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CSD 597
Seminar in Autism
E. Baharav, Ph.D., CCC-SLP, instructor
Seminar in Autism: Course Syllabus
Friday 1:00-4:30, June 25 – July 30th, 2010
Saturday, June 26th, 2010: 9:00 – 5:00
Course Description
The purpose of this course is threefold:
- to develop familiarity with a variety of topics that relate toAutism Spectrum Disorders (ASD),
- to focus on a family-centered approach to intervention in early autism, using the Hanen approach, and
- to broach theory and clinical practice by engaging, directly and indirectly, in clinical work with children diagnosed with ASD.
To develop familiarity with autism, issues related to diagnosis, etiology, characteristics, and intervention approaches in ASD across the lifespan will be presented. Current topics and theories inASD will be discussed as part of this course.
To learn about a family centered approach in early autism intervention, a one-day workshop will be presented as part of the course, describing in detail the Hanen methof, which is based on a transactional developmental approach.
The course will emphasize bridging theory and practice by following up on a group of six children with ASD who will be receiving speech and language services at our clinic (Western’s Speech-Language Clinic) during the six week summer session (twice a week) to foster social skill acquisition.
This course has been designed to ensure that students demonstrate required knowledge and skills as outlined in the Standards and Implementation Guidelines for the Certificate of Clinical Competence in Speech-Language Pathology. The specific standards addressed in this class are: III-A, III-C, III-D, III-E, III-F, III-G, IV-B, IV-G
Student Learning Objectives
Students will:
- describe diagnostic criteria of autism and the pervasive developmental disorders
- identify the theorized etiologies ofASD, including the role of genes,environment, and gene/environment interactions
- discuss when autism and ASD may become evident and how early this may manifest
- practice the use of an early autism screening tool
- describe the characteristics and issues surrounding autism in early childhood,including the impact of social-communicative skills, speech and language characteristics,and cognitive and play skills
- describe the characteristics of autism in middle childhood, including impact on socialcommunicativeskills and cognitive skills
- discuss some of the educational issues related to autism
- describe characteristics and issues surrounding autism in adolescence and adulthood, including implications for speech and language, and also for employment andindependence
- discuss a number of different interventions available for ASD, their evidence base and the pros and cons of each.
Course Structure:
Each Friday session will be broken up as follows:
1:00 to 2:15lecture by instructor on the weekly topic
2:15 to 2:30quiz on the lecture (multiple choice answers)
2:30 to 2:45break
2:45 to 3:30student presentation on topic of choice
3:30 to 4:30client presentation, discussion, and session planning
Explanation:
On the first day of class, you will pick a topic that is of high interest to you through
discussions with fellow classmates. Then, on the following class meetings, you will present your findings to the class. Ideally, there will be time set aside for a short discussion as well. Each of five Fridays two students will present to the class. There will be a sign-up sheet the first day of class for these presentations.
In addition, each Friday session will include a clinical “grand round” where student-clinicians will present their clients using video clips from the week’s sessions. The presentations will be followed by discussion of clinical issues and suggestions for session planning for the following week.
NOTE: there is a list of topics at the end of the syllabus.
Another source of topics is found on p. 117, under “References and Resources” in the Washington Autism Guidebook which is downloaded under documents on Bb.
Grading:
Your grade for the course will be based on the weekly quizzes taken on Fridays after class lecture, and on a journal summarizing the student presentations. The journal will be submitted to the instructor on the last day of the course (July 30th). Please avail yourselves of a Bluebook to record your journals.
I will be using Blackboard (Bb) often, and it will be our main means of communication during the week, so please be sure to check it daily for announcements.
A course calendar is attached at the end of this document.
Required text:
Sussman, F. (1999). More Than Words: A Guide to Helping Parents Promote Communication and Social Skills in Children with Autsim Spectrum Disorder. A Hanen Centre Publication, Toronto, Ontario.
Recommended Materials (partial list, more to come)
Attwood, T. (2007). The Complete Guide to Asperger’s Syndrome. Philadelphia, PA: Jessica Kingsley Publishers.
Bondy, A. & Frost, L. (2008). Autism 24/7: A Family Guide to Learning at Home and in the Community. Bethesda, MD: Woodbine House, Inc.
Clark, H. B., and D. K. Unruh (Eds) (2009). Transition of Youth and Young Adults with Emotional or Behavioral Difficulties. Baltimore, MD: Paul H. Brookes Publishing Co., Inc.
Grandin, T. (2002). Asperger’s and Self-Esteem: Insight and Hope Through Famous Role Models. Arlington, TX: Future Horizons Inc.
Grandin, T. (1995). Thinking in Pictures and other reports from my life with Autism.
NY: Doubleday.
Greenspan, S. I. and Lewis, D. (2002). The Affect Based Language Curriculum. ICDL (Interdisciplinary Council on developmental and Learning Disorders). Bethesda, MD.
Gerlach, Elizabeth King. (1999). Just this side of normal.
Frith, U. (1989). Autism: Explaining the enigma. Oxford: Blackwell.
Hanft, B. E., Rush, D. D. & Shelden, M. L. (2004). Coaching families and colleagues in early childhood.Baltimore, MD: Paul H. Brookes Publishing Co., Inc.
Jackson, Luke. (2002).Freaks, geeks, and Asperger Syndrome. London:Jessica
Kingsley. (Written by a 13 year old with Asperger's. Essential "user's guide to adolescence")
Kluth, P. & Chandler-Olcott, K. (2008). “A Land We Can Share”: Teaching Literacy to Students with Autism. Baltimore, MD: Paule H. Brookes Publishing Co., Inc.
Kluth, P. & Shouse, J. (2009). The Autism Checklist: A Practical Reference for Parents and Teachers. San Francisco, CA: Jossey-Bass A Wiley Imprint.
Koegel, Lynn Kern & LaZebnik, Claire. (2004). Overcoming Autism. NY: Penguin
Books.
Kumar, J., Kranowitz, C., Szklut, S., Balzar-Martin, L., Haber, E. & Sava, D. I. (2007). Answers to questions teachers ask about sensory integration. Arlington, TX: Future Horizons, Inc.
Leach, D. (2010). Bringing ABA into your classroom. Baltimore, MD: Paul H. Brookes Publishing Co., Inc.
Myles, B. & Limpson, R. L. (2003) Asperger Syndrome: A Guide For Educators and Parents. 2nd Ed. Austin, TX: PRO-ED, Inc.
Naseef, R. A. (2001). Special children challenged parents.Baltimore, MD: Paul H. Brookes Publishing Co., Inc.
Offit, P. A. (2008). Autism’s False Profits: Bad Science, Risky Medicine, and the Search For a Cure. NY: Columbia University Press.
Prelock, P.A. (2006). Autism Spectrum Disorders: Issues in Assessment and Intervention.
Pro-Ed, Inc. Austin, Tx. ISBN 1-4164-0129-6.
Quill, K. A. (Ed) (1996). Teaching children with Autism: Strategies to enhance communication and socialization. Delmar. Albany, NY. ISBN 0-8273-6269-2.
Sandall, S. R., & Schwartz, I. S. (2008). Building Blocks.Baltimore, MD: Paul H. Brookes Publishing Co., Inc.
Sussman, F. (2006). TalkAbility. A Hanen Centre Publication, Toronto, Ontario.
Thompson, T. (2007). Making Sense of Autism. Baltimore, MD: Paul H. Brookes Publishing Co., Inc.
Thompson, T. (2008). Straight Talk on Autism. Baltimore, MD: Paul H. Brookes Publishing Co., Inc.
Wehman, P., Smith, M.D. & Schall, C. Autism and the Transition to Adulthood
Success Beyond the Classroom.Baltimore, MD: Paul H. Brookes Publishing Co., Inc.
Wetherby, A. M. & Prizant, B. M. (2000). Autism Spectrum Disorders: A Transactional Developmental Perspective. Baltimore, MD: Paul H. Brooks Publishing Co., Inc.
Winner, M. G. (2008). Think Social! A Social Thinking Curriculum for School-Age Students. San Jose, CA: Think Social Publishing, Inc.
Additional articles are posted on Blackboard (Bb). Be sure to consult them as well as internet sources for additional information.
Sample topics of interest in the field of autism:
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CSD 597
Seminar in Autism
E. Baharav, Ph.D., CCC-SLP, instructor
Assistive Technology
Behavior
Communication
Community Transition
Early identification
Screening
Instruction
Sensory Integration
Sexuality
Social Issues
Family Support
Interventions
Legal Issues/ insurance
Services in different states
Special Education Law and Autism
Review of Washington State Agencies and services
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CSD 597
Seminar in Autism
E. Baharav, Ph.D., CCC-SLP, instructor
Course Calendar at a Glance
Week / Tuesday clinic / Thursday clinic / Friday Class#1
Introduction to ASD: The DSM-IV
Social Skills / June 22:
3 new clients are being introduced to the clinic. Moms are interviewed / June 23:
No clinic- EB to Yakima Autism Summit / Fri. June 25/
General introduction to autism: definition; the DSM-IV
Social Skill building
- Expectations from course
- Topic of interest – presentation sign-up
- Lecture: intro to autism; the DSM-IV
- the WATCH-DO-LISTEN-SAY program
#1
Sat. June 26/
The Hanen program: More Than Words / ALL DAY HANEN WORKSHOP
Afternoon SAT: prepare visuals, songs and music for implementation in the clinic
#2
Early Identification
Issues in ASD in WA / June 29:
Start sessions with all client dyads
1:00
2:00
3:00 / July 1: / Fri. July 2/
Issues relating to incidence, prevalence; early i.d. the Yakima pyramid for Dx; The ASQ, M-CHAT and follow-up interview; Washington’s Autism Task Force and Autism Guidebook
#3
Clinical forum / July 6 / July 8 / Fri July 9/
Short session: 1:00 – 2:30
(Dr. B to PROMPT workshop)
Seminar presentation
Client presentation
#4
Diagnosing ASD / July 13 / July 15 / July 16
The ADOS: recorded or live Dx
Social Skills Questionnaire
#5
Intervention Approaches / July 20 / July 22 / July 23
ABA, Floortime (ABLC), SCERTS and TEACCH
July 26
Issues in ASD in the school age child
Issues in transitioning into the community / July 27 / July 29 / July 30
The older child with ASD/Asperger
school age issues
Transitioning into the community