EDSE 626 INSTRUCTIONAL AND BEHAVIORAL INTERVENTIONS FOR STUDENTS ON THE AUTISM SPECTRUM 3 credit hours Instructor: Dr. Marlo Payne Thurman Phone: 720-887-8407 E-mail: marlo.thurman@unco.edu Office Hours: By appointment A.COURSE DESCRIPTION: This course focuses on evaluating instructional and behavioral interventions for children with autism. Learners are provided with a thorough background knowledge about interventions that are effective and ineffective as evidenced by their outcome data. B. PREREQUISITE/CO-REQUISITE: None C. RELATIONSHIP OF THIS COURSE TO THE PROGRAM KNOWLEDGE BASE: The faculty of the School of Special Education shall facilitate the development of educators who are able to implement professional standards, advocate for children and youth with exceptionalities and their families, and adhere to the following beliefs and values: Children and youth with exceptionalities are part of a larger community of diverse learners; Children and youth with exceptionalities can learn when provided with effective and/or differentiated instruction, the adaptation of the learning environment, and culturally responsive pedagogy and curriculum; Children and youth with exceptionalities excel when they are held to high standards and expectations; Children and youth with exceptionalities develop lifelong attitudes and behaviors when responsibility, self-determination, and ownership of their education are expected; The larger mission of education is best served when special educators collaborate with families, general educators, and related services professionals. D. GOALS AND OBJECTIVES OF THE COURSE: 1. Describe components of a research-based methodology a. Define causality. b. Define correlation. c. Define reliability. d. Define validity. e. Describe and apply critical questions to evaluate whether programs are evidence-based. 1
f. Critique published behavior analysis research in terms of its research questions, g. relation to previous research, independent variables, definition and measurement of the dependent variable(s), experimental design elements, special control techniques, graphic presentation of the data, and authors' conclusions. 2. Describe and explain the procedures of using adult directed intervention- Discrete Trial Training (DTT) Discuss the history of Discrete Trial Training (DTT). a. Describe the procedures for the discriminative stimulus (S D ). b. Describe the procedures for the prompting stimulus (S P ). c. Describe the procedures for the response (R). d. Describe the procedures for the reinforcing stimulus (S R ). e. Describe the procedures for the inter-trial interval ( ITI ). 3. Describe and explain the procedures of using Student Directed/Shared Control- Pivotal Response Training (PRT) a. Discuss the history of Pivotal Response Training (PRT). b. Explain and understand the use of choice (shared control to increase motivation). c. Understand the use of clear and uninterrupted instructions or opportunities for desired behavior. d. Explain the procedures for using reinforcement of approximations/ attempts. e. Describe the use of maintenance tasks. f. Describe the relationship between reinforcement and the desired behavior natural reinforcement. g. Understand the use of multiple cues. 4. Describe and explain the procedures of using Student Directed/Shared Control- Verbal Behavior Analysis (VBA) a. Discuss the history of Verbal Behavior Analysis (VBA). b. Describe the procedures for teaching a child to request (MAND). c. Describe the procedures for teaching a child to expressively label (TACT). d. Describe the procedures for teaching a child to use vocal imitation (ECHOIC). e. Describe the procedures for teaching a child to answer a question (INTRAVERBAL). f. Describe the procedures for teaching a child to develop comprehension (RECEPTIVE). g. Describe the procedures for teaching a child to receptively label by feature, function, and class (RFFC). 5. Describe and explain the procedures of using Student Directed/Shared Control- DIR/Floortime a. Discuss the history of Developmental, Individual Difference, Relationship-based (DIR /Floortime ) b. Describe the relevance of understanding where the child is developmentally for planning a treatment program. c. Understand the individual differences component of the program. d. Describe the learning relationships with caregivers, educators, therapists, peers, and others and how their relationships can affect the child. e. Understand how to follow the child s natural emotional interests (lead) and challenge the 2
child towards greater mastery of the social, emotional and intellectual capacities. 6. Describe and explain the procedures of using environmentally directed/shared control- TEACCH a. Discuss the history of Treatment and Education of Autistic and related Communication Handicapped CHildren (TEACCH). b. Explain the strategy of modifying the environment to accommodate students. c. Understand the role of parent-professional collaboration. d. Explain the use of assessments for individualized treatment of TEACCH. e. Describe the components of structured teaching. f. Explain the role of cognitive and behavior therapy. f. Understand how teach can be combined with other programs. 7. Describe and discuss controversial interventions used for the treatment of autism a. Describe the controversy over using facilitated communication. b. Describe the controversy over using rapid prompting method (RPM). c. Describe the controversy over using auditory integration therapy. d. Describe the controversy over using chelation therapy. e. Describe the controversy over using holding therapy F. CONTENT OF THE COURSE 1. Research-based methodology a. Causality b. Correlation c. Reliability d. Validity e. Critical questions for evidence-based strategies f. Critique published behavior analysis research 2. Discrete Trial Training (DTT) a. History of DTT b. Discriminative stimulus (S D ) c. Prompting stimulus (S P ) d. Response (R) e. Reinforcing stimulus (S R ) f. Inter-trial interval ( ITI ) 3. Pivotal Response Training (PRT) a. History of PRT b. Choice and shared control c. Providing instructions or opportunities d. Using reinforcement e. Maintenance tasks 3
f. Reinforcement and the desired behavior g. Multiple cues 4. Verbal Behavior Analysis (VBA) a. History of (VBA) b. Mand c. Tact d. Echoic e. Intraverbal f. Receptive g. RFFC 5. DIR/Floortime a. Discuss the history of DIR /Floortime b. Developmental planning c. Individual differences d. Learning relationships e. Child s natural emotional interests 6. Describe and explain the procedures of using Environmentally directed/shared control- TEACCH a. Discuss the history of TEACCH b. Modifying the environment c. Parent-professional collaboration d. Assessments for individualized treatment e. Structured teaching f. Cognitive and behavior therapy f. TEACCH and other programs 7. Controversial interventions used for the treatment of autism a. Facilitated communication b. Rapid prompting method (RPM) c. Auditory integration therapy d. Chelation therapy e. Holding therapy G. COURSE REQUIREMENTS: Networking (40 points): Students are expected to fulfill participation requirements through the class blog. Each week there will be a class blog discussion that is centered round the unit topic. Students are expected to post their own blog entry and respond to at least two other blog entries during the week. 4
Practical Application Assignments (160 points): Students will be expected to read and analyze weekly assigned readings and unit activities. Each unit will contain one direct application assignment that requires the student to apply the evidence-based knowledge learned in the unit into a practical application that can be implemented into the schools as a case provider for students who have ASD. These application assignments will involve creating brochures, writing lesson plans, applying theory to case studies, networking, and community outreach. Please find a list of the practical assignments below: Unit 1: Create a brochure that defines evidence-based practices in special education for educators Unit 2: DTT OCAI case study module assignment Unit 3: PRT OCAI Module Curricular Assignment. Unit 4: Write a reflection about Mia. Based on what you have read and learned, what are your thoughts about Mia and her progress (15 points) & Locate an article about VBA and email it to the class for a class reference list (5 points) Unit 5: Create a DIR/Floortime Brochure Unit 6: Locate an article about TEACCH, either research-based or practitioner-focused, and write a 1-2 page article reaction Unit 7: Identify 5 controversial interventions on the web (5 points) and design a template/checklist for analyzing evidence for a proposed program & Template/checklist (15 points) Unit 8: Create a brochure, Powerpoint, Prezzi, Zine, blog, magazine, short book, or blog that summarizes all of the autism programs you have learned about in this class. Group Presentation (100 points): Students will be randomly assigned to groups of 3 and will write a presentation that can be used with other educators to describe two evidence-based practices for students with autism using PowerPoint, paper, magazine, short book, zine, blog, or other delivery methods. You may select any two interventions that have been marked as a treatment for children with ASD. After describing the two interventions and how they are used (or intended to be used according to its creators), indicate which type(s) of evidence, if any, support the effectiveness of this treatment, and compare the two. They can either be similar of different in nature You will need to analyze the interventions and how they translate into practice, any implications, and any special considerations that need to take place. A specific emphasis must be placed on how the programming can be considered evidence-based. Exams (150 points): There will be a midterm and a final exam. The midterm will consist of a choice of essay questions, fill in the blank, and some multiple- choice questions. A study guide will be provided one week before the exam. The final exam will involve applying the course content to four separate case studies- Midterm (50 points) Final (100 points). Note: All assignments are expected to follow APA professional writing guidelines. Details for the assignments will be presented in class along (Blackboard) with rubrics, if needed. H. GRADING CRITERIA: 5
Student grades are based on points earned according to the following table: Activity Points Networking 40 Practical Application 160 Group presentation 100 Exams 150 Graduate Grading Scale Percentile Letter Grade Points 95-100 A 427-450 93-94 A- 418-426 91-92 B+ 409-417 88-90 B 396-408 86 87 B- 387-395 84 85 C+ 378-386 80 83 C 360-377 78 79 C- 351-359 76 77 D+ 342-350 72 75 D 324-341 70 71 D- 315-323 < 70 F 314 and below Policy on Incompletes: An "I" is assigned due to unanticipated circumstances the last week of the term that make the student unable to complete course requirements within the allotted time (e.g. he/she missed the final examination due to sickness, an emergency in the family). The instructor must submit to the school director, a written notice of the specific coursework to be completed before the final grade is determined; a copy is kept in the school and one is provided to the student. To amend a grade of "I" with an earned grade on a student's transcript, the student must complete all incomplete course work by the last day of the next semester, including summer term. If the course requirements are not completed within the time limitation and the grade received in the Registrar's Office, the grade will be recorded on the academic record as a failing or unsatisfactory grade. Policy on Plagiarism: Plagiarism is the act of appropriating the written, artistic, or musical composition of another, or portions thereof; or the ideas, language, or symbols of same and passing them off as the product of one's own mind. Plagiarism includes not only the exact duplication of another's work but also the lifting of a substantial or essential portion thereof (UNC definition). Regarding written work in particular, direct quotations, statements which are a result of paraphrasing or summarizing the work of another, and other information which is not considered common knowledge must be cited or acknowledged, usually in the form of a footnote. Quotation marks or a proper form of indentation shall be used to indicate all direct quotes. Regarding class projects, you are not to use as your entire presentation the completed works of faculty members, fully imported websites, or any other body of work in which you are 6
not the author. Of course, with proper referencing, you can import portions of such works and websites to enhance and illustrate your presentation, and you can provide references to these other works for students who have an interest in pursuing a topic further. Policy on Originality of Products: You are encouraged to build on your own previous work from other classes and programs, and to integrate material and ideas that you have learned in other classes into this class, with appropriate referencing. But projects from other classes are not to be duplicated and turned in to fulfill EDSE 676 requirements, nor can you take work that you completed in another class and simply re-configure it, or enhance it, for this class. In other words, you are expected to do original work for each project and assignment that you complete in this class. I. REQUIRED READINGS: Course readings will include articles provided on Blackboard throughout the course units. J. SUGGESTED READINGS: Centers for Disease Control and Prevention (2008). Mercury and Vaccines (Thimerosal). Available online: http://www.cdc.gov/vaccinesafety/concerns/thimerosal.htm. Committee on Children with Disabilities, American Academy of Pediatrics (2001). Technical report: The pediatrician's role in the diagnosis and management of autistic spectrum disorder in children. Pediatrics, 107(5): 1-18. Connor, M. (2003). Monitoring and reviewing early behavioural intervention in autism. Educational Psychology in Practice, 19 (1), 21-33. Diagnostic and Statistics Manual, fourth edition. (1994). American Psychiatric Association: Washington, DC. Lovaas, O.I. (1987). Behavioral treatment and normal educational and intellectual functioning in young autistic children. Journal of Consulting and Clinical Psychology, 55, 3-9. Lovaas, O.I. (1993). The development of a treatment-research project for developmentally disabled and autistic children. Journal of Applied Behavior Analysis, 26, 617-630. Lovaas O.I,. & Buch, G. (in press). Intensive behavior intervention with young autistic children. 7
In N.N. Singh (Ed.), Practical approaches to the treatment of severe behavior disorders. Brooks-Cole. Lovaas, O.I., & Smith, T. (1988). Intensive behavioral treatment for young autistic children. In B.B. Lahey, R A.E. Kazdin (Eds.), Advances in Clinical Child Psychology, Vol. 11 (pp. 285-324). New York: Plenum Press. Reed, P., Osborne, L. A., & Corness, M. (2007). The real-world effectiveness of early teaching interventions for children with autism spectrum disorder. Exceptional Children, 73 (4), 417-433. Sautter, R. A., & LeBlanc, L. A. (2006). Empirical applications of Skinner s analysis of verbal behavior with humans. The Analysis of Verbal Behavior, 22, 35-48. Seida, J. K., Ospina M. B., Karkhaneh M., Hartling L., Smith V., & Clark B. (2009). Systematic reviews of psychosocial interventions for autism: an umbrella review. Developmental Medicine and Child Neurology, 51 (2), 95-104. Schechter R, et al. (2008). Continuing increases in autism reported to California's developmental services system. Archives of General Psychiatry, 65(1): 19-24. Simpson, R. L. (2008). Children and Youth with Autism Spectrum Disorders: The Search for Effective Methods. Focus On Exceptional Children, 40 (7), 1-14. Steege, M. W., Mace, C. F., Perry, L., & Longenecker, H. (2007). Applied Behavior Analysis: Beyond Discrete Trial Teaching. Psychology in the Schools, 44 (1), 91-99. Tutt, R., Powell, S., & Thornton, M. (2006). Educational approaches in autism: What we know about what we do. Educational Psychology in Practice, 22 (1), 69 81. Vastag B (2001). Congressional autism hearings continue: No evidence MMR vaccine causes disorder. JAMA, 285(20): 2567-2569. K. DISABILITY ACCESS: 8
Students with disabilities who believe they may need accommodations in this class are encouraged to contact the Disability Support Services office (970-351-2289) as soon as possible to ensure that accommodations are implemented in a timely fashion. 9