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Specialization in ASD, ADHD, and ODD: Multiprofessional Attention to Neurodevelopment

LIVE DIGITAL MODE

  • Workload

360 hours

  • Duration

12 months

  • DATES AND TIMES:

Monthly classes,
Fridays 7:00 pm to 10:00 pm and Saturdays from 8:00 am to 6:00 pm.

  • METHODOLOGY:

Live classes with professionals working in the market, using an active methodology where the student is the protagonist of the learning process, with case study groups and projects. Exclusive content for each course is available on a digital platform to promote active student learning, including live class recordings, class materials, a discussion forum, supplementary materials, quizzes, case studies, a virtual library, and much more.

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General Information

What will I be able to do after the course?

▪ To train professionals from different areas for the diagnosis, assessment, and multidisciplinary intervention in Autism Spectrum Disorder (ASD), Attention Deficit Hyperactivity Disorder (ADHD), and Oppositional Defiant Disorder (ODD), with an emphasis on evidence-based practices, professional ethics, and a neurodiversity perspective.

What are the specific objectives of this course?

▪ To provide up-to-date theoretical background on neurobiology,
diagnosis and clinical characteristics of disorders
neurodevelopment;
▪ Develop practical skills for multidisciplinary assessment
using validated instruments;
▪ To provide training for the development and implementation of therapeutic plans.
Individualized treatment plans (PTI/PEI) based on evidence;
▪ Strengthen the performance of interdisciplinary teams in various contexts
clinical, educational and hospital settings;
▪ To enable engagement and support for families and caregivers of
neurodivergent people;
▪ Develop critical thinking about ethics, research, and policy.
public institutions in the field of neurodevelopment;
▪ To empower for development.

Who is this course for?

This course is intended for graduates in the following fields:

▪ Psychology;
▪ Medicine (Pediatrics, Psychiatry, Neurology and other specialties);
Speech therapy;
Occupational Therapy;
▪ Pedagogy and Bachelor's Degrees;
▪ Physiotherapy;
▪ Social Assistance;
▪ Nutrition (with an interest in neurodevelopment);
▪ Law (with a focus on health and inclusion policies);
▪ Other health and education professionals working in inclusive settings.

Mr. Júlio C. Abdala
Child and Adolescent Psychologist | CRP09/12642

– Professor in the Psychology course at UNIALFA;
– PhD and Master’s student in Psychology (Experimental Behavior Analysis) at the Pontifical Catholic University of Goiás, under the guidance of Prof. Dr. Lorismario E. Simonassi.
– Has experience in Experimental Behavior Analysis with emphasis on: (1) applied behavior analysis; (2) verbal behavior; (3) behavioral variability; and (4) quantitative behavior analysis.

https://www.linkedin.com/abdalafilhojc/
https://www.instagram.com/julioc.abdala

Summary Course Grid

The Course's curricular components include the integral development of the student/professional, through pedagogical practices aimed at mastering and applying the theories proposed as bases for the creation and construction of knowledge and practical application.

DISCIPLINEMODULEDESCRIPTIONWORKLOAD
NEURODEVELOPMENT:
Neurobiological, genetic, and environmental bases		1Fundamentals of human neurodevelopment: genetics, epigenetics and
Neurobiology. Risk and protective factors in typical and atypical development.
Historical evolution and contemporary explanatory models of disorders of
Neurodevelopment. Introduction to Autism Spectrum Disorder (ASD).
to Attention Deficit Hyperactivity Disorder (ADHD) and to Disorder
Oppositional Defiant Disorder (ODD): general characteristics, prevalence, and impact. Neuroscience applied to clinical practice: what advances in neuroimaging and genomics reveal about professional practice.		30
HUMAN DEVELOPMENT THROUGHOUT THE LIFE CYCLE
AND NEURODIVERGENCE		2Milestones of typical and atypical development in childhood, adolescence, and life.
Adulthood. Contemporary theories of human development and their application to
Neurodivergent context. Impacts of neurodevelopmental conditions on
Cognitive, emotional, social, and academic development. Late diagnosis in
Adolescents and adults: clinical and psychosocial implications. Intersectionality:
Gender, race, and social vulnerability in neurodevelopment. A perspective from...
Neurodiversity and neurodivergent identity.		30
Autism Spectrum Disorder (ASD): Spectrum, Phenotypes, and Updated Diagnosis3Characterization of Autism Spectrum Disorder according to DSM-5-TR and ICD.
11. Phenotypic heterogeneity: support levels, high-support autism,
Female autism and diagnosis in underrepresented populations. Changes
sensory, communication, social skills and restricted behaviors and
Repetitive symptoms. Frequent comorbidities: anxiety, depression, ADHD, epilepsy.
Early identification: warning signs and screening. Differential diagnosis.
and challenges in evaluating complex cases. Impact of diagnosis on the patient's life.
individual and family.		30
ADHD and ODD Throughout the Life Cycle: Diagnosis
AND CLINICAL MANIFESTATIONS		4Neurobiology, cognition, and behavior in ADHD and ODD. Criteria.
DSM-5-TR and ICD-11 diagnoses in different age groups. ADHD in
Women and girls: underdiagnosis and impact on mental health. ADHD in
Adult life: professional, relational, and emotional impacts. Relationship between
ADHD, ODD, and conduct disorders: comorbidities and differential diagnosis.
Emotional dysregulation as a central characteristic. Myths and stigmas: demystifying ADHD at school and at home.		30
MULTIPROFESSIONAL ASSESSMENT AND DIAGNOSIS:
TOOLS AND BEST PRACTICES		5Principles of multidisciplinary assessment in neurodevelopmental disorders. Validated and standardized instruments: ADOS-2, ADI-R,
Conners-3, SNAP-IV, M-CHAT-R, adaptive skills scales (Vineland-3,
ABAS-3). Neuropsychological assessment: executive functions, memory, language and
Sensory processing. Assessment protocols by context: clinical, school and
Hospital. Communicating the diagnosis to the family and the patient: practices based on...
in evidence. Multiprofessional reports and assessments: structure, language and
Practical implications. Ethical aspects and limits of evaluation.		30
Evidence-Based Interventions: ABA, ESDM,
Peers and Contemporary Approaches		6Overview of scientifically proven interventions for ASD, ADHD, and ODD.
Applied Behavior Analysis (ABA): fundamentals, strategies and
Current debates on humanized practices. Early Start Denver Model (ESDM)
and naturalistic interventions. PEERS: social skills program based
Evidence-based. Adapted cognitive-behavioral therapies. Intervention.
Parent-Mediated Interventions. Teleintervention
Remote care and treatment: feasibility, protocols, and ethics. Evidence on therapies.
Complementary and not recommended: critical thinking in clinical practice.		30
EDUCATIONAL AND PEDAGOGICAL INTERVENTIONS
AND ACTIVE INCLUSION		7Principles of Universal Design for Learning (UDL) and their application.
Practical application. Curriculum adaptations, accessibility resources, and assistive technologies in schools. Individualized Education Plan (IEP): development, goals.
and monitoring. Augmentative and Alternative Communication (AAC): devices,
Applications and strategies. Inclusive practices in elementary and secondary education.
and higher education. School-family-clinic partnership: models of effective collaboration.
Training for teachers and school staff. Evaluation of progress.
academic and functional development of neurodivergent students.		30
Psychopharmacological approach: evidence,
INTEGRATION AND CLINICAL PRACTICE		8Principles of pharmacokinetics and pharmacodynamics applied to neurodevelopment. Main pharmacological classes used in...
Autism Spectrum Disorder (ASD), ADHD, and ODD: stimulants, non-stimulants, atypical antipsychotics,
Mood stabilizers and anxiolytics. Updated scientific evidence:
Efficacy, side effects, and monitoring. Pharmacology in populations.
Specific areas: young children, adolescents, and adults. Integration between
Pharmacological treatment and non-pharmacological therapeutic approaches.
Treatment adherence: psychoeducational strategies for patients and families.
Current debates: medicalization, off-label use, and professional responsibility.		30
FUNCTIONAL ASSESSMENT AND MANAGEMENT OF
CHALLENGING BEHAVIORS		9Fundamentals of Functional Behavior Assessment (FBA): interview,
Direct observation and functional analysis. Functions of behavior: attention, escape,
Access to items and automated systems. Evidence-based intervention strategies:
differential reinforcement (DRO, DRA, DRI), extinction, background checks and
Teaching alternative behaviors. Managing high-risk behaviors.
Risk factors: aggression, self-harm, and stereotypies. Crisis protocols: prevention, management.
Safe and post-crisis. Generalization and maintenance of therapeutic gains.
Ethics and humanization in behavioral management. Collaboration with families and
teachers.		30
FAMILY, CAREGIVERS AND SYSTEM SUPPORT: PRACTICES
FAMILY-CENTERED CARE		10Impact of neurodivergence diagnosis on family dynamics: processing and adaptation phases. Mental health of caregivers: burden, burnout.
and self-care strategies. Family-centered support models and
Active parental engagement. Parent guidance: parent training based on...
evidence-based (Triple P, Incredible Years, PCIT). Support groups and communities
Parents: resources and coordination. Systemic approach: siblings, extended family and
Support network. Family diversity: single-parent families, LGBTQIA+ and others.
Contexts. Family resilience and the leading role of families in advocacy.		30
Neurodiversity, Social Inclusion, and the Job Market
WORK		11Public policies and inclusive legislation: Berenice Piana Law (12.764/2012), LBI
(13.146/2015), Early Childhood Law and recent updates.
Educational, health, and social security rights of neurodivergent individuals.
Neurodiversity in the workplace: opportunities, barriers, and adaptations.
Reasonable. Professional inclusion programs and inclusive recruitment practices.
Neurodivergent adults: challenges in independent living, relationships and
Mental health. Advocacy and self-advocacy: the role of professionals in defending
Rights. Intersectoral coordination: health, education, social assistance, and justice.
Intersectionality, equity, and access to services.		30
PROFESSIONAL ETHICS, RESEARCH AND PROJECT OF
APPLIED INTERVENTION		12Ethics in serving neurodivergent individuals: respect for autonomy,
Dignity and identity. Good practices in multidisciplinary work and
Interdisciplinary: communication, conflict, and decision-making. Consent.
Informedness, confidentiality, and records in complex contexts. Introduction to research.
in neurodevelopment: critical reading of evidence and evidence-based practice
evidence. Structuring the Applied Intervention Project (TCC): definition of
Problem, objectives, methodology, and outcome indicators. Project models.
Intervention in different contexts (clinic, school, hospital, community).
Project presentation and defense: criteria and guidelines.		30
TOTAL WORKLOAD––360

Faculty

MSc. JULIO C. ABDALA
Child and Adolescent Psychologist | CRP09/12642

– Professor in the Psychology course at UNIALFA;
– PhD candidate and Master in Psychology (Experimental Analysis of Behavior) from the Pontifical Catholic University of Goiás, under the supervision of Prof. Dr. Lorismario E. Simonassi;
– Has experience in Experimental Behavior Analysis with emphasis on: (1) applied behavior analysis; (2) verbal behavior; (3) behavioral variability; and (4) quantitative behavior analysis.

https://www.linkedin.com/abdalafilhojc/
https://www.instagram.com/julioc.abdala

ACZA FERREIRA RABELO

Bachelor's degree in Psychology from the Pontifical Catholic University of Goiás (PUC-GO) with experience in Behavior Analysis in clinical practice and research. During her undergraduate studies, she was a teaching assistant for the subjects of General Experimental Psychology I and General Experimental Psychology.
II, Personality I, Clinical I, Supervised Basic Internship II, Supervised Basic Internship VII, and Stress Control and Management. She conducted research on the topics "Contextual Influences on Categories of Verbal Behaviors: Studies of Differential Reinforcement in the Establishment of Meanings," and "Effects of voice intonation on meanings."
of the words”, both being supervised by Professor Dr. Lorismario Ernesto Simonassi and co-participant in the research Functional Assessment and Compulsive Eating and Self-Stigma: a functional assessment based on food records being supervised by Professor Dr. Sônia Maria Mello Neves. She was a member of the monitoring committee of the Association
Brazilian Association of Psychology and Behavioral Medicine (ABPMC) member in 2019. Completed an internship at the Skinner Institute. Currently a member of the Laboratory for Experimental Behavior Analysis (LAEC), director of teaching and research at the Academic League of Behavior Analysis at PUC-GO (LAAC), and clinical psychologist. Currently pursuing a Master's degree in Psychology, with scholarships from the Support Program for Graduate Studies in Community Higher Education Institutions (PROSUC) and the Coordination for the Improvement of Higher Education Personnel (CAPES), under the supervision of Prof. Dr. Lorismario E. Simonassi.

HELOÍSA CAIXETA DE SOUZA TAVARES

A physician with academic training and specialization in mental health care. She holds a degree in Medicine from the Pontifical Catholic University of Goiás (PUC-GO) and completed her medical residency in Psychiatry at the Hospital das Clínicas of the Federal University of Goiás (HC-UFG/EBSERH). Currently, she dedicates her clinical practice to Child and Adolescent Psychiatry, focusing on the diagnosis and treatment of mental disorders.
during crucial stages of development.

FERNANDA BIZINOTO FREIRE

Medical doctor from the Federal University of Goiás (UFG). Psychiatrist from the Hospital das Clínicas of the Faculty of Medicine of Ribeirão Preto, University of São Paulo (HCFMRPUSP). Child and Adolescent Psychiatrist from the Institute of Psychiatry of the Hospital das Clínicas of the Faculty of Medicine of the University of São Paulo (IPqHCFMUSP).

LORENA SIMONASSI

She holds a degree in Psychology from the Pontifical Catholic University of Goiás (2001) and a master's degree in Psychology from the Pontifical Catholic University of Goiás (2004). She has been a part-time professor at the Pontifical Catholic University of Goiás and the University Center of Goiás (UniGoiás) for 17 years. Her expertise lies in the field of Psychology, with an emphasis on Organizational Environment. Her research focuses primarily on the following themes: learning.
(Dyslexia, dysgraphia, dysorthography, dyscalculia, ADHD and Hyperactivity) principles of behavior modification, child behavior modification (ABA) with emphasis on autism spectrum treatments, study and development of academic performance through Applied Behavior Analysis and applied research. Has been working in this field for
13 years of experience in distance learning across all areas of Psychology. Coordinator of CEV – Clínica Escola Vida at PUC GO and former professor in several postgraduate programs.

LUAN MENDONÇA OLIVEIRA

Graduated in Psychology from the Faculty of Sciences, Culture and Extension of Rio Grande do Norte (2019), with a specialization in Functional Health and Rehabilitation from the Multiprofessional Residency at the Dr. Henrique Santillo Rehabilitation and Readaptation Center (CRER) and a Postgraduate degree in Applied Behavior Analysis (PUC-GO). He has professional experience at the Court of Justice of the State of Rio Grande do Norte (TJRN) and as a Child Behavioral Therapist in a Psychological Clinic. He works as a Hospital Psychologist at CRER, where he is also a Preceptor of the Multiprofessional Residency in the institution's Intellectual Clinic, and as a Behavior Analyst at the Bem-Te-Vi Space of Unimed Goiânia. Main areas of interest: Applied Behavior Analysis, Child Behavioral-Analytic Clinic, Autism, Neurodevelopmental Disorders, Verbal Behavior, Neuroscience and Behavior.

LUCAS ALVES LANDIN

Currently pursuing a PhD in Psychology with an emphasis on Behavior Analysis, focusing on verbal behavior. Holds a Master's degree in Psychology with an emphasis on Behavior Analysis from PUC-GO, with research on problem behaviors and their control variables. Specialist in Behavioral Therapy: theory and application from [Institution Name - missing from original text].
USP, with work in Verbal Behavior in Autism. Graduated in Psychology from Faculdade Anhanguera de Anápolis, with undergraduate research in Schizophrenia, Behavior Analysis, and Verbal Behavior. Professor in the Applied Behavior Analysis specialization course at Faculdade Delta de Goiânia. Professor of the subjects "Experimental Analysis of Behavior" and "Behaviorism".
He is a supervisor of internships in Therapy from a Behavior Analysis perspective at Anhanguera College in Anápolis. He is a researcher in the areas of schizophrenia, autism, verbal behavior, problem behaviors, and basic research. Currently, he works as the coordinating psychologist at LANDIN - Institute of Behavior Analysis.
in Anápolis. Active in the care and supervision of care for children with intellectual disabilities, autism, and other disorders.

MARIA DAS GRACAS NUNES BRAZIL

She holds a degree in Medicine from the Federal University of Goiás (1972) and a master's degree in Psychiatry, Psychoanalysis and Mental Health from the Federal University of Rio de Janeiro (2002). She has a doctorate from the Federal University of Goiás. She is a professor in the Department of Medicine at the Pontifical Catholic University of Goiás and in the Department of Psychology at the same university. She is also a professor in the Department of Mental Health and Forensic Medicine.
from the Faculty of Medicine at the Federal University of Goiás. Has experience in the field of Medicine, with an emphasis on Child and Adolescent Neuropsychiatry.

PATRICIA K. ALVES DE AMORIM BESSA

Speech-language pathologist with a degree from the Pontifical Catholic University of Goiás (2014) and experience focused on Applied Behavior Analysis. Currently works at Unimed Goiânia as Coordinator of Special Therapeutic Services at Espaço Bem-tevi. In addition to specializations in Verbal Behavior, Autism Spectrum Disorder (ASD), and an MBA in Health Management, she also holds a postgraduate degree in Parenting from [Institution Name - missing from original text].
Artmed maintains constant professional development through advancements in neuropsychopedagogy, childhood apraxia of speech, and interventions such as the DIR Floortime model, in addition to active participation in scientific events.

SAYMON E. FERRAZ CARDOSO

Psychologist, specialist in Neuropsychology, specialist in applied behavior analysis for autism and intellectual disability, manager of the multidisciplinary team at São Cottolengo Hospital, provides services focused on the assessment and intervention of neuropsychological disorders, professor in the Psychology course at the Alves Faria University Center, internship supervisor in Neuropsychology at the UNIALFA clinic-school.