MurrayStateUniversity

COURSE SYLLABUS

Revised Spring 2011

DEPARTMENT: ACSCOURSE NUMBER: SED645CREDIT HOURS: 3

  1. TITLE: Strategies for Students with Autism
  1. COURSE DESCRIPTION: Study of the techniques and methods necessary for the organization and operation of educational programs for individuals with autism spectrum disorders. Emphasis will be placed on research-based strategies to enhance communication, learning, and methods for teaching more conventional behaviors.
  1. PURPOSE: The purpose of this course is to prepare teachers to meet the educational and training needs of students with autism spectrum disorders. Topics will include major theories, teaching approaches, classroom structure and environmental arrangements, instructional strategies, curriculum adaptations, and positive behavior supports.
  1. COURSE OBJECTIVES:

Class activities will be centered on the attainment of the course objectives listed below. These objectives are understood to be reflective of, but not limited to those behaviors advocated by the Kentucky Education Reform Act guidelines and initiatives. Following each objective, and enclosed in parentheses, are numbers which reference the Kentucky Teacher Standards for Preparation and Certification (KTS) addressed by that objective. Additionally, enclosed in brackets, are numbers which reference the Interdisciplinary Early Childhood Education (IECE) Standards which are addressed. Upon successful completion of this class, the student will be able to:

  1. Understand and discuss current issues and trends related to the programming for individuals with all levels of autism. (1, 2, 3, 4, 8, 10) [1, 2, 3, 4, 6, 8]
  2. Recognize various developmental disabilities that often co-exist with autism. (2, 3, 4, 5, 8) [ 2, 3, 4, 6, 8]
  3. Demonstrate knowledge in the application of instruction in the content areas of academics, life skills, community access, sensory needs, motor skills, communication and vocational skills for individuals with autism. (1, 2, 3, 4, 5, 6, 7, 8, 9) [ 1, 2, 3, 4, 5, 6, 9]
  4. Demonstrate various techniques in promoting increased social and behavioral skill development specific to the learning styles of individuals with autism. (2, 3, 4, 5, 6, 8, 9) [1, 2, 3, 4, 5, 7, 8, 9]
  5. Develop teaching plans that include appropriate teaching strategies for the inclusion

of students with autism spectrum disorders including needed data collection strategies. (2, 3, 4, 5, 9) [1, 2, 3, 4, 7]

  1. Review the research literature on intervention strategies and describe methods of

helping parents and professionals to make informed decisions for individuals with

autism spectrum disorders. (8, 9, 10) [6, 7, 8]

  1. Locate and access information and resources related to identified professional and

instructional issues for individuals with autism spectrum disorders. (3, 6, 10)

[8, 7, 9]

  1. Demonstrate knowledge of professional development opportunities at the local, state,

and national levels. (8, 9) [6, 7, 8]

  1. Evaluate professional behavior using a professional ethics document (e.g., CEC Code

of Ethics and Standards for Professional Behavior). (7, 9, 10) [ 5, 7]

The COE Theme of Educator as Reflective Decision Maker is addressed in this course by requiring students to reflect through the course activities of reaction papers, and conducting an environmental factors project.

The EPSB Themes of Assessment and Closing the Achievement Gap are explored in the course through various chapters within the text such as Functional Assessment, Systematic Instruction, Access to General Education, Social Skills, Positive Behavior Support, Communication Skills, and Self-Determination. The EPSB Theme of Diversity is explored through the course activity of a research project evaluating the theories and perspectives of persons on the autism spectrum.

  1. CONTENT OUTLINE:
  2. Definitions, etiologies, and incidence/prevalence of autism
  3. Historical and philosophical perspectives on the education of individuals on the

autism spectrum

  1. Early indicators and neuro-typical and atypical development of students with autism
  2. Educational outcomes for students with autism
  3. Addressing communication, sensory, and behavior deficits of students with autism
  4. Educational programs and systematic instruction strategies for students with autism
  5. Accessing information for program development and implementation
  6. Ethical and Professional Behavior
  7. Working with families of children with autism.
  8. Identifying various methodologies used with students with autism
  1. INSTRUCTIONAL ACTIVITIES:
  1. Lecture and discussion
  2. Small group discussion
  3. Simulations
  4. Cooperative learning activities
  5. Reading Material
  6. Chapter quizzes and exams
  7. Written assignments
  8. Individual and/or group presentations
  9. Video and other media
  10. Research assignments
  1. FIELD, CLINICAL, AND/OR LABORATORY EXPERIENCES: None
  1. RESOURCES:

Waterfield Library

Blackboard

Self-selected books and articles

RACERtrak, ERIC, and the Internet

Professional publications

  1. GRADING PROCEDURES:
  1. Course Requirements

Theories research paper100 pts.

Challenging behavior project100 pts.

Environmental factors project100 pts.

Journal article reviews (2) @ 25 pts. each 50 pts.

Reaction papers (5) @ 20 pts. each100 pts.

Quizzes (5) 2 10- pts. each 50 pts. B. Grading Scale

A = 90 - 100%

B = 80 - 89%

C = 70 - 79%

D = 60 - 69%

E = 0 - 59%

  1. ATTENDANCE POLICY:

This course adheres to the academic policy stated in the current MSU Graduate Bulletin.

  1. ACADEMIC HONESTY POLICY:

This course adheres to the academic honesty policy stated in the current MSU Graduate Bulletin.

  1. TEXT AND REFERENCES:

Hall, L. J. (2009). Autism spectrum disorders from theory to practice. Upper Saddle River, NJ: Merrill/Prentice Hall

Other readings as assigned by the instructor.

  1. PREREQUISITE:

None

  1. NON-DISCRIMINATION POLICY STATEMENT:

Murray State University endorses the intent of all federal and state laws created to prohibit discrimination. Murray State University does not discriminate on the basis of race, color, national origin, gender, sexual orientation, religion, age, veteran status, or disability in employment, admissions,or other provision of services and provides, upon request, reasonable accommodation including auxiliary aids and services necessary to afford individuals with disabilities equal access to participate in all programs and activities. For more information, contact Director of Equal Opportunity, Murray State University, 103 Wells Hall, Murray, KY 42071-3318. Telephone: 270-809-3155 (voice), 270-809-3361 (TDD).

SED 645

Tentative Course Schedule

DATE / TOPIC / READING(S) / ASSIGNMENT
1/24 / Course overview
Background on Autism
2/7 / Classification and Physiological approach / Chapter 1
Kluth (2004) / Journal article 1
2/14 / Characteristics / Friedlander (2008) / Reaction Paper 1
2/21 / Asperger Syndrome / O’Connor & Klein (2004) / Quiz 1
2/28 / Assessment / Chapter 2
3/7 / Evidenced-based practices: Instructional Approaches / Chapter 3; Simpson (2008); Carnahan (2006); Koenig et al (2009); Flores & Ganz (2009); / Quiz 2
Reaction paper 2
3/14 / SPRING BREAK
3/21 / Evidenced-based practices: Instructional Approaches / Chapter 3
Marks et al., (2003); Ganz (2007); Spencer et al., (2008); Rao & Gagle (2006); / DUE: Research paper on theories/interventions
3/28 / ABA: Academic skills / Chapter 4
Wallis (2006); Gately (2008) / Quiz 3
Reaction paper 3
4/4 / ABA: Challenging Behavior / Chapter 5; Cox, Gast, & Ayres (2009); / Journal article 2
4/11 / TEACCH approach / Chapter 7; Carnahan et al., (2009); Carnahan et al., (2009); / Reaction paper 4
4/18 / Communication Other Approaches & Assistive Technology / Chapter 8
Chapter 6
Ganz (2007); Preis (2007)
Mechling & Gustafson (2008); Coleman-Martin et al (2005) / Quiz 4
Reaction Paper 5
4/25 / Social Skills & Transitions / Chapter 9
Quilty (2007); Crozier & Sileo (2005); Banda et al., (2009); Reynhout & Carter (2007); Parsons (2006); / Quiz 5
DUE: Behavior Project
5/2 / Presentations on Environmental Projects / DUE: Environmental Project

ADDITIONAL READINGS:

Banda, D. R., Grimmett, E., & Hart, S. L. (2009). Activity schedules: Helping

students with autism spectrum disorders in general education classrooms manage transition issues. Teaching Exceptional Children, 41, 16-21.

Carnahan, C. R., Hume, K., Clarke, L. & Borders, C. (2009). Using structured work

systems to promote independence and engagement for students with autism spectrum disorders. Teaching Exceptional Children, 41, 6-15.

Carnahan, C. R. (2006). Photovoice: Engaging children with autism and their teachers.

Teaching Exceptional Children, 39, 44-50.

Coleman-Martin, M.B., Heller, K. W., Cihak, D. F., & Irvine, K. L. (2005). Using

computer-assisted instruction and the nonverbal reading approach to teach

word identification. Focus on Autism and Other Developmental Disabilities,

20, 80-90.

Cox, A. L., Gast, D. L., Luscre, D. & Ayres, K. M. (2009). The effects of weighted vests

On appropriate in-seat behaviors of elementary-age students with autism and severe to profound intellectual disabilities. Focus on Autism and Other Developmental Disabilities, 24, 17-26.

Crozier, S. & Sileo, N. M. (2005). Encouraging positive behavior with social stories: An

intervention for children with autism spectrum disorders. Teaching Exceptional

Children, 37, 26-31.

Flores, M. M. & Ganz, J. B. ( 2009). Effects of direct instruction on the reading

comprehension of students with autism and developmental disabilities. Education and Training in Developmental Disabilities, 44, 39-53.

Friedlander, D. (2008). Same comes to school: Including students with autism in your

classroom. The Clearing House, 82, 142-144.

Ganz, J. B. (2007). Using visual script interventions to address communication skills.

Teaching Exceptional Children, 40, 54-58.

Ganz, J. B. (2007). Classroom structuring methods and strategies for children and

youth with autism spectrum disorders. Exceptionality, 15, 249-260.

Gately, S. E. (2008). Facilitating reading comprehension for students on the autism

spectrum. Teaching Exceptional Children, 40, 40-45.

Koenig, K. P., Bleweiss, J., Brennan, S., Cohen, S. & Siegel, D. E. (2009). The ASD

Nest Program: A model for inclusive public education for students with autism spectrum disorders. Teaching Exceptional Children, 42, 6-13.

Kluth, P. (2004). Autism, autobiography, & adaptations. Teaching Exceptional Children,

36, 42-47.

Marks, S. U., Shaw-Hegwer, J., Schrader, C., Longaker, T., Peters, I., Powers, F., & Levine, M. (2003). Teaching Exceptional Children, 35, 50-55.

Mechling, L.C. & Gustafson, M. R. (2008). Comparison of static picture and video prompting on the performance of cooking-related tasks by students with autism.

Journal of Special Education Technology, 23, 31-45.

O’Connor, I. M. & Klein, P. D. (2004). Exploration of strategies for facilitating the reading comprehension of high-functioning students with autism spectrum disorders. Journal of Autism and Developmental Disorders, 34, 115-127.

Parsons, L. D. (2006). Using video to teach social skills to secondary students with autism. Teaching Exceptional Children, 39, 32-38.

Preis, J. (2007). Strategies to promote adaptive competence for students on the autism

spectrum. Support for Learning, 1, 17-23.

Quilty, K. M. (2007). Teaching paraprofessionals how to write and implement social stories for students with autism spectrum disorders. Remedial and Special Education, 28, 182-189.

Rao, S, M. & Gagie, B. (2006). Learning through seeing and doing: Visual supports for

children with autism. Teaching Exceptional Children, 38, 26-33.

Reynhout, G. & Carter, M. (2007). Social story efficacy with a child with autism spectrum disorder and moderate intellectual disability. Focus on Autism and

Other Developmental Disabilities, 22, 173-182.

Simpson, R. L. (2008). Children and youth with autism spectrum disorders: The search

for effective methods. Focus on Exceptional Children, 40, 1-14.

Spencer, T. D., Petersen, D. B. & Gillam, S. L. (2008). Picture exchange communication system (PECS) or sign language: An evidence-based decision-making example. Teaching

Exceptional Children, 41, 40-47.

Wallis, C. (2006). A tale of two schools. Time,

Assignment Descriptions

SED 645

1. Quizzes (as scheduled) – (50 pts) – A total of 5 quizzes will be administered. The

quizzes will occur at the beginning of the class period and will be based on class

readings, lectures, and discussions. They will consist of multiple-choice, true- false, and short essay questions. No make-ups will be allowed. Each probe will be

worth 10 points. As scheduled on syllabus.

2.Critique journal articles – (25 pts. Each for total of 50 points). Critique two (2) peer-reviewed research articles that are not on the course readings list. All articles

must be research based and relate to the instruction of students with ASD. Articles

must not be older than five (5) years. A separate handout with more information will be distributed during class. As scheduled

3.Reaction papers – (20 pts.each for total for 100 points). Students will complete five (5) in-class quick writes or short, outside class writings related to assigned readings or activities done within class. Topic will be provided by instructor.

As scheduled on syllabus.

4.Challenging behavior project – (100 points). Students will develop a behavior project for an individual with autism with whom the student has contact. It will

include a functional analysis and a plan to change the challenging behavior. Guidelines will be distributed and discussed in class.

5. Research Paper – Theories and treatments/interventions for ASD - (100 pts.). Students will write a research paper on a research based intervention or treatment that has students with autism as the focus. Papers should consist of a minimum of 8 typed double spaced pages of text with a least 4 journal references.

6.Environmental project – (100 points). Students will design a visual system for a student with ASD. This will include a work system, a prompt system, a daily schedule and a communication system. Students will present their project to the

class. Guidelines will be distributed and discussed in class.