Course Syllabus - St. Petersburg College

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ST. PETERSBURG COLLEGE
COLLEGE OF EDUCATION
"Preparing students to serve as effective, reflective and caring teachers."
COURSE SYLLABUS
EEX 4094
Nature and Diagnostic Assessment of Autism
This syllabus course calendar and other attending documents are subject to change during the semester
in the event of extenuating circumstances.
Course Prefix:
Section #:
Credit Hours:
Co-requisites:
Pre-requisites:
EEX 4094
1615
Three Credits
None FLDOE may require practicum; check w them
Admission to AUTISM-NO or COE student w permission
Day, Time and Campus:
Modality:
Online
Enter Time
Choose an item.
Online - Weekly participation is required for attendance. Participation in this course is
defined as posting to the discussion board or submitting an assignment.
Dr. Susan Blanchard
Online
Within 24-48 hours
Tarpon Springs
BB 114
727.712-5879
[email protected], MyCourses email preferred
Professor:
Office Hours:
Office Location:
Office Phone:
Email Address:
ACADEMIC DEPARTMENT: College of Education
Dean:
Office Location & Number:
Kimberly Hartman, Ph.D.
Tarpon Springs
BB 101
I. COURSE DESCRIPTION
This course is an introduction to the nature of autism which surveys the history of Autism Spectrum Disorders (ASD) and
gives an overview of the characteristics of children on the autism spectrum. Students will study the assessment and
diagnosis of autism and examine research-based best practices for children on the autism spectrum. 47 contact hours.
II. MAJOR LEARNING OUTCOMES
1.
The student will survey the diagnostic criteria of autism by:
a.
b.
c.
2.
The student will examine the characteristics of disorders on the autism spectrum by:
a.
b.
3.
comparing and contrasting the development of a child with ASD versus a child of typical development.
reviewing historical perspectives and analyzing their impact on diagnosis of autism.
identifying the five dimensions of ASD (social, communication, cognitive, special interests, and sensory).
comparing and contrasting the differences of disorders on the autism spectrum.
analyzing the impact of autism on socialization, academic learning, and emotional development.
The student will review an individualized diagnostic assessment by:
Syllabus Coordinator: Dr. Susan Blanchard
Summer 2015
1
a.
b.
c.
4.
The student will develop appropriate learning goals for children on the autism spectrum by:
a.
b.
c.
5.
surveying assessments used for diagnosis of autism.
comparing and contrasting purposes of different diagnostic assessments.
evaluating a child already diagnosed on an autism-identification rating scale.
constructing academic goals for a child with autism.
creating social goals for a child with autism.
designing communication goals for a child with autism.
The student will analyze effective classroom practices for children with disorders on the autism spectrum by:
a.
b.
c.
differentiating the key elements of effective programs for children with ASD.
reacting to responses from teachers and parents regarding effective classroom practices for children with ASD.
analyzing uses of structured teaching methodology.
III. REQUIRED TEXTBOOK(S), RESOURCES AND MATERIALS
A. Required Textbooks
Textbook(s)
Required :
 Buron, K.D., & Wolfberg, P. (Eds.) (2014) Learners on the Autism Spectrum: Preparing Highly
Qualified Educators and Related Practitioners, 2nd ed. Shawnee Mission, KS: Autism Asperger
Publishing Co. (ISBN 978-1-937473-94-5)
Recommended :
Students using eBooks must have access to the eBooks during class sessions.
B. Supplemental Material
Resources
 Brewer, R., & Mueller, T. (2008) Strategies at Hand: Quick and Handy Strategies for Working With Students on the
Autism Spectrum. Shawnee Mission, KS: Autism Asperger Publishing Co.
(ISBN 1934-57518-6) Optional
Materials:
Library:
http://www.spcollege.edu/libraries/
C. Technology
Technology is an essential tool for receiving and developing instruction. Students are expected to reference ANGEL
continuously to assure all current content for class has been accessed. Additionally students are expected to be familiar or
familiarize themselves with PowerPoint presentation methods.
The instructor of this course frequently uses smart boards, ELMOs, power point, digital media, and web based resources to
disseminate information and engage preservice learners and students.
All work must be submitted in a format compatible with Microsoft Word (e.g.: .doc, .docx, .rtf)
D. Supplies
>
Syllabus Coordinator: Dr. Susan Blanchard
Summer 2015
2
IV. COURSE REQUIREMENTS & EXPECTATIONS
A. School Based Hours Course Requirements
This course requires no hours of observation/participation in an appropriate classroom setting as approved by the Office of
School Partnerships.
However, this course does coordinate with a practicum, EEX 4941, that does require 30 hours.
B. ALL Course Assignments
1.
Syllabus Quiz (5 points)
Quiz covering syllabus content and course expectations. Due by Wednesday of the first week of class. This is the “check in”
for the course attendance confirmation. Failure to complete in the first two weeks will result in being dropped from the
course.
2.
Introduction Discussion Posting (5 points)
Students will introduce themselves following a prompt in a discussion posting during the first week of class and will also
respond to the posting of a classmate.
3.
Chapter Quizzes (10 points each, 90 points total)
Quizzes on readings from required text. There will no opportunity to make up missed quizzes.
4.
Module Tasks (20 points each, 180 points total)
Tasks within lessons, drop box assignments or discussion posting demonstrating knowledge gained within module content.
Each module contains 20 points worth of one or more tasks. Review each module for expectations.
5.
Book Summary (50 points) Choose a book written by a person with autism/ASD from the reading list (or have one
approved by instructor) and fill in the summary template. Details are available in the Start Here folder or in the Module 1
lesson. Due in discussion forum by the end of Module 8.
6.
Jigsaw Presentation (60 points)
Part A: Each student will do a literature review to see what current research says about topics found in the text. Each
student needs to creatively present current research in the field regarding the assigned topic individually or with assigned
partner. Topic selection will take place during Module 2. Virtual library searches on topics related to the content of
Modules 3-9 will be provided by the instructor in the module folders and the student will identify the most pertinent articles
within the results. After getting a sense of the literature in the chosen area, the student will share common themes, interesting
directions in the field, conflicting or supporting views, interactions between subjects, etc. Students may choose to present
their jigsaws via: narrated PowerPoint, video presentation, informative brochure, etc. This assignment is due by Sunday at
midnight of that week’s module so that classmates have the opportunity to respond by Wed.. - 25 points
Part B: Each student will learn from their classmate’s presentation and post at least one thoughtful response of at least 50
words within that week’s discussion folder. These responses are due by the end of the module (Wednesday at 11:55pm). 35
points (five for each week that you are not presenting).
7.
Final Examination (60 points)
Final examination will be completed independently online and will ask questions covering content from required texts, lesson
presentations, jigsaw information and assignment objectives. Questions are selected and open-response items.
Syllabus Coordinator: Dr. Susan Blanchard
Summer 2015
3
V. SYLLABUS STATEMENTS COMMON TO ALL COE SYLLABI
A. COE SYLLABUS STATEMENTS
https://docs.google.com/document/d/1VrvFtlW9RPl2YgbSrHdstAkktd-BtneMQuttI5khNzQ/edit?usp=sharing
B. SPC SYLLABUS STATEMENTS
http://www.spcollege.edu/addendum/
Each student must read all topics within this syllabus and the content of the links. If the student
needs clarification on any items in the syllabus or linked statements, he/she should contact the course
instructor.
If you remain enrolled after the drop date this signifies that you agree to abide fully by the parameters
set in this syllabus and any syllabus addendum.
Calendar on next page.
Syllabus Coordinator: Dr. Susan Blanchard
Summer 2015
4
CALENDAR AND TOPICAL OUTLINE
I suggest printing this out and checking off as you complete!
Nature of Autism Course Calendar
For each module, the student will:
-Review the content materials within the Module Folder
-Read the assigned text(s) & review the corresponding publisher’s PowerPoint (which is located in the respective module
folders)
-Complete the designated assignments & quiz(zes)
-All readings, content, assignments for that week are due on Wednesday at 11:55pm except for Jigsaw presentions
which are due on the Sunday before. The Final Exam is due on Monday due to the short summer semester…
Note: Working ahead is both welcomed and encouraged!
Module
Date
Mod 1
Date Due
May 20
(NOTE:
short
“week”
Topics & Module Map
Readings
Due
Syllabus
Read , take
notes,
highlight
Begin Ch. 2
Assignments Due


Syllabus Quiz
Introduction
Discussion
Posting
Autism Diagnostic Criteria
The Autism Umbrella: What’s on the spectrum & Autistic
Childhood Development
I.
Complete Module 1 Online Lesson
II.
Take Ch 2 Quiz – no late quizzes accepted
III.
Study Chapter 4
IV.
Complete Module 2 Online Lesson
V.
Take Ch 4 Quiz - no late quizzes accepted
IV.
Choose book from the list to read and summarize using the
template. Put title in dropbox subject line.
Summary is due Module 8
Ch. 2

Ch. 4

Ch. 2 Reading
Quiz
Chap. 4 Reading
Quiz
Choose book and
post its title in
dropbox
Communication: Can you hear ME now?
I.
Read, Study, Breathe Chapter 5
II.
Complete Module 3 Online Lesson
III.
Complete discussion posting
IV.
Take Ch 5 Quiz - no late quizzes accepted
VI.
Work on graphic organizer showing differences between
ASD & neurotypical development with partner
V.
First jigsaw: presenters post by Sunday, everyone else
responds by Wednesday
Ch.5
What does autism look like?
I.
Take Syllabus Quiz
II.
Exploring our connections to ASD (intro discussion forum)
III.
Begin study (which looks like: thorough reading,
highlighting as appropriate, taking notes in the margins, etc.)
of Chapter 2
IV. Looking ahead: Teams will be assigned for Team Comparison
of ASD and Neurotypical Students Project – go ahead and start your
research!
Mod 2
May 27
Mod 3
June 3






Syllabus Coordinator: Dr. Susan Blanchard
Summer 2015
Symbolic
Communication
and Students with
ASD
Chap. 5 Reading
Quiz
Jigsaw Mod3
Graphic
organizer:
Compare ASD to
neurotypical
5
Mod 4
June 10
Mod 5
June 17
Mod 6
June 24
Mod 7
July 1
Mod 8
July 8
Mod 9
July 15
Mod 10
July 20
This is
MONDAY
(short
summer
semester)
Structured Teaching: The perfect recipe
I.
Study Chapter 11
II.
Complete Module 4 Online Lesson
III.
Finish & Submit Team Comparison Project
IV.
Complete discussion posting
V.
Take Ch 11 Quiz - no late quizzes accepted
VI.
Jigsaw: presenters post by Sunday, everyone else responds
by Wednesday
VII.
Looking ahead: Work ahead on your assigned jigsaw
chapter
Ch. 11
Sensory Processing: Stop the World, I Need to Get Off
I.
Study Chapter 6
II.
Complete Module 5 Online Lesson
III.
Complete discussion posting
IV.
Take Ch 6 Quiz - no late quizzes accepted
V.
Jigsaw: presenters post by Sunday, everyone else responds
by Wednesday
Ch. 6
Behavior Management: No more nailing JELLO to a tree
I.
Study Chapter 7
II.
Complete Module 6 Online Lesson
III.
Complete Module Task – Top Ten Things Your Student with
Autism Wishes You Knew
IV.
Take Ch 7 Quiz – no late quizzes accepted
V.
Jigsaw: presenters post by Sunday, everyone else responds
by Wednesday.
VI.
Looking ahead: Book summary is due in Mod 8
Ch. 7
Socialization: Come to the party
I.
Study Chapters 8 & 10
II.
Complete Module 7 Online Lesson
III.
Take Ch 8&10 Quiz - no late quizzes accepted
IV.
Jigsaw: presenters post by Sunday, everyone else responds
by Wednesday.
Ch. 8 & 10
Social Thinking: Rubber Chicken Moments
I.
Study Chapter 9
II.
Complete Module 8 Online Lesson
III.
Take Ch 9 Quiz - no late quizzes accepted
IV.
Complete book summary template.
V.
Jigsaw: presenters post by Sunday, everyone else responds
by Wednesday.
Ch. 9
Transition: Planning Alternative Tomorrows with Hope
I.
Study Chapter 14
II.
Complete Module 9 Online Lesson
III.
Take Chap 14 Quiz - no late quizzes accepted
IV.
Jigsaw: presenters post by Sunday, everyone else responds
by Wednesday.
It’s about PEOPLE.
I. Study Chapters 16 & 17
II. Complete Module 10 Online Lesson
III.Complete Discussion Forum
IV Take the FINAL EXAM – Due MONDAY. No late
Ch. 14
submissions!!
Enjoy the rest of your summer….
Syllabus Coordinator: Dr. Susan Blanchard
Summer 2015

















Chapters
16 & 17

Discussion
posting: What
works?
Chap. 11 Reading
Quiz
Jigsaw Mod4
Discussion
posting: Sensory
Patterns
Chap. 6 Reading
Quiz
Jigsaw Mod5
Module Task –
Top Ten reaction
Chap. 7 Reading
Quiz
Jigsaw Mod6
Chapters 8&10
Reading Quiz
Jigsaw Mod7
Chap. 9 Reading
Quiz
Jigsaw Mod8
Book summary
template due
Chap. 14
Reading Quiz
Jigsaw Mod 9
Respond to SSI
(top of
CONTENT tab)
Discussion Board
Living with ASD
Final Exam will
include questions
from Chapters 16
& 17- no Reading
Quiz this week
6
VI. UNIFORM CORE CURRICULUM ASSIGNMENTS
There are no UCC assessment points/assignments in this course.
Syllabus Coordinator: Dr. Susan Blanchard
Summer 2015
7
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