UNIVERSITY OF MASSACHUSETTS LOWELL
DEPARTMENT OF PSYCHOLOGY
Seminar in Clinical Psychology 47.475
Spring 2010
Professor: Dr. Ashleigh Hillier
Office Phone: 978-934-2930 Email:
Office: 1 Mahoney Website: http://faculty.uml.edu/ahillier
Office Hours: Wed 1.00-2.00pm; Thursday 11.00am-1.00pm, or by appointment
Course Description
This seminar focuses on autism spectrum disorders (ASD). Students will learn the behavioral and psychological characteristics associated with ASD, diagnostic procedures, etiology, consider various interventions for this population, and discuss current controversies in the field. Recent research in the field from a broad range of perspectives and areas (e.g. neuroscience, behavioral, social-cognitive, cognitive, genetics etc.) will be explored through journal article reviews and class discussions. We will also consider the impact of ASD on individuals and their families.
Course Objectives:
1) Know and communicate the characteristics, etiology, and diagnostic procedures associated with ASD.
2) Critically evaluate various intervention and education approaches used with individuals with ASD.
3) Understand the impact of ASD, including societal attitudes, on individuals and their families.
4) Be familiar with the latest research in the area of ASD from a number of different perspectives including neuroscience, behavioral, social-cognitive, and cognitive approaches, as well as the latest genetic based research.
5) Gain enhanced respect for individuals with ASD and recognition of the many strengths associated with ASD.
Meeting Times
Class will take place on Tuesdays 12.30-3.10pm.
Required Text:
Attwood, T. (2008). The Complete Guide to Asperger’s Syndrome. Philadelphia, PA: Jessica Kingsley Publishers.
There will also be additional readings consisting of journal articles. Please see class schedule below for further details.
Attendance and Participation: Attendance is required and will be taken each class.
Attendance for each class is worth 1 point; there are a total of 15 classes. You are allowed 2 unexcused absences. I will ask for documentation after the 2nd class to excuse further absences. Attendance is worth 10% of your grade.
To do well in this course you will need to read the assigned readings and the required chapters in the assigned book before each class.
Important emails regarding the course will be sent to your UML email accounts. If you do not check your UML email account, you should have that email forwarded to an account you do check. I will only send emails to UML accounts.
Assignments:
1) Class participation. You are expected to fully participate in class discussions. Each class will focus on discussions of your required readings for that session as well as student presentations, presentations from guest speakers, videos etc.
2) Reflection pieces. You will also be required to submit a reflection piece for various assigned readings (see class schedule below for details). These reflections will be similar to a summary of the reading but will also include your own thoughts and opinions. Each reflection piece must also have one discussion comment or question written at the end of the piece that you will share with the rest of the class. Examples of good discussion comments / questions:
1) this article raised some very important points including A, B, and C. However, the arguments made contrasted with those of xxxx who argued ….. Evidence to support the ideas in this article comes from……….
2) this article relates to theory of xxxx which states xxxx. I found this interesting because…..
3) any other comments that reflects thorough reading and thinking about the article.
Reflection pieces must be typed and submitted in class at the end of class (i.e. you have to attend the class in order to submit it) on the day they are due. Reflections for each assigned reading should be one page double spaced (size 12 font, Times New Roman). I will not accept emailed, handwritten, early or late reflection pieces. You can only hand in your reflections early / late if you can provide documentation of a legitimate medical or family emergency. You must notify me of this within 24 hours of the class when your reflection pieces were due and provide documentation within 72 hours. If you do not hand in a reflection piece you will receive a 0. However, the two reflection pieces with the lowest score will be dropped and not included in your final grade.
3) Final Paper. You will find 5 recent journal articles selected from 2008, 2009, and 2010 on any topic of your choice from the curriculum, and provide a summary of each of the 5 articles. The paper must be in APA format. 5-7 pages double spaced, due by beginning of class May 11th.
4) Class presentations. You will each do a class presentation based on a particular week’s topic. We will decide in our first class who will present during which weeks. You will do your presentations individually. Presentations will be 15 minutes and include powerpoint, video clips (not extended pieces of video), class discussion, activities etc.
Students with Disabilities.
Reasonable modifications will be made for students with disabilities. Please be sure to register with the Office of Disability Services.
Other important course information.
I am pregnant and the baby is due April 2nd. I anticipate taking approximately two weeks off once the baby is born to recover, before returning to class. During these two weeks I have scheduled for guest speakers to present that week’s class. I have also scheduled a video for March 30th in case the baby comes early. In this case, my TA will cover this class.
Grading: %
Class Presentations 30
Final paper 30
Reflection Pieces 30
Attendance 10
A 93-100 C+ 77-79
A- 90-92 C 73-76
B+ 87-89 C- 70-72
B 83-86 D+ 67-69
B- 80-82 D 60-66
F 0-59
University Policy on Cheating: All work handed in must be your own. Students who cheat on a quiz or an assignment will receive zero for that quiz or assignment. In addition, a report will be made to University judiciaries. Other penalties such as reduction of course grade may also be imposed.
Plagiarism: presenting someone else’s work and ideas as your own – is a very serious offense. It is the responsibility of the student to ensure they are familiar with what constitutes plagiarism and how to avoid it.
For further information about academic integrity and UML policies see: http://www.uml.edu/catalog/undergraduate/policies/academic_dishonesty.htm
Class Schedule
This class schedule also identifies what readings are required. For some lectures you will just need to read one or two chapters in the Attwood book. For other lectures you will need to read a chapter in Attwood and will have an additional journal article reading. When you have an additional journal article reading, the reflection piece that is due will be on that article, not on any chapters from Attwood that might also be due that same week. The additional journal article readings are outlined below the class schedule.
Date / Topic / Attwood Chapter(s) / Additional Reading(s)Jan 26th / Introductions. Review syllabus. Overview of autism spectrum disorders. Decide presentations.
Feb 2nd / Diagnostic tools and procedures. / Attwood Chapters 1 + 2. Reflection 1 due.
Feb 9th / Etiology; vaccinations; Genetic based research; possible environmental factors. / Attwood Chapter 15. / Additional Reading 1 – see below. Reflection 2 due.
Feb 16th / Monday class schedule – NO CLASS
Feb 23rd / Interventions; ABA; quackery. Plan for guest speaker, generate discussion questions etc. / Attwood Chapter 3. / Additional Reading 2 – see below. Reflection 3 due.
March 2nd / Family and Parenting. Guest speaker – Amy / Attwood Chapter 4. / Additional Reading 3 – see below. Reflection 4 due.
March 9th / Neurobiological perspectives (anatomical brain differences, fMRI research etc.). Provide Dr. Hillier with topic for your final paper. Presentations 1, 2 and 3. / Attwood Chapter 7. / Additional Reading 4 – see below. Reflection 5 due.
March 16th / Spring break
March 23rd / Social-cognitive and cognitive perspectives (theory of mind, central coherence, executive functioning, emotion recognition etc.). Presentations 4, 5, and 6. Plan for two guest speakers, generate discussion questions etc. / Attwood Chapters 5 & 6. Reflection 6 due.
March 30th / Rain Man / or alternative video; (covered by Samantha Jacobs if necessary). / Attwood Chapter 8 + 14.
April 6th / School Law – Dr. Doreen Arcus (Dr. Hillier on maternity leave?) / Attwood Chapter 9.
April 13th / Service provision (adults) – Nataliya Poto, MA (Dr. Hillier on maternity leave?) / Attwood Chapter 10.
April 20th / Personal experiences and perspectives. Guest speaker Claudia Spiro (adult with AS). Presentations 7, 8, and 9. / Attwood Chapter 11.
April 27th / Adulthood I; employment; college. Presentations 10, 11, and 12. / Attwood Chapter 12. / Additional Reading 5 – see below. Reflection 7 due.
May 4th / Adulthood II; relationships, outcomes. Presentations 13, 14, 15. / Attwood Chapter 13. / Additional Reading 6 – see below. Reflection 8 due.
May 11th / Reflection. Catch up if necessary. Final paper due.
Additional Readings
There are six additional readings altogether and they are all available on-line through the library website. Part of the purpose of this exercise is for you to familiarize yourself with finding materials through the library system. If you have trouble accessing any of the on-line readings contact me well in advance of the upcoming lecture. I recommend that you go on-line following our first lecture and gather all of the additional readings in one go. That way if you have any difficulties there will be plenty of time to resolve them before the reflection piece is due.
1. February 19th (reflection piece 2):
Volker, M. A., & Lopata, C. (2008). Autism: A review of biological bases, assessment, and intervention. School Psychology Quarterly, 23, 258-270
2. February 23rd (reflection piece 3):
Goodwin, M.S. (2008). Enhancing and accelerating the pace of autism research and treatment: The promise of developing innovative technology. Focus on Autism and Other Developmental Disabilities, 23, 125-128
3. March 2nd (reflection piece 4):
Phetrasuwan, S., & Shandor Miles, M. (2009). Parenting stress in mothers of children with autism spectrum disorders. Journal for Specialists in Pediatric Nursing, 14, 157-165.
4. March 9th (reflection piece 5):
Kennedy, D.P., Redcay, E., & Courchesne, E. (2006). Failing to deactivate: Resting functional abnormalities in autism. Proceedings of the National Academy of Sciences, 103, 8275-8280.
5. April 27th (reflection piece 7):
Farley, M.A. (2009). Twenty-year outcome for individuals with autism and average or near-average cognitive abilities. Autism Research, 2, 109-118.
6. May 4th (reflection piece 8):
Barnhill, G.P. (2007). Outcomes in adults with Asperger Syndrome. Focus on Autism and Other Developmental Disabilities, 22, 116-126.
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