university of vermont department of communication...

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UNIVERSITY OF VERMONT

DEPARTMENT OF COMMUNICATION SCIENCES AND DISORDERS

COURSE NAME: Autism Spectrum Disorders: Issues in Assessment & Intervention

COURSE NUMBER: CMSI 299/EDCI 200

CRN 12403 Off campus UG & GR students (Section DL1)

CRN 10872 On campus UG & GR students (Section A1)

CRN 12934 Off campus ILEHP students (Section DL2)

CRN 14138 Off campus SLP-A students (Section DL3)

CRN 10881 On campus CE students (Section ZR1)

CRN 14201 Off campus HEC students (EDCI 200, Section DL1)

SEMESTER: Spring YEAR: 2011

COURSE DESCRIPTION:

This course will highlight current research regarding neurodevelopmental issues in autism;

recognizing early markers or red flags for ASD; the diagnostic criteria and assessment tools

used to identify children with ASD; assessment and intervention considerations in

communication, social interaction and play; intervention strategies with an evidence-base

including relationship based (e.g., Floor Time), skill based (e.g., PECS, video modeling),

parent-based (e.g., joint attention training, More Than Words), and cognitive-perspective

based (e.g., social stories, peer mediation) interventions. The course will also focus on

developing an understanding of the role of families in the assessment and intervention of

children and adolescents with ASD in consideration of their cultural values and beliefs.

Further, the course will create a framework for understanding and implementing effective

interventions; and, profiling the strengths and challenges of each intervention including ways

to match children’s strengths and needs, family capacity and the family’s cultural values and

beliefs with the interventions selected. Students will be exposed to collaborative and

interdisciplinary models of service delivery that ensure family-centered and culturally

competent approaches to assessment and intervention.

CREDITS: 3 (Undergraduate & Graduate)

PREREQUISITES: No specific prerequisites have been listed as required; however, this is

an upper 200 level course offered for undergraduate and graduate

credit. Undergraduates who take the course should be in good standing

and should be upper level students with a specific interest in autism.

CMSI 94 Development of Spoken Language would facilitate students’

understanding of the language components emphasized in this class.

CLASS MEETING TIMES:

DATES: Wednesday, January 19, 2011 to Wednesday, May 4, 2011

TIME: 5:10-8:10 pm

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LOCATION: L400 Lafayette (@ UVM)

DISTANCE LEARNING SITES:

VIT sites: Brattleboro, Rutland, Springfield, St. Albans,

Montpelier

NOTE: VIT sites are not available for a full 3 hours on Feb. 9th

-only

available 5:10 to 6:45 pm; on March 16 Montpelier students

will need to go to Waterbury; Castleton site will be used for the

two first weeks of class in place of Rutland site

URL for Videowebstreaming: http://real.uvm.edu:554/ramgen/broadcast/cmsi.rm

COURSE FACULTY:

PRIMARY INSTRUCTOR: Patricia A. Prelock, Ph.D., CCC-SLP

Dean, College of Nursing & Health Sciences

Professor, Department of Communication

Sciences & Disorders

OFFICE: 105 Rowell, 106 Carrigan Drive, UVM

PHONE: (802) 656-2529

E-MAIL: [email protected]

OFFICE HOURS: 2-3:30 pm Wednesday

Other times by appointment

CO-INSTRUCTOR: Amy Ducker Cohen, Ph.D.

Clinical Coordinator, Autism Spectrum Program

OFFICE: Howard Center

PHONE: (802) 488-6683


OFFICE HOURS: By appointment only

TEACHING ASSISTANT: Jessica Berry, Graduate Student

OFFICE: Graduate Student Room, Pomeroy Hall

PHONE: (845) 321-3453


OFFICE HOURS Available Thursdays, 3:00-5:00 pm

Other times by appointment

PROGRAM SUPPORT: Louise Lareau

OFFICE: 005 Rowell


OFFICE HOURS: Available Tuesdays & Wednesdays, 8:00-4:00

TEACHING-LEARNING METHODS:

A variety of teaching tools including group and individual classroom and Blackboard

activities will be used to facilitate students’ learning. This is a writing intensive course with

support from the Writing in the Disciplines Program. Student learning is evaluated through

the completion of several writing assignments for which grading rubrics are provided. Video

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clips both in class and on blackboard provide context for the content that will be discussed in

class. In the classroom, students will be asked to participate in class discussions that are

facilitated through a think-pair-share strategy in small groups. Targeted group and general

discussion forums will occur using Blackboard technology.

TEXTBOOKS & OTHER REQUIRED MATERIALS:

REQUIRED TEXT: Prelock, P. A. (2006). Autism Spectrum Disorders: Issues in

Assessment & Intervention. Austin, TX: Pro-Ed Publishers.

ADDITIONAL REQUIRED & RECOMMENDED READINGS: Additional

journal articles used to supplement the required text can be found on Blackboard. The

readings are organized under Course Materials. There is a folder for each Wednesday

class with the required and recommended readings posted as links to the articles

through the UVM Library where you can download individual pdfs. Please be sure

your Adobe Reader is up to date on whichever computer you are using. Please note:

Readings in the required textbook will not be posted on Blackboard. A decision was

made not to create coursepacks to save paper (ultimately trees) and costs for

students. I encourage you to bring your laptops to class and take notes on the ppts or

instructional outlines that are posted to support your learning.

RESOURCES:

National Research Council (2001). Educating children with autism. Washington, DC:

National Academy Press. (check on line at NAP)

National Standards Project (2009). Addressing the need for evidence-based practice

guidelines for ASD. National Autism Center (www.nationalautismcenter.org)

Check out the ASHA Evidence-Based MAP for Autism (www.ncepmaps.org or

http://www.ncepmaps.org/Autism-Spectrum-Disorders.php)

PLEASE CHECK BLACKBOARD EACH WEEK:

A copy of each week’s course outline will be posted on Blackboard prior to each

class. Links to both required & recommended readings will also be posted on

Blackboard as will resources of interest, video links, and additional handouts for each

class. Students should check the Blackboard site for CMSI 299/EDCI 200 on a

regular basis for additional and relevant materials that will support class discussion

and applications to practice.

COURSE OBJECTIVES:

1. To increase knowledge and skill in applying family-centered and culturally

competent care to the assessment and intervention of children and adolescents

with ASD and their families. (ASHA Standards III-D & IV-G1b, 2a; VT Standard

2: Professional Development, Principles 2 & 3; VT Standard 3: Colleagueship,

Principle 10).

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2. To increase awareness and knowledge of both formal and informal methods of

assessment for children and adolescents with ASD, especially in the areas of

receptive & expressive language, cognitive communication, social aspects of

communication, communication modalities, play and behavior. (ASHA Standards

III-D & IV-G1b; VT Standard 2: Professional Development, Principles 7 & 9).

3. To increase understanding of the red flags or early markers as well as the

diagnostic criteria used to identify children and adolescents with ASD. (ASHA

Standards III-C, III-D & III-F; VT Standard 2: Professional Development,

Principle 3).

4. To create diagnostic profiles of children and adolescents with ASD leading to

meaningful, evidence-based intervention planning. (ASHA Standards III-C, III-D,

III-F, IV-G1b & 2a & IV-F; VT Standard: Professional Development, Principles

7, 8 & 9; VT Standard 3: Colleagueship, Principle 10; VT Standard 4: Advocacy,

Principles 11 & 12; VT Standard 5: Accountability, Principles 15 & 16).

5. To increase understanding of various evidence-based interventions proposed for

serving the needs of children and adolescents with ASD and their families as

described in the literature. (ASHA Standards III-D, III-F & IV-G2a; VT Standard

2: Professional Knowledge, Principles 3 through 9).

6. To increase knowledge and use of creative problem solving, conflict management

and mediation strategies to support team decision making around selection and

development of intervention programs for children with ASD and their families.

(ASHA Standards III-D, III-F & IV-G2a; VT Standard 3: Colleagueship,

Principle 10; VT Standard 4; Advocacy, Principles 11-13.

7. To create treatment protocols for serving children with ASD leading to

meaningful, evidence-based intervention across a variety of settings. (ASHA

Standards III-F & IV-G2a; VT Standard 2: Professional Knowledge, Principles 3-

9).

8. Students will understand and use effective interaction and personal qualities to

collaborate with students, families and other professional colleagues to provide

the most appropriate model of service delivery for children and adolescents with

ASD (ASHA Standard IV-G2a; VT Standard 3: Colleagueship, Principle 10; VT

Standard 4: Advocacy, Principles 11, 12 & 13).

The following is a list of the expected knowledge and skills for students at the end of the

CSD program as outlined by the Commission on Academic Accreditation (CAA) in

Standard 3.1B. Those outcomes that are supported through work in this course are

identified (see checked boxes). Knowledge of the nature of speech, language,

hearing, and communication disorders and

differences, as well as swallowing disorders,

including etiologies, characteristics, and

anatomical/physiological, acoustic, psychological,

developmental, linguistic, and cultural correlates.

Taught Practiced Evaluated

articulation

fluency

voice and resonance, including respiration and

phonation

receptive and expressive language (phonology,

morphology, syntax, semantics, and pragmatics) in

speaking, listening, reading, writing, and manual

X X

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modalities

hearing, including the impact on speech and language

swallowing (oral, pharyngeal, esophageal, and related

functions, including oral function for feeding;

orofacial myofunction)

cognitive aspects of communication (e.g., attention,

memory, sequencing, problem solving, executive

functioning)

X X

social aspects of communication (e.g., behavioral and

social skills affecting communication)

X X

communication modalities (e.g., oral, manual, and

augmentative and alternative communication

techniques and assistive technologies)

X X

Knowledge of the principles and methods of

prevention, assessment, and intervention for people

with communication and swallowing disorders

across the life span, including consideration of

anatomical/physiological, psychological,

developmental, linguistic, and cultural correlates of

the disorders

Taught Practiced Evaluated

standards of ethical conduct

interaction and interdependence of speech, language,

and hearing in the discipline of human

communication sciences and disorders

processes used in research and the integration of

research principles into evidence-based clinical

practice

X X

contemporary professional issues

certification, specialty recognition, licensure, and

other relevant professional credentials

Skills in the following areas: Taught Practiced Evaluated

oral and written or other forms of communication X (written) X (written)

prevention, evaluation, and intervention of

communication disorders and swallowing disorders

interaction and personal qualities, including

counseling, collaboration, ethical practice, and

professional behavior

effective interaction with patients, families,

professionals, and other individuals, as appropriate

delivery of services to culturally and linguistically

diverse populations

application of the principles of evidence-based

practice

self-evaluation of effectiveness of practice

CLASS SCHEDULE:

January 19, 2011 Understanding the Autism Spectrum: Diagnostic &

Neurobiological Considerations

Questions to consider:

• What characteristics are shared across the autism spectrum?

• What are the problems in diagnosis?

• What are the neurological underpinnings of the disorder?

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REQUIRED READINGS:

Prelock, P. A. & Contompasis, S. H. (2006). Autism & related disorders: Trends in diagnosis

and neurobiologic considerations. In P. A. Prelock, Autism Spectrum Disorders: Issues in

Assessment & Intervention (pp.3-63). Austin, TX: Pro-Ed Publishers. (required text)

Prelock, P. A. & Contompasis, S. H. (2006). Health care considerations for children with

ASD. In P. A. Prelock, Autism Spectrum Disorders: Issues in Assessment & Intervention

(pp.541-571). Austin, TX: Pro-Ed Publishers. (required text)

Leonard, H., Dixon, G., Whitehouse, A.J.O., et al., (2010). Unpacking the complex nature of

the autism epidemic. Research in Autism Spectrum Disorders, 4(4), 548-554.

Rojahn, J. & Matson, J.L., (2010). Assessment and diagnosis of autism and spectrum

disorders in children. Journal of Developmental and Physical Disabilities, 22(4), 313-315.

Schroeder, J.H., Desrocher, M., Bebko, J.M. & Cappadocia, M.C., (2010). The neurobiology

of autism: Theoretical applications. Research in Autism Spectrum Disorders, 4(4), 555-564.

RECOMMENDED READINGS:

Abrahams, B.S. & Geschwind, D.H. (2010). Connecting genes to the brain in autism

spectrum disorders. Archives of Neurology, 67(4), 395-399.

Fan, Y-T, Decety, J., Yang, C-Y, et al., (2010). Unbroken mirror neurons in autism spectrum

disorders. The Journal of Child Psychology and Psychiatry, 51(9), 981-988.

Ghaziuddin, M., (2010). Brief report: Should the DSM V drop Asperger Syndrome? Journal

of Autism and Developmental Disorders, 40(9), 1146-1148.

Morrier, M. J., Hess, K.L. & Heflin, J., (2008). Ethnic disproportionality in students with

autism spectrum disorder. Multicultural Education, 16(1), 31-38.

Moss, J. & Howlin, P., (2009). Autism spectrum disorders in genetic syndromes:

Implications for diagnosis, intervention and understanding the wider autism spectrum

disorder population. Journal of Intellectual Disability Research, 53(10), 852-873.

January 26, 2011 Assessment & Early Identification of Children with ASD


• What are some early indicators of autism & how might

practitioners assess these?

• What tools should be used in the assessment of children

suspected of ASD?

• What information do standard measures provide that is relevant

to the core deficits in autism?

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REQUIRED READINGS:

Begeer, S., El Bouk, S., Boussaid, W., et al., (2010). Underdiagnosis and referral bias of

autism in ethnic minorities. Journal of Autism and Developmental Disorders, 39(1), 142-148.

Chawarska, K., Klin, A., Paul, R., et al., (2009). A prospective study of toddlers with ASD:

Short-term diagnostic and cognitive outcomes. The Journal of Child Psychology and

Psychiatry, 50(10), 1235-1245.

Dewrang, P. & Sandberg, A.D., (2010). Parental retrospective assessment of development

and behavior in Asperger syndrome during the first 2 years of life. Research in Autism

Spectrum Disorders, 4(3), 461-473.

Matson, J.L. & Sipes, M., (2010). Methods of early diagnosis and tracking for autism and

Pervasive Developmental Disorder Not Otherwise Specified (PDDNOS). Journal of

Developmental and Physical Disabilities, 22(4), 343-358.

Prelock, P. A. (2006). An interdisciplinary, family-centered, and community-based

assessment model for children with ASD. In Autism Spectrum Disorders: Issues in

Assessment & Intervention (pp. 93-165) Austin, TX: Pro-Ed Publishers. (required text)


Bhat, A.N., Galloway, J.C. & Landa, R.J., (2010). Social and non-social visual attention

patterns and associative learning in infants at risk for autism. Journal of Child Psychology

and Psychiatry, 5(9), 989-997.

Fernell, E., Hedvall, A., Norrelgen, F., et al. (2010). Developmental profiles in preschool

children with autism spectrum disorders referred for intervention. Research in

Developmental Disabilities, 31 (3), 790-799.

Norris, M. & Lecavalier, L., (2010). Screening accuracy of Level 2 autism spectrum disorder

rating scales: A review of selected instruments. Autism, 14(4), 263-284.

Saint-Georges, C., Cassel, R.S., Cohen, D., et al., (2010). What studies of family home

movies can teach us about autistic infants: A literature review. Research in Autism Spectrum

Disorders, 4(3), 355-366.

Young, G.S., Merin, N., Rogers, S.J. & Ozonoff, S., (2009). Gaze behavior and affect at 6

months: predicting clinical outcomes and language development in typically developing

infants and infants at risk for autism. Developmental Science, 12(5), 798-814.

ASSESSMENT PROTOCOLS/TOOLS:

Baron-Cohen, S., Allen, J. & Gillberg, C. (1992). Can autism be detected at 18 months? The

needle, the haystack and the CHAT. British Journal of Psychiatry, 161, 839-843.

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Gilliam, J. E. (2006). Gilliam Autism Rating Scale-2(GARS-2). Austin, TX: Pro-Ed.

Krug, D. A., Arick, J. R., & Almond, P. J. (1993). Autism screening instrument for

educational planning (2nd

ed.). Austin, TX: Pro-ED.

Krug, D. A., & Arick, J. R. (2004). Krug Asperger’s Disorder Index (KADI). Los Angeles,

CA: Western Psychological Services.

LeCouteur, A., Lord, C., & Rutter, M. (2003). Autism Diagnostic Interview-Revised (ADI-

R). Los Angeles, CA: Western Psychological Services.

Lord, C. Rutter, M., DiLavore, P. C. & Risi, S. (1999). Autism Diagnostic Observation

Schedule-Generic (ADOS-G). Los Angeles, CA: Western Psychological Services.

Luyster, R., Gotham, K., Guthrie, W. et al. (2009). The Autism Diagnostic Observation

Schedule-Toddler Module: A new module of a standardized measure for autism spectrum

disorders. Journal of Autism & Developmental Disorders, 39(9), 1305-1320

Matson, J.L., González, M. & Wilkins, J., (2009). Validity study of the Autism Spectrum

Disorders-Diagnostic for Children (ASD-DC). Research in Autism Spectrum Disorders, 3(1),

196-206.

Matson, J.L., Wilkins, J., Sharp, B., et al., (2009). Sensitivity and specificity of the Baby and

Infant Screen for Children with Autism Traits (BISCUIT): Validity and cutoff scores for

autism and PDD-NOS in toddlers. Research in Autism Spectrum Disorders, 3(4), 924-930.

Mosconi, M.W., Reznick, J.S., Mesibov, G. & Piven, J., (2009). The Social Orienting

Continuum and Response Scale (SOC-RS): A dimensional measure for preschool-aged

children. Journal of Autism and Developmental Disorders, 39(2), 242-250.

Myles, B. S., Bock, S. J., & Simpson, R. L. (2001). Asperger Syndrome Disorder Scale.

Austin, TX: Pro-Ed.

Robins, D. L., Fein, D., Barton, M. L., & Green, J. A. (2001). The Modified Checklist for

Autism in Toddlers (M-CHAT): An initial study investigating the early detection of autism

and pervasive developmental disorders. Journal of Autism & Developmental Disorders, 31

(2), 131-144.

Schopler, E., Reichler, R. J. & Renner, B. R. (1986). The childhood autism rating scale.

(CARS). NY: Irvington Publishers.

Siegel, B. (2004). Pervasive developmental disorders screening test-II (PDDST-II): Early

Childhood Screener for Autism Spectrum Disorders. San Antonio, TX: PsychCorp.

February 2, 2011 Assessment & Planning for Children with ASD: ABLLS, VB-

MAPP & Early Start Denver Model

GUEST LECTURER: Dr. Amy Ducker Cohen

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• What strategies are available to monitor the progress of

children with ASD?

• What are the similarities and differences among the ABLLS,

the VB-MAPP and the Early Start Denver Model?

REQUIRED READINGS:

Kelley, M.E., Shrillingsburg, M.A., Castro, M.J., Addison, L.R. & LaRue, R.H., Jr., (2007).

Further evaluation of emerging speech in children with developmental disabilities: Training

verbal behavior. Journal of Applied Behavior Analysis, 40(3), 431-445.

O’Connor, J., Rafferty, A., Barnes-Holmes, D. & Barnes-Holmes, Y., (2009). The role of

verbal behavior, stimulus nameability, and familiarity on the equivalence performances of

autistic and normally developing children. Psychological Record, 59(1), 53-74.

Sundberg, M. L., & Michael, J. (2001). The benefit of Skinner’s analysis of verbal behavior

for children with autism. Behavior Modification, 25, 698-724.

Vismara, L.A. & Rogers, S.J., (2008). The Early Start Denver Model: A case study of an

innovative practice. Journal of Early Intervention, 31(1), 91-108.

ASSESSMENT TOOLS:

Partington, J. W. (2008). The Assessment of Basic Language and Learning Skills-revised

(ABLLS-R). Pleasant Hill, CA: Behavior Analysts, Inc.

Rogers, S. J., & Dawson, G. (2010). Early Start Denver Model Curriculum Checklist for

Young Children with Autism. NY: Guilford Press.

Sundberg, M.L. (2008). Verbal Behavior Milestones Assessment and Placement Program: A

Language and Social Skills Assessment Program for Children with Autism or Other

Developmental Disabilities. Concord, CA: AVB Press.

February 9, 2011 Working with Families of Children with ASD: Achieving Family

Centered, Culturally Competence & Strengths-Based Care

GUESTS: Family Faculty, Vermont Family Network


• What is the role of families in assessment & intervention?

• How can practitioners engage families in service delivery?

• In what ways can teams establish priorities for children with

ASD in collaboration with families?

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REQUIRED READINGS:

Kayfitz, A.D., Gragg, M.N. & Orr, R.R., (2010). Positive experiences of mothers and fathers

of children with autism. Journal of Applied Research in Intellectual Disabilities, 23(4), 337-

343.

Keenan, M., Dillenburger, K., Doherty, A., et al., (2010). The experiences of parents during

diagnosis and forward planning for children with autism spectrum disorder. Journal of

Applied Research in Intellectual Disabilities, 23(4), 390-397.

Milshtein, S., Yirmiya, N., Oppenheim, D., et al., (2010). Resolution of the diagnosis among

parents of children with autism spectrum disorder: Associations with child and parent

characteristics. Journal of Autism and Developmental Disorders, 40(1), 89-99.

Oppenheim, D., Koren-Karie, N., Dolev, S. & Yirmiya, N., (2009). Maternal insightfulness

and resolution of the diagnosis are associated with secure attachment in preschoolers with

autism spectrum disorders. Child Development, 80(2), 519-527.

Prelock, P. A. & Beatson, J. (2006). Learning to work with families to support children with

ASD. Autism Spectrum Disorders: Issues in Assessment & Intervention (pp. 65-92). Austin,

TX: Pro-Ed Publishers. (required text)


Abbey, D. (Column Editor: R.L. Foster), (2009). Family-Centered Care: Helping families

find the best evidence: CAM therapies for autism spectrum disorders and Asperger’s

disorder. Journal for Specialists in Pediatric Nursing, 14(3), 200-202.

Osborne, L.A. & Reed, P., (2009). The relationship between parenting stress and behavior

problems of children with autistic spectrum disorders. Exceptional Children, 76(1), 54-73.

Shu, B-C, (2009). Quality of life of family caregivers of children with autism: The mother’s

perspective. Autism, 13(1), 81-91.

Stuart, M. & McGrew, J.H., (2009). Caregiver burden after receiving a diagnosis of autism

spectrum disorder. Research in Autism Spectrum Disorders, 3(1), 86-97.

Turnbull, A., Zuna, N., Hong, J., et al, (2010). Knowledge-to-Action Guides: Preparing

families to be partners in making educational decisions. Teaching Exceptional Children,

42(3), 42-53.

February 16, 2011 Assessing & Supporting Communicative Intentions in Young

Children with ASD: The CSBS-DP & SCERTS Model


• How should profiles of communication be developed for children

with ASD?

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• What is the role of joint attention in children's communication,

social interaction and play?

• How might practitioners utilize the Communication Symbolic

Behavior Scales-Developmental Profile (CSBS-DP) to identify

strengths and challenges in young children with ASD?

• How might the Social Communication Emotion Regulation

Transactional Supports (SCERTS) model be used to support

program planning for children with ASD?

REQUIRED READINGS:

Prelock, P. A. (2006). Understanding and assessing the communication of children with

ASD. In Autism Spectrum Disorders: Issues in Assessment & Intervention (pp. 167-173).

Austin, TX: Pro-Ed Publishers. (required text)

Pry, R., Petersen, A.F. & Baghdadli, A., (2009). Developmental changes of expressive

language and interactive competences in children with autism. Research in Autism Spectrum

Disorders, 3(1), 98-112.

Roos, E.M., McDuffie, A.S., Weismer, S.E. & Gernsbacher, M.A., (2008). A comparison of

contexts for assessing joint attention in toddlers on the autism spectrum. Autism, 12(3), 275-

291.

Shumway, S. & Wetherby, A.M., (2009). Communicative acts of children with autism

spectrum disorders in the second year of life. Journal of Speech, Language, and Hearing

Research, 52(5), 1139-1156.

Tager-Flusberg, H., Rogers, S., Cooper, J., Landa, R., et al., (2009). Defining spoken

language benchmarks and selecting measures of expressive language development for young

children with autism spectrum disorders. Journal of Speech, Language and Hearing

Research, 52(3), 643-652.


Colombi, C., Liebal, K., Tomasello, M., Young, G., Warneken, F. & Rogers, S.J., (2009).

Examining correlates of cooperation in autism: Imitation, joint attention, and understanding

intentions. Autism, 13(2), 143-163.

Clifford, S. M., & Dissanayake, C. (2008). The early development of joint attention in infants

with autistic disorder using home video observations & parental interview. JADD,38(5),791-

805.

Jones, C.D. & Schwartz, I.S., (2009). When asking questions is not enough: An observational

study of social communication differences in high functioning children with autism. Journal


Matson, J.L. & Neal, D., (2010). Differentiating communication disorders and autism in

children. Research in Autism Spectrum Disorders, 4 (4), 626-632.

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Llaneza, D.C., DeLuke, S.V., Batista, M., Crawley, J.N., et al., (2010). Communication,

interventions, and scientific advances in autism: A commentary. Physiology & Behavior,

100(3), 268-276.

ASSESSMENT PROTOCOLS & RESOURCES:

Clifford, S., Hudry, K., Brown, L., et al., (2010). The Modified-Classroom Observation

Schedule to Measure Intentional Communication (M-COSMIC): Evaluation of reliability and

validity. Research in Autism Spectrum Disorders, 4(3), 509-525.

Drew, A., Baird, G., Taylor, E., Milne, E., & Charman, T. (2007). The Social

Communication Assessment for Toddlers with Autism (SCATA): An instrument to measure

the frequency, form and function of communication in toddlers with ASD. JADD, 37 (4),

648-666.

Prizant, B.M., Wetherby, A.M., Rubin, E., Laurent, A. C., & Rydell, P. (2004). The SCERTS

Model: Enhancing communication and socioemotional abilities of children with autism

spectrum disorders. Port Chester, NY: National Professional Resources, Inc.

Prizant, B., Wetherby, A., Rubin, E., and Laurent, A. (November, 2005). THE SCERTS™

Model Manual: Enhancing Communication and Socioemotional Abilities of Young Children

with ASD. Baltimore, MD: Paul H. Brookes Publishing.

Wetherby, A.M. & Prizant, B. M. (1993). Communication and Symbolic Behavior Scales.

Chicago, IL: Riverside Press.

Wetherby, A.M. & Prizant, B. M. (2002). Communication and Symbolic Behavior Scales-

Development Profile. Brookes Publishing.

February 23, 2011 Behavioral Interventions for Children with ASD: Discreet Trial

Training, Verbal Behavior & Imitation Training

GUEST LECTURER: Dr. Amy Ducker Cohen


• What skills are most likely to be taught using discreet trial

training?

• What is the evidence for teaching verbal behavior in children

with ASD?

• How does imitation training support learning for children

with ASD?

REQUIRED READINGS:

Dawson, G., Rogers, S., Munson, J., et al., (2010). Randomized, controlled trial of an

intervention for toddlers with autism: The Early Start Denver Model. Pediatrics, 125(1),

e17-e23.

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Downs, A., Downs R.C., Johansen, M., & Fossum, M. (2007). Using discrete trial teaching

within a public preschool program to facilitate skill development in students with

developmental disabilities. Education and Treatment of Children, 30(3), 1-27.

Grindle, C.F., Kovshoff, H., Hastings, R.P. & Remington, B., (2009). Parents’ experiences

of home-based applied behavior analysis programs for young children with autism. Journal


Ingvarsson, E.T. & Hollobaugh, T., (2010). Acquisition of intraverbal behavior: Teaching

children with autism to mand for answers to questions. Journal of Applied Behavior

Analysis, 43(1), 1-17.

Sanefuji, W., Yamashita, H. & Ohgami, H., (2009). Shared minds: Effects of a mother’s

imitation of her child on the mother-child interaction. Infant Mental Health Journal, 30(2),

145-157.


Ferraioli, S., Hughes, C., & Smith, T. (2005). A model for problem solving in discrete trial

training for children with autism. Journal of Early Intensive Behavioral Intervention, 2(4),

224 246.

Howard, J. S., Sparkman, C. R., Cohen, H. G., Green, G., & Stanislaw, H. (2005). A

comparison of intensive behavior analytic and eclectic treatments for young children with

autism. Research in Developmental Disabilities, 26(4), 359-383.

Karsten, A. M., & Carr, J. E. (2009). The effects of differential reinforcement of unprompted

responding on the skill acquisition of children with autism. Journal of Applied Behavior

Analysis, 42, 327-334.

Lafasakis, M., & Sturmey, P. (2007). Training parent implementation of discrete-trial

teaching: Effects on generalization of parent teaching and child correct responding. Journal

of Applied Behavior Analysis, 40, 685-689.

Sallows, G. O, & Graupner, T. (2005). Intensive behavioral treatment for children with

autism: Four-year outcome and predictors. American J Mental Retardation, 110 (6), 417-438.

March 2, 2011 Considerations for the Assessment & Intervention of Play in

Children with ASD


• What is the role of play-based assessment in profiling the

strengths and challenges of children with ASD?

• What is the interaction between play, language, and cognition?

• What interventions might support play development in children

with ASD?

14

REQUIRED READINGS:

Prelock, P. A. (2006). Understanding and assessing the play of children with ASD. In Autism

Spectrum Disorders: Issues in Assessment & Intervention (pp. 221-250). Austin, TX: Pro-Ed

Publishers. (required text)

Prelock, P. A. (2006). Interventions to support the play of children with ASD. In Autism

Spectrum Disorders: Issues in Assessment & Intervention (pp. 459-478). Austin, TX: Pro-Ed


Ganz, J.B. & Flores, M.M., (2010). Supporting the play of preschoolers with autism

spectrum disorders: Implementation of visual scripts. Young Exceptional Children, 13(2),

58-70.

Manning, M.M. & Wainwright, L.D., (2010). The role of high level play as a predictor

social functioning in autism. Journal of Autism and Developmental Disorders, 40(5), 523-

533.

Mastrangelo, S., (2009). Harnessing the power of play: Opportunities for children with

autism spectrum disorders. Teaching Exceptional Children, 42(1), 34-44.


Herrera, G., Alcantud, F., Jordan, R., et al., (2008). Development of symbolic play through

the use of virtual reality tools in children with autistic spectrum disorders. Autism, 12(2),

143-157.

Hutman, T., Siller, M. & Sigman, M., (2009). Mothers’ narratives regarding their child with

autism predict maternal synchronous behavior during play. The Journal of Child Psychology

and Psychiatry, 50(10), 1255-1263.

Lang, R., O’Reilly, M., Sigafoos, J., et al., (2010). The effects of an abolishing operation

intervention component on play skills, challenging behavior, and stereotypy. Behavior

Modification, 34(4), 267-289.

Licciardello, C.C., Harchik, A.E. & Luiselli, J.K., (2008). Social skills intervention for

children with autism during interactive play at a public elementary school. Education and

Treatment of Children, 31(1), 27-37.

Theodorou, F. & Nind, M., (2010). Inclusion in play: A case study of a child with autism in

an inclusive nursery. Journal of Research in Special Educational Needs, 10(2), 99-106.

ASSESSMENT TOOLS:

Lewis, V., & Boucher, J. (1998). Test of Pretend Play. Pearson Clinical Assessment.

Linder, T. W. (2008). Transdisciplinary Play-Based Assessment (revised edition, TPBA-2).

Baltimore, MD: Paul H. Brookes Publishing.

15

Linder, T. W. (2008). Transdisciplinary Play-Based Intervention (revised edition, TPBI-2).

Baltimore, MD: Paul H. Brookes Publishing.

Lowe, M., & Costello, A. J. (1976; 1987). Symbolic Play Test. G. L. Assessment.

Westby, C. E. (2000). A scale for assessing development in children's play. In K. Gitlin-

Weiner, A. Sandgrun, & C. Schaefer (Eds.), Play diagnosis and assessment (pp. 135-163).

New York: John Wiley.

Westby, C. E. (1988). Children’s play: Reflections of social competence. Seminars in

Speech and Language, 9, 1-13.

Westby, C. E. (1980). Assessment of cognitive and language abilities through play.

Language, Speech, and Hearing Services in Schools, 11, 154-168.

March 9, 2011 SPRING BREAK

March 16, 2011 Understanding & Supporting the Social-Emotional Development

of Children with ASD


• What are the features of social-emotional development in

children & adolescents with ASD that compromise their ability to

relate?

• In what ways can we assess the social-emotional development of

children with ASD?

• How does information from a social-emotional assessment

support the development of goals & intervention strategies for

emotion recognition, relating and social interaction?

REQUIRED READINGS:

Golan, O., Ashwin, E., Granader, Y., (2010). Enhancing emotion recognition in children

with autism spectrum conditions: An intervention using animated vehicles with real

emotional faces. Journal of Autism and Developmental Disorders, 40(3), 269-279.

Grèzes, J., Wicker, B., Berthoz, S. & de Gelder, B., (2009). A failure to grasp the affective

meaning of actions in autism spectrum disorder subjects. Neuropsychologia, 47(8-9), 1816-

1825.

Lacava, P.G., Rankin, A., Mahlios, E., et al., (2010). A single case design evaluation of a

software and tutor intervention addressing emotion recognition and social interaction in four

boys with ASD. Autism, 14(3), 161-178.

Williams, D. & Happé, F, (2010). Recognising ‘social’ and ‘non-social’ emotions in self and

others: A study in autism. Autism, 14(4), 285-304.

16

Prelock, P. A. (2006). Understanding & assessing the social-emotional development of

children with ASD. Autism Spectrum Disorders: Issues in Assessment & Intervention (pp.

251-301).Austin, TX: Pro-Ed Publishers. (required text)


Anderson, D.K., Oti, R.S., Lord, C. & Welch, K., (2009). Patterns of growth in adaptive

social abilities among children with autism spectrum disorders. Journal of Abnormal Child

Psychology, 37(7), 1019-1034.

Beauchamp, M.H. & Anderson, V., (2010). SOCIAL: An integrative framework for the

development of social skills. Psychological Bulletin, 136(1), 39-64.

Katagiri, M. Inada, N. & Kamio, Y., (2010). Mirroring effect in 2- and 3-year-olds with

autism spectrum disorder. Research in Autism Spectrum Disorders, 4(3), 474-478.

Pan, C-Y, (2009). Age, social engagement, and physical activity in children with autism

spectrum disorders. Research in Autism Spectrum Disorders, 3(1), 22-31.

White, S. W., & Roberson-Nay, R. (2009). Anxiety, social deficits, and loneliness in youth

with autism spectrum disorders. JADD, 39 (7), 1006-1113.

ASSESSMENT TOOLS:

Greenspan, S. I. (1992). Infancy and early childhood: The practice of clinical assessment

and intervention with emotional and developmental challenges. Madison, CT: International

Universities Press.

Greenspan, S. I., DeGangi, G., & Wieder, S. (2001). The Functional Emotional Assessment

Scale (FEAS) for Infancy and Early Childhood. Bethesda, MD: Interdisciplinary Council on

Developmental and Learning Disorders.

March 23, 2011 Building Relationships to Support Children with ASD: Floor Time

& Relationship Development Intervention (RDI)


• How do you tune into a child with ASD?

• What is floor time and how is it used to facilitate goals for

relating with adults and peers?

• What is the evidence for relationship-based interventions?

• What is the role of parents as interventionists for their children

with ASD?

REQUIRED READINGS:

Green, J., Charman, T., McConachie, H., et al., (2010). Parent-mediated communication-

focused treatment in children with autism (PACT): A randomized controlled trial. The

Lancet, 375(9732), 2152-2160.

17

Gulsrud, A.C., Jahromi, L.B. & Kasari, C., (2010). The co-regulation of emotions between

mothers and their children with autism. Journal of Autism and Developmental Disorders,

40(2), 227-237.

Matson, M.L., Mahan, S. & Matson, J.L., (2009). Parent training: A review of methods for

children with autism spectrum disorders. Research in Autism Spectrum Disorders, 3(4), 868-

875.

Meadan, H., Ostrosky, M.M., Zaghlawan, H.Y. & Yu, S.Y., (2009). Promoting the social

and communicative behavior of young children with autism spectrum disorders: A review of

parent-implemented intervention studies. Topics in Early Childhood Special Education,

29(2), 90-104.

Prelock, P. A. (2006). Interventions to support the social –emotional needs of children with

ASD. In Autism Spectrum Disorders: Issues in Assessment & Intervention (pp.479-539).



Birkin, C., Anderson, A., Seymour, F. & Moore, D.W., (2008). A parent-focused early

intervention program for autism: Who gets access? Journal of Intellectual & Developmental

Disability, 33(2), 108-116.

Regehr, K. & Feldman, M., (2009). Parent-selected interventions for infants at-risk for

autism spectrum disorders and their affected siblings. Behavioral Interventions, 24(4), 237-

248.

Solomon, M., Ono, M., Timmer, S. & Goodlin-Jones, B., (2008). The effectiveness of

parent-child interaction therapy for families of children on the autism spectrum. Journal of

Autism and Developmental Disorders, 38(9), 1767-1776.

Reagon, K.A. & Higbee, T.S., (2009). Parent-implemented script fading to promote play-

based verbal initiations in children with autism. Journal of Applied Behavior Analysis, 42(3),

659-664.

Todd, S., Bromley, J., Ioannou, K., et al., (2010). Using group-based parent training

interventions with parents of children with disabilities: A description of process, content and

outcomes in clinical practice. Child and Adolescent Mental Health, 15(3), 171-175.

RESOURCES:

Floortime DVD series (www.floortime.org): 1) The Basics: Relating & Communicating; 2)

Sensory Regulation & Social Interaction & Symbolic & Logical Thinking

Greenspan, S. I. & Wieder, S. (1998). The child with special needs: Encouraging intellectual

and emotional growth (see Chapters 8-12 on ‘The Floor Time Approach’ (pp. 121-292).

Reading, MA: Addison-Wesley.

18

Greenspan, S., & Wieder, S. (2001). Floor Time Techniques and the DIR Model: For

Children and Families with Special Needs. Bethesda, MD. ICDL Publications.

Gutstein, S. E. (2000). Autism/Aspergers: Solving the relationship puzzle. Arlington, TX:

Future Horizons.

Gutstein, S. E., & Sheely, R. K. (2002a). Relationship development intervention with

children, adolescents & adults: Social and emotional development activities for Asperger

syndrome, autism, PDD & NLD. Philadelphia, PA: Jessica Kingsley Publishers.

Gutstein, S. E., & Sheely, R. K. (2002b). Relationship development intervention with young

children: Social and emotional development activities for Asperger syndrome, autism, PDD

& NLD. Philadelphia, PA: Jessica Kingsley Publishers.

March 30, 2011 Relationship Building to Support Children with ASD: More Than

Words, Joint Attention Training & Other Parent Training Strategies


♦ What strategies can be used to facilitate joint attention?

♦ How can parents support social communication and vocabulary

development in children with ASD in the home?

REQUIRED READING:

Isaksen, J. & Holth, P., (2009). An operant approach to teaching joint attention skills to

children with autism. Behavioral Interventions, 24(4), 215-236.

Jones, E.A., (2009). Establishing response and stimulus classes for initiating joint attention

in children with autism. Research in Autism Spectrum Disorders, 3(2), 375-389.

Kasari, C., Gulsrud, A.C., Wong, C., Kwon, S & Locke, J., (2010). Randomized controlled

caregiver mediated joint engagement intervention for toddlers with autism. Journal of

Autism and Developmental Disorders, 40(9), 1045-1056.

Kasari, C., Paparella, T., Freeman, S. & Jahromi, L.B., (2008). Language outcome in autism:

Randomized comparison of joint attention and play interventions. Journal of Consulting and

Clinical Psychology, 76(1), 125-137.

Naoi, N., Tsuchiya, R., Yamamoto, J-I, & Nakamura, K., (2008). Functional training for

initiating joint attention in children with autism. Research in Developmental Disabilities,

29(6), 595-609.


19

Klein, J.L., MacDonald, R.P.F., Vaillancourt, G., Ahearn, W.H. & Dube, W.V., (2009).

Teaching discrimination of adult gaze direction to children with autism. Research in Autism

Spectrum Disorders, 3(2), 42-49.

Schertz, H. H., & Odom, S. L. (2007). Promoting joint attention in toddlers with autism: A

parent-mediated developmental model. JADD, 37 (8), 1562-1575.

Taylor, B.A. & Hoch, H., (2008). Teaching children with autism to respond to and initiate

bids for joint attention. Journal of Applied Behavior Analysis, 41(3), 377-391.

Warreyn, P., Roeyers, H., Van Wetswinkel, U., & De Groote, I. (2007). Temporal

coordination of joint attention behavior in preschoolers with autism spectrum disorder.

JADD, 37(3), 501-512.

Whalen, C., Schreibman, L., & Ingersoll, B. (2006). The collateral effects of joint attention

training on social initiations, positive affect, imitation, & spontaneous speech for young

children with autism. Journal of Autism & Developmental Disorders 36 (5), 655-664.

RESOURCES:

Sussman, F. (1999). More than words: Helping parents promote communication and social

skills in children with autism spectrum disorders. Toronto, Ontario: A Hanen Centre

Publication.

April 6, 2011 Understanding the Language, Executive Function & Theory of

Mind of Children & Adolescents with Autism & Asperger

Syndrome


• What are the language characteristics of verbal children and

adolescents with ASD?

• What is the role of executive function in the social, behavioral

and academic experiences of children and adolescents with

ASD?

• In what way does theory of mind explain the challenges often

reported for children with ASD?

REQUIRED READINGS:

Hobson, R.P., Lee, A., & Hobson, J.A., (2010). Personal pronouns and communicative

engagement in autism. Journal of Autism and Developmental Disorders, 40(6), 653-664.

Lind, S.E. & Bowler, D.M., (2010). Impaired performance on see-know tasks amongst

children with autism: Evidence of specific difficulties with Theory of Mind or domain-

general task factors? Journal of Autism and Developmental Disorders, 40(4), 479-484.

20

Loukusa, S. & Moilanen, I., (2009). Pragmatic inference abilities in individuals with

Asperger syndrome or high-functioning autism: A review. Research in Autism Spectrum

Disorders, 3(4), 890-904.

Prelock, P. A. (2006). Understanding and assessing the communication of children with

ASD. In Autism Spectrum Disorders: Issues in Assessment & Intervention (pp. 174-219).


Zingerevich, C. & LaVesser, P.D., (2009). The contribution of executive functions to

participation in school activities of children with high functioning autism spectrum disorder.

Research in Autism Spectrum Disorders, 3(2), 429-437.


Cheng, Y., Chiang, H-C. ,Ye, J. & Cheng, L-H, (2010). Enhancing empathy instruction

using a collaborative virtual learning environment for children with autistic spectrum

conditions. Computers & Education 55(4), 1449-1458.

Hamilton, A.F. de C., Brindley, R. & Frith, U., (2009). Visual perspective taking impairment

in children with autistic spectrum disorder. Cognition, 113(1), 37-44.

Paynter, J. & Peterson, C., (2010). Language and ToM development in autism versus

Asperger syndrome: Contrasting influences of syntactic versus lexical/semantic maturity.


Pellicano, E., (2010). Individual differences in executive function and central coherence

predict developmental changes in Theory of Mind in autism. Developmental Psychology,

46(2), 530-544.

Robinson, S., Goddard, L., Dritschel, B., Wisley, M. & Howlin, P., (2009). Executive

functions in children with autism spectrum disorders. Brain and Cognition, 71(3), 362-368.

ASSESSMENT TOOLS & RESOURCES:

Beaumont, R.B. & Sofronoff, K., (2008). A new computerized Advanced Theory of Mind

Measure for Children with Asperger Syndrome: The ATOMIC. Journal of Autism and

Developmental Disorders, 38(2), 249-260.

O’Hare, A. E., Bremner, L., Nash, M., Happe, F., & Pettigrew, L. M. (2009). A clinical

assessment tool for advanced theory of mind performance in 5 to 12 year olds. JADD, 39 (6),

916-928.

April 13, 2011 Understanding the Continuum of Interventions for Children with

ASD & Making Evidence-Based Decisions as Part of a

Collaborative Team

Questions to Consider:

21

♦ What are best practices in early intervention for children with

autism spectrum disorders?

♦ How do you select intervention strategies that meet a child’s

goals?

♦ What are some ways to collaboratively plan for intervention?

♦ How do you make evidence-based decisions to select

interventions?

REQUIRED READINGS:

Ingersoll, B.R., (2010). Teaching social communication: A comparison of naturalistic

behavioral and development, social pragmatic approaches for children with autism spectrum

disorders. Journal of Positive Behavior Intervention, 12(1), 33-43.

Jones, K. & Howley, M., (2010). An investigation into an interaction programme for

children on the autism spectrum: Outcomes for children, perceptions of schools and a model

for training. Journal of Research in Special Educational Needs, 10(2), 115-123.

Makrygianni, M.K. & Reed, P., (2010). A meta-analytic review of the effectiveness of

behavioural early intervention programs for children with autistic spectrum disorders.


Prelock, P. A. (2006). Making intervention decisions to better serve children with ASD and

their families. In Autism Spectrum Disorders: Issues in Assessment & Intervention (pp. 347-

395). Austin, TX: Pro-Ed Publishers. (required text)

Zachor, D.A. & Itzchak, E.B., (2010). Treatment approach, severity and intervention

outcomes in young children. Research in Autism Spectrum Disorders, 4(3), 425-432.


Mesibov, G.B. & Shea, V., (2010). The TEACCH Program in the era of evidence-based

practice. Journal of Autism and Developmental Disorders, 40(5), 570-579.

Neitzel, J., (2010). Positive behavior supports for children and youth with autism spectrum

disorders. Preventing School Failure, 54(4), 247-255.

O’Connor, A.B. & Healy, O., (2010). Long-term post-intensive behavioral intervention

outcomes for five children with autism spectrum disorder. Research in Autism Spectrum

Disorders, 4(4), 594-604.

Self, T.L., Hale, L.S. & Crumrine, D., (2010). Pharmacotherapy and children with autism

spectrum disorder: A tutorial for speech-language pathologists. Language, Speech, and

Hearing Services in Schools, 41(3), 367-375.

Wong, V.C.N. & Kwan, Q.K., (2010). Randomized controlled trial for early intervention for

autism: A pilot study of the Autism 1-2-3 Project. Journal of Autism and Developmental

Disorders,40 (6), 677-688.

22

April 20, 2011 Strategies to Support Children with ASD and Limited Verbal

Communication: AAC Strategies including PECS & Visual

Supports, Minimal Speech Approach, Milieu Communication

Training & Time Delay


♦ How & why does the Picture Exchange Communication system

(PECS) work?

♦ What visual supports should be provided to children with ASD?

♦ What other AAC strategies are effective to support

communication in individuals with ASD?

♦ What is the role of time delay in supporting spontaneous

communication in children with ASD?

♦ What are the principles of prelinguistic and enhanced milieu

teaching?

REQUIRED READINGS:

Arthur-Kelly, M., Sigafoos, J., Green, V., Mathisen, B. & Arthur-Kelly, R., (2009). Review:

Issues in the use of visual supports to promote communication in individuals with autism

spectrum disorder. Disability and Rehabilitation, 31(18), 1474-1486.

Chaabane, D.B.B., Alber-Morgan, S.R. & DeBar, R.M., (2009). The effects of parent-

implemented PECS training on improvisation of mands by children with autism. Journal of

Applied Behavior Analysis, 42(3), 671-677.

Flippin, M., Reszka, S. & Watson, L.R., (2010). Effectiveness of the Picture Exchange

Communication System (PECS) on communication and speech for children with autism

spectrum disorders: A meta-analysis. American Journal of Speech-Language Pathology,

19(2), 178-195.

Ganz, J.B., Heath, A.K., Rispoli, M.J. & Earles-Vollrath, T.L., (2010). Impact of AAC

versus verbal modeling on verbal imitation, picture discrimination, and related speech: A

pilot investigation. Journal of Developmental and Physical Disabilities, 22(2), 179-196.

Prelock, P. A. (2006). Interventions to support the communication of children with ASD. In

Autism Spectrum Disorders: Issues in Assessment & Intervention (pp. 397-458). Austin, TX:

Pro-Ed Publishers. (required text)


Mancil, G. R., Conroy, M. A., & Haydon, T. F. (2009). Effects of modified milieu therapy

intervention on the social communicative behaviors of young children with autism spectrum

disorders, JADD, 39 (1), 149-163.

23

Preston, D. & Carter, M., (2009). A review of the efficacy of the Picture Exchange

Communication System Intervention. Journal of Autism and Developmental Disorders,

39(10), 1471-1486.

Schlosser, R.W. & Wendt, O., (2008). Effects of augmentative and alternative

communication intervention on speech production in children with autism; A systematic

review. American Journal of Speech-Language Pathology, 17(3), 212-230.

Sulzer-Azaroff, B., Hoffman, A.O., Horton, C.B., Bondy, A. & Frost, L., (2009). The

Picture Exchange Communication System (PECS): What do the data say? Focus on Autism

and Other Developmental Disabilities, 24(2), 89-103.

Yoder, P.J. & Lieberman, R.G., (2010). Brief report: Randomized test of the efficacy of

Picture Exchange Communication System on highly generalized picture exchanges in

children with ASD. Journal of Autism and Developmental Disorders, 40(5), 629-632.

RESOURCES:

Frost, L. A., & Bondy, A. S., (2002). The Picture Exchange Communication System Training

Manual (2nd

edition). Newark, DE: Pyramid Educational Products, Inc.

Hodgdon, L. A. (1998). Visual strategies for improving communication. Troy, MI: Quirk

Roberts Publishing.

Potter, C. & Whittaker, C. (2001). Enabling communication in children w/ autism.

Philadelphia, PA: Jessica Kingsley Press.

April 27, 2011 Strategies to Support Verbal Children with ASD: Pivotal

Response Training, Video Modeling, Scripting, Social Stories &

Comic Strip Conversations


♦ In what ways can practitioners enhance the language & social

communication of children with ASD?

♦ In what ways can the social communication of with ASD be

facilitated through Pivotal Response Training?

♦ How can Video Modeling support the social communication

needs of children with ASD?

♦ How can social stories help support a child/ adolescent’s ability

to recognize and respond to social cues & routines?

♦ How might comic strip conversations support the perspective

taking of children & adolescents with ASD?

24

REQUIRED READINGS:

Kokina, A. & Kern, L. (2010). Social Story™ Interventions for students with autism

spectrum disorders: A meta-analysis. Journal of Autism and Developmental Disorders,

40(7), 812-826.

Reichow, B. & Volkmar, F.R., (2010). Social skills interventions for individuals with

autism: Evaluation for evidence-based practices within a best evidence synthesis framework.

Journal of Autism and Developmental Disorders, 40(2), 149-166.

Shukla-Mehta, S., Miller, T., & Callahan, K.J., (2010). Evaluating the effectiveness of video

instruction on social and communication skills training for children with autism spectrum

disorders: A review of the literature. Focus on Autism and Other Developmental

Disabilities, 25(1), 23-36.

Tereshko, L., MacDonald, R. & Ahearn, W.H., (2010). Strategies for teaching children with

autism to imitate response chains using video modeling. Research in Autism Spectrum

Disorders, 4(3), 479-489.

Tetreault, A.S. & Lerman, D.C., (2010). Teaching social skills to children with autism using

point-of-view video modeling. Education and Treatment of Children, 33(3), 395-419.


Bellini, S. & McConnell, L.L., (2010). Strength-based educational programming for students

with autism spectrum disorders: A case for video self-modeling. Preventing School Failure,

54(4), 220-227.

Charlop, M.H., Dennis, B., Carpenter, M.H. & Greenberg, A.L., (2010). Teaching socially

expressive behaviors to children with autism through video modeling. Education and


Koegel, R.L., Vernon, T.W. & Koegel, L.K., (2009). Improving social initiations in young

children with autism using reinforcers with embedded social interactions. Journal of Autism

and Developmental Disorders, 39(9), 1240-1251.

Sancho, K., Sidener, T.M., Reeve, S.A. & Sidener, D.W., (2010). Two variations of video

modeling interventions for teaching play skills to children with autism. Education and


Mechling, L.C. & Moser, S.V., (2010). Video preference assessment of students with autism

for watching self, adults, or peers. Focus on Autism and Other Developmental Disabilities,

25(2), 76-84.

RESOURCES:

Gray, C. (1994). The new social story book. Jenison, MI: Jenison Public Schools.

25

Gray, C. (1993). The original social story book. Jenison, MI: Jenison Public Schools.

Gray, C. (1995). Social stories and comic strip conversations: Unique methods to improve

social understanding. Jenison MI: Jenison Public Schools.

Gray, C. (1994). Comic strip conversations. Jenison, MI: Jenison Public Schools.

Koegel, R. L., & Koegel, L. K. (2006). Pivotal response treatments for autism:

Communication, social & academic development. Baltimore, MD: Brookes.

May 4, 2011 Strategies for Inclusive Practice: Priming, Self-Management, Peer

Mediation & Literacy Support


♦ How is priming and self-management used to support students

with ASD in the inclusive classroom?

♦ What peer mediation strategies have been used to support the

social interaction and friendship building between children with

ASD & their typical peers?

♦ What are the literacy needs of children with ASD?

REQUIRED READINGS:

Ashburner, J., Ziviani, J. & Rodger, S., (2010). Surviving in the mainstream: Capacity of

children with autism spectrum disorders to perform academically and regulate their emotions

and behavior at school. Research in Autism Spectrum Disorders, 4(1), 18-27.

Banda, D.R., Hart, S.L. & Liu-Gitz, L., (2010). Impact of training peers and children with

autism on social skills during center time activities in inclusive classrooms. Research in

Autism Spectrum Disorders, 4(4), 619-625.

Frederickson, N., Jones, A.P. & Lang, J., (2010). Inclusive provision options for pupils on

the autistic spectrum. Journal of Research in Special Educational Needs, 10(2), 63-73.

Gabig, C.S., (2010). Phonological awareness and word recognition in reading by children

with autism. Communication Disorders Quarterly, 31(2), 67-85.

Prelock, P. A. (2006). Inclusionary practice for children with ASD. In Autism Spectrum

Disorders: Issues in Assessment & Intervention (pp. 573-601). Austin, TX: Pro-Ed



Banda, D.R. & Hart, S.L., (2010). Increasing peer-to-peer social skills through direct

instruction of two elementary school girls with autism. Journal of Research in Special

Educational Needs, 10(2), 124-132.

26

Chandler-Olcott, K. & Kluth, P., (2009). Why everyone benefits from including students

with autism in literacy classrooms. The Reading Teacher, 62(7), 548-557.

Carnahan, C. R., Hume, K., Clarke, L., & Borders, C. (2009). Using structured work systems

to promote independence and engagement for students with autism spectrum disorders.

Teaching Exceptional Children, 41 (4), 6-15.

Gately, S.E. (2008). Facilitating reading comprehension for students on the autism spectrum.

Teaching Exceptional Children, 40(3), 40-45.

Leach, D., & Duffy, M. L. (2009). Supporting students with autism spectrum disorders in

inclusive settings. Intervention in School & Clinic, 45 (1), 31-37.

COURSE POLICIES: Attendance Policy

Students are expected to attend all regularly scheduled classes. It is the responsibility of the

student to inform the instructor regarding the reason for absence or tardiness from class, and

to discuss these with the instructor in advance whenever possible. Circumstances that require

the student to be absent for any length of time should be discussed with the faculty member so

that a plan can be made for make-up work or extensions of due dates. Details of the UVM

attendance policy are outlined on the website.

Classroom Code of Conduct

Faculty and students will at all times conduct themselves in a manner that serves to maintain,

promote, and enhance the high quality academic environment befitting the University of

Vermont. Details of the code of conduct are outlined on the UVM website.

Religious Holidays

Students have the right to practice the religion of their choice. Each semester students should

submit in writing to their instructors by the end of the second full week classes their

documented religious holiday schedule for the semester. Faculty will permit students who miss

work for the purpose of religious observance to make up this work.

Academic Honesty

The principal objective of the policy on academic honesty is to promote an intellectual climate

and support the academic integrity of the University of Vermont. Each student is responsible for

knowing and observing this policy. For the purposes of this course each assignment contains

information about the expectations for individual or collaborative work.

ADA Student Accommodations

Reasonable accommodations are provided for students with appropriate documentation from

the ACCESS Office. ACCESS coordinates reasonable accommodations for students with

documented disabilities. They are located at A170 Living/Learning Center, and can be reached

by phone 802-656-7753, or by e-mail [email protected]. Visit their website

http://www.uvm.edu/access. To receive accommodations in this course, please bring the

primary instructor a copy of the letter provided by the ACCESS Office and speak to the

instructor about a plan to implement the recommendations. Contact with the course instructor

should occur no later than the second week of classes so we can discuss accommodations

necessary to ensure full participation and facilitate your educational opportunity.

27

Student Course Evaluation As a matter of professional responsibility, all students are expected to complete a course and

instructor evaluation at the end of the semester. Evaluations will be anonymous and

confidential. I reserve the right to withhold the final grade for any student who has not

completed the evaluation.

EVALUATION METHODS/GRADING (see description of each assignment below; grading

rubrics are attached):

ASSIGNMENT/EXAM % OF

GRADE TYPE OF

EVALUATION ACADEMIC HONESTY

DATE

Class Participation &

Group Discussion Board

44 pts.

UG: 32%

GR: 22%

Formative Collaborative Feb. 2nd, March

2nd, & April 6th

Critical Article Reviews

(2)

48 pts.

UG: 34%

GR: 24%

Summative Individual Feb. 9th & April

20th

Book Review 48 pts.

UG: 34%

GR: 24%

Summative Individual

March 23rd

Applied Assignment 60 pts.

GR: 30%

Summative Individual or

Collaborative May 4th

TOTAL 200 pts. NA NA

1. There will be a 10% reduction in grade for each assignment turned in late except

under extraordinary circumstances communicated in advance to the instructor.

2. As instructor feedback is critical to your ongoing learning and evolution in thinking

critically, writing and integrating information, late assignments must be turned in

prior to the due date of the next assignment unless there are extraordinary

circumstances as determined by the instructor. An assignment not turned in prior to

the next assignment due cannot be accepted for credit and will be given a zero.

REMEDIATION METHODS:

Students in Communication Sciences & Disorders not achieving the ‘indicator of

achievement’ set for any of the assignments listed are expected to meet with the instructor to

review the assignment and make a plan to achieve the expected competency for the

individual assignment by redoing the assignment. Grades will not be changed following the

completion of an assignment as part of the remediation plan.

28

DESCRIPTION OF COURSE ASSIGNMENTS & REQUIREMENTS:

1. Readings & Participation (44 pts.): Attendance and participation in all class sessions

is required. To fully benefit from each class session & topic of discussion, students should be

familiar with the material indicated on the syllabus prior to each class. Students are

expected to read the required readings. The recommended readings are optional and are

posted as an additional resource. Some students may wish to read more in depth in a

particular topic, so the recommended readings are included for that purpose.

a. CLASS SESSIONS (14 pts.) Students meeting face to face are expected to ask

and respond to questions. Students who are videowebstreaming during these face

to face classes are expected to respond via e-mail or Pronto (on line live chat to

which all students in the class will have access) to at least one of the questions or

activities posed during the face to face classes. Students attending the VIT sites

and the Lafayette site on campus will be asked to sign in. Students attending via

videowebstreaming will be asked to sign in and sign off via e-mail or Pronto.

Students will be awarded 1 point for each class session in which they attend and

participate.

b. ON LINE DISCUSSION FORUMS (30 pts.). To facilitate your learning and

integration of the complex and research-based but interesting material you will be

learning and reading throughout the semester, this course is designed to

incorporate several opportunities for you to demonstrate what you are learning, to

think critically about the current controversies in the field of autism spectrum

disorders (ASD), and to problem solve around case study information or questions

posed regarding the required readings. You will be participating in 3 major

discussion group forums as well as other on-line technologies to support your learning. You will be a member of one of 6 to 7 groups of students comprised of

approximately 6 students. Each of the groups will be assigned the same questions

but groups are being formed to focus the discussion and ensure everyone has

sufficient opportunity to participate and develop the discussion. You are expected

to be engaged with your own group discussion initially and provide at least one

original post and respond to at least 2 posts of your classmates. You are permitted

and encouraged to respond to or reflect on the responses of other groups (which

will eventually be posted to the General Discussion Board). Deadlines for

participation in the Discussion Group Forums are highlighted below. Students

within each group will be assigned to facilitate the discussion and summarize the

discussion for the general discussion board on a rotating basis. The probing

questions for the Discussion Group Forums will be posted by the following dates

with responses expected in one week:

i. January 26 (response by February 2)

ii. February 23 (response by March 2)

iii. March 30 (response by April 6)

Responsibility for Student Participation in all Discussion Forums:

• You are expected to provide an original post to each discussion forum within 5 days

of the instructor’s posting to demonstrate your ability to initiate self reflection and

achieve a learning goal for effective analysis and synthesis of information

29

• It is expected that your postings are of sufficient length to demonstrate your

understanding of the material & your ability to reconcile the complex issues facing

our students with ASD. The average number of words for each posting should be

approximately 200-250 words.

• You will be required to post at least 2 comments to the postings of your classmates to

contribute to a collegial learning community. These responses are expected to occur

by the 7th

day of the original posting and should average approximately 100 words.

• The research you are reading should provide the foundational skills you will need to

answer the questions posed. Please cite the literature, as appropriate in your

postings—following APA standards-5th

edition for citations. You are encouraged to

draw from the literature to support the reflections you post.

• All postings should be characterized by complete thoughts with correct grammar and

spelling.

Responsibility of the Instructor to Facilitate Student Learning via Discussion

Forums

• You can expect that I will post the discussion questions for the forums at least one

week prior to when the discussion is to begin.

• During each week in which a forum is posted, I will provide at least one summary of

the themes that emerge from the student discussion or ask students to consider an

expansion of the discussion based on the evolution of the postings

• I will respond to questions posed to the instructor within 48 hours of the posting

Evaluation of your Participation in the Discussion Forums.

To evaluate students’ participation in the discussion forums, I will use the rubric presented

below. This will be completed by the 8th

(March 9th

) (15 pts.) and the 13th

week (April 13th

)

(15pts.) of the semester to provide opportunities for students to reflect on the assessment and

to make adjustments as needed.

Assessment Area Performance

Requires

Improvement

(1.5 pt.)

Performance

Meets

Expectation

(3.5 pts.)

Performance

Exceeds

Expectation

(5 pts.)

Provides comments that are

relevant to the discussion

Demonstrates an ability to

apply knowledge learned to

real situations

Takes initiative to address

questions posed & responds

meaningfully to peers’

comments

Exhibits appropriate

expression & delivery using

correct grammar & spelling

& exhibiting a respectful

tone

30

Comprehends the material

being read for & discussed in

class

Demonstrates an ability to

both analyze & synthesize

material being learned and

discussed

TOTAL _____ /2 =

Participation=

Date: ______

2. Journal Article Reviews in a Topic Area of Interest. (48 points): Each student is

required to critically review two different journal articles over the course of the semester.

The journal article selected can be taken from any of the course readings listed as a required

OR recommended reading. Only one journal article should be taken from each of those listed

for a particular class session so that the student is reading in two different topic areas. To

facilitate your critical reflection on what has been read, the following questions should be

addressed in your review:

a) In what way does the information in this journal article expand your

knowledge regarding the assessment &/OR intervention process for children

or adolescents with ASD and their families, specifically related to

receptive/expressive language (2 pts.), cognitive communication (2 pts.),

social aspects of communication (2 pts.), & communication modalities (2pts.),

(Total=>8 points) b) Based on your current views of and/or experience with children and

adolescents with ASD, describe how the information you read supports or

refutes your beliefs and practices regarding receptive/expressive language (2

pts.), cognitive communication (2 pts.), social aspects of communication

(2pts.) & communication modalities (2 pts.) (Total=>8 points)

c) Explain how you will apply the knowledge you gained from reading the

journal article as you collaborate with team members (which includes

families) to support the needs of children and adolescents with ASD

specifically related to receptive/expressive language (2 pts.), cognitive

communication (2 pts.), social aspects of communication (2pts.), &

communication modalities (2pts.), (you may relate your application to a

specific child or adolescent with a diagnosis of ASD if you wish) (8 points)

The grading rubric that will be used to evaluate each of the two article reviews is

provided at the end of this syllabus. Please follow this rubric as it ensures you have

addressed the expected questions in your article review. Each article review is worth 24

points, for a total of 48 points. The due dates for the journal article reviews are:

Journal Article Review 1 DUE February 9

Journal Article Review 2 DUE April 20

Article reviews should be no more than 3 typed pages.

Learning Goals:

31

• Students will demonstrate their knowledge of the etiologies and characteristics of

receptive/expressive language, cognitive communication, social aspects of

communication & communication modalities in individuals with autism spectrum

disorders (ASD) (ASHA Standard III-C).

• Students will possess knowledge of methods of prevention, assessment, & intervention

for communication disorders in individuals with ASD (ASHA Standard III-D).

• Students will demonstrate an ability to analyze, synthesize & evaluate information

regarding methods of prevention, assessment, & intervention for communication

disorders in individuals with ASD (ASHA Standard III-D).

• Students will demonstrate knowledge of research & integration into evidence-based

clinical practice for individuals with ASD (ASHA Standard III-F).

Indicator of Achievement: Students will achieve the learning goals above & obtain at

least 41 of the total 48 points for these two assignments.

3. Book Review (48 points). To increase students’ awareness and understanding of the

specific challenges and joy experienced by individuals with autism and their families, each

student is to select a book that has been written by an individual with autism or by a family

member. There are a number of book listings posted on blackboard from which students can

select a book. Links to publishers who carry autism related books, such as Jessica Kingsley

Publishers, will also be posted on Blackboard. In the past, some students have ordered books

through Amazon.com. Many of these books are available through the instructor’s library or

the UVM library. Students may also find a different personal account than the ones listed that

they wish to use for the book review. This is fine but students should check in with the

course instructor if there is any question about the story being written about an

individual with ASD. Students are to prepare a book review of no more than 6 pages, which

includes the following:

a. Description of the characteristics, including physiological, psychological,

developmental, linguistic & cultural correlates (8 pts.) as well as receptive &

expressive language, cognitive communication, social aspects of

communication & communication modalities (8 pts.) of the individual with

autism who either writes the story or whom the story is written about

(Total=>16 points)

b. Explanation of the services and models of intervention the individual with

autism and their family received (6 pts.) and how effective these services were

perceived (6 pts.) (Total=>12 points)

c. Reflection on the most important thing you learned while reading the

book, which is likely to change your practice for children or adolescents with

ASD & their families (10 pts.) and how you will implement this new insight

into your practice (10 pts.)(Total=>20 points)

The grading rubric that will be used to evaluate the book review is provided at the end of the

syllabus. Please follow this rubric as it ensures you have addressed the expected questions

in your book review. This assignment is worth a total of 48 points and is due on or before

March 23rd

. Students must inform the instructor by January 26th

what book they will be

reading for their book review to allow sufficient time for the instructors/teaching assistant

to read the books if they have not already read them. In addition, students should indicate

the page number when drawing examples or specific text from the book.

32

Learning Goals:

• Students will demonstrate knowledge of the nature of receptive and expressive language

(i.e., semantic & pragmatic difficulties); cognitive communication (i.e., attention,

memory, sequencing, problem solving, executive function); social aspects of

communication (i.e., ineffective social skills, lack of communication opportunities); and

communication modalities (i.e., oral, manual, augmentative, alternative, assistive) for

individuals with autism spectrum disorders (ASHA Standard III-C).






Indicator of Achievement: Students will achieve the learning goals above & obtain at

least 41 of the total 48 points.

4. Applied Assignment (60 points): Using the literature, classroom content and

experience students are expected to choose ONE of the following options for their applied

assignment. This assignment is to be completed only by those students who already have an

undergraduate degree and are currently graduate students or continuing education students.

Undergraduate students are not expected to complete this assignment unless they have

specifically gotten permission from their advisor, the Graduate College and the course

instructor to take the course for graduate credit. Students are encouraged to select one of the activities that is most likely to support

their application of theory to practice so that both the process and the final product can be

applied to the actual services you are providing or will provide to children and/or adolescents

with ASD:

a. OPTION 1: Development of an interdisciplinary assessment profile. For

this assignment, the student must design a comprehensive assessment for a

child/adolescent with ASD. It is best if the assessment can actually be

completed on a child suspected of or diagnosed with ASD. The assessment

profile should include the following:

1.) The profile should include ways you will assess a child's strengths and

challenges including communication (10 pts.), social interaction (10

pts.), learning/literacy (8 pts.) and play (5 pts.) (Total=>33 points).

2.) The profile must also include an assessment of the child/adolescent’s

home and school community, including ecomaps (5 pts.), which

describe the inter-relationships between events and individuals with

whom the child/adolescent interacts. Students should include the

supports that are available for the child/adolescent and family (5 pts.),

and the particular challenges to be faced (5 pts.) considering the

unique assessment profile attained (Total=>15 points).

3.) The last section of the assignment should include two major

components: goals team members have developed for intervention

based on the interdisciplinary assessment (Total=>7 pts.); and,

33

questions team members might pose for evaluating an intervention

program (Total=>5 pts.). (Total=>12 points)

b. OPTION 2: Evaluation of intervention effectiveness. For this assignment,

students should select a child with ASD who is currently receiving

intervention by a team in which the student is involved. The evaluation of

intervention effectiveness should include the following:

1.) The specific goals or valued outcomes that have been identified for the

child and his family should be identified (Total=>10 pts.).

2.) Students would then describe the intervention strategies they have

selected to achieve the stated goals/outcomes (10 pts.), justifying their

selection through literature support as well as the assessment data (10

pts.) available prior to the decision for selecting particular strategies

(Total=>20 pts.).

3.) The students would also submit evidence of the effective

implementation of the intervention through videotape clips (5 pts.),

samples of daily logs or home/school journals (5 pts.), and data

collection sheets (5 pts.) which provide evidence of the child moving

closer to and demonstrating a valued outcome or goal (Total=>15

pts.).

4.) Finally, students would provide a summary of the process that was

used to re-evaluate the child’s performance over time (3 pts.) and

adjustments that were made in the intervention strategies being

implemented (3 pts.), explaining why. This assessment of the process

would also include a reflection on the joys and frustrations

experienced by the team while implementing intervention (3 pts.) and

any recommendations on how other teams serving children with ASD

and their families might work to most effectively support a child’s

achievement of his/her goals (6 pts.) (Total=>15 pts.).

c. OPTION 3: Transition plan. Students may choose one child with ASD who

is transitioning from one grade or program to another and develop a transition

plan that will support the child, the family and the receiving program

providers. The transition plan should include the following:

1.) A description of the child with ASD and the child’s family, including

strengths and challenges (5 pts.); &, identified goals across the areas

of play, communication, social interaction, sensory-motor

development and behavior (5 pts.) (Total=>10 points)

2.) A summary of strategies effectively used in the classroom which

supported the achievement of the child’s goals (10 pts.), including an

explanation of some innovative ways this information could be shared

with the receiving school (10 pts.) (students are encouraged to submit

samples of videotapes of strategy implementation in the classroom,

communication tools, etc.) (Total=>20 points)

3.) An outline of the scope and sequence (10 pts.) of the activities that will

be implemented through the transition process, including a timeline of

events (5 pts.) (Total=>15 points)

4.) A process for following-up on the transition (7 pts.) and for

34

evaluating the effectiveness of the transition plan with suggestions for

needed modifications (8 pts.) (Total=>15 points)

d. OPTION 4: Intervention review. Students are to select one intervention that

they have read in the literature and/or has been presented in class to complete

a critical review of the strengths and weaknesses of the intervention and its

generalized value to children or adolescents with ASD. This review should

address the following:

1.) Description of the intervention (10 pts.), including strengths and

weaknesses (8 pts.), with reference(s) cited (2 pts.) (Total=>20 points)

2.) Critical review of the perceived effectiveness of the intervention (20

pts.); with references to support the evaluation of effectiveness (4 pts.)

(Total=>24 points)

3.) Specific profile of a child with ASD who might respond best to this

intervention (5 pts.) with an explanation of why (5pts.); (Total=>10

points)

4.) Questions you would pose to help families and other team members

decide whether or not this intervention method is appropriate for a

child with ASD (Total=>3 points)

5.) Comprehensive reference list of all literature cited--follow APA style,

5th

edition (Total=>3 points)

e. OPTION 5: Annotated bibliography. Students may select ONE of the

following topic areas to complete a comprehensive literature search (since

1995 to 2011): 1) Screening practices & early identification of autism; 2) Best

practices in early intervention for ASD; 3) Parent training in ASD; or, 4)

Joint attention training for young children with ASD. Students will be

evaluated on the following:

1) Description of the comprehensive literature search that was done—

including key words used (2 pt.), data bases searched (3 pt.); a listing

of the resulting articles (2 pt.); and, complete reference in APA 5th

edition for the selected articles described in #2 below (3 pt.)

(Total=>10 points)

2) Selection of 10 excellent quantitative research articles relevant to the

selected topic from the literature search that will be read and each

summarized in the following manner:

NOTE: Students will use the critical appraisal form for quantitative

studies (adapted from Law et al., 1998—see attached) to help them

make a determination of those 10 studies with sound research that

support the targeted topic area. The Critical Appraisal Form should be

included for each of the 10 studies included.

a) Discuss the purpose of the study, the study design, participants

included, and critical results reported (2 pt.)

b) Interpret the value of the stated outcomes and relevance for

contributing to assessment or intervention practices for

addressing the needs of young children with ASD (2 pt.)

c) Evaluate any caveats or concerns you have in utilizing the

study’s results to inform practice. (1 pt.)

35

Students should complete a brief paragraph for each of the 3 items

(discuss, interpret & evaluate) for each of the 10 articles and should be

no longer than one page single-spaced for each article. This portion of

the assignment is worth 50 points (5 points for each article x 10

articles).

Once students determine which of the above OPTIONS they are going to do for their applied

assignment they can look at the grading rubric for that assignment which is attached at the

end of the course syllabus. It is difficult to make a determination of page length for this

assignment; however, students should consider an average of about 10-15 typed pages with

references. This assignment is worth a total of 60 points and is due on or before May 4.

Learning Goals:

• Students will demonstrate their knowledge of the nature of receptive/expressive

language, cognitive communication, social aspects of communication & communication

modalities in individuals with autism spectrum disorders (ASD) (ASHA Standard III-C).






• Students will demonstrate knowledge of research & integration into evidence-based

clinical practice for individuals with ASD (ASHA Standard III-F).

• Students will demonstrate knowledge of individuals with ASD with diverse backgrounds

(ASHA Standard IV-F)

• Students will demonstrate an understanding of ways to communicate effectively and

collaborate with children with ASD, their families and the professionals who serve them

(ASHA Standard IV-G1b, 2a).

Indicator of Achievement: Students will achieve the learning goals above & obtain at least 51

of the total 60 points.

GRADING:

Graduate Students Undergraduate Students

200 - 194 points A+ 140-136 points A+

193 - 187 points A 135-131 points A

186 - 180 points A- 130-126 points A-

179 - 173 points B+ 125-122 points B+

172 - 168 points B 121-116 points B

167 - 160 points B- 115-112 points B-

159 - 154 points C+ 111-108 points C+

153 - 145 points C 107-102 points C

144 – 140 points C- 101- 99 points C-

< 140 points F 107-105 points C

104- 98 points C-

97- 94 points D+

93 - 88 points D

36

87- 84 points D-

below 83 points F

37

STUDENTS ARE REMINDED OF THE UNIVERSITY OF VERMONT’S COMMON GROUND FOR BEHAVIOR AS A STUDENT IN A COMMUNITY OF LEARNERS

Our Common Ground

The University of Vermont is an educationally purposeful community seeking to prepare

students to live in a diverse and changing world. We who work, live, study, teach, do

research, conduct business or participate in the University of Vermont are members of this

community. As members, we believe in the transforming power of education and agree to

help create and foster an environment where we can discover and reach our true potential.

We aspire to be a community that values:

• Respect: We respect each other. We listen to each other, encourage each other and

care about each other. We are strengthened by our diverse perspectives.

• Integrity: We value fairness, straightforward conduct, adherence to the facts and

sincerity. We acknowledge when things have not turned out the way we had hoped.

As stewards of the University of Vermont, we are honest and ethical in all

responsibilities entrusted to us.

• Innovation: We want to be at the forefront of change and believe that the best way to

lead is to learn from our successes and mistakes and continue to grow. We are

forward-looking and break new ground in addressing important community and

societal needs.

• Openness: We encourage the open exchange of information and ideas from all

quarters of the community. We believe that through collaboration and participation,

each of us has an important role in determining the direction and well-being of our

community.

• Justice: As a just community, we unite against all forms of injustice, including, but

not limited to, racism. We reject bigotry, oppression, degradation and harassment, and

we challenge injustice toward any member of our community.

• Responsibility: We are personally and collectively responsible for our words and

deeds. We stand together to uphold our common ground.

38

As part of the Unit Faculty for the University of Vermont that prepares speech-language

pathologists as educators in school settings, the following conceptual framework is shared

across educators at UVM to ensure quality learning and teaching:

Conceptual Framework

“The heart and mind of programs”

Unit faculty at the University of Vermont aspire to prepare a committed

reflective practitioner, instructional leader and change agent, collaborating with

other professionals to make a positive difference in schools and in the lives of

all learners.

Through Reflective learning and practice, the UVM prepared educator is grounded in . . . Constructivism

Knowledge is socially constructed through dialogue and community-based practice (constructivism).

Collaboration

Teachers and other school professionals work collaboratively to problem-solve with stakeholders

(collaboration, inter-professional practice, reflective practice, excellence).

Human development & empowerment

Education facilitates development of human potential (developmentally appropriate practice, strengths

perspective, empowerment).

Inclusion

All students can learn and have value in their communities (inclusion).

Multiculturalism/culturally responsible pedagogy

Learning communities demonstrate respect for and honor diversity; pursue knowledge and affirmation

of our diverse cultures (multiculturalism, culturally responsive pedagogy, equity).

Equity & justice

Education should advance social justice and democracy (equity).

. . . and meets these standards - KSD Standards for Beginning Teachers and Others

School Professionals in Initial Programs

• Demonstrates content knowledge and skills

• Understands learners and differences

• Understands learning

• Translates curriculum into instruction

• Creates equitable, inclusive learning environments

• Assesses student learning

• Practices culturally responsive pedagogy

• Demonstrates collaborative and interpersonal skills

• Engages in reflective practice

• Integrates technology

• Acts consistently with the belief that all students can learn’

• Engages in self-directed learning and professional development for growth

39

Faculty beliefs have shaped their professional commitments that are expressed in Outcome

Statements for Candidates.

The professional educator in initial preparation programs at The University of Vermont.

1. Knows content/subject matter,

understands connectedness with

other disciplines, and translates

curriculum into materials and

instructional strategies

appropriate for subject matter

and learners. (Critical Thinker)

2. Understands all learners as

individuals, in the context of

families and social groups, and

uses standard’s based instruction

to create equitable safe and

supportive learning environments

that promote acceptance and

belonging. (Problem Solver)

3. Understands learning and ways

of evaluating and enhancing it,

including through the application

of technology. (Instructional

Leader)

4. Knows social, cultural, historical,

legal and philosophical context

of schools in a democracy and

practices equitable and culturally

responsive pedagogy appropriate

for subject matter and learners.

(Reflective Practitioner)

5. Can create inclusive learning

environments which meet diverse

learning needs, incorporate and

reflect all learners’ experiences, and

facilitate students’ learning,

including about their own biases and

understandings. (Reflective

Practitioner/Change Agent)

6. Demonstrates effective collaborative

and interpersonal skills in problem-

solving with students, families,

colleagues and related professionals.

(Inter-professional Practitioner)

7. Engages in professional development

and continually examines own

assumptions, beliefs and values.

(Reflective Practitioner)

8. Demonstrates the belief that all

students can learn and that they can

take responsibility for their own

learning; demonstrates high

expectations for all students and

takes responsibility for helping them

aspire to high levels of learning.

(Student Advocate)

40

JOURNAL ARTICLE REVIEW FORMAT

(CMSI 299 Seminar in Autism Spectrum Disorders)

NAME: ___________________ DATE: __________

TITLE & AUTHOR OF ARTICLE/CHAPTER REVIEWED:

1. In what way does this information expand your knowledge regarding the assessment

and/or intervention process for children or adolescents with ASD and their families,

specifically related to receptive expressive language (2 pt.), cognitive communication

(2 pt.), social aspects of communication(2 pt.) & communication modalities (2 pt.)

(Total=>8 points)

2. Based on your current views of and/or experience with children and adolescents with

ASD, describe how the information you read supports or refutes your beliefs and

practices regarding receptive expressive language (2 pt.), cognitive communication (2

pt.), social aspects of communication (2 pt.) & communication modalities (2pt.)

(Total=>8 points)

3. Explain how you will apply the knowledge you gained from reading the article as you

collaborate with team members (which includes families) to support the needs of

children and adolescents with ASD specifically related to receptive expressive

language (2pt.), cognitive communication (2 pt.), social aspects of communication (2

pt.) & communication modalities(2 pt.) (you may relate your application to a specific

child or adolescent with a diagnosis of ASD if you wish) (Total=>8 points)

TOTAL POINTS: ___/24 points

ADDITIONAL COMMENTS:

41

BOOK REVIEW FORMAT


NAME: ___________________ DATE: __________

TITLE & AUTHOR OF BOOK REVIEWED:

1. Description of the characteristics, including physiological, psychological,

developmental, linguistic & cultural correlates (8 pts.) as well as receptive &

expressive language, cognitive communication, social aspects of communication &

communication modalities (8 pts.), of the individual with autism who either writes the

story or whom the story is written about (Total=>16 points)

2. Explanation of the services and models of intervention the individual with autism and

their family received (6 pts.) and how effective these services were perceived (6 pts.)

(Total=>12 points)

2. Reflection on the most important thing you learned while reading the book which is

likely to change your practice for children or adolescents with ASD & their families

(10 pts.) and how you will implement this new insight into your practice (10 pts.)

(Total=>48 points)



42

INTERVENTION REVIEW FORMAT


NAME: ___________________ DATE: __________

TYPE OF INTERVENTION REVIEWED: _________________

1. Description of the intervention (10 pts.), including strengths and weaknesses (8 pts.),

with reference(s) cited (2 pts.) (Total=>20 points)

2. Critical review of the perceived effectiveness of the intervention (20 pts.), with

references to support the evaluation of effectiveness (4 pts.) (Total=>24 points)

3. Specific profile of a child with ASD who might respond best to this intervention (5

pts.) with an explanation of why (5 pts.) (Total=>10 points)

4. Questions you would pose to help families and other team members decide whether

or not this intervention method is appropriate for a child with ASD (Total=>3 points)

5. Comprehensive reference list of all literature cited--follow APA style, 5

th edition

(Total=>3 points)



43

ASSESSMENT PROTOCOL REVIEW FORMAT


NAME: ___________________ DATE: __________

1. Included ways to assess a child's strengths & challenges in the areas of

communication (10 pts.), social interaction (10 pts.), learning/literacy (8 pts.) and

play (5 pts.) (Total=>33 points)

2. Included an assessment of the child/adolescent’s home and school community,

including ecomaps (5 pts.) as well as the supports that are available for the

child/adolescent and family (5 pts.), and the particular challenges to be faced

considering the unique assessment profile attained (5 pts.) (Total=>15 points)

3. Included goals team members have developed for intervention based on the

interdisciplinary assessment (Total=>7 points)

4. Provided a series of key questions team members might pose for evaluating the

effectiveness of an intervention program proposed from the assessment results

(Total=>5 points)

TOTAL: _____ (60 points)


44

EVALUATION OF INTERVENTION EFFECTIVENESS FORMAT


NAME: ___________________ DATE: __________

1. Identified the specific goals or valued outcomes for the child & family (Total=>10

pts.)

2. Described the intervention strategies selected to achieve the stated goals/outcomes

(10 pts.), justifying their selection through literature support as well as the assessment

data (10 pts.) available prior to the decision for selecting particular strategies

(Total=>20 pts.)

3. Submitted evidence of the effective implementation of the intervention through

videotape clips (5 pts.), samples of daily logs or home/school journals (5 pts.) and

data collection sheets (5 pts.), which provided evidence of the child moving closer to

and demonstrating a valued outcome or goal (Total=>15 pts.)

4. Provided a summary of the process used to re-evaluate the child’s performance over

time (3 pts.) and adjustments made in the intervention strategies being implemented

(3 pts.), explaining why; also include the joys & frustrations experienced while

implementing intervention (3 pts.) and recommendations on how other teams serving

children with ASD and their families might work to support a child’s goal

achievement (6 pts.)

(Total =>15 pts.)



45

EVALUATION OF TRANSITION PLAN FORMAT


NAME: ___________________ DATE: __________

1. A description of the child with ASD and the child’s family, including strengths and

challenges (5pts.); &, identified goals across the areas of play, communication, social

interaction, sensory-motor development and behavior (5 pts.) (Total=>10 points)

2. A summary of strategies effectively used in the classroom, which supported the

achievement of the child’s goals (10 pts.), including an explanation of some

innovative ways this information could be shared with the receiving school (10 pts.)

(students are encouraged to submit samples of videotapes of strategy implementation

in the classroom, communication tools, etc.)(Total=>20 points)

3. An outline of the scope and sequence of the activities (10 pts.) that will be

implemented through the transition process, including a timeline of events (5 pts.)

(Total=>15 pts.)

4. A process for following-up on the transition (7 pts.) and for evaluating the

effectiveness of the transition plan with suggestions for needed modifications (8 pts.)

(Total=>15 pts.)



46

EVALUATION OF ANNOTATED BIBLIOGRAPHY


NAME: ___________________ DATE: __________

TOPIC AREA FOR LITERATURE REVIEW: _________________

1. Description of the comprehensive literature search process including key words used

(2 pt.), data bases searched (3 pt.), a listing of the resulting articles (2 pt.), & a

complete APA reference for the 10 articles selected to review (3 pt.); Total=>10

points

2. Discuss (2 pt.), Interpret (2 pt.) & Evaluate (1 pt.) each of the 10 research articles

selected; Total=>50 points

TOTAL POINTS: _____ (60 pts.)


47

Prelock 2011

CMSI 299/EDCI 200

Definitions of terms used in preparation for answering the questions in your assignments

Terms for Article Reviews

COGNITIVE COMMUNICATION=>generally refers to attention, working memory,

organizational skills, problem-solving; overall the thinking skills involved in communicating,

learning and interacting

"Cognition comprises of thinking skills such as; attention, memory, orientation, and

higher level executive functions such as; reasoning, problem solving, planning and

decision making. Characteristics associated with cognitive-communication impairments

include:

• Confusion and disorientation

• Confused language

• Poor concentration

• Inability to maintain topic of conversation

• Reduced recognition of people and places

• Trouble learning new tasks or motor activities, such as operating a remote control or

following voice messaging instructions

• Inappropriate behavior

• Confabulation

• Lack of awareness of difficulties"

• Lack of cohesive organization of thoughts & topics

Retrieved from: www.speechlanguagelearning.com/cog.html

SOCIAL ASPECTS OF COMMUNICATION=>ability to engage in reciprocal (back-and-

forth) communication or conversation; understanding & using social conventions; turn-

taking; appropriate use of gestures, eye contact, body posture and facial expression in social

situations; initiating, sustaining and terminating topics of conversation appropriately; etc.

Some challenges in social aspects of communication might include:

• Non-typical social behaviors which affect a person's ability to participate in a

conversation

• Maintaining somebody else’s topic of conversation

• Atypical interest in or perseveration on a chosen topic

• Limited awareness of the breakdowns in communication & the effect those

breakdowns might have on a listener

COMMUNICATION MODALITIES=>are WAYS in which communication is transferred

from one partner to another; verbal communication is a modality - as is gestural and written

communication. Sign language is a modality that uses gestures to communicate. Picture

exchanges, used for communicative purposes, are a modality. There are many augmentative

or alternative forms of communication, and these are all modes; "talkers" that use

48

synthesized speech, "talking" picture boards, etc. – are all modes of communication. So if

you have a child with autism who is verbal, their communication modality is verbal. If they

use sign language or picture exchange that would be their communication modality. Any

way that a thought or idea is coded into symbols, exchanged with another person, and de-

coded so a response can be formulated is a communication modality.

RECEPTIVE LANGUAGE=>understanding spoken, written and/or gestural language use;

relates to listening and comprehending oral, written and/or gestural communication

EXPRESSIVE LANGUAGE=>using spoken, written and/or gestural language; relates to the

sounds, works, sentences and discourse involved in speaking and/or writing & other

communication systems used to communicate a message

Terms for Book Review

PHYSIOLOGICAL, PSYCHOLOGICAL, DEVELOPMENTAL, LINGUISTIC &

CULTURAL CORRELATES=>

What this refers to is was there any explanation or discussion by the individual or family

member about physiological differences in their child like seizures, metabolic, medical

management issues; psychological issues would be any identified learning challenges or

social-emotional difficulties; developmentally was there any report of delays in development

across any of the domains of learning such as motor, self help, social-emotional, etc.;

linguistic features would be what does the individual's language look like and how is that the

same or different than you might expect for an individual with ASD vs. an individual who is

neurotypical; and lastly, cultural--was there any discussion of the family's cultural

background including their values and beliefs that may have impacted their perspective on

ASD and services sought. So, these are just aspects of functions that may be discussed that

you see as potentially connecting to what you are learning in class and how they may have

been demonstrated or revealed in the life of this individual with ASD.

49

Critical Appraisal Form For Quantitative Study

REFERENCE:

Outline the purpose of the study (i.e., study objectives): STUDY

PURPOSE:

Was the purpose

stated clearly?

___ Yes

___ No

Describe the justification of the need for this study (3-4 key points) LITERATURE: Was relevant

background

literature reviewed?

___ Yes

___ No

Describe the study design:

Can the author answer the study question with the study design?

Explain.

Were the design and/or method used introducing biases. If so

describe:

List briefly the implications of the design-related information you

described in this section on the quality of this study:

DESIGN:

___ randomized

___ cohort

___ before and after

___ case-control

___ cross-sectional

___ single case

design

___ case study

Describe the sample (e.g., age, gender, diagnosis, other

characteristics):

How was the sample identified? Was it a representative sample?

If there were more than one group, was there similarity and

differences between the groups? What are the implications of these?

Was the sample size sufficient to identify differences if there truly

was some? Was the study sufficiently powered

List briefly the implications of the sample size-related information

you described in this section on the quality of this study:

SAMPLE SIZE:

N =

Was the sample size

justified?

___ Yes

___ No

___ N/A

Was Power

Discussed?

___ Yes

___ No

___ N/A

OUTCOMES:

Specify the frequency of outcome measurement (i.e., pre, post, follow-up):

50

Outcome areas

(e.g., self care,

productivity)

List measures/tests/assessments

used

Reliability and Validity of the

measures/tests/assessments

used:

⇒

Provide a short description of the intervention used including type of

intervention, who delivered it, how often and in what setting.

Was contamination avoided between groups (if there were more than

1 group)? If not, what are the implications on the quality of the study:

INTERVENTION:

Intervention was

described in detail?

___ Yes

___ No

___ Not addressed

What were the results?

Outcomes

areas

Results Statistical

Significance

RESULTS:

Results were

reported in terms of

statistical

significance?

___ Yes

___ No

___ NA

___ Not addressed

⇒ ⇒ ⇒

Explain and describe implications related to quality of the study: Was the analysis,

that is the type of

statistical tests used,

appropriate for the

type of outcome

measures and the

methodology?

___ Yes

___ No

___ Not addressed

What is the clinical importance of the results (that is even if the

results were statistically significant were the differences large enough

to be clinically meaningful)?

Clinical importance

was reported?

___ Yes

___ No

___ Not addressed

If yes, why did they drop out? How were drop-out participants

included in the statistical analysis? If no, how does this affect the

quality of the study?

Drop-outs were

reported?

___ Yes

___ No

CONCLUSIONS

AND CLINICAL

What did the author conclude? Do you agree with these conclusions?

What additional conclusions did you draw? Why?

51

What were the main limitations of the study as stated by the author(s)

and from your point of view?

Authors:

Your point of view:

What are the implications of these results in light of the quality of the

study for your clinical or educational practice?

IMPLICATIONS:

The conclusions

made by the authors

were appropriate

given study methods

and results.

___ Yes

___ No

Potvin 2010 modified from Law, Stewart, Pollock, Letts, Bosch, & Westmorland, 1998

university of vermont department of communication...

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