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1 San José State University College of Education/Department of Special Education EDSE 218A, Autism Spectrum Disorders: Students with Moderate and Severe Disabilities, Section 01, Fall, 2018 Course and Contact Information: Instructor: Lisa Simpson, Ed.D. Office Location: Sweeney Hall 235 Telephone: Office Hours: Class Days/Time: Thursdays 2:00 4:00 and by appointment Monday 4:00 6:45 pm Classroom: Sweeney Hall 211 Prerequisites: Department or Instructor consent Course Format This course follows a traditional format with weekly class sessions. Students will need to have access to the Internet for course materials and to submit assignments. CANVAS Learning Management System Course materials such as syllabus, handouts, notes, assignment instructions, etc. can be found on Canvas Leaning Management System course login website at You are responsible for regularly checking CANVAS and your SJSU for updates. Course Description This course examines theoretical foundations and applications of evidence-based best practices for students with Autism Spectrum Disorders and Moderate/Severe disabilities including but not limited to structured teaching, visual supports and visual modeling, social narratives, positive behavior support, self-advocacy skills, inclusive education, recreation and leisure, and special interventions for young children including discrete trial training. The foundation for this course is built upon the research and theories of individuals who originally identified and researched ASD, including Leo Kanner, Lorna Wing, Uta Frith, and Hans Asperger. There are many different methodologies and instructional and behavioral strategies for working with individuals with ASD. The evidence-based best practices for students with ASD defined and reviewed in this course are drawn from the most recent research from the National Professional Development Center on Autism Spectrum Disorders and the works and writings of Ivar Lovaas (Discrete Trial Training and Applied Behavior Analysis), Koegel & Koegel (Pivotal Response Training), Eric Schopler (TEACCH), Rogers, Vismara, & Dawson (Early Start Denver Model), Dunlap, Fox, and Strain (Positive Behavior Supports), and Carol Gray (Social Stories). Personal experience of life with ASD comes from the works of Stephen Shore, Temple Grandin, and Ron Suskind. Course Goals This course is intended to enable students meet the competencies specified in the following CCTC Education Specialist Program Standards and Autism Spectrum Disorders Added Authorization Standards (ASDAA): EDSE 218A, Fall, 2018, Simpson Page 1 of 10

2 Program Standard 11: Typical and Atypical Development The program prepares candidates to demonstrate comprehensive knowledge of typical and atypical human development from the prenatal stage through adulthood including knowledge of developmental stages and their implications for learning. Candidates will demonstrate comprehensive knowledge of atypical development associated with various disabilities and risk conditions (e.g. visual impairment, autism spectrum disorders, cerebral palsy), resilience and protective factors (e.g. attachment, temperament), and their implications for learning. Candidates will recognize the potential influence of varying cultural factors and practice on development. Candidates will demonstrate skills required to provide information to family members regarding typical developmental expectations as well as the impact of the disability on developmental progress. Candidates will demonstrate skills required to ensure that the intervention and/or instructional environment are appropriate to the student s chronological age, developmental differences, and disabilityspecific needs. Program Standard 13: Curriculum and Instruction of Students with Disabilities The program provides opportunity for candidates to demonstrate the ability to develop, implement, adapt, modify, and evaluate a variety of pedagogical approaches to instruction, including instructional sequences, unit and lesson plans, that provide students with disabilities with equitable access to the content and experiences found in the state-approved core curriculum. Candidates acquire and demonstrate strategies and best practices to develop differentiated lessons and instructional sequences that are appropriate for individuals with diverse strengths and needs in a variety of educational environments. Candidates must be able to apply these skills as they pertain to their specific area of specialization and credential authorizations across age and grade levels. ASDAA Standard 1: Characteristics of ASD The program provides opportunities for the candidate to be able to identify the unique characteristics of students with ASD. The candidate demonstrates unique knowledge of cognition and neurology and the core challenges associated with language and communication, social skills, behaviors, and processing and their implications for program planning and service delivery. ASDAA Standard 2: Teaching, Learning, and Behavior Strategies for Students with Autism Spectrum Disorders The program ensures that each candidate is able to demonstrate knowledge, skills, and abilities to become proficient in implementing evidence-based and multifaceted methodologies and strategies necessary in teaching and engaging students with ASD from acquisition through generalization. ASDAA Standard 3: Collaborating with Other Service Providers and Families The program will ensure that each candidate teaching students with ASD is able to demonstrate the ability to collaborate as a member of a multidisciplinary team with all service providers and effectively interact with families. Course Learning Outcomes Upon successful completion of this course candidates will be able to: 1. Articulate the unique characteristics and core challenges of learners with autism spectrum disorders. 2. Discuss the historical roots/significance of ASD including knowledge of evolving theories and trends and their ramifications. 3. Communicate current issues and trends in special education for students with autism spectrum disorders, recognize myths and controversies surrounding ASD and articulate an informed position in regard to these issues. 4. Implement evidence-based instructional strategies as put forth by the National Professional Development Center on Autism Spectrum Disorders for teaching students with autism spectrum disorders in real classroom scenarios including antecedent based interventions, visual supports and schedules, video modeling, peer mediated interventions, and social narratives. EDSE 218A, Fall, 2018, Simpson Page 2 of 10

3 5. Implement systematic instruction and discrete trial training, including task analysis, appropriate data collection measures, and prompting and reinforcement systems, and will be able to use these systems so that students with ASD are successful in academic and community settings. 6. Demonstrate understanding of strategies to foster the development of appropriate social skills in students with ASD, including social narratives and peer-mediated interventions. 7. Implement a variety of communication supports for students with ASD and will understand the basic constructs of a Picture Exchange Communication System. 8. Discuss the immediate and long-term impact of ASD on families across the lifespan as well as articulate best practices for working with families including person-centered planning and self-advocacy, communication and collaboration, family training, and multicultural perspectives. 9. Explain their roles as special education professionals in program planning and service delivery, demonstrate collaboration skills with families and other professionals, establish collaborative strategies for inclusive education, modify general education curriculum and instruction for individuals with ASD included in general education and employment settings, and develop strategies for students with ASD to participate in recreation and leisure activities in the community. Required Texts/Readings 1) Learners on the Autism Spectrum: Preparing Highly Qualified Educators and Related Practitioners Authors: Kari Dunn Buron & Pamela Wolfberg AAPC Publishing ISBN: ) Wong, C., Odom, S., Hume, K., Cox, A.W., Fettig, A., Kucharczyk, S Schultz, T.R. (2013). Evidence-based practice for children, youth, and young adults with Autism Spectrum Disorder. Chapel Hill: The University of North Carolina, Frank Porter Graham Child Development Institute, Autism Evidence-Based Practice Review Group. Report can be retrieved online from the National Professional Development Center on Autism Spectrum Disorders at EBP Report Additional Required 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(4), Bryan, L. C., & Gast, D. L. (2000). Teaching on-task and on-schedule behaviors to high-functioning children with autism via picture activity schedules. Journal of Autism and Developmental Disorders, 30(6), Conroy, M. A., Asmus, J. M., Sellers, J. A., & Ladwig, C. N. (2005). The use of an antecedent-based intervention to decrease stereotypic behavior in a general education classroom: A case study. Focus on Autism and Developmental Disabilities, 20(4), Kamps, et al. (2014). The use of peer-networks to increase communicative acts of students with autism spectrum disorders. Focus on Autism and Other Developmental Disabilities, 29, Lorimer, P. A., Simpson, R. L., Myles, B. S., & Ganz, J. B. (2002). The use of social stories as a preventative behavioral intervention in a home setting with a child with autism. Journal of Positive Behavior Interventions, 4(1), Ogilvie, C.R. (2011). Step-by-step: Social skills instruction for students with Autism Spectrum Disorder using video models and peer mentors. TEACHING Exceptional Children, 43(6), EDSE 218A, Fall, 2018, Simpson Page 3 of 10

4 Library Liaison The Special Education Library Liaison is Yuhfen Diana Wu. Her contact information is: COURSE REQUIREMENTS AND ASSIGNMENTS 1) EXIT TICKETS (12 x 5 points) (60 points) 60 points (20% of grade) [CLO 1-9] Students will complete exit tickets at the end of twelve class sessions and submit to the instructor before walking out the door. Exit tickets are distributed in class and cannot be made up. Exit tickets will consist of one to four reflection questions based on in-class discussion and weekly readings. Each exit ticket is worth 5 points. Exit tickets are due on sessions ) ACTIVITY PLAN AND ANALYSIS (70 points) 70 points (23% of grade) [CLO 1-9] Students will complete a detailed activity plan with specific supports to engage learners with autism spectrum disorders in a general education setting to acquire an academic / pre-academic / social-emotional skill and incorporate at least one evidence-based practice to support the learning needs of students with autism spectrum disorders. The activity plan must also include a rationale for each phase of the activity and specific supports provided. Activity Plan is due October 8, 2018 at 4:00pm. 3) EVIDENCE-BASED PRACTICE RESEARCH PAPER (70 points) 70 points (23% of grade) [CLO 1-9] Students will submit a research paper on one evidence-based practice for children and youth with autism from the EBP report (see Wong et al., 2014). In order to complete the paper students should Complete at least one AIM module related to your chosen EBP Identify two research articles showing evidence of the effectiveness of your chosen EBP Submit an 8-10-page word processed paper that provides a description of the EBP, critically analyzes two research studies that use the EBP, provides an assessment of the strengths and weaknesses of this particular EBP, and provides an example of how this EBP could be used in a classroom, community, or home setting. The paper must be written in APA style and be properly cited. Include an appropriate reference page and include the post-test from the AIM module as an appendix. The Evidence-Based Practice Research paper is due in CANVAS by 4:00pm on November 5, ) CASE STUDY PROJECT (100 points) 100 points (33% of grade) [CLO 4-9] Students will work together with a partner from EDSE 173 to complete a case study analysis of a student with autism spectrum disorders. The case study must include a scaffolding plan incorporating evidence-based practices for student with autism spectrum disorder. The case study assignment will be discussed in class. Students will be expected to work with their partner in and out of class. Additional information will be available in CANVAS. Students will present their case study project to the class during the scheduled final exam time on 12/17/18. Papers are to be uploaded to CANVAS by 5:15pm. Students are reminded that success in this course is based on the expectation that students will spend, for each unit of credit, a minimum of 45 hours over the length of the course (normally three hours per unit per week) for instruction, preparation/studying, or course related activities, including but not limited to internships, labs, and clinical practica. Other course structures will have equivalent workload expectations as described in the syllabus. EDSE 218A, Fall, 2018, Simpson Page 4 of 10

5 Final Examination An oral partner presentation of the case study project will serve as the course final examination. Candidates will present their analysis in class using a PowerPoint or Prezi. Presentations will be made during the final exam time on 12/17/18. Grading Information 1. Candidates must complete all assignments to receive a grade in this class. 2. All written assignments must meet academic and professional standards for quality and must be written following APA guidelines: Times New Roman 12-point font, double spaced, one-inch margins, and free of spelling and grammatical errors. 3. All assignments are due on the assigned date and time listed in the course syllabus. If a problem arises please contact the instructor before the due date. Late assignments will receive a 10% reduction every week past the due date. Note: Exit tickets and Book Club reflections occur in class and cannot be made up. Determination of Grades A+ = % A = 92 97% A- = 90 91% B+ = 88 89% B = 82 87% B- = 80 81% C = less than 80% Classroom Protocol Assignment Points Percentage of Grade Exit Tickets 60 points 20% Adapted Lesson / 70 points 23 % Activity Plan EBP Paper 70 points 23 % Case Study Project 100 points 33 % Total 300 points 100 % All students are expected to conduct themselves in a professional manner as members of this course. Preparation in this course reflects each candidate s ability to become a successful special educator. At a minimum, candidates are expected to adhere to the following: 1. Attend all classes. Attendance is paramount to students success in this course. 2. Arrive to class on time and stay until the end of class. 3. Bring textbook and course materials to class as needed. 4. Keep cell phones put away during class. If you have an emergency and need to use your phone please step outside. 5. Use computers during class to take notes or access course materials only. 6. Respect others in class and show tolerance for viewpoints different than ones own. 7. USE PEOPLE FIRST LANGUAGE AT ALL TIMES. Candidates are reminded that violations of classroom protocol may result in a negative disposition sheet submitted to the department. EDSE 218A, Fall, 2018, Simpson Page 5 of 10

6 University Policies Per University Policy S16-9, university-wide policy information relevant to all courses, such as academic integrity, accommodations, etc. will be available on Office of Graduate and Undergraduate Programs Syllabus Information web page at EDSE 218A, Fall, 2018, Simpson Page 6 of 10

7 EDSE 218A / Autism Spectrum Disorders: Students with Moderate and Severe Disabilities, Fall, 2018 Course Schedule Week Date Topics Readings Assignments 1 08/27/18 Introduction to Course Review of Syllabus Framework for the Collaborative Project 2 09/03/18 Labor Day Campus Closed 3 09/10/18 Construct: I Introduction What are the characteristics of ASD and how do they compare to so called typical development? Vignettes from video glossary Chapter 2: Overview of ASD Exit Ticket 1 How do psychological theories explain characteristics of autism? Theory of mind Central coherence Executive functioning 4 09/17/18 Constructivi sm II Prior Knowledge What are Evidence Based Interventions and why should we use them Comprehensive Treatment Models versus Focused Interventions? Chapter 1: Perspectives on EBP and ASD EBP Report Exit Ticket 2 What is behaviorism? What is constructivism? Dr. Chin Foote Constructivist Theory: The Roots of the Movement 5 09/24/18 Constructivi sm III Setting a purpose to learning What are Effective Practices in Early Intervention? EBP: Pivotal Response Training What tools do we have that help identify children at risk for ASD? MCHAT CARS Chapter 4: Getting a Good Start Price & Nelson: Activity Plans Exit Ticket 3 What are Activity Plans? (part 1) Partner meet and greet with EDSC 173 EDSE 218A, Fall, 2018, Simpson Page 7 of 10

8 Week Date Topics Readings Assignments 6 10/01/18 Constructivi sm IV Engaging students in active learning How do we increase the probability of desired repertoires? What are Positive Behavior Supports? EBPs: Reinforcement, Differential Reinforcement, Extinction What are Activity Plans? (part 2) Partner activity with EDSC 173 review and feedback on activity plan to support students with ASD Chapter 7: Teaching a Different Way of Behaving Exit Ticket 4 How did working with GE partner impact your view of supporting students with ASD in GE classroom? 7 10/08/18 Cognitive Theory I Attention and Memory How do we teach very naïve learners? What is the role of joint attention? EBP: Naturalistic Interventions Chapter 5: Symbolic Communication Exit Ticket 5 Activity Plan 8 10/15/18 What do we know about the brain processing challenges in ASD? How can we use the environment to support comprehension and independence? Chapter 3: Brain Behavior Connections Exit Ticket 6 Cognitive Theory II Active Working Memory EBPs: Visual Supports, Antecedent Based Interventions Conroy et al. (2005). ABI in Gen Ed Classroom 9 10/22/18 Cognitive Theory III LTM and Effective Encoding What is Structured Teaching? How can we use routines and schedules to increase independence? CTM: TEACCH Developing IEPs for students with ASD What are the critical elements and how do we include GE teachers in the process? Partner work with EDSC 173 Chapter 11: Structured Teaching Bryan & Gast (2000) Teaching on-task and onschedule behaviors Exit Ticket /29/18 Cognitive Theory III LTM and Effective Encoding How do we make the learning of complex skills easier? Part 1 EBPs: Modeling, Prompting, and Task Analysis Banda, Grimmett, & Hart (2009) Activity schedules Exit Ticket 8 EDSE 218A, Fall, 2018, Simpson Page 8 of 10

9 Week Date Topics Readings Assignments 11 11/05/18 Classroom Equity II Learning to learn Classroom equity case study Boykin & Noguera: Asset- Focused Factors: Interpersonal Relationships Exit Ticket 9 Research Paper 12 11/12/18 Veteran s Day - Campus Closed 13 11/19/18 How can we support social development in students with ASD and why is this critical to improving longterm outcomes? Chapter 9: Social Thinking Exit Ticket 10 Sociocultur al Theory I Tools for Learning EBPs: Social Skills Instruction, Social Narratives Lorimer, Simpson, Myles, & Ganz (2002). The use of social stories 14 11/26/18 Sociocultur al Theory II Zone of Proximal Developme nt How can peers support the learning of students with ASD? How do children with ASD learn to play? EBPs: Peer Mediated Interventions, Structured Play Groups How can peers scaffold instruction for students with ASD? Partner work with EDSC 173 Chapter 8: Fostering Play, Imagination, Friendships Kamps, et al. (2014) The use of peer-networks Exit Ticket 11 Using Rubrics to Assess Learning Dr. Chin 15 12/03/18 Sociocultur al Theory III Material scaffolds How do we develop independence and support students to manage themselves? EBPs: Video Modeling, Self-Management, Scripting Chapter 10: Emotional Regulation Ogilvie (2011) Social skills instruction using video models Exit Ticket 12 EDSE 218A, Fall, 2018, Simpson Page 9 of 10

10 Week Date Topics Readings Assignments 16 12/10/18 Final Exam Sociocultur al Theory IV Community of Learners What is the role of Special Interests in the classroom? How does ASD manifest across the lifespan? 12/17/18 Final Exam Time 5:15 7:30 pm Note this is a change of time!! Case Study Presentations Chapters: 12, 13, 14 Case Study Instructor reserves the right to adjust course schedule as needed with fair notice. Updates will be announced in class and posted to CANVAS EDSE 218A, Fall, 2018, Simpson Page 10 of 10