Autism &
Asperger’s Disorder:
Information &
Effective Intervention Strategies
Instructor
Name: Dr. Marrea Winnega
Phone: 509-891-7219
Office
Hours: 8
a.m. to 5 p.m. PST Monday – Friday
Email: marrea_winnega@virtualeduc.com
Address: Virtual
Education Software
Technical
Support: support@virtualeduc.com
Introduction
Welcome
to Autism & Asperger’s Disorder,
an interactive computer-based instruction course designed to help you achieve a
better understanding of Autism and Asperger’s Disorder (now known as Asperger’s
Syndrome), of intervention strategies to enhance communication and learning,
and of methods for teaching more conventional behaviors. Autism
& Asperger’s Disorder provides information on the characteristics of
the disorder, learning styles associated with the disorder, communication
weaknesses, and various intervention strategies that have proven to be
successful when working with students with Autism Spectrum Disorder. The course helps you comprehend why
individuals with Autism Spectrum Disorder act the way they do, and what you can
do to enhance more appropriate behavior.
This course also lists resources for educators, related service
personnel, and parents who would like more help or information on autism and
Asperger’s Syndrome.
This computer-based instruction course is
a self-supporting program that provides instruction, structured practice, and
evaluation all on your home or school computer.
Technical support information can be found in the Help section of your
course.
Course Materials (Online)
Title:
Autism & Asperger’s Disorder: Information & Effective Intervention Strategies
Author: Dr.
Marrea Winnega, Ph.D. & Mary Coughlin, CCC-SLP
Publisher: Virtual Education Software, inc. 2001, Revised 2002, Revised 2004,
Revised 2010, Revised 2014,
Revised
2017
Instructor: Dr. Marrea Winnega
Academic
Integrity Statement
The structure
and format of most distance-learning courses presume a high level of personal
and academic integrity in completion and submission of coursework. Individuals
enrolled in a distance-learning course are expected to adhere to the following
standards of academic conduct.
Academic
Work
Academic work submitted by the individual
(such as papers, assignments, reports, tests) shall be the student’s own work
or appropriately attributed, in part or in whole, to its correct source.
Submission of commercially prepared (or group prepared) materials as if they
are one’s own work is unacceptable.
Aiding
Honesty in Others
The individual will encourage honesty in
others by refraining from providing materials or information to another person
with knowledge that these materials or information will be used improperly.
Violations
of these academic standards will result in the assignment of a failing grade
and subsequent loss of credit for the course.
Level
of Application
This course is designed to be an
informational course with application in work or work-related settings. The intervention strategies are designed to
be used with students with autism and Asperger’s Syndrome ranging in age from
approximately three years to adulthood.
Expected
Learning Outcomes
As a result of this course, participants will
demonstrate their ability to:
·
To define the characteristics of Autism
Spectrum Disorder and Asperger’s for better understanding of these disorders
·
To increase the ability to identify
students having these disorders
·
To provide information on how
individuals with these disorders are different from other students, and how to
teach them given these differences
·
To understand their behavior in
terms of their differences and communication styles
·
To develop an understanding of the
communication differences and weaknesses in students with autism or Asperger’s
·
To provide information on teaching
strategies
·
To provide resources for teachers
and parents
Course Description
The
course Autism & Asperger’s Disorder
has been divided into four chapters and into five to eight exercises within
each chapter. The first chapter is on the diagnosis of Autism Spectrum
Disorder; it gives a clear picture of the characteristics that define these
disorders. Although the information in
this chapter is thorough, there is much information published about autism and
Asperger’s Syndrome. We recommend that you complete readings and research
outside the course materials to gain a fuller understanding of these disorders
and the variety of interventions. To cover all areas and issues affecting
students with autism or Asperger’s and their behavior would not be possible in
one course. However, this introduction chapter and subsequent chapters should
give you a firm understanding of the disorder and effective tools for
facilitating positive changes with these students.
The
second chapter of Autism & Asperger’s
Disorder is “Behaviors &
Differences.” This chapter discusses
ways in which individuals with autism or Asperger’s are different from other
learners. The information in this chapter serves to increase your understanding
of autism and Asperger’s so that an effective intervention plan can be
developed to help the student with communication and/or behavioral
difficulties. Gaining an understanding of the possible reasons for their
behaviors will also help in the understanding of why certain interventions are
more successful in teaching these students.
The
third chapter is “Communication &
Language.” In this chapter, you will
be given information about the prerequisites of communication, the components
of speech and language, and the profiles of nonverbal and verbal children with
Autism Spectrum Disorder. You will be
provided with interventions to enhance communication.
The final chapter covers “Visually Supported Communication.” You will learn how to use visual supports, schedules, and calendars to help students with autism or Asperger’s monitor their time and program more effectively and independently. You will learn to use the strategy of “first/then” to help children finish important daily tasks before moving into pleasurable free-time activities. You will also be presented with some case examples to strengthen your understanding.
Student Expectations
As a student you will be expected to:
·
Complete all four information sections showing a competent understanding of the
material presented in each section.
·
Complete all four section examinations, showing a competent understanding of
the material presented. You must obtain
an overall score of 70% or higher,
with no individual exam score below
50%, and successfully complete ALL writing assignments to pass this course. *Please note: Minimum exam score requirements may vary by college or
university; therefore, you should refer to your course addendum to determine
what your minimum exam score requirements are.
·
Complete a review of any section on
which your examination score was below 50%.
·
Retake
any examination, after completing an information review, to increase that
examination score to a minimum of 50%, making sure to also be achieving an
overall exam score of a minimum 70% (maximum of three attempts). *Please note: Minimum exam score requirements may vary by
college or university; therefore, you should refer to your course addendum to
determine what your minimum exam score requirements are.
·
Complete all course journal article
and essay writing assignments with the minimum word count shown for each
writing assignment.
·
Complete a course evaluation form
at the end of the course.
Course
Overview
Chapter
1 – Introduction & Characteristics
This
section focuses on the characteristics that define the autism spectrum. The areas to be discussed are the social and
communication deficits and the restricted, repetitive patterns of behavior,
interests or activities exhibited by individuals with Autism Spectrum Disorder.
Chapter
2 – Behaviors & Differences
This
section describes how individuals with autism and Asperger’s perceive the world
and their different learning styles.
These differences will be applied to the behavioral challenges these
students exhibit.
Chapter 3 – Communication & Language
This
section discusses the prerequisites for communication, such as object
permanence and cause and effect, the components of speech and language, and the
communication profiles exhibited by individuals with Autism Spectrum
Disorder. Enhancing communication in both
the nonverbal and the verbal student will be addressed.
Chapter 4 – Visually Supported
Communication
This
section discusses how visual supports can be used to help students understand
verbal directions and what they need to be doing. Visual supports include
symbols, line drawings and pictures used as pictures on a ring, communication
boards, schedules, lists and first/then cards.
Examinations
At the end of each course chapter, you
will be expected to complete an examination designed to assess your knowledge.
You may take these exams a total of three times. Your last score will save, not
the highest score. After your third
attempt, each examination will lock and not allow further access. The average from your exam scores will be
printed on your certificate. However,
this is not your final grade since your required writing assignments have not
been reviewed. Exceptionally written or
poorly written required writing assignments, or violation of the academic
integrity policy in the course syllabus, will affect your grade.
As this is a self-paced computerized
instruction program, you may review course information as often as necessary.
You will not be able to exit any examinations until you have answered all
questions. If you try to exit the exam before you complete all questions, your
information will be lost. You are expected to complete the entire exam in one
sitting.
Writing Assignments
All assignments are reviewed and may
impact your final grade. Exceptionally
or poorly written assignments, or violation of the Academic Integrity Policy
(see course syllabus for policy), will affect your grade. Fifty percent of your
grade is determined by your writing assignments, and your overall exam score
determines the other fifty percent. Refer
to the Essay Grading Guidelines which
were sent as an attachment with your original course link.
You
should also refer to the Course Syllabus Addendum which was sent as an
attachment with your original course link, to determine if you have any writing
assignments in addition to the Critical Thinking Questions (CTQ) and Journal
Article Summations (JAS). If you do, the
Essay Grading Guidelines will also apply.
1) Critical Thinking Questions
There are
four CTQs that you are required to complete. You will need to write a minimum
of 500 words (maximum 1,000) per
essay. You should explain how the information that you gained from the course
will be applied and clearly convey a
strong understanding of the course content as it relates to each CTQ. To view the
questions, click on REQUIRED ESSAY and choose the CTQ that you are ready to
complete; this will bring up a
screen where you may enter your essay.
Prior to course submission, you may go back at any point to edit your essay, but you must be certain to
click SAVE PROGRESS once you are done with your edits.
You must click SAVE PROGRESS before
you write another essay or move on to another part of the course.
2) Journal Article Summations
You
are required to write, in your own words, a summary on a total of three
peer-reviewed or scholarly journal articles
(one article per JAS), written by an author with a Ph.D., Ed.D. or similar, on
the topic outlined within each
JAS section in the “Required Essays” portion of the course (blogs,
abstracts, news articles or similar are not
acceptable). Your article choice must relate specifically to the discussion
topic listed in each individual JAS.
You will choose a total of three relevant articles (one article per JAS) and write a thorough
summary of the information
presented in each article (you must write a minimum of 200 words with a 400
word maximum per JAS). Be sure
to provide the URL or the journal name, volume, date, and any other critical
information to allow the
facilitator to access and review each article. Your summaries must meet
the minimum word count. In
other words, the citations are not to be used as a means to meet the minimum
word count.
To write
your summary, click on REQUIRED ESSAYS and choose the JAS that you would like
to complete. A writing
program will automatically launch where you can write your summary. When you
are ready to stop, click SAVE PROGRESS. Prior to course submission you may go back at
any point to edit your summaries but you must
be certain to click SAVE once you are done with your edits. For more
information on the features of this assignment,
please consult the HELP menu.
You must click SAVE PROGRESS before you
write another summary or move on to another part of the course.
Instructor
Description
Autism & Asperger’s Disorder
has been developed by Marrea Winnega, Ph.D., BCBA and Mary Coughlin, CCC-SLP,
BCBA. Dr. Marrea Winnega, the instructor of record, is a Licensed
Clinical Psychologist and Board Certified Behavior Analyst with more than 20
years of experience in the field of Autism Spectrum Disorders. Currently, she
is in private practice consulting with schools and agencies serving individuals
with Autism Spectrum Disorder and Asperger’s Syndrome. Previously, she was an
Assistant Professor of Clinical Psychology in the University of Illinois
at Chicago Department of Disability and Human Development and the Department of
Psychiatry. She facilitated numerous parent groups for parents of children with
autism in her position at the University of Illinois at Chicago Institute on
Disability and Human Development (UAP). She has also conducted numerous
workshops, in-services, and trainings throughout the
Mary Coughlin is a Speech-Language
Pathologist and Board Certified Behavior Analyst with more than 25 years of
experience in the field. Her background
includes working with students in both regular education and special education
settings. She has taught in a
communication development classroom and has worked with students with behavior
disorders; students with severe-profound disabilities, birth to 5; and medically
fragile children, as well as those with developmental delays and autism. She served on a diagnostic team serving early
childhood children for more than 10 years.
For the last 15 years she has worked with students with autism and
significant other impairments. She has presented numerous workshops for parents
and professionals on the various aspects of communication, speech, and
language. She worked with Dr. Winnega in
Autism Dynamic Beginnings since its inception and currently serves as a consultant
to the program (renamed Students Teachers Achieving Results (STAR) program)
incorporating verbal behavior approach and structured teaching into effective
teaching strategies for its students.
Contacting the
Instructor
You may contact
the instructor by emailing Dr. Winnega at marrea_winnega@virtualeduc.com
or calling her at 509-891-7219, Monday through Friday, 8 a.m - 5 p.m. PST.
Phone messages will be answered within 24 hours. Phone conferences will be limited to ten minutes per student, per
day, given that this is a self-paced instructional program. Please do not
contact the instructor about technical problems, course glitches or other
issues that involve the operation of the course.
Technical Questions
If you have questions or problems related
to the operation of this course, please try everything twice. If the problem
persists please check our support pages for FAQs and known issues at www.virtualeduc.com and also the Help
section of your course.
If you need personal assistance then email
support@virtualeduc.com or call
(509) 891-7219. When contacting
technical support, please know your course version number (it is located at the
bottom left side of the Welcome Screen) and your operating system, and be
seated in front of the computer at the time of your call.
Minimum Computer
Requirements
Please
refer to VESi’s website: www.virtualeduc.com
or contact VESi if you have further questions about the compatibility of your
operating system.
Refer to the addendum regarding Grading Criteria, Course Completion
Information, Items to be Submitted and how to submit your completed
information. The addendum will also note any additional course assignments that
you may be required to complete that are not listed in this syllabus.
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The
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Resources
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Contact
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National
Standards Project,
“The
Social
Thinking by Michelle Garcia Winner: www.socialthinking.com
Publishers/Bookstores
Future Horizons,
Inc.
Autism Asperger
Publishing Co.
Amazon
Course content is updated every three years. Due to this update timeline, some URL links may no longer be active or may have changed. Please type the title of the organization into the command line of any Internet browser search window and you will be able to find whether the URL link is still active or any new link to the corresponding organization’s web home page.
Updated 12/5/17 JN