CALIFORNIA STATE UNIVERSITY, BAKERSFIELD
SCHOOL OF SOCIAL SCIENCES AND EDUCATION
EDSP 585 (4 quarter units)
Winter, 2014
Instructional Strategies for Students with Autism Spectrum Disorder
Instructor:
Instructor’s office:
Phone:
E-Mail:
Office Hours:
Yeunjoo Lee, Ph.D.
EDUC 219
661-654-6478
ylee@csub.edu
3- 4:30 Monday
2-4 Tuesday
2-3:30 Wednesday
Other times by appointments
School of Social Science and Education Mission
In support of the university’s mission of excellence, the mission of the School of Social Sciences
and Education (SSE) is to address local, regional and state needs by providing high quality
undergraduate and graduate programs in the social sciences and education. The SSE is
committed to advancing human development and knowledge, encouraging healthy and
productive lifestyles, and enhancing the quality of life for all people, particularly those with
intellectual, emotional, learning and physical exceptionalities. The school pledges to prepare
future leaders, professionals and community advocates. Together, we will work toward
increasing the community’s understanding and acceptance of complex social, political, racial and
gender issues toward creating positive social change. We will provide students with excellent
classroom instruction, faculty –guided research experiences and experiential learning
opportunities to prepare them for career success and for life-long learning to meet the changing
demands of society.
The faculty and staff of the SSE are committed to supporting quality measures identified in the
CSUB mission statement featuring faculty/staff excellence and diversity, student experiences,
community engagement, and organizational “best practices.”
Candidate Dispositions
Candidates preparing to work in schools as teachers or other professional school personnel know
and demonstrate the content, pedagogical, and professional knowledge, skills, and dispositions
necessary to help all students learn.
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Professional Collaboration: Candidates will participate in action-oriented collaboration
that will enable them to learn from others and provide leadership in partnerships with all
stakeholders.
Reflective Practitioner: Candidates are reflective, life long learners who apply problem
solving and critical thinking strategies and the respectful appreciation of differing points
of view.
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Ethical Professional: Candidates’ actions are based on accepted professional standards of
conduct and reflect insight and awareness with respect to diverse perspectives, opinions,
obligations and ethical responsibilities of the profession.
Student/Client Centered: Candidates, throughout their programs, will prioritize the needs
of the students/clients they serve by maintaining trusting relationships built upon caring,
nurturing (respective) and meaningful interactions.
Professional Leader: Candidates, throughout their programs, will be strong, determined,
professional leaders with a clear instructional focus using effective communication skills
and a willingness to take risks to ensure the advancement, safety, and welfare of all
students in our communities.
Professional Competence: Candidates will maintain high programmatic outcomes that
reflect research-based practices, principles of learning differentiation, and standards
based instruction.
REQUIRED Readings:
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Textbook:
Heflin, J., & Alaimo, (2007). Students with Autism Spectrum Disorder: Effective Instructional
Practices. Upper Saddle River, NJ: Pearson.

E-articles (located in the Blackboard course.)
Ganz, J., Earles-Vollrath, T., & Cook, K. (2011). Video modeling: A visually based interventions
for children with autism spectrum disorder. Teaching Exceptional Children, 43(6), 8-19.
Hughes, C., Kaplan, L., Bernstein, R., Boykin, M., Reilly, C. Brigham, N., Cosgriff, J.,
Heilingoetter, J., & Harvey, M. (2012). Increasing social interaction skills of secondary school
students with Autism and/or intellectual disability: A review of interventions. Research and
Practice for Persons with Severe Disabilities, 37, 288-307.
Odom, S., Collet-Klingenberg, L, Rogers, S., & Hatton, D. (2010). Evidence-based practices in
interventions for children and youth with Autism Spectrum Disorder, Preventing School Failure,
54, 275-282.
Ryan, J., Hughes, E., Katsiynnis, A., McDaniel, M., & Sprinkle, C. (2011). Research based
educational practices for students with autism spectrum disorders. Teaching Exceptional
Children, 43(3), 56-64.
Susan Stoke. Structured teaching: Strategies for supporting students with autism? Retrieved from
http://www.specialed.us/autism/structure/str10.htm.
RECOMMENDED Readings:
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Carnahan, C., 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), 6-14. Retrieved from OmniFile Full Text Mega database.
Constable, S., Grossi, B., Moniz, A., & Ryan, L. (2013). Meeting the common core state
standards for students with autism. Teaching Exceptional Children, 45(3), 6-13.
Ganz, J. (2007). Classroom structuring methods and strategies for children and youth with
Autism Spectrum Disorders. Exceptionality, 15, 249-260.
Stokes, S. (2001). Autism: Interventions and strategies for success. The Wisconsin Department
of Public Instruction. http://www.specialed.us/autism/index2.htm
COURSE DESCRIPTION
This course is required for students in Clear Induction program or Master’s program. This course
addresses evidence based instructional strategies used with children with ASD. Topics include
physical organization of the instructional setting, structured teaching, visual schedules, and
environmental modifications to address challenges of sensory issues. It also discusses
interventions to improve social and communication skills in academic and nonacademic settings
and technology for students with ASD. Other topics include pivotal response training, self
management, and incidental teaching strategies. A brief overview of alternate therapies will be
discussed.
COURSE OBJECTIVES/COMPETENCIES:
Reference to CCTC Added Authorization in Autism Standards and Clear Education Specialist
program standards are noted in the set of parentheses.
The candidate will be able to:
1. Demonstrate knowledge and understanding of using Applied Behavior Analysis based
teaching strategies (ASDAA 2) (Clear 2, 5, 7).
2. Demonstrate the use of structured teaching to meet the needs of students with ASD (ASDAA
2) (Clear 5, 6, 7).
3. Demonstrate knowledge and skills of various interventions to improve students’ social and
communication skills in an academic and non-academic settings (ASDAA 2) (Clear 5, 6, 7).
4. Demonstrate knowledge and skills to improve communication skills to nonverbal or verbal
students with ASD (ASDAA 2) (Clear 4, 5, 6, 7).
5. Demonstrate the use of self-management strategies to improve the performance of students
with ASD (ASDAA 2) (Clear 4, 5, 6, 7).
6. Demonstrate and use the knowledge of current evidence based intervention strategies for
students with ASD (ASDAA 2) (Clear 5, 6, 7).
7. Demonstrate the skills of modifying instruction using data to meet the needs of students with
ASD (ASDAA 2) (Clear 4, 5, 6, 7).
General Information:
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a. Request for accommodations: If you require instructional accommodations due to a
DOCUMENTED disability (by Student Disability Services), please make an appointment to
see me after the first class or before the second class meeting.
b. Assignments are due at midnight on the assigned due date. Late assignments will
automatically lose 20% of its assigned credit. No assignments will be accepted one week
after assigned due dates.
c. If you have an emergency on the day of a test you will be allowed to make up that test on a
compromised day with the instructor.
d. All assignments should be written in APA format (6th edition). For example, 12 pt font,
one-inch margins, and double spaced.
e. Be aware that I do not assign extra work. You will receive the grade you have earned. I do
not assign bonus points, nor do I give you credit for how hard you try.
f. Students are expected to do all work assignments without unauthorized assistance and not to
give unauthorized assistance. Cheating is not limited to examination situations alone, but
arises whenever students attempt to gain an unearned academic advantage, i.e. submission of
the same, or essentially the same paper or assignment for credit in two different courses
without receiving approval. Plagiarism consists of the misuse of published or unpublished
works of another by claiming them as one’s own. It may consist of handing in someone
else’s work, copying or purchasing a composition, using ideas, paragraphs, sentences, or
phrases written by another, or using data and/or statistics compiled by another without giving
citation. Violation to these policies may result in a failing grade or other consequences stated
in the CSUB Catalog.
GUIDELINES FOR THE COURSE ASSIGNMENTS
1. Self-Introduction
 Post self-introduction in the “Discussion Board”.
 Your introduction should include
o Your name.
o Your experience of students with ASD.
o Current work place if applicable.
o One thing you enjoyed during winter break.
2. Two Online Tests
 You will take the tests via online. It is suggested that you use a computer with fast and stable
connection. Students have reported computer crash and slow process to save answers.
Consider taking the exam on campus.
 Test links will be open from 9 am to midnight on assigned dates. You will have 90 minutes
to complete a test.
 If you cannot take tests on the assigned dates, contact the instructor.
 Test questions will take many forms, but most will be multiple choices, true/false, fill-in the
black, and/or short answer.
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
Each test is valued 40 points.
Test Number
Test 1
Test 2
Date
Feb. 9
Mar. 16
Assigned Chapters
Week 1, 2, 3, 4, and 5
Week 6, 7, 8, 9, and10.
3. Choice Assignment: (individual or a small group assignment)
 Please select one from the following options and complete required assignment.
 You are allowed to complete the project individually or as a pair.
A. Video production
o Develop a video clip to teach students with autism.
o You can use your video clip for a Social Story or a Video Modeling.
o Submit a report (a.k.a. a user’s manual) consisting following elements
 Name and description of the video.
 Target behavior.
 How you would use the video for instruction.
 Post the report in the Blackboard Discussion board.
o Post your video in youtube.com or submit the video file to me.
o See the Week 6 folder in Blackboard for sample videos.
B. Visual Strategies Assignment
o All students will design one visual instructional strategy for use with a child with
ASD.
o Strategies to choose from include: (1) an individualized visual schedule for one day
(classic autism or Asperger Syndrome); (2) one visual task analysis; or (3) a visual
strategy for reducing a behavior that interferes with a student meeting one or more
IEP objectives. Option 3 may be a communication system, self-monitoring procedure,
token or point system, etc. that has a visual component.
o Each visual strategy should be accompanied by a 3-4 page description of
 the visual strategy,
 characteristics of the student for whom the visual support was designed, and
 a description of implementation procedures.
o Submit pictures of your visual strategies and a report in the Blackboard discussion
board.
o See “Structured Teaching” ppt sildes in the Week 4 folder in Blackboard for sample
materials/strategies.
C. Alternate Treatment Paper.
 Select a controversial therapy that claims to treat, cure, or alleviate symptoms of
autism.
 Write a 4-5 page paper involving following elements.
o Name and Description of the intervention.
o The reported benefits and effects of intervention.
o Qualification of therapists
o Potential risks associated with the intervention.
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o What involves in the therapy (cost, duration of the therapy, etc.)
o The effects of the intervention shown in peer-reviewed data based studies (at
least 3 studies).
o Your evaluation of the intervention.
Post your report in the Blackboard Discussion board.
4. An intervention plan (Signature Assignment)
 Identify a student with ASD and implement a comprehensive intervention strategy to
improve his/her social, communication, academic, or self-management.
 Consult with the course instructor before you begin your intervention plan.
 The report should include following elements
o Demographics and Background information: Pseudonym, Age, Grade, Diagnosis,
Student’s cultural/Linguistic background
o Description of current levels of performance in the areas of social, communication,
and academics.
o Description of your intervention strategy and procedures
 The goal of the intervention (target)
 Description of the intervention procedure.
 Prerequisite skills
 Step-by-step description of your intervention procedure.
 Description of any modification made to the procedures (if applicable).
o A summary of baseline data (at least 3 sessions) and results (at least 5 sessions) –
Provide a visual (graph)
o Recommendations and reflection
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Attach copies of your data collection instruments to the report.
Submit your report to Livetext.
See Appendix A for a list of teaching strategies.
Check Appendix B for Steps to Complete this assignment.
“Intervention Plan Folder” in the BB contains sample reports and data collection forms.
5. Online discussion
 You are required to participate in online discussions throughout this quarter.
 Discussion topics may include
 An article critique: After reading an assigned article you will be required to review and
critique the article. You will also be required to read a minimum of two of your
classmates’ critiques and comment on their critiques.
 A scenario that involves a student with ASD.
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Protocols for Online Discussion
 Postings should be evenly distributed during the discussion period (not concentrated all
on one day or at the beginning and/or end of the period).
 Postings should be a minimum of one short paragraph and a maximum of two
paragraphs.
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 Avoid postings that are limited to 'I agree' or 'great idea', etc. If you agree (or disagree)
with a posting then say why you agree by supporting your statement with concepts from
the readings or by bringing in a related example or experience.
 Address the questions as much as possible (don't let the discussion stray).
 Try to use quotes from the readings that support your postings. Include page numbers
when you do that.
 Build on others responses to create threads.
 Bring in related prior knowledge (work experience, prior coursework, readings, etc.)
 Use proper etiquette (proper language, typing, etc.).
Rubric for evaluating online discussions:
Criteria
Timely discussion
contributions
Excellent (90100%) 4 points
Timely and
substantive
postings. Great
contribution to
discussion.
very clear that
readings were
understood and
incorporated well
into responses
Good (80-89%) Average (603 points
79%) 2 points
Timely postings. One or two late
Adequate
postings.
contribution to Minimal
discussion.
contribution to
discussion.
readings were postings have
understood and questionable
incorporated
relationship to
into responses reading material
Responsiveness to
discussion and
demonstration of
knowledge and
understanding gained
from assigned reading
all on-line
1online protocol 2-3 online
Adherence to on-line
protocols followed not followed
protocols not
protocols
followed
Poor (50% or
lower) 1 point
Late postings. No
contribution to
discussion.
not evident that
readings were
understood and/or
not incorporated
into discussion
4 or more online
protocols not
followed
Assignment Point Values:
Assignment
Self-introduction
Test 1
Test 2
Choice Assignment
Intervention Plan
Online Discussions
Total
Grading Scale:
A = 94% (or higher)
B+ = 87-89%
B- = 80-82%
C = 73-76%
D = 69-60%
Individual Point Value
10
40
40
40
50
15
AB
C+
CF
=
=
=
=
=
90-93%
83-86%
77-79%
70-72%
59% or below
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Due Date
Jan. 13
Feb. 9
Mar. 16
Feb. 16
Mar. 7
Varied
My Grade
WEEKLY CLASS SCHEDULE and DISCUSSION TOPICS
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Week 1
1/7-1/13
Course schedules and readings are subject to change.
Topics
Introduction to the course.
Characteristics of ASD
Assessment and Eligibility
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Week 2
1/14-1/20
Week 3
1/21-1/27
Etiology of Autism.
Critical analysis of published
literature.
Collaborative development of
programs.
Arranging physical
environment.
Visual and concrete systems
Structured Teaching
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Week 4
1/28-2/3
Applied Behavior Analysis.
Discrete Trial Training.
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Week 5
2/4-2/10
Pivotal Response Training.
Communication and social
skills instruction
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Week 6
12/11-2/17
Communication and social
skills instruction
PECS
Assistive Technology
Incidental teaching
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Readings
Ch. 1 Identifying and
describing individuals with
Autism Spectrum Disorders.
Ryan et al. (2011).
Ch. 2 Historical perspective
and etiology of Autism
Spectrum Disorders
Ch. 3 Collaborating to
develop effective programs.
Ch. 4 Creating contexts for
instruction
Assignments
Self-Introduction ( Jan.
14)
BB Discussion 1 (Jan.
20th)
Structured Teaching (By
Susan Stokes):
http://www.specialed.us/autis
m/structure/str10.htm
PowerPoint on Structured
Teaching – in Blackboard
Ganz, J. (2007) – in
Blackboard
Recommended reading:
Carnahan et al. (2009) – in
Blackboard
Ch. 6 Using applied behavior
analytic instructional
strategies
Ch. 8 Encouraging
communication and verbal
behavior
PRT Steps - in Blackboard
(Week 5 folder).
Ch.9 Enhancing socialization
and social competence
Hughes et al. (2012)
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Assignment Discussion
#2 (January 30th)
Test #1 (Feb. 9th)
Choice Assignment (Feb.
16th)
Week 7
2/18-2/24
Week 8
2/25-3/3
Week 9
3/4-3/10
Week 10
3/11-3/17
Sensory differences
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Sensory Issues
Supporting sensory needs
Functions of behavior
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Functional behavior assessment
and analysis
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Positive support plans
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Promoting Academic Skill
Acquisition
Differentiated instruction
Environmental arrangements. 
Evidence Based Practices for
children with ASD.
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Ch. 5 Accommodating
sensory issues.
Ch. 7 Programming for
challenging behavior.
Blackboard Discussion
#3 (February 27)
Ch. 10 Promoting Academic
Skill Acquisition.
Ch. 11 Organizing
instructional opportunities in
Non-Academic environments.
An Intervention Plan
(Signature Assignment,
March 7th).
Odom et al. (2010) – in
Blackboard
Test #2 (March 16th)
Bring it all together.
Accommodations for Students with Disabilities (for Bakersfield campus)
To request academic accommodations due to a disability, please contact the Office of Services
for Students with Disabilities (SSD) as soon as possible. Their office is located in SA 140, and
they may be reached at 661-654-3360 (voice), or 661-654-6288 (TDD). If you have an
accommodations letter from the SSD Office documenting that you have a disability, please
present the letter to me during my office hours as soon as possible so we can discuss the specific
accommodations that you might need in this class.
Accommodations for Students with Disabilities (for AV campus)
To request academic accommodations due to a disability, please contact the Office of Services
for Students with Disabilities (SSD) as soon as possible. Their office is located in Bldg. 200, and
they may be reached at 661-952-5061 (voice) or 661-952-5120 (tdd). If you have an
accommodation letter from the SSD Office documenting that you have a disability, please
present the letter to me during my office hours so we can discuss the specific accommodations
that you might need in this class.
Academic Honesty
There are certain forms of conduct that violate the university’s policy of academic integrity.
Academic dishonesty (cheating) is a broad category of actions that involve fraud and deception
to improve a grade or obtain course credit. Academic dishonesty (cheating) is not
limited to examination situations alone, but arises whenever students attempt to gain an unearned
academic advantage. Plagiarism is a specific form of academic dishonesty (cheating) which
consists of the misuse of published or unpublished works of another by claiming them as one’s
own. Plagiarism may consist of handing in someone else’s work as one’s own, copying or
purchasing a pre-written composition and claiming it as one’s own, using paragraphs, sentences,
Dr. Lee, EDSP 585 - 9
phrases, words or ideas written by another without giving appropriate citation, or using data
and/or statistics compiled by another without giving appropriate citation. Another example of
academic dishonesty (cheating) is the submission of the same, or essentially the same paper or
other assignment for credit in two different courses without receiving prior approval from the
instructors of the affected courses. Source: 2011-2013 CSUB Catalog, p.78
PROFESSIONAL LIABILITY INSURANCE
As of August 1, 2006, the CSU Chancellor’s Office of Risk Management is requiring all students
in various fields, including the Credential Program to purchase Professional Liability Insurance.
This fee may be paid at the Cashier’s window or online.
Dr. Lee, EDSP 585 - 10
Appendix A
List of Evidence Based Strategies
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DTT
Pivotal Response Training
PECS
Naturalistic interventions
Time delay procedures
Functional Communication training
Self management
Structured Work systems
Video modeling
Social Stories
Visual supports
Differential Reinforcement
Peer Mediated Instruction
Positive behavior support strategies
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Appendix B
Steps to Complete an Intervention Plan
1. Select a target behavior. It could be academic, social, communication, or adaptive
behaviors.
a. Ask yourself a question why you are collecting this data. Is it important for
the student to learn this behavior?
2. After you select a target behavior, you will need to select an evidence based
intervention (EBI) strategy. Check Appendix A for a list of EBI in the syllabus.
a. You can go to the following website for further information about
intervention strategies. This website include a checklist for implementation,
data recording sheet, steps for implementation and others on numerous
intervention strategies. http://autismpdc.fpg.unc.edu/content/briefs
b. Refer literature to select an appropriate strategy for your target behaviors.
3. When you decide on an intervention strategy, make a plan how you will collect
data. Ask following questions to yourself.
a. What exactly am I collecting?
b. Where am I going to collect it?
c. When am I going to collect it and for how long?
d. Who is going to collect it?
e. What is my recording sheet? – I uploaded several data recording sheet in
Blackboard, you are welcome to use any of the data sheets.
4. You can start collecting data when you are ready.
5. Make sure to collect baseline data before you deliver your intervention.
6. Review your data daily. Graph the data. Your graph will look like this.
7. Organize data.
a. How will data be collected, analyzed, and findings shared?
8. Analyze and interpreting data.
9. Write and reflect on your teaching and the data.
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