School Psychology PsyD Program

ADVANCED STANDING CREDIT FORM

Course:IA 777Autism Spectrum Disorders

Applicant’s Name: ______Date: ______

KeyCourse Objectives:

  1. To know and be able to apply diagnostic criteria for autism spectrum disorders (ASD).
  1. To know characteristics, strengths, and limitations of various assessment methods and measures for assessing children and adolescents with ASD.
  1. To be able to describe common interventions for working directly with children and adolescents with ASD.

Program Competencies:

  • Competency 3.1.1 - Demonstrate general knowledge of evidence based interventions for educational disabilities and difficulties
  • Competency 3.1.3 - Demonstrate a working knowledge of how educational assessments are used to inform instruction and monitor academic progress
  • Competency 3.2.3 - Demonstrate the ability to design an appropriate assessment battery, selecting measures and information sources appropriate to the referral questions and hypotheses to be tested

RequirementDocumentation Submitted

Course:
Please indicate course title, name, institution, date.
Documentation provided:
(check all that apply) / ___ Syllabus
___ Catalog description
___ Other (specify):

Faculty Determination

____Advanced standing credit

____Advanced standing credit, conditional upon meeting course requirements

____Course waiver

____No advanced standing credit or course waiver

____Further information required

Course credited, if applicable: ______Advanced standing credits allowed: ____

Faculty signature: ______Date: ______

Program director approval:______Date: ______

Coursework requirements to address relevant program competencies (applies to conditional advanced standing only):

1.
2.
3.
4.

Signatures below confirm that the applicant has satisfactorily met the course requirements identified above to qualify for advanced standing credit.

Faculty signature: ______Date: ______

Program director approval:______

SCHOOL PSYCHOLOGY DEPARTMENT

IA 777: Autism Spectrum Disorder

Spring 2016

2 credits

Course Begins: January 11, 2016

Course Ends: May 2, 2016

Course Day/Time: Mondays, 4:10 – 6:30 pm

Course Delivery Format: Traditional

Course length: 14weeks Contact Hours: 28 hours

Faculty Information:

Name:Kirsten McGhee, Psy.D., BCBA

Contact Information:

Office Hours:By appointment

Short Faculty Bio:Dr. McGhee is a licensed psychologist and health service provider. She earned her doctorate in school psychology from St. John’s University. Dr. McGhee completed a two-year post-doctorate fellowship at Boston Children’s Hospital where she specialized in diagnostic evaluations for young children with developmental disabilities, including autism spectrum disorder. She is also a Board Certified Behavior Analyst. For the past nine years, she has worked in a public school setting and conducts evaluations for research studies at the E.K. Shriver Center.

Course Pre-requisites: PA500 or equivalent coursework in assessment

Course Description:This course provides a general introduction to autism spectrum disorder. It addresses etiology and diagnostic issues, and introduces students to a broad range of assessment measures and intervention approaches. This course is a prerequisite to the 1-credit course on the Autism Diagnostic Observation Schedule (ADOS-2), which is recommended for students wishing to develop expertise in evaluating children with autism spectrum disorders.

COURSE OBJECTIVES

1. Students will know basic characteristics of autism spectrum disorder, including historical incidence, service mechanisms, and types of professionals who provide key services.
2. Students will know and be able to apply diagnostic criteria for autism spectrum disorders (ASD).
3. Students will be able to describe common interventions for working directly with children and adolescents with ASD.
4. Students will know characteristics, strengths, and limitations of various assessment methods and measures for assessing children and adolescents with ASD.
5. Students will have working knowledge of strategies for working with families of children with ASD.

COURSE/CLASSROOM EXPECTATIONS

Class attendance is essential. Students are expected to attend every class. It is the responsibility of the student to notify the instructor in advance of any foreseeable absence. You are still responsible for assignments due, material covered, and work assigned at classes you miss. Consult classmates or the instructor, as needed. Missing classes may put the student in jeopardy of receiving a grade other than Credit.

Class participation is an important component of the course, and contributes to the course grade. If speaking in public is difficult for you, please see me by appointment during the first three weeks of class to discuss this. If a personal issue interferes with your ability to fully participate in the class or to perform to the best of your ability, you are advised to consult the instructor early in the semester. Students are welcome to request feedback on performance at any time during the term. Faculty office hours are also an opportune time to ask for feedback.

Please refer to the WJC Institutional Policies and Procedures Manual regarding Academic Policy, including guidelines on professional behavior, academic integrity, and grading. In keeping with standards of professional behavior, students are expected to participate and be attentive in class, and to be respectful of classmates. Use of laptop computers during class should be consistent with this expectation, and limited to reasonable and respectful course-related purposes.

Technology Recommendations:

PC notebook computer:

  • Intel® Dual Core™ Processor
  • 4 GB memory or Higher
  • 250 GB hard drive
  • Windows 7 Home Premium or Higher (Windows 8)
  • Microsoft Office 365 is provided by the school
  • Encrypted USB device (optional)
  • Ethernet port (optional) and WIFI (required) 802.11n or Higher
  • Anti-Virus (Free to enrolled students at the IT office)

MAC notebook computer

  • Intel® Dual Core™ Processor
  • 4 GB memory or Higher
  • 250 GB hard drive
  • Operating system 10.7 or higher
  • Microsoft Office 365 provided by the school
  • Encrypted USB device (optional)
  • Ethernet port (optional) and WIFI (required) 802.11n or Higher
  • Anti-Virus (Free to enrolled students at the IT office)

Software:

  • Microsoft Office – 2004 or later edition that includes Word, Excel, PowerPoint, and Outlook
  • Adobe Acrobat Reader

Browser:

  • Courses offered online are viewed best using Microsoft Internet Explorer - latest version (PC), or Mozilla Firefox 4.0. Only Internet Explorer has the capability of a text editor for your responses on the discussion board.

For Distance Learning Connections (if needed for this course):

  • Cable or DSL (768 kbps downstream minimum). Dial-up and Satellite Internet Services are not recommended. AOL services and web browsers are strongly not recommended.
  • Web Camera (integrated to your laptop or Logitech QuickCam Messenger)
  • USB Microphone/Headset (USB Logitech ClearChat Headset)

READINGS

Textbooks:

Durand, V.M. (2014). Autism Spectrum Disorder: A Clinical Guide for General Practitioners. Washington, DC: American Psychological Association.

National Research Council (2001). Educating Children with Autism. Committee on Educational Interventions for Children with Autism. Catherine Lord and James P. McGee, eds. Division of Behavioral and Social Services and Education. Washington, DC: National Academy Press.

Reichow, B., Doehring, P., Cicchetti, D.V., & Volkmar, F.R. (2011). Evidence-Based Practices and Treatments for Children with Autism. New York: Springer.

Required Readings:

Week 1:

Harstad, E.B., Fogler, J., Sideridis, G., Weas, S., Mauras, C., & Barbaresi, W.J. (2015). Comparing diagnostic outcomes of autism spectrum disorder using DSM-IV-TR and DSM-5 criteria. Journal of Autism and Developmental Disorders, 45, 1437-1450.

Kulage, K.M., Smaldone, A.M., & Cohn, E.G. (2014). How will DSM-5 affect autism diagnosis? A systematic literature review and meta-analysis. Journal of Autism and Developmental Disorders, 44(8) 1918-1932.

Week 7:

Andersson, G. W., Miniscalco, C. & Gillberg, C. (2014). Preschoolers assessed for autism: Parent and teacher experiences of the diagnostic process. Research in Developmental Disabilities, 35, 3392-3402.

Week 13:

Kuhlthau, K., Payakachat, N., Delahaye, J., Hurson, J., Pyne, J.M., Kovacs, & Tilford, J.M. (2014). Quality of life for parents of children with autism spectrum disorders. Research in Autism Spectrum Disorders, 8, 1339-1350.

Week 14:

Ennis-Cole, D., Durodoye, B.A., & Harris, H.L. (2013). The impact of culture on autism diagnosis and treatment: considerations for counselors and other professionals. The Family Journal, 21(3), 279-287.

WEEKLY TOPICS and ASSIGNMENTS

Dates / Topics / Readings / Assignments
Week 1
1/11/16 / Characteristics of ASD and diagnostic criteria / Harstad et al. (2015)
Kulage et al. (2014)
Week 2
1/18/16 / Martin Luther King, Jr. Day-No classes, School closed
Week 3
1/25/16 / Part 1: Etiology and historical trends / Chapters 2 & 3: V.M. Durand
Week 4
2/1/16 / Part 2: Etiology and historical trends / Chapter 4: V.M. Durand
Week 5
2/8/16 / Quiz 1
Diagnostic case studies
Week 6
2/15/16 / Winter break-No classes, School closed
Week 7
2/22/16 / Part 1: Characteristics, strengths, and limitations of various assessment methods and measures / Chapter 2: Educating Children with Autism
Andersson et al. (2014)
Week 8
2/29/16 / Part 2: Characteristics, strengths, and limitations of various assessment methods and measures / Chapter 5: V.M. Durand
Week 9
3/7/16 / Quiz 2
Part 1: Interventions / Pages 1-10; Chapter 4, 11, 12 & 16: Educating Children with Autism
Chapter 1: Reichow et al.
Chapter 6: V.M. Durand /

Summary Paper due

Week 10
3/14/16 / Part 2: Interventions / Chapters 4, 5 & 6: Reichow et al. / Presentations
Week 11
3/21/16 / Part 3: Interventions / Chapters 6 & 7: Reichow et al. / Presentations
Week 12
3/28/16 / Quiz 3
Intervention case studies
Week 13
4/4/16 / Part 1: Working with families: rewards, issues and challenges / Chapters 3, 13 & 14: Educating Children with Autism
Kuhlthau et al. (2014)
Week 14
4/11/16 / Part 2: Working with families: rewards, issues and challenges / Chapter 7: V.M. Durand
Ennis-Cole, D., Durodoye, B.A., & Harris, H.L. (2013)
Week 15
4/18/16 / Patriot’s Day-No classes, School closed
Week 16
4/25/16 / Final
Week 17
5/2/16 / Course wrap-up and evaluation / Complete course evaluation

GRADING AND EVALUATION

Students who earn an “A” in this course fully meet the course expectations described by the assessment criteria (see Assessments table in syllabus), with strong performance in mastering the theoretical material, concepts, knowledge, skills, and/or attitudes set forth in course objectives. For this course, a grade of A corresponds to a total of 94-100 out of a possible 100 points, and a grade of A- corresponds to a total of 90-93.

Students who earn a “B” in this course partially, and for the most part, meet the course expectations described by the assessment criteria (see Assessments table in syllabus), with satisfactory performance in mastering the theoretical material, concepts, knowledge, skills, and/or attitudes set forth in course objectives.For this course, a grade of B+ corresponds to a total of 87-89 out of a possible 100 points, a grade of B corresponds to a total of 84-86, and a grade of B- corresponds to a score of 80-83.

Students who earn a “C” in this course fail to adequately meet the course expectations described by the assessment criteria (see Assessments table in syllabus), with poor or substandard performance in various respects. For this course, a grade of C corresponds to a total of 70-79 out of a possible 100 points. A grade of C will not earn credit for this course.

Students who earn a “D” in this course consistently fail to meet the course expectations described by the assessment criteria (see Assessments table in syllabus), with unacceptable performance in most respects. For this course, a grade of D corresponds to a total of less than 70 out of a possible 100 points.A grade of D will not earn credit for this course.

I - Incomplete: Course requirements were not completed within the required time frame, but an arrangement has been made at the instructor’s discretion to complete all requirements by a mutually agreed upon date. William James College does not automatically grant incompletes. Incompletes are always at the discretion of the instructor. Grades for courses in which an “I” is not removed by the end of the following semester will be converted to “WF.” (The grade of “I” is not included in calculation of the grade-point-average.)

Written assignments must meet the basic criteria described above. You may be asked to resubmit assignments as needed to reach criterion level. A maximum of one week is allotted for resubmitting returned work. On some assignments, additional credit may be earned for improved work upon resubmission. Late submission of an assignment will result in a reduced grade. Contact the instructor in advance if extenuating circumstances arise.

ASSESSMENTS /

DUE DATE

/ ASSESSMENT CRITERIA
Class preparation and participation
10% of grade / All Classes / Regular attendance and attention; come to class having read assignments and prepared to discuss them as well as participation in classroom assignments and discussions that indicates thoughtful consideration of course material and is respectful of the views of others.
Summary Paper
20% of grade
Summary Paper Presentation
10% of grade / Week 9
Week 10 & 11 / Each student will be expected to research and provide a summary of intervention methods specific to an assigned ASD behavior. It is expected the research will be current, include examples of specific curriculums, and indicate the strengths and weaknesses of the methods. Each student will present and share their summary. The summaries will create a class reference document for use by the student. The summary paper will be 20 points and the presentation will be 10 points.
Quizzes (3)
30% of grade (10% each) / Weeks 5, 9, & 12 / Three quizzes will be administered for students to demonstrate their understanding of the terminology related to ASD. The quiz format will be as follows: multiple choice, short essay questions, and case studies. Each quiz will be 10 points.
Final exam
30% of grade / Week 16 / The final exam will cover the course objectives as it relates to the readings and lectures in class. The format will include multiple choice questions, short essay questions, and case studies. The exam will be 30 points.

EVALUATION OF PROGRAM OBJECTIVES

For each School Psychology PsyD Program objective that is substantially addressed by this course, student performance is evaluated on a four-point scale: Exemplary, Expected, Needs Improvement, Unsatisfactory). Performance expectations are described in the rubrics below.

3.1 Students will attain the requisite knowledge and skills in academic and behavioral intervention to deliver school psychological services.

ASSESSMENT Unsatisfactory Needs Improvement Expected Exemplary

Summary Paper* / A grade of 13 points or lower out of 20 points / A grade of 14 points out of 20 points / A grade between 15-17 points out of 20 points / A grade of 18 points or higher out of 20 points
Quiz 3 / A grade of 6 points or lower out of 10 points / A grade of 7 points out of 10 points / A grade of 8 points out of 10 points / A grade of 9 points or higher out of 10 points
Final / A grade of 20 points or lower out of 30 points / A grade between 21-23 points out of 30 points / A grade between 24-26 points out of 30 points / A grade of 27 points or higher out of 30 points

*Assignment criteria and grading guide will be provided in advance.

3.2 Students will attain the requisite knowledge and skills in assessment and measurement to deliver school psychological services.

ASSESSMENT Unsatisfactory Needs Improvement Expected Exemplary

Quiz 1 / A grade of 6 points or lower out of 10 points / A grade of 7 points out of 10 points / A grade of 8 points out of 10 points / A grade of 9 points or higher out of 10 points
Quiz 2 / A grade of 6 points or lower out of 10 points / A grade of 7 points out of 10 points / A grade of 8 points out of 10 points / A grade of 9 points or higher out of 10 points
Final / A grade of 20 points or lower out of 30 points / A grade between 21-23 points out of 30 points / A grade between 24-26 points out of 30 points / A grade of 27 points or higher out of 30 points

INSTITUTIONAL RESOURCES AND POLICIES

ADA STATEMENT

Accommodations for students with documented disabilities: It is the policy of the College that no student be denied educational benefits because of a recognized disability. Students who seek instructional accommodations must consult with the Dean of Students or Associate Dean of Students and must furnish acceptable documentary evidence of said condition prior to the development/implementation of specific accommodation strategies. A complete copy of the School’s policy on ADA accommodations may be obtained from the Dean of Student’s office.

LIBRARY AND MEDIA SERVICES

All resources of the online collection are available through the Internet. The campus librarian will provide students with links, user IDs, and passwords.If you have any questions, please contact the librarian, Mr. Matt Kramer, at .

ACADEMIC RESOURCE CENTER

If you experience difficulty organizing your ideas in preparation for writing; expressing yourself clearly in writing; meeting imposed expectations for assignments; or, organizing and rehearsing for class presentations, you are encouraged to seek the services of the Academic Resource Center (ARC).

POLICIES

Please make sure you are familiar with the Institutional Policy and Procedures Manual and Student Academic Policies. Please make sure you are also familiar with your specific program handbook.

Equal Opportunity and Affirmative Action Philosophy Statement

William James College shall make efforts to assure that its students receive preparation to function in a multi-cultural, multi-racial society. This can best be accomplished by having a curriculum and field placement opportunities that demonstrate a respect for cultural and individual differences and impart knowledge and skills relevant to human diversity. The institution must also have Trustees, faculty members, students, administrators, and staff who are sensitive and knowledgeable in these areas and who are representative of these cultural differences.

The major purpose of William James College is to improve the quality of life by training and educating psychology practitioners to be capable of providing high quality human services.

The College must seek to train practitioners who are sensitive to underserved populations, and an essential first step in that training is an awareness of one's own cultural biases. The College must be committed to the development of education and training experiences that provide students with competence in providing psychological services within a framework that acknowledges and respects cultural diversity.