Autism Spectrum 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: |
|
Address: |
Virtual Education Software |
|
23403 E Mission Avenue, Suite 220F |
|
Liberty Lake, WA 99019 |
Technical Support: |
Welcome to Autism Spectrum Disorder, an interactive computer-based instruction
course designed to help you achieve a better understanding of Autism Spectrum Disorder, of intervention strategies to enhance
communication and learning, and of methods for teaching more conventional
behaviors. Autism Spectrum Disorder
provides information about 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 autistic
students. 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.
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.
Title: |
Autism Spectrum 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,
Revised 2020, Revised 2022 |
Instructor: |
Dr.
Marrea Winnega |
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 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.
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 autistic students who
display a range of verbal abilities from use of few words or mute to very
verbal and ranging in age from approximately 3 years to adulthood.
As
a result of this course, participants will demonstrate their ability to:
·
Define the characteristics of Autism
Spectrum Disorder for better understanding of these disorders.
·
Increase the ability to identify students having this disorder.
·
Provide information on how individuals with this disorder
are different from other students, and how to teach them given these
differences.
·
Understand their behavior in terms of their differences and
communication styles.
·
Develop an understanding of the communication differences
and weaknesses in autistic students.
·
Provide information on teaching strategies.
·
Provide resources for teachers and parents.
The course Autism Spectrum 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 this disorder. Although the information in this chapter is thorough,
there is much information published about autism. 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 autistic students 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 Spectrum Disorder is “Behaviors
& Differences.” This chapter discusses ways that autistic individuals
are different from other learners. The information in this chapter serves to
increase your understanding of Autism Spectrum Disorder
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 autistic
students 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:
·
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.
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 autistic individuals
perceive the world and their different learning styles. These differences will
be applied to the behavioral challenges these students exhibit.
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.
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.
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.
Autism Spectrum Disorder has been developed by Marrea Winnega, PhD, BCBA, and by Mary Coughlin, CCC-SLP. Dr. Marrea Winnega, the instructor of
record, is a licensed clinical psychologist and a board certified behavior
analyst with more than 25 years of experience in the field of Autism Spectrum
Disorder. Previously, she was an assistant professor of Clinical Psychology in
the University of Illinois at Chicago’s Department of Disability and Human
Development and the Department of Psychiatry. She facilitated numerous parent
groups for parents of autistic children 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.
Mary Coughlin is a retired
speech-language pathologist and a board certified
behavior analyst with more than 35 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 25 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 was a consultant to the program (renamed Students Teachers Achieving
Results (STAR) program) incorporating the verbal behavior approach and
structured teaching into effective teaching strategies for its students to
maximize socially appropriate behavior and functional communication skills
using a positive behavior approach. She also initiated the PBIS program for its
use within a segregated school environment and has served on the committee for
the Cooperative on which she worked for more than 10 years.
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.
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.
Please
note that the authors do not support the use of previous diagnostic category
known as Asperger’s Disorder. However, there are books and a body of literature
listed below from before 2013 that use that terminology. These books continue
to be useful references for interventions and descriptions.
Alsaedi, R. H., Carrington, S., & Watters,
J. J. (2020). Behavioral and neuropsychological evaluation of executive
functions in children with Autism Spectrum Disorder in
the Gulf Region. Brain Sciences, 10, 120. https://doi.org/10.3390/brainsci10020120
American
Psychological Association. (2022). Diagnostic
and statistical manual of mental
disorders text revision (5th ed.). (DSM-5-TR). Author.
Antshel, K.
M., & Russo, N. (2019). Autism spectrum disorders and ADHD: Overlapping
phenomenology, diagnostic issues, and treatment considerations. Current
Psychiatry Reports, 21, 34. https://doi.org/10.1007/s11920-019-1020-5
Attwood,
T. (1998). Asperger’s Syndrome: A guide
for parents and professionals. Future Horizons.
Attwood,
T. (2004). Exploring feelings: Cognitive behavior therapy to manage anxiety. Future
Horizons.
Autism
and Developmental Disabilities Monitoring Network. (2014, March 28). Prevalence
of Autism Spectrum Disorders. Morbidity
and Mortality Weekly Report, 63,
1–21. https://www.cdc.gov/mmwr/preview/mmwrhtml/ss6302a1.htm
Baio, J.,
Wiggins, L., Christensen, D. L., Maenner, M. J.,
Daniels, J., Warren, Z., . . . Dowling, N. F. (2018). Prevalence of
Autism Spectrum Disorder among children aged 8 years—Autism and developmental
disabilities monitoring network, 11 sites, United States. Morbidity and
Mortality Weekly Report (MMWR) Surveill Summer, 69(No.
SS-4):1–12. http://dx.doi.org/10.15585/mmwr.ss6904a1
Baker, J. (2006).
Social skills picture book: Teaching play, emotion, and communication to
children with autism. Future Horizons.
Barbera,
M., & Rasmussen, T. (2007). The
verbal behavior approach: How to teach children with autism and related
disorders. 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. Autism
Asperger.
Berenguer, C., Miranda, A., Colomer,
C., Baixauli, I., & Roselló,
B. (2018). Contribution of theory of mind, executive functioning, and
pragmatics to socialization behaviors of children with high-functioning autism.
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https://doi.org/10.1007/s10803-017-3349-0
Betz,
A., Higbee, T. S., & Reagon, K. (2008). Using
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autism. Journal of Applied Behavior
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51, 989–997. https://doi.org/10.1111/j.1469-7610.2010.02262.x
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E., Zwaigenbaum, L., Waddell, Szatmari,
P., Mirenda, P., Vaillancourt, T., Bennett, T.,
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Pathways in ASD Study Team. (2019). Gender differences in pragmatic
communication in school-aged children with Autism Spectrum
Disorder (ASD). Journal of Autism and Developmental Disorders, 49,
1937–1948. https://doi.org/10.1007/s10803-018-03873-2
Coucouvanis, J. (2005). Super skills: A social
skills group program for children with Asperger Syndrome, high-functioning autism and related challenges. Autism Asperger.
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J., Lord, C., Kaufmann, W. E., & Law, P. A. (2011). Stability of initial
autism spectrum disorder diagnoses in community settings. Journal of Autism and Developmental Disorders, 41(1), 110–121. https://doi.org/10.1007/s10803-010-1031-x
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K. J. (2017). Parent-implemented bedtime fading and positive routines for
children with Autism Spectrum Disorders. Journal of Autism and Developmental
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Delmolino, L. & Harris, S. (2004). Topics in autism: Incentives for change motivating
people with Autism Spectrum Disorders to learn and
gain independence. Woodbine House.
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E., Lampit, A., Quintana, D., Naismith, S., Song, Y.
J. C., Pye, J., Hickie, I. & Guastella,
A. (2018). Autism Spectrum Disorders: A meta-analysis of executive function. Molecular
Psychiatry, 23, 1198–1204.
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N., & Fassbender, L. (1988). Progress
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S., & Nelson Darling, L. (2019). Variation in restricted and repetitive
behaviors and interests relates to inhibitory control and shifting in children
with Autism Spectrum Disorder. Autism: The
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(1995). Thinking in pictures and other
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& Scariano, M. (1996). Emergence: Labeled autistic. Warner Books.
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Travers, A. M., Howe, Y., & McDougle, C. J.
(2019). Women and Autism Spectrum Disorder: Diagnosis and implications for
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(2014). The explosive child: A
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categories of parent verbal responsiveness to later language for toddlers and
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He, Y., Su, Q., Wang, L., He, W., Tan, C., Zhang, H., Ng, M. L.,
Yan, N., & Chen, Y. (2019). The characteristics of intelligence profile and
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T. (2017). Autistic traits and symptoms of social anxiety are differentially
related to attention to others’ eyes in Social Anxiety Disorder. Journal of Autism and Developmental
Disorders, 47, 3814–3821. https://doi.org/10.1007/s10803-016-2978-z
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& Koegel, L. K. (2014). Improving question-asking
initiations in young children with autism using pivotal response treatment. Journal of Autism and Developmental
Disorders, 44, 816–827. https://doi.org/10.1007/s10803-013-1932-6
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L. K., & Schwartzman, B. (2013). Improving socialization for high school
students with ASD by using their preferred interests. Journal of Autism and Developmental Disorders. 43, 2121–2134. https://doi.org/10.1007/s10803-013-1765-3
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L. K. (1995). Teaching children with
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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. https://doi.org/10.1007/s10803-009-0765-9
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S., & Monks, C. (2019). Developmental trends of hot and cool executive
function in school-aged children with and without Autism Spectrum
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541–556. https://doi.org/10.1017/S0954579418000081
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M., Travers, B. G., Anderson, J. S., Zielinski, B. A., Alexander, A., Lange,
N., & Lainhart, J. E. (2018). Auditory attention
in Autism Spectrum Disorder: An exploration of
volumetric magnetic resonance imaging findings. Journal of Clinical and
Experimental Neuropsychology, 40, 502–517. https://doi.org/10.1080/13803395.2017.1373746
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D. (2010). Bringing ABA into your
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Latest information in a variety of journals, including Journal
of Autism and Developmental Disorders; Focus on Autism; Journal of
Applied Behavior Analysis
The New Social Story Book, The New Social Story
Book–Illustrated Edition, and Taming the Recess Jungle.
Available through Future Horizons.
Autism Society of North Caroline blog
with useful information: https://www.autismsociety-nc.org/blog/
Contact the Autism Society for information including about the affiliate network: https://www.autism-society.org/about-the-autism-society/affiliate-network/
Journal of Applied
Behavior Analysis, 46(1), Spring 2013 – Special
Issue on Functional Analysis: Commemorating Thirty Years of Research and
Practice. https://onlinelibrary.wiley.com/toc/19383703/2013/46/1
Journal of Autism and Developmental
Disorders, 35(2), April
2005 – This issue focuses on Asperger’s Disorder.
Resources for the ASD spectrum:
Autism Spectrum
Connection (Formerly: OASIS (Online Asperger’s Syndrome Information and
Support); MAAP Services for Autism and Asperger Syndrome
Website: http://www.aspergersyndrome.org
Autism Speaks statistics: https://www.autismspeaks.org/autism-statistics
Signs of Autism in Girls who are highly verbal:
https://www.autismparentingmagazine.com/signs-of-autism-in-girls/
https://childmind.org/article/autistic-girls-overlooked-undiagnosed-autism/
Lives in the balance:
https://truecrisisprevention.org/unsolved-problems-vs-overt-behavior/
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.”
Autism-Focused Intervention Resources
& Modules: https://afirm.fpg.unc.edu/
Social Thinking by Michelle Garcia Winner: https://www.socialthinking.com/
Universal Design for Learning: https://medium.com/udl-center/new-udlcenter-16ce1923fd19
UDL Guidelines: https://udlguidelines.cast.org/
UDL at a glance: https://www.youtube.com/watch?v=bDvKnY0g6e4&list=PLR6ytVuE7QqQNii40DtLcM8RAYZd2VJt5
Future Horizons, Inc. https://www.fhautism.com (Also has webinars and conferences)
AAPC Publishing https://www.aapcautismbooks.com/
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 10/11/22 JN