This text is part of the special section Higher Education
As Autism Spectrum Disorder (ASD) diagnoses increase and scientific knowledge improves, it becomes essential to train people who can support and understand the social behaviors of those diagnosed. At UQAM, the specialized graduate diploma (DESS) in behavioral intervention thus makes it possible to better assess their needs and those of their families.
Autism Spectrum Disorder (ASD) is manifested by difficulties in communication and social interaction, as well as a repertoire of stereotyped and repetitive behaviors. It usually develops during the first three years of childhood. In Quebec, the prevalence rate – the percentage of diagnosed cases compared to the general population – is estimated at 1.5%, and it is constantly increasing, reports the Quebec Federation of Autism (FQA). This is partly linked to greater accuracy of diagnostic criteria and better knowledge of profiles.
The need for specialized intervention with people diagnosed is therefore great. To train the next generation, the DESS in behavioral intervention thus combines theory and practical application in a professional environment. It is based on applied behavior analysis, an approach recognized as being one of the most effective in relearning behaviors and improving both quality of life and social skills. “We can also see improvements in language and autonomy,” says Nathalie Poirier, director of the program for the past three years and who will pass the torch to Professor Diane Morin this fall.
New Structure
The formation, which has existed since 2003, underwent a makeover in the fall of 2021 following an evaluation. “Autism research is evolving, and it was time to update courses so that students have access to the most recent knowledge,” explains Nathalie Poirier, also a professor in the Department of Psychology at UQAM.
Eight compulsory courses now punctuate the course, which ends with an internship in intervention. Those admitted will be able to keep abreast of knowledge resulting from research in neuropsychology, epidemiology and intervention. For example, more and more data show that women are better able to camouflage the symptoms of an ASD, especially those that are mild, than their male counterparts. They therefore escape further diagnosis.
A new course on physical and psychological health addresses aspects such as aging and neurocognitive disorders, sexual health and suicide risk. Several studies, including a recent publication from the University of British Columbia, have also shown that people with ASD often have at least one mental health problem.
Another novelty is the course on the interventions to be encouraged in the educational environment, from early childhood to adulthood. These skills are very useful in educational and school childcare services up to the university level, as well as in integrated health and social services centres, in particular.
Train specialists
Since UQAM is the only French-speaking university to offer this training at the second cycle, it attracts people from all walks of life. “Nearly a third of the people who take our courses come from abroad, particularly from Europe and South America,” says Nathalie Poirier. They come to work in Quebec or go back to their country with this new expertise in hand. »
The program is intended for people who hold a related bachelor’s degree, in psychology, social work, sociology, psychoeducation or speech therapy, for example. Families, namely the parents or siblings of people with ASD, are also accepted, even if they hold diplomas whose subjects are very far removed from the field. At the end of the course, students can work in special education and intervention in daycares, private clinics, public organizations, schools, respite homes or parent associations. Nathalie Poirier is also very interested in families of children with ASD. She is currently conducting several research projects on the impact of ASD on their quality of life. Through 12-week yoga workshops, she compares the evolution of participants’ well-being, such as the level of anxiety and concentration.
“We have noticed that the more frequent the involvement of a parent, the more the children concentrate on performing the postures and benefit from them,” she says. Encouraging and positive results, according to the professor.
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