CATEGORIES GAME!
INTRODUCTION TO:
Autism Spectrum
Disorder
ASD
1. Goals
a) Learning Goals
b) Your Learning Goals (Handout)
2. KWHLAQ Graphic Organizer
a) K – What do you already know about ASD?
This
Week’s
Agenda
3. Let’s Organize Our Ideas – Breaking It Down…
4. VIDEO
a) Autism Spectrum Disorder
b) EdPuzzle Video (Homework) on ASD
5. Group Readings
a) Reading and Note-Taking
b) “Buzz” Circle
6. Mind Map
a) How to Create a Mind Map
b) Mind Map on the DSM-V’s Criteria for ASD
7. Causes of Autism
8. Self-Reflection
9. Project – Let’s Get Creative + Overview of Rubric of Expectations
10. Case Study on Autism
Learning Goals
Define
Categorize
Define – I will be able to define Autism according to the DSM-V.
Categorize – I can categorize general characteristics like behaviours, traits and mannerisms associated with
ASD (for males). (Females often present differently and will be discussed in the next class.)
Explain
Explain – I will explain at least 3 myths for what scientists historically thought caused ASD.
Create
Demonstrate – I can show how ASD is on a spectrum by looking at the traits and characteristic (from mild to
severe) by creating a project.
Indicate
Indicate – I will be able to indicate ASD’s prevalence among children (boys and girls) in Canada and the USA.
What are your
learning goals?
It’s important to connect the goals of the
course to your own personal learning goals.
What do you want to learn?
Why is that important to you?
What will you do to make sure you achieve
your goals?
What will happen if you don’t meet the goals
the way you expect?
Learning
Goals and
Guiding
Questions
Handout:
KWHLAQ
Graphic
Organizer
What do you already
know?
Possible student answers:
• More children being diagnosed with ASD
• Repetitive behaviours
• Focus on 1 thing (perseveration)
• Some may have a developmental delay
• Don’t like change / transitions
• May be genetically caused
• Trouble with faces (looking at / reading facial cues)
• Some children have gifts or talents
Let’s break
it down….
What does it look like?
What characteristics are associated with
ASD?
What causes this disorder historically and
now?
What is the prevalence rate? Why is it so
prevalent?
Any other thoughts, observations or opinions
you have heard about this disorder.
Video – Autism Spectrum Disorder
EdPuzzle – Flipped
Classroom Homework
Assignment
EdPuzzle - Autism Spectrum
Disorder
EdPuzzle Questions – ASD - 1
EdPuzzle Questions – ASD - 2
EdPuzzle Questions – ASD - 3
Group Readings & A Buzz Circle
🐝
• We will divide into 4 groups.
• Each group will get a “reading” re: ASD
• As you read, make notes regarding:
• Symptoms
• Diagnosis
• Other Terminology
• Causes and Risk Factors
• Who is Affected
• Treatments
• Outlook
• Decide your roles in the group – divide up the sections? One
reads, one takes notes? How will you best effectively collect,
paraphrase and share the information with everyone?
MATERIALS:
Sticky notes
Whiteboard/markers
Poster paper
Markers
DSM-V
Definition
of ASD
- Handout
Let’s see where
we can match
our sticky notes
to the DSM-V
Criteria….
Mind Map for
DSM-V – ASD
Criteria
This Photo by Unknown Author is licensed under CC BY-SA-NC
Mind
Map Organizer
for DSM-V
Criteria
Causes of Autism
Autism on a Spectrum – Self-Reflection
Why do you think Autism is described as being on a spectrum?
What does that mean? Describe using your own words.
How will knowing about the traits, behaviours and characteristics
help you empathize with people who have ASD?
Have your beliefs or thoughts about children/people with Autism
changed? How?
What is your confidence level like now? What was it before?
Why is important to challenge our own beliefs and thoughts about
something?
Creative
Project
Rubric for Project
This Photo by Unknown Author is licensed under CC BY-NC
ASD Case Study - Observations
Here students will be given a case-study to read, analyze
and take notes on for a future assignment.
Instructor Feedback
• On a piece of paper, write:
Start, Stop, Continue
ASSIGNMENT 2: XCDA 10003
Design Plan Template
(adapted from Wiggins, G. (2005). Overview of UBD & the Design Template.)
Name of Instructional Designer: Marion A. Goetze
Form of Instruction (Unit, Module, Class or Workshop): Class - (Online or In-Person)
Topic: Introduction to Autism Spectrum Disorder– 4.5 Hours/Class (This would be the first class of 10)
Intended Learners: Adults
Duration: 4.5 hours
Learning Outcomes
Course Description: Discuss the nature of autism, identify traits
that characterize ASD and develop skills that will help EAs engage
with students with ASD.
Define – I will be able to define Autism according to the DSM-V.
Categorize – I can categorize general characteristics like
behaviours, traits and mannerisms associated with ASD (for males).
(Females often present differently and will be discussed in the next
class.)
Explain – I will explain at least 3 myths for what scientists
historically thought caused ASD.
Demonstrate – I can demonstrate how ASD is on a spectrum by
looking at the traits and characteristic (from mild to severe) by
creating a project.
Indicate – I will be able to indicate ASD’s prevalence among
children (boys and girls) in Canada and the USA.
Essential Question(s):
Why is it important to describe the traits, characteristics and
behaviours of students who have ASD? How will learning about
ASD help us as Educational Assistants? How can our preconceived notions and experiences change our perceptions about
those with ASD?
Outcomes:
Students will understand that:
•
•
ASD is on a spectrum.
That no two people who have ASD are alike.
Students will know:
•
There are different categories that fall under the umbrella of
ASD as defined in the DSM-V.
Students will be able to:
• Define ASD according to the DSM-V.
•
•
Explain what therapies a student with ASD might need.
Identify how to work with students who have ASD in their
academics, communication, social and emotional skills by
creating various projects (PBLs).
Assessment Evidence
Learning Plan
Performance Tasks:
Learning Activities:
•
•
•
•
Reviewing videos on ASD and causes of ASD.
•
•
“Buzz” Circle (see PowerPoint) on the above readings
For the first class, students need to understand the
traits, characteristics and behaviours that may be
present in a student who has ASD.
Creating own learning goals.
Criteria that will be used to evaluate
students include:
1.
Projects (PBLs)
2.
EdPuzzles
3.
Graphic Organizer Notes
4.
Rubrics
Other Evidence:
§
Discussions with open-ended questions that require
critical thinking, analysis, synthesis and evaluation.
§
Sharing ideas within a group or a partnership
§
One-Sentence Summaries
§
“Buzz” Circles
•
Questions for Self-Reflection:
1.
Why do you think Autism is described as being
on a spectrum? What does that mean to you?
2.
How will knowing about the traits, behaviours
and characteristics help you do your job better
as an EA with students who have ASD?
3.
Have your beliefs or thoughts about
children/people with Autism changed? How?
4.
What is your confidence level like now? What
was is before?
5.
Why is important to challenge our own beliefs
and thoughts about something?
(There is a historical foundation of learning
supported by Dewey, Lewin, and Piaget, each of
whom stated that learning is dependent upon the
integration of experience with reflection and of
theory with practice. Although each person argued
that experience is the foundation for learning, they
also concluded that learning cannot take place
without self-reflection. Reflection is the essential
part of the learning process because it results in
making sense of or pulling meaning from different
experiences (Osterman, 1990).
Reading various journal articles:
The 4 readings are:
1.
What is Autism Spectrum Disorder? Centers for
Disease Control and Prevention
2.
Autism Spectrum Disorder – Symptoms & Causes –
Mayo Clinic
3.
Autism Spectrum Disorder – Causes, Symptoms,
Treatment, Outlook – Cleveland Clinic
4.
What is Autism? – Early Signs, Characteristics,
Diagnosis, Co-Morbid Conditions – Autism Canada
o W-There are course goals set out at the beginning and
student create their own goals. There is a handout (see
PowerPoint) that asks guiding questions.
o H-The first slide of the PPT is the “hook”.
o E-The readings along with the videos and the opportunities
for small and large group discussions allow for further critical
thinking about ASD
o R-Students will have a KWHLAQ to work with (Similar to a
KWL – See PowerPoint)
o E-Students will have the opportunity to read a case
study and begin to think about how what they’ve
learned has practical implications.
o T-There are a variety of learning activities throughout
that considers the learners’ needs, backgrounds
and goals.
o O-The class/unit is organized in such a way as to go
from activating prior knowledge, to group work, to small
§
group discussions to independent reading and back
again.
Overall, the activities align with the learning goals well.
Learning Outcomes
1.
2.
3.
4.
5.
Define – I will be able to define Autism according to the DSMV.
Categorize – I can categorize general characteristics like
behaviours, traits and mannerisms associated with ASD (for
males). (Females often present differently and will be
discussed in the next class.)
Explain – I will explain at least 3 myths for what scientists
historically thought caused ASD.
Demonstrate – I can demonstrate how ASD is on a spectrum
by looking at the traits and characteristic (from mild to severe)
by creating a project.
Indicate – I will be able to indicate ASD’s prevalence among
children (boys and girls) in Canada and the USA.
Assessment Evidence
1.
2.
3.
4.
5.
KWHLAQ Graphic Organizer
Learning Goals and Guiding Questions Handout
EdPuzzle (See PowerPoint)
DSM-V – ASD Mind Map
Rubric for PBL Assignment
Learning Plan
Please see PowerPoint Presentation.
References:
Autism Spectrum Disorder, Causes, Signs and Symptoms, Diagnosis and Treatment. (2018, December 25). [Video]. YouTube.
https://www.youtube.com/watch?v=6jUv3gDAM1E&ab_channel=MedicalCentric
Gibb, G., & Taylor, T. (2015). IEPs: Writing Quality Individualized Education Programs (3rd ed.). Pearson.
What Causes Autism? (2017, April 25). [Video]. YouTube. https://www.youtube.com/watch?v=OZ7RKjkTqmw&t=11s
Wiggins, G. (2005). Overview of UBD & the Design Template.
Available: http://www.grantwiggins.org/documents/UbDQuikvue1005.pdf