LSP® International Certification
Tired of seeing skills that only appear under direct instruction?
It’s time to change the approach. Learn to design “Game Plans” that take the child from imitation-based learning to real social competence.
Why LSP?
LSP seeks to strengthen professional competencies, foster collaborative networks, and bring applied research closer to clinical, family, and educational settings.
Increase the clinical competencies and knowledge of professionals working with children with autism, using LSP alongside other developmental approaches and models.
Promote collaboration and joint work among professionals, educators, and families of children with autism.
Increase understanding of the Learning Style Profile for children with ASD (Rydell, 2012) as an evidence-based approach.
Foster networking and professional connections among participants.
Increase the transfer of applied research into developmental and clinical practice in ASD.
Expand the application of LSP to educational and clinical settings.
Promote opportunities for institutional and educational exchanges, as well as clinical supervision among participants using LSP.
Program structure
A two-year program combining theoretical content, case analysis, professional exchange, and practical application of the LSP© model.
Focused on training professionals in the guidelines and considerations for developing, preparing, and implementing interventions , following each of the 10 LSP© components.
Each LSP© component is organized under the following structure:
- Theoretical introduction (Dr. Burón) + bibliography and reference reading.
- Topics and Discussion: analysis and exchange on the platform.
- Summary of professional competencies required for the component, with discussion and video demonstration by Dr. Rydell.
A live 2 (two)-hour Zoom webinar will be held quarterly, to provide a space for interaction, exchange, and analysis among students.
- Action plan: how to plan therapies and skill development.
- Concept of Anxiety versus Confidence.
- Concept of Learning: independence in the use of social, communicative, and interaction skills.
- Flexibility, reciprocal and contingent interactions.
- Social communication and functional interactive patterns.
- Emotional regulation, comfort zone, interference, and tolerance.
- Design and planning of Joint Action Routines (JAR).
Focused on enabling the professional to move beyond the 10 components in a linear way, developing critical thinking and an LSP© perspective for analyzing everyday situations.
A space for analysis and discussion will be provided through practical assignments, case presentations, etc., to examine the prioritization of interventions, goal development, program planning, and intervention strategies through case study examples.
Students will work in small groups on planning and demonstrating Joint Action Routines (JAR).
Students must submit their own intervention videos — with real patients or through role-playing — in which their professional performance, theoretical understanding, and practical implementation of the LSP© model will be assessed.
- Role of parents and caregivers.
- Core challenges in autism and functional treatment goals.
- Strengths vs. challenges. The importance of functional assessment. Use of LSP protocols as a qualitative data-collection approach.
- Therapist competencies, transactional supports, and LSP implementation.
- Similarities and differences with other treatment models.
- Identify and understand the 10 LSP components.
- Understand how research on Naturalistic Developmental Behavioural Interventions (NDBI) supports LSP.
- Carry out a complete LSP Protocol for assessing strengths and challenges.
What will you achieve?
Identify intervention priorities, goals, and objectives for each LSP component.
Incorporate LSP goals/objectives into Joint Action Routines.
Demonstrate LSP competencies through a video demonstration of intervention preparation and delivery, applying the constructs and guidelines of the LSP approach.