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Autism & Aspergerís 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 Ė Friday

Email:††††††††††††††††††††††† marrea_winnega@virtualeduc.com

Address:††††††††† ††††††††††† Virtual Education Software

††††††††††† ††††††††††††††††††††††† 16201 E Indiana Ave, Suite 1450

††††††††††† ††††††††††††††††††††††† Spokane, WA 99216

Technical Support:†††††† support@virtualeduc.com

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Introduction

Welcome to Autism & Aspergerís Disorder, an interactive computer-based instruction course designed to help you achieve a better understanding of Autism and Aspergerís Disorder, of intervention strategies to enhance communication and learning, and of methods for teaching more conventional behaviors.Autism & Aspergerís 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 Disorders.The course helps you comprehend why individuals with Autism Spectrum Disorders 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 Aspergerís 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.

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Course Materials

Title: †††††††† Autism & Aspergerís 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

Instructor: Dr. Marrea Winnega

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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 studentís 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 oneís 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.

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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 Aspergerís Disorder ranging in age from approximately three years to adulthood.

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Expected Learning Outcomes

As a result of this course, participants will demonstrate their ability to:

         To define the characteristics of Autistic Disorder and Aspergerís Disorder 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 Aspergerís

      To provide information on teaching strategies

      To provide resources for teachers and parents

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Course Description

The course Autism & Aspergerís 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 and Aspergerís; it gives a clear picture of the characteristics that define these disorders.Although the information in this chapter is complete and thorough, there is much information published about autism and Aspergerís 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 Aspergerís 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 of effective tools for facilitating positive changes with these students.

 

The second chapter of Autism & Aspergerís Disorder is ďBehaviors & Differences.ĒThis chapter discusses ways in which individuals with autism or Aspergerís are different from other learners. The information in this chapter serves to increase your understanding of autism and Aspergerís 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 ďCommunication & Language.ĒIn 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 ďVisually Supported Communication.ĒYou will learn how to use visual supports, schedules and calendars to help individuals with autism or Aspergerís monitor their time and program more effectively and independently. You will learn to use the strategy of ďfirst/thenĒ 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.

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Student Expectations

As a student, you will be expected to:

  • Complete all information chapters covering autism & Aspergerís, showing a competent understanding of the material presented.
  • Complete all examinations, showing a competent understanding of the material presented.
  • Complete a review of any chapter on which your examination score was below 70%.
  • Retake any examination, after completing an information review, to increase that examination score to a minimum of 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.

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Course Overview

 

Chapter 1 Ė Introduction & Characteristics

This section focuses on the characteristics that define the autism spectrum.The areas to be discussed are the social and communication impairments and the restricted repetitive and stereotyped patterns of behavior, interests and activities exhibited by individuals with Autism Spectrum Disorders.

 

Chapter 2 Ė Behaviors & Differences

This section describes how individuals with autism and Aspergerís perceive the world and their different learning styles.These differences will be applied to the behavioral challenges these students exhibit.

 

Chapter 3 Ė 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 Disorders.Enhancing communication in both the nonverbal and verbal student will be addressed.

 

Chapter 4 Ė 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.

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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.

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Writing Assignments

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.

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, ĎSimple Textí or ĎText Edití 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 (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.). You may also access www.scholar.google.com, www.findarticles.com or www.edarticle.com to search for relevant professional articles. Or simply type into your finder "free education articles" and numerous sites will be displayed.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. Grades on summaries are reduced if not properly cited.

 

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.

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Instructor Description

Autism & Aspergerís Disorder has been developed by Marrea Winnega, Ph.D. and Mary Coughlin, CCC-SLP.  Dr. Marrea Winnega, the instructor of record, is a Licensed Clinical Psychologist with 20 years of experience in the field of Autism Spectrum Disorders. Currently, she is an Assistant Professor of Clinical Psychology in the University of Illinois at Chicago Department of Psychiatry. She consults for schools and agencies serving individuals with Autism Spectrum Disorders, including Aspergerís 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. Twelve years ago, 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.She is also replicating this classroom across various school districts.

Mary Coughlin is a Speech-Language Pathologist with over 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 five; and medically fragile children, as well as those with developmental delays and autism.She served on a diagnostic team serving early childhood children for over ten years.She has presented numerous workshops for parents and professionals on the various aspects of communication, speech, and language.She has worked with Dr. Winnega in Autism Dynamic Beginnings since its inception.††††††††††

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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.

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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 VESiís website: www.virtualeduc.com or contact VESi if you have further questions about the compatibility of your operating system.

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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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Bibliography (Suggested Readings)

American Psychological Association. (2000). Diagnostic and statistical annual (4th ed.). New York, NY: Author.

 

Attwood, T.(1998). Aspergerís 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. (2006, December 18). Prevalence of Autism Spectrum Disorders. Morbidity and Mortality Weekly Report, 58, 1-20.

 

Baker, J. (2006). Social skills picture book: teaching play, emotion, and communication to children with autism.Arlington, TX: Future Horizons.††

 

Barbera, M., & Rasmussen, T. (2007).The verbal behavior approach: How to teach children with autism and related disorders. Philadelphia, PA: Jessica Kingsley.

 

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.

 

Betz, A., Higbee, T. S., & Reagon, K. (2008). Using joint activity schedules to promote peer engagement in preschoolers with autism. Journal of Applied Behavior Analysis, 41, 237-241.

 

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 pictureís worth PECS and other visual communication strategies in autism. Bethesda, MD: Woodbine House.

Buron, K. D., & Curis, M. (2003). The incredible 5-point scale. Shawnee Mission, KS: Autism Asperger.(www.asperger.net)

 

CDC (Centers for Disease Control). (2010, May 13). Autism Spectrum Disorders: Data & statistics. Retrieved from

www.cdc.gov/ncbddd/autism/data.html

 

Coucouvanis, J. (2005).Super skills: A social skills group program for children with Asperger Syndrome, high-functioning autism and related challenges. Shawnee Mission, KS: Autism Asperger.

 

Daniels, A. M., Rosenberg, R. E., Kiely Law, J., Lord, C., Kaufmann, W. E., & Law, P. A. Stability of initial autism spectrum disorder diagnoses in community settings. Journal of Autism and Developmental Disorders. Published online May 15, 2010.

 

Delmolino, L. & Harris, S. (2004). Topics in autism: Incentives for change motivating people with autism spectrum disorders to learn and gain independence. Bethesda, MD: Woodbine House.

Donnellan, A., LaVigna, G., Negri-Shoultz, N., & Fassbender, L. (1988). Progress without punishment: Effective approaches for learners with behavior problems. New York, NY: Teachers College, Columbia University.

 

Eikeseth, S., & Hayward, D. W. (2009). The discrimination of object names and object sounds in children with autism: A procedure for teaching verbal comprehension. Journal of Applied Behavior Analysis, 42, 807-812.

 

Freeman, S., Dake, L., & Tamir, I. (1997).Teach me language. (Book and manual).Austin, TX:ProEd. (800-897-3202). Must be used with professional guidance of a behavioral consultant or speech pathologist.†††

 

Frost, L., & Bondy, A.(2002). The picture exchange communication system training manual (2nd ed.).Newark, DE: Pyramid Educational Products.

 

Grandin, T. (1995). Thinking in pictures and other reports from my life with autism. New York, NY:Doubleday.

 

Grandin, T., & Scariano, M. (1996). Emergence: Labeled autistic. Warner Books.

 

Greene, R. W. (2009). The explosive child: A new approach for understanding and parenting easily frustrated, "chronically inflexible" children (Rev. 4th ed.).New York, NY: Harper Collins.

 

Hodgdon, L. (1995). Visual strategies for improving communication. Troy, MI: QuirkRoberts.(Phone no. 248-879-2598)

 

Klin, A., Jones, W., Schultz, R., Volkmar, F., & Cohen, D. (2002). Visual fixation patterns during viewing of naturalistic social situations as predictors of social competence in individuals with autism. Archives of General Psychiatry, 59(9), 809-816.

 

Kluth, P.(2003). Youíre going to love this kid! Teaching students with autism in the inclusive classroom. Baltimore, MD:Paul Brookes.

 

Kodak, T., & Clements, A. (2009). Acquisition of mands and tacts with concurrent echoic training. Journal of Applied Behavior Analysis, 42, 839-843.

 

Koegel, R. L., & Koegel, L. K. (1995). Teaching children with autism. Baltimore, MD: Paul Brookes.

 

Koegel, R. L., Shirotova, L., & Koegel, L. K. (2009). Brief report: Using individualized orienting cues to facilitate first-word acquisition in non-responders with autism. Journal of Autism and Developmental Disorders, 39, 1587-1592.

 

Leach, D. (2010). Bringing ABA into your inclusive classroom: A guide to improving outcomes for students with autism spectrum disorders. Baltimore, MD: Paul H. Brookes.

 

Leaf, R., & McEachin, J. (Eds.). (1999). A work inprogress. New York, NY: DRL Books.

 

Leaf, R., Taubman, M., & McEachin, J. (2008). Itís time for school! Building quality ABA educational programs for students with autism spectrum disorders. New York, NY: DRL Books.

 

Lord, C., Risi, S., DiLavore, P. S., Shulman, C., Thurm, A., & Pickles, A. (2006). Autism from 2 to 9 years of age. Archives of General Psychiatry, 63(6), 694-701.

 

Mattila, M., Hurtig, T., Haapsamo, H., Jussila, K., Kuusikko-Gauffin, S., Kielinen, M., . . . Miolanen, I. (2010). Comorbid psychiatric disorders associated with Asperger Syndrome/High-functioning autism: A community-and clinic-based study. Journal of Autism and Developmental Disorders, Published online, February 23, 2010.

 

Maurice, C. (1993). Let me hear your voice. Ballantine Books.

 

McClannahan, L., & Krantz, P. (1999). Topics in autism: Activity schedules for children with autism teaching independent behavior. Bethesda, MD: Woodbine House.

 

McKinnon, K., & Krempa, J. (2002). Social skills solutions: A hands-on manual for teaching social skills to children with autism. New York, MY:DRL Books.(Available from:www.difflearn.com)

 

McLaughlin, S. (1998). Introduction to language development. San Diego, CA: Singular Publishing Group.

 

 

Mesibov, G. & Shea, V. (2010). The TEACCH program in the era of evidence-based practice. Journal of Autism and Developmental Disorders, 40, 570-579.

 

Mesibov, G. B., Shea, V., & Schopler, E. (2005). The TEACCH approach to autism spectrum disorders. New York, NY: Kluwer Academic/Plenum.

 

Myles, B. S., & Simpson, R. (1998). Asperger Syndrome: A guide for educators and parents. Austin, TX:ProEd.(800-897-3202)††††††††††

 

Myles, B. S., & Southwick, J.(1999). Asperger Syndrome and difficult moments. Shawnee Mission, KS:Autism Asperger.

 

Myles, B. S., Trautman, M. L., & Schelvan, R. L. (2004). The hidden curriculum. Shawnee Mission, KS: Autism Asperger.

 

Odom, S. L., Boyd, B. A., Hall, L. J., & Hume, K. (2010). Evaluation of comprehensive treatment models for individuals with autism spectrum disorders. Journal of Autism and Developmental Disorders, 40, 425-436.

 

Partington, J. W. (2008). ABLLS-R: Assessment of Basic Language and Learning Skills-Revised. Pleasant Hill, CA: Behavior Analysts.(www.difflearn.com)

 

Potter, C., & Whittaker, C. (2001). Enabling communication in children with autism.Philadelphia, PA: Jessica Kingsley.

 

Quill, K. A. (Ed.). (1995). Teaching children with autism: Strategies to enhance communication and socialization. Albany, NY: Delmar. (800-347-7707)

 

Quill, K. A. (2000). Do-Watch-Listen-Say: Social and communication intervention for children with autism. Baltimore, MD: Paul H. Brookes.

 

Sallows, G. O., & Graupner, T. D. (2005). Intensive behavioral treatment for children with autism: Four-year outcome and predictors. American Journal of Mental Retardation, 110, 417-438.

 

Skinner, B. F. (1957). Verbal behavior. Acton, MA: Copley.

 

Sundberg, M., & Partington, J. (1998). Teaching language to children with autism or other developmental disabilities. Pleasant Hill, CA: Behavior Analysts.

 

Thompson, S. (1997). The source for nonverbal learning disorders. East Moline, IL: LinguiSystems.(800-776-4332).

 

Thompson, T. (2009). Freedom from meltdowns. Baltimore, MD: Paul H. Brookes.

 

Vargas, J. (2009). Behavior analysis for effective teaching. New York, NY: Routledge.

 

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/Aspergerís 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.

 

Resources

 

Autism Society of North Carolina Bookstore

†††††††††††

Contact the Autism Society of America for information about local chapters and state associations.

 

Journal of Autism and Developmental Disorders, Vol. 35, No. 2, April 2005 Ė This issue focuses on Aspergerís Disorder.

 

National Standards Project, National Autism Center, www.nationalautismcenter.org ©2009

ďThe 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 Centerís 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.Ē

 

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 organizationís web home page.

 

Updated 4/14/14 JN