Autism & Asperger’s Disorder:
Information &
Effective Intervention Strategies
Instructor Name: Dr.
Phone: 509-891-7219
Office
Hours: 9 a.m. to 5 p.m. PST
Monday - Friday
Email: marreaw@virtualeduc.com
Address: Virtual
Education Software
Technical
Support: support@virtualeduc.com
Introduction
Welcome
to Autism and Asperger’s Disorder, an
interactive computer-based instruction (CBI) 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 and 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 business
computer. Information on installation and technical support can be found, and
will be covered in detail, in the User Guide section of your computer software.
Course Materials
Title: Autism and Asperger’s Disorders: Information & Effective Intervention
Strategies
Author:
Dr.
Publisher:
Virtual Education Software, Inc. ©2001,
Revised 2002, Revised 2004
Instructor:
Dr.
Please keep the CD. There is a $25 replacement fee for CD-roms if
you need to replace yours due to theft, damage, misplacement, etc. Call 1-800-313-6744, with your credit card
information, if you need a replacement.
____________________________________________________________________________________________________________________________________
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 CBI 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
may 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 and 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 and Asperger’s
Disorder is “Behaviors and
Techniques.” 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 and
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 “Special Education.” 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:
- Complete
all information chapters covering autism & Asperger’s, 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 chapter
examination, after completing an information review, to increase that
examination score to a minimum of 70%
(maximum of three attempts).
- 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 – Introduction and 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 and Techniques
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 and 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 – Special Education
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. The software will save the last score,
not the highest score. After your third attempt, each examination will lock and
not allow further access. Your final grade for this 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.
_________________________________________________________________________________________________
Writing Assignments
This course has two required writing components.
To save your essays:
Macintosh: When you select the
question or article you wish to write on, simple text or text edit will
automatically be launched. When you are finished, simply click on FILE>SAVE.
Do not select SAVE AS. You do not
need to give the document a name before saving. When you are done, select
FILE>QUIT. You must quit before you
write another essay.
Windows: When you select the
question or article, notepad will automatically launch. When you are finished,
click on FILE>SAVE. Do not select
SAVE AS. You do not need to give the document a name before saving.
1)
Essay
Requirement: Critical Thinking Questions
There is a critical thinking question for each
chapter. You will do research on the question and write a brief essay upon
relating it to the course content (and your personal experiences when
possible). To view the questions, click
on ESSAY REQ, then on CRITICAL THINKING QUESTIONS. You will see the questions, one for each
chapter. Click on the question you would like to work on; this will bring up a
screen where you can enter your essay.
You must write a minimum of 500 words per essay.
2) Essay Requirement: Journal Articles
This task requires you to
write a review of three journal articles of your choice on a topic related to
this course. After entering the Key Words (click on the Key Words button) into
a search engine of your choice (Google, Dogpile, Yahoo, etc.), choose three
relevant articles and write a 200-word review of each. You may also access the
ERIC system and choose a related topic from a journal listed in that system.
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 paper with your thoughts and impressions. (200 words per
journal article minimum) 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 ESSAY REQ. In the dialog box below that, click on JOURNAL ARTICLE
ASSIGNMENT; this will expand the folder, which contains links to the screens
where you can write your reviews. When
you are ready to stop, click on FILE>SAVE.
You may go back at any point to edit your essays. For more information on the features of this
assignment, please consult the HELP menu.
_________________________________________________________________________________________________
Instructor
Description
Autism and Asperger’s Disorder
has been developed by
Mary Coughlin is a Speech-Language
Pathologist with over 19 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, worked with behavior disorders, severe-profound disabilities, birth
to five, and medically fragile children as well as those with developmental
delays and autism. She also has served
on a diagnostic team serving early childhood 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 at marreaw@virtualeduc.com
or calling her at 509-891-7219, Monday through Friday, 9 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 CD, 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 on your course disk.
If you need personal assistance then email
Minimum Requirements
Macintosh Operating Systems
Mac OS 9.x or OS 10.x, 256MB of RAM and 5MB of free hard disk space,
15" or larger color monitor with a minimum resolution of 800x600, CD
driver 4x minimum speed and a printer connected to your computer.
Windows Operating Systems
Windows 2000, XP Home, Professional or newer, 256MB of RAM and 5MB of
free hard disk space; 15" or larger color monitor with a minimum
resolution of 800x600, CD driver 4x minimum speed and a printer connected
to your computer.
Please contact VESi if you have any questions about the compatibility
of these systems.
Refer to the addendum included with your software
package regarding Grading Criteria, Course Completion Information, Items to be
Submitted, and where to send your completed information.
_____________________________________________________________________________
Bibliography
(Suggested
Readings)
American Psychological Association. (2000). Diagnostic
and Statistical Manual (4th ed.). New York: Author.
Attwood, T. (1998). Asperger’s
Syndrome: A guide for parents and professionals. Arlington, TX: Future Horizons.
Berkell, D.E. (Ed.).
(1992). Autism: Identification,
education, and treatment. Hillsdale,
NJ: Lawrence Erlbaum Associates.
Buron, K. D., &
Curis, M. (2003). The incredible 5-point scale. Shawnee Mission, KS: Autism Asperger
Publishing Co. (www.asperger.net)
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 Publishing
Co.
Donnellan,
A., LaVigna, G., Negri-Shoultz, N., & Fassbender, L. (1988).
Progress without punishment: Effective approaches for learners with
behavior problems. New York: Teachers College, Columbia University.
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, Inc.
Grandin, T. (1995).
Thinking in pictures and other reports
from my life with autism. New York:
Doubleday.
Grandin, T., &
Scariano, M. (1996). Emergence: Labeled autistic. Warner
Books.
Greene, R. (1998). The explosive child. New York:
HarperCollins Publishers.
Hodgdon, L. (1995). Visual
strategies for improving communication. Troy, MI: QuirkRoberts
Publishing. (Phone no. 248-879-2598; Fax
no. 248-879-2599)
Janzen, J. E. (1996). Understanding the nature of autism: A
practical guide. Published by Therapy Skill Builders, a division of
Psychological Corporation. San Antonio, Texas.
1-800-228-0752.
Koegel, R. L.,
& Koegel, L. K. (1995). Teaching
children with autism. Baltimore: Paul Brookes Publishing Co.
Kluth, P. (2003).
You’re going to love this kid!
Teaching students with autism in the inclusive classroom. Baltimore: Paul Brookes Publishing.
Leaf, R., &
McEachin, J. (Eds.). (1999). A work in
progress. New York: DRL Books, L.L.C.
Maurice,
C. (1993). Let me hear your voice.
Ballantine Books.
McKinnon,
K., & Krempa, J. (2002). Social
skills solutions: A hands-on manual for teaching social skills to children with
autism. New York: DRL Books, Inc. (Available from: www.difflearn.com)
Mesibov,
G.B., Shea, V., & Schopler, E. (2005). The TEACCH approach to autism
spectrum disorders. New York: Kluwer
Academic/Plenum Publishers.
Myles,
B. S., & Simpson, R. (1998). Asperger
Syndrome: A guide for educators and parents. Austin, TX: ProEd.
(800-897-3202; Fax:
1-800-FXPROED)
Myles, B. S., &
Southwick, J. (1999). Asperger Syndrome and difficult moments. Shawnee
Mission, KS: Autism Asperger Publishing
Co.
Myles, B.S., Trautman,
M.L., & Schelvan, R.L. (2004). The
hidden curriculum. Shawnee Mission, KS:
Autism Asperger Publishing Co.
Partington, J. W.
& Sundberg, M. (1998). ABLLS: Assessment of Basic Language and Learning
Skills. Pleasant Hill, CA: Behavior Analysts, Inc. (www.difflearn.com)
Quill, K.A. (Ed.).
(1995). Teaching children with
autism: Strategies to enhance communication and socialization. Albany, NY: Delmar Publishers Inc.
(800-347-7707)
Quill, K. A. (2000). Do-Watch-Listen-Say:
Social and communication intervention for children with autism. Baltimore:
Paul H. Brookes Publishing Co.
Richard,
G. (1997). The source for autism. East
Moline, IL: LinguiSystems.
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. New York: Oxford University Press.
Thompson,
S. (1997). The source for nonverbal learning disorders. East Moline, IL:
LinguiSystems. (800-776-4332).
Trevarthen, C., Aitken, K., Papoudi, D.,
& Roberts, J. (1998). Children with
autism diagnosis and interventions to meet their needs (2nd ed.). London:
Jessica Kingsley Publishers, Ltd.
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: Paul Brookes Publishing
Co.
Latest
information in a variety of journals including:
Journal of Autism and Developmental Disorders; Focus on Autism
Books by Carol Gray:
The
New Social Story Book, The New Social Story Book-Illustrated Edition, Taming
the Recess Jungle. Available through Future Horizons (800)
489-0727; www.FutureHorizons-Autism.com
Resources
Autism Network, Inc.
This catalog contains many
titles on autism and Asperger’s. Call for a free catalog: (952) 988-0088; fax: (952) 988-0099; Web
site: www.Autismbooks.com
Materials Picture This, Visual Timer Picture Exchange
Communication System (PECS)
Autism Society of North Carolina Bookstore: (919) 743-0204, Web site: www.Autismsociety-nc.org
Social Behavior in Autism (1986) and
other titles by Schopler, E. &
Mesibov, G.
Captain Tommy (1996)
by Abby Ward Messner
Ian’s Walk, A Story about Autism (1998)
by Laurie Lears
Asperger’s Web site: OASIS:
www.udel.edu/bkirby/asperger
Contact
the Autism Society of America at
800-3AUTISM for information about local chapters and state associations.