SPE 465 Educational Programming for Students with Autism Spring, 2010

Transcription

1 SPE 465 Educational Programming for Students with Autism Spring, 2010 Instructor: Glen McCuller, Ph.D. Day/Time: Wednesday/4:30-7:00 Office Phone: Office Room: HSTC Fax: Office Hours: Monday 2:00-4:00 Tuesday 10:45-11:45, 2:00-4:00 Wednesday 9:30-11:30, 2:00-4:00 Thursday 10:45-11:45 Course Description: This course is designed for preservice teachers seeking Special Education certification. It focuses on the characteristics, issues, content and methods appropriate for students with autism. Functional living and communication skills will be the primary focus and the methods to teach will be the scientifically-validated principles and procedures of applied behavior analysis. You should refer to the TExES competencies and review booklet during this course. It can be accessed at the following website TExES competencies addressed throughout this course are bolded. OUTCOMES: Program Learning Outcomes: Language Project - The candidate will plan a data-based curricula targeting language skills for an individual with autism or other developmental disability. Student Learning Outcomes: 1. Know the characteristics and needs of individuals with autism spectrum disorders (001). 2. Identify local, state, and national resources to assist in serving and programming for individuals with autism and their families (003). 3. Understand the medical conditions affecting individuals with autism, including the various medications commonly used with this population (001). 4. Understand the appropriate use of formal and informal assessments for students with autism and identify appropriate evaluation strategies based on need (002) 5. Understand and apply knowledge of procedures for planning instruction for individuals with autism(003). 1

2 6. Know procedures for managing the teaching and learning environment, including behavior management, daily routines and transitioning (004). 7. Know procedures for promoting the social skills of students with autism spectrum disorders (006). 8. Know procedures for promoting the communication skills of students with autism spectrum disorders (003, 008) 9. Compare and contrast effective, proven, accepted, new and/or controversial strategies for the treatment of students with autism. These include but are not limited to: applied behavior analysis, TEACCH, PECS, auditory and sensory stimulation, and facilitated communication (006). 10. Understand and apply knowledge of transition issues and procedures across the life span for people with autism spectrum disorders (007). Required Texts: Simpson, R. L. & Myles, B. S. (2008). Educating children and youth with autism: Strategies for effective practice. (2 nd Ed.) Austin: Pro-ed. Sundberg, M.L., Partington, J.W. (1998) Teaching language to children with autism or other disabilities. Pleasant Hill, CA: Behavior Analysts, Inc. (Available at Behavioranalysts.com) Reference Texts and Supplemental Readings: Bondy, A., Frost, L. (2002) A picture s worth: PECS and other visual communication strategies in autism. Bethesda, MD: Woodbine House. Harris, S.L., & Weiss, M.J. (1998) Right from the start: Behavioral intervention for young children with autism. Bethesda, MD: Woodbine House. Maurice, C, Green, G., & Luce, S.C. (1996) Behavioral intervention for young children with autism: A manual for parents and professionals. Austin, TX: Pro-Ed. Maurice, C. (1993). Let me hear your voice: A family s triumph over autism. New York: Fawcett Columbine Books. McClannahan, L.E. & Krantz, P.J. (1999) Activity schedules for children with autism: Teaching independent behavior. Bethesda, MD: Woodbine House. Mesibov, G.B., Shea, V., & Schopler, E. (2005) The TEACCH approach to autism spectrum disorders. New York: Klewer Academic/Plenum. Weiss, M.J., & Harris, S.L. (2001) Reaching out, joining in: Teaching social skills to young children with autism. Bethesda, MD: Woodbine House. Course Requirements: The final course grade will be determined as follows: Task Total Points Possible Attendance, activities, participation 30 Tests 200 2

3 Community Resources Project 20 IEP 50 Language Project 50 Informal Assessments 20 Total Points Possible 370 A= % B= 80-90% C=70-80% D= 60-70% F= Below 60% Attendance, activities and participation: (30 points) Attendance will be taken and will require attendance for the full class period. You are responsible for all material covered in class. Please contact a classmate for material covered in any class you are unable to attend. In addition, various group and individual activities will earn points. Examples include an assistive technology project and questions for guest speakers. Also, your fearless leader enjoys questions and comments from the peanut gallery. He does not enjoy, however, cell phones. The ringing, vibrating, making outgoing calls, text messaging or whatever will result in the loss of 10 points for each instance. Turn em off! Readings: Refer to the class calendar for assigned readings. Each student is responsible for reading the material assigned prior to the class day in which the material is covered. Keeping up with reading will enable you to perform well on assignments and exams. Tests: (200 pts.) Four tests will be given. These will cover readings, lecture, activities, and guest speakers. Tests will consist of multiple choice, true/false, short answer, listing, and essay. If a medical emergency occurs that prohibits completion of an exam, you must provide written documentation from a physician, emergency room or hospital in order to make up the exam. The right to make up an exam is subject to approval of the instructor. If an exam is missed without a medical excuse, the makeup assignment is a 10 page paper on a topic in that Unit (subject to my approval) with at least 5 references. Makeup papers must be turned in prior to the next Unit exam. Community resources project: (20 points) Identify 5 agencies or organizations available to assist individuals with autism and their families. At least one at each of the state, regional, and national levels. You will turn in for each: 1) Name of organization, 2) Contact person, 3) Phone number, 4) website/ address, 5) short summary of the purpose of the organization. If you are able to obtain a pamphlet from the organization, this can be used to supplement the information you supply. You can use the Internet, professional journals, magazines, and personal contacts to gather this information. as Microsoft Word attachment to (By the end of the semester we will compile the projects and make a comprehensive list of resources available for the entire class.) IEP project: (50 points) Provided with a case study of a child with autism, you are to generate an IEP for this child. Components included in the IEP are: goals and objectives, in-home training, extended year services, daily schedules and teacher-staff ratio. This project will be discussed further in class (003). 3

4 Informal Assessments: (20 points) You are to design informal assessment instruments for each of the following areas: behavior, language, academic or pre-academic, and social/emotional development. For each instrument you should describe the purpose, administration procedures, materials required, and recording procedures for administering the instrument to a child with autism (002). This will be discussed in class and you will be given a model. You will be allowed to turn one in early for feedback before the remainder are submitted. Language project: (50 points) You will design a language curriculum for a child with autism or other developmental disabilities. This instructional plan will give consideration to current communication skills and the potentiality that the child s primary language is not English. Also, augmentative, alternative, and assistive technologies should be included in your plan. Finally, it is imperative that methods to monitor student performance are included. Project will be discussed in more detail in class. Academic Integrity/Dishonesty Statement: Academic dishonesty includes both cheating and plagiarism. Cheating includes but is not limited to (1) using or attempting to use unauthorized materials to aid in achieving a better grade on a component of a class; (2) the falsification or invention of any information, including citations, on an assigned exercise; and/or (3) helping or attempting to help another in an act of cheating or plagiarism. Plagiarism is presenting the words or ideas of another person as if they were your own. Examples of plagiarism are (1) submitting an assignment as if it were one s own work when, in fact, it is at least partly the work of another; (2) submitting a work that has been purchased or otherwise obtained from an Internet source or another source; and (3) incorporating the words or ideas of an author into one s paper without giving the author due credit. Penalties may include reprimand or no credit for the assignment or exam, or re-submission of the paper, or make-up exam, or failure of the course. Please visit the following website for complete information on university policy: Students with Disabilities Statement: To obtain disability related accommodations and/or auxiliary aids, students with disabilities must contact the Office of Disability Services (ODS), HSTC 325, / (TDD) as soon as possible. Once verified, ODS will notify the course instructor and outline the accommodation and/or auxiliary aids to be provided. Tentative Schedule Date Topic Assignment/Activity Readings 1/20 Review syllabus, Intro videos Chapter 1 Definitions, Characteristics, & prevalence 1/27 Controversial strategies, video Chapters 11, 2 Assessment 2/3 IEPs, Inclusion First informal assessment due Chapter 8, handouts 4

5 2/10 TEST; Instructional Discuss IEP project Chapter 3 Strategies 2/17 Instructional Strategies; ABA video; Community Chapter 3, handouts TEACCH Resources projects due 2/24 PECS 3 remaining informal assessments due 3/3 Behavior Management Chapter 4 3/10 Social Competence; IEPs due Chapter 6 academic skills 3/24 TEST; Language S&P ch.1 & Appendix 1 3/31 Language Assessment & Interpretation, Augmentative Comm. 4/7 Beginning Lang. Intervention 4/14 TEST; Imitation, Echoic, Receptive, & Match to Sample skills Language video S&P chs. 2,3, 4 Language project discussed S&P ch5 S&P ch 6 4/21 Teaching Tacts & RFFC S&P ch 7 & 8 4/28 Intraverbals Language project due S&P ch 9 5/5 Advanced Lang Instruction; Language for Learning Curriculum 5/12 Final Exam LforL handouts and practice S &P ch 14 5

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