Autism & Asperger’s Disorder:
Instructor Name: Dr. Marrea Winnega
Office Hours: 8 a.m. to 5 p.m. PST Monday – Friday
Address: Virtual Education Software
16201 E Indiana Ave, Suite 1450
Spokane, WA 99216
Technical Support: firstname.lastname@example.org
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, 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 Disorder.
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
Instructor: Dr. Marrea Winnega
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.
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 Disorder ranging in age from approximately three years to adulthood.
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
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 Disorder. 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 Disorders. 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.
As a student, you will be expected to:
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.
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.
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.
This course has two required writing components. ALL ASSIGNMENTS ARE REVIEWED. Exceptionally or poorly written assignments, or violation of the academic integrity policy noted in the course syllabus, will affect your grade. Be sure to refer to the Grading Guidelines for Writing Assignments, sent as an attachment with your original course link.
It is highly recommended that you write and save all writing assignments in an external word processing program (such as Word or Notepad), and then copy and paste these into the course program so that you will have backup copies.
To save your essays:
When you select the question or article you wish to respond to, ‘Simple Text’ or ‘Text Edit’ will launch automatically. When you are finished entering your response, simply click SAVE.
You must SAVE before you write another essay or move on to another part of the course.
1) Essay Requirement: Critical Thinking Questions
There are four Critical Thinking Questions that you must complete. You will do research on the questions and write brief essay responses relating it to the course content (and your personal experiences, when possible). To view the questions, click on REQUIRED ESSAY and choose the Critical Thinking Question that you are ready to complete; this will bring up a screen where you may enter your essay. You must write a minimum of 500 words (maximum 1,000) per essay. You may go back at any point to edit your essays, but you must be certain to click SAVE once you have completed your edits.
You must SAVE before you write another essay or move on to another part of the course.
2) Essay Requirement: Journal Articles
This task requires you to write a review of three peer-reviewed or scholarly journal articles, preferably written by an author with a Ph.D. (blogs and news articles are not acceptable) of your choice on a topic related to this course. You may choose your topic by entering the Key Words (click on the Key Words button) into a search engine of your choice (Bing, Google, Yahoo, etc.). Choose three relevant articles and write a critical summary of the information given in each article, explaining how the information relates to, supports, or refutes information given in this course. Conclude your review with your thoughts and impressions (200 words per journal article minimum, 400 words maximum). Be sure to provide the journal name, volume, date, and any other critical information to allow the instructor to access and review that article.
To write your essays, click on REQUIRED ESSAY and choose the Journal Article that you would like to complete; this will bring up a screen where you can write your review. When you are ready to stop, click SAVE. You may go back at any point to edit your essays, 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 SAVE before you write another essay or move on to another part of the course.
& 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 the Director of School Consulting for Autism Home
Support Services and an Assistant Professor of Clinical Psychology in the
University of Illinois at Chicago Department of Disability and Human
Development. She consults for schools and agencies serving individuals with Autism
Spectrum Disorders, including Asperger’s Disorder. 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 United States. In 1998 Dr. Winnega developed the
Autism Dynamic Beginnings classroom, an intensive, multimodal classroom for 3-
to 6-year-olds with autism. This program has grown to multiple classrooms
serving students ages 3 to 21. Currently, she is developing classrooms using
structured teaching and the verbal behavior approach as well as
social-communication classrooms for verbal students with autism or students
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.
You may contact the instructor by emailing Dr. Winnega at email@example.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.
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 firstname.lastname@example.org 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.
Bibliography (Suggested Readings)
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Attwood, T. (1998). Asperger’s Syndrome: A guide for parents and professionals. Arlington, TX: Future Horizons.
Attwood, T. (2004). Exploring feelings: Cognitive behavior therapy to manage anxiety. Arlington, TX: Future Horizons
Autism and Developmental Disabilities Monitoring Network. (2014, March 28). Prevalence of Autism Spectrum Disorders. Morbidity and Mortality Weekly Report, 63, 1-21. Retrieved from http://www.cdc.gov/mmwr/preview/mmwrhtml /ss6302a1.htm?s_cid=ss6302a1_w
Baker, J. (2006). Social skills picture book: Teaching play, emotion, and communication to children with autism. Arlington, TX: Future Horizons.
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Bellini, S. (2008). Building social relationships: A systematic approach to teaching social interaction skill to children and adolescents with Autism Spectrum Disorders and other social difficulties. Shawnee Mission, KS: Autism Asperger.
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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, 51, 989-997.
Bondy, A., & Frost, L. (2001). Topics in autism: A picture’s worth PECS and other visual communication strategies in autism. Bethesda, MD: Woodbine House.
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Koegel, R. L., Bradshaw, J., Ashbaugh, K.,
Koegel, L. K. (2014). Improving question-asking
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March 2014 link to Koegel et al. research: http://education.ucsb.edu/autism/research/publications
Kuypers, L. (2011). The zones of regulation: A curriculum designed to foster self-regulation and emotional control. San Jose, CA: Think Social.
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Wagner, S. (1998). Inclusive programming for elementary students with autism. Arlington, TX: Future Horizons.
Wagner, S. (2002). Inclusive programming for middle schools students with autism/Asperger’s syndrome. Arlington, TX: Future Horizons.
Wetherby, A. M., & Prizant, B. (2000). Autism spectrum disorders: A transactional developmental perspective. Baltimore, MD: Paul Brookes.
Latest information in a variety of journals, including: Journal of Autism and Developmental Disorders; Focus on Autism; Journal of Applied Behavior Analysis
Books by Carol Gray:
The New Social Story Book, The New Social Story Book-Illustrated Edition, Taming the Recess Jungle. Available through Future Horizons.
Autism Society of North Carolina Bookstore
Contact the Autism Society for information about local chapters and state associations.
Journal of Autism and Developmental Disorders, Vol. 35, No. 2, April 2005 – This issue focuses on Asperger’s Disorder.
National Standards Project, National Autism Center, www.nationalautismcenter.org ©2009
“The National Center is a nonprofit organization dedicated to supporting effective, evidence-based treatment approaches for Autism Spectrum Disorders (ASD) and to providing direction to families, practitioners, organizations, policy-makers, and funders. The Center’s goal is to serve individuals with ASD by responding to the rising demand for reliable information and by providing comprehensive resources for families and communities.”
Future Horizons, Inc.
Autism Asperger Publishing Co.
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 10/24/14 JN