Offered for 1 undergraduate or graduate credit.
Office Hours: By Appointment
Provide current evidence-based information on autism spectrum disorders and Asperger syndrome for children ages 5 to 10.
Purpose of Course and Professional Standards
The American Speech-Language-Hearing Association (ASHA) recognizes that speech-language pathologists play a critical role in screening, diagnosing, and enhancing the social communication development and quality of life for children, adolescents, and adults with autism spectrum disorders (ASD) and Asperger syndrome (AS). The core features of ASD and AS include impairments in reciprocal social interaction, impairments in verbal and nonverbal communication, and restricted range of interests and activities. Individuals with ASD and AS have special needs due to the pervasive nature of the social communication impairment. The purpose of this course is to present current evidence-based methods for providing intervention to this population of students.
In addition, collaboration with other professionals in the education of students with ASD and AS is crucial since communication occurs in all settings and throughout the day. As such, other professionals who work with individuals who have ASD or AS will find this course content beneficial and pertinent to their continuing education.
By the completion of the course, students will be able to
- Define autism spectrum disorders and Asperger syndrome and delineate signs and symptoms.
- List an array of perspectives and principles of treatment for children with ASD and AS who are in the elementary grades.
- List practical, evidence-based approaches for successful intervention with students who have ASD and Asperger syndrome.
- Describe communication breakdowns and how they affect a child’s understanding, behavior, and participation in their education.
- Share with communication partners, ways to improve successful communication with children who have ASD and AS.
- Explain the role of interpersonal and intrapersonal theory of mind in social and academic skills.
- Implement strategies that promote development of interpersonal and intrapersonal theory of mind.
- Delineate the typical developmental progression of emotional regulation skills and their impact on a child’s communication and social engagement.
- Describe core challenges in emotional regulation that are common in children with ASD and Asperger syndrome throughout their development.
- Describe specific learning and communication supports that foster more effective and socially appropriate strategies.
On January 17-20, 2011, seven experts in the area of autism spectrum disorders and Asperger syndrome gave live, virtual webcast presentations in their areas of expertise. These presentations were archived and can be accessed through SpeechPathology.com.
Reading between the Lines: Making Inferences | Carol Westby, Ph.D., CCC-SLP | Albuquerque, NM
Transitioning to Spoken Language in Preverbal Preschoolers with ASD | Rhea Paul, Ph.D., CCC-SLP | Yale Child Study Center | New Haven, CT
Rocket Science or Witchcraft: Can we choose different treatments for kids with the same diagnosis? | Michelle Garcia Winner, M.A., CCC-SLP | Social Thinking Center | San Jose, CA
Development of Symbolic Language in Children with ASD | Emily Rubin, Ph.D., CCC-SLP | Communication Crossroads | Monterey, CA
Animals, Autism, and Sensory-Based Thinking | Temple Grandin, Ph.D., CCC-SLP | Colorado State University | Fort Collins, CO
Supporting Children with ASD in the Classroom | Sylvia Diehl, Ph.D., CCC-SLP | University of South Florida | Tampa, FL
Executive Function Disorders, Inter-personal Conflicts and Conflict Resolution | Elisabeth Wiig, Ph.D., CCC-SLP | Knowledge Research Institute | Arlington, TX
Description of Required Resources
Students must access the presentations and panel discussion of the expert speakers, either during the live events or via the recorded, archived courses. A computer with hard-wired internet access is required. These events comprise 9 hours of the course.
In addition, the students must review six additional hours of course materials at SpeechPathology.com. There is a $99 fee for access to the course materials. A computer with hard-wired internet connection is also required to access these course materials. These additional 6 hours of course study compose the 15 hours required for one university credit.
Students can choose from the following courses to achieve their additional six hours (course descriptions and learner objectives will be found at www.SpeechPathology.com).
|Course Number||Presenter||Title||Time Required|
|3804||Tina Veale, Ph.D., CCC-SLP||Literacy Instruction for Children with Autism||1 hour|
|2961||Teresa Cardon, M.A., CCC-SLP||Social Skill Treatment Strategies for Children with Autism: Let’s Get Real||2 hours|
|3378||Carol Westby, Ph.D., CCC-SLP||Theory of Mind: Implications for Development of Social and Academic Skills||2 hours|
|2923||Teresa Cardon, M.A., CCC-SLP||Visual Supports Every Day in Every Way for Children with Autism||2 hours|
|3412||Lynn Dudek, M.S., CCC-SLP||The Great 8 for SLPs and ASD||2 hours|
|3783||Linda Hodgdon, M.Ed., CCC-SLP||10 Things SLPs Need to Teach Teachers & Parents of Students with Autism Spectrum Disorders||1 hour|
|3699||Emily Rubin, Ph.D., CCC-SLP||Emotional Regulation in Autism Spectrum Disorders (ASD)||1 hour|
|3414||Moira Lewis, M.S., CCC-SLP||Behavioral Strategies within Social Skills Intervention: Developing Treatment Plans and Goals||1 hour|
|3403||Linda Hodgdon, M.Ed., CCC-SLP||Using Visual Strategies to Overcome Communication & Behavior Challenges in Autism Spectrum Disorders||2 hours|
Students will take a multiple-choice exam following each element/event described above. In addition, students will complete a three-page reflection on what they knew before the course, what they wanted to know on the topic of autism spectrum disorders and Asperger syndrome, and what they learned from the course.
Students will take a multiple-choice exam following each element/event described above. In addition, students will complete a three-page reflection on what they knew before the course, what they wanted to know on the topic of autism spectrum disorders and Asperger syndrome, and what they learned from the course. This reflection must also address specifically how they will apply the new knowledge to their work setting.
In addition, graduate students will write a one-page response to each of three questions specific to issues in autism spectrum disorders and Asperger syndrome. Students will be able to choose three questions from a group of six.