Course Prefix/Number: EEX 6992
Course Title: Assessment, Diagnosis and Curriculum Prescriptions for Students with Autism
Course Credit Hours:
3 sh
Instructor Name and Contact Information: Dr. Bob Markowitz, Associate Professor, Division
of Teacher Education, Bldg. 85, Room 119; Phone: (850) 474-2158; Email:
rmarkowitz@uwf.edu
Prerequisites or Co-Requisites: None
Course Description: This course addresses contemporary assessments and models for
assessing exceptional children. It also addresses curriculum prescriptions. Specific emphasis
will be placed on assessment of students with autism spectrum disorders (ASD) and students
with Severe or Profound Disabilities (SPD). A field based experience will include application
assignments involving on-going classroom-based assessment, data collection, data-based
decision making, and program development for a student with ASD or a student with a SPD.
Twenty hours of field-based experience is required with this course.
Purpose of Course: The “Empowered Person and Professional taking action” (EPP) is the
theme of the Professional Education Unit conceptual framework. This theme focuses learning
experiences on activities that permit the teacher to examine what he/she does and to take an
active role in the instructional process. The subject matter, class activities, and skill development of this course were selected to assist your personal growth in the following Empowered
Person and Professional Taking Action characteristics: a) critical thinker, b) lifelong learner,
c) counselor/mentor, d) decision maker, e) problem solver, and f) ethical/moral professional.
Goals: The State of Florida has responded to national and state initiatives in education reform
and accountability by creating legislative policies relative to the preparation of teachers.
Florida's Accomplished Practices, Sunshine State Standards, and Curriculum Frameworks
outline the knowledge, skills, dispositions, and knowledge-base that teachers and students
require to be successful in Florida's educational system. Special goals for this course are:
- To prepare students to meet the following Accomplished Practices mandated by the
State of Florida: #1, 2, 4, 5, 7, 8, 10, and 11
- To prepare students to use appropriate Sunshine State Standards in teaching
- To prepare students to meet ESOL Competencies as mandated by the State of Florida:
#2, 3, 5, 13, 14, 19
Student Learning Outcomes: Upon completion of this course, students will be able to:
1.
Identify the purposes, process, and planning for assessments.
2.
Discuss some of the major issues and trends in the area of assessment.
3.
Differentiate between the uses of formal / informal assessment instruments.
4.
Interpret both formal and informal assessment information in the academic,
social/emotional, intellectual, and process areas.
5.
Demonstrate knowledge of processes for comprehensive evaluation – Direct Interaction,
Observation, Interviewing.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
Select appropriate instruments based on the purpose for which assessment information
is necessary.
Demonstrate knowledge of classroom-based assessments including performance-based
assessment, portfolio assessment, curriculum-based measurement (CMB), curriculumbased assessment (CBA), error analysis, and behavioral observation strategies.
Demonstrate knowledge of specialized assessments including: ADOS, ADI-R, PEP-III,
ABLLS, ASIEP, DIBLES, MURDOCK, etc.
Implement on-going classroom-based assessment/data collection/data-based decision
making/program development for a student with ASD.
Design and implement curriculum and instructional strategies for a student with ASD in a
specific curricular / developmental area based on assessment information.
Design remediation plans based on assessment information.
Determine Present Levels of Performance (PLOP) and write measurable IEP goals and
objectives and select appropriate benchmarks based on analysis of student assessment
information.
Demonstrate knowledge of functional assessments, discrepancy analyses, personcentered planning/ futures, and curriculum-based vocational evaluations.
Participate as a member of a multidisciplinary team in the discussion of results of
assessments or monitoring procedures with other professionals, parents, and students.
Communicate assessment and diagnostic information, learning strategies, and
remediation plans to parents, other teachers, and other professionals.
Analyze and evaluate curriculum materials and strategies as to their effectiveness and
appropriateness.
Examine and evaluate software as to the appropriateness for exceptional students.
Demonstrate how to use and synthesize information provided by other professionals.
Discuss the use of technology in planning and managing instructional programs for
exceptional children.
Students must complete an assessment module that includes a simulation activity for the
administration, scoring, and interpretation of several diagnostic tests.
Discuss the use of Precision Teaching for students with disabilities and implement a
precision teaching project.
Topics Covered:
High Stakes Testing and Students with Disabilities
Critical Issues in Assessment
The Process of Assessment
Formal Assessment
First Do No Harm (article)
Alternate Assessment for Students with Severe or Profound Disabilities
Measurement Concepts
Exemplar WISC and WIAT Report
Precision Teaching
Precision Teaching Review Worksheet
Florida Alternate Assessment
Portfolio Assessment
The Use of Portfolios for Students with Autism
Creating an IEP as a Team Experience
Perceptions of Parents of Children with Autism Towards the IEP Meeting
Standards-Based IEPs
Writing Effective IEPs for Students with Severe or Profound Disabilities
Autism Diagnostic Observation Schedule
Best Practices for Students with Severe or Profound Disabilities
Expectations for Students with Cognitive Disabilities
Litigating a FAPE
The Autism Case Law
A Selective Review of Treatments for Children with Autism
Access to the General Curriculum for Students with Significant Cognitive
Disabilities
The Past, the Present, and Future of Curriculum-Based Research
Required Text: No text assigned at this time. Readings will be provided via WebCourse
Grading / Evaluation:
Instructor’s Caveat - The instructor reserves the right to modify the schedule with
timely notice to students. Opportunities to embrace unexpected learning
experiences will be valued and capitalized upon.*
You may notice that there are two readings columns. Most times, the main
instructional materials are the same. However, additional readings, videos, and
information have been provided for those students engaged in the SPD
Certificate or Endorsement program.
MODULE
NAME
READINGS - PROJECT ASD
COHORT

Welcome to
WebCourses

High Stakes Testing and
Students with Disabilities
(article)
Article on Autism (your choice)
READINGS - PROJECT
SPD COHORT


High Stakes Testing and
Students with
Disabilities (article)
Article on Severe or
Profound Disabilities
(your choice)
ACTIVITIES DUE





Overview of
Assessment
Formal
Assessment




Critical Issues in Assessment
(ppt)
The Process of Assessment
(word doc)
Formal Assessment (ppt)
Measurement Concepts (ppt)
Exemplar WISC and WIAT
Report (word doc)





Informal
Assessment



Informal Assessment (ppt)
Precision Teaching (ppt)
Precision Teaching Review
Worksheet (word doc)



Critical Issues in
Assessment (ppt)
The Process of
Assessment (word doc)
Formal Assessment
(ppt)
Measurement Concepts
(ppt)
Exemplar WISC and
WIAT Report (word doc)
Informal Assessment
(ppt)
Precision Teaching (ppt)
Precision Teaching
Review Worksheet
(word doc)
Introductory email to
instructor
Personal Introduction
Discussion Posting
EBSCO host Discussion
Posting
Welcome to Web Courses
Quiz

File Review

Interview with a Professional
Diagnostician

Precision Teaching Project


Alternate and
Portfolio
Assessment


Florida Alternate Assessment
(ppt)
Florida Alternate Assessment
Training Video
Portfolio Assessment
The Use of Portfolios for
Students with Autism (article)







IEPs



Autism Specific
Assessments
Assessments
Specifically for
Students with
Severe or
Profound
Disabilities
Assessment,
Placement, and
the Law
Assessing
Curriculum and
Assistive
Technology





Creating an IEP as a Team
Experience (ppt)
Perceptions of Parents of
Children with Autism Towards
the IEP Meeting (article)
Standards-Based IEPs (article)
Writing Effective IEPs for
Students with Severe or
Profound Disabilities (ppt)
Autism Diagnostic Observation
Schedule (ppt)
Choose 3 addition power
points to review

Best Practices for Students
with Severe or Profound
Disabilities (ppt)
Expectations for Students with
Cognitive Disabilities (article)

Litigating a FAPE (article)
The Autism Case Law (article)









Grading Scale
A = 90-100
B = 80-89
C = 70-79
D = 65-69
F = below 65
A Selective Review of
Treatments for Children with
Autism (article)
The Past, the Present, and
Future of Curriculum-Based
Research (article)


Florida Alternate
Assessment (ppt)
Florida Alternate
Assessment Training
Video
Portfolio Assessment
First Do No Harm
(article)
Alternate Assessment
for Students with Severe
or Profound Disabilities
(ppt)
Creating an IEP as a
Team Experience (ppt)
Standards-Based IEPs
(article)
Writing Effective IEPs
for Students with Severe
or Profound Disabilities
(ppt)

Portfolio Assessment Project

IEP Project
Autism Diagnostic
Observation Schedule
(ppt)
Choose 3 addition
power points to review
Best Practices for
Students with Severe or
Profound Disabilities
(ppt)
Expectations for
Students with Cognitive
Disabilities (article)
Litigating a FAPE
(article)
Legal File Archives
(article)
Access to the General
Curriculum for Students
with Significant
Cognitive Disabilities
(article)
The Past, the Present,
and Future of
Curriculum-Based
Research (article)

Commonly Used
Assessments

Commonly Used
Assessments

Legal Brief

Types of Assistive
Technology Chart
Expectations for Academic Conduct/Plagiarism Policy: As members of the University of
West Florida, we commit ourselves to honesty. As we strive for excellence in performance,
integrity—personal and institutional—is our most precious asset. Honesty in our academic work
is vital, and we will not knowingly act in ways which erode that integrity. Accordingly, we pledge
not to cheat, nor to tolerate cheating, nor to plagiarize the work of others. We pledge to share
community resources in ways that are responsible and that comply with established policies of
fairness. Cooperation and competition are means to high achievement and are encouraged.
Indeed, cooperation is expected unless our directive is to individual performance. We will
compete constructively and professionally for the purpose of stimulating high performance
standards. Finally, we accept adherence to this set of expectations for academic conduct as a
condition of membership in the UWF academic community.
The Student Code of Conduct sets forth the rules, regulations and expected behavior of
students enrolled at the University of West Florida. Violations of any rules, regulations, or
behavioral expectations may result in a charge of violating the Student Code of Conduct. It is
the student’s responsibility to read the Student Code of Conduct and conduct himself/herself
accordingly. You may access the current Student Code of Conduct at
http://www.uwf.edu/judicialaffairs.
Assistance: Students with a documented disability who require specific examination or course
related academic accommodations should contact the Student Disability Resource Center
(SDRC) by email at sdrc@uwf.edu or by phone at 850.474.2387.