IHS 2571 – INTRODUCTION TO AUTISM SPECTRUM
DISORDERS
Saint Joseph's University – Intersession, January 2012
Dr. Michelle Rowe ; Office – Cynwyd Hall
Phone: (610) 660-1576; Email: mrowe@sju.edu
Courses Hours: Mon, Jan 2; Tues, Jan 3; Thurs, Jan 5; Mon, Jan 9; Tues, Jan 10;
Thurs, Jan 12 – all meeting times 10:00-12:30 (This is a hybrid course - part of the
course will be done in the classroom and part will be done online.)
---------------------------------------------------------------------------------------------------------------------
Required Reading:
1) Volkmar (2009). A Practical Guide to Autism: What Every Parent, Family Member and
Teacher Needs to Know. Wiley. New York, NY.
2) Maurice, C. (1993). Let Me Hear Your Voice: A Family’s Triumph Over Autism. Fawcett
Books. New York.
_____________________________________________________________________________
COURSE DESCRIPTION AND FORMAT:
Autism Spectrum Disorders (ASD), including Autism, Pervasive Developmental Disorder, and
Aspergers Syndrome, are common, occurring in 1 in 110 individuals (CDC Website), in some
states1 in 91. Recent estimates in England are as high as 1 in 56. The result of a neurological
disorder that affects the functioning of the brain, ASD’s impact social interactions and
communication skills. The types of ASD range in severity from very low functioning, associated
with significant cognitive deficits and highly disruptive behaviors, to very high functioning,
associated with highly gifted intelligence and “quirky” behaviors. This course introduces
students to the neurology, symptoms, diagnostic criteria, causes, biomedical treatments, and
behavioral interventions, as well as to the impact on individuals with ASD, families, friends,
school districts, the economy, and society with regard to functioning, coping, prognosis, and
outcomes.
1
COURSE OBJECTIVES:
1. Identify the current theories of the causes of autism spectrum disorders.
2. Identify the frequency, characteristics, symptoms, and diagnostic criteria of individuals with
autism spectrum disorders.
3. Identify the cognitive, physical, cultural, social, and emotional needs of individuals with
autism spectrum disorders.
4. Identify the nature of stereotypes, stigma, and discrimination of individuals with autism
spectrum disorders.
5. Identify the current biomedical approaches to treating individuals with autism spectrum
disorders.
6. Identify the educational needs of children with autism spectrum disorders.
7. Identify the current behavioral approaches to treating individuals with autism spectrum
disorders.
8. Describe the major instructional methods in the education and management of individuals
with autism spectrum disorders.
9. Describe the roles and responsibilities of therapists, teachers, administrators, and related staff.
10.Identify and understand methods to assess and evaluate the progress of individuals with
autism spectrum disorders.
11.Identify the impact on parents, siblings, families, and friends of individuals with autism
spectrum disorders.
12.Understand the political environment of issues around autism spectrum disorders and identify
the impact on school districts, the economy, and society.
13.Through your Service Learning experiences demonstrate how you have used your experiences
to better understand the unique needs of individuals with autism spectrum disorders, and
advocate for them when a situation may arise.
POLICIES:
Academic Honesty Policy - The Academic Honesty Policy of St. Joseph's University states that
personal and community integrity is a requirement for learning. The University's policy is
described in the Undergraduate Programs Catalog. Depending upon the severity of the
infraction, students discovered cheating will receive failing grades and/or be dismissed from the
University. In the present course, plagiarism (either from a published author or a fellow student)
constitutes severe academic dishonesty. Note: "Lifting" direct statements by authors in journal
articles, books, or the internet is considered plagiarism - use your own words!
Attendance Policy - Regular attendance at scheduled sessions is essential. However, if you are
sick, please do not come to class. In addition to being present, all students are expected to
actively contribute to class discussions and activities, as well as to come to class prepared
(preparation will generally be operationally defined during the prior class). Students missing
class for any reason are responsible for all information presented in their absence. Therefore, if
you are unable to attend class, it is your responsibility to acquire lecture notes and assignments
from your classmates.
2
Exam Policy - Exams will be given as scheduled on the syllabus. Exams will be taken when
scheduled. Students who cannot do so must let me know before the test is given and a make-up
exam must be taken before the regular exam is scheduled. To receive a make-up exam, you
must be excused and present a note from Father Moore.
Assignment Policy - Papers and assignments will be turned in when due. ANY late assignments
will be automatically reduced one letter grade for every day late. THERE ARE NO
EXCEPTIONS AND THIS WILL BE STRONGLY ENFORCED.
Grading Policy - Final Grades for this course will reflect the University's +/- system. The
following requirements should be obtained for corresponding grades: A=95-100, A-=91-94,
B+=88-90, B=85-87, B-=81-84, C+=78-80, C=75-77, C-=71-74, D+=68-70, D=65-67, F=below
65
COURSE REQUIREMENTS:
1) Exam (40%) – one final exam will be given assessing your mastery of the material covered
during the course.
2) Reaction Papers/Reaction Presentations (20%) - Students will complete 4 reaction papers, as
assigned. These should be informed and critically evaluative positions and approximately 2-4
pages in length. This may involve a brief oral report (approximately 5 minutes) of your position
during class. These papers/presentations will be graded on a 5-point scale using the following
criteria: 5=exceptional, 4=very good, 3=basic, 2=poor, 1=incomplete.
3) Moderating a Discussion Board – online (20%) – Each Student will be expected to research
information on one specific and important aspect of autism spectrum disorders, and moderate a
discussion online.
4) Research Paper (20%) –Students will develop a research project on a particular and specific
topic in Autism. This will involve both an oral presentation and a 7-10 page paper.
3
Tentative Course Agenda
Date
Topic
MON Jan 2
Introduction to the course
Overview and History of ASD; Frequency; Signs and Symptoms; Diagnosis;
Causes; Physiology of the Brain; Relationship to Other Disorders;
Comorbidity
Reading - Volkmar & Wiesner Chapters 1 – 3 & Appendix Criteria for
Autism
Reading – “Let Me Hear Your Voice”
TUES Jan 3
Biomedical Interventions; Current Research
Reading - Volkmar & Wiesner Chapters 4 - 8
Reading – “Let Me Hear Your Voice”
Reaction Paper #1: What is autism, what causes it, how is it diagnosed,
what is the outcome for children with autism?
THURS Jan 5
Models of Behavioral Treatments: Applied Behavioral Analysis; TEACCH;
Social Skills Training; Sensory and Auditory Integration; Alternative Forms
of Communication; and other therapies.
Reading - Volkmar & Wiesner Chapters 9 - 11
Reading – “Let Me Hear Your Voice”
Reaction Paper 2 – What therapy/therapies is/are the most valuable in the
treatment of Autism and why?
MON Jan 9
The Impact: Stereotypes and Stigma; Discrimination; Individual Functioning;
Parents; Siblings; Grandparents; Families; Communities; School Districts;
Society
Reading - Volkmar & Wiesner Chapters 13 – 15
Reaction Paper 3 – “Let Me Hear Your Voice”
TUES Jan10
Education of Individuals with ASD’s: Early Intervention; Responsibilities
of Schools; IEP’s; Rights to Least Restrictive Environment; Classroom
Management; Peer Relationships; Self-esteem; Assessment of Progress
Reading - Volkmar & Wiesner Chapter 16 – 18
Reaction Paper #4: What issues do teenagers with autism and
families face when a child turns 21? What should the government
and private agencies do to help those with autism?
THURS, Jan 12
Transition into Adulthood: Self-help Skills; Living Arrangements;
Employment: Social Relationships; Self-efficacy and Self-worth;
Management of Disruptive Behaviors; Self-monitoring; Higher Education
Reading - Volkmar & Wiesner Chapter 19 - 20
Final Exam
4
Research Paper Due
5