Fitchburg State University
EDUCATOR Programs
Comprehensive Syllabus
Fall 2014
Course Prefix and Number
Working with Learners with
Autism Spectrum Disorders and Visual Impairment
by Marilyn H. Gense, M.A. and Kristine Davis M.A.
3 Credit Hours
October 6 – December 5, 2014
Instructor:
Telephone:
E-mail:
Kristine Davis, M.A.
541.631.8642
kdavis@ashlandhome.net
COURSE DESCRIPTION:
Participants will engage in an online learning environment to increase their knowledge of the needs of students
with Autism Spectrum Disorders and Visual Impairments (ASDVI), and improve their capacities to assess students,
and subsequently, to design and implement quality programs of individually designed instruction. Participants will
use an online learning environment to view PowerPoint presentations, review video, engage in online
conversations and dialogue in response to posted discussion questions, and complete and post assignments. In
addition, students will complete all required readings.
If you plan on matriculating into a graduate program at Fitchburg State University, please be aware that
twelve semester hours of Fitchburg State University credit taken within a year prior to the student’s admission
may be applied to the degree program with the approval of the program chairperson. Anything over 12 credits
prior to matriculation will NOT be accepted towards the degree.
TEXTS:
Gense, MH, and Gense, DJ (2005). Autism Spectrum Disorders and Visual Impairment. Meeting Students’ Learning
Needs. New York: American Foundation for the Blind.
Fitchburg State University Teacher Preparation Programs. (2012). Conceptual framework. Fitchburg, MA: Author.
[Online] Available: http://www.fitchburgstate.edu/offices/academic-offices/education-unit/conceptualframework/
Massachusetts Department of Elementary and Secondary Education. (1999-2011). Curriculum frameworks.
Malden, MA: Author. [Online] Available: http://www.doe.mass.edu/frameworks/current.html
Association for Science in Autism Treatment. Video Examples - Completing a Work Chore Retrieved from:
http://www.asatonline.org/treatment/videos
Brandsborg, Knut Blindness and Autism: What is the Relationship between blindness and autism-like difficulties
in children? Retrieved from: http://www.icevi.org/publications/ICEVI-WC2002/papers/03-topic/03brandsborg.htm
1
Buron, Kari Dunn The 5-Point Scale and Emotional Regulation Retrieved from:
http://www.5pointscale.com/5Pt_Scale_and_Emotional_Reg.pdf
Garcia Winner, Michelle and Cooke, Pamela J, 2011. Social Communication Strategies for Adolescents with
Autism Retrieved from: http://www.asha.org/publications/leader/2011/110118/social-communicationstrategies-for-adolescents-with-autism.htm
Grand Valley State University , Autism Center, Secondary Level LINK Programs, Comprehensive Curriculum,
Autism in the Classroom Retrieved from http://www.gvsu.edu/cms3/assets/2CF6CA25-D6C6-F19E339DC5CD2EB1B543/secondarylevellinkprograms/autism_in_the_classroom_-_reinforcement.docx
ILR School, Cornell University Person Centered Planning Education Site Retrieved from: http://ilr-edir1.ilr.cornell.edu/PCP/
Minnesota Region 10 Low Incidence Autism Spectrum Disorder (ASD) project
Compiled By: Heather Hanzlick, Lynne Petersen, and Laurie Rogers
Moving Toward Functional Social Competence: A Scope and Sequence Assessment of Social Skill Development for
Students with Challenges in Social Cognition Retrieved from:
http://region10projects.org/wp-content/uploads/2011/07/Social_Skills_Checklist.pdf
National Professional Development Center on Autism Spectrum Disorders (NPDC), Evidence Based Practice:
Visual Supports (Review the Overview, Evidence base, Instructions, and Implementation pdf Documents at the
bottom of the page) Retrieved from http://autismpdc.fpg.unc.edu/content/visual-supports
National Professional Development Center on Autism Spectrum Disorders Steps for Implementation: Social
Narratives Retrieved from:
http://autismpdc.fpg.unc.edu/sites/autismpdc.fpg.unc.edu/files/SocialNarratives_Steps_0.pdf
Rowland, Charity, PhD, Oregon Health and Science University, and Schweigert, Philip, M.Ed., New Mexico School
for the Blind and Visually Impaired. Tangible Symbol Systems Primer Retrieved from:
http://www.designtolearn.com/uploaded/pdf/Tangible-Symbols-Primer-07-09x.pdf
Stokes, Susan. Developing Expressive Communication Skills for Non-verbal Children With Autism Retrieved from:
http://www.specialed.us/autism/nonverbal/non11.htm
Stokes, Susan. Increasing Expressive Skills for Verbal Children with Autism Retrieved from:
http://www.specialed.us/autism/verbal/verbal11.html
University of Houston - Clear Lake Potential Reinforcer Checklist
http://prtl.uhcl.edu/portal/page/portal/HSH/HOME/CENTERS_INSTITUTES/Autism and Developmental
Disabilities/Speaker_Series/Content/December/handouts.pdf
2
FITCHBURG STATE UNIVERSITY TEACHER EDUCATION
CONCEPTUAL FRAMEWORK
Knowledgeable
Caring
Ethical
Skillful
LEARNING OUTCOMES / OBJECTIVES:
State precisely what the students will learn by taking this course. In later sections the syllabus should clearly
indicate how course assignments and your assessment of them are linked to these course goals. In this section
highlight both the Professional Association Goals for this course and specific State Licensure and Professional
Standards for Teachers and label with an agreed format., if applicable.
This course will address the dispositions of the Conceptual Framework in the following way(s):
Knowledge: As a result of the learning experiences in the course, you will become more cognizant of:
 Identify at least 5 different intervention strategies to address the expanded core curriculum needs
of learners with ASDVI
Skill: As a result of the learning experiences in the course, you will become better able to:
 Identify, review and implement at least 3 assessment tools and strategies to “build a picture of the
learner” for program planning
 Select an intervention strategy, then develop and instructional plan for one learner, to include
instructional steps, reinforcement and data collection
Caring: As a result of the learning experiences in the course, you will become more competent in your ability
to:
 Develop a comprehensive implementation plan to address the needs of at least one learner with
ASDVI
Ethical: As a result of the learning experiences in the course, you will become more competent in your
ability to:
 Articulate the impact of visual impairment on educational performance vs the impact of autism on
educational performance and the importance of an appropriate diagnosis for students with visual
impairment
3
INSTRUCTIONAL STRATEGIES
x Lecture
x Discussion/Questioning
Laboratory
x Problem Finding/Solving
x
x Discovery
Interviewing
Collaborative Learning Groups
x
x Reflective Responses
Creating Visual Illustrations of Concepts
Data Collection and Analysis
Pre-Practicum
Role Playing/Simulation
Independent Learning
Field Trips
Computer Applications
Viewing or Listening to Followed by Discussion
Other ______________
COURSE REQUIREMENTS:
This is a graduate level course. As such, the expectation is that participants will submit work that is rooted in
adequate theory with evidence of critical thinking, analysis and synthesis of material.
The required assignments for this course are as follows:
Pre/Post Tests: there will be a pre-test and post-test in each of the eight sessions. Participants are required to
complete the pre and post-test in each session. Completion of the tests satisfies the requirements – these are
not graded assignments. However, failure to complete the tests will result in a loss of points toward the final
grade.
The rubric point scale will be used to assess your work based on a 4-point scale.
Rubric for
Pre-Post Tests
Completion of
Pre-Post Test
Max pts: 2
4 points
2 point
Both Pre and Post tests
are completed within
the specified
timeframe
Only one (Pre or Post)
test is completed in the
specified timeframe.
0 points
Pre and Post tests are
not completed in the
specified timeframe
Pre-tests should be completed on Monday of each week, as a new session begins.
Post-tests should be completed by Friday of each week.
Refer to the timeline for the exact date each test is due.
Discussion Forums: There will be a discussion forum assignment in each of the eight sessions. Each participant is
required to contribute to each forum using information and knowledge gathered from the class lecture, assigned
reading, website visits, etc. Participation in the discussion forums is critical for maximizing your learning
experiences in this course. You are required to be part of an online community who interact, through discussion
to enhance and support the professional development of the group. Part of the assessment criteria for the
course includes assessing the quality and quantity of your participation in the discussion forum.
Discussion Forum Questions will be posted on Saturday morning for the following week. Discussions should be
completed by 6:00 pm Friday of each week. Refer to the timeline for the exact date each discussion is due.
Some characteristics that are considered to be part of excellent discussion contributions are outlined below.
 A minimum of two posts are required. You should submit your initial post early in the session and your
subsequent responses to the posts of other participants at timely intervals within the duration of the
4





session. Keep in mind that the goal is to have a dynamic discussion that lasts throughout the entire
session.
Your posts and responses should be thorough and thoughtful. Just posting an “I agree” or “Good ideas”
will not be considered adequate. Support your statements with examples, experiences, or references.
You are, however, encouraged to be brief – keep each post and response to one or two short
paragraphs. Keep in mind that your fellow participants will be reading and responding to you, too.
Make certain to address the discussion prompt(s). This does not mean you should not extend the topic,
but do not stray from the topic.
Discussions occur when there is dialogue. Build upon the posts and responses of other learners to create
discussion threads. Make sure you revisit the discussion forum and respond (if necessary) to what other
participants have posted to your initial responses.
When relevant, add to the discussion by including prior knowledge, work experiences, references, web
sites, resources, etc. (giving credit when appropriate).
Your contributions to the discussions should be complete and free of grammatical or structural errors.
The rubric point scale will be used to assess your work based on a 5-point scale.
Eight discussion forums are required at 5 points possible for each = 40 total possible points. Rubric =
 1 point possible for appropriate incorporation of and reference to the readings
 2 points possible for the appropriate number of responses (two responses per discussion – one to the
question and one to another participant’s post)
 2 points possible for quality response (well-written, appropriate response to the question/topic).
Discussion Forum Rubric
Incorporation of and
reference to the
readings in discussion
responses
2 points
1 point
0 points
NA
Responses include
reference to the readings
assigned for the week.
Responses do not include
any reference to the
readings for the week.
Responses clearly
address the discussion
topic including student’s
own thoughts as well as
the responses posted by
others.
Responses address the
discussion topic but do
not respond to responses
posted by others.
Responses do not
address the discussion
topic.
A minimum of two
responses are posted.
Only one response is
posted
No responses are posted.
Max points: 1
Quality, well-written
response
Max points: 2
Appropriate number of
responses
Max points: 2
5
Activities: There will be an activity assigned for each of the eight weeks. Each assignment will require the
participant to gather information from a variety of sources (current research literature, websites that are strong
resources on the topic) and post their findings. Participants should reference the readings and lecture notes in
their posts. Each participant will be expected to complete the activity as described in the weekly session.
The rubric point scale will be used to assess you work based on a 20-point scale. Eight activities are assigned
with 20 points possible for each = 160 total possible points.
 4 points possible for turning posting your activity on time
 4 points possible for providing feedback to at least 2 other participants
 12 points possible for a quality, well-written response
The Activity must be posted by 6:00 pm on Sunday of the week in which the Session occurs. Once the Activity is
posted, participants will react and respond to each other’s activity. The activity discussion must be completed by
6:00pm on Wednesday of the following week. Refer to the timeline for the exact date each activity and activity
discussion is due.
NOTE: Given the Thanksgiving holiday, the Activity for Session 8 will be due on Wednesday 12/03/14 (Week
9). You will then have until Saturday 12/06/14 at 6:00 pm to react and respond to each other’s activity.
Activity Rubric
Punctuality
12
8
NA
NA
Max: 4 pts.
Feedback to other
posts
Max: 4 pts.
Quality, wellwritten response
Max: 12 pts.
Post contains all the
components of the
activity, references
several of the
readings and cites 2
or more current
resources and is a
well-developed,
appropriate
response to the
activity
Post contains some
of the components
of the activity,
references at least
one of the readings,
cites one current
resource and is an
appropriate
response to the
activity
4
Post is completed
and submitted on
time
0
Post is not
submitted on time
Participant provides
appropriate
feedback to at least
2 other participants’
activity posts
Participant does not
provide feedback to
other participants’
activity posts
Post contains some
of the components
of the activity and is
a partial response to
the activity
Post is incomplete
and does not
address the
requirements of the
activity
All assignments must be posted by the posted due date. Assignments will be accepted late but 4 points will be
deducted for each week the assignment is submitted after the due date. Assignments more than two weeks late
will not be accepted. No assignments will be accepted after December 3, 2014.
6
EVALUATION OR GRADING POLICY:
Methods of Evaluation
Participants are evaluated by the following methods:



Pre/Post Tests =
32 points
Discussion Forums =
40 points
Activities =
160 points
Total= 232 points
Passing Grade:
Participants must accumulate a minimum of 186 points to earn 40 continuing education credits. For those taking
the course for credit, the following scoring system applies.
FITCHBURG STATE UNIVERSITY
GRADUATE GRADING SYSTEM
4.0
3.7
3.5
3.3
3.0
2.7
2.5
2.3
2.0
0.0
W
IN
IP
95 - 100
92 - 94
89 - 91
86 - 88
83 - 85
80 - 82
77 - 79
74 - 76
71 - 73
0 - 70
Withdrawn
Incomplete
In-Progress
A 220-232 points
A- 213-220 points
A-/B+ 206-212 points
B+ 199-205 points
B 192-198 points
B- 186-191 points
B-/C+ 178-185 points
C+ 171-177 points
C 164-170 points
F 163 points or less
7
COURSE CONTENT / TOPICAL OUTLINE
SESSION 1: October 6 -12, 2014
Identification and Assessment:
Session Goals: content to address the identification of characteristics of autism spectrum disorders in learners with
visual impairments as well as assessment to develop an intervention plan.
Required Readings:
 Gense and Gense 2005, Chapters 2, 4
 Brandsborg, Knut Blindness and Autism: What is the Relationship between blindness and autism-like
difficulties in children? Retrieved from: http://www.icevi.org/publications/ICEVI-WC2002/papers/03topic/03-brandsborg.htm
Online Lecture and PowerPoint Presentation:
 ASDVI Identification: What Does It Look Like?
 Assessment Planning for Intervention
Handouts:
 Comparison of Characteristics for Identification
 Assessment Summary
Discussion Forum:
Is it necessary to identify ASD in a learner who is blind/vision impaired? Why or Why Not? Under what
circumstances would you consider referring a learner for an ASD evaluation?
Activity 1: Identification & Assessment
Select a student you currently work with (or make up a student if you are not currently working with a student
with ASDVI). You will be using this student throughout the activities so give some thought to your selection.
Feel free to refer to and use, if appropriate, any forms provided in the book, the lecture, or handouts.
A) Build a picture of the student by providing background information on the student: age; Functional Vision;
grade or program; current instructional settings; other members of the team, besides yourself and identify
any other people you would like to include on the team and why; information, questions, or concerns from
the parent or caregivers, etc. AND
B) Describe the student’s current functioning in the following areas:
 Cognitive
 Communication - expressive, receptive, nonverbal, literacy, etc.
 Organization
 Social Interaction - including Play & Recreation and Leisure
 Purposeful Movement and O&M
 Patterns of Behavior
 Sensory Responses
*Refer to and use the HO - Assessment Summary to help you identify functional skills areas to assist in
developing a picture of the learner. Include any additional information you feel is relevant for us to get a
thorough picture of the student.
8
SESSION 2: October 13 - 19, 2014
Critical Components of a Quality Program:
Session Goals: addressing the expanded core curriculum, use of reinforcement, generalization of skills, and
functional applications.
Required Readings:
 Gense and Gense 2005, Chapter 3
 Grand Valley State University , Autism Center, Secondary Level LINK Programs
Comprehensive Curriculum, Autism in the Classroom Retrieved from
http://www.gvsu.edu/cms3/assets/2CF6CA25-D6C6-F19E339DC5CD2EB1B543/secondarylevellinkprograms/autism_in_the_classroom_-_reinforcement.docx
 Autism Internet Modules Retrieved from: http://www.autisminternetmodules.org/
Sign up for a free account and familiarize yourself with the modules offered. You will be using this as a
future resource.
Other Readings:
 Virginia Department of Education, Office of Special Education and Student Services, 2011. Models of
Best Practice in the Education of Students with Autism Spectrum Disorders Retrieved from:
http://www.doe.virginia.gov/special_ed/disabilities/autism/technical_asst_documents/autism_models_
of_best_practice.pdf
 Illinois Autism Training & Technical Assistance Project, Free Online Courses. Retrieved from Illinois
Autism Training & Technical Assistance Project. 2005 IATTAP Autism Training Video, Retrieved from
http://autism.pbisillinois.org/video.htm
Online Lecture and PowerPoint Presentations:
 Critical Features of Quality Programs for Student with ASDVI
Handouts:
 Biel & Peske, From Raising a Sensory Smart Child. Sensory Checklist, 2005
http://sensorysmarts.com/sensory-checklist.pdf
 Aspy Ruth, Ph.D., and Grossman, Barry G. Ph.D. Individual Strengths and Skills Inventory retrieved from
http://www.texasautism.com/ZigguratForms/ISSI.dot
 Comprehensive Autism Planning System (CAPS) Example
 Comprehensive Autism Planning System (CAPS) Blank copy for learners with ASDVI
 University of Houston - Clear Lake Potential Reinforcer Checklist
http://prtl.uhcl.edu/portal/page/portal/HSH/HOME/CENTERS_INSTITUTES/Autism and Developmental
Disabilities/Speaker_Series/Content/December/handouts.pdf
 Task Analysis Data Sheet
Discussion Forum:
How do the sensory responses of any one individual impact the ability to respond to instruction? Provide specific
examples. As an instructor – what responsibility do you have for addressing those sensory responses as part of
your program?
Activity 2: Critical Components
Using the learner from Activity 1 – add to their background information by:
9
A) Identifying any sensory and/or biological needs that impact the learner’s ability to benefit from instruction
by using past observation of the student and the HO - Sensory Checklist.
B) Identify one specific sensory/biological concern and describe at least one strategy you will put in place to
address the sensory needs
C) Describe what is reinforcing to this learner and how you will use reinforcement? Refer to the HO Potential Reinforcer Checklist for ideas.
D) Using a blank Comprehensive Autism Planning System (CAPS) Form, target three activities in your student’s
day. Complete Time, Activity, Targeted Skills to Teach, Sensory and Reinforcement areas on the form for
the three activities.
NOTE: You will be expanding and completing this CAPS Form for your student as we move through topics over the
next six weeks.
Session 3: October 20 - 26, 2014
Intervention Strategies- Communication 1:
Session Goal: addressing strategies for working with learners who are non-verbal and/or who have emerging
verbal skills
Required Readings:
 Gense and Gense 2005, Chapter 5
 Stokes, Susan. Developing Expressive Communication Skills for Non-verbal Children With Autism
Retrieved from: http://www.specialed.us/autism/nonverbal/non11.htm
 Rowland, Charity, PhD, Oregon Health and Science University, and Schweigert, Philip, M.Ed., New
Mexico School for the Blind and Visually Impaired. Tangible Symbol Systems Primer Retrieved from:
http://www.designtolearn.com/uploaded/pdf/Tangible-Symbols-Primer-07-09x.pdf
 Association for Science in Autism Treatment. Video Examples Making Requests; Identifying Pictures
Retrieved from: http://www.asatonline.org/treatment/videos
 Vanderbilt University. Data Collection Forms and Tip Sheets retrieved from:
https://my.vanderbilt.edu/specialeducationinduction/teaching-in-special-education/assessment-4/datacollection/data-collection-forms-and-tip-sheets/
Other Readings:
 Vicker, Beverly, CCC-SLP, Indiana Resource Center for Autism, Indiana Institute on Disability and
Community Communicative Functions or Purposes of Communication Retrieved from:
http://www.iidc.indiana.edu/?pageId=508
 Lewis, Moira, M.S. CCC-SLP Developing Early Communication Skills in Toddlers & Young Children with
Autism Spectrum Disorder (ASD) and Limited Language Retrieved from:
http://www.cignabehavioral.com/web/basicsite/media/consumer/educationAndResourceCenter/autis
m/2011/developingEarlyCommunication.pdf
 Crissy, Pat, 2009. Teaching Communication Skills to Children with Autism Retrieved from Amazon – Look
Inside book preview Part One: http://www.amazon.com/Teaching-Communication-Skills-ChildrenAutism/dp/1578616913
 Rowland, Charity, and Schweigert, Philip, Oregon Health and Science University, 2000. Tool Kit on
Teaching and Assessing Students with Disabilities Retrieved from:
http://www.osepideasthatwork.org/toolkit/instpract_tan_sym.asp
 Paul, Rhea, PhD, CC-SLP.Communication in Autism Spectrum Disorders Retrieved from
http://www.youtube.com/watch?v=aIaIR28iT-8
10
Online Lecture and PowerPoint Presentation:
 Critical Components Communication
Handouts:
 Requesting Opportunities 2
Discussion Forum:
1. What is an augmentative communication system?
2. What are some factors that lead you to believe that a child needs a system?
3. What data should be collected to determine a) the need for, and b) the effectiveness of an augmentative
communication system?
Activity 3: Communication
Is the learner from Activity 1 a student who is non-verbal or emerging verbal? If so, you will use this student for
this activity. If your student is verbal, you will need to make up a new student “picture” to complete this Activity.
A) Look at the information you indicated for Communication issues and needs for the student in Activity 1,
then using your partially completed CAPS for the three targeted activities, complete the Communication
area on the form.
In addition, develop one of the following:
An intervention strategy used to teach communication for learners with ASD. Practice using the intervention
strategy with the student. Take a video (2-3 minutes) of you providing instruction using the intervention (the
instruction can be with an adult, a child, or a learner you work), and post for feedback; OR
Complete the HO-Requesting Opportunities 2 form across the student’s day. Include both school and home.
You should have a minimum of 10 different opportunities. Design a data collection system (include the form) to
track requesting skills and discuss how to collect data using the form.
SESSION 4: October 27 – November 2, 2014
Intervention Strategies - Communication 2:
Session Goal: addressing communication strategies for working with students who are verbal.
Required Readings:
 Gense and Gense 2005, Chapter 5
 Stokes, Susan. Increasing Expressive Skills for Verbal Children with Autism
Retrieved from: http://www.specialed.us/autism/verbal/verbal11.htm
Other Readings:
 Paul, Rhea, PhD, 2008. Interventions to Improve Communication in Autism Retrieved from:
http://www.yale.edu/eglab/pdf/PaulReprint.pdf
Online Lecture and PowerPoint Presentation:
 Intervention – Communication 2
Discussion Forum:
11
Is it possible to teach a learner who is totally blind with ASD to expand social communication skills using video
modeling?
a) If yes, what would the instruction be like? What would data collection look like?
b) If no, why not?
Activity 4: Communication 2
Is the learner from Activity 1 verbal? If so, you will use this student for this activity. If your student is non-verbal,
you will need to make up a new student “picture” or use a different student to complete this Activity.
A) Look at the information you indicated for Communication issues and needs for the student in Activity 1 then
using your partially completed CAPS for the three targeted activities complete the Communication area on the
form.
B) Design a program of instruction to enhance the social communication skills for a learner with ASDVI who has
verbal skills. Include discussion of target goals, who will provide the instruction, materials, what type of
reinforcement will be used, the setting, and any other critical information.
C) Include a data collection system matched to the target goal(s) to identify student progress and discuss when
and how the data will be collected and analyzed.
SESSION 5: November 3 – 9, 2014
Intervention Strategies - Organization Strategies:
Session Goal: addressing the development and use of concrete supports to assist with understanding.
Required Readings:
 Gense and Gense 2005, Chapter 12
 The National Professional Development Center on Autism Spectrum Disorders (NPDC), Evidence Based
Practice: Visual Supports (Review the Overview, Evidence base, Instructions, and Implementation pdf
Documents at the bottom of the page) Retrieved from http://autismpdc.fpg.unc.edu/content/visualsupports
 Autism Internet Modules – Visual Supports Across the Curriculum Retrieved from:
http://www.autisminternetmodules.org/
Other Readings:
 Hollingshead, Aleksandra, M.Ed. Instructional Strategies that Support Academic Engagement of Students
with Autism and Related Disabilities Retrieved from:
http://www.hdc.lsuhsc.edu/LSI2012/presentations/Wednesday/AcademicEngagement_Hollingshead.pd
f
 Columbia Regional Program. Secondary Transition Project for ASD, 2012 Retrieved from
http://www.crporegon.org/secondary-transition-project-asd: Organization Rating Scale
Lecture and PowerPoint Presentations:
 Critical Component Concrete Support
Handouts:
 Concrete Supports Planning Form 2
 Loring, Whitney Psy.D., TRIAD Postdoctoral Fellow, and Hamilton, Mary M.Ed., BCBA, TRIAD Educational
and Behavioral Consultant. Vanderbilt Kennedy Center. Visual Supports and Autism Spectrum Disorders
12
Retrieved from http://www.autism-center.ucsd.edu/autisminformation/Documents/A_S_visual_supports.pdf
Discussion Forum:
Select a novel no/low-tech item not specifically designed for special education and discuss how it is used with or
might be used with your student to provide a concrete support across environments. (Think out of the box.)
Activity 5: Organization
Review the information under Organizational issues and needs for your student in Activity 1.
A) Complete the Concrete Supports Section of the CAPS Form for the three activities you have included.
B) Using one of the identified activities discuss the why, how, and the measure of effectiveness for the
concrete support you selected.
SESSION 6: November 10 - 16, 2014
Intervention Strategies - Social Interactions:
Session Goal: addressing strategies for expanding social skills and interactions for a range of learners with ASDVI
Required Readings:
 Gense and Gense 2005, Chapter 6
 Garcia Winner, Michelle and Cooke, Pamela J, 2011. Social Communication Strategies for Adolescents
with Autism Retrieved from: http://www.asha.org/publications/leader/2011/110118/socialcommunication-strategies-for-adolescents-with-autism.htm
 Buron, Kari Dunn The 5-Point Scale and Emotional Regulation Retrieved from:
http://www.5pointscale.com/5Pt_Scale_and_Emotional_Reg.pdf
 National Professional Development Center on Autism Spectrum Disorders Steps for Implementation:
Social Narratives Retrieved from:
http://autismpdc.fpg.unc.edu/sites/autismpdc.fpg.unc.edu/files/SocialNarratives_Steps_0.pdf
Lecture and PowerPoint Presentations:
 Social Interaction
Handouts:
 Social Interaction Checklist (Willamette ESD Special Programs)
 Minnesota Region 10 Low Incidence Autism Spectrum Disorder (ASD) project
Compiled By: Heather Hanzlick, Lynne Petersen, and Laurie Rogers
Moving Toward Functional Social Competence: A Scope and Sequence Assessment of Social Skill
Development for Students with Challenges in Social Cognition
http://region10projects.org/wp-content/uploads/2011/07/Social_Skills_Checklist.pdf
Discussion Forum:
What strategies can we use to teach our learners with ASDVI to address being teased? Describe a strategy that
you would recommend for a student who is being teased on the playground or in an interactive classroom
discussion, field trip, etc?
Activity 6 – Social Interaction
Review the information you indentified for Social Interaction issues and needs for the student in Activity 1.
13
A) Complete the Communication/Social Skills Section for Social Skills on the CAPS Form for the activities you
have included.
Select an intervention strategy related to social skill development discussed in the lecture or available in the
readings.
B) Design an instructional plan for teaching the selected strategy with the identified student. Include your
instructional plan, materials to use, setting, and type of reinforcement to be used. Be sure to think across
instructional settings
C) Design a data collection system matched to the target goal(s) to identify student progress and discuss when
and how the data will be collected and analyzed.
SESSION 7: November 17 - 23, 2014
Intervention Strategies – Purposeful Movement and O&M
Session Goal: Purposeful Movement: addressing strategies for expanding purposeful movement and orientation
and mobility for a range of learners with ASDVI.
Required Readings:
 Gense and Gense 2005, Chapter 8
Lecture and PowerPoint Presentations:
 CAPS for O&M
Handouts:
 Functional Routines
 Functional Assessment of Purposeful Movement
Discussion Forum:
When preparing to teach purposeful movement and O&M skills what are the characteristics of learners ASDVI
that may impact the delivery of instruction? How might instruction need to be modified?
Activity 7: Purposeful Movement and O&M
Using the learner you identified in Activity 1 complete the following activities:
A) Complete the Movement/O&M Section of the CAPS Form for the activities you have included
B) Complete the HO - Functional Assessment of Purposeful Movement form identifying the student’s needs
and issues related to Purposeful Movement and Orientation and Mobility.
C) After completing the form, take one of the Purposeful Movement areas and discuss what instructional
changes would you make to facilitate greater independence for the student?
SESSION 8: November 24 – December 5, 2014
Intervention Strategies - Career and Life Goals:
Session Goal: develop strategies for identifying and implementing a plan for addressing lifelong skills as well as
career planning
Required Readings:
 Gense and Gense 2005, Chapter 9, 10, 11
14

Person Centered Planning Education Site. Employment and Disability Institute, Cornell University
Personal Futures retrieved from: http://ilr-edi-r1.ilr.cornell.edu/PCP/courses.cfm
Required Videos
 Autism Employment Video: http://www.youtube.com/watch?v=erFrIz9HNMg
Other Readings:
 Ohio Center for Autism and Low Incidence Matching Characteristics and Job Requirements: A Formula
for Success Retrieved from: http://www.ocali.org/up_archive_doc/Jobs_for_Aspergers.pdf
 Danya International, Inc. Life Journey Through Autism: A Guide to Transition to Adulthood Retrieved
from: http://www.researchautism.org/resources/reading/documents/transitionguide.pdf
 Ohio Center for Autism and Low Incidence Age Appropriate Transition Assessment Retrieved from:
http://www.ocali.org/project/tg_aata
Lecture and PowerPoint Presentation:
 Career and Life Goals Planning (The PowerPoint references a video which is no longer unavailable – sorry!)
Handouts:
 Erickson Gaumer, Amy Transition Coalition, University of Kansas, 2007 Revised 10/03/2012.
Independent Living Postsecondary Goal Worksheet Retrieved from
http://dese.mo.gov/sites/default/files/se-com-PTGoals.doc
 Columbia Regional Program. Secondary Transition Project for ASD, 2012 Retrieved from
http://www.crporegon.org/secondary-transition-project-asd: Potential Supports for Employment
http://www.crporegon.org/secondary-transition-project-asd: Site Assessment
Discussion Forum:
 What are some critical life skills that should be addressed early with students who are ASDVI? Why?
 If you had to select one skill to teach a learner with ASDVI to assist their successful transition into
adulthood, what would it be and why?
 What are some activities that you introduce early to facilitate this outcome?
Activity 8 - Career & Life Planning
**Note: The Activity for Session 8 will be due no later than 6:00 pm Wednesday, December 3. You are
encouraged to try and complete your final Activity before this date if possible. You will have until Saturday,
December 6 at 6:00 pm to react and respond to each other’s activity. Activity 8 is a cumulative activity and
once complete you should have a well developed picture of your student to help guide where you and your
team will go next.
For the student you have addressed throughout this workshop:
A) Complete the Generalization and Data Sections of the CAPS Form for the activities you have included
B) What instruction or activities is the student currently working on that will enhance his/her functioning in
everyday life experiences at home, school, or community? What are areas that need to be expanded or
included in the CAPS plan?
C) Discuss how will you help your team, including parents expand the CAPS across the student’s entire school
day and home.
15
Summary of Weekly Topics and Assignments
Session
Topic(s)
1
ID and Assessment
2
Critical Components
3
Communication 1
4
Communication 2
5
Organization
6
Social Interactions
7
Purposeful Movement and O&M
8
Career and Life
Goals








































Assignments Due
Pre-Test
Lecture/Discussion Question
Post-Test
Activity
Activity Feedback
Pre-Test
Lecture/Discussion Question
Post-Test
Activity
Activity Feedback
Pre-Test
Lecture/Discussion Question
Post-Test
Activity
Activity Feedback
Pre-Test
Lecture/Discussion Question
Post-Test
Activity
Activity Feedback
Pre-Test
Lecture/Discussion Question
Post-Test
Activity
Activity Feedback
Pre-Test
Lecture/Discussion Question
Post-Test
Activity
Activity Feedback
Pre-Test
Lecture/Discussion Question
Post-Test
Activity
Activity Feedback
Pre-Test
Post-Test
Lecture/Discussion Question
Activity
Activity Feedback
Possible Points
2 pts.
5 pts.
2 pts.
20 pts.
2 pts.
5 pts.
2 pts.
20 pts.
2 pts.
5 pts.
2 pts.
20 pts.
2 pts.
5 pts.
2 pts.
20 pts.
2 pts.
5 pts.
2 pts.
20 pts.
2 pts.
5 pts.
2 pts.
20 pts.
2 pts.
5 pts.
2 pts.
20 pts.
2 pts.
2 pts.
5 pts.
20 pts.
Due Date
M 10/06/14
F 10/10/14
F 10/10/14
S 10/12/14
W 10/15/14
M 10/13/14
F 10/17/14
F 10/17/14
S 10/19/14
W 10/22/14
M 10/20/14
F 10/24/14
F 10/24/14
S 10/26/14
W 10/29/14
M 10/27/14
F 10/31/14
F 10/31/14
S 11/02/14
W 11/05/14
M 11/03/14
F 11/07/14
F
11/07/14
S
11/09/14
W 11/12/14
M 11/10/14
F
11/14/14
F
11/14/14
S
11/16/14
W 11/19/14
M 11/17/14
F
11/21/14
F
11/21/14
S
11/23/14
W 11/26/14
M 11/24/14
M 12/01/14
T 12/02/14
W 12/03/14
S 12/06/14
16
Fitchburg State University encourages all Extended Campus students to take advantage of our online student
services. We have created a “virtual student center” just for you. Here you will find access to Counseling
Services, Career Services, The Student Activity Center, the university bookstore and many other helpful links.
You can access our student center by going to the university homepage at http://www.fitchburgstate.edu and
clicking on Offices and Services. Scroll down and click on Extended Campus Center. You will find links to Library
Services, our Virtual Student Center and other important information.
UNIVERSITY AND EDUCATION UNIT POLICIES
Policy on Disability
Disability Services is the primary support system for students with disabilities taking classes in the day and
evening divisions. The office is located on the third floor of the Hammond Building and can be reached at 978665-4020 (voice/relay). If you need course adaptations or accommodations because of a disability, if you have
emergency medication information, or if you need special arrangements in case the building must be evacuated,
please make an appointment at the beginning of the course to talk with me. It is important that the issues
relating to disabilities be discussed with me as soon as possible.
Attendance and Participation
1. As an emerging professional, you are expected to attend every class session, to be on time, and to
communicate with the instructor regarding any absences. Absences and tardiness may result in a permanent
grade change. Attendance at all pre-practicum sessions is mandatory.
2. Participation in class discussions and cooperative groups is expected. All candidates are responsible for
meeting required deadlines on projects and assignments; your ability to complete tasks in a timely fashion
demonstrates professional maturity and an ability to organize and manage time. Completion of assigned
reading is imperative to your individual development as a professional.
3. All of these behaviors regarding attendance, preparation, and meeting deadlines are critical for successful
teaching and thus are factored into the final grade.
4. If you have questions for the instructor please post them in the Q&A forum found at the top of the home
page for the course. Your instructor will respond to any questions posted within 48 hours. This is the best
place to post all non-private questions that pertain to the course since other members of the class will
benefit from the answers as well.
5. The instructor will make every effort to check email frequently. However, please avoid any last minute
“crises” regarding any of your assignments by reviewing the requirements with sufficient time to obtain
clarification prior to the deadline.
6. Participants are welcome to use the “email the class” feature. Please keep messages sent to the whole class
related to course content and maintain the same professionalism as you would in a face-to-face class.
7. Participants often have the misperception that taking a course online is easier since they don’t have to
physically go to a classroom. While the convenience of “attending class” on your own schedule does make
taking an online course easier, this type of educational environment requires discipline to ensure that you
don’t get behind. This medium does give participants flexibility in attending class – it is more convenient –
not easier!
17
Grade Appeal
If you disagree with the evaluation of your work or believe an improper grade has been assigned, an appeal may
be followed. Please discuss the matter with the instructor and refer to the Fitchburg State University Grade
Appeal Policy in your Student Handbook.
Academic Integrity Policy
The faculty in the Education Unit at Fitchburg State University that work submitted in fulfillment of course
requirements will be solely that of the individual candidate and all other sources will be cited appropriately.
University Academic Integrity Policy, as outlined in the University Catalogue, will be strictly adhered to.
Copyright Policy
You are reminded that, in preparing handouts for peers or the instructor, reproduction of copyrighted material
without permission of the copyright owner is illegal. Such unauthorized copying may violate the rights of the
author or publisher. Fitchburg State University adheres to federal laws regarding use of copyrighted materials.
See the Student Handbook for more details.
READING AND RESOURCES
Autism Internet Modules Retrieved from: http://www.autisminternetmodules.org/
Autism Spectrum Disorders Resources for Teachers and Parents Retrieved from:
http://www.np.k12.mn.us/SpecialServices/Autism/documents/asdhandout.pdf
Buron, Kari Dunn The Incredible 5-Point Scale Retrieved from: http://www.5pointscale.com/
Danya International, Inc. Life Journey Through Autism: A Guide to Transition to Adulthood Retrieved from:
http://www.researchautism.org/resources/reading/documents/transitionguide.pdf
Hollingshead, Aleksandra, M.Ed. Instructional Strategies that Support Academic Engagement of Students with
Autism and Related Disabilities Retrieved from:
http://www.hdc.lsuhsc.edu/LSI2012/presentations/Wednesday/AcademicEngagement_Hollingshead.pdf
Illinois Autism Training & Technical Assistance Project. 2005 IATTAP Autism Training Video, Retrieved from
http://autism.pbisillinois.org/video.htm
Ohio Center for Autism and Low Incidence Age Appropriate Transition Assessment Retrieved from:
http://www.ocali.org/project/tg_aata
Ohio Center for Autism and Low Incidence Matching Characteristics and Job Requirements: A Formula for
Success Retrieved from: http://www.ocali.org/up_archive_doc/Jobs_for_Aspergers.pdf
Paul, Rhea, PhD, 2008. Interventions to Improve Communication in Autism Retrieved from:
http://www.yale.edu/eglab/pdf/PaulReprint.pdf
Rowland, Charity, and Schweigert, Philip, Oregon Health and Science University, 2000. Tool Kit on Teaching and
Assessing Students with Disabilities Retrieved from:
http://www.osepideasthatwork.org/toolkit/instpract_tan_sym.asp
18
Vicker, Beverly, CCC-SLP, Indiana Resource Center for Autism, Indiana Institute on Disability and Community
Communicative Functions or Purposes of Communication Retrieved from:
http://www.iidc.indiana.edu/?pageId=508
Virginia Department of Education, Office of Special Education and Student Services, 2011. Models of Best
Practice in the Education of Students with Autism Spectrum Disorders Retrieved from:
http://www.doe.virginia.gov/special_ed/disabilities/autism/technical_asst_documents/autism_models_of_best
_practice.pdf
19