Autism Step by Step: The ultimate guide for families
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Autism Step by Step: The ultimate guide for families

Do you want to learn how to help your child? This Course will teach you everything you need to know to do so.
4.9 (62 ratings)
Instead of using a simple lifetime average, Udemy calculates a course's star rating by considering a number of different factors such as the number of ratings, the age of ratings, and the likelihood of fraudulent ratings.
87 students enrolled
Created by Mayte Ureña
Last updated 8/2017
English
Price: $55
30-Day Money-Back Guarantee
Includes:
  • 5 hours on-demand video
  • 3 Supplemental Resources
  • Full lifetime access
  • Access on mobile and TV
  • Certificate of Completion
What Will I Learn?
  • You will know all the aspects about what it means to have in the family a person with the diagnosis of Autism Spectrum Disorder.
  • You will know the characteristics, definitions, and above all the capacities and the supports that these people and their families will need throughout their lives.
  • You will learn to relate to your child differently and due to the concepts and techniques that we will teach you, you will understand his way of thinking and you will learn to build pleasant relationships with your child.
  • You will understand his way of thinking, the reason he behaves the way he does and why his reaction to certain stimuli is different from most. You will understand how his brain works, how it processes information and how peculiar the accurateness with which he understands the world
  • You will learn practical strategies to deal with the problems of everyday life, to be applied at home and that will address each of the three areas that we work in psychoeducational therapies: the social area, the area of communication and language and the area of behaviour.
  • You’ll understand the behaviour of a person with autism. You will understand why they behave the way they do. You will learn how to handle challenging conducts, identify them and anticipate them to avoid crisis situations.
  • You’ll provide autonomy skills to your child and taking advantage of these, you can turn the boring daily routines into supports for teaching autonomy and independency.
View Curriculum
Requirements
  • No experience or knowledge are required
  • Open mind and motivation to improve the life of your family member with autism
  • You will need to have access to a printer in order to print PDF resources
  • You will need to use a computer, tablet or mobile phone with internet access in order to follow the lessons. para seguir las
Description

The aim of this video-tutorial, is to clarify all the doubts about what it means to have in the family a person with the diagnosis of Autism Spectrum Disorder. We are going to explain the characteristics, definitions and capacities that they have, and above all, the support that these people and their families will need at different stages of their lives.

Throughout my experience as a therapist, I’ve realized that it is very important to educate families, to have the opportunity to work in their homes, in the very environment of the person, it helps the objectives of the therapies to be fulfilled at a much faster pace, if we count on the help and involvement of the families, but in order to be involved and to be Co-therapists, a training process, that is not always available, is often necessary. The vast majority of books, texts, articles and manuals are aimed at health professionals, are very dense, with too much technical information that often confuses rather than help.

This course will be a very useful tool for parents, grandparents, siblings, educators and anyone interested in learning more about this topic.

Who is the target audience?
  • Professionals and parents familiar with Autism will benefit from this course
  • Any people who wants to learn about Autism Spectrum Disorder
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Curriculum For This Course
33 Lectures
04:57:07
+
Autism: Definitions and Characteristics
8 Lectures 01:16:10

In this chapter we will look in detail at the different terms that define this condition. Will learn what a disorder is, the meaning of the word "spectrum" and why we use it. We will learn the attitudes with which we should confront this new situation and finally we will understand what autism is and its main characteristics.

Preview 13:04

In this chapter we will look in detail at the different terms that define this condition. Will learn what a disorder is, the meaning of the word "spectrum" and why we use it. We will learn the attitudes with which we should confront this new situation and finally we will understand what autism is and its main characteristics.

Can Autism be cured?
02:57

In this chapter we will get familiar with what are the causes which originate autism spectrum disorder. For this we rely on current studies that try to answer this enigma. We will describe the factors, both genetic and environmental, in which the scientific community is currently investigating to find an explanation to the origin. We will also know the amount of people diagnosed with ASD in Europe and the United States. We will clarify with statistical data what the different associations of autism reflect in their reports that the increase in cases is not due to an epidemic, but rather to an increasing number of means and more control when observing in extent detail the child’s development.

What causes Autism?
06:29

In this chapter, we will delve into one of the most controversial issues when talking about autistic spectrum disorder: the relationship between vaccines and Autism. We will find out the origin of the beliefs that relate vaccines with autism and the reason behind the proliferation of these theories. We will delve into the most striking case to date, of the scientist Andrew Wakefield, who convinced thousands of families not to vaccinate their children that finally ended with the revocation of his license and his disqualification, as well as the total discrediting of his theory.

Vaccines and Autism (Are there connections?)
09:48

How to recognize a person with ASD? (The Warning Signs)
15:51

How to recognize a person with ASD (The three areas)
06:38

Screening tools to identify if your child has autism: M-CHAT and Q-CHAT
06:20

In this chapter we will introduce the techniques used for the diagnosis of ASD through the observation of the behaviour of the person and through the application of different specific psychological and educational tests. We will describe the two main International Classification criteria for diagnosis: DSM and ICD. And we will end by explaining the importance of the diagnosis and its usefulness, both to develop an effective and individualized program, and to gain access to different social services.

How is Autism Diagnosed?
15:03
+
Perceptive and emotional world of people with ASD
4 Lectures 43:41

One of the deepest mysteries of autism has been the remarkable ability of most of these people to excel in their visual space ability. Although most people with autism are unable to tell us about their experience, in this chapter we will tell the experience of some who have done so and who have been the starting point for devising more effective strategies for early childhood education and care. We will narrate the cases of Jerry and Temple Grandin, they have pointed a before and after in the treatment of people with ASD. We will end the chapter with a list of highly recommended documentaries about people who knew how to tell us about their experiences, their feelings and their needs in facing the challenge of living with Autism.

Why do we say that they are Visual Thinkers?
11:54

What would a person with Autism ask of us?
10:26

The Theory of Mind
08:46

The autistic spectrum and its infinity of colours
12:35
+
How do we help a person with Autism Spectrum Disorder?
2 Lectures 20:23

In this second section of contents, we will start by defining what is Early Attention in general, the objectives it pursues and the factors that differentiate it from Early Attention in Autism Spectrum Disorders.

Early care
10:07

In this chapter we explain the necessary conditions (or common principles) that we must consider when applying our therapies and our detail teaching of abilities, through the guidelines given for this reason by Angel Rivíere.

Common Principles of ASD Treatment
10:16
+
Strategies and practical tools for daily life (Psychoeducational therapy)
17 Lectures 02:29:49

In this chapter we make a brief introduction on the three main areas, in which we will focus on psychological and educational therapies, the area of Social Skills, the area of Communication and Language and the area of Behaviour or challenging conducts. We will clearly explain the relationship between these three areas and then, in the following chapters, we will deeper explore each one of them.

What do we do in therapies?. The Psychoeducational intervention.
02:21

Social Skills are the set of conducts that allow us to relate optimally with our environment and with other people. These conducts we learn little by little since birth, therefore, people with ASD can also learn them, only in a more explicit way. In this chapter we will detail step-by-step the basic level strategies that we have to follow to start working in this area.

How do we teach Social skills to people with ASD?
03:40

How do we teach Basic Social Skills?
09:53

In this chapter, which is the continuation of the previous one, we will continue to explain the strategies, at a slightly more advanced level, to work explicitly on the social skills related to the understanding of social situations.

How do we teach Advanced Social Skills?
15:15

How do we teach Advanced Social Skills? 2nd Part
12:51

Communication and Language is the area in which most innovations have occurred and is one of the central focus of psychological and educational intervention. In this chapter, we will explain in detail the types of non-verbal communication: instrumental communication, natural gestures, and the most relevant Augmentative and Alternative Communication Systems (AACS) in the autism field

How do we teach communication and language to people with ASD?
09:42

Augmentative and alternative communication (AACS) interventions are used for children with autism, often as stand-alone communication interventions for those who are minimally verbal. AACS can be a permanent addition to a person's communication or a temporary aid.

AACS -Augmentative and Alternative Communication Systems
08:23

In this chapter we briefly describe the characteristics of the Benson Schaeffer’s Total Communication System, this system is based on rigorous and sequenced teaching, is very useful in people with ASD without oral language. Total communication encompasses signed speech and simultaneous communication whose goals are to achieve spontaneous communication through the signs.

Benson Schaeffer Total Communication System
07:54

One of the most widespread international systems for the treatment of autism in young children is PECS, (translated into Spanish as an Image Exchange Communication System.) In this chapter we will briefly review its characteristics.

PECS - Picture exchange communication system
06:23

In this chapter we will see one of the most known systems so far, the SPC, the Pictographic Communication System. This system is based on pictographic symbols that are simple drawings that are easy to understand and that closely resemble reality. Through this system we can make people with ASD communicate and express their needs, their feelings and emotions. We will also talk about the Boardmaker program and the graphic resources web site called ARASAAC.

PCS - Pictographic Communication System
03:16

How to structure the enviroments
03:36

In this chapter we will begin by sorting all the information above to know what to do with all the materials we have just seen. We will learn and comprehend how important visual information is to everyone. We will explain the characteristics of the TEACCH program which is a work program for people with ASD based on their abilities, interests and needs. By modifying and adapting their environment, following basic guidelines, progress is achieved and autonomy, self-determination and quality of life are acquired.

Learning TEACCH method
15:20

Learning TEACCH method (2nd part)
06:06

In this chapter we are going to describe and define what we mean by challenging conducts. In the same way we will understand why they originate, what is the purpose of all these conducts, what their function is and what factors we have to take into account to decrease this type of conduct.

Behaviour - What do we do about challenging behaviour?
09:04

Throughout this chapter we will learn from practice, with real examples the strategies we have to follow to prevent the emergence of challenging conducts. We again emphasize the importance that all the information that we present to a person with ASD must be visual, and to the point, that is the support through the different Augmentative and Alternative Communication Systems.

How to prevent the occurrence of challenging behaviour?
18:33

How to prevent the occurrence of challenging behaviour? (2nd part)
10:04

Finally, in this last part of the behaviour block, we are going to give a series of practical recommendations for action, aspects that we have to take into account during the moments in which the defiant conduct has already been triggered and the crisis situation has been formed.

What do we do when the crisis has already started?
07:28
+
Bonus Material
2 Lectures 07:04
Autism Spectrum Disorder: 10 things you should know
03:32

Nowadays there is an important delay since parents notice that something is not going in the way that it supposed to go relating to their child development. Sometimes, this time waiting for an Early Intervention can change the course of a person's life. Everybody who is related to a child development should know this warning signs in order to realize when somebody needs help as soon as possible.

10 signs of autism for a child 24 months or older
03:32
About the Instructor
Mayte Ureña
4.8 Average rating
158 Reviews
247 Students
2 Courses
Psicóloga especialista TEA / Psychologist specialising ASD

Soy Licenciada en Psicología titulada por la Universidad de Sevilla, con mas de 10 años de experiencia en el tratamiento de personas con Trastorno del Espectro Autista, realizando Terapias Psicoeducativas siguiendo las metodologías mas confiables y contrastadas por la comunidad científica, obteniendo, junto con el apoyo familiar, resultados muy positivos que suponen un cambio de estilo de vida para las familias. Durante mi amplia carrera he trabajado y colaborado con diferentes asociaciones dedicadas a este colectivo. Actualmente soy Gerente de Autismo PETRA, Centro de Psicología especializado en los Trastornos del Espectro del Autismo.

I am a licensed Psychologist from the University of Seville with more than 10 years of experience in treatment of people with Autism Spectrum Disorder. I’ve been doing my job based on the most reliable and trustworthy methodologies which are the Psychoeducational Therapies, getting positive results along with the support of the family and improving the quality of life for all of them. During my professional career, I’ve been working in different associations dedicated to this field. Currently I have my private practice “Autism PETRA” in which I give outpatient psychoeducational therapy to people with ASD and to their relatives.