State University College
Plattsburgh, New York
Department of Special Education
Cultivating the scholar, teacher, and colleague within.
EDS 524 Pervasive Developmental Disorders
Fall 2003
Telephone Numbers: Home 643-9579
E-mail:wwhittyone@aol.com
Office Hours: Posted on Door
Work 564-5129
whittiks@plattsburgh.edu
TEXT:
Cohen, D. & Volkmar, F.R. (Eds.), (1997). Handbook of autism and pervasive
developmental disorders. New York: John Wiley & Sons. (C&V)
Fallon, J. (2000). …not otherwise specified. Beverly Hills: Laredo. (F)
Quinn, B. & Malone, A. (2000). Pervasive developmental disorders: An alternative
approach . London: Jessica Kingsley. (Q&M)
Course Description:
Definitions and methods of identifying pervasive developmental disorders (Autism,
Asperger's Syndrome, Rett's Syndrome, Childhood Disintegrative Disorder and
PDDNOS). The symptoms and assessment instruments or techniques available to alert
parents and providers to seek further evaluation by a child study team of the local school
district and a medical doctor. Discusses educational, social and behavioral interventions
for children identified with PDD. Local, state and national resources for parents and
professionals and current research and debate associated with the perceived causes of the
disorders.
Course Objectives: The candidate will:
Knowledge:
1.
explain specific disorders included under the umbrella of Pervasive
Developmental Disorders
2.
explain the diagnostic criteria (DSM-IV-R) for each disorder
3.
explore current issues in the field of Pervasive Developmental Disorders
4.
investigate physical, psychological, social, and medical correlates of Pervasive
Developmental Disorders.
5.
describe the family-school partnership necessary meet the needs of Students with
Pervasive Developmental Disorders.
6.
know definitions and characteristics of various Pervasive Developmental
Disorders.
7.
identify characteristics of normal, delayed, and disordered communication
patterns
8.
examine the influence of diverse cultural, linguistic, familial, and environmental
conditions
9.
recognizes when medical referral should be considered.
10.
know the effects of medication on educational, cognitive, physical, social, and
emotional behavior of individuals with Pervasive Developmental Disorders.
Skills:
1.
employ assessment instruments to assist in the identification of children with
Pervasive Developmental Disorders.
2.
develop Individual Family Service Plan for a child with one of the pervasive
developmental disorders.
3.
implement educational, social and behavioral interventions currently available for
children with Pervasive Developmental Disorders.
4.
select, evaluate, and integrate technologies for instructional and administrative
applications.
Dispositions:
1.
acknowledge the dignity and rights of persons with Pervasive Developmental
Disorders
2.
assume active and productive roles in collaborative planning, communication, and
evaluation procedures with parents/guardians and professionals
3.
be enthusiastic
4.
use people-first language
5.
respect and appreciate the diverse cultural, linguistic, and social differences of
students with Pervasive Developmental Disorders and their families
6.
use the CEC Code of Ethics to guide instructional practice and professional
decision-making.
Course Requirements:
1. Attendance - Students are required to be in attendance for all sessions. If an absence
is unavoidable, the office is to be contacted between 8:30 AM and 9:00 AM. Any
absences will result in a loss of 10 Points (per absence) from Your grade. Students are
responsible for obtaining missed materials from a classmate.
2. Class Participation: All students are expected to participate in class in a positive and
constructive manner. Students are expected to read all assignments carefully in
preparation for class discussion and activities. Active participation in class includes but is
not limited to discussing readings, asking thought provoking questions, evidencing
enthusiasm for teaching, completing in-class assignments, and active engagement in
small and large group activities. (K.4, D.2, 3, 4)
3.
Assignments (Total Points:)
A. Paper
B. Questions about three Cases provided by me K.1; S.4, 5]
C.
Book Discussion [All Dispositional Objectives]
D.
Analysis of four research articles (10 points each). [S.2, 3, 8; D.4)
Guidelines for these assignments will be provided. A schedule, which includes due dates
for assignments, will also be provided. All assignments are to submitted according to the
criteria and schedule provided by the instructor.
With regard to assignments, it is the student's responsibility to get their materials to the
assigned location on time. All assignments are due on the assigned date. Late
assignments will not be accepted. Poorly written papers will result in a lower grade.
All written work submitted for evaluation must follow these guidelines:
a. Type of heavy paper (the material on page two should not show through page one onion skin not permitted).
b. Type with a ribbon in excellent condition. If you are using a word processor and the
ribbon is in less than excellent condition, it is your responsibility to secure a replacement
from the college or purchase one for your own use. All reports must have a professional
appearance. SUBSTANTIAL CREDIT WILL BE DEDUCTED FROM ANY REPORT
SUBMITTED WITH LESS THAN AN EXCELLENT QUALITY PRINT and in black
ink.
c. Proof read and make appropriate corrections. Typeovers and penciled in corrections are
not acceptable. Credit will be deducted for obvious grammatical, spelling, syllabication,
and punctuation errors.
d. All writing should be done in the APA format. Any written work with repeated
mechanical errors will be returned and upon resubmission. will be subjected to lose of
one grade level (e.g. if B will be a C).
Course Content:
*Readings should be done for the date on which they are scheduled.
Date Topic
Readings *
Session I
Course Introduction
8/26/03
Development" -Physical & motor
Q&M Chapter 1
Session II What are Pervasive Developmental Disorders
9/02/03
C&V Chapters 3-7
Q&M Entire Book
Session III
Diagnosis/Assessment Developmentally Based
9/09/03
C&V Chs 1-2,19-21
F Chapter 1,
A.
B.
C.
Behavioral
Diagnostic Instruments
DSM - IV - R
Session IV
Etiology
9/16/03
A.
Genetic
B.
Neurobiological
C.
Environmental
C&V Chs 15-18
Session V
9/23/03
Theoretical Perspective
C&V Chs 39-41
Session VI
9/30/03
Theoretical Perspective
C&V Chs 42-45
Session VII International Perspective
10/07/03
C&V Chapter 46
Session VIII Autism C&V Chapter 7
10/21/03
A.
Introduction
B.
Definition
C.
Prevalence
D.
Characteristics
E.
Etiology
F.
Assessment
G.
Diagnosis
H.
Treatment
Session IX
10/28/03
A.
B.
C.
D.
E.
F.
G.
H.
Asperger's Syndrome
C&V Chapter 5
Introduction
Definition
Prevalence
Characteristics
Etiology
Assessment
Diagnosis
Treatment
Session X Rett's Syndrome
C&V Chapter 4
11/04/03 (Be sure to vote for education)
A.
B.
C.
D.
E.
F.
G.
H.
Introduction
Definition
Prevalence
Characteristics
Etiology
Assessment
Diagnosis
Treatment
Session XI Childhood Disintegrative Disorder
11/11/03
A.
B.
C.
D.
E.
F.
G.
H.
C&V Chapter 3
Introduction
Definition
Prevalence
Characteristics
Etiology
Assessment
Diagnosis
Treatment
Session X11 Pervasive Developmental Disorder Not Otherwise Specified
11/18/03
C&V Chapter 6 Fallon entire text
A.
Introduction
B.
Definition
C.
Prevalence
D.
Characteristics
E.
Etiology
F.
Assessment
G.
Diagnosis
H.
Treatment
Session XI11 Interventions
11/25/03
A.
B.
C.
D.
E.
F.
G.
C&V Chapter 26, 30-33
Medical/Pharmacological
Therapeutic
Behavioral
Art (Sensory-based)
Diet
Issues of Curriculum and Classroom Structure
TEACCH Philosophy
Session XII
12/02/03
Language and Communication Skills C&V Chapter 22-25
A.
B.
C.
Theoretical Foundations
Pre-linguistic Approaches
Language Approaches
Session XIII Services
12/09/03
A.
Support
B.
School
C.
Alternative Settings
D.
Transition
E.
Family
C&V Chapter27, 29, 47-50
Session XIV Assistive Technology
12/12/03
Assignments
A. Paper Requirements - DUE DATE: December, 2003
The paper should describe a plan for teaching a specific skill or skills to a particular child
or adult. As described in more detail below, you should provide background information
about the child, rationales for what you want to teach, and assessment information. The
goal of the paper will be to demonstrate your ability to understand PDD, implement
interventions from the research literature and to identify behavioral principles that you
will be using.
IMPORTANT: Each of the numbered steps must be mentioned in order for your paper to
be acceptable.
LENGTH OF PAPER
A good paper should be 10-12 pages (double-spaced) long (Times New Roman 12).
PAPER OUTLINE
BACKGROUND RESEARCH (minimum of 1 page)
Select a research study (not a chapter or a section in a book) from either the ones
discussed in class or from one you select from the literature. This study should relate to
the teaching plan you will be describing (e.g., research study on augmentative and
alternative communication). Describe the study in your own words and critique it in the
following manner.
1. Identify the dependent variable.
2. Identify the independent variable.
3. Identify response measure and recording interval.
4. Identify the type of design used (e.g., multiple baseline, ABAB, etc.)
5. Identify baseline and interventions.
6. Identify threats to internal validity.
7. Determine if functional relations have been established/demonstrated.
DESCRIPTION OF THE CHILD (maximum of 1-2 pages)
You should include detailed information about the child. You should include detailed
information about the child. This would include description of past and current abilities
and any other information that might impact on the goals and methods of treatment. For
example you should include,
o information about possible genetic influences (e.g., any family history of PDD or
related disorders?)
o past medical history (especially if it might impact on teaching such as chronic ear
infections that could influence how you would prompt)
o current strengths and abilities (e.g., language, social skills, unusual abilities, etc...)
o current needs.
To protect confidentiality, do not include the child's full name.
A description of past and current abilities and any other information that might
impact on the goals and methods of treatment. For example you should include,
1. current strengths and abilities (e.g., language, social skills, unusual abilities, etc...)
2. current needs.
TEACHING GOALS AND RATIONALES (maximum of 2-3 paragraphs)
Describe the behavior or behaviors you want to focus on in this paper and why
you picked these goals. Here you might want to include a discussion of some
"future planning" and how the goals you picked would fit with the child's needs
in the future. For example, if the child is engaging in frequent aggressive
behavior, discuss how this might be important to change not just for the current
classroom or home environment, but also for future goals (e.g., living
arrangements, friendships, etc...).
TEACHING PLAN
In as much detail as possible describe what and how you are going to teach the
child. Include information on,
1. the type of setting where teaching will be conducted (e.g., home versus
school, separate setting versus "natural setting") and
2. why you picked that setting.
3. the type of teaching techniques to be used (e.g., backwards chaining,
physical, verbal or gestural prompts).
4. the reinforcers used to motivate the child and how you selected them (e.g.,
watched to see what the child liked when he played).
5. any type of prompt fading or instruction aimed at generalizing the results.
Also identify instances of the following in your plan,
1. consequence
2. antecedent
3. reinforcement (include a description of the schedule of reinforcement to be
used - for example, VR 5)
4. stimulus control
5. generalization
6. maintenance
Describe how you will insure that,
1.
behaviors that you will teach will "contact natural contingencies"
EVALUATION PLAN
Describe how you will evaluate progress. Will you count the frequency of
behaviors each day, the duration during one hour probes, etc...? Specifically,
mention how you will use one or more of the following in measuring your
outcomes,
1. Rate (sometimes referred to as frequency) - the number of responses per unit of time.
2. Duration - the elapsed time between the onset and the cessation of a single response.
3. Latency - the elapsed time between the onset of a specific stimulus and the onset of a
response.
Include,
1. A sample data sheet you will use to monitor progress
Also include some,
1. "social validity" questions that will help you determine if your teaching has
made a meaningful impact on the child (e.g., is the child's aggression improved
such that other children are more comfortable being near him?).
REFERENCES
1. Include the APA reference or references that you used to prepare the paper. See
example below.
Charlop-Christy, M.H., Le L., & Freeman K.A. (2000). A comparison of video modeling
with in vivo modeling for teaching children with autism. Journal of autism and
developmental disorders, 30 (6), 537 - 552.
ASSIGNMENT B. Case Studies
You will be assigned three cases it is your responsibility to answer the questions at the
end of each case. The questions will require you to research beyond the simple
boundaries of this course. As teachers you will be faced with children and their problem
behavior that will require the same types of effort in order to know you are providing
them with a quality education. You may find the internet extremely helpful. I expect a
detailed, well researched response to the questions asked you at the end of each case.
ASSIGNMENT C: Book Discussion
ASSIGNMENT D:
You are to read:
Charlop-Christy, M.H., Le L., & Freeman K.A. (2000). A comparison of video modeling
with in vivo modeling for teaching children with autism. Journal of autism and
developmental disorders, 30 (6), 537 - 552. (first analysis)
and then select three other articles that deal with research related directly to treatment
strategies related to Pervasive Developmental Disorders (three different PDDs) (DO
NOT USE ARTICLES FROM ANY SOURCE OTHER THAN REFEREED
JOURNALS). Briefly summarize article then analysis content. Do not tell me it was
easy or enjoyable to read. I want you to really examine the efficacy and validity of the
research done. Include the following:
1. Identify the dependent variable.
2. Identify the independent variable.
3. Identify response measure and recording interval.
4. Identify the type of design used (e.g., multiple baseline, ABAB, etc.)
5. Identify baseline and interventions.
6. Identify threats to internal validity.
7. Determine if functional relations have been established/demonstrated.
Grade Point Breakdown for EDS 524
Percentage
Grade
97
..........................
A
95
..........................
A90
..........................
B+
85
..........................
B
80
..........................
B-###
77
.........................
C+
75 . . . . . . . . . . . . . . . . . . . . . . . . . C
less than 72% is an E (e.g. 71.9%)
### Note if you are a non-matriculated Graduate student any grade below B will not
transfer in.
ACCOMMODATIONS: Candidates with disabilities:
Plattsburgh State University of New York recognizes its responsibilities for creating an
institutional climate in which students with disabilities can thrive. If you have any type
of disability for which you require special accommodations to promote your learning in
this class, please contact me as soon as possible to discuss your needs. Students with
disabilities must verify their eligibility through the Office of Student Services, College
Center, Phone: Ext. 2810.