In addition to her international certification as an Advanced Certified Autism Specialist (ACAS, IBCCES), Leila Mekacher has now also successfully completed the German qualification as a “Specialist Consultant in the Autism Spectrum” at IFBFB in Berlin. This continuing education programme was supported by her employer, SRH Berufsbildungswerk Neckargemünd, and her supervisors; colleagues enabled her to attend the training modules in Berlin by covering for her and providing support. The two certifications complement each other and further strengthen her professional expertise in autism and neurodivergence.
Through this combined qualification, she has acquired in-depth knowledge of definitions, prevalence, and strengths profiles in autism, as well as neurobiology, autism in adolescence, overlaps with ADHD and PDA, and international developments. Further areas of focus include self-advocacy and the perspectives of autistic people, inclusion in schools, society, and the workplace, diagnostic procedures across the lifespan (including for people with intellectual disabilities), medical perspectives, psychopharmacotherapy, and co-occurring mental health conditions. She also has specialist expertise in interviewing and counselling techniques, communication with people on the autism spectrum, social skills training, peer counselling, gender-specific aspects (including women and girls on the spectrum), and approaches such as TEACCH and other forms of social-cognitive training.
Another key focus is on the professional management of challenging behaviour, positive behaviour support, prevention and de-escalation, structured crisis intervention programmes, and behavioural dialogue. This is complemented by specialist and case consultation, early intervention, parent counselling, psychoeducation, identity development, case-specific consultation, and the development of individual case and support plans. These include applied behaviour analysis (ABA), functional behaviour assessment, reinforcement strategies, Discrete Trial Training (DTT), evidence-based support planning, the development of individual education plans, combinations of methods (e.g. ABA, TEACCH, and social-cognitive approaches), ethical principles for working with autistic people, and knowledge of sensory differences, health, self-regulation, stress and crisis prevention, autonomy, participation, and quality of life.
