I. Descriptive Information:

Transcription

1 SPED 5350 Language Disorders in School-Aged Children with Autism University of Texas at El Paso Department of Educational Psychology and Special Services I. Descriptive Information: A. Catalog Description: This course provides an overview of the foundations of language acquisition for understanding language and communication problems in students with autism spectrum disorders. Formal and informal assessment and intervention techniques/strategies for facilitating language and communication is emphasized. Additionally, assistive technology in fostering communication will be explored B. Course Goals and Objectives: The students will: 1. Knowledge of normal language acquisition and its components 2. Understand the characteristics of the language of individuals with autism spectrum disorders 3. Explore the correlation between cognitive and social aspects of ASD 4. Understand assessments of language abilities, delays, and disorders in students with ASD 5. Develop skills in intervention strategies/ techniques for developing language skills and social interactions 6. Enhance their knowledge of and ability to incorporate alternative communication approaches and listening as they relate to students with ASD 7. Understand sensory issues and their effects on language development in students with ASD 8. Develop knowledge of biomedical approaches and their effects on language development in students with ASD Required Text: Do-Watch-Listen-Say: Social and Communication Intervention for Children With Autism. Kathleen Ann Quill Paul H Brookes Pub Co, August ISBN Readings Additional Readings: Barrera & Corso (2002). Cultural competency as skilled dialogue. Topics in Early Childhood Special Education, 22, 2,

2 Downing, J.E. (1999). Teaching communication skills to students with severe disabilities. Baltimore, MD: Brookes. (Chapters 2 & 3) Hodgdon, L.Q. (1995). Solving social-behavioral problems through the use of visually supported communication. In K. Quill (Ed.). Teaching children with autism: Strategies to enhance communication and socialization (pp ). New York: Delmar Publishers. Mirenda, P. (2003). Toward functional augmentative and alternative communication for students with autism: Manual signs, graphic symbols and voice output communication aids. Language, Speech and Hearing Services in Schools, 34, Assignments: Students must have access to a child/ adolescent with ASD during the semester. Individual assignments will address assessment of social and communication skills, writing goals and objectives, and designing social and communication interventions. Students will be required to participate in classroom discussions and are encouraged to participate in online Autism Chat lines. Lesson/Activities: Date Jan.21, 2010 Course Objective #1 and Establish baseline for Autism knowledge of students Jan. 28, 2010 Course Objective #2 Activity Course Overview & Review of Syllabus Readings: Handouts- ASHA Guidelines Normal language acquisition, pages 1-28 In-class assignment: Pre-Assessment Summary (50 words or less What is Autism? ) Intro. to Autism Spectrum Disorders Pervasive Developmental Disorders the Autism Umbrella DSM-4 Ann Quill, Chap.1, pages 1-20 Feb. 4, 2010 Continue Course Objective #2 Feb. 11, 2010 Characteristics of the language of individuals with autism spectrum disorders Reflection Essay # 1 due Unusual behavioral Characteristics Lecture notes Exam # 1 (readings & lecture notes) 2

3 Feb. 18, 2010 Course Objective #3 Cognitive and social aspects of ASD Ann Quill, Chap. 2, pages Reflection Essay #2 due Feb. 25, 2010 Continue Course Objective #3 Social Skills Training Lecture notes Field Study #1 due (Observation & Interview) Mar. 4, 2010 Course Objective # 4 Pre-Assessment Requirements - Lecture Assessment Tools Case Studies Ann Quill, Chap.3, pages Reflection Essay #3 due Mar. 11, 2010 Course Objective #5 Best Practice Statement Best Practice Scenario Intervention strategies/ techniques for developing language skills and social interactions Ann Quill, Chapters 4 & 5, pages Give Instructor the Topic you have selected for your Research Paper Exam #2 Mar. 18, 2010 Spring Break. No Class! But.... Ann Quill, Chapters 6 & 7, pages

4 Mar. 25, 2010 Course Objective #6 Communication Skills and Alternative communication approaches and listening as they relate to students with ASD Ann Quill, Chap. 8, pages Reflection Essay #4 due Apr. 1, 2010 Course Objective #7 Sensory issues and their effects on language The Sensory Connection Lecture Notes Reflection Essay #5 due Apr. 8, 2010 Course Objective #8 Guest Speaker Dr. Pilar Cortez Apr. 15, 2010 Biomedical approaches and their effects on language development in students with ASD Reflection Essay #6 due Field Study #2 due (observation and interview) Apr. 22, 2010 Apr. 29, 2010 Research Papers are due TODAY May 6, 2010 Final Exam #3 (Students will write a post-assessment summary of 50 words or less describing Autism as part of their final exam) 4

5 Course Projects Assignments 1. Reflection Essays: Students will complete a total of 6 reflections based on the topic and readings. These reflections must be a minimum of 2 pages, double spaced. Students must present their thoughts in a clear manner and reference the information from the readings accurately. 2. Research Paper and Presentations: Each student will select a topic based on the physiological and medical factors of autism and the education implications. The research paper must be pages, double spaced and organized in APA format. Additionally, students will prepare and present a minute presentation. 3. Exams: There will be 3 Exams throughout the semester and will include information from readings and lectures. 4. Field Study: Each student will complete a field study in a medical or clinical agency that works with students and families with autism. Students will conduct at least 2 interviews and observations. Interviews must be a minimum of 2 pages each, double spaced and observations must be at least 1 page each, double spaced. Administrative Requirements: 1. Professionalism: Students are expected to attend class each session; be on time to class; submit assignments when due. There is no reason to be late for class considering that the class starts at 5:00. Any student who has two unexcused absences will be dropped from the course. 2. Assignments submitted past due date will lose 5 points. 3. One point will be subtracted for each word misspelled in written work. 4. Students with disabilities who need modifications for this course must notify the instructor prior to January 28, Grading: 1. Reflection Essays (25 points X 6) 150 points 2. Research Paper (200 points) and Presentation (200 points) 400 points 3. Exams (100 points X 3) 300 points 4. Classroom Participation (10 points X 15 classes) 150 points 5. Field Study (2 Interviews and 2 Observations X 50 points each) 200 points Total Points 1200 points (A = %, B = 80-89%, C = 70-79%, D = 60-69%) Students with Disabilities: In order for the instructor to make modifications for students due to a disability, the Office of Disabled Student Services must acknowledge that a disability does occur. Therefore, if you have or believe that you have a disability, you can self-identify by providing documentation to the Office of Disabled Student Services located in Union E Room