family Adaptation Process occur?
2.10.1.2. Most Common Worries
2.10.1.3. Anxiety Management

2.10.2. Information for Parents when a Diagnosis is suspected

2.10.2.1. Open Communication
2.10.2.2. Stress Management Guidelines

2.10.3. Assessment Records for Parents

2.10.3.1. Strategies for the Management of Suspected ASD in Early Care
2.10.3.2. PEDs. Questions about Parents' Developmental Concerns
2.10.3.3. Situation Assessment and Building a Bond of Trust with Parents

2.10.4. Multimedia Resources

2.10.4.1. Table of Freely Available Resources

2.10.5. Associations of Families of People with ASD

2.10.5.1. List of Recognized and Proactive Associations

2.10.6. Return of Therapy and Appropriate Evolution

2.10.6.1. Aspects to take into account for Information Exchange
2.10.6.2. Creation of Empathy
2.10.6.3. Creation of a Circle of Trust between Therapist-Relatives-Patient

2.10.7. Return of the Diagnosis and follow-up to the different Healthcare Professionals

2.10.7.1. Speech Therapist in their Active and Dynamic role
2.10.7.2. Contact with the Different Health Areas
2.10.7.3. The Importance of Maintaining a Common Line

2.10.8. Parents, how to Intervene with the Child?

2.10.8.1. Advice and Guidelines
2.10.8.2. Family Respite

2.10.9. Generation of Positive Experiences in the Family Environment

2.10.9.1. Practical Tips for Reinforcing Pleasant Experiences in the Family Environment
2.10.9.2. Proposals for Activities that Generate Positive Experiences

2.10.10. Websites of Interest

2.10.10.1. Links of Interest

Module 3. Genetic Syndromes

3.1. Introduction to Genetic Syndromes

3.1.1. Introduction to Unit
3.1.2. Genetics

3.1.2.1. Concept of Genetics
3.1.2.2. Genes and Chromosomes

3.1.3. The Evolution of Genetics

3.1.3.1. Basis of Genetics
3.1.3.2. The Pioneers of Genetics

3.1.4. Basic Concepts of Genetics

3.1.4.1. Genotype and Phenotype
3.1.4.2. The Genome
3.1.4.3. DNA
3.1.4.4. RNA
3.1.4.5. Genetic Code

3.1.5. Mendel's Laws

3.1.5.1. Mendel's 1st Law
3.1.5.2. Mendel's 2nd Law
3.1.5.3. Mendel's 3rd Law

3.1.6. Mutations

3.1.6.1. What are Mutations?
3.1.6.2. Levels of Mutations
3.1.6.3. Types of Mutations

3.1.7. Concept of Syndrome
3.1.8. Classification
3.1.9. The Most Frequent Syndromes
3.1.10. Final Conclusions

3.2. Down Syndrome

3.2.1. Introduction to Unit

3.2.1.1. History of Down Syndrome

3.2.2. Concept of Down Syndrome

3.2.2.1. What is Down Syndrome?
3.2.2.2. Genetics of Down Syndrome
3.2.2.3. Chromosomal Alterations in Down Syndrome

3.2.2.3.1. Trisomy 21
3.2.2.3.2. Chromosomal Translocation
3.2.2.3.3. Mosaicism or Mosaic Trisomy

3.2.2.4. Prognosis of Down Syndrome

3.2.3. Etiology

3.2.3.1. The Origin of Down Syndrome

3.2.4. Prevalence

3.2.4.1. Prevalence of Down Syndrome in Spain
3.2.4.2. Prevalence of Down Syndrome in Other Countries

3.2.5. Characteristics of Down Syndrome

3.2.5.1. Physical Characteristics
3.2.5.2. Speech and Language Development Characteristics
3.2.5.3. Motor Developmental Characteristics

3.2.6. Comorbidity of Down Syndrome

3.2.6.1. What is Comorbidity?
3.2.6.2. Comorbidity in Down Syndrome
3.2.6.3. Associated Disorders

3.2.7. Diagnosis and Evaluation of Down Syndrome

3.2.7.1. The Diagnosis of Down Syndrome

3.2.7.1.1. Where is it performed?
3.2.7.1.2. Who performs it?
3.2.7.1.3. When it can be performed?

3.2.7.2. Speech Therapy Evaluation of Down Syndrome

3.2.7.2.1. Medical History
3.2.7.2.2. Areas to Consider

3.2.8. Speech Therapy Based Intervention

3.2.8.1. Aspects to take into Account
3.2.8.2. Setting Objectives for the Intervention
3.2.8.3. Material for Rehabilitation
3.2.8.4. Resources to be Used

3.2.9. Guidelines

3.2.9.1. Guidelines for the Person with Down Syndrome to consider
3.2.9.2. Guidelines for the Family to consider
3.2.9.3. Guidelines for the Educational Context
3.2.9.4. Resources and Associations

3.2.10. The Interdisciplinary Team

3.2.10.1. The Importance of the Interdisciplinary Team
3.2.10.2. Speech Therapy
3.2.10.3. Occupational Therapy
3.2.10.4. Physiotherapy
3.2.10.5. Psychology

3.3. Hunter Syndrome

3.3.1. Introduction to Unit

3.3.1.1. History of Hunter Syndrome

3.3.2. Concept of Hunter Syndrome

3.3.2.1. What is Hunter Syndrome?
3.3.2.2. Genetics of Hunter Syndrome
3.3.2.3. Prognosis of Hunter Syndrome

3.3.3. Etiology

3.3.3.1. The Origin of Hunter Syndrome

3.3.4. Prevalence

3.3.4.1. Hunter Syndrome in Spain
3.3.4.2. Hunter Syndrome in Other Countries

3.3.5. Main Impacts

3.3.5.1. Physical Characteristics
3.3.5.2. Speech and Language Development Characteristics
3.3.5.3. Motor Developmental Characteristics

3.3.6. Comorbidity of Hunter Syndrome

3.3.6.1. What is Comorbidity?
3.3.6.2. Comorbidity in Hunter Syndrome
3.3.6.3. Associated Disorders

3.3.7. Diagnosis and Evaluation of Hunter Syndrome

3.3.7.1. The Diagnosis of Hunter Syndrome

3.3.7.1.1. Where is it performed?
3.3.7.1.2. Who performs it?
3.3.7.1.3. When it can be performed?

3.3.7.2. Speech Therapy Evaluation of Hunter Syndrome

3.3.7.2.1. Medical History
3.3.7.2.2. Areas to Consider

3.3.8. Speech Therapy Based Intervention

3.3.8.1. Aspects to take into Account
3.3.8.2. Setting Objectives for the Intervention
3.3.8.3. Material for Rehabilitation
3.3.8.4. Resources to be Used

3.3.9. Guidelines

3.3.9.1. Guidelines for the Person with Hunter Syndrome to consider
3.3.9.2. Guidelines for the Family to consider
3.3.9.3. Guidelines for the Educational Context
3.3.9.4. Resources and Associations

3.3.10. The Interdisciplinary Team

3.3.10.1. The Importance of the Interdisciplinary Team
3.3.10.2. Speech Therapy
3.3.10.3. Occupational Therapy
3.3.10.4. Physiotherapy
3.3.10.5. Psychology

3.4. Fragile X Syndrome

3.4.1. Introduction to Unit

3.4.1.1. History of Fragile X Syndrome

3.4.2. Concept of Fragile X Syndrome

3.4.2.1. What is Fragile X Syndrome?
3.4.2.2. Genetics of Fragile X Syndrome
3.4.2.3. Prognosis of Fragile X Syndrome

3.4.3. Etiology

3.4.3.1. The origin of Fragile X Syndrome

3.4.4. Prevalence

3.4.4.1. Fragile X Syndrome in Other Countries

3.4.5. Main Impacts

3.4.5.1. Physical Characteristics
3.4.5.2. Speech and Language Development Characteristics
3.4.5.3. Characteristics in the Development of Intelligence and Learning
3.4.5.4. Social, Emotional, and Behavioral Characteristics
3.4.5.5. Sensory Characteristics

3.4.6. Comorbidity of Fragile X Syndrome

3.4.6.1. What is Comorbidity?
3.4.6.2. Comorbidity of Fragile X Syndrome
3.4.6.3. Associated Disorders

3.4.7. Diagnosis and Evaluation of Fragile X Syndrome

3.4.7.1. The Diagnosis of Fragile X Syndrome

3.4.7.1.1. Where is it performed?
3.4.7.1.2. Who performs it?
3.4.7.1.3. When it can be performed?

3.4.7.2. Logopedic Evaluation of Fragile X Syndrome

3.4.7.2.1. Medical History
3.4.7.2.2. Areas to Consider

3.4.8. Speech Therapy Based Intervention

3.4.8.1. Aspects to take into Account
3.4.8.2. Setting Objectives for the Intervention
3.4.8.3. Material for Rehabilitation
3.4.8.4. Resources to be Used

3.4.9. Guidelines

3.4.9.1. Guidelines to Consider for the Person with Fragile X Syndrome
3.4.9.2. Guidelines for the Family to consider
3.4.9.3. Guidelines for the Educational Context
3.4.9.4. Resources and Associations

3.4.10. The Interdisciplinary Team

3.4.10.1. The Importance of the Interdisciplinary Team
3.4.10.2. Speech Therapy
3.4.10.3. Occupational Therapy
3.4.10.4. Physiotherapy

3.5. Rett Syndrome

3.5.1. Introduction to Unit

3.5.1.1. History of Rett Syndrome

3.5.2. Concept of Rett Syndrome

3.5.2.1. What is Rett Syndrome?
3.5.2.2. Genetics of Rett Syndrome
3.5.2.3. Prognosis of Rett Syndrome

3.5.3. Etiology

3.5.3.1. The origin of Rett Syndrome

3.5.4. Prevalence

3.5.4.1. Rett Syndrome in Spain
3.5.4.2. Rett Syndrome in Other Countries
3.5.4.3. Stages in The Development of Rett Syndrome

3.5.4.3.1. Stage I: Early Onset Stage
3.5.4.3.2. Stage II: Accelerated Destruction Stage
3.5.4.3.3. Stage III: Stabilization or Pseudo-Stationary Stage
3.5.4.3.4. Stage IV: Late Motor Impairment Stage

3.5.5. Comorbidity of Rett Syndrome

3.5.5.1. What is Comorbidity?
3.5.5.2. Comorbidity in Rett Syndrome
3.5.5.3. Associated Disorders

3.5.6. Main Impacts

3.5.6.1. Introduction
3.5.6.2. Physical Characteristics
3.5.6.3. Clinical Characteristics

3.5.7. Diagnosis and Evaluation of Rett Syndrome

3.5.7.1. The Diagnosis of Rett Syndrome

3.5.7.1.1. Where is it performed?
3.5.7.1.2. Who performs it?
3.5.7.1.3. When it can be performed?

3.5.7.2. Speech Therapy Evaluation of Rett Syndrome

3.5.7.2.1. Medical History
3.5.7.2.2. Areas to Consider

3.5.8. Speech Therapy Based Intervention

3.5.8.1. Aspects to take into Account
3.5.8.2. Setting Objectives for the Intervention
3.5.8.3. Material for Rehabilitation
3.5.8.4. Resources to be Used

3.5.9. Guidelines

3.5.9.1. Guidelines for the Person with Rett Syndrome to consider
3.5.9.2. Guidelines for the Family to consider
3.5.9.3. Guidelines for the Educational Context
3.5.9.4. Resources and Associations

3.5.10. The Interdisciplinary Team

3.5.10.1. The Importance of the Interdisciplinary Team
3.5.10.2. Speech Therapy
3.5.10.3. Occupational Therapy
3.5.10.4. Physiotherapy

3.6. Smith-Magenis Syndrome

3.6.1. Smith-Magenis Syndrome

3.6.1.1. Introduction
3.6.1.2. Concept

3.6.2. Etiology
3.6.3. Epidemiology
3.6.4. Development according to Stages

3.6.4.1. Infants (up to 2 years of age)
3.6.4.2. Childhood (from 2 to 12 years of age)

3.6.4.2.1. Adolescence and Adulthood (from 12 Years of Age)

3.6.5. Differential Diagnosis
3.6.6. Clinical, Cognitive, Behavioral, and Physical Features of Smith-Magenis Syndrome

3.6.6.1. Clinical Characteristics
3.6.6.2. Cognitive and Behavioral Characteristics
3.6.6.3. Physical Characteristics

3.6.7. Speech Therapy Evaluation in Smith-Magens Syndrome
3.6.8. Speech Therapy Intervention in Smith-Magenis Syndrome

3.6.8.1. General Considerations for starting the Intervention
3.6.8.2. Stages of the Intervention Process
3.6.8.3. Communicative Aspects of Intervention

3.6.9. Speech Therapy Exercises for Smith-Magenis Syndrome

3.6.9.1. Auditory Stimulation Exercises: Sounds and Words
3.6.9.2. Exercises to Promote Grammatical Structures
3.6.9.3. Exercises to Increase Vocabulary
3.6.9.4. Exercises to Improve the Use of Language
3.6.9.5. Exercises for Problem Solving and Reasoning

3.6.10. Associations to help Patients and Families of Smith-Magenis Syndrome

3.7. Williams Syndrome

3.7.1. Williams Syndrome

3.7.1.1. History of Williams Syndrome
3.7.1.2. Concept of Williams Syndrome

3.7.2. Etiology of Williams Syndrome
3.7.3. Epidemiology of Williams Syndrome
3.7.4. Diagnosis of Williams Syndrome
3.7.5. Speech Therapy Assessment of Williams Syndrome
3.7.6. Features of Williams Syndrome

3.7.6.1. Medical Aspects
3.7.6.2. Facial Features
3.7.6.3. Hyperacusis
3.7.6.4. Neuroanatomical Features
3.7.6.5. Language Characteristics

3.7.6.5.1. Early Language Development
3.7.6.5.2. Characteristics of Language in the SW from 4 years of age onwards

3.7.6.6. Socio-affective Characteristics in Williams Syndrome

3.7.7. Speech Therapy Intervention in Early Care in Children with Williams Syndrome
3.7.8. Speech Therapy Intervention at School with Williams Syndrome
3.7.9. Speech Therapy Intervention in Adulthood with Williams syndrome
3.7.10. Associations

3.8. Angelman Syndrome

3.8.1. Introduction to Unit

3.8.1.1. History of Angelman Syndrome

3.8.2. Concept of Angelman Syndrome

3.8.2.1. What is Angelman Syndrome?
3.8.2.2. Genetics of Angelman Syndrome
3.8.2.3. Prognosis of Angelman Syndrome

3.8.3. Etiology

3.8.3.1. The origin of Angelman Syndrome

3.8.4. Prevalence

3.8.4.1. Angelman Syndrome in Spain
3.8.4.2. Angelman Syndrome in Other Countries

3.8.5. Main Impacts

3.8.5.1. Introduction
3.8.5.2. Frequent Manifestations of Angelman Syndrome
3.8.5.3. Rare Manifestations

3.8.6. Comorbidity of Angelman Syndrome

3.8.6.1. What is Comorbidity?
3.8.6.2. Comorbidity in Angelman Syndrome
3.8.6.3. Associated Disorders

3.8.7. Diagnosis and Evaluation of Angelman Syndrome

3.8.7.1. The Diagnosis of Angelman Syndrome

3.8.7.1.1. Where is it performed?
3.8.7.1.2. Who performs it?
3.8.7.1.3. When it can be performed?

3.8.7.2. Speech Therapy Evaluation of Angelman Syndrome

3.8.7.2.1. Medical History
3.8.7.2.2. Areas to Consider

3.8.8. Speech Therapy Based Intervention

3.8.8.1. Aspects to take into Account
3.8.8.2. Setting Objectives for the Intervention
3.8.8.3. Material for Rehabilitation
3.8.8.4. Resources to be Used

3.8.9. Guidelines

3.8.9.1. Guidelines for the Person with Angelman Syndrome to consider
3.8.9.2. Guidelines for the Family to consider
3.8.9.3. Guidelines for the Educational Context
3.8.9.4. Resources and Associations

3.8.10. The Interdisciplinary Team

3.8.10.1. The Importance of the Interdisciplinary Team
3.8.10.2. Speech Therapy
3.8.10.3. Occupational Therapy
3.8.10.4. Physiotherapy

3.9. Duchenne Disease

3.9.1. Introduction to Unit

3.9.1.1. History of Duchenne Disease

3.9.2. Concept of Duchenne Disease

3.9.2.1. What is Duchenne Disease?
3.9.2.2. Genetics of Duchenne Disease
3.9.2.3. Prognosis of Duchenne Disease

3.9.3. Etiology

3.9.3.1. The origin of Duchenne Disease

3.9.4. Prevalence

3.9.4.1. Prevalence of Duchenne Disease in Spain
3.9.4.2. Prevalence of Duchenne Disease in Other Countries

3.9.5. Main Impacts

3.9.5.1. Introduction
3.9.5.2. Clinical Manifestations of Duchenne Disease

3.9.5.2.1. Speech Delay
3.9.5.2.2. Behavioral Problems
3.9.5.2.3. Muscle Weakness
3.9.5.2.4. Stiffness
3.9.5.2.5. Lordosis
3.9.5.2.6. Respiratory Dysfunction

3.9.5.3. Most common Symptoms of Duchenne Disease

3.9.6. Comorbidity of Duchenne Disease

3.9.6.1. What is Comorbidity?
3.9.6.2. Comorbidity of Duchenne Disease
3.9.6.3. Associated Disorders

3.9.7. Diagnosis and Evaluation of Duchenne Disease

3.9.7.1. The Diagnosis of Duchenne Disease

3.9.7.1.1. Where is it performed?
3.9.7.1.2. Who performs it?
3.9.7.1.3. When it can be performed?

3.9.7.2. Speech Therapy Evaluation of Duchenne Disease

3.9.7.2.1. Medical History
3.9.7.2.2. Areas to Consider

3.9.8. Speech Therapy Based Intervention

3.9.8.1. Aspects to take into Account
3.9.8.2. Setting Objectives for the Intervention
3.9.8.3. Material for Rehabilitation
3.9.8.4. Resources to be Used

3.9.9. Guidelines

3.9.9.1. Guidelines to Consider for the Person with Duchenne Disease
3.9.9.2. Guidelines for the Family to consider
3.9.9.3. Guidelines for the Educational Context
3.9.9.4. Resources and Associations

3.9.10. The Interdisciplinary Team

3.9.10.1. The Importance of the Interdisciplinary Team
3.9.10.2. Speech Therapy
3.9.10.3. Occupational Therapy
3.9.10.4. Physiotherapy

3.10. Usher Syndrome

3.10.1. Introduction to Unit

3.10.1.1. History of Usher Syndrome

3.10.2. Concept of Usher Syndrome

3.10.2.1. What is Usher Syndrome?
3.10.2.2. Genetics of Usher Syndrome
3.10.2.3. Typology Usher Syndrome

3.10.2.3.1. Type I
3.10.2.3.2. Type I
3.10.2.3.3. Type III

3.10.2.4. Prognosis of Usher Syndrome

3.10.3. Etiology

3.10.3.1. The Origin of Usher Syndrome

3.10.4. Prevalence

3.10.4.1. Usher Syndrome in Spain
3.10.4.2. Usher Syndrome in Other Countries

3.10.5. Main Impacts

3.10.5.1. Introduction
3.10.5.2. Frequent Manifestations of Usher Syndrome
3.10.5.3. Rare Manifestations

3.10.6. Comorbidity of Usher Syndrome

3.10.6.1. What is Comorbidity?
3.10.6.2. Comorbidity in Usher Syndrome
3.10.6.3. Associated Disorders

3.10.7. Diagnosis and Evaluation of Usher Syndrome

3.10.7.1. The Diagnosis of Usher Syndrome

3.10.7.1.1. Where is it performed?
3.10.7.1.2. Who performs it?
3.10.7.1.3. When Can it Be Performed?

3.10.7.2. Speech Therapy Evaluation of Usher Syndrome

3.10.7.2.1. Medical History
3.10.7.2.2. Areas to Consider

3.10.8. Speech Therapy Based Intervention

3.10.8.1. Aspects to take into Account
3.10.8.2. Setting Objectives for the Intervention
3.10.8.3. Material for Rehabilitation
3.10.8.4. Resources to be Used

3.10.9. Guidelines

3.10.9.1. Guidelines for the Person with Usher Syndrome to consider
3.10.9.2. Guide

It' s time to make a decision, and TECH is undoubtedly the best option. Don't let it pass you by”