PHBA8230 Pervasive Developmental Disorders - diagnosis, aetiology, prevalence and intervention Course description

Our journey will begin with an examination of the diagnostic criteria for autism, providing an understanding of the markers and characteristics used to identify this condition. We will then delve into the history of the concept of autism, tracing its evolution from initial recognition to present day understanding, while debunking prevalent myths and misconceptions associated with it.

Next, we will explore the epidemiology of autism, studying the distribution and determinants of this disorder across different populations. In our quest to comprehend the root causes, we will scrutinize the etiology of autism, considering genetic, neurological and environmental factors.

We will discuss theories related to the influence of medical and nutritional factors on autism. We will critically evaluate research in these areas, fostering an understanding of the roles of diet, medication, and overall health in the manifestation and management of autism.

Our main focus will be on successful intervention strategies. We will discuss treatments, therapies, and educational strategies that have proven effective in addressing the challenges faced by individuals with autism.

In our discussion on clinical practice, we will explore the practical aspects of working with individuals with autism and their families. We will also consider how to work effectively with service providers to disseminate best practices, ensuring that the highest standard of care.

Lastly, we will discuss the criteria for identifying and validating Empirically Supported Treatments (ESTs) for autism. This will equip you with the skills to critically appraise your own research, new treatments and interventions, enabling you to contribute to the advancement of knowledge and practice in this field.

This course aims to provide you with a comprehensive understanding of autism, preparing you for a career in research, clinical practice, or service provision, and empowering you to make a real difference in the lives of those affected by autism. We look forward to embarking on this journey with you.

General admission requirements for the Ph.D. Degree in Health Sciences.

Basic knowledge about autism and ABA intervention, and techniques (i.e. discrete trial training experience; intervention programs, measuring and recording behavior; reinforcement systems).

The course can also be offered to students who have been admitted to the "Health Science Research Programme, 60 ECTS", by prior approval from the supervisor and based on given guidelines for the research programme.

On completion of the course, the PhD candidate has achieved the following learning outcomes, defined in terms of knowledge, skills, and general competence:

Knowledge

The Phd candidate can

• describe and discuss pervasive developmental disorders with respect to aetiology and prevalence
• describe and discuss findings of medical and biological studies in autism spectrum disorders
• describe and discuss findings in studies of Early Intensive Behavioral Intervention with persons with autism, emphasizing short and long-term effects, maintenance strategies, and the transfer of staff and teacher knowledge and skills during transitions between education providers or service providers
• describe and discuss criteria for Empirically Supported Treatments

Skills

The Phd candidate can

• demonstrate practical skills in planning and implementing specific education and skills training programs for persons with autism in an educational or residential setting.
• provide oral and written explanations of own research in a clear and understandable way to the layperson
• present and discuss strengths and weaknesses in own and others research projects

General Competence

The Phd candidate can

• describe and discuss knowledge dissemination strategies aimed at service and education providers

Diagnostic criteria, history of the concept of "autism" (including myths), epidemiology, aetiology, theories of the influence of medical and nutritional factors, successful intervention strategies, clinical practice, working with service providers to disseminate best practice, criteria for finding and validating ESTS.

The course consists of 1 introductory meeting, and 6 - 12 seminars of 4 x 45 minutes, and time for discussion and a final seminar (4 x 45 minutes). The introductory meeting takes place 2 weeks ahead of the main part of the course. At this meeting, the structure, content and purpose of the course are presented. The students are asked to give short presentations of their Ph.D. projects and describe how the course is relevant to it. This early session's main purpose is to help the students start systematic work with the course readings.

The seminars target central themes from the course readings for discussion and reflection. A high level of student participation is expected. During this time, students will produce several

reaction papers (3 - 4 pages double spaced), and a final presentation of one central theme from the course. Themes are assigned by the lecturers.

The final seminar consists of a discussion of the presentations, which are distributed in advance as papers not to exceed 10 pages double spaced and introduced by each candidate in a short (3 minute) session. Course teachers mediate the discussions.

• All papers approved,
• attendance in at least 80 % of the seminars, and
• approved paper presentation in final seminar.

Portfolio.

Portfolio requirements: 4 reaction papers

All

Pass / Fail

One internal examiner