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www.stfrancis.edu · College of Education · Regional Educational Academy for Leadership

Autism Spectrum Disorders
EEND-652

  • Template 2015
  • Section TMPL
  • 1 Credits
  • 07/22/2015 to 07/22/2115
  • Modified 07/19/2020

Mission Statement


As a Catholic university rooted in the liberal arts, we are a welcoming community of learners challenged by Franciscan values and charism, engaged in a continuous pursuit of knowledge, faith, wisdom, and justice, and ever mindful of a tradition that emphasizes reverence for creation, compassion and peacemaking. We strive for academic excellence in all programs, preparing women and men to contribute to the world through service and leadership. 

Description

An introductory course on Autism Spectrum Disorders. The goal of the course is to provide an overview of Autism Spectrum Disorders, with an emphasis on understanding the characteristics and origin responding to the increasing numbers of students diagnosed with Autism Spectrum Disorders (ASD). The course will provide evidence-based practices for those who educate ASD students, as it is imperative for all teachers to be prepared with research-based strategies for effective instruction. Candidates will explore working with families of children with Autism and using Assistive Technology for learners with Autism Spectrum Disorders.

Objectives

College of Education Mission

The mission of the College of Education is to prepare competent and caring educators who understand students, serve the community and develop professionally to become ethical decision-makers and leaders.

Understanding Students

Candidates will understand how individuals with Autism spectrum disabilities grow, develop, and learn and provide learning opportunities that support the intellectual, social, and personal development of all individuals with disabilities.

Serving the Community

Candidates will understand how to communicate the origins and impact of mild, moderate & severe (Autism) disabilities and causal factors to educators, parents, and other professionals in the community.

Finding Our Professional Selves

Candidates will be reflective practitioners who continually evaluate how choices and actions affect students, parents, and other professionals in the learning community and actively seek opportunities to grow professionally.

Outcomes

Access to standards referenced in this section can be found HERE

By the conclusion of the course, each participant will be able to do the following:

Outcome 1: Students will compare and contrast differential characteristics of individuals with Autism Spectrum Disorders across the range, including levels of severity and multiple disabilities and their influence on development, behavior and learning. (CEC-1,2,3,4,5,6), (LBS1- 1), (ITPS-1,3,4), (NBPTS-1,4)

Objective(s):

  • (1a) Describe and identify the characteristics and differences among Autism Spectrum Disorders.
  • (1b) Recognize the impact on learning for students with Autism Spectrum Disorders, behavioral/emotional/social and the implications for teachers, parents, and employers as appropriate.
  • (1c) Discuss the impact of Autism on all family members.
  • (1d) Discuss the changing effects of ASD through-out the life span.
  • (1e) Describe ways to support family members with a child with an ASD.

Outcome 2: Students will identify the cognitive process associated with Autism Spectrum Disorders of learning and how these processes can be stimulated and developed. (CEC-1,2,3,5,6), (LSB1- 1,5), (ITPS- 1,2,3,4,5,6), (NBPTS-1,2,3)

Objective(s):

  • (2a) Discuss the central concepts and methods of inquiry and structure of individuals with disabilities
  • (2b) Utilize and plan exceptional, functional or transitional programs for students with disabilities.
  • (2d) Identify and discuss instructional strategies that are based on individual learner characteristics.
  • (2e) Describe the relationship between individual characteristics and instructional methods or strategies chosen
  • (2f) Students will identify components of effective instruction

Outcome 3: Students will evaluate and apply assessment procedures. (CEC-1,2,4), (LBS1-5), (ITPS-3,4,5,7), (NBPTS-3)

Objective(s):

  • (3a) Analyze the relationship between individual characteristics and instructional methods or strategies chosen.
  • (3b) Describe the components of core battery for the assessment of students with ASD,
  • (3c) List two standardized tests that can be used to discuss each domain included in the core battery.
  • (3d) Summarize the National Research Council’s recommendations for educating children with ASD, including “characteristics of effective interventions” and the six kinds of interventions that should have priority.

Materials

Boutot, A. Autism Spectrum Disorders. (2nd ed.). Pearson. Looseleaf with Access Code can be purchased an ebook

Assignments

Weekly Discussions

Candidates will respond to weekly discussion and reflection prompts.

  • Outcomes: 1a,1b,2a,2d,2c,3a,3b,3d
  • Standards: CEC 1-6; LBSI 1-5; IPTS 1-7; NBPTS 1-4

Video Reflections

Candidates will respond to content learned and applied after viewing assigned videos.

  • Outcomes: 1a,3a,3b,3d
  • Standards: CEC 1-6; LBSI 1,5, ITPS 1,3,4,5,7; NBPTS 1-4

Writing Assignments

Candidates will respond to specific content questions and application based upon weekly activities and readings.

  • Outcomes: 1b,1c,1d,1e,2a,2d,2e,2f,3c,3d,3e,3f,3g
  • Standards: CEC 1-6; LBSI 1-5; IPTS 1-7; NBPTS 1-4

Final Project

Candidates will select a case study from the course textbook and create a developmentally appropriate lesson plan for that student.

  • Outcomes: 1b,2b,2c,2d,2e,2f,
  • Standards: CEC 1-6; LBSI 1-5; IPTS 1-6; NBPTS 1-4

Course Policies

Policies for the College of Education at University of St. Francis

CLICK HERE (requires active student account) for policies, including but not limited to:

  • Method of Instruction
  • Expectations of Candidates
  • Online Courses
  • Attendance Policies for Site-Based and Online Courses
  • Minimum Standards for Writing
  • Computer and Digital Information Literacy Skills

Course Evaluations | Surveys

Information gathered through course evaluations and surveys is an important part of maintaining quality and continuous improvement in courses, and it is the University’s expectation that students will thoughtfully participate in this evaluation process.

Institutional Policies

Students should use the USF portal as the first resource for guidance and support on items such as student complaints, safety, security and transportation questions, contact information for various USF departments, student support services such as counseling and academic resources. Information on these resources can be found in the For Students section of the USF portal.

A complete listing of university policies and procedures can be found in the University of St. Francis Catalog and Student Handbooks. 

Academic Integrity

Academic integrity requires that all academic work be wholly the product of an identified individual or individuals. Collaboration is only acceptable when it is explicitly acknowledged. Ethical conduct is the obligation of every member of the University community, and breaches of academic integrity constitute serious offenses. Since a lack of integrity hinders the student’s academic development, it cannot be tolerated under any circumstances. Violations include but are not limited to: cheating, fabrication, facilitating academic dishonesty, plagiarism, and denying others access to information or material. See the University of St. Francis Catalog for further clarification and information on grievance procedures.

Services and Accommodations for Students with Disabilities (ADA)

The University strives to be in compliance with the Americans with Disabilities Act (ADA) and the ADA Amendments Act (ADAAA). A student who requires special accommodations or arrangements due to a disability should contact the Office of Disability Services. This contact preferably should occur no later than the first week of classes. Early contact before the semester starts is encouraged to allow sufficient time to provide accommodations. Extra time is needed for some types of accommodations such as sign language interpreters or special text formatting. Should a need arrive after the start of a semester; the student is encouraged to contact the Office of Disability Services as soon as possible. Note that accommodations are not retroactive. Each case will be reviewed on an individual basis to determine reasonable and appropriate accommodations.

USF is committed to ensuring the full participation of all students in its programs, regardless of the course format. If you have a documented disability and need a reasonable accommodation to participate in a course, complete course requirements, or benefit from the University’s programs or services, please contact the Office of Disability Services at 815-740-3631 or [email protected] . The Office of Disability Services is in the Academic Resource Center (ARC) and is located on the second floor of the LaVerne and Dorothy Brown Library in room L214. Consultations are welcome, please contact the Office of Disability Services for an appointment.

Technology Support

  1. The Department of Academic Technology (DAT) administers the learning management system Canvas. If you are experiencing any difficulty using Canvas or need technical assistance, you have several options to receive support, including:
  1. 24x7 Live Canvas Support. If you experience technical difficulties or have a question about Canvas, you can receive support 24 hours a day 7 days a week through the Canvas help menu. From the help menu, select Chat with Canvas Support for a “live” text-based click-to-chat session,
  2. select Report a Problem to send an email support request, or speak to someone directly by using the toll-free number listed under the Canvas Support Hotline.

NOTE: Responses to Canvas’ email-based Report a Problem request system will go to your USF stfrancis.edu email account, NOT your personal email.

2. Online Self-Service Help Resources. A student user guide and other resources for solving issues related to Canvas can be found at LearnItNow

3. Telephone Support from DAT. You can also phone the Department of Academic Technology for personal help at (815) 740-5080 or (866) 337-1497 (toll-free) between 8 a.m. and 4 p.m. Central Standard Time, Monday through Friday.

For any technical support issues that are not related to Canvas, please contact the USF Technology Support Center (TSC). You can reach them via:

Notice of Copyright

This course may contain copyrighted materials that are intended to support the learning experiences of students currently enrolled in the course. No student may retain or further disseminate any copyrighted materials, in their entirety or any portion thereof, under penalty of law.

Academic Support Services

The Academic Resource Center (ARC) located in Room L214 in the Library (815-740-5060) offers various types of academic services.  Online and distance learning students can contact ARC for appropriate resources.  ARC serves students who need tutoring in many areas of study including writing and math.  Library services include a number of online services and full text databases.  Call the Library at 815-740-5041 for additional information.  If you need academic-related resources or assistance, please contact the Academic Resource Center.

Additional Items

Course References

American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders: DSM-V (5th ed.). Washington, D.C: Author.

American with Disabilities Act, 42 U.S.C. §§ 12101-12213 (1990).

Reichow, B. and Volkmar F. R. Social Skills Interventions for Individuals with Autism: Evaluation for Evidence-Based Practices within a Best Evidence Synthesis Framework. J Autism & Development Disorders, 2010,40:149–166.

Fombonne, E. Epidemiology of autistic disorder and other developmental disorders. J Clin Psychiat, 2005, 66, 3-8.

Grandin T., Thinking in Pictures: and Other Reports from My Life with Autism. New York: Vintage, 1996.

Grinker, R.R., (2007). Unstrange Minds: Remapping the World of Autism. New York: Basic Books.

Individuals with Disabilities Education Act Amendments of 1997, 20 U.S.C. § 1415 et seq. (1997).

Individuals with Disabilities Education Improvement Act of 2004, 20 U.S.C. § 1400 et seq. (2004).

Luyster, et al., Early regression in social and communication in autism spectrum disorders: A CPEA Study, Devel Neuropsych, 2005, 27, 311-336.

National Research Council/National Academy of Sciences, Educating Children with Autism, Washington D.C.: National Academies Press, 2001.

Prevalence of Autism Spectrum Disorders —Autism and Developmental Disabilities Monitoring Network, 14 Sites, United States, 2008 Center for
Disease Control and Prevention, March 2012. Scientific article and/or community report available at: http://www.cdc.gov/features/countingautism/index.html

Reichow, B. and Volkmar F. R. Social Skills Interventions for Individuals with Autism: Evaluation for Evidence-Based Practices within a Best Evidence Synthesis Framework. J Autism & Development Disorders, 2010,40:149–166.

Richler, J., et al., Is there a ‘regressive phenotype’ of autism spectrum disorder associated with the measles-mumps-rubella vaccine? A CPEA Study, Journal of Autism and Developmental Disorders, 2006, 36, 299-36.

Shevell, M. & Fombonne, E., Autism and MMR vaccination or thimerasol exposure an urban legend? Can J. Neurol. Sci., 2006, 33, 339-40.

Understanding autism: From basic neuroscience to treatment. New York: CRC Press, 2006.

Wallace, Fein, Rosanoff, Dawson et al. A global public health strategy for autism spectrum disorders. Autism Res. 2012 Jun;5(3):211-7. Epub 2012 May 17.