SPED 550, Introduction to Autism Spectrum Disorders
Dept. of EDUC& SPED
Instructor: Dr. R. Mathews
Phone: 395 2532
E - mail: mathewsr@longwood.edu
Longwood University
Fall 2011
Blackboard: www.blackboard. longwood.edu Class: Online
This is an online course - Log on to the course regularly for any announcements
Required Resources
Minimum Computer and Software Requirements for Longwood Online courses can be found at www.longwood.edu/online . Please be sure that your computer meets these requirements.
Access Blackboard with Internet Explorer
Microsoft Office documents are the only acceptable formats for submission of assignments.
Accessing the course through a high-speed Internet connection (DSL or cable) is advised. If you don’t have high-speed access from your home computer, you may want to view the PowerPoint presentations from your work location or another location with high-speed access, as some of the presentations contain video clips. It is also advisable to take all quizzes via high-speed connection.
Be sure to access using Internet Explorer. Following these guidelines will minimize the possibility of technical problems.
Online Course Policies: Longwood online policies can be found at http://www.longwood.edu/online On the left hand side of that screen are links to “Student
Responsibilities” and “Student Support. Be sure to review ALL of the student responsibilities before beginning this course. The Technical Support link
( http://www.longwood.edu/online/Tech_support.htm
) will provide you information about how to resolve technical issues if they should arise.
Students must maintain current system software and virus definition updates . The Help
Desk can assist in this matter . Their toll free # is 877-267-7883.
Free anti-virus software is available for downloading . If your anti-virus software is not up-to-date, YOU MUST download the free anti-virus software!
All time of due dates ref. to Eastern U.S. Time
Phone messages and e-mails
I will return calls and/or replies to e mail messages within 48 hours. However, I do not think I will be at the email to do any instant messaging.
I advise you to work on material on a daily basis.

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Because of e-mail viruses, the instructor does not accept e-mails from unknown sources.
Therefore, you must use the subject SPED 550 Intro to ASD and have your full name typed in the message . Otherwise
.
It’s impossible for the Instructor to be familiar with every e-mail software application on the market, so please don’t ask the instructor for technical assistance.
Course Description
This course will provide an overview of autism spectrum disorders with an emphasis on autism and Asperger syndrome. At the end of this course, students will demonstrate knowledge and skills related to historical perspectives, definition, characteristics, related legislations, identification and placement alternatives, and intervention methods (3 Credits).
Purpose
- to provide students with an introduction to the field of autism
- to acquaint students with the historical perspectives of ASD
- to develop/increase the students knowledge of the primary, secondary, behavioral, and medical
characteristics of individuals with Autism spectrum disorders across the life span
- to help students examine present day issues relative to curriculum planning, educational delivery
systems, and the role of a specialist in the field of autism.
- to develop an understanding of and demonstrate the ability to assess the early
warning signals of Autism/PDD.
- to develop an understanding of the diagnostic criteria for Autism/PDD
- to describe the need for early intervention
- to develop skills in working with a transdisciplinary team
- to develop an understanding of and demonstrate the ability to assess multiple
communication, social, and behavioral characteristics of individuals with
Autism/PDD from preschool and elementary ages through adolescence and adulthood.
- identify the major intervention strategies and supports used to assist individuals with autism
spectrum disorders achieve their own goals
Upon completion of this course the students will be able to exhibit:
Knowledge
Upon completion of this course, the student will have acquired knowledge related to:
1. Continuum of placement and services available for students with autism spectrum disorders.
2. Characteristics of students with autism spectrum disorders, including

cognition, perception, memory, and language development.
3. The social-emotional aspects of autism spectrum disorders, including adaptive behavior, social competence, and social isolation.
4. Conditions and assessment instruments that ensure maximum performance for students with autism spectrum disorders.
5. Types and sources of specialized materials for students with autism spectrum disorders.
6. Approaches to create positive learning environments for individuals with autism spectrum disorders.
7. Strategies for improving behavior, social competence, and functional communication in individuals with autism spectrum disorders.
8. Strategies for improving functional independence of individuals with autism spectrum disorders, including home and community based programs.
9. Strategies for ensuring maintenance and generalization of skills across settings, materials, persons, and time.
10. Sources of unique services, networks, and organizations for students with autism spectrum disorders.
11. Consumer and professional organizations, publications, and journals relevant to the field of autism spectrum disorders.
Skills
Upon completion of this course, the student will be able to:
1. Utilize research-supported instructional strategies and practices.
2. Teach culturally responsive functional life skills relevant to independence in the community, personal living, and employment.
3. Design age appropriate instruction based on the adaptive skills of students with autism spectrum disorders.
4. Design, implement, and evaluate instructional programs that enhance the student’s social participation in family, school, and community activities.
5. Participate in the activities of professional organizations relevant to the field of autism spectrum disorders.
Dispositions
Upon completion of the course, the student will display the following dispositions:
1. Maintain a high level of professionalism in the working with transdisciplinary team.
2. Maintain objectivity in the interactions with students with autism spectrum disorders and their families.
3. Articulate the factors related to culturally/linguistically diverse students in programs for individuals with autism spectrum disorders
Required Text:
Heflin, J.L., & Alaimo, D.F. (2007). Students with Autism Spectrum Disorders, Pearson, Merrill
Prentice Hall: Upper Saddle River, New Jersey . ISBN: 0 13 118170 - X
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Course Expectations
1. Active participation. Active participation in discussion is essential for an effective and productive experience. You are expected to participate in class discussions and to formulate your ideas on the basis of assigned readings, classroom discussions and your own work experience (if applicable). At times, you will participate in small group rather than whole group discussions.
Specific assignments will require input from individuals for the generation of a group product.
Information related to the online group discussions as well as rubrics for assessment of group products will be provided prior to the discussion forum.
2. Timely submission of all assignments and taking all tests/exams.
Students who need help in learning to use the Blackboard may seek help from the Help
Desk by calling 434 395 4357 for details.
Additional Blackboard Interaction Issues.
Please review all announcements when you log onto. I will keep you informed of any changes or other activities through the ‘Announcement board’.


Asssignments. All assignments must be
. Additionally, the title of the assignment should be written and it should be same as the way it is listed in the course syllabus on the assignment. Always remember to include your full name. Please do not e-mail me any of your assignments.
.

: I have opened a link ’ Talking points’ under ‘Discussion’ for you to post any question, or comment. This floor can be responded by anyone from the class who may have the information which can be of benefit to many /all in the class.

E-mail.
I will respond to your email enquiries within 48 hours of receipt. During the course, you will be required to use your Longwood e-mail account ( Please contact
Longwood helpdesk (434) 395 4357 for e-mail account and other Blackboard issues).

Course Expectations
1. Active participation. Active participation in discussion is essential for an effective and productive experience. You are expected to participate in class discussions and to formulate your ideas on the basis of assigned readings, classroom discussions and your own work experience (if applicable). At times, you will participate in small group rather than whole group discussions.
Specific assignments will require input from individuals for the generation of a group product.
Information related to the online group discussions as well as rubrics for assessment of group products will be provided prior to the discussion forum.
2. Timely submission of all assignments and taking all tests/exams.
This syllabus is considered to be a contract between you and the professor. It includes the
"rules" for taking the course, including the professor's expectations of your performance and behavior during the entire time.
In return, the professor will honor the specifications of the course as outlined in this syllabus. Every effort will be made to adhere to the syllabus. However, in order to accommodate any unexpected events, the instructor has the right to make changes to the syllabus. What ever changes made will be posted on the announcement board. Students are responsible to check the announcement board daily to be able to comply with changes to the syllabus that may have been made.
It is the students' responsibility to read carefully and understand the course syllabus well. If there is anything they do not understand they may seek clarification ( by meeting with the instructor or through emails).
Your assignments and all other related materials will be posted on the Blackboard.
Note : You will not have access
to any
In order to earn the highest possible grade in this course students must complete
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6 the following in a satisfactory and timely manner. Late work will be penalized by one point per day. Furthermore, any work submitted four days
or
.
1. Introduction Assignment , due by midnight (Eastern Time).9 pm,Sept.1,2011.
Failure to complete this assignment on time will be
2. Chapter readings .
You are expected to read your chapters thoroughly using the notes and/or questions (see the end of this syllabus) of each chapter posted ‘ under documents’.
3. Exercises based on chapter end questions .
Students should prepare answers to the questions based on each chapter and these answers should be submitted to the instructor on the due dates given under class schedule. The questions you need to answer are shown after the class schedule in the syllabus. All answers should be written in complete sentences. Your answers will be graded based on the completeness of the answer. Anyway, no answers have to be more than 2 ½ typed ( double spaced, and use subheadings) pages.
4. Locate Resources .
Identify a list of resources (at least 8 but not more than 10) with one short paragraph of the major content of the resource that can be shared with parents and students with ASD. These will include books, videos/DVDs, websites, and organizations. Categorize your resources with subheadings. This list should be submitted under assignment. The instructor will compile the list by the name of the contributor and post it under documents for making it available to all students before the end of semester. Any students not completing the assignment on or before the deadline will not be graded.
Depending on your preferences and professional situation, complete
of the following: ( a.
Develop a 2-3 page journal entry to show your understanding of the unique challenges an ASD student faces in the classroom or in the school environment. You can either write it as a student with the disorder or as the teacher dealing with the student in their classroom.

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Write a 2-3 page paper discussing interventions that would make a difference for the ASD student in your classroom. Be sure to include how you would evaluate the effectiveness of these interventions. c.
Write a 2-3 page reflection paper which details a significant learning from the course/required reading. Be sure to include how this learning impacts your understanding and future interactions with ASD students.
6. Blog. Each one of you should select a topic of your interest based on a chapter and moderate a blog.
7.Biography/Autobiography presentation – Communication board - Complete discussion on
Bio/autobio – see the schedule below.
Read a biography or autobiography of a person with ASD (students are required to research and locate the appropriate material) and prepare a review of the material in light of the different areas covered in the course (e.g. communication, social, sensory). Your findings should be posted under the ‘Discussion board’ and this should be read and commented by another one class member. Each member of the class should select different peers’ posting to comment.
8. Attendance, Professional Participation and Your Attitude
Students must respond to each assignment at the appropriate time in order to be counted as fully ‘present’ and showing your positive approach to the class. Your forum/ discussion will be counted as your class participation.
Your participation on forums and discussions will be rated based on the following behaviors:
Outstanding - Questions and comments that are relevant to the topic, greatly clarify issues/topics being discussed, and stimulate a line of relevant discussion. Questions, which cite data or other authors, are important here. Listening is also required.
Average - Topic relevant questions and comments, experience-oriented comments, but ones that do not necessarily stimulate a line of relevant discussion. Listening is also required.
Marginal - Repetitious comments, experience oriented comments, over generalizations, wandering from the topic, evidence of lack of preparation, monopolizing the discussion, and/or lack of participation in the discussion.
Grading
Grades will be determined by the quality of work and by the timeliness of the submissions.
Resource list 15%
Preferred assignment
Chapter end exercises
15%
30%

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Presentation
(based on Biography or autobiography –
On the Communication board ) 20%
Blog
Professional participation
Total
10%
10%
100
Grading Scale
95-100A, 89-94 B, 83-88 C, 82 and below F
Attendance
Your continuous regular participation in all aspects of the course will constitute toward attendance.
Consistent with the Longwood attendance policy, a grade of "F" will be assigned to students missing 25% or more of scheduled class meetings/online sessions
Students will also earn an “F” grade for the Semester if they do not complete all of the course requirements (you will receive an “F” for the semester). They will then have to retake the course in the next semester and complete it in order to meet the requirements of the University.
Incomplete policy
The status of “ incomplete” for any unfinished or delayed assignment can only be given if the student has encountered an “emergency circumstance”. Excuses such as “too many course enrollment, too many assignments to complete” etc will not qualify for granting
‘Incomplete’. Further more, when an “incomplete’ is granted the
Instructor will decide what the new date will be for the submission of the assignment concerned. The new date of submission will be recorded and endorsed (signed ) by both the Instructor and the student before it becomes valid.
Honor Code
Students are expected to abide by the Longwood College Honor policy. All tests and assignments are to be pledged.
Disability Statement:
If you are a student with a disability, it is your responsibility to register with the Office of
Disability Support Services and to notify your instructor at least two weeks prior to a needed accommodation so reasonable accommodations can be made.
REMINDER
1. All assignments should be typed, double spaced, and submitted on the due dates given.
Note:

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Students are to make note of all assignment due dates and they will not be reminded by the instructor.
Note: Assignments submitted after the due date will be penalized by 1 point per day. However, assignments submitted after one week of the due date will not be graded.
Trivial excuses such as car broke down, sick on the previous day etc. will not be excused.
Note: This is a tentative schedule and subject to change based on the nature of the class.
Date
8/22-27
8/29-9/3
Topic

Introduction and orientation – Introduce yourselves on the
Blackboard ( complete before
9 pm Aug.25
,2011

Historical perspectives, etiology

Kanner

Neurobiological, structural , chemical, and environmental differences

Prevalence

PDD and types

Characteristics

Early indicators,
Diagnosis &
Instruments
Submit Chapter 1 answer

 effective programs
Differing approaches
Submit Chapter 2 answer before 9 pm 9/3 before 9 pm 8/27

Collaboration and
Reading/Chapters
Chapters 1
Chapter 2

9/5-10
9/12-17
9/19-24
9/26-10/1
10/3 – 8
10/12 -15

Contexts for instruction,
Accommodations
Submit Ch. 3 answer before 9 pm 9/10/11
Sensory issues, stereotypic and ritualistic behavior, challenging behaviors
Locate Resources .
Due date: before 11 pm 9/13/11
Submit Ch. 4 answers before
9 pm 9/17/11

Applied behavior analysis

Discrete trial training

Other ABA
Interventions
Submit Ch. 5 answers before
9 pm 9/24/11

Functional analysis

Effective program development
Submit Chs. 6 answer before 9 pm 10/1/11

Language acquisition,

Functional communication training, Picture exchange , AAC communication system,
Social stories

Submit Ch. 7 answers before 9 pm 10/8/11

Socialization and communication

Direct teaching, comic strips, social autopsies
Chapters 3
Chapter 4
Chapter 5
Chapter 6
Chapters 7
Ch 8
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10/17 - 22
10/24 – 29
10/31 – 11/5
11/7 -12
11/14 -19
11/21 -26
11/28 – 12/3
Assignment of your choice
Due date: before 9 pm
11/1/11

Submit Ch. 8 answer before 9 pm 10/15/11

Academic skills acquisition, Promoting listening

Assistive technology incorporation


Written expression
Submit Ch.
9 answer before 9 pm 10/22/11

Submit Submit Ch. 10 answers before 9 pm 10/29/11
SubmitCh 11 answer before
9 pm 11/5
Assignment of your choice
Due date: before 9 pm
11/1/11
Post bio/autobio and begin your forum before 9 pm 11/ 7
Complete discussion on
Bio/autobio before 9 pm 11/19
Begin blog on a topic of interest from one of the chapters before 9pm
Nov.28,11
.
Complete blog on a topic of interest
9 pm , Dec.3, 2011.
Final evaluation
Ch 9
Ch10
Ch 11
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Assignment: Chapter End Questions to be Answered and Submitted
Question Numbers in Your Textbook

Chapter 1, Q.# 3, P.37,

Chapter 2, Q # 2, P. 74,

Chapter 3, Q # 5, P.111

Chapter 4, Q # 2, P. 136,

Chapter 5, Q # 5, P.163

Chapter 6, Q # 5, P. 194,

Chapter 7, Q # 2, P. 227

Chapter 8, Q # 2, P. 261,

Chapter 9, Q # 2, P. 293,

Chapter 10, Q # 1, P. 322
Chapter 11 – Answer the following:
As a teacher how you will use each of the following strategies in your classroom.
1. Peer tutoring
2. Peer-Assisted Learning Strategies ( PALS).
________________________________________________________________________________
Reference
Azano, A.& Tuckwiller, D. E. ( 2011). GPS for the English Classroom: Understanding executive
function in secondary students with autism . Teaching Exceptional Children, 43
(6), 8-20
Baron-Cohen, S. (2003). The Essential Difference: Male and Female Brains and the Truth about
Autism. New York, N.Y.: Basic Books.
Ganz,B.J.Earles-Vollrath,L.T. & Cook, E.K. (2011). Video Modelling: A visually based
intervention for children with autism spectrum disorder. Teaching Exceptional Children, 43
(6), 8-20

Gilliam, J. (2001). Gilliam Asperger Disorder Scale , Austin, TX: PRO-ED
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Janzen, J.E. (1996). Understanding the Nature of Autism: A Practical Guide. Therapy Skill builders: San Antonio, TX.
Keogel, R.L., & Koegel, L.K. (1995). Teaching Children with Autism:Strategies
Kluth, P. (2003). “You’re Going to Love This Kid!” Teaching Students with Autism in the
Inclusive Classroom. Baltimore, Maryland: Paul H. Brookes Publishing.
Koning, C., & Magill_Evans, J. (2001). Social and Language Skills in adolescent boys with
Asperger Syndrome. Autism:The International Journal of Research and Practice. 21 (3), 23
– 26.
Lord, K. & McGee, J. (2001). Educating Children with Autism. Washington D.C.: National
Academy Press.
Mannix, D. (1993). Social Skills Activities for Special Children. San Francisco, California: Jossey-
Bass Publishers.
Myles, B. S. & Simpson, R. L. (2001). Understanding the hidden curriculum: An essential social skill for children and youth with Asperger Syndrome. Intervention in School and Clinic, 36 ,
279-286.
Ozonoff, S., Dawson, G. & McPartland, J. ( 2002). A Parent’s Guide to Asperger Syndrome and
High- Functioning Autism. New York, N.Y.: Gilford Publications, Inc.
Quill, K. (1995). Teaching Children with Autism: Strategies to Enhance Communication and
Socialization. Delmar: New York.
Quill, K. (1995). Teaching Children with Autism: Strategies to Enhance Communication and

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Socialization for Initiating Positive Interactions and Improving Learning Opportunities. for Initiating Positive Interactions and Improving Learning Opportunities Delmar: New
York. Paul H. Brooks Publishing Co: Baltimore, MD.
Schreibman, L. (1988). Autism. Sage Publications Inc. Newbury Park, CA
Sicile-Kira, C. (2004). Autism Spectrum Disorders: The Complete Guide to Understanding
Autism, Asperger’s Syndrome, Pervasive Developmental Disorder, and Other ASDs, The
Berkley Publishing Group, New York, N.Y.
Sigman, M., & Capps, L. (1997). Children with Autism: A Developmental Perspective. Harvard
University Press: Cambridge, MA.
Silver, K. O. (1997). Genetic and Medical Considerations of Autism: A Literature
Information analysis, ED409697
Simpson, R.L., Zionts, P. (2000). Autism : Information and Resources for Professionals and
Parents. ProEd, Inc. Austin, TX. ISBN: 0-89079-820-6
Smith, S. W. & Gilles , D. L.(2003). Using key instructional elements to systematically promote social skill generalization for students with challenging behavior. Intervention in School and Clinic, 39, 30-37.
Journals
Education and Training in Mental Retardation and Developmental Disabilities
Exceptional Children
Focus on Autism and Other Developmental Disabilities
Journal of the Association of Persons with Severe Handicaps
Journal of Applied Behavior Analysis
Journal of Autism and Developmental Disabilities
Journal of Special Education
Research in Developmental Disabilities

The Analysis of Verbal Behavior
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