CENTRAL MICHIGAN UNIVERSITY COLLEGE OF EDUCATION AND HUMAN SERVICES COURSE SYLLABUS

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1 CENTRAL MICHIGAN UNIVERSITY COLLEGE OF EDUCATION AND HUMAN SERVICES COURSE SYLLABUS SPE 531 Autism Spectrum Disorder: Educational Implications 3 credits Instructor: Mark Moody Office: 347 Education and Human Services Building moody1ma@cmich.edu Office Phone: Cell Phone: Office Hours: By appointment I. Bulletin Description: Presentation of special techniques and materials used in best practice instruction of students with autism spectrum disorders. II. Prerequisites: SPE 530, and senior or graduate status. III. Textbooks and Other Materials to be Furnished by the Student: Helfi & Alaimo. (2007). Students with autism spectrum disorders: Effective instructional practices. Pearson: Upper Saddle River, New Jersey. IV. Special Requirements of the Course: To accommodate on-line delivery format, students and teaching faculty must have access to a computer with an internet connection, be able to use , a MSWord program for wordprocessing, a web browser, Adobe Acrobat Reader, and be able to download HTML, PDF files, and others so noted with learning activities. V. General Methodology Used in Conducting the Course: Web-based discussions and interaction, as well as video and assignment postings. VI. Course Objectives:

2 After completing this course, the student will be able to: 1. Demonstrate knowledge of current diagnostic criteria and context of autism spectrum disorder. 2. Understand and critically discuss current issues and trends related to the programming for individuals with all levels of autism. 3. Demonstrate knowledge of current definitions, person first language, and the precedence past misperceptions of autism helped to establish in educational programming. 4. Recognize various developmental disabilities that often co-exist with autism. 5. Demonstrate knowledge of etiological factors related to autism. 6. Understand and critically discuss life span issues for persons with autism. 7. 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. 8. Demonstrate various techniques in promoting increased social and behavioral skill development specific to the learning styles of individuals with autism. 9. Demonstrate knowledge of issues surrounding community access and integration for individuals with autism. 10. Demonstrate knowledge of family issues, parent involvement, and parent-professional relationships related to individuals with autism. Goals: This particular course is designed to provide students with the pedagogical foundation for best practice instructional programming and curriculum development for students with autism spectrum disorder.

3 VII. Course Outline: 1/7 - Getting to Know You 1/14 - Identifying and Describing Individuals with Autism Spectrum Disorders 1/28 - Historical Perspectives and Etiology of Autism Spectrum Disorders 2/4 - Collaborating to Develop Effective Programs 2/18 - Creating Contexts for Instruction 2/25- Programming for Challenging Behavior 3/11 - Accommodating Sensory Issues 3/25 - Using Applied Behavior Analytic Instructional Strategies 4/1- Encouraging Communication and Verbal Behavior 4/15 - Enhancing Socialization and Social Competence 4/22 - Promoting Academic Skill Acquisition 4/29 - Organizing Instructional Opportunities in Nonacademic Environments VIII. Evaluation: Final course evaluation will be based on the following: 1. Weekly Learning Activity Points (Graded Discussions, ed Assignments) 110 points 2. Collaboration Project 50 points 3. Curriculum Project 100 points Grades per scores in Blackboard are assessed as follows: % A 74-76% C 90-93% A % C % B % D % B 64-66% D 80-83% B % D % C+ 59% & below E

4 Weekly Learning Activities Rubric for grading postings in Discussion Forum: [10 points possible per post 11 total; combined scores = 110 points] Response Posted * Content is appropriate, applies to assignment, response clear Grammar, punctuation, clarity TOTAL Possible Score 0 8 points 0 2 point 10 points per Post *No score if posted/received past due date and time Collaboration Rubric for Grading: Requirements** Format (per information given in Assignment) Information (content, accuracy, flow, spelling, grammar) Bibliography (# of entries, current entries, APA) TOTAL Possible Score 0 5 points 0 35 points 0 10 points 50 points **Late penalty 10% off total score per day. Curriculum Project Rubric for Grading: Requirements*** Format (length of report, font, margins, spacing, page #s) Information (content, accuracy, flow) Particulars (spelling, grammar, punctuation) TOTAL Possible Score 0 15 points 0 70 points 0 15 points 100 points ***Late penalty 10% off total score per day.

5 IX. Bibliography: Adamson, L. B., & Chance, S. E. (1998). Coordinating attention to people, objects, and language. In S. F. Warren & J. Reichle (Series Eds.), & A. M. Wetherby, S. F. Warren, & J. Reichle (Vol. Eds.), Communication and language intervention series: Vol. 7. Transitions in prelinguistic communication (pp ). Baltimore: Paul H. Brookes Publishing Company. Adamson, L. B., & Russell, C. L. (1999). Emotion regulation and the emergence of joint attention. In P. Rochat (Ed.), Early social cognition (pp ). Mahwah, NJ: Lawrence Erlbaum Associates. Amado, A. N. (1992). The impact of personal futures planning on families. University of Minnesota, Minneapolis, MN. Amado, A. N., & Lyon, P. J. (1992). Listen Lady, this is my life : A book of stories about personal futures planning in Minnesota. Minnesota Governor s Planning Council on Developmental Disabilities, St. Paul, MN, p. 63. American Psychiatric Association. (1994). Diagnostic and statistical manual of mental disorders (4 th ed.). Washington, DC: Author. Bailey, A., LeCouteur, A., Gottesman, I., Bolton, P., Simonoff, E., Yuzda, E., & Rutter, M. (1995). Autism as a strongly genetic disorder: Evidence from a British twin study. Psychological Medicine, 25, Baranek, G. (1999). Autism during infancy: A retrospective video analysis of sensory-motor and social behaviors at 9-12 months of age. Journal of Autism and Developmental Disorders, 29, Baron-Cohen, S., Allen, J., & Gillberg, C. (1992). Can autism be detected at 18 months? The needle, the haystack, and the CHAT. British Journal of Psychiatry, 161, Baron-Cohen, S., Cox, A., Baird, G., Swettenham, J., Nightingale, N., Morgan, K., Auriol, D., & Charman, T. (1996). Psychological markers in the detection of autism in infancy in a large population. British Journal of Psychiatry, 168, Bayley, N. (1969). Manual for the Bayley Scales of Infant Development. San Antonio, TX: The Psychological Corporation. Bristol-Power, M. (2000). Research in autism: New directions. The Advocate, 33(4), Bristol-Power, M., & Spinella, G. (1999). Research on screening and diagnosis in autism: A work in progress. Journal of Autism and Developmental Disorders, 29(6),

6 Bryson, S. (1996). Brief report: Epidemiology of autism. Journal of Autism and Developmental Disorders, 26, Burack, J. A., & Charman, T. (2001). The development of autism: Perspectives from theory and research (p ). Mahwah, NJ: Lawrence Erlbaum Associates, Inc. Bushwick, N. L. (2001). Social learning and the etiology of autism. New Ideas in Psychology, 19, Calloway, C., & Simpson, R. (1998). Decisions regarding functions of behavior: Scientific versus informal analyses. Focus on Autism and Other Developmental Disabilities, 13, Connor, M. (1999). Children on the autistic spectrum: Guidelines for mainstream practice. Support for Learning, 14(2), Courchesne, E., & Pierce, K. (2000). An inside look at the neurobiology, etiology, and future research of autism. The Advocate, 33 (4), Courchesne, E., Carper, R., Davis, H., Tigue, Z., Chisum, H. J., Cowles, A., Worden, B., Karns, C., Zaccardi, R., Lord, C., Lincoln, A. J., Pizzo, S., Schreibman, L., Haas, R. H., & Courchesne, R. Y. (1999). Unusual patterns of cerebral growth and cerebellar growth during early life in patients with autism as quantified by in vivo MRI. Manuscript submitted for publication. Courchesne, E., Müller, R. A., & Saitoh, O. (1999). Brain weight in autism: Normal in the majority of cases, megalencephalic in rare cases. Neurology, 52, Filipek, A. A. et al. (1999). The screening and diagnosis of autistic spectrum disorders. Journal of Autism and Developmental Disorders, 29(6), Gillberg, C., & Ehlers, S. (1998). High-functioning people with autism and Asperger syndrome: A literature review. In E. Schopler, G. B. Mesibov, & L. J. Kunce (Eds.), Asperger syndrome or high-functioning autism? (pp ). New York: Plenum. Grandin, T. (1995). Thinking in pictures and other reports of my life with autism. New York: Vintage. Howlin, P. (1998). Practitioner review: Psychological and educational treatments for autism. Journal of Child Psychology, 39(3), Knowlton, E. (1998). Consideration in the design of personalized curricular supports for students with developmental disabilities. Education and Training in Mental Retardation and Developmental Disabilities, 33(2),

7 Koegel, L. K., Valdez-Menchaca, M., Koegel, R. L. H., & Joshua, K. (2001). Autism. In: M. Hersen, & V. B. Van Hasselt (Eds.), Advanced abnormal psychology (2nd ed.) (p ). New York: Kluwer Academic/Plenum Publishers. Lord, C., & Risi, S. (2000). Early diagnosis in children with autism spectrum disorder. The Advocate, 33(4), Lord, C., & Risi, S. (2000). Diagnosis of autism spectrum disorders in young children. In A. M. Wetherby, & B. Prizant (Eds.). Autism spectrum disorder: A transactional developmental perspective (pp.11-30). New York: Paul H. Brookes Publishing Company. Lord, C., Rutter, M., DiLavore, P. C., & Risi, S. (1999). Autism Diagnostic Observation Schedule-WPS Edition (ADOS-WPS). Los Angeles: Western Psychological Services. Marrone, J., Hoff, D., & Helm, D., T. (1997). Person-centered planning for the millennium: We re old enough to remember when PCP was just a drug. Journal of Vocational Rehabilitation, 8, Miller, J. N., & Ozonoff, S. (1997). Did Asperger s cases have Asperger disorder?: A research note. Journal of Child Psychology and Psychiatry and Allied Disciplines, 38, Mount, B., & Wheeler, C. (1993). Personal futures planning project for individuals with deaf blindness. (Final Report). Louisville, KY: Grant supported: Office of Special Education, IHDI. (ERIC Document Reproduction Services No. ED ). Mount, B., & Zwernik, K. (1989). It s never too early, it s never too late: A booklet about personal futures planning. St. Paul, MN: Metropolitan Council. New York State Department of Health and Early Intervention. (1999). Clinical practice guideline. Quick reference guide for parents and professionals: Autism/pervasive developmental disorders. Assessment and intervention for young children (Age 0-3 years). New York: New York State Health Department. Powers, M. D. (Ed.). (2000). Children with autism: A parents' guide (2nd ed.). Bethesda, MD: Woodbine House. Piven, J., Bailey, J., Ranson, B. J., & Arndt, S. (1997). An MRI study of the corpus callosum in autism. American Journal of Psychiatry, 154, Romanczyk, R. G., Weiner, T., Lockshin, S., & Ekdahl, M. (1999). Research in autism: Myths, controversies, and perspectives. In D. B. Zager (Ed.), Autism: Identification, education, and treatment (2nd ed) (pp ). Mahwah, NJ: Lawrence Erlbaum Associates. Scott, J., Clark, C., & Brady, M. (2000). Students with autism: Characteristics and instructional programming. San Diego: Singular Publishing Group

8 Shriver, M. D., Allen, K. D., & Mathews, J. (1999). Effective assessment of the shared and unique characteristics of children with autism. School Psychology Review, 28(4), Sigman, M., Ruskin, E., Arbelle, S., Corona, R., Dissanayake, C., Espinosa, M., Kim, N., Littleford, C., & Lopez, A. (1999). Social competence in children with autism, Down syndrome, and other developmental delays: A longitudinal study. Monographs of the Society for Research in Child Development, 64. Stiles, J. (1998). The effects of early focal brain injury on lateralization of cognitive function. Current Directions in Psychological Science, 7, Stone, W. L., Lee, E. B., Ashford, L., Brissie, J., Hepburn, S. L., Coonrod, E. E., & Weiss, B. H. (1999). Can autism be diagnosed accurately in children under three years? Journal of Child Psychology and Psychiatry and Allied Disciplines. Tager-Flusberg, H. (1997). Language acquisition and theory of mind: Contributions from the study of autism. In L. B. Adamson, & M. A. Romski (Eds.), Communication and language acquisition: Discoveries from atypical development (pp ). Baltimore: Paul H. Brookes Publishing Company. Tanguay, P. E. (2000). Pervasive developmental disorders: A 10-year review. Journal of the American Academy of Child and Adolescent Psychiatry, 39(9), Tuchman, R., (2000). Neurological aspects of autism. In J. Scott, C. Clark, & M. Brady, Students with autism: Characteristics and instructional programming (pp ). San Diego: Singular Publishing Group. Twachtman-Cullen, D., & Twachtman-Reilly, J. (1998). Meeting the needs of more able children with autism spectrum disorders: Translating what we know into what we need to do. Unpublished manuscript. Wetherby, A., & Prizant, B. (1999). Enhancing language and communication development in autism: Assessment and intervention guidelines. In D. B. Zager (Ed.), Autism: Identification, education, and treatment (2 nd ed.) (pp ). Mahwah, NJ: Lawrence Erlbaum Associates. Wetherby, A. M., & Prizant, B. M. (2000). Autism spectrum disorders: A transactional developmental perspective. Baltimore, MD: Paul H. Brookes Publishing Co. Wing, L. (1997). Syndromes of autism and atypical development. In D. Cohen, & F. Volkmar (Eds.), Handbook of autism and pervasive developmental disorders (2 nd ed.) (pp ). New York: John Wiley and Sons. Zager, D. B. (Ed) (1999). Autism: Identification, education and treatment. Mahwah, NJ: Erlbaum Associates.