UNIVERSITY OF VERMONT
DEPARTMENT OF COMMUNICATION SCIENCES AND DISORDERS
COURSE NAME: Autism Spectrum Disorders: Issues in Assessment & Intervention
COURSE NUMBER: CMSI 299/EDCI 200 CRN 12403 Off campus UG & GR students (Section DL1) CRN 10872 On campus UG & GR students (Section A1) CRN 12934 Off campus ILEHP students (Section DL2) CRN 14138 Off campus SLP-A students (Section DL3) CRN 10881 On campus CE students (Section ZR1) CRN 14201 Off campus HEC students (EDCI 200, Section DL1)
SEMESTER: Spring YEAR: 2011
COURSE DESCRIPTION:
This course will highlight current research regarding neurodevelopmental issues in autism; recognizing early markers or red flags for ASD; the diagnostic criteria and assessment tools used to identify children with ASD; assessment and intervention considerations in communication, social interaction and play; intervention strategies with an evidence-base including relationship based (e.g., Floor Time), skill based (e.g., PECS, video modeling), parent-based (e.g., joint attention training, More Than Words), and cognitive-perspective based (e.g., social stories, peer mediation) interventions. The course will also focus on developing an understanding of the role of families in the assessment and intervention of children and adolescents with ASD in consideration of their cultural values and beliefs. Further, the course will create a framework for understanding and implementing effective interventions; and, profiling the strengths and challenges of each intervention including ways to match children’s strengths and needs, family capacity and the family’s cultural values and beliefs with the interventions selected. Students will be exposed to collaborative and interdisciplinary models of service delivery that ensure family-centered and culturally competent approaches to assessment and intervention.
CREDITS: 3 (Undergraduate & Graduate)
PREREQUISITES: No specific prerequisites have been listed as required; however, this is an upper 200 level course offered for undergraduate and graduate credit. Undergraduates who take the course should be in good standing and should be upper level students with a specific interest in autism. CMSI 94 Development of Spoken Language would facilitate students’ understanding of the language components emphasized in this class.
CLASS MEETING TIMES:
DATES: Wednesday, January 19, 2011 to Wednesday, May 4, 2011
TIME: 5:10-8:10 pm
1 LOCATION: L400 Lafayette (@ UVM) DISTANCE LEARNING SITES: VIT sites: Brattleboro, Rutland, Springfield, St. Albans, Montpelier
NOTE: VIT sites are not available for a full 3 hours on Feb. 9 th -only available 5:10 to 6:45 pm; on March 16 Montpelier students will need to go to Waterbury; Castleton site will be used for the two first weeks of class in place of Rutland site
URL for Videowebstreaming: http://real.uvm.edu:554/ramgen/broadcast/cmsi.rm
COURSE FACULTY:
PRIMARY INSTRUCTOR: Patricia A. Prelock, Ph.D., CCC-SLP Dean, College of Nursing & Health Sciences Professor, Department of Communication Sciences & Disorders OFFICE: 105 Rowell, 106 Carrigan Drive, UVM PHONE: (802) 656-2529 E-MAIL: [email protected] OFFICE HOURS: 2-3:30 pm Wednesday Other times by appointment
CO-INSTRUCTOR: Amy Ducker Cohen, Ph.D. Clinical Coordinator, Autism Spectrum Program OFFICE: Howard Center PHONE: (802) 488-6683 E-MAIL: [email protected] OFFICE HOURS: By appointment only
TEACHING ASSISTANT : Jessica Berry, Graduate Student OFFICE: Graduate Student Room, Pomeroy Hall PHONE: (845) 321-3453 E-MAIL: [email protected] OFFICE HOURS Available Thursdays, 3:00-5:00 pm Other times by appointment
PROGRAM SUPPORT: Louise Lareau OFFICE: 005 Rowell E-MAIL: [email protected] OFFICE HOURS: Available Tuesdays & Wednesdays, 8:00-4:00
TEACHING-LEARNING METHODS:
A variety of teaching tools including group and individual classroom and Blackboard activities will be used to facilitate students’ learning. This is a writing intensive course with support from the Writing in the Disciplines Program. Student learning is evaluated through the completion of several writing assignments for which grading rubrics are provided. Video 2 clips both in class and on blackboard provide context for the content that will be discussed in class. In the classroom, students will be asked to participate in class discussions that are facilitated through a think-pair-share strategy in small groups. Targeted group and general discussion forums will occur using Blackboard technology.
TEXTBOOKS & OTHER REQUIRED MATERIALS:
REQUIRED TEXT: Prelock, P. A. (2006 ). Autism Spectrum Disorders: Issues in Assessment & Intervention . Austin, TX: Pro-Ed Publishers.
ADDITIONAL REQUIRED & RECOMMENDED READINGS: Additional journal articles used to supplement the required text can be found on Blackboard. The readings are organized under Course Materials. There is a folder for each Wednesday class with the required and recommended readings posted as links to the articles through the UVM Library where you can download individual pdfs. Please be sure your Adobe Reader is up to date on whichever computer you are using. Please note: Readings in the required textbook will not be posted on Blackboard. A decision was made not to create coursepacks to save paper (ultimately trees) and costs for students. I encourage you to bring your laptops to class and take notes on the ppts or instructional outlines that are posted to support your learning.
RESOURCES:
National Research Council (2001). Educating children with autism. Washington, DC: National Academy Press. (check on line at NAP)
National Standards Project (2009). Addressing the need for evidence-based practice guidelines for ASD. National Autism Center ( www.nationalautismcenter.org )
Check out the ASHA Evidence-Based MAP for Autism ( www.ncepmaps.org or http://www.ncepmaps.org/Autism-Spectrum-Disorders.php )
PLEASE CHECK BLACKBOARD EACH WEEK:
A copy of each week’s course outline will be posted on Blackboard prior to each class. Links to both required & recommended readings will also be posted on Blackboard as will resources of interest, video links, and additional handouts for each class. Students should check the Blackboard site for CMSI 299/EDCI 200 on a regular basis for additional and relevant materials that will support class discussion and applications to practice.
COURSE OBJECTIVES:
1. To increase knowledge and skill in applying family-centered and culturally competent care to the assessment and intervention of children and adolescents with ASD and their families. (ASHA Standards III-D & IV-G1b, 2a; VT Standard 2: Professional Development, Principles 2 & 3; VT Standard 3: Colleagueship, Principle 10).
3 2. To increase awareness and knowledge of both formal and informal methods of assessment for children and adolescents with ASD, especially in the areas of receptive & expressive language, cognitive communication, social aspects of communication, communication modalities , play and behavior. (ASHA Standards III-D & IV-G1b; VT Standard 2: Professional Development, Principles 7 & 9). 3. To increase understanding of the red flags or early markers as well as the diagnostic criteria used to identify children and adolescents with ASD. (ASHA Standards III-C, III-D & III-F; VT Standard 2: Professional Development, Principle 3). 4. To create diagnostic profiles of children and adolescents with ASD leading to meaningful, evidence-based intervention planning. (ASHA Standards III-C, III-D, III-F, IV-G1b & 2a & IV-F; VT Standard: Professional Development, Principles 7, 8 & 9; VT Standard 3: Colleagueship, Principle 10; VT Standard 4: Advocacy, Principles 11 & 12; VT Standard 5: Accountability, Principles 15 & 16). 5. To increase understanding of various evidence-based interventions proposed for serving the needs of children and adolescents with ASD and their families as described in the literature . (ASHA Standards III-D, III-F & IV-G2a; VT Standard 2: Professional Knowledge, Principles 3 through 9). 6. To increase knowledge and use of creative problem solving, conflict management and mediation strategies to support team decision making around selection and development of intervention programs for children with ASD and their families. (ASHA Standards III-D, III-F & IV-G2a; VT Standard 3: Colleagueship, Principle 10; VT Standard 4; Advocacy, Principles 11-13. 7. To create treatment protocols for serving children with ASD leading to meaningful, evidence-based intervention across a variety of settings. (ASHA Standards III-F & IV-G2a; VT Standard 2: Professional Knowledge, Principles 3- 9). 8. Students will understand and use effective interaction and personal qualities to collaborate with students, families and other professional colleagues to provide the most appropriate model of service delivery for children and adolescents with ASD (ASHA Standard IV-G2a; VT Standard 3: Colleagueship, Principle 10; VT Standard 4: Advocacy, Principles 11, 12 & 13).
The following is a list of the expected knowledge and skills for students at the end of the CSD program as outlined by the Commission on Academic Accreditation (CAA) in Standard 3.1B. Those outcomes that are supported through work in this course are identified (see checked boxes). Knowledge of the nature of speech, language, Taught Practiced Evaluated hearing, and communication disorders and differences, as well as swallowing disorders, including etiologies, characteristics, and anatomical/physiological, acoustic, psychological, developmental, linguistic, and cultural correlates. articulation fluency voice and resonance, including respiration and phonation receptive and expressive language (phonology, X X morphology, syntax, semantics, and pragmatics) in speaking, listening, reading, writing, and manual 4 modalities hearing, including the impact on speech and language swallowing (oral, pharyngeal, esophageal, and related functions, including oral function for feeding; orofacial myofunction) cognitive aspects of communication (e.g., attention, X X memory, sequencing, problem solving, executive functioning) social aspects of communication (e.g., behavioral and X X social skills affecting communication) communication modalities (e.g., oral, manual, and X X augmentative and alternative communication techniques and assistive technologies) Knowledge of the principles and methods of Taught Practiced Evaluated prevention, assessment, and intervention for people with communication and swallowing disorders across the life span, including consideration of anatomical/physiological, psychological, developmental, linguistic, and cultural correlates of the disorders standards of ethical conduct interaction and interdependence of speech, language, and hearing in the discipline of human communication sciences and disorders processes used in research and the integration of X X research principles into evidence-based clinical practice contemporary professional issues certification, specialty recognition, licensure, and other relevant professional credentials Skills in the following areas: Taught Practiced Evaluated oral and written or other forms of communication X (written) X (written) prevention, evaluation, and intervention of communication disorders and swallowing disorders interaction and personal qualities, including counseling, collaboration, ethical practice, and professional behavior effective interaction with patients, families, professionals, and other individuals, as appropriate delivery of services to culturally and linguistically diverse populations application of the principles of evidence-based practice self-evaluation of effectiveness of practice
CLASS SCHEDULE:
January 19, 2011 Understanding the Autism Spectrum: Diagnostic & Neurobiological Considerations
Questions to consider: • What characteristics are shared across the autism spectrum? • What are the problems in diagnosis? • What are the neurological underpinnings of the disorder? 5
REQUIRED READINGS:
Prelock, P. A. & Contompasis, S. H. (2006). Autism & related disorders: Trends in diagnosis and neurobiologic considerations. In P. A. Prelock, Autism Spectrum Disorders: Issues in Assessment & Intervention (pp.3-63). Austin, TX: Pro-Ed Publishers. (required text)
Prelock, P. A. & Contompasis, S. H. (2006). Health care considerations for children with ASD. In P. A. Prelock, Autism Spectrum Disorders: Issues in Assessment & Intervention (pp.541-571). Austin, TX: Pro-Ed Publishers. (required text)
Leonard, H., Dixon, G., Whitehouse, A.J.O., et al., (2010). Unpacking the complex nature of the autism epidemic. Research in Autism Spectrum Disorders , 4(4), 548-554.
Rojahn, J. & Matson, J.L., (2010). Assessment and diagnosis of autism and spectrum disorders in children. Journal of Developmental and Physical Disabilities, 22(4), 313-315.
Schroeder, J.H., Desrocher, M., Bebko, J.M. & Cappadocia, M.C., (2010). The neurobiology of autism: Theoretical applications. Research in Autism Spectrum Disorders , 4(4), 555-564.
RECOMMENDED READINGS:
Abrahams, B.S. & Geschwind, D.H. (2010). Connecting genes to the brain in autism spectrum disorders. Archives of Neurology , 67(4), 395-399.
Fan, Y-T, Decety, J., Yang, C-Y, et al., (2010). Unbroken mirror neurons in autism spectrum disorders. The Journal of Child Psychology and Psychiatry , 51(9), 981-988.
Ghaziuddin, M., (2010). Brief report: Should the DSM V drop Asperger Syndrome? Journal of Autism and Developmental Disorders , 40(9), 1146-1148.
Morrier, M. J., Hess, K.L. & Heflin, J., (2008). Ethnic disproportionality in students with autism spectrum disorder. Multicultural Education , 16(1), 31-38.
Moss, J. & Howlin, P., (2009). Autism spectrum disorders in genetic syndromes: Implications for diagnosis, intervention and understanding the wider autism spectrum disorder population. Journal of Intellectual Disability Research , 53(10), 852-873.
January 26, 2011 Assessment & Early Identification of Children with ASD
Questions to consider: • What are some early indicators of autism & how might practitioners assess these? • What tools should be used in the assessment of children suspected of ASD? • What information do standard measures provide that is relevant to the core deficits in autism? 6
REQUIRED READINGS:
Begeer, S., El Bouk, S., Boussaid, W., et al., (2010). Underdiagnosis and referral bias of autism in ethnic minorities. Journal of Autism and Developmental Disorders , 39(1), 142-148.
Chawarska, K., Klin, A., Paul, R., et al., (2009). A prospective study of toddlers with ASD: Short-term diagnostic and cognitive outcomes. The Journal of Child Psychology and Psychiatry , 50(10), 1235-1245.
Dewrang, P. & Sandberg, A.D., (2010). Parental retrospective assessment of development and behavior in Asperger syndrome during the first 2 years of life. Research in Autism Spectrum Disorders , 4(3), 461-473.
Matson, J.L. & Sipes, M., (2010). Methods of early diagnosis and tracking for autism and Pervasive Developmental Disorder Not Otherwise Specified (PDDNOS). Journal of Developmental and Physical Disabilities , 22(4), 343-358.
Prelock, P. A. (2006). An interdisciplinary, family-centered, and community-based assessment model for children with ASD. In Autism Spectrum Disorders: Issues in Assessment & Intervention (pp. 93-165) Austin, TX: Pro-Ed Publishers. (required text)
RECOMMENDED READINGS:
Bhat, A.N., Galloway, J.C. & Landa, R.J., (2010). Social and non-social visual attention patterns and associative learning in infants at risk for autism. Journal of Child Psychology and Psychiatry , 5(9), 989-997.
Fernell, E., Hedvall, A., Norrelgen, F., et al. (2010). Developmental profiles in preschool children with autism spectrum disorders referred for intervention. Research in Developmental Disabilities , 31 (3), 790-799.
Norris, M. & Lecavalier, L., (2010). Screening accuracy of Level 2 autism spectrum disorder rating scales: A review of selected instruments. Autism , 14(4), 263-284.
Saint-Georges, C., Cassel, R.S., Cohen, D., et al., (2010). What studies of family home movies can teach us about autistic infants: A literature review. Research in Autism Spectrum Disorders , 4(3), 355-366.
Young, G.S., Merin, N., Rogers, S.J. & Ozonoff, S., (2009). Gaze behavior and affect at 6 months: predicting clinical outcomes and language development in typically developing infants and infants at risk for autism. Developmental Science , 12(5), 798-814.
ASSESSMENT PROTOCOLS/TOOLS:
Baron-Cohen, S., Allen, J. & Gillberg, C. (1992). Can autism be detected at 18 months? The needle, the haystack and the CHAT. British Journal of Psychiatry, 161 , 839-843.
7 Gilliam, J. E. (2006). Gilliam Autism Rating Scale -2(GARS-2). Austin, TX: Pro-Ed.
Krug, D. A., Arick, J. R., & Almond, P. J. (1993 ). Autism screening instrument for educational planning (2 nd ed.). Austin, TX: Pro-ED.
Krug, D. A., & Arick, J. R. (2004). Krug Asperger’s Disorder Index (KADI ). Los Angeles, CA: Western Psychological Services.
LeCouteur, A., Lord, C., & Rutter, M. (2003). Autism Diagnostic Interview-Revised (ADI- R). Los Angeles, CA: Western Psychological Services.
Lord, C. Rutter, M., DiLavore, P. C. & Risi, S. (1999 ). Autism Diagnostic Observation Schedule-Generic (ADOS-G). Los Angeles, CA: Western Psychological Services.
Luyster, R., Gotham, K., Guthrie, W. et al. (2009). The Autism Diagnostic Observation Schedule-Toddler Module: A new module of a standardized measure for autism spectrum disorders. Journal of Autism & Developmental Disorders, 39 (9), 1305-1320
Matson, J.L., González, M. & Wilkins, J., (2009). Validity study of the Autism Spectrum Disorders-Diagnostic for Children (ASD-DC). Research in Autism Spectrum Disorders , 3(1), 196-206.
Matson, J.L., Wilkins, J., Sharp, B., et al., (2009). Sensitivity and specificity of the Baby and Infant Screen for Children with Autism Traits (BISCUIT): Validity and cutoff scores for autism and PDD-NOS in toddlers. Research in Autism Spectrum Disorders , 3(4), 924-930.
Mosconi, M.W., Reznick, J.S., Mesibov, G. & Piven, J., (2009). The Social Orienting Continuum and Response Scale (SOC-RS): A dimensional measure for preschool-aged children. Journal of Autism and Developmental Disorders , 39(2), 242-250.
Myles, B. S., Bock, S. J., & Simpson, R. L. (2001). Asperger Syndrome Disorder Scale. Austin, TX: Pro-Ed.
Robins, D. L., Fein, D., Barton, M. L., & Green, J. A. (2001). The Modified Checklist for Autism in Toddlers (M-CHAT): An initial study investigating the early detection of autism and pervasive developmental disorders. Journal of Autism & Developmental Disorders, 31 (2), 131-144.
Schopler, E., Reichler, R. J. & Renner, B. R. (1986). The childhood autism rating scale. (CARS). NY: Irvington Publishers.
Siegel, B. (2004). Pervasive developmental disorders screening test-II (PDDST-II): Early Childhood Screener for Autism Spectrum Disorders. San Antonio, TX: PsychCorp.
February 2, 2011 Assessment & Planning for Children with ASD: ABLLS, VB- MAPP & Early Start Denver Model
GUEST LECTURER : Dr. Amy Ducker Cohen
8
Questions to consider: • What strategies are available to monitor the progress of children with ASD? • What are the similarities and differences among the ABLLS, the VB-MAPP and the Early Start Denver Model?
REQUIRED READINGS:
Kelley, M.E., Shrillingsburg, M.A., Castro, M.J., Addison, L.R. & LaRue, R.H., Jr., (2007). Further evaluation of emerging speech in children with developmental disabilities: Training verbal behavior. Journal of Applied Behavior Analysis , 40(3), 431-445.
O’Connor, J., Rafferty, A., Barnes-Holmes, D. & Barnes-Holmes, Y., (2009). The role of verbal behavior, stimulus nameability, and familiarity on the equivalence performances of autistic and normally developing children. Psychological Record , 59(1), 53-74.
Sundberg, M. L., & Michael, J. (2001). The benefit of Skinner’s analysis of verbal behavior for children with autism. Behavior Modification, 25, 698-724.
Vismara, L.A. & Rogers, S.J., (2008). The Early Start Denver Model: A case study of an innovative practice. Journal of Early Intervention , 31(1), 91-108.
ASSESSMENT TOOLS:
Partington, J. W. (2008). The Assessment of Basic Language and Learning Skills-revised (ABLLS-R). Pleasant Hill, CA: Behavior Analysts, Inc.
Rogers, S. J., & Dawson, G. (2010). Early Start Denver Model Curriculum Checklist for Young Children with Autism. NY: Guilford Press.
Sundberg, M.L. (2008). Verbal Behavior Milestones Assessment and Placement Program: A Language and Social Skills Assessment Program for Children with Autism or Other Developmental Disabilities . Concord, CA: AVB Press.
February 9, 2011 Working with Families of Children with ASD: Achieving Family Centered, Culturally Competence & Strengths-Based Care
GUESTS: Family Faculty, Vermont Family Network
Questions to consider: • What is the role of families in assessment & intervention? • How can practitioners engage families in service delivery? • In what ways can teams establish priorities for children with ASD in collaboration with families?
9 REQUIRED READINGS:
Kayfitz, A.D., Gragg, M.N. & Orr, R.R., (2010). Positive experiences of mothers and fathers of children with autism. Journal of Applied Research in Intellectual Disabilities , 23(4), 337- 343.
Keenan, M., Dillenburger, K., Doherty, A., et al., (2010). The experiences of parents during diagnosis and forward planning for children with autism spectrum disorder. Journal of Applied Research in Intellectual Disabilities , 23(4), 390-397.
Milshtein, S., Yirmiya, N., Oppenheim, D., et al., (2010). Resolution of the diagnosis among parents of children with autism spectrum disorder: Associations with child and parent characteristics. Journal of Autism and Developmental Disorders , 40(1), 89-99.
Oppenheim, D., Koren-Karie, N., Dolev, S. & Yirmiya, N., (2009). Maternal insightfulness and resolution of the diagnosis are associated with secure attachment in preschoolers with autism spectrum disorders. Child Development , 80(2), 519-527.
Prelock, P. A. & Beatson, J. (2006). Learning to work with families to support children with ASD. Autism Spectrum Disorders: Issues in Assessment & Intervention (pp. 65-92). Austin, TX: Pro-Ed Publishers. (required text)
RECOMMENDED READINGS:
Abbey, D. (Column Editor: R.L. Foster), (2009). Family-Centered Care: Helping families find the best evidence: CAM therapies for autism spectrum disorders and Asperger’s disorder. Journal for Specialists in Pediatric Nursing , 14(3), 200-202.
Osborne, L.A. & Reed, P., (2009). The relationship between parenting stress and behavior problems of children with autistic spectrum disorders. Exceptional Children , 76(1), 54-73.
Shu, B-C, (2009). Quality of life of family caregivers of children with autism: The mother’s perspective. Autism , 13(1), 81-91.
Stuart, M. & McGrew, J.H., (2009). Caregiver burden after receiving a diagnosis of autism spectrum disorder. Research in Autism Spectrum Disorders , 3(1), 86-97.
Turnbull, A., Zuna, N., Hong, J., et al, (2010). Knowledge-to-Action Guides: Preparing families to be partners in making educational decisions. Teaching Exceptional Children , 42(3), 42-53.
February 16, 2011 Assessing & Supporting Communicative Intentions in Young Children with ASD: The CSBS-DP & SCERTS Model
Questions to consider: • How should profiles of communication be developed for children with ASD?
10 • What is the role of joint attention in children's communication, social interaction and play? • How might practitioners utilize the Communication Symbolic Behavior Scales-Developmental Profile (CSBS-DP) to identify strengths and challenges in young children with ASD? • How might the Social Communication Emotion Regulation Transactional Supports (SCERTS) model be used to support program planning for children with ASD?
REQUIRED READINGS:
Prelock, P. A. (2006). Understanding and assessing the communication of children with ASD. In Autism Spectrum Disorders: Issues in Assessment & Intervention (pp. 167-173). Austin, TX: Pro-Ed Publishers. (required text)
Pry, R., Petersen, A.F. & Baghdadli, A., (2009). Developmental changes of expressive language and interactive competences in children with autism. Research in Autism Spectrum Disorders , 3(1), 98-112.
Roos, E.M., McDuffie, A.S., Weismer, S.E. & Gernsbacher, M.A., (2008). A comparison of contexts for assessing joint attention in toddlers on the autism spectrum. Autism , 12(3), 275- 291.
Shumway, S. & Wetherby, A.M., (2009). Communicative acts of children with autism spectrum disorders in the second year of life. Journal of Speech, Language, and Hearing Research , 52(5), 1139-1156.
Tager-Flusberg, H., Rogers, S., Cooper, J., Landa, R., et al., (2009). Defining spoken language benchmarks and selecting measures of expressive language development for young children with autism spectrum disorders. Journal of Speech, Language and Hearing Research , 52(3), 643-652.
RECOMMENDED READINGS:
Colombi, C., Liebal, K., Tomasello, M., Young, G., Warneken, F. & Rogers, S.J., (2009). Examining correlates of cooperation in autism: Imitation, joint attention, and understanding intentions. Autism , 13(2), 143-163.
Clifford, S. M., & Dissanayake, C. (2008). The early development of joint attention in infants with autistic disorder using home video observations & parental interview. JADD,38 (5),791- 805.
Jones, C.D. & Schwartz, I.S., (2009). When asking questions is not enough: An observational study of social communication differences in high functioning children with autism. Journal of Autism and Developmental Disorders , 39(3), 432-443.
Matson, J.L. & Neal, D., (2010). Differentiating communication disorders and autism in children. Research in Autism Spectrum Disorders , 4 (4), 626-632. 11
Llaneza, D.C., DeLuke, S.V., Batista, M., Crawley, J.N., et al., (2010). Communication, interventions, and scientific advances in autism: A commentary. Physiology & Behavior , 100(3), 268-276.
ASSESSMENT PROTOCOLS & RESOURCES:
Clifford, S., Hudry, K., Brown, L., et al., (2010). The Modified-Classroom Observation Schedule to Measure Intentional Communication (M-COSMIC): Evaluation of reliability and validity. Research in Autism Spectrum Disorders , 4(3), 509-525.
Drew, A., Baird, G., Taylor, E., Milne, E., & Charman, T. (2007). The Social Communication Assessment for Toddlers with Autism (SCATA): An instrument to measure the frequency, form and function of communication in toddlers with ASD. JADD, 37 (4), 648-666.
Prizant, B.M., Wetherby, A.M., Rubin, E., Laurent, A. C., & Rydell, P. (2004). The SCERTS Model: Enhancing communication and socioemotional abilities of children with autism spectrum disorders . Port Chester, NY: National Professional Resources, Inc.
Prizant, B., Wetherby, A., Rubin, E., and Laurent, A. (November, 2005). THE SCERTS™ Model Manual: Enhancing Communication and Socioemotional Abilities of Young Children with ASD. Baltimore, MD: Paul H. Brookes Publishing.
Wetherby, A.M. & Prizant, B. M. (1993). Communication and Symbolic Behavior Scales. Chicago, IL: Riverside Press.
Wetherby, A.M. & Prizant, B. M. (2002). Communication and Symbolic Behavior Scales- Development Profile. Brookes Publishing.
February 23, 2011 Behavioral Interventions for Children with ASD: Discreet Trial Training, Verbal Behavior & Imitation Training
GUEST LECTURER: Dr. Amy Ducker Cohen
Questions to consider: • What skills are most likely to be taught using discreet trial training? • What is the evidence for teaching verbal behavior in children with ASD? • How does imitation training support learning for children with ASD?
REQUIRED READINGS:
Dawson, G., Rogers, S., Munson, J., et al., (2010). Randomized, controlled trial of an intervention for toddlers with autism: The Early Start Denver Model. Pediatrics , 125(1), e17-e23. 12
Downs, A., Downs R.C., Johansen, M., & Fossum, M. (2007). Using discrete trial teaching within a public preschool program to facilitate skill development in students with developmental disabilities. Education and Treatment of Children, 30(3), 1-27.
Grindle, C.F., Kovshoff, H., Hastings, R.P. & Remington, B., (2009). Parents’ experiences of home-based applied behavior analysis programs for young children with autism. Journal of Autism and Developmental Disorders , 39(1), 42-56.
Ingvarsson, E.T. & Hollobaugh, T., (2010). Acquisition of intraverbal behavior: Teaching children with autism to mand for answers to questions. Journal of Applied Behavior Analysis , 43(1), 1-17.
Sanefuji, W., Yamashita, H. & Ohgami, H., (2009). Shared minds: Effects of a mother’s imitation of her child on the mother-child interaction. Infant Mental Health Journal , 30(2), 145-157.
RECOMMENDED READINGS:
Ferraioli, S., Hughes, C., & Smith, T. (2005). A model for problem solving in discrete trial training for children with autism. Journal of Early Intensive Behavioral Intervention , 2(4), 224 246.
Howard, J. S., Sparkman, C. R., Cohen, H. G., Green, G., & Stanislaw, H. (2005). A comparison of intensive behavior analytic and eclectic treatments for young children with autism. Research in Developmental Disabilities, 26(4) , 359-383.
Karsten, A. M., & Carr, J. E. (2009). The effects of differential reinforcement of unprompted responding on the skill acquisition of children with autism. Journal of Applied Behavior Analysis, 42, 327-334.
Lafasakis, M., & Sturmey, P. (2007). Training parent implementation of discrete-trial teaching: Effects on generalization of parent teaching and child correct responding. Journal of Applied Behavior Analysis, 40, 685-689.
Sallows, G. O, & Graupner, T. (2005). Intensive behavioral treatment for children with autism: Four-year outcome and predictors. American J Mental Retardation, 110 (6) , 417-438.
March 2, 2011 Considerations for the Assessment & Intervention of Play in Children with ASD
Questions to consider: • What is the role of play-based assessment in profiling the strengths and challenges of children with ASD? • What is the interaction between play, language, and cognition? • What interventions might support play development in children with ASD?
13 REQUIRED READINGS :
Prelock, P. A. (2006). Understanding and assessing the play of children with ASD. In Autism Spectrum Disorders: Issues in Assessment & Intervention (pp. 221-250). Austin, TX: Pro-Ed Publishers. (required text)
Prelock, P. A. (2006). Interventions to support the play of children with ASD. In Autism Spectrum Disorders: Issues in Assessment & Intervention (pp. 459-478). Austin, TX: Pro-Ed Publishers. (required text)
Ganz, J.B. & Flores, M.M., (2010). Supporting the play of preschoolers with autism spectrum disorders: Implementation of visual scripts. Young Exceptional Children , 13(2), 58-70.
Manning, M.M. & Wainwright, L.D., (2010). The role of high level play as a predictor social functioning in autism. Journal of Autism and Developmental Disorders , 40(5), 523- 533.
Mastrangelo, S., (2009). Harnessing the power of play: Opportunities for children with autism spectrum disorders. Teaching Exceptional Children , 42(1), 34-44.
RECOMMENDED READINGS:
Herrera, G., Alcantud, F., Jordan, R., et al., (2008). Development of symbolic play through the use of virtual reality tools in children with autistic spectrum disorders. Autism , 12(2), 143-157.
Hutman, T., Siller, M. & Sigman, M., (2009). Mothers’ narratives regarding their child with autism predict maternal synchronous behavior during play. The Journal of Child Psychology and Psychiatry , 50(10), 1255-1263.
Lang, R., O’Reilly, M., Sigafoos, J., et al., (2010). The effects of an abolishing operation intervention component on play skills, challenging behavior, and stereotypy. Behavior Modification , 34(4), 267-289.
Licciardello, C.C., Harchik, A.E. & Luiselli, J.K., (2008). Social skills intervention for children with autism during interactive play at a public elementary school. Education and Treatment of Children , 31(1), 27-37.
Theodorou, F. & Nind, M., (2010). Inclusion in play: A case study of a child with autism in an inclusive nursery. Journal of Research in Special Educational Needs , 10(2), 99-106.
ASSESSMENT TOOLS:
Lewis, V., & Boucher, J. (1998). Test of Pretend Play. Pearson Clinical Assessment.
Linder, T. W. (2008). Transdisciplinary Play-Based Assessment (revised edition, TPBA-2). Baltimore, MD: Paul H. Brookes Publishing.
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Linder, T. W. (2008). Transdisciplinary Play-Based Intervention (revised edition, TPBI-2). Baltimore, MD: Paul H. Brookes Publishing.
Lowe, M., & Costello, A. J. (1976; 1987). Symbolic Play Test. G. L. Assessment.
Westby, C. E. (2000). A scale for assessing development in children's play. In K. Gitlin- Weiner, A. Sandgrun, & C. Schaefer (Eds.), Play diagnosis and assessment (pp. 135-163). New York: John Wiley.
Westby, C. E. (1988). Children’s play: Reflections of social competence. Seminars in Speech and Language, 9, 1-13.
Westby, C. E. (1980). Assessment of cognitive and language abilities through play. Language, Speech, and Hearing Services in Schools, 11, 154-168.
March 9, 2011 SPRING BREAK
March 16, 2011 Understanding & Supporting the Social-Emotional Development of Children with ASD
Questions to consider: • What are the features of social-emotional development in children & adolescents with ASD that compromise their ability to relate? • In what ways can we assess the social-emotional development of children with ASD? • How does information from a social-emotional assessment support the development of goals & intervention strategies for emotion recognition, relating and social interaction?
REQUIRED READINGS:
Golan, O., Ashwin, E., Granader, Y., (2010). Enhancing emotion recognition in children with autism spectrum conditions: An intervention using animated vehicles with real emotional faces. Journal of Autism and Developmental Disorders , 40(3), 269-279.
Grèzes, J., Wicker, B., Berthoz, S. & de Gelder, B., (2009). A failure to grasp the affective meaning of actions in autism spectrum disorder subjects. Neuropsychologia , 47(8-9), 1816- 1825.
Lacava, P.G., Rankin, A., Mahlios, E., et al., (2010). A single case design evaluation of a software and tutor intervention addressing emotion recognition and social interaction in four boys with ASD. Autism , 14(3), 161-178.
Williams, D. & Happé, F, (2010). Recognising ‘social’ and ‘non-social’ emotions in self and others: A study in autism. Autism , 14(4), 285-304.
15 Prelock, P. A. (2006). Understanding & assessing the social-emotional development of children with ASD. Autism Spectrum Disorders: Issues in Assessment & Intervention (pp. 251-301).Austin, TX: Pro-Ed Publishers. (required text)
RECOMMENDED READINGS:
Anderson, D.K., Oti, R.S., Lord, C. & Welch, K., (2009). Patterns of growth in adaptive social abilities among children with autism spectrum disorders. Journal of Abnormal Child Psychology , 37(7), 1019-1034.
Beauchamp, M.H. & Anderson, V., (2010). SOCIAL: An integrative framework for the development of social skills. Psychological Bulletin , 136(1), 39-64.
Katagiri, M. Inada, N. & Kamio, Y., (2010). Mirroring effect in 2- and 3-year-olds with autism spectrum disorder. Research in Autism Spectrum Disorders , 4(3), 474-478.
Pan, C-Y, (2009). Age, social engagement, and physical activity in children with autism spectrum disorders. Research in Autism Spectrum Disorders , 3(1), 22-31.
White, S. W., & Roberson-Nay, R. (2009). Anxiety, social deficits, and loneliness in youth with autism spectrum disorders. JADD, 39 (7), 1006-1113.
ASSESSMENT TOOLS:
Greenspan, S. I. (1992). Infancy and early childhood: The practice of clinical assessment and intervention with emotional and developmental challenges. Madison, CT: International Universities Press.
Greenspan, S. I., DeGangi, G., & Wieder, S. (2001). The Functional Emotional Assessment Scale (FEAS) for Infancy and Early Childhood. Bethesda, MD: Interdisciplinary Council on Developmental and Learning Disorders.
March 23, 2011 Building Relationships to Support Children with ASD: Floor Time & Relationship Development Intervention (RDI)
Questions to consider: • How do you tune into a child with ASD? • What is floor time and how is it used to facilitate goals for relating with adults and peers? • What is the evidence for relationship-based interventions? • What is the role of parents as interventionists for their children with ASD?
REQUIRED READINGS:
Green, J., Charman, T., McConachie, H., et al., (2010). Parent-mediated communication- focused treatment in children with autism (PACT): A randomized controlled trial. The Lancet , 375(9732), 2152-2160. 16
Gulsrud, A.C., Jahromi, L.B. & Kasari, C., (2010). The co-regulation of emotions between mothers and their children with autism. Journal of Autism and Developmental Disorders , 40(2), 227-237.
Matson, M.L., Mahan, S. & Matson, J.L., (2009). Parent training: A review of methods for children with autism spectrum disorders. Research in Autism Spectrum Disorders , 3(4), 868- 875.
Meadan, H., Ostrosky, M.M., Zaghlawan, H.Y. & Yu, S.Y., (2009). Promoting the social and communicative behavior of young children with autism spectrum disorders: A review of parent-implemented intervention studies. Topics in Early Childhood Special Education , 29(2), 90-104.
Prelock, P. A. (2006). Interventions to support the social –emotional needs of children with ASD. In Autism Spectrum Disorders: Issues in Assessment & Intervention (pp.479-539). Austin, TX: Pro-Ed Publishers. (required text)
RECOMMENDED READINGS:
Birkin, C., Anderson, A., Seymour, F. & Moore, D.W., (2008). A parent-focused early intervention program for autism: Who gets access? Journal of Intellectual & Developmental Disability , 33(2), 108-116.
Regehr, K. & Feldman, M., (2009). Parent-selected interventions for infants at-risk for autism spectrum disorders and their affected siblings. Behavioral Interventions , 24(4), 237- 248.
Solomon, M., Ono, M., Timmer, S. & Goodlin-Jones, B., (2008). The effectiveness of parent-child interaction therapy for families of children on the autism spectrum. Journal of Autism and Developmental Disorders , 38(9), 1767-1776.
Reagon, K.A. & Higbee, T.S., (2009). Parent-implemented script fading to promote play- based verbal initiations in children with autism. Journal of Applied Behavior Analysis , 42(3), 659-664.
Todd, S., Bromley, J., Ioannou, K., et al., (2010). Using group-based parent training interventions with parents of children with disabilities: A description of process, content and outcomes in clinical practice. Child and Adolescent Mental Health , 15(3), 171-175.
RESOURCES:
Floortime DVD series ( www.floortime.org ): 1) The Basics: Relating & Communicating; 2) Sensory Regulation & Social Interaction & Symbolic & Logical Thinking
Greenspan, S. I. & Wieder, S. (1998). The child with special needs: Encouraging intellectual and emotional growth (see Chapters 8-12 on ‘The Floor Time Approach’ (pp. 121-292). Reading, MA: Addison-Wesley.
17
Greenspan, S., & Wieder, S. (2001). Floor Time Techniques and the DIR Model: For Children and Families with Special Needs. Bethesda, MD. ICDL Publications.
Gutstein, S. E. (2000). Autism/Aspergers: Solving the relationship puzzle . Arlington, TX: Future Horizons.
Gutstein, S. E., & Sheely, R. K. (2002a). Relationship development intervention with children, adolescents & adults: Social and emotional development activities for Asperger syndrome, autism, PDD & NLD . Philadelphia, PA: Jessica Kingsley Publishers.
Gutstein, S. E., & Sheely, R. K. (2002b). Relationship development intervention with young children: Social and emotional development activities for Asperger syndrome, autism, PDD & NLD . Philadelphia, PA: Jessica Kingsley Publishers.
March 30, 2011 Relationship Building to Support Children with ASD: More Than Words, Joint Attention Training & Other Parent Training Strategies
Questions to consider: ♦ What strategies can be used to facilitate joint attention? ♦ How can parents support social communication and vocabulary development in children with ASD in the home?
REQUIRED READING:
Isaksen, J. & Holth, P., (2009). An operant approach to teaching joint attention skills to children with autism. Behavioral Interventions , 24(4), 215-236.
Jones, E.A., (2009). Establishing response and stimulus classes for initiating joint attention in children with autism. Research in Autism Spectrum Disorders , 3(2), 375-389.
Kasari, C., Gulsrud, A.C., Wong, C., Kwon, S & Locke, J., (2010). Randomized controlled caregiver mediated joint engagement intervention for toddlers with autism. Journal of Autism and Developmental Disorders , 40(9), 1045-1056.
Kasari, C., Paparella, T., Freeman, S. & Jahromi, L.B., (2008). Language outcome in autism: Randomized comparison of joint attention and play interventions. Journal of Consulting and Clinical Psychology , 76(1), 125-137.
Naoi, N., Tsuchiya, R., Yamamoto, J-I, & Nakamura, K., (2008). Functional training for initiating joint attention in children with autism. Research in Developmental Disabilities , 29(6), 595-609.
RECOMMENDED READINGS:
18
Klein, J.L., MacDonald, R.P.F., Vaillancourt, G., Ahearn, W.H. & Dube, W.V., (2009). Teaching discrimination of adult gaze direction to children with autism. Research in Autism Spectrum Disorders , 3(2), 42-49.
Schertz, H. H., & Odom, S. L. (2007). Promoting joint attention in toddlers with autism: A parent-mediated developmental model. JADD, 37 (8), 1562-1575.
Taylor, B.A. & Hoch, H., (2008). Teaching children with autism to respond to and initiate bids for joint attention. Journal of Applied Behavior Analysis , 41(3), 377-391.
Warreyn, P., Roeyers, H., Van Wetswinkel, U., & De Groote, I. (2007). Temporal coordination of joint attention behavior in preschoolers with autism spectrum disorder. JADD, 37 (3), 501-512.
Whalen, C., Schreibman, L., & Ingersoll, B. (2006). The collateral effects of joint attention training on social initiations, positive affect, imitation, & spontaneous speech for young children with autism. Journal of Autism & Developmental Disorders 36 (5), 655-664.
RESOURCES:
Sussman, F. (1999). More than words: Helping parents promote communication and social skills in children with autism spectrum disorders. Toronto, Ontario: A Hanen Centre Publication.
April 6, 2011 Understanding the Language, Executive Function & Theory of Mind of Children & Adolescents with Autism & Asperger Syndrome
Questions to consider: • What are the language characteristics of verbal children and adolescents with ASD? • What is the role of executive function in the social, behavioral and academic experiences of children and adolescents with ASD? • In what way does theory of mind explain the challenges often reported for children with ASD?
REQUIRED READINGS:
Hobson, R.P., Lee, A., & Hobson, J.A., (2010). Personal pronouns and communicative engagement in autism. Journal of Autism and Developmental Disorders , 40(6), 653-664.
Lind, S.E. & Bowler, D.M., (2010). Impaired performance on see-know tasks amongst children with autism: Evidence of specific difficulties with Theory of Mind or domain- general task factors? Journal of Autism and Developmental Disorders , 40(4), 479-484.
19 Loukusa, S. & Moilanen, I., (2009). Pragmatic inference abilities in individuals with Asperger syndrome or high-functioning autism: A review. Research in Autism Spectrum Disorders , 3(4), 890-904.
Prelock, P. A. (2006). Understanding and assessing the communication of children with ASD. In Autism Spectrum Disorders: Issues in Assessment & Intervention (pp. 174-219). Austin, TX: Pro-Ed Publishers. (required text)
Zingerevich, C. & LaVesser, P.D., (2009). The contribution of executive functions to participation in school activities of children with high functioning autism spectrum disorder. Research in Autism Spectrum Disorders , 3(2), 429-437.
RECOMMENDED READINGS:
Cheng, Y., Chiang, H-C. ,Ye, J. & Cheng, L-H, (2010). Enhancing empathy instruction using a collaborative virtual learning environment for children with autistic spectrum conditions. Computers & Education 55(4), 1449-1458.
Hamilton, A.F. de C., Brindley, R. & Frith, U., (2009). Visual perspective taking impairment in children with autistic spectrum disorder. Cognition , 113(1), 37-44.
Paynter, J. & Peterson, C., (2010). Language and ToM development in autism versus Asperger syndrome: Contrasting influences of syntactic versus lexical/semantic maturity. Research in Autism Spectrum Disorders , 4(3), 377-385.
Pellicano, E., (2010). Individual differences in executive function and central coherence predict developmental changes in Theory of Mind in autism. Developmental Psychology , 46(2), 530-544.
Robinson, S., Goddard, L., Dritschel, B., Wisley, M. & Howlin, P., (2009). Executive functions in children with autism spectrum disorders. Brain and Cognition , 71(3), 362-368.
ASSESSMENT TOOLS & RESOURCES:
Beaumont, R.B. & Sofronoff, K., (2008). A new computerized Advanced Theory of Mind Measure for Children with Asperger Syndrome: The ATOMIC. Journal of Autism and Developmental Disorders , 38(2), 249-260.
O’Hare, A. E., Bremner, L., Nash, M., Happe, F., & Pettigrew, L. M. (2009). A clinical assessment tool for advanced theory of mind performance in 5 to 12 year olds. JADD, 39 (6), 916-928.
April 13, 2011 Understanding the Continuum of Interventions for Children with ASD & Making Evidence-Based Decisions as Part of a Collaborative Team
Questions to Consider:
20 ♦ What are best practices in early intervention for children with autism spectrum disorders? ♦ How do you select intervention strategies that meet a child’s goals? ♦ What are some ways to collaboratively plan for intervention? ♦ How do you make evidence-based decisions to select interventions?
REQUIRED READINGS:
Ingersoll, B.R., (2010). Teaching social communication: A comparison of naturalistic behavioral and development, social pragmatic approaches for children with autism spectrum disorders. Journal of Positive Behavior Intervention , 12(1), 33-43.
Jones, K. & Howley, M., (2010). An investigation into an interaction programme for children on the autism spectrum: Outcomes for children, perceptions of schools and a model for training. Journal of Research in Special Educational Needs , 10(2), 115-123.
Makrygianni, M.K. & Reed, P., (2010). A meta-analytic review of the effectiveness of behavioural early intervention programs for children with autistic spectrum disorders. Research in Autism Spectrum Disorders , 4(4), 577-593.
Prelock, P. A. (2006). Making intervention decisions to better serve children with ASD and their families. In Autism Spectrum Disorders: Issues in Assessment & Intervention (pp. 347- 395). Austin, TX: Pro-Ed Publishers. (required text)
Zachor, D.A. & Itzchak, E.B., (2010). Treatment approach, severity and intervention outcomes in young children. Research in Autism Spectrum Disorders , 4(3), 425-432.
RECOMMENDED READINGS:
Mesibov, G.B. & Shea, V., (2010). The TEACCH Program in the era of evidence-based practice. Journal of Autism and Developmental Disorders , 40(5), 570-579.
Neitzel, J., (2010). Positive behavior supports for children and youth with autism spectrum disorders. Preventing School Failure, 54(4), 247-255.
O’Connor, A.B. & Healy, O., (2010). Long-term post-intensive behavioral intervention outcomes for five children with autism spectrum disorder. Research in Autism Spectrum Disorders , 4(4), 594-604.
Self, T.L., Hale, L.S. & Crumrine, D., (2010). Pharmacotherapy and children with autism spectrum disorder: A tutorial for speech-language pathologists. Language, Speech, and Hearing Services in Schools , 41(3), 367-375.
Wong, V.C.N. & Kwan, Q.K., (2010). Randomized controlled trial for early intervention for autism: A pilot study of the Autism 1-2-3 Project. Journal of Autism and Developmental Disorders ,40 (6), 677-688. 21
April 20, 2011 Strategies to Support Children with ASD and Limited Verbal Communication: AAC Strategies including PECS & Visual Supports, Minimal Speech Approach, Milieu Communication Training & Time Delay
Questions to consider: ♦ How & why does the Picture Exchange Communication system (PECS) work? ♦ What visual supports should be provided to children with ASD? ♦ What other AAC strategies are effective to support communication in individuals with ASD? ♦ What is the role of time delay in supporting spontaneous communication in children with ASD? ♦ What are the principles of prelinguistic and enhanced milieu teaching?
REQUIRED READINGS:
Arthur-Kelly, M., Sigafoos, J., Green, V., Mathisen, B. & Arthur-Kelly, R., (2009). Review: Issues in the use of visual supports to promote communication in individuals with autism spectrum disorder. Disability and Rehabilitation , 31(18), 1474-1486.
Chaabane, D.B.B., Alber-Morgan, S.R. & DeBar, R.M., (2009). The effects of parent- implemented PECS training on improvisation of mands by children with autism. Journal of Applied Behavior Analysis , 42(3), 671-677.
Flippin, M., Reszka, S. & Watson, L.R., (2010). Effectiveness of the Picture Exchange Communication System (PECS) on communication and speech for children with autism spectrum disorders: A meta-analysis. American Journal of Speech-Language Pathology , 19(2), 178-195.
Ganz, J.B., Heath, A.K., Rispoli, M.J. & Earles-Vollrath, T.L., (2010). Impact of AAC versus verbal modeling on verbal imitation, picture discrimination, and related speech: A pilot investigation. Journal of Developmental and Physical Disabilities , 22(2), 179-196.
Prelock, P. A. (2006). Interventions to support the communication of children with ASD. In Autism Spectrum Disorders: Issues in Assessment & Intervention (pp. 397-458). Austin, TX: Pro-Ed Publishers. (required text)
RECOMMENDED READINGS:
Mancil, G. R., Conroy, M. A., & Haydon, T. F. (2009). Effects of modified milieu therapy intervention on the social communicative behaviors of young children with autism spectrum disorders, JADD, 39 (1), 149-163.
22 Preston, D. & Carter, M., (2009). A review of the efficacy of the Picture Exchange Communication System Intervention. Journal of Autism and Developmental Disorders , 39(10), 1471-1486.
Schlosser, R.W. & Wendt, O., (2008). Effects of augmentative and alternative communication intervention on speech production in children with autism; A systematic review. American Journal of Speech-Language Pathology , 17(3), 212-230.
Sulzer-Azaroff, B., Hoffman, A.O., Horton, C.B., Bondy, A. & Frost, L., (2009). The Picture Exchange Communication System (PECS): What do the data say? Focus on Autism and Other Developmental Disabilities , 24(2), 89-103.
Yoder, P.J. & Lieberman, R.G., (2010). Brief report: Randomized test of the efficacy of Picture Exchange Communication System on highly generalized picture exchanges in children with ASD. Journal of Autism and Developmental Disorders , 40(5), 629-632.
RESOURCES:
Frost, L. A., & Bondy, A. S., (2002). The Picture Exchange Communication System Training Manual (2 nd edition). Newark, DE: Pyramid Educational Products, Inc.
Hodgdon, L. A. (1998). Visual strategies for improving communication . Troy, MI: Quirk Roberts Publishing.
Potter, C. & Whittaker, C. (2001). Enabling communication in children w/ autism . Philadelphia, PA: Jessica Kingsley Press.
April 27, 2011 Strategies to Support Verbal Children with ASD: Pivotal Response Training, Video Modeling, Scripting, Social Stories & Comic Strip Conversations
Questions to consider: ♦ In what ways can practitioners enhance the language & social communication of children with ASD? ♦ In what ways can the social communication of with ASD be facilitated through Pivotal Response Training? ♦ How can Video Modeling support the social communication needs of children with ASD? ♦ How can social stories help support a child/ adolescent’s ability to recognize and respond to social cues & routines? ♦ How might comic strip conversations support the perspective taking of children & adolescents with ASD?
23 REQUIRED READINGS:
Kokina, A. & Kern, L. (2010). Social Story™ Interventions for students with autism spectrum disorders: A meta-analysis. Journal of Autism and Developmental Disorders , 40(7), 812-826.
Reichow, B. & Volkmar, F.R., (2010). Social skills interventions for individuals with autism: Evaluation for evidence-based practices within a best evidence synthesis framework. Journal of Autism and Developmental Disorders , 40(2), 149-166.
Shukla-Mehta, S., Miller, T., & Callahan, K.J., (2010). Evaluating the effectiveness of video instruction on social and communication skills training for children with autism spectrum disorders: A review of the literature. Focus on Autism and Other Developmental Disabilities , 25(1), 23-36.
Tereshko, L., MacDonald, R. & Ahearn, W.H., (2010). Strategies for teaching children with autism to imitate response chains using video modeling. Research in Autism Spectrum Disorders , 4(3), 479-489.
Tetreault, A.S. & Lerman, D.C., (2010). Teaching social skills to children with autism using point-of-view video modeling. Education and Treatment of Children , 33(3), 395-419.
RECOMMENDED READINGS:
Bellini, S. & McConnell, L.L., (2010). Strength-based educational programming for students with autism spectrum disorders: A case for video self-modeling. Preventing School Failure , 54(4), 220-227.
Charlop, M.H., Dennis, B., Carpenter, M.H. & Greenberg, A.L., (2010). Teaching socially expressive behaviors to children with autism through video modeling. Education and Treatment of Children , 33(3), 371-393.
Koegel, R.L., Vernon, T.W. & Koegel, L.K., (2009). Improving social initiations in young children with autism using reinforcers with embedded social interactions. Journal of Autism and Developmental Disorders , 39(9), 1240-1251.
Sancho, K., Sidener, T.M., Reeve, S.A. & Sidener, D.W., (2010). Two variations of video modeling interventions for teaching play skills to children with autism. Education and Treatment of Children , 33(3), 421-442.
Mechling, L.C. & Moser, S.V., (2010). Video preference assessment of students with autism for watching self, adults, or peers. Focus on Autism and Other Developmental Disabilities , 25(2), 76-84.
RESOURCES:
Gray, C. (1994). The new social story book . Jenison, MI: Jenison Public Schools.
24 Gray, C. (1993). The original social story book. Jenison, MI: Jenison Public Schools.
Gray, C. (1995). Social stories and comic strip conversations: Unique methods to improve social understanding. Jenison MI: Jenison Public Schools.
Gray, C. (1994). Comic strip conversations . Jenison, MI: Jenison Public Schools.
Koegel, R. L., & Koegel, L. K. (2006). Pivotal response treatments for autism: Communication, social & academic development. Baltimore , MD: Brookes.
May 4, 2011 Strategies for Inclusive Practice: Priming, Self-Management, Peer Mediation & Literacy Support
Questions to consider: ♦ How is priming and self-management used to support students with ASD in the inclusive classroom? ♦ What peer mediation strategies have been used to support the social interaction and friendship building between children with ASD & their typical peers? ♦ What are the literacy needs of children with ASD?
REQUIRED READINGS:
Ashburner, J., Ziviani, J. & Rodger, S., (2010). Surviving in the mainstream: Capacity of children with autism spectrum disorders to perform academically and regulate their emotions and behavior at school. Research in Autism Spectrum Disorders , 4(1), 18-27.
Banda, D.R., Hart, S.L. & Liu-Gitz, L., (2010). Impact of training peers and children with autism on social skills during center time activities in inclusive classrooms. Research in Autism Spectrum Disorders , 4(4), 619-625.
Frederickson, N., Jones, A.P. & Lang, J., (2010). Inclusive provision options for pupils on the autistic spectrum. Journal of Research in Special Educational Needs , 10(2), 63-73.
Gabig, C.S., (2010). Phonological awareness and word recognition in reading by children with autism. Communication Disorders Quarterly , 31(2), 67-85.
Prelock, P. A. (2006). Inclusionary practice for children with ASD. In Autism Spectrum Disorders: Issues in Assessment & Intervention (pp. 573-601). Austin, TX: Pro-Ed Publishers. (required text)
RECOMMENDED READINGS:
Banda, D.R. & Hart, S.L., (2010). Increasing peer-to-peer social skills through direct instruction of two elementary school girls with autism. Journal of Research in Special Educational Needs , 10(2), 124-132.
25 Chandler-Olcott, K. & Kluth, P., (2009). Why everyone benefits from including students with autism in literacy classrooms. The Reading Teacher , 62(7), 548-557.
Carnahan, C. R., Hume, K., Clarke, L., & Borders, C. (2009). Using structured work systems to promote independence and engagement for students with autism spectrum disorders. Teaching Exceptional Children, 41 (4), 6-15.
Gately, S.E. (2008). Facilitating reading comprehension for students on the autism spectrum. Teaching Exceptional Children , 40(3), 40-45.
Leach, D., & Duffy, M. L. (2009). Supporting students with autism spectrum disorders in inclusive settings. Intervention in School & Clinic, 45 (1), 31-37.
COURSE POLICIES:
Attendance Policy Students are expected to attend all regularly scheduled classes. It is the responsibility of the student to inform the instructor regarding the reason for absence or tardiness from class, and to discuss these with the instructor in advance whenever possible. Circumstances that require the student to be absent for any length of time should be discussed with the faculty member so that a plan can be made for make-up work or extensions of due dates. Details of the UVM attendance policy are outlined on the website.
Classroom Code of Conduct Faculty and students will at all times conduct themselves in a manner that serves to maintain, promote, and enhance the high quality academic environment befitting the University of Vermont. Details of the code of conduct are outlined on the UVM website.
Religious Holidays Students have the right to practice the religion of their choice. Each semester students should submit in writing to their instructors by the end of the second full week classes their documented religious holiday schedule for the semester. Faculty will permit students who miss work for the purpose of religious observance to make up this work.
Academic Honesty The principal objective of the policy on academic honesty is to promote an intellectual climate and support the academic integrity of the University of Vermont. Each student is responsible for knowing and observing this policy. For the purposes of this course each assignment contains information about the expectations for individual or collaborative work.
ADA Student Accommodations Reasonable accommodations are provided for students with appropriate documentation from the ACCESS Office. ACCESS coordinates reasonable accommodations for students with documented disabilities. They are located at A170 Living/Learning Center, and can be reached by phone 802-656-7753, or by e-mail [email protected] . Visit their website http://www.uvm.edu/access . To receive accommodations in this course, please bring the primary instructor a copy of the letter provided by the ACCESS Office and speak to the instructor about a plan to implement the recommendations. Contact with the course instructor should occur no later than the second week of classes so we can discuss accommodations necessary to ensure full participation and facilitate your educational opportunity.
26 Student Course Evaluation As a matter of professional responsibility, all students are expected to complete a course and instructor evaluation at the end of the semester. Evaluations will be anonymous and confidential. I reserve the right to withhold the final grade for any student who has not completed the evaluation.
EVALUATION METHODS/GRADING ( see description of each assignment below; grading rubrics are attached):
ASSIGNMENT/EXAM % OF TYPE OF ACADEMIC HONESTY DATE GRADE EVALUATION Class Participation & 44 pts. Formative Collaborative Feb. 2 nd , March Group Discussion Board UG: 32% 2nd , & April 6 th GR: 22% Critical Article Reviews 48 pts. Summative Individual Feb. 9 th & April (2) UG: 34% 20 th GR: 24% Book Review 48 pts. Summative Individual UG: 34% March 23 rd GR: 24% Applied Assignment 60 pts. Summative Individual or May 4 th GR: 30% Collaborative TOTAL 200 pts. NA NA
1. There will be a 10% reduction in grade for each assignment turned in late except under extraordinary circumstances communicated in advance to the instructor.
2. As instructor feedback is critical to your ongoing learning and evolution in thinking critically, writing and integrating information, late assignments must be turned in prior to the due date of the next assignment unless there are extraordinary circumstances as determined by the instructor. An assignment not turned in prior to the next assignment due cannot be accepted for credit and will be given a zero.
REMEDIATION METHODS:
Students in Communication Sciences & Disorders not achieving the ‘indicator of achievement’ set for any of the assignments listed are expected to meet with the instructor to review the assignment and make a plan to achieve the expected competency for the individual assignment by redoing the assignment. Grades will not be changed following the completion of an assignment as part of the remediation plan.
27 DESCRIPTION OF COURSE ASSIGNMENTS & REQUIREMENTS:
1. Readings & Participation (44 pts.): Attendance and participation in all class sessions is required. To fully benefit from each class session & topic of discussion, students should be familiar with the material indicated on the syllabus prior to each class. Students are expected to read the required readings. The recommended readings are optional and are posted as an additional resource. Some students may wish to read more in depth in a particular topic, so the recommended readings are included for that purpose. a. CLASS SESSIONS (14 pts.) Students meeting face to face are expected to ask and respond to questions. Students who are videowebstreaming during these face to face classes are expected to respond via e-mail or Pronto (on line live chat to which all students in the class will have access) to at least one of the questions or activities posed during the face to face classes. Students attending the VIT sites and the Lafayette site on campus will be asked to sign in. Students attending via videowebstreaming will be asked to sign in and sign off via e-mail or Pronto. Students will be awarded 1 point for each class session in which they attend and participate.
b. ON LINE DISCUSSION FORUMS (30 pts.). To facilitate your learning and integration of the complex and research-based but interesting material you will be learning and reading throughout the semester, this course is designed to incorporate several opportunities for you to demonstrate what you are learning, to think critically about the current controversies in the field of autism spectrum disorders (ASD), and to problem solve around case study information or questions posed regarding the required readings. You will be participating in 3 major discussion group forums as well as other on-line technologies to support your learning . You will be a member of one of 6 to 7 groups of students comprised of approximately 6 students. Each of the groups will be assigned the same questions but groups are being formed to focus the discussion and ensure everyone has sufficient opportunity to participate and develop the discussion. You are expected to be engaged with your own group discussion initially and provide at least one original post and respond to at least 2 posts of your classmates. You are permitted and encouraged to respond to or reflect on the responses of other groups (which will eventually be posted to the General Discussion Board). Deadlines for participation in the Discussion Group Forums are highlighted below. Students within each group will be assigned to facilitate the discussion and summarize the discussion for the general discussion board on a rotating basis. The probing questions for the Discussion Group Forums will be posted by the following dates with responses expected in one week: i. January 26 (response by February 2) ii. February 23 (response by March 2) iii. March 30 (response by April 6)
Responsibility for Student Participation in all Discussion Forums: • You are expected to provide an original post to each discussion forum within 5 days of the instructor’s posting to demonstrate your ability to initiate self reflection and achieve a learning goal for effective analysis and synthesis of information
28 • It is expected that your postings are of sufficient length to demonstrate your understanding of the material & your ability to reconcile the complex issues facing our students with ASD. The average number of words for each posting should be approximately 200-250 words. • You will be required to post at least 2 comments to the postings of your classmates to contribute to a collegial learning community. These responses are expected to occur by the 7 th day of the original posting and should average approximately 100 words. • The research you are reading should provide the foundational skills you will need to answer the questions posed. Please cite the literature, as appropriate in your postings—following APA standards-5th edition for citations. You are encouraged to draw from the literature to support the reflections you post. • All postings should be characterized by complete thoughts with correct grammar and spelling.
Responsibility of the Instructor to Facilitate Student Learning via Discussion Forums • You can expect that I will post the discussion questions for the forums at least one week prior to when the discussion is to begin. • During each week in which a forum is posted, I will provide at least one summary of the themes that emerge from the student discussion or ask students to consider an expansion of the discussion based on the evolution of the postings • I will respond to questions posed to the instructor within 48 hours of the posting
Evaluation of your Participation in the Discussion Forums . To evaluate students’ participation in the discussion forums, I will use the rubric presented below. This will be completed by the 8 th (March 9 th ) (15 pts.) and the 13 th week (April 13 th ) (15pts.) of the semester to provide opportunities for students to reflect on the assessment and to make adjustments as needed.
Assessment Area Performance Performance Performance Requires Meets Exceeds Improvement Expectation Expectation (1.5 pt.) (3.5 pts.) (5 pts.) Provides comments that are relevant to the discussion Demonstrates an ability to apply knowledge learned to real situations Takes initiative to address questions posed & responds meaningfully to peers’ comments Exhibits appropriate expression & delivery using correct grammar & spelling & exhibiting a respectful tone
29 Comprehends the material being read for & discussed in class Demonstrates an ability to both analyze & synthesize material being learned and discussed TOTAL _____ /2 = Participation=
Date: ______
2. Journal Article Reviews in a Topic Area of Interest. ( 48 points ): Each student is required to critically review two different journal articles over the course of the semester. The journal article selected can be taken from any of the course readings listed as a required OR recommended reading. Only one journal article should be taken from each of those listed for a particular class session so that the student is reading in two different topic areas. To facilitate your critical reflection on what has been read, the following questions should be addressed in your review: a) In what way does the information in this journal article expand your knowledge regarding the assessment &/OR intervention process for children or adolescents with ASD and their families, specifically related to receptive/expressive language (2 pts.), cognitive communication (2 pts.), social aspects of communication (2 pts.), & communication modalities (2pts.), (Total=>8 points) b) Based on your current views of and/or experience with children and adolescents with ASD, describe how the information you read supports or refutes your beliefs and practices regarding receptive/expressive language (2 pts.), cognitive communication (2 pts.), social aspects of communication (2pts.) & communication modalities (2 pts.) (Total=>8 points) c) Explain how you will apply the knowledge you gained from reading the journal article as you collaborate with team members (which includes families) to support the needs of children and adolescents with ASD specifically related to receptive/expressive language (2 pts.), cognitive communication (2 pts.), social aspects of communication (2pts.), & communication modalities (2pts.), (you may relate your application to a specific child or adolescent with a diagnosis of ASD if you wish) (8 points)
The grading rubric that will be used to evaluate each of the two article reviews is provided at the end of this syllabus. Please follow this rubric as it ensures you have addressed the expected questions in your article review. Each article review is worth 24 points, for a total of 48 points . The due dates for the journal article reviews are: Journal Article Review 1 DUE February 9 Journal Article Review 2 DUE April 20 Article reviews should be no more than 3 typed pages.
Learning Goals: 30 • Students will demonstrate their knowledge of the etiologies and characteristics of receptive/expressive language, cognitive communication, social aspects of communication & communication modalities in individuals with autism spectrum disorders (ASD) (ASHA Standard III-C). • Students will possess knowledge of methods of prevention, assessment, & intervention for communication disorders in individuals with ASD (ASHA Standard III-D). • Students will demonstrate an ability to analyze, synthesize & evaluate information regarding methods of prevention, assessment, & intervention for communication disorders in individuals with ASD (ASHA Standard III-D). • Students will demonstrate knowledge of research & integration into evidence-based clinical practice for individuals with ASD (ASHA Standard III-F).
Indicator of Achievement: Students will achieve the learning goals above & obtain at least 41 of the total 48 points for these two assignments.
3. Book Review (48 points) . To increase students’ awareness and understanding of the specific challenges and joy experienced by individuals with autism and their families, each student is to select a book that has been written by an individual with autism or by a family member. There are a number of book listings posted on blackboard from which students can select a book. Links to publishers who carry autism related books, such as Jessica Kingsley Publishers, will also be posted on Blackboard. In the past, some students have ordered books through Amazon.com. Many of these books are available through the instructor’s library or the UVM library. Students may also find a different personal account than the ones listed that they wish to use for the book review. This is fine but students should check in with the course instructor if there is any question about the story being written about an individual with ASD . Students are to prepare a book review of no more than 6 pages , which includes the following: a. Description of the characteristics, including physiological, psychological, developmental, linguistic & cultural correlates (8 pts.) as well as receptive & expressive language, cognitive communication, social aspects of communication & communication modalities (8 pts.) of the individual with autism who either writes the story or whom the story is written about (Total=>16 points) b. Explanation of the services and models of intervention the individual with autism and their family received (6 pts.) and how effective these services were perceived (6 pts.) (Total=>12 points) c. Reflection on the most important thing you learned while reading the book, which is likely to change your practice for children or adolescents with ASD & their families (10 pts.) and how you will implement this new insight into your practice (10 pts.) (Total=>20 points)
The grading rubric that will be used to evaluate the book review is provided at the end of the syllabus. Please follow this rubric as it ensures you have addressed the expected questions in your book review. This assignment is worth a total of 48 points and is due on or before March 23 rd . Students must inform the instructor by January 26 th what book they will be reading for their book review to allow sufficient time for the instructors/teaching assistant to read the books if they have not already read them. In addition, students should indicate the page number when drawing examples or specific text from the book. 31
Learning Goals: • Students will demonstrate knowledge of the nature of receptive and expressive language (i.e., semantic & pragmatic difficulties); cognitive communication (i.e., attention, memory, sequencing, problem solving, executive function); social aspects of communication (i.e., ineffective social skills, lack of communication opportunities); and communication modalities (i.e., oral, manual, augmentative, alternative, assistive) for individuals with autism spectrum disorders (ASHA Standard III-C). • Students will possess knowledge of methods of prevention, assessment, & intervention for communication disorders in individuals with ASD (ASHA Standard III-D). • Students will demonstrate an ability to analyze, synthesize & evaluate information regarding methods of prevention, assessment, & intervention for communication disorders in individuals with ASD (ASHA Standard III-D).
Indicator of Achievement: Students will achieve the learning goals above & obtain at least 41 of the total 48 points.
4. Applied Assignment (60 points) : Using the literature, classroom content and experience students are expected to choose ONE of the following options for their applied assignment. This assignment is to be completed only by those students who already have an undergraduate degree and are currently graduate students or continuing education students. Undergraduate students are not expected to complete this assignment unless they have specifically gotten permission from their advisor, the Graduate College and the course instructor to take the course for graduate credit. Students are encouraged to select one of the activities that is most likely to support their application of theory to practice so that both the process and the final product can be applied to the actual services you are providing or will provide to children and/or adolescents with ASD: a. OPTION 1 : Development of an interdisciplinary assessment profile . For this assignment, the student must design a comprehensive assessment for a child/adolescent with ASD. It is best if the assessment can actually be completed on a child suspected of or diagnosed with ASD. The assessment profile should include the following: 1.) The profile should include ways you will assess a child's strengths and challenges including communication (10 pts.), social interaction (10 pts.), learning/literacy (8 pts.) and play (5 pts.) (Total=>33 points). 2.) The profile must also include an assessment of the child/adolescent’s home and school community, including ecomaps (5 pts.), which describe the inter-relationships between events and individuals with whom the child/adolescent interacts. Students should include the supports that are available for the child/adolescent and family (5 pts.), and the particular challenges to be faced (5 pts.) considering the unique assessment profile attained (Total=>15 points). 3.) The last section of the assignment should include two major components: goals team members have developed for intervention based on the interdisciplinary assessment (Total=>7 pts.); and,
32 questions team members might pose for evaluating an intervention program (Total=>5 pts.). (Total=>12 points) b. OPTION 2 : Evaluation of intervention effectiveness . For this assignment, students should select a child with ASD who is currently receiving intervention by a team in which the student is involved. The evaluation of intervention effectiveness should include the following: 1.) The specific goals or valued outcomes that have been identified for the child and his family should be identified (Total=>10 pts.). 2.) Students would then describe the intervention strategies they have selected to achieve the stated goals/outcomes ( 10 pts.), justifying their selection through literature support as well as the assessment data (10 pts.) available prior to the decision for selecting particular strategies (Total=>20 pts.). 3.) The students would also submit evidence of the effective implementation of the intervention through videotape clips (5 pts.), samples of daily logs or home/school journals (5 pts.), and data collection sheets (5 pts.) which provide evidence of the child moving closer to and demonstrating a valued outcome or goal (Total=>15 pts.). 4.) Finally, students would provide a summary of the process that was used to re-evaluate the child’s performance over time (3 pts.) and adjustments that were made in the intervention strategies being implemented (3 pts.), explaining why. This assessment of the process would also include a reflection on the joys and frustrations experienced by the team while implementing intervention (3 pts.) and any recommendations on how other teams serving children with ASD and their families might work to most effectively support a child’s achievement of his/her goals (6 pts.) (Total=>15 pts.). c. OPTION 3 : Transition plan . Students may choose one child with ASD who is transitioning from one grade or program to another and develop a transition plan that will support the child, the family and the receiving program providers. The transition plan should include the following: 1.) A description of the child with ASD and the child’s family, including strengths and challenges (5 pts.); &, identified goals across the areas of play, communication, social interaction, sensory-motor development and behavior (5 pts.) (Total=>10 points) 2.) A summary of strategies effectively used in the classroom which supported the achievement of the child’s goals (10 pts.), including an explanation of some innovative ways this information could be shared with the receiving school (10 pts.) (students are encouraged to submit samples of videotapes of strategy implementation in the classroom, communication tools, etc.) (Total=>20 points) 3.) An outline of the scope and sequence ( 10 pts.) of the activities that will be implemented through the transition process, including a timeline of events (5 pts.) (Total=>15 points) 4.) A process for following-up on the transition (7 pts.) and for
33 evaluating the effectiveness of the transition plan with suggestions for needed modifications (8 pts.) (Total=>15 points) d. OPTION 4 : Intervention review . Students are to select one intervention that they have read in the literature and/or has been presented in class to complete a critical review of the strengths and weaknesses of the intervention and its generalized value to children or adolescents with ASD. This review should address the following: 1.) Description of the intervention (10 pts.), including strengths and weaknesses (8 pts.), with reference(s) cited (2 pts.) ( Total=>20 points) 2.) Critical review of the perceived effectiveness of the intervention (20 pts.); with references to support the evaluation of effectiveness (4 pts.) (Total=>24 points) 3.) Specific profile of a child with ASD who might respond best to this intervention (5 pts.) with an explanation of why (5pts.) ; (Total=>10 points) 4.) Questions you would pose to help families and other team members decide whether or not this intervention method is appropriate for a child with ASD (Total=>3 points) 5.) Comprehensive reference list of all literature cited--follow APA style, 5th edition (Total=>3 points) e. OPTION 5 : Annotated bibliography. Students may select ONE of the following topic areas to complete a comprehensive literature search (since 1995 to 2011): 1) Screening practices & early identification of autism; 2) Best practices in early intervention for ASD; 3) Parent training in ASD; or, 4) Joint attention training for young children with ASD . Students will be evaluated on the following: 1) Description of the comprehensive literature search that was done— including key words used ( 2 pt .), data bases searched ( 3 pt.) ; a listing of the resulting articles ( 2 pt.); and, complete reference in APA 5 th edition for the selected articles described in #2 below ( 3 pt.) (Total=>10 points) 2) Selection of 10 excellent quantitative research articles relevant to the selected topic from the literature search that will be read and each summarized in the following manner: NOTE: Students will use the critical appraisal form for quantitative studies (adapted from Law et al., 1998—see attached ) to help them make a determination of those 10 studies with sound research that support the targeted topic area. The Critical Appraisal Form should be included for each of the 10 studies included. a) Discuss the purpose of the study, the study design, participants included, and critical results reported ( 2 pt.) b) Interpre t the value of the stated outcomes and relevance for contributing to assessment or intervention practices for addressing the needs of young children with ASD ( 2 pt.) c) Evaluate any caveats or concerns you have in utilizing the study’s results to inform practice. (1 pt.)
34 Students should complete a brief paragraph for each of the 3 items (discuss, interpret & evaluate) for each of the 10 articles and should be no longer than one page single-spaced for each article. This portion of the assignment is worth 50 points ( 5 points for each article x 10 articles).
Once students determine which of the above OPTIONS they are going to do for their applied assignment they can look at the grading rubric for that assignment which is attached at the end of the course syllabus. It is difficult to make a determination of page length for this assignment; however, students should consider an average of about 10-15 typed pages with references. This assignment is worth a total of 60 points and is due on or before May 4.
Learning Goals: • Students will demonstrate their knowledge of the nature of receptive/expressive language, cognitive communication, social aspects of communication & communication modalities in individuals with autism spectrum disorders (ASD) (ASHA Standard III-C). • Students will possess knowledge of methods of prevention, assessment, & intervention for communication disorders in individuals with ASD (ASHA Standard III-D). • Students will demonstrate an ability to analyze, synthesize & evaluate information regarding methods of prevention, assessment, & intervention for communication disorders in individuals with ASD (ASHA Standard III-D). • Students will demonstrate knowledge of research & integration into evidence-based clinical practice for individuals with ASD (ASHA Standard III-F). • Students will demonstrate knowledge of individuals with ASD with diverse backgrounds (ASHA Standard IV-F) • Students will demonstrate an understanding of ways to communicate effectively and collaborate with children with ASD, their families and the professionals who serve them (ASHA Standard IV-G1b, 2a).
Indicator of Achievement: Students will achieve the learning goals above & obtain at least 51 of the total 60 points.
GRADING:
Graduate Students Undergraduate Students 200 - 194 points A+ 140-136 points A+ 193 - 187 points A 135-131 points A 186 - 180 points A- 130-126 points A- 179 - 173 points B+ 125-122 points B+ 172 - 168 points B 121-116 points B 167 - 160 points B- 115-112 points B- 159 - 154 points C+ 111-108 points C+ 153 - 145 points C 107-102 points C 144 – 140 points C- 101- 99 points C- < 140 points F 107-105 points C 104- 98 points C- 97- 94 points D+ 93 - 88 points D 35 87- 84 points D- below 83 points F
36 STUDENTS ARE REMINDED OF THE UNIVERSITY OF VERMONT’S COMMON GROUND FOR BEHAVIOR AS A STUDENT IN A COMMUNITY OF LEARNERS
Our Common Ground The University of Vermont is an educationally purposeful community seeking to prepare students to live in a diverse and changing world. We who work, live, study, teach, do research, conduct business or participate in the University of Vermont are members of this community. As members, we believe in the transforming power of education and agree to help create and foster an environment where we can discover and reach our true potential. We aspire to be a community that values: • Respect: We respect each other. We listen to each other, encourage each other and care about each other. We are strengthened by our diverse perspectives. • Integrity: We value fairness, straightforward conduct, adherence to the facts and sincerity. We acknowledge when things have not turned out the way we had hoped. As stewards of the University of Vermont, we are honest and ethical in all responsibilities entrusted to us. • Innovation: We want to be at the forefront of change and believe that the best way to lead is to learn from our successes and mistakes and continue to grow. We are forward-looking and break new ground in addressing important community and societal needs. • Openness: We encourage the open exchange of information and ideas from all quarters of the community. We believe that through collaboration and participation, each of us has an important role in determining the direction and well-being of our community. • Justice: As a just community, we unite against all forms of injustice, including, but not limited to, racism. We reject bigotry, oppression, degradation and harassment, and we challenge injustice toward any member of our community. • Responsibility: We are personally and collectively responsible for our words and deeds. We stand together to uphold our common ground.
37 As part of the Unit Faculty for the University of Vermont that prepares speech-language pathologists as educators in school settings, the following conceptual framework is shared across educators at UVM to ensure quality learning and teaching:
Conceptual Framework “The heart and mind of programs”
Unit faculty at the University of Vermont aspire to prepare a committed reflective practitioner, instructional leader and change agent, collaborating with other professionals to make a positive difference in schools and in the lives of all learners .
Through Reflective learning and practice, the UVM prepared educator is grounded in . . . Constructivism Knowledge is socially constructed through dialogue and community-based practice (constructivism).
Collaboration Teachers and other school professionals work collaboratively to problem-solve with stakeholders (collaboration, inter-professional practice, reflective practice, excellence). Human development & empowerment Education facilitates development of human potential (developmentally appropriate practice, strengths perspective, empowerment) . Inclusion All students can learn and have value in their communities (inclusion). Multiculturalism/culturally responsible pedagogy Learning communities demonstrate respect for and honor diversity; pursue knowledge and affirmation of our diverse cultures (multiculturalism, culturally responsive pedagogy, equity). Equity & justice Education should advance social justice and democracy (equity).
. . . and meets these standards - KSD Standards for Beginning Teachers and Others School Professionals in Initial Programs
• Demonstrates content knowledge and skills • Understands learners and differences • Understands learning • Translates curriculum into instruction • Creates equitable, inclusive learning environments • Assesses student learning • Practices culturally responsive pedagogy • Demonstrates collaborative and interpersonal skills • Engages in reflective practice • Integrates technology • Acts consistently with the belief that all students can learn’ • Engages in self-directed learning and professional development for growth
38
Faculty beliefs have shaped their professional commitments that are expressed in Outcome Statements for Candidates.
The professional educator in initial preparation programs at The University of Vermont. 1. Knows content/subject matter, understands connectedness with 5. Can create inclusive learning other disciplines, and translates environments which meet diverse curriculum into materials and learning needs, incorporate and instructional strategies reflect all learners’ experiences, and appropriate for subject matter facilitate students’ learning, and learners. (Critical Thinker) including about their own biases and understandings. (Reflective 2. Understands all learners as Practitioner/Change Agent) individuals, in the context of families and social groups, and 6. Demonstrates effective collaborative uses standard’s based instruction and interpersonal skills in problem- to create equitable safe and solving with students, families, supportive learning environments colleagues and related professionals . that promote acceptance and (Inter-professional Practitioner) belonging. (Problem Solver) 7. Engages in professional development 3. Understands learning and ways and continually examines own of evaluating and enhancing it, assumptions, beliefs and values . including through the application (Reflective Practitioner) of technology. (Instructional Leader) 8. Demonstrates the belief that all students can learn and that they can 4. Knows social, cultural, historical, take responsibility for their own legal and philosophical context learning; demonstrates high of schools in a democracy and expectations for all students and practices equitable and culturally takes responsibility for helping them responsive pedagogy appropriate aspire to high levels of learning . for subject matter and learners. (Student Advocate) (Reflective Practitioner)
39 JOURNAL ARTICLE REVIEW FORMAT (CMSI 299 Seminar in Autism Spectrum Disorders)
NAME: ______DATE: ______
TITLE & AUTHOR OF ARTICLE/CHAPTER REVIEWED:
1. In what way does this information expand your knowledge regarding the assessment and/or intervention process for children or adolescents with ASD and their families, specifically related to receptive expressive language (2 pt.), cognitive communication (2 pt.), social aspects of communication(2 pt.) & communication modalities (2 pt.) (Total=>8 points)
2. Based on your current views of and/or experience with children and adolescents with ASD, describe how the information you read supports or refutes your beliefs and practices regarding receptive expressive language (2 pt.), cognitive communication (2 pt.), social aspects of communication (2 pt.) & communication modalities (2pt.) (Total=>8 points)
3. Explain how you will apply the knowledge you gained from reading the article as you collaborate with team members (which includes families) to support the needs of children and adolescents with ASD specifically related to receptive expressive language (2pt.), cognitive communication (2 pt.), social aspects of communication (2 pt.) & communication modalities(2 pt.) (you may relate your application to a specific child or adolescent with a diagnosis of ASD if you wish) (Total=>8 points)
TOTAL POINTS: ___/24 points
ADDITIONAL COMMENTS:
40
BOOK REVIEW FORMAT (CMSI 299 Seminar in Autism Spectrum Disorders)
NAME: ______DATE: ______
TITLE & AUTHOR OF BOOK REVIEWED:
1. Description of the characteristics, including physiological, psychological, developmental, linguistic & cultural correlates (8 pts.) as well as receptive & expressive language, cognitive communication, social aspects of communication & communication modalities (8 pts.) , of the individual with autism who either writes the story or whom the story is written about (Total=>16 points)
2. Explanation of the services and models of intervention the individual with autism and their family received (6 pts.) and how effective these services were perceived (6 pts.) (Total=>12 points)
2. Reflection on the most important thing you learned while reading the book which is likely to change your practice for children or adolescents with ASD & their families (10 pts.) and how you will implement this new insight into your practice (10 pts.) (Total=>48 points)
TOTAL POINTS: ___/48 points
ADDITIONAL COMMENTS:
41
INTERVENTION REVIEW FORMAT (CMSI 299 Seminar in Autism Spectrum Disorders)
NAME: ______DATE: ______
TYPE OF INTERVENTION REVIEWED: ______
1. Description of the intervention (10 pts.), including strengths and weaknesses (8 pts.), with reference(s) cited (2 pts.) (Total=>20 points)
2. Critical review of the perceived effectiveness of the intervention (20 pts.) , with references to support the evaluation of effectiveness (4 pts.) (Total=>24 points)
3. Specific profile of a child with ASD who might respond best to this intervention (5 pts.) with an explanation of why (5 pts.) (Total=>10 points)
4. Questions you would pose to help families and other team members decide whether or not this intervention method is appropriate for a child with ASD (Total=>3 points)
5. Comprehensive reference list of all literature cited--follow APA style, 5 th edition (Total=>3 points)
TOTAL POINTS: ___/60 points
ADDITIONAL COMMENTS:
42
ASSESSMENT PROTOCOL REVIEW FORMAT (CMSI 299 Seminar in Autism Spectrum Disorders)
NAME: ______DATE: ______
1. Included ways to assess a child's strengths & challenges in the areas of communication (10 pts.), social interaction (10 pts.), learning/literacy (8 pts.) and play (5 pts.) (Total=>33 points)
2. Included an assessment of the child/adolescent’s home and school community, including ecomaps (5 pts.) as well as the supports that are available for the child/adolescent and family (5 pts.), and the particular challenges to be faced considering the unique assessment profile attained (5 pts.) (Total=>15 points)
3. Included goals team members have developed for intervention based on the interdisciplinary assessment (Total=>7 points)
4. Provided a series of key questions team members might pose for evaluating the effectiveness of an intervention program proposed from the assessment results (Total=>5 points)
TOTAL: _____ (60 points)
ADDITIONAL COMMENTS:
43 EVALUATION OF INTERVENTION EFFECTIVENESS FORMAT (CMSI 299 Seminar in Autism Spectrum Disorders)
NAME: ______DATE: ______
1. Identified the specific goals or valued outcomes for the child & family (Total=>10 pts.)
2. Described the intervention strategies selected to achieve the stated goals/outcomes (10 pts.), justifying their selection through literature support as well as the assessment data (10 pts.) available prior to the decision for selecting particular strategies (Total=>20 pts.)
3. Submitted evidence of the effective implementation of the intervention through videotape clips (5 pts.), samples of daily logs or home/school journals (5 pts.) and data collection sheets (5 pts.), which provided evidence of the child moving closer to and demonstrating a valued outcome or goal (Total=>15 pts.)
4. Provided a summary of the process used to re-evaluate the child’s performance over time (3 pts.) and adjustments made in the intervention strategies being implemented (3 pts.), explaining why; also include the joys & frustrations experienced while implementing intervention (3 pts.) and recommendations on how other teams serving children with ASD and their families might work to support a child’s goal achievement (6 pts.) (Total =>15 pts.)
TOTAL POINTS: ___/60 points
ADDITIONAL COMMENTS:
44
EVALUATION OF TRANSITION PLAN FORMAT (CMSI 299 Seminar in Autism Spectrum Disorders)
NAME: ______DATE: ______
1. A description of the child with ASD and the child’s family, including strengths and challenges (5pts.); &, identified goals across the areas of play, communication, social interaction, sensory-motor development and behavior (5 pts.) (Total=>10 points)
2. A summary of strategies effectively used in the classroom, which supported the achievement of the child’s goals (10 pts.), including an explanation of some innovative ways this information could be shared with the receiving school (10 pts.) (students are encouraged to submit samples of videotapes of strategy implementation in the classroom, communication tools, etc.) (Total=>20 points)
3. An outline of the scope and sequence of the activities (10 pts.) that will be implemented through the transition process, including a timeline of events (5 pts.) (Total=>15 pts.)
4. A process for following-up on the transition (7 pts.) and for evaluating the effectiveness of the transition plan with suggestions for needed modifications (8 pts.) (Total=>15 pts.)
TOTAL POINTS: ___/60 points
ADDITIONAL COMMENTS:
45 EVALUATION OF ANNOTATED BIBLIOGRAPHY (CMSI 299 Seminar in Autism Spectrum Disorders)
NAME: ______DATE: ______
TOPIC AREA FOR LITERATURE REVIEW: ______
1. Description of the comprehensive literature search process including key words used (2 pt.), data bases searched (3 pt.), a listing of the resulting articles (2 pt.), & a complete APA reference for the 10 articles selected to review (3 pt.); Total=>10 points
2. Discuss (2 pt.), Interpret (2 pt.) & Evaluate (1 pt.) each of the 10 research articles selected; Total=>50 points
TOTAL POINTS: _____ (60 pts.)
ADDITIONAL COMMENTS:
46
Prelock 2011 CMSI 299/EDCI 200
Definitions of terms used in preparation for answering the questions in your assignments
Terms for Article Reviews
COGNITIVE COMMUNICATION=>generally refers to attention, working memory, organizational skills, problem-solving; overall the thinking skills involved in communicating, learning and interacting "Cognition comprises of thinking skills such as; attention, memory, orientation, and higher level executive functions such as; reasoning, problem solving, planning and decision making. Characteristics associated with cognitive-communication impairments include: • Confusion and disorientation • Confused language • Poor concentration • Inability to maintain topic of conversation • Reduced recognition of people and places • Trouble learning new tasks or motor activities, such as operating a remote control or following voice messaging instructions • Inappropriate behavior • Confabulation • Lack of awareness of difficulties" • Lack of cohesive organization of thoughts & topics Retrieved from: www.speechlanguagelearning.com/cog.html
SOCIAL ASPECTS OF COMMUNICATION=>ability to engage in reciprocal (back-and- forth) communication or conversation; understanding & using social conventions; turn- taking; appropriate use of gestures, eye contact, body posture and facial expression in social situations; initiating, sustaining and terminating topics of conversation appropriately; etc. Some challenges in social aspects of communication might include: • Non-typical social behaviors which affect a person's ability to participate in a conversation • Maintaining somebody else’s topic of conversation • Atypical interest in or perseveration on a chosen topic • Limited awareness of the breakdowns in communication & the effect those breakdowns might have on a listener
COMMUNICATION MODALITIES=>are WAYS in which communication is transferred from one partner to another; verbal communication is a modality - as is gestural and written communication. Sign language is a modality that uses gestures to communicate. Picture exchanges, used for communicative purposes, are a modality. There are many augmentative or alternative forms of communication, and these are all modes; "talkers" that use
47 synthesized speech, "talking" picture boards, etc. – are all modes of communication. So if you have a child with autism who is verbal, their communication modality is verbal. If they use sign language or picture exchange that would be their communication modality. Any way that a thought or idea is coded into symbols, exchanged with another person, and de- coded so a response can be formulated is a communication modality.
RECEPTIVE LANGUAGE=>understanding spoken, written and/or gestural language use; relates to listening and comprehending oral, written and/or gestural communication
EXPRESSIVE LANGUAGE=>using spoken, written and/or gestural language; relates to the sounds, works, sentences and discourse involved in speaking and/or writing & other communication systems used to communicate a message
Terms for Book Review
PHYSIOLOGICAL, PSYCHOLOGICAL, DEVELOPMENTAL, LINGUISTIC & CULTURAL CORRELATES=>
What this refers to is was there any explanation or discussion by the individual or family member about physiological differences in their child like seizures, metabolic, medical management issues; psychological issues would be any identified learning challenges or social-emotional difficulties; developmentally was there any report of delays in development across any of the domains of learning such as motor, self help, social-emotional, etc.; linguistic features would be what does the individual's language look like and how is that the same or different than you might expect for an individual with ASD vs. an individual who is neurotypical; and lastly, cultural --was there any discussion of the family's cultural background including their values and beliefs that may have impacted their perspective on ASD and services sought. So, these are just aspects of functions that may be discussed that you see as potentially connecting to what you are learning in class and how they may have been demonstrated or revealed in the life of this individual with ASD.
48 Critical Appraisal Form For Quantitative Study
REFERENCE:
STUDY Outline the purpose of the study (i.e., study objectives): PURPOSE: Was the purpose stated clearly? ___ Yes ___ No LITERATURE: Describe the justification of the need for this study (3-4 key points) Was relevant background literature reviewed? ___ Yes ___ No DESIGN: Describe the study design: ___ randomized ___ cohort Can the author answer the study question with the study design? ___ before and after Explain. ___ case-control ___ cross-sectional Were the design and/or method used introducing biases. If so ___ single case describe: design ___ case study List briefly the implications of the design-related information you described in this section on the quality of this study:
SAMPLE SIZE: Describe the sample (e.g., age, gender, diagnosis, other N = characteristics): Was the sample size justified? How was the sample identified? Was it a representative sample? ___ Yes ___ No If there were more than one group, was there similarity and ___ N/A differences between the groups? What are the implications of these?
Was Power Was the sample size sufficient to identify differences if there truly Discussed? was some? Was the study sufficiently powered ___ Yes ___ No List briefly the implications of the sample size-related information ___ N/A you described in this section on the quality of this study:
OUTCOMES: Specify the frequency of outcome measurement (i.e., pre, post, follow-up):
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Outcome areas List measures/tests/assessments Reliability and Validity of the (e.g., self care, used measures/tests/assessments productivity) used: ⇒
INTERVENTION: Provide a short description of the intervention used including type of Intervention was intervention, who delivered it, how often and in what setting. described in detail? ___ Yes ___ No Was contamination avoided between groups (if there were more than ___ Not addressed 1 group)? If not, what are the implications on the quality of the study:
RESULTS: What were the results? Results were Outcomes Results Statistical reported in terms of areas Significance statistical ⇒ ⇒ ⇒ significance? ___ Yes ___ No ___ NA ___ Not addressed Was the analysis, Explain and describe implications related to quality of the study: that is the type of statistical tests used, appropriate for the type of outcome measures and the methodology? ___ Yes ___ No ___ Not addressed Clinical importance What is the clinical importance of the results (that is even if the was reported? results were statistically significant were the differences large enough ___ Yes to be clinically meaningful)? ___ No ___ Not addressed
Drop-outs were If yes, why did they drop out? How were drop-out participants reported? included in the statistical analysis? If no, how does this affect the ___ Yes quality of the study? ___ No CONCLUSIONS What did the author conclude? Do you agree with these conclusions? AND CLINICAL What additional conclusions did you draw? Why?
50 IMPLICATIONS: The conclusions made by the authors What were the main limitations of the study as stated by the author(s) were appropriate and from your point of view? given study methods Authors: and results. ___ Yes Your point of view: ___ No What are the implications of these results in light of the quality of the study for your clinical or educational practice?
Potvin 2010 modified from Law, Stewart, Pollock, Letts, Bosch, & Westmorland, 1998
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