IL 2506

Communication and Social Interventions: Autism

Spring, 2017

Description: The course will consider strategies for assessing and facilitating the social-communication and social skills of young children with autism. Typical communication and social development will be contrasted with that of children with autism. Comprehensive intervention modelsas well as focused interventions will be covered for both social-communication and social skills. The evidence base of each intervention approach will be stressed. Strategies will include picture systems, naturalistic teaching, and relationship-based approaches for minimally verbal, echolalic and script-driven, and verbal children. Social interventions will examine play, peer interactions, and peer relationships as well as such techniques as social stories.

Prerequisites: Autism: Characteristics & Interventions (IL 2505)

Credits: 3

Time & Location: Mondays, 4:30-7:10 PM, WWPH 5401

Instructor:

Louise A. Kaczmarek, Ph.D.
Dept. of Instruction & Learning
School of Education
Posvar Hall 5160 / 648-7449 (phone)
648-7081 (fax)
e-mail:
Office Hours: Mon, 3-4 PM, Wed, 3-4 PM
& by appt.

Textbook

Bellini, S. (2016). Building Social Relationship 2. Shawnee Mission, KS: Autism Asperger Publishing Company (AAPC). (ISBN978-1942197164)

Other required readings are listed on Courseweb.

Expected Student Outcomes:

The students will

  • Distinguish between the development of social-communication and social skills in typically developing children and children with autism.
  • Identify strategies, tools, and procedures for assessing social-communication, social skills, social interactions, and friendships.
  • Use observational strategies to assess the social-communication and social skills of children with autism.
  • Develop social-communications programs for optimizing generalized and spontaneous communication in children with autism.
  • Identify the distinguishing characteristics of various comprehensive models for establishing language/communication in children with autism.
  • Develop focused interventions for establishing communication and social skills in children with autism.

Method of Instruction: Lecture, discussion, in-class activities, outside class assignments

Assignments

Class Attendance & Participation 10%

Intervention/Curricula Review/Presentation20%

2 Article Reviews30%

Weekly Blogs20%

Social Story Assignment 20%

Grading:

Grades will be based on the total points achieved according to the following scale:

A = 94-100% / B- = 81-83%
A- = 91-93% / C+ = 78-80%
B+ = 88-90% / C = 74-77%
B = 84-87% / C- = 71-73%

Course Policies

Academic Integrity: Students in this course will be expected to comply with the University of Pittsburgh’s Policy on Academic Integrity. Any student suspected of violating this obligation for any reason during the semester will be required to participate in the procedural process, initiated at the instructor level, as outlined in the University Guidelines on Academic Integrity. Assignments in this course, unless otherwise specified in the assignment directions, are to be the sole work of the student whose name is on the assignment. All students are required to sign an Academic Integrity Agreement. See the link to the SOE Academic Integrity Guidelines “Test” on the webpage of the

Disabilities: If you have a disability that requires special testing accommodations or other classroom modifications, you need to notify both the instructor and the Disability Resources and Services, 140 William Pitt Union (412-648-7890/Voice or 412-383-7355 (TTY) as early as possible in the term. DRS will verify your disability and determine reasonable accommodations for the course.

Attendance: You are expected you to attend and participate in all sessions. If you are unable to attend class due to illness or other significant personal circumstances, email your instructor prior to the start of class. You are responsible for all content covered in missed sessions. Please contact a classmate for notes and announcements. Excessive absences will result in a grade reduction.

Written assignments: All students must submit written assignments on the dates listed in the class schedule or assigned in class. Three percent per day will be deducted from all late assignments unless prior arrangements are made. All written assignments must be word processed and submitted electronically through the Blackboard website. Students are advised to maintain electronic copies of their assignments.

APA Style: Papers must be written in APA Style (6th edition). The aspects of APA style required for an assignment are specified in the assignment directions (see the evaluation).

This website offers information about APA style (6th edition):

Click on the "Learning APA" tab for several resources, including APA style tutorials. Other APA style resources are also available on the course website.

People First Language. All assignments must be completed using People First Language. Points will be deducted if these conventions are not followed. The following websites represent additional resources on People First Language:

People first language articles. (n.d). Retrieved on January 9, 2017, from

Technology: Please do not use phones (including talking and texting), portable media players, tablet computers, electronic readers, laptops, or any other personal technology during class for other than activities related to the course. Cell phones must be turned off during class unless prior arrangements are made with the instructors for special circumstances.

Topical Outline and Tentative Schedule

(Modifications to the Schedule will be made on Courseweb on the web page for each class date; linkslocated on courseweb side menu)

Date /

Topic

/

Written Assignment Due Dates

(Readings &Class Prep/Blog Assignments are found on Course Web)
Class 1
Jan 9 / Course Overview
Review of Basic Terminology
Jan 16 / No Class – MLK Day
Class 2
Jan 23 / Social Communication Development & Characteristics of Children with Autism
Class 3
Jan 30 / Social Communication Development & Characteristics of Children with Autism
Class 4
Feb 6 / Assessment of Social Communication in Children with Autism
Class 5
Feb 13 / Establishing generalized and spontaneous communication / Article Review #1 Due
Class 6
Feb 20 / Comprehensive Intervention Models for Establishing Social Communication Skills / Communication Intervention Review/Presentation Due
Class 7
Feb 27 / Speech Development/Shaping speech sounds Group preparation for Article #2 Part 2 / Article Review #2 Part 1 due
Mar 6 / Spring Break
Class 8
Mar 13 / Focused Language/Communication Interventions / Article Review #2 Part 2 due (Intervention Procedures Handout)
Class 9
March 20 / Social Competence, Social Interaction, and Social Skills
Class 10
March 27 / Social Skills AssessmentOverview of Intervention / Social Skills Curriculum Review/Presentation Due
Class 11
April 3 / Social Stories & Peer Mediated Interventions
Class 12
April 10 / Emotional Literacy, Social Problem Solving, & Self-Monitoring/Regulation
Class 13
April 17 / Social Skills GroupsStructuring Play Dates
Class 14
April 24 / Sharing of Social Stories / Social Story Assignment due