1 .1.

Autism
The term "autistic" comes from the Greek cars, which means "self". This term I use it for the
first time, the Swiss psychiatrist Bleuler, in 1911, when describing schizophrenic patients
spoke of evasion out of reality and self-absorption.
The autistic person is the one to which other people are opaque and unpredictable, and
living as absent (mentally absent) with respect to those around you (Riviere, 1999). The
solitude with autism has nothing to do with being only physically, but with be mentally (Frith,
1991).
From the first detailed descriptions made by Kanner in 1943 up to the present, some issues
relating to autism are already more or less clear, and the investigations focused on the
intellectual capacity have contributed to this. Kanner considered that the good memory
mechanics and the successful implementation in certain tasks (such as mounting and
dismounting watches or complete puzzles) were indicators of intelligence. However,
Bernardo and Martin (2002) stress that 75 per cent of around the children with autism suffer
mental retardation. In any case, given the unknown nature of the deficit, interest to
concentrate on the alterations that can produce, in their differentiation with other disorders
and how to act in the face of this deficit.
In regard to those other issues that remain unresolved, highlights the etiology of the
syndrome (Bernardo and Martin, 2002; Sanchez- López, 2005). On the one hand, theories
of psychogenic court (with deep roots in the psychoanalytic theories) highlighted the
characteristics of parents as triggers of the disorder (psychiatric disorder, anomalous
interaction with the child, low IQ, low social class...), while, on the other, the biological focus
on biochemical abnormalities (such as untreated phenylketonuria), infections (Rubella,
encephalitis), left brain dysfunction, immune problems... Currently, the focus is the cognitive
level, the presence of a basic cognitive deficits and central, from which it is considered that
the central part of the problem lies in the imperfect development of the meta-representational
capacity, in the understanding of the mental states of others, but always bearing in mind that
there is probably not a single cause. Thus, the focus of autism involves consideration, from
an evolutionary perspective, as a developmental disorder that is of particular interest in
evolutionary psychology and not only in psychopathology, which has been fundamental to
abandon its consideration of "childhood psychosis". In addition, the neurobiology has
increased the research that part of most current theories well founded on data from a
psychological point of view, and employing sophisticated techniques in genetics,
neuroimaging, or electrophysiology (Riviere, 1999). Using the electroencephalogram (EEG),
a study of Duffy and Als (2012) revealed that children with autism spectrum disorders
present a short range connectivity guests, which indicates a malfunction of the local
networks of the brain, particularly in regions of the left hemisphere, in charge of the
language, and show a greater connectivity between brain regions that were at a greater
distance, which could be a mechanism developed to compensate for the reduction of
connectivity within walking distance. From these and other investigations of genetic
character is considered to be the autism a neurological syndrome of congenital character
and origin unknown, which continues to give rise to the proliferation of studies that attempt to
respond both to the cause as to the symptoms and signs and his explanation.
The studies about autism were started already in 1943 by Kanner, who proposed that the
fundamental feature of the autistic syndrome is the inability to interact normally with people
and situations. Wing, in 1981, he raised a triad of behavioral problems of autism related to
the socialization, communication, and the imagination. Currently, there are several
psychological theories of cognitive approach that try to explain the phenomenon of autism
(Gómez, 2010): The mental blindness, the weakening of central coherence and of executive
dysfunction. Thus, for authors such as Frith (1991), rice, Perez-Sayes Tirapu-UstErekatxo-
Bilbao Peregrin-Valero, and (2007), autism is the inability to read the mind, what prevents
children realize what they think, believe or want other people, which has been called "mental
blindness". Another theory is that of the weakening of the central coherence of Frith (1991),
who proposes that autism is characterized by a specific deficit in the integration of
information at different levels, which translates into difficulty performing efficiently
comparisons, judgments and conceptual inferences. The theory of the executive functions,
made by Russel and Ozonoff in 2000, raises the question of how primary causes of autism
deficits in executive function responsible for the control and inhibition of thought and action.
Another theory different is the Hobson, which dates back to the year 1995, who argues that
cognitive and social deficits in autism are affective in nature. From most of the data of the
previous theories it seems that autism is a developmental disorder that prevents to
successfully carry out the activities that require the use of a theory of mind. From the
cognitive approach, the theory of the mind is an explanatory model of autism that claims that
this is the result of a deficit in the ability to attribute mental states to others (desires, beliefs,
intentions, etc.), and so differentiate them from the mental states of their own. Possibly the
theory that has attracted the most interest in explaining the triad of alterations is the proposal
by baron-cohen, Leslie and Frith, in 1985, resorting to a single cognitive deficit: a failure or
delay in the capacity Mentalist. From this perspective, when there is a failure of the ability to
raise awareness, or to attribute mental states to oneself and others to explain the behavior, it
is said that the person suffers from a "mental blindness". In other words, the autistic children
lack the ability to "read" the thoughts, something of crucial importance in the plane of social
relations, emotional and communicative (Gómez, 2010).
One of the great difficulties to define autism lies in the great variability that exists both
intersujetos (between one and the other autistic children can be found major differences in
social skills, intellectual, language, etc.) as Intrasujeto, which means that in the same child
you can appreciate different levels between the areas of development, giving what is known
as "evolutionary disharmony" (Sánchez-López, 2005).
Table 1 shows the criteria for the diagnosis of autism spectrum disorder (299. Autism
Spectrum Disorder according to the DSM V TM (APA, 2013).
The autism spectrum disorders are characterized by making reference to psychological
disorders with a marked and scattered symptoms of a social, communicative and behavioral
(López, Rivas and Taboada, 2010). Alterations in social communication are important and
lasting, marked by a significant allocation of verbal behavior, failure to develop peer
relationships, lack of motivation to search for interests and objectives shared by other
persons or absence of awareness of the other children. Alterations in the communication and
language affect both verbal skills as the non-verbal cues, and difficulties to initiate or sustain
a conversation with others, use of a stereotyped and repetitive language or inability to
understand simple questions or orders. Finally, the behavioral alterations are characterized
by patterns of behavior, interests or activities restricted and stereotyped, with a strong
adherence to specific routines or rituals, persistent concern by certain objects or the
realization of stereotyped body movements that include the hands or all over the body.
Autism Spectrum Disorders (ASD) / 239 TABLE 1
Criteria for the diagnosis of autistic disorder according to the DSM V TM (APA, 2013)
A) persistent deficits in social interaction and communication in multiple contexts
across the path and history of the subject.
1. Deficit in social-emotional reciprocity, distance, and social approaches, problems for
the anomalous normal conversation and the follow-up to the rhythm of this, problems to
share interests, emotions or affections and problems to start or respond to social
interactions.
2. Deficit in nonverbal communication behaviors used in social interaction, which may
be present with signs as the absence or abnormal visual contact and difficulties in
understanding and use of gestures and can even reach a total lack of facial expression or
non-verbal communication.
3. Deficit in the development, maintenance and understanding relationships, which
may manifest itself in difficulty to adjust the conduct to the social contexts or to share
games and make friends and even the absence of total interest by the same,
B) patterns of behavior, interests and activities or actions that are repetitive and
restricted. Must have at least two of the following signs:
1. stereotyped motor movements, manipulation of objects or repetitive speech (for
example, simple motor stereotypies, hit of objects, echolalia, idiosyncratic phrases).
2. Insistence and inflexible adherence to routines or ritualized patterns of conduct both
verbal and non-verbal cues (e.g., extreme discomfort to changes in routine or very small
environmental, difficulties with transitions or adaptations, patterns of thought very rigid,
need to follow the same paths always or to eat the same foods at the same times).
3. High restriction and almost obsessive interests that are fixed abnormal because of
its intensity and its purpose (strong attachment and/or concern about unusual objects and
insignificant, perseverativo interest by one thing that is repeated throughout the days).
4. Hyper or serologic hypo-responsiveness to sensory stimuli, or unusual interest in
aspects or environmental stimuli (for example, apparent indifference to the temperature or
the pain, adverse response to specific sounds or textures, excessive exploration or
manipulation of objects, visual fascination by lights or movements).
C) The symptoms must be present in the early period of development.
D) The symptoms cause clinically significant deficits in social, occupational, or other
important functional areas.
E) These deficits cannot be explained by intellectual impairment or delay of
development. However, the intellectual impairment and autism often coexist, and in these
cases, in making the diagnosis, social communication should be expected according to the
level of overall development.
There are three levels of severity (1.2 and 3) of the disorder based on two criteria: the
deficit in social communication and the deficit in behavior, either by limitation, either by
repeating pattern of conduct.

1.2. Rett Syndrome

Rett syndrome is much less common than the autistic disorder and has only been diagnosed
in women. It is believed to be linked to a genetic mutation on the X chromosome, which
would result in inviability of the embryos of male. The criteria for the diagnosis of this
disorder according to the DSM IV TR are reflected in table 2
After an initial phase of normal development, attending a developmental arrest and then a
setback or loss of acquired skills. There is a decrease in the speed of development of the
skull (normal size at birth) with respect to the rest of the body between the first five and 48
months of life; a normal psychomotor development within the first 5 months of life, which
later leads to a loss of the capabilities previously developed manuals, at the level of
intermanual coordination and understanding of objects, and the emergence of stereotyped
movements of the hands (shake them up, morderlas, retorcerlas). And can be lost verbal
capabilities in the event that the disorder from starting after the first acquisitions linguistic
minorities (first words). Is usually initiated among the five-six and 18 months, in any case
always before the four years, persists throughout life and the loss of skills is usually
maintained and progress. Your chances of recovery are very limited, though by the end of
childhood or adolescence can be initiated any interest in social interaction, while the
communicative and behavioral deficiencies will remain constant throughout life. The cause is
a spontaneous genetic mutation and of a gene, that is to say, that happens randomly, reason
why it is not inherited or passed down from generation to generation.

Table 2
Criteria for the diagnosis of Rett syndrome according to the DSM IV TR (APA, 2000)
A) All of the following characteristics:
1. prenatal development and perinatal apparently normal.
2. apparently normal psychomotor development during the first five months after birth.
3. normal head circumference at birth.
B) the emergence of all of the following characteristics after the period of normal
development:
1. cranial growth slowdown between five and 48 months of age.
2. Loss of intentional manual skills previously acquired between five and 30 months of
age, with the subsequent development of stereotypic hand movements (that resemble
write or washing your hands).
3. Loss of social involvement in the onset of the disorder (although later generally
develop).
4. Poor coordination or the movements of the trunk.
5. Development of receptive and expressive language seriously affected, with severe
psychomotor retardation.

1.3. The childhood disintegrative disorder

The disorder or childhood disintegrative syndrome, also known as "Heller syndrome" or
"psychosis desintegrativa", is a very rare disorder that involves a loss of features and
capabilities previously acquired by the child, and the more recent data suggests a greater
frequency in males. This disorder is characterized by a late appearance (between two and
ten years of age, but most often occurs between three and four years). You can appear both
insidiously as, although there is usually sudden signs consistent in activity levels increased
irritability and loss of speech and other skills. The disorder experiences a continuous course
and its duration extends throughout life, with what social deficiencies, communicative and
behavioral are lost in the course of the disorder with a greater or lesser speed, although after
the loss of abilities can afford some improvement limited. Unlike the autism, it cannot be
ruled out that is accompanied by similar phenomena to the hallucinations and delusions of
schizophrenia. Typically occurs in the absence of a medical illness associated with it,
something that happens in Alzheimer's dementia home in infancy or childhood (which is a
consequence of the direct physiological effects of a medical illness such as a head injury),
according to the DSM IV TR (Table 3).
Although the etiology of childhood disintegrative disorder is unknown, appears to be
associated with neurological alterations as encephalitis or tuberous sclerosis and with
several metabolic disorders. Is usually associated with a severe intellectual disability
cognitive.

Table 3
Criteria for the diagnosis of childhood disintegrative disorder according to the DSM IV TR
(APA, 2000)
A) apparently normal development for at least the first two years after birth,
manifested by the presence of verbal and non-verbal communication, social relationships,
game and adap tativo behavior appropriate to the age of the subject.
(B) Loss of clinically significant previously acquired skills (before 10 years of age) in at
least two of the following areas:
1. Expressive Language or receptive.
2. social skills or adaptive behavior.
3 bladder or bowel control.
4. Game.
5. motor skills.
C) abnormalities in at least two of the following areas:
Alteration 1. The quality of social interaction (for example, alteration of nonverbal
behaviors, inability to develop relationships with peers, the absence of social or emotional
reciprocity).
Qualitative Alterations 2. of communication (for example, delay or absence of
spoken language, inability to initiate or sustain a conversation, stereotyped and repetitive
use of language, the absence of realistic gaming experience varied).
3. Patterns of behavior, interests and activities restricted, repetitive and stereotyped,
which include motor stereotypies and mannerisms.
(D) The disorder may not be best explained by the presence of another pervasive
developmental disorder or schizophrenia.

1.4. Asperger Syndrome

Riviere (cit. in Padrón Pulido, 2006) synthesizes the characteristics that define the
Asperger's Syndrome:
-A disorder of the quality of the relationship: inability to relate to the same. Lack of
sensitivity to social signals. Alterations of the patterns of non-verbal expressive relationship.
Lack of emotional reciprocity. Important limitation on the ability to adapt social behavior to
the contexts of relationship. Difficulties in understanding intentions of others and especially
"double intentions".
- Mental and behavioral inflexibility: absorbent and excessive interest by certain content.
Rituals. Extreme perfectionists attitudes that give rise to very slowly in the execution of
tasks. Concern about "parts" of objects, actions, situations or tasks, with difficulty to detect
coherent wholes.
- Speech and Language: delay in language acquisition, with abnormalities in the way of
acquiring it. Use of a pedantic, excessive language formally, expressionless, with prosodic
alterations and strange characteristics of the tone, rhythm, modulation, etc. difficulties in
interpreting set forth verbatim or with double meaning. Problems knowing that "chat" with
other people. Difficulty producing relevant emissions to situations and mental states of the
interlocutors.
- Alterations of emotional expression and motor: limitations and anomalies in the use of
gestures. Lack of correspondence between expressive gestures and their referents.
Corporal Expression Desmañada. Motor clumsiness in neuropsychological tests.
- Normal Capacity of "intelligence impersonal": often, special skills in restricted areas.
The Asperger's disorder represents the part of the continuum of PDD which is characterized
by higher cognitive skills (CI normal and even at the highest levels) and a level of language
closer to normalcy, in comparison with other disorders of the spectrum. In fact, the presence
of normal basic language skills is considered today one of the criteria for the diagnosis of
this disorder, although there may be some difficulties in terms of language social-pragmatic.
Some researchers believe that the relative strength in these two areas is what distinguishes
the Asperger Syndrome from other forms of autism and PDD and allows you to set a better
prognosis for this disorder (Knight, 2006). Table 4 sets out the criteria needed for the
diagnosis of Asperger's disorder according to the DSM IV TR.
1.5 The Pervasive Developmental Disorder Not Otherwise Specified
This category should be used when there is a widespread and serious alteration of the
development of the reciprocal social interaction or communication skills, verbal or non-
verbal, or when there are behaviors, stereotyped interests and activities, but not met the
criteria for a specific pervasive developmental disorder, schizophrenia, schizotypal
personality disorder or personality disorder by avoidance. As an example, the DSM IV TR
notes that this category includes "atypical autism": cases that do not meet the criteria for
autistic disorder by an age of home later. an atypical symptomatology or a subliminal
symptomatology, or by all these facts at the same time. It is an extremely rare disorder.

Table 4
Criteria for the diagnosis of Asperger's disorder according to the DSM IV TR (APA, 2000)
A) qualitative alteration of social relationships, as manifested by at least two of the
following features:
1. important alteration of the use of multiple nonverbal behaviors such as eye contact,
facial expression, body postures and gestures regulators of social interaction.
2. inability to establish relationships with peers appropriate to the level of
development of the subject.
3. Absence of the spontaneous tendency to share enjoyment, interests and objectives
with other people (for example, not to show, bring or teach other objects of interest).
4. The absence of reciprocity and social and emotional development.
B) patterns of behavior, interests and restrictive activity, repetitive and stereotyped,
manifested by at least one of the following characteristics:
1. absorbent concern by one or more stereotyped patterns of interest and restrictive
that are abnormal, either by its intensity or by its goal.
2. Apparently inflexible adherence to specific routines or rituals, not functional.
3. stereotyped and repetitive motor mannerisms (e.g., shake or rotate hands or
fingers, or complex movements throughout the body).
4. persistent concern by parts of objects.
(C) The disorder causes a deterioration, statistically significant, the social and
occupational activity and other important areas of the activity of the individual.
D) there is no delay of clinically significant general language (for example, two years
use simple words, and the three, communicative phrases).
E) There is no clinically significant delay of cognitive development or the development
of self-help skills characteristic of the age, adaptive behavior (other than the social
interaction) and curiosity about the environment during childhood.
F) does not meet the criteria of other pervasive developmental disorder or schizophrenia.

2. SIGNS OR EARLY WARNING INDICATORS FOR THE DETECTION OF A

POSSIBLE AUTISM SPECTRUM DISORDER.
Teachers can play a crucial role in the detection of an autism spectrum disorder, focusing
especially on the observation and taking into account the three nuclear dimensions: the
relationship with the other, alterations of the communication and of the verbal and non-verbal
language and alterations in the mental flexibility and the interests and behaviors behavior
with repetitive and stereotyped. The warning signs before a possible autism spectrum
disorder are easily identifiable in many children of two and three years finally receiving a
formal diagnosis of ASD. It is possible, therefore, that when the child reaches the primary
education, has already been detected. In the Table 5 presents a detailed account of the main
indicators and warning signs for the detection of students with ASD in primary education,
following Hortal, Bravo, Mitja and Soler (2011). Even many of the indicators can be applied
for early childhood education, since early detection is key in these pathologies.
Basic alert signals in front of the autism, also called red-flags, are the following:
a) Do not look "normal" to the face of others.
b) Not to share the interest or pleasure with others.
c) Show No response when called by name.
d) Not pointing with the index finger (protoimperativos).
e) Not to bring things to "show" to the more (protodeclarativos).

The ASSESSMENT OF AUTISM SPECTRUM DISORDERS

Carried out a first detection by the teacher in the classroom, or, at other times, by the
parents themselves, through the observation of the three large groups of symptoms that
presents the autism spectrum disorder, or because they are evident signs of abnormal
development in the child for their own family members and people from the immediate
environment, will be the psycho-pedagogical teams who, in collaboration with teachers and
family, to continue to undertake the actions necessary for the completion of the definitive
diagnosis, identify the educational needs of the student and make the decisions to be taken
in relation to the improvement of the proposal handset and the type of aid that the pupil may
need for progress and Development of their capacities and potential. Given the great
variability among the different children, it is necessary to perform an evaluation to provide
detailed information on all areas. Despite the fact that the assessment using standardized
tests presents difficulties, it is recommended that your application along with scales of
observation, to assess in a comprehensive manner the language and social maturity.
The diagram below shows the procedures to compose an evaluation:
(A) The clinical history: by means of clinical interview with the parents, for information of the
child and family (also is structure and functioning of the family nucleus, degree of
involvement). It will also be useful for collecting information derived from medical
examinations.

Table 5 Indicators and warning signs for the detection of students with ASD in primary
education (adapted from Hortal, Bravo, Mitjay Soler, 2011)
Relationship disorder
- Is isolated or presents social inhibition manifests itself.
- Have difficulty making friends or keep them. Alteration of the relationship with peers,
colleagues and friends.
- Presents difficulty or little interest in playing with other children.
- Inappropriate approaches are seen to play (you can express aggressiveness, interest in
a game obsessively, disruptive behaviors).
- Do not comply with the rules of class: does not cooperate in activities, makes no
interventions or that are inconsistent.
- Presents limited abilities to interpret socio-cultural norms (for example, dress).
- Don't know how to play in a group. Difficulties in the interpretation of the rules of the
game.
- His game is solitary, repetitive, with the same sequence.
- Shows excessive emotional reactions when you lose.
- Interpreted literally the jokes or comments with double meaning.
- Maintains a limited visual contact.
- It has a low tolerance to frustration.
- There is stiffness in compliance with the rules.
- It relates in a manner not in harmony with the adults: or does or does it very intensely.
- Can react in extreme form before the invasion of his personal space or mental.
- Shows difficulty to interpret the emotions of others.
-A disorder of communication and language.
- Total or selective mutism.
- The melody to speak is inadequate, and his intonation, monotonous.
- The vocabulary is unusual for his or her age or is highly restricted to issues of interest to
them.
- The spontaneous language is scarce, and there is little reciprocity in the conversation.
- Echolalia.
- Difficulty in understanding the non-verbal language.
- Behavioral and mental disorder.
- Disproportionate Reactions to small changes (stiffness).
- Anxiety Disorder: repeated actions and without sense, which does not know dispense
(compulsive rituals).
- Organizational Difficulties in loosely structured spaces.
- Produces answers out of place.
- It is not aware of what is happening around you.
- Displays impulsivity, oposicionismo, temper tantrums, defiance.
- Manifest aggressive behavior (self-harm and assault). hetero
- Mood Disorders: irritability, excessive euphoria and excitement.
- Disproportionate and persistent fears of limitation of their everyday life (phobias).
- Crisis of anxiety or total indifference to the remoteness of their parents.
- Excess of movement, without purpose, in different situations.
- Psychomotor agitation or slowing.

The scales of observation of behaviors:

_ The Scale CARS OF Schopler and cois. (1988). This translated into Spanish, although not
baremada; also, in Spanish available of the scale for the diagnosis of autism de Riviere
(1998).
- Ated. The scale of observation for the diagnosis of autism, Lord, Rutter, DiLavore and
Risi (2008), is a clinical interview that allows a thorough evaluation of subjects with suspicion
of autism or autism spectrum disorder. It has proven to be very useful in the diagnosis and in
the design of educational plans and treatment. The interviewer explores three broad areas
(language/communication, reciprocal social interactions and behavior restricted, repetitive
and stereotyped) through 93 questions asked to the parent or caregiver. It is a test of
individual application, between 1.5 hours and 2.5 hours, and is administered to subjects with
mental age greater than two years.
- The SCQ. Questionnaire of social communication at Rutter, Bailey and Lord (2005). It is
a test effective, rapid and economic to be answered by parents or caregivers in just ten
minutes, and constitutes a first step before a more complete evaluation with tests such as
the ADOS or ADI-R, Rutter, Le Couteur and Lord (2011), that can be applied individually or
collectively from a mental age two years.
The specific assessment of:
- The Language: The Peabody Vocabulary Images (2010) or the ITPA, Illinois test of skills
Psicologías Analíticas (2011).
- Iq: the scales Weschler (2012), the Raven's Progressive Matrices (1992).
- The functional analysis of behavior: through the observation of behaviors in the classroom,
at home, at recess, etc., to express their social skills and their development of the game. In
this sense it would be appropriate to assess: the frequency of interactions with peers and/or
with adults; the quality of the interactions, which is given by the type of verbal
communication employee or reciprocity in the game; the situations of interaction to
determine moments or elements that favor the interaction or if this is null in all cases, etc.

4. PATTERNS OF PSYCHOEDUCATIONAL INTERVENTION IN THE CLASSROOM

4.1. Educational inclusion
Taking into account the great heterogeneity of the pictures of autism and PDD, it is essential
that the educational system be able to cope with this great diversity from the specific
assessment and specific for each child, to see which is the most appropriate educational
guidance. Koegel and KOEGEL (1995) consider that the effects of inclusion on the
development of children with autism spectrum disorder are very positive, as it allows them to
have opportunities to acquire social skills and communicative, exposes them to equal
models that provide them with channels to learn, favors the generalization of their
educational acquisitions and, finally, increases your chances of achieving a better social
adjustment in the long term. In any case, the solutions reached will never have to be
considered final, since the circumstances of each case must mark the most appropriate
educational placement. Riviere (1999) pointed out that with regard to the factors in the
development of the subject itself, to be followed the following criteria to decide the inclusion:
1. The intellectual capacity: must be integrated children with IQ above 70, although it is
possible the integration of those children with a CI located between 55-70.
2. The communication level and linguistic: must be especially their capabilities and their
expressive language declarative as important criteria for successful integration.
3. The alterations of behavior: the presence of serious self-harm, aggression,
uncontrollable temper tantrums can make to question the possible integration if there is not a
solution.
4. The degree of cognitive and behavioral inflexibility may require adaptations and
relevant therapeutic aid in cases integrated.
5. The level of social development: Children with ages of social development less than
eight-nine months usually only have real opportunities for learning in conditions of interaction
one-to-one with adults experts.
In addition, Rose (1999), among the factors related to the school center, advises the
preference for schools of small size and limited number of students, that do not require
excessive interactions of social complexity, well-structured, with teaching styles and forms of
organization that make "foreseeable" the school day, in which there is a real commitment of
faculty and specific teachers that attend the child with PDD or autism. It is also important to
the existence of complementary resources, and especially an educational psychologist, with
functions of orientation, and a speech pathologist, to avoid as well generate feelings of
helplessness and frustration in the faculty, which should be supported by these professionals
of continuous mode, and, finally, it is very convenient to provide the companions of the
autistic child keys to understand and support their learning and relationships. In the Table 6
lists the conditions that must be met by the teaching procedures in children with PDD.

Table 6
Conditions that must be met by the teaching procedures in children with PDD
- Well-structured: the more the lower the age or level of development, and aimed at the
scheduled destructuring, in accordance with the level of development closer to the natural
environments.
- To be functional, with spontaneity of use and generalization in a motivator. It is not
enough to teach the ability: There is also to teach its appropriate use, functional,
spontaneous and widespread.
- Follow evolutionary criteria and adapted to the personal characteristics of the students.
- Involve the family and the community.
- Intensive and early marriage.
- Focusing on communication, create and strengthen skills adapted and alternatives,
rather than eliminate undesirable behaviors.
- Based on a learning without error (as opposed to learning by trial and error), in which,
on the basis of the aid granted, the students successfully completes the tasks facing them.
Gradually disappearing aid.

It is essential to a collaboration as fluid as possible between the school and the family,
highlighting the important role of the teacher as the creator of bonding with the child, through
an intersubjective relationship, to obtain important educational intuitions that will favor the
development of the subject. The family collaboration is fundamental to achieving create
habits; some strategies that will indicate to the family try to provide consistent and
systematic guidelines to be followed with the child; these strategies often include the
recommendation of use the visual agendas and pictograms that enable the sequencing of
the different steps in the implementation of a task; the explicit indication of
What they have to do, by having limited the ability of imitation; perseverance in the
instructions and in the requirement; the establishment of routines that provide security for
them, gradually, we learn to be more flexible; the imposition of limits to the dispersion that
can present, assuming the possibility that they can respond with temper tantrums because
they tolerate evil frustration; the stimulation of its communication and channeling of
emotions; the stimulation and facilitation of interpersonal relationships, especially with other
children his age, and the strengthening of the autonomy allowing them to choose between
two correct options in order to achieve higher levels of self-determination.

4.2 General Guidelines of psychoeducational intervention in the classroom

While in the first three years of life the goals of education focus on the family environment
development stimulator, it is possible to start proceedings in units or early childhood
education centers that are in connection with specific units or centers, where also, special
attention will be given to the search for maximum integration of the child in its context using
strategies such as behavior modification, modeling or imitation. In turn, in stage three to six
years, when the schooling with possibilities of integration varies according to each particular
case, it will continue the proceedings initiated earlier, with intensification of
psychoeducational skills, enhancing communication skills, language, of daily life,
independence, autonomy, the game, socialization and behavioral control, for which it will
develop, among others, integration programs and training in social skills. In a number of
cases this students will require support of teaching staff specialist in therapeutic Pedagogy
and in hearing and language; in addition, it will be necessary to have a caregiver when the
child has not attained the basic habits of hygiene, or when required greater control of open
spaces in which they occur, leisure activities or the degree of environmental structuring is
less, as happens in the game spaces and on outputs to the outside of the educational
center. In the Table 7 presents the general objectives to be attained in the education of the
child with PDD.
Table 7 General Objectives for the education of the child with PDD
General objectives for the education of the child with PDD
1. To develop their full potential and competences (autonomy, social skills,
communication and functional programming).
2. To encourage a more harmonious balance staff as possible.
3. To promote the emotional well-being.
4. To bring children with PDD to a world of meaningful relationships.

In primary education have to continue the previous proceedings to ensure the progression of
procurement of skills, behaviors, and programming in general as power-ups of integral
development and harmonious development of the Child, in every sense of the word, using
the same principles, strategies, and intervention models mentioned above. The differences
with the earlier filed in that now special emphasis will be placed on the acquisition and
reinforcing skills psychoeducational and basic instruction in reading, writing and calculation,
if possible. It is important to prepare children in pre-vocational tasks toward the end of
primary education, strengthening the mastery of basic skills (autonomy and independence,
activities of daily living, communication and language, of the social behavior...). In many
cases it will be necessary to provide intervention in specific units or centers, because it is
likely that the majority of these children may not be able to keep pace with other children
their age. The ideal thing at this stage is to achieve a performance that is integrated within a
model or systemic intervention program covering the different levels throughout the life
cycle, in response to the complexity of needs of these children.

Table 8 indicates actions and strategies to follow before the different difficulties that may
arise in the classroom with children with PDD.
Table 8
Some strategies to use in the classroom with children with PDD
In view of the It is appropriate...
difficulties of...
Communication and Speak slowly, with clear and concise phrases.
Language Sequencing the long instructions, reinforcing them with images
(using visual supports).
To make sense of the ecolalias for that progressively be replaced
by words more socially appropriate (must realize that what they say
has a sense for others).
Use schemas that can guide during a conversation.
Perception Just give the necessary information.
Provide the necessary time to be able to issue a response. Check
the sensory stimuli.
Take advantage of the visual information.
Attention Promote the shared care.
Work the selective attention.
Use visual aids that facilitate the structuring of time and space.
Maintain the physical proximity.
Adjust the duration of tasks.
Limit the amount of stimuli.
Memory Identify visual aids.
Chain events and programming. Memorize into categories.
Anticipate events based on memories.
Motivation Identify individual motivators, taking into account the interests and
preferences of the person, proposing attractive activities that can
be used as reinforcement to other deemed relevant.
Recognize their achievements.
Insert favorite activities with other less desirable.
Initiative and Organize and structure the activities to be carried out. The more
behavior understandable makes the environment, less likely to appear
problematic behaviors. Start with the already completed.
Fragmentation of tasks, providing the previous aid, physical,
casting backward linkages or verbalization in the search of learning
without error. Explain the Behaviors appropriate for everyday
situations and make sure that 1 the has understood. Jointly analyze
conflict situations, following the sequences of the facts and
admitting its consequences.
Give you the option to enjoy moments of loneliness, you need to
decrease the anxiety of the requirement of the environment.
Imitation Structure activities of imitation. Working in small groups.

Generalization Teach in natural environments.

Work skills useful in daily life. Check the skills transfer.

Imagination Use concrete materials. Rely on visual representations. Avoid

abstract approaches.

4.3. Techniques and specific programs of intervention in the TGD

Saldaña and Moreno (2012) affect that in education with autistic children from the behavioral
approach used with good results behavior modification techniques, to try to produce
improvements in behavior socially relevant (Table 9).

Table 9 main techniques of behavior modification to remove disruptive behaviors

- Elimination of discriminating stimuli that trigger disruptive behaviors.
- Teach behaviors incompatible with which you want to delete.
- Withdrawal of attention to disruptive behavior.
- Use of corporal punishment using an aversive stimulus positive that you delete the
desired behavior.
- Use of corporal punishment by removing negative something nice for the child when
the unwanted behavior.
- Strengthen adapted for behaviors that replace the disruptive behavior.

Among the intensive behavioral programs early intervention, the model TEACCH (Treatment
and Education of Autistic and Communication Related Handicapped Children, in Spanish
"Treatment and education of children with autism and communication problems") is a clinical
service and a professional training program initiated at the University of North Carolina and
that encompasses nine clinical centers in the area, in which the family and the teacher
occupy a very important place, being the fundamental pillars of the coeducation of the child.
This model tries to provide a continuum of services from the pre-school stage until adulthood
and is based on the structured teaching in four facets: structuring the environment, both
spatially and temporally, visual aid through agendas, pictographs, etc., employment of
special interests subject to involve them in the apprenticeship systems and separate work
through the subdivision of tasks (Border, 2012; Saldaña and Moreno, 2012).
Within the targeted interventions, aimed at changing specific behaviors, such as linguistic,
alternative systems or augmentative communication not only does not inhibit oral
communication, but that make possible.
Augmentative Communication comprises the technical aids to facilitate communication with
these learners and the use of the multimodal language is a way of working the
communication that allows you to start and end up doing communicative interactions,
demands and expressing events, feelings and emotions. Oral language is accompanied by
tangible signs (real-world objects), gestural signs, photographs, graphic symbols
(pictograms, scriptures...), depending on the degree of abstraction and understanding of the
child. It is interesting to design a help point in the classroom that will allow the student to
have, for example, a box in which they found reassuring objects and a panel of
communication to access in case of distress that cannot be expressed with words.
As examples of the augmentative or alternative systems you can point out the following:
- Total Communication program of Benson Schaeffer. It is a method that serves to
develop communication and makes it easier in some cases, the appearance of the oral
language, because it emphasizes the expressive use of language. It is a bimodal method,
which uses words and signs simultaneously and in which teaches the child to perform
manual signs to achieve desired objects, while people who are directed to the child
simultaneously use the code oral and the marked. To assist the nonverbal children, fostering
a spontaneous production the aim of which is to understand that the effect of the production
of the signs is the achievement of things. The program explained in detail can be found in
the "Dictionary of Signs for pupils with special educational needs in the area of
communication/language: Total Communication program speaks marked of B. Schaeffer",
Rebollo and cois. (2001).
- Pees (system of communication by sharing of images), developed by Frost and Bondy
(1994). The appearance on the market of this program designed for students with notorious
mental retardation is relatively recent. In this case are the children themselves who initiate
the interaction, in such a way that it begins with a request, to deliver the image of a desired
object to another person in exchange for that purpose. This encourages the child to initiate
communication instead of responding with a signal and for it to be acquire basic
communication skills in a social exchange.
The new information and communication technologies are an excellent educational
resource for learners with ASD. The computer provides a safe learning environment,
because the stimuli remain stable and the facts are predictable. Acts as an intermediary in
communication with others and provides structured skills practice, helping to organize ideas.
It is, moreover, a learning tool and game. But it has to be avoided that access to the
computer ritualice and lose its sense, so it is important to accompany the student in their
work and try to make the time of access to ICTS have a specific objective.
Other Spanish-language programs that aim to promote the development of communication-
affective in children with ASD are:
- The program e-Mintza (which in Basque means "speaks") is a program of free
download in the page Http://fundacionorange.es/emintza.html and who has been born from
the collaboration between the Orange Foundation and the Foundation Dr. Carlos Elosegui,
Polyclinic of Gipuzkoa. It consists of a communication board with pictograms or images and
sounds associated that allow direct communication and easy. The dashboard is easily
customizable in terms of the language to be used, text, images, videos or sounds,
depending on the needs of the user, who will be able to interact preferentially through a
touch screen in a tablet device type, but also through the mouse in the case of a computer
screen do not touch pad. There are versions in Spanish, Basque, Catalan and Galician.
The program guideline, developed by the Center pattern of Madrid, is designed to work the
difficulty of people with Asds to understand or interpret what happens in social situations, in
which the emotional expression or thought is often a key element for such understanding. An
example of a task of the program is to show a video unfinished with a social situation of
reference providing the user five alternatives for you to choose the correct logical or end of
the situation, reforzandole your success with music and visual reward.
The program INMER, developed by the Institute of Robotics at the University of Valencia,
also helps to work the emotional expressions. After an emotional situation relevant to a
character, it disappears your face or your back, at which time the user has to choose the
face suitable for the situation of among several alternatives, with information about the
success or error. On the page of the Spanish Association of Professionals in the AETAPI
Autism/there is a wide Bibliography and references to many computer programs, such as the
last two cited above (http:// aetapi.org/bibliodivulgacion.htm).

References
American Psychiatric Association (APA) (2000). Diagnostic and Statistical Manual of Mental
Disorders (4th ed., text revision), DSM-IV-TR. Washington: Author [trad. cast. (2002), the
Diagnostic and Statistical Manual of Mental Disorders, 4 th ed., revised text. Barcelona:
Masson]).
American Psychiatric Association (APA) (2013). Diagnostic and Statistical Manual of Mental
Disorders, 5 th ed., DSM-V-TM. Washington: American Psychiatric Publishing.
Bernardo, T. and Martin, C. (2002). The boy and the girl with autism. In R. Bautista (coord.),
Special Educational Needs, 3 ed. Malaga: Aljibe.
Knight, R. (2006). Asperger's syndrome. In C. Vázquez Kings and M. I. Martinez Fair
(coords.), the General disorders of development. An approach from practice. The Asperger's
syndrome. Education response. Ministry of Education of Andalusia. General Directorate of
participation and solidarity in education.
Duffy, F. H. and Ais, H. (2012). A stable pattem of EEG spectral coherence distinguishes
children with au- tism from neuro-typical Controls - a large case control study. BMC
Medicine, 10. Available at http:// www.biomedcentral.com/1741 -7015/10/64.
D
unn, Ll. M., Dunn, L. M. and Arribas, D. (2010). Pea- body. Vocabulary images, 2 th ed.
Madrid: TEA.
Frith, U. (1991). Autism. Toward an explanation of the enigma. Madrid: Alianza Editorial.
Border. M. (2012). Intervention: principles and psychoeducational programs. In M. A.
Martinez Martin and J, L. Cuesta Gomez. All about autism. Tarragona: Altana.
Frost, L. and Bondv, A. (1994). The Picture Exchange Communication System: Training
Manual (Spanish edition). New Jersey: Educational with Pvramid- sultants.
Gomez, I. (2010). Cognitive Science. theory of mind and autism. Psychological thought, 8
(15), 113- 123.
Kirk, S. A., McCarthy and Kirk, W. D. (2011). ITPA. Illinois test of skills Psicologías Analíticas,
8 ed. Madrid: TEA.
Koegel, R. and Koegel, L. (1995). Teaching children with autism; strategies for initiating
positive interactions and improving learning opportunities. Baltimore: PH Brookes.
Hortal, C (coord.) Bravo, A., Mitja, S. and Soler, J. (2011). Pupils with autism spectrum
disorder. Barcelona: Grao.
Lopez, S., Rivas, R. M. and Taboada, E. M. (2010). The role of the intervention
psioceducativa in the symptomatology of autistic disorder. Psychology Notes, 28 (3), 197-
203.
Lord, C., Rutter, M., Dilavore, P, C. and Risi, S. (2008). Ated. Scale of observation for the
diagnosis of autism. Madrid. TEA.
Murillo, E. (2012). Trastomos update and conceptual aspects of Autism Spectrum Disorder
(ASD). In M. A.
Martinez Martin and J. L. Cuesta Gómez, all about autism. Tarragona: Altaria.
Padrón, P. (2006). Asperger syndrome in the classroom: history of Javier. Madrid: Díaz de
Santos.
Raven, J. C. (1992). Raven's Progressive Matrices, 3, Ed. rev. Madrid: Pearson.
Riviere A. (2004). Idea: Inventory of the autistic spectrum. Madrid: Fundec.
Riviere, A. (1999). The development and education of the autistic child. In A. Marchesi, C.
Coll and J. Palacios, psychological development and education. III. Developmental
disorders and special educational needs. New York: Psychology.
Rebollo, A. M., Capel, A., Brogueras, T., Díaz, M. L., Álvarez-Castellanos, M. L., Pérez, F. M.
and Alarcón, J. M. (2001). Dictionary of Signs for pupils with special educational needs in the
area of communication/language: Total Communication program speaks marked of B.
Schaeffer. Murcia: Ministry of Education and Culture of the Region of Murcia.
Rutter, M., Le Couteur, A. and Lord, C. (2011). ADI-R. Interview for the diagnosis of autism, 2
Ed. rev. Madrid: TEA.
Rutter, M., Bayley, A. and Lord, C. (2005). SCQ. Questionnaire of social communication.
Madrid: TEA.
Saldaña, D., and Moreno, F. J. (2012). Effectiveness of interventions of a psychological
nature in Autism Spectrum Disorders: evidence available. In M. A. Martinez Martin and J. L.
Cuesta Gómez, all about autism. Tarragona: Altaria.
Sánchez-López, P. (1999). The Autism. In M. A. Lou Royo and N. Lopez Urquizar (coord.),
Databases- dagogicas psicope special education, 2 ed. Madrid: Pyramid.
Schopler, E., Reichler, R. J. and Renner, B. (1988). The Child Autism Rating Scale. (CARS).
Los Angeles: Western Psychological.
Rice, J., Tirapu-UstPerez-Sayes, G., Erekatxo-Bilbao, M. and Peleg, C. (2007). What is the
theory of the mind? Journal of Neurology, 44 (44), 479-489.
Xunta de Galicia (2007). Pupils with xeneralizados disorders do Directorate General.
Guidance and Epidemiologia Respostas Políticas educational. Santiago de Compostela:
Xunta de Galicia. Regional Ministry of Education and University Regulation.