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:† ††††††††††††††††††††††† email@example.com
Address:††††††††† ††††††††††† Virtual Education Software
††††††††††† ††††††††††††††††††††††† 16201 E Indiana Ave, Suite 1450
††††††††††† ††††††††††††††††††††††† Spokane, WA 99216
Technical Support:†††††† †
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.
Title: †††††††† Autism & Aspergerís 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 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.
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.
∑ 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
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.Ē† This 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.Ē† 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 ďVisually Supported Communication.Ē† You will learn how to use visual supports, schedules and calendars to help autistic or Aspergerís children 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.
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).
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.
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.
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
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.†††††††††††
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 † 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.† or call (509) 891-7219.
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.
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.).
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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.†
(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
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.
& Frost, L. (2001). Topics in
autism:† A pictureís worth
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
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.
& 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
S., Dake, L., & Tamir,
L., & Bondy, A.† (2002). The
picture exchange communication system training manual (2nd ed.).†
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). Youíre 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.
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.
& McEachin, J. (Eds.). (1999). A
work in† progress.
Taubman, M., & McEachin, J. (2008). Itís
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.
L., & Krantz, P. (1999). Topics in
autism: Activity schedules for children with autism teaching independent
K., & Krempa, J. (2002). Social skills solutions: A hands-on manual
for teaching social skills to children with autism.
(1998). Introduction to language
Mesibov, G. & Shea, V. (2010). The TEACCH program in the era of evidence-based practice. Journal of Autism and Developmental Disorders, 40, 570-579.
G. B., Shea, V., & Schopler, E. (2005). The TEACCH approach to autism
B. S., & Simpson, R. (1998). Asperger
Syndrome: A guide for educators and parents.
B. S., & Southwick, J.† (1999). Asperger Syndrome and difficult moments.
B. S., Trautman, M. L., & Schelvan, R. L. (2004). The hidden
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.
J. W. (2008). ABLLS-R: Assessment of Basic Language and Learning
& Whittaker, C. (2001). Enabling
communication in children with autism.†
Quill, K. A. (Ed.). (1995). Teaching children with autism: Strategies to enhance communication
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
& Partington, J. (1998). Teaching
language to children with autism or other developmental disabilities.
S. (1997). The source for nonverbal
(2009). Freedom from meltdowns.
Vargas, J. (2009). Behavior analysis for effective teaching.
S. (1998). Inclusive programming for elementary students with autism.
S. (2002). Inclusive programming for middle schools students with
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.
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 Ė This issue focuses on Aspergerís Disorder.
Future Horizons, Inc.
Autism Asperger Publishing Co.
Course content is updated every three years.† Due to this update timeline, some URL links may no longer be active or may have changed.† Please type the title of the organization into the command line of any Internet browser search window and you will be able to find whether the URL link is still active or any new link to the
corresponding organization's web home page.
Updated 1/14/11 JN