|
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 16201
E Indiana Ave, Suite 1450 Spokane,
WA 99216 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, 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 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 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 Title: Autism & Asperger’s Disorders: 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 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 Disorder
ranging in age from approximately three years to adulthood. Course
Objectives
·
To define the characteristics
of Autistic Disorder and Asperger’s 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
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 and Asperger’s;
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 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
of 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 autistic or Asperger’s children 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:
·
Retake any chapter examination,
after completing an information review, to increase that examination score to
a minimum of 70% (maximum of three
attempts).
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 impairments and the restricted repetitive and stereotyped
patterns of behavior, interests and activities exhibited by individuals with
Autism Spectrum Disorders. 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
Disorders. Enhancing communication in
both the nonverbal and 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 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. Your final grade for
the course will be determined by calculating an average score of all
exams. This score will be printed on
your final certificate. 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. Instructor
Description
Autism & Asperger’s 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 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. Contacting the Instructor You
may contact the instructor by emailing Dr. Winnega 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. Bibliography
(Suggested Readings)
American Psychological Association.
(2000). Diagnostic and statistical
anual (4th ed.). Attwood,
T. (1998). Asperger’s Syndrome: A guide for parents and professionals. Attwood, T. (2004). Exploring feelings: Cognitive behavior
therapy to manage anxiety. Arlington, 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. Barbera, M., & Rasmussen,
T. (2007). The verbal behavior approach: How to teach children with autism and
related disorders. 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., Bondy, A.,
& Frost, L. (2001). Topics in
autism: A picture’s worth Buron,
K. D., & Curis, M. (2003). The incredible 5-point scale. 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. 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. Donnellan, A., LaVigna,
G., Negri-Shoultz, N., & Fassbender, L. (1988). Progress without punishment:Effective approaches for learners with behavior
problems. Eikeseth, S.,
& Freeman,
S., Dake, L., & Tamir, Frost,
L., & Bondy, A. (2002). The
picture exchange communication system training manual (2nd ed.). Grandin,
T. (1995). Thinking in pictures and
other reports from my life with autism. 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. 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). You’re going to love this kid!
Teaching students with autism in the inclusive classroom. 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. 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 Leaf, R.,
& McEachin, J. (Eds.). (1999). A
work in progress. Leaf, R.,
Taubman, M., & McEachin, J. (2008). It’s
time for school! Building quality 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. McKinnon,
K., & Krempa, J. (2002). Social skills solutions: A hands-on manual
for teaching social skills to children with autism. McLaughlin, S.
(1998). Introduction to language
development. 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. Myles,
B. S., & Simpson, R. (1998). Asperger
Syndrome: A guide for educators and parents. Myles,
B. S., & Southwick, J. (1999). Asperger Syndrome and difficult moments. Myles,
B. S., Trautman, M. L., & Schelvan, R. L. (2004). The hidden
curriculum. 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. Potter, C.,
& Whittaker, C. (2001). Enabling
communication in children with autism.
Quill, K. A. (Ed.). (1995). Teaching children with autism: Strategies to enhance communication
and socialization. Quill, K. A. (2000).
Do-Watch-Listen-Say: Social and
communication intervention for children with autism. 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. Siegel, B. (1996). The
world of the autistic child. Skinner, B. F. (1957). Verbal
behavior. Sundberg, M.,
& Partington, J. (1998). Teaching
language to children with autism or other developmental disabilities. Thompson,
S. (1997). The source for nonverbal
learning disorders. Thompson, T.
(2009). Freedom from meltdowns. Vargas, J. (2009). Behavior analysis for effective teaching.
Wagner,
S. (1998). Inclusive programming for elementary students with autism. Wagner,
S. (2002). Inclusive programming for middle schools students with
autism/Asperger’s syndrome. Wetherby, A.
M., & Prizant, B. (2000). Autism
spectrum disorders: A transactional developmental perspective. 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 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 – This issue focuses on
Asperger’s Disorder. National
Standards Project, “The 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 1/14/11 JN |
