Autism Spectrum Disorders
EEND-652

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.

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.

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.

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

Students should use the MyUSF 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 MyUSF portal.

• A complete listing of university policies and procedures can be found in the University of St. Francis Catalog and Student Handbooks. Students are expected to follow all policies in the USF Catalog and Student Handbook, both of which can be found in the student portal.
• Students are expected to be familiar with and follow the various procedures and guidelines regarding USF’s COVID-19 Response, including the USF Preparedness Plan and other materials incorporated in the Saints United resource hub (https://www.stfrancis.edu/saints-united/).
• Policies not covered in this document will be handled in accordance with the USF Catalog, Student Handbook, and Program Handbook as applicable.

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.

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 Accessibility 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 Accessibility 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 Accessibility Services at 815-740-3631 or [email protected] . The Office of Accessibility Services is located on the third floor of Tower Hall in room N320. Consultations are welcome; please contact the Office of Accessibility Services for an appointment.

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• Phone: 1-815-768-TECH (8324)
• Email: [email protected]
• Web: techsupport.stfrancis.edu
• Or visit them on the first floor of Marian Hall

The Academic Resource Center (ARC) located in Room N316 in Tower Hall (815-740-5060 or [email protected]) 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.