Thanks to this qualification, master the implementation protocols of the TEACCH and INMER programs in the educational field"

At present, approximately 1 out of every ten children suffers from Autism, as estimated by a recent study prepared by the World Health Organization. In the educational field, these youngsters need specific attention to make their learning possible and to guarantee their psychological well-being in their daily life. In this sense, a series of methodologies have been developed to achieve these objectives, based on the use of new technologies, which education professionals must master to preserve the development of students with Autism spectrum disorders.

For this reason, TECH has created this Postgraduate certificate, with the primary objective of enabling students to expand their skills in dealing with people with Autism to perform their profession with maximum solvency. Throughout this academic itinerary, the student will delve into the use of resources that favor learning mediated by ICT or assimilate the protocols for the implementation of educational programs aimed at promoting education in young people with this disorder. Additionally, they will adopt the skills required to deal with families and offer them advice that favors the child's development.

All this, through a 100% online methodology, which will enable the student to obtain an efficient learning thanks to the management of their study schedules as they wish. Likewise, the didactic contents available in this program have been elaborated by the best experts in the intervention with young people suffering from Autism, so the knowledge acquired will be completely applicable in their work experiences.

Enroll in this Postgraduate certificate and multiply your job opportunities in the field of education for young people with specific needs"

This Postgraduate certificate in Autism contains the most complete and up-to-date educational program on the market. The most important features include:

• The development of case studies presented by experts in the delivery of classes for people with special needs
• The graphical, schematic and eminently practical contents with which it is conceived provide practical information on those issues 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

Efficient learning that is completely adapted to your needs thanks to the 100% online learning modality offered by this program"

The program’s teaching staff includes professionals from the sector who contribute their work experience to this training program, as well as 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.

Through this program, manage the application of new technologies oriented to the development of the capacities of the young person with Autism"

Adopt the best skills to deal with families and guarantee the well-being of the student with Autism Spectrum Disorder"

The syllabus of this Postgraduate certificate is made up of 1 module with which the student will significantly expand their knowledge in education for people with Autism Spectrum Disorder. The didactic resources that will be available throughout this program are present in formats such as interactive summary, explanatory video or complementary readings. With this, and through a 100% online methodology that will favor 24-hour accessibility to the contents, the student will achieve a customized teaching.

Increase your educational knowledge with people with Autism without leaving your own home, thanks to the 100% online methodology offered by this TECH program"

Module 1. Understanding Autism

1.1. Temporal Development in its definition

1.1.1. Theoretical approaches to ASD

1.1.1.1. Early Definitions
1.1.1.2. Evolution throughout History

1.1.2. Current Classification of Autism Spectrum Disorder

1.1.2.1. Classification according to DSM-IV
1.1.2.2. DSM-V Definition

1.1.3. Table of Disorders pertaining to ASD

1.1.3.1. Autism Spectrum Disorder
1.1.3.2. Asperger's Disorder
1.1.3.3. Rett's Disorder
1.1.3.4. Childhood Disintegrative Disorder
1.1.3.5. Pervasive Developmental Disorder

1.1.4. Comorbidity with other Pathologies

1.1.4.1. ASD and ADHD (Attention and/or Hyperactivity Disorder)
1.1.4.2. ASD AND HF (High Functioning)
1.1.4.3. Other Pathologies of Lower Associated Percentage

1.1.5. Differential Diagnosis of Autism Spectrum Disorder

1.1.5.1. Non-Verbal Learning Disorder
1.1.5.2. NPDD (Perturbing Disorder Not Predetermined)
1.1.5.3. Schizoid Personality Disorder
1.1.5.4. Affective and Anxiety Disorders
1.1.5.5. Tourette's Disorder
1.1.5.6. Representative table of specified Disorders

1.1.6. Theory of Mind

1.1.6.1. The Senses
1.1.6.2. Perspectives
1.1.6.3. False beliefs
1.1.6.4. Complex Emotional States

1.1.7. Weak Central Coherence Theory

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

1.1.8. Theory of Executive Dysfunction

1.1.8.1. What do we know as "Executive functions"?
1.1.8.2. Educational
1.1.8.3. Cognitive Flexibility
1.1.8.4. Response Inhibition
1.1.8.5. Mentalistic Skills
1.1.8.6. Sense of Activity

1.1.9. Systematization Theory

1.1.9.1. Explanatory Theories put forth by Baron-Cohen, S
1.1.9.2. Types of Brain
1.1.9.3. Empathy Quotient (EQ)
1.1.9.4. Systematization Quotient (SQ)
1.1.9.5. Autism Spectrum Quotient (ASQ)

1.1.10. Autism and Genetics

1.1.10.1. Causes potentially responsible for the Disorder
1.1.10.2. Chromosomopathies and Genetic Alterations
1.1.10.3. Repercussions on Communication

1.2. Detection

1.2.1. Main indicators in early Detection

1.2.1.1. Warning Signs
1.2.1.2. Warning Signs

1.2.2. Communicative Domain in Autism Spectrum Disorder

1.2.2.1. Aspects to take into Account
1.2.2.2. Warning Signs

1.2.3. Sensorimotor Area

1.2.3.1. Sensory Processing
1.2.3.2. Dysfunctions in Sensory Integration

1.2.4. Social Development

1.2.4.1. Persistent Difficulties in Social Interaction
1.2.4.2. Restricted Patterns of Behavior

1.2.5. Evaluation Process

1.2.5.1. Developmental Scales
1.2.5.2. Tests and Questionnaires for Parents
1.2.5.3. Standardized Tests for Evaluation by the Professional

1.2.6. Data Collection

1.2.6.1. Instruments used for Screening
1.2.6.2. Case Studies M-CHAT
1.2.6.3. Standardized Tests

1.2.7. In-session Observation

1.2.7.1. Aspects to Take into Account within the Session

1.2.8. Final Diagnosis

1.2.8.1. Procedures to be Followed
1.2.8.2. Proposed Therapeutic Plan

1.2.9. Preparation of the Intervention Process

1.2.9.1. Strategies for Intervention on ASD in early care

1.2.10. Scale for the Detection of Asperger's Syndrome

1.2.10.1. Stand-alone scale for the detection of Asperger syndrome and High-functioning Autism (HF)

1.3. Identification of Specific Difficulties

1.3.1. Protocol to be followed

1.3.1.1. Factors to Consider

1.3.2. Needs Assessment based on Age and Developmental Level

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

1.3.3. Fields of Intervention

1.3.3.1. Evaluation of the Effectiveness of Psychoeducational Intervention
1.3.3.2. Clinical Practice Guideline Recommendations
1.3.3.3. Main Areas of Potential Work

1.3.4. Cognitive Area

1.3.4.1. Mentalistic Skills Scale
1.3.4.2. What Is It? How do we apply this Scale in ASD?

1.3.5. Communication Area

1.3.5.1. Communication Skills in ASD
1.3.5.2. We Identify the Demand Based on Developmental Level
1.3.5.3. Comparative Tables of Development with ASD and Normotypical Development

1.3.6. Eating Disorders

1.3.6.1. Intolerance Chart
1.3.6.2. Aversion to Textures
1.3.6.3. Eating Disorders in ASD

1.3.7. Social Area

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

1.3.8. Personal Autonomy

1.3.8.1. Daily Living Therapy

1.3.9. Competency Assessment

1.3.9.1. Strengths
1.3.9.2. Reinforcement-based Intervention

1.3.10. Specific Intervention Programs

1.3.10.1. Case Studies and their Results
1.3.10.2. Clinical Discussion

1.4. Communication and Language in Autism Spectrum Disorder

1.4.1. Stages in the Development of Normotypical Language

1.4.1.1. Comparative Table of Language Development in Patients with and without ASD
1.4.1.2. Specific Language Development in Autistic Children

1.4.2. Communication Deficits in ASD

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

1.4.3. Autism and Language Pathology

1.4.3.1. ASD and Dysphasia

1.4.4. Preventive Education

1.4.4.1. Introduction to Prenatal Infant Development

1.4.5. From 0 to 3 years old

1.4.5.1. Developmental Scales
1.4.5.2. Implementation and Monitoring of Individualized Intervention Plans (IIP)

1.4.6. CAT Means-Methodology

1.4.6.1. Nursery School (NS)

1.4.7. From 3 to 6 years old

1.4.7.1. Schooling in Normal Center
1.4.7.2. Coordination of the Professional with the Follow-up by the Pediatrician and Neuropediatrician
1.4.7.3. Communication Skills to be Developed within this Age Range
1.4.7.4. Aspects to take into Account

1.4.8. School Age

1.4.8.1. Main Aspects to take into Account
1.4.8.2. Open Communication with the Teaching Staff
1.4.8.3. Types of Schooling

1.4.9. Educational Environment

1.4.9.1. Bullying
1.4.9.2. Emotional Impact

1.4.10. Warning Signs

1.4.10.1. Guidelines for Action
1.4.10.2. Conflict Resolution

1.5. Communication Systems

1.5.1. Available Tools

1.5.1.1. TIC Tools for Children with Autism
1.5.1.2. Augmentative and Alternative Communication Systems (AACS)

1.5.2. Communication Intervention Models

1.5.2.1. Facilitated Communication (FC)
1.5.2.2. Verbal Behavioral Approach (VB)

1.5.3. Alternative and/or Augmentative Communication Systems

1.5.3.1. PEC's (Picture Exchange Communication System)
1.5.3.2. Benson Schaeffer Total Signed Speech System
1.5.3.3. Sign Language
1.5.3.4. Bimodal System

1.5.4. Alternative Therapies

1.5.4.1. Hotchpotch
1.5.4.2. Alternative Medicines
1.5.4.3. Cognitive-Behavioral

1.5.5. Choice of System

1.5.5.1. Factors to Consider
1.5.5.2. Decision Making

1.5.6. Scale of Objectives and Priorities to be Developed

1.5.6.1. Assessment, based on the Resources available to the student, of the system best suited to their capabilities

1.5.7. Identification of the Appropriate System

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

1.5.8. Implementation

1.5.8.1. Planning and structuring of the Sessions
1.5.8.2. Duration and Timing
1.5.8.3. Evolution and estimated short-term Objectives

1.5.9. Monitoring

1.5.9.1. Longitudinal Evaluation
1.5.9.2. Re-evaluation over time

1.5.10. Adaptation over time

1.5.10.1. Restructuring of Objectives based on Demanded Needs
1.5.10.2. Adaptation of the Intervention according to the Results obtained

1.6. Elaboration of an Intervention Program

1.6.1. Identification of Needs and Selection of Objectives

1.6.1.1. Early Care Intervention Strategies
1.6.1.2. Denver Model

1.6.2. Analysis of Objectives based on Developmental Levels

1.6.2.1. Intervention Program to Strengthen Communicative and Linguistic Areas

1.6.3. Development of Preverbal Communicative Behaviors

1.6.3.1. Applied Behavior Analysis

1.6.4. Bibliographic Review of Theories and Programs in Childhood Autism

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

1.6.5. School Age

1.6.5.1. Educational Inclusion
1.6.5.2. Global reading as a facilitator of Integration in the Classroom

1.6.6. Adulthood

1.6.6.1. How to intervene/support in Adulthood?
1.6.6.2. Elaboration of a Specific Program

1.6.7. Behavioral Intervention

1.6.7.1. Applied Behavior Analysis (ABA)
1.6.7.2. Training of Separate Trials

1.6.8. Combined Intervention

1.6.8.1. The TEACCH Model

1.6.9. Support for University Integration of grade I ASD

1.6.9.1. Best Practices for supporting students in Higher Education

1.6.10. Positive Behavioral Reinforcement

1.6.10.1. Program Structure
1.6.10.2. Guidelines to Follow to Carry Out the Method

1.7. Educational Materials and Resources

1.7.1. What can we do as Speech Therapists?

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

1.7.2. List of Adapted Resources and Materials

1.7.2.1. What should I consider?
1.7.2.2. Brainstorming

1.7.3. Methods

1.7.3.1. Theoretical Approach to the most commonly used Methods
1.7.3.2. Functionality Comparative Table with the Methods Presented

1.7.4. TEACCH Program

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

1.7.5. INMER Program

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

1.7.6. ICT-Mediated Learning

1.7.6.1. Software for Teaching Emotions
1.7.6.2. Applications that favour Language Development

1.7.7. Development of Materials

1.7.7.1. Sources Used
1.7.7.2. Image Banks
1.7.7.3. Pictogram Banks
1.7.7.4. Recommended Materials

1.7.8. Free Resources to Support Learning

1.7.8.1. List of Reinforcement Pages with Programs to Reinforce Learning

1.7.9. SPC

1.7.9.1. Access to the Pictographic Communication System
1.7.9.2. Methodology
1.7.9.3. Main Function

1.7.10.  Implementation

1.7.10.1. Selection of the appropriate Program
1.7.10.2. List of Benefits and Disadvantages

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

1.8.1. General Considerations to be taken into account

1.8.1.1. Possible Difficulties within the Daily Routine

1.8.2. Implementation of Visual Aids

1.8.2.1. Guidelines to have at home for Adaptation

1.8.3. Classroom Adaptation

1.8.3.1. Inclusive Teaching

1.8.4. Natural Environment

1.8.4.1. General Guidelines for Educational Response

1.8.5. Intervention in Autism Spectrum Disorders and other Severe Personality Disorders
1.8.6. Curricular Adaptations of the Center

1.8.6.1. Heterogeneous Groupings

1.8.7. Adaptation of Individual Curricular Needs

1.8.7.1. Individual Curricular Adaptation
1.8.7.2. Limitations

1.8.8. Curricular Adaptations in the Classroom

1.8.8.1. Cooperative Education
1.8.8.2. Cooperative Learning

1.8.9. Educational Responses to the different Needs demanded

1.8.9.1. Tools to be taken into account for Effective Teaching

1.8.10. Relationship with the Social and Cultural Environment

1.8.10.1. Habits-autonomy
1.8.10.2. Communication and Socialization

1.9. School Context

1.9.1. Classroom Adaptation

1.9.1.1. Factors to Consider
1.9.1.2. Curricular Adaptation

1.9.2. School Inclusion

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

1.9.3. Characteristics of Students with ASD

1.9.3.1. Restricted Interests
1.9.3.2. Sensitivity to the Context and its Constraints

1.9.4. Characteristics of Students with Asperger's

1.9.4.1. Potentialities
1.9.4.2. Difficulties and Repercussions at the Emotional Level
1.9.4.3. Relationship with the Peer Group

1.9.5. Placement of the Student in the Classroom

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

1.9.6. Materials and Supports to Consider

1.9.6.1. External Support
1.9.6.2. Teacher as a Reinforcement Element within the Classroom

1.9.7. Assessment of Task Completion Times

1.9.7.1. Application of Tools such as Anticipators or Timers

1.9.8. Inhibition Times

1.9.8.1. Reduction of inappropriate Behaviors through Visual Support
1.9.8.2. Visual Schedules
1.9.8.3. Time-Outs

1.9.9. Hypo- and Hypersensitivity

1.9.9.1. Noise Environment
1.9.9.2. Stress-generating Situations

1.9.10. Anticipation of Conflict Situations

1.9.10.1. Back to School Time of Entry and Exit
1.9.10.2. Canteen
1.9.10.3. Vacations

1.10. Considerations to be taken into account with families

1.10.1. Conditioning Factors of parental Stress and Anxiety

1.10.1.1. How does the Family Adaptation Process occur?
1.10.1.2. Most Common Worries
1.10.1.3. Anxiety Management

1.10.2. Information for Parents when a Diagnosis is suspected

1.10.2.1. Open Communication
1.10.2.2. Stress Management Guidelines

1.10.3. Assessment Records for Parents

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

1.10.4. Multimedia Resources

1.10.4.1. Table of Freely Available Resources

1.10.5. Associations of Families of People with ASD

1.10.5.1. List of Recognized and Proactive Associations

1.10.6. Return of Therapy and Appropriate Evolution

1.10.6.1. Aspects to take into account for Information Exchange
1.10.6.2. Creation of Empathy
1.10.6.3. Creation of a Circle of Trust between Therapist-Relatives-Patient

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

1.10.7.1. Speech Therapist in their Active and Dynamic role
1.10.7.2. Contact with the Different Health Areas
1.10.7.3. The Importance of Maintaining a Common Line

1.10.8. Parents, how to Intervene with the Child?

1.10.8.1. Advice and Guidelines
1.10.8.2. Family Respite

1.10.9. Generation of Positive Experiences in the Family Environment

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

1.10.10. Websites of Interest

1.10.10.1. Links of Interest

Access the innovative teaching resources offered by this program, available in various textual and multimedia formats to promote effective learning"