Offered for 1 undergraduate or graduate credit.
Office Hours: By Appointment
Provide current evidence-based information on autism spectrum disorders and Asperger syndrome for individuals 3 years to adult.
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.
To build a course, you must work with the course instructor to form and submit a plan describing the content of your course. Learning objectives will be created based on the content you choose. The courses must be equivalent to 15 hours in order to receive one university credit.
Options for course content include but are not limited to the following:
|Course Number||Presenter||Title||Time Required|
|TBD||Temple Grandin, Ph.D.||Animals, Autism, and Sensory-Based Thinking
||1 hour live or recorded event|
|TBD||Rhea Paul, Ph.D., CCC-SLP||Transitioning to Spoken Language in Preverbal Preschoolers with ASD||1 hour live or recorded event|
|TBD||Carol Westby, Ph.D., CCC-SLP||Reading between the Lines: Making Inferences||1 hour live or recorded event|
|TBD||Emily Rubin, Ph.D., CCC-SLP||Development of Symbolic Language in Children with ASD||1 hour live or recorded event|
|TBD||Michelle Garcia Winner, M.A., CCC-SLP||Rocket Science or Witchcraft: Can we choose different treatments for kids with the same diagnosis?||1 hour live or recorded event|
|TBD||Sylvia Diehl, Ph.D., CCC-SLP||Supporting Children with ASD in the Classroom||1 hour live or recorded event|
|TBD||Elisabeth Wiig, Ph.D., CCC-SLP||Executive Function Disorders, Inter-personal Conflicts and Conflict Resolution||1 hour live or recorded event|
|TBD||Barbara Hoskins, Ph.D., CCC-SLP and Kristin Noel, M.A. CCC-SLP||Teaching Conversation: A Framework for Intervention||1 hour|
|TBD||Kris Retherford, Ph.D., CCC-SLP||Camp Campus: Strategies for Making a Smooth Transition to Post Secondary Education||1 hour|
|2675||Vicki Lord Larson, Ph.D., CCC-SLP||Asperger Syndrome: Strategies for Solving the Social Puzzle||2 hours|
|2838||Joyce Olson, Ed.S., CCC-SLP||Effective Social Skill Instruction: Putting Research into Practice (text-based course)||1 hour|
|2923||Teresa Cardon, M.A., CCC-SLP||Visual Supports Every Day in Every Way for Children with Autism||2 hours|
|2961||Teresa Cardon, M.A., CCC-SLP||Social Skill Treatment Strategies for Children with Autism: Let’s Get Real||2 hours|
|3098||Vicki Lord Larson, Ph.D., CCC-SLP||Advancing Emotional Intelligence in Older Students with Language Disorders (text-based course)||1 hour
|3378||Carol Westby, Ph.D.||Theory of Mind: Implications for Development of Social and Academic Skills||2 hours|
|3383||Elisabeth Wiig, Ph.D., CCC-SLP||Assessing Social-Emotional Awareness: From Theory to Practice||2 Hours|
M. Ed., CCC-SLP
|Using Visual Strategies to Overcome Communication & Behavior Challenges in Autism Spectrum Disorders||2 hours|
|3412||Lynn Dudek, M.S., CCC-SLP||The Great 8 for SLPs and ASD||2 hours|
|3414||Moira Lewis, M.S., CCC-SLP||Behavioral Strategies within Social Skills Intervention: Developing Treatment Plans and Goals||1 hour|
||Emily Rubin, Ph.D., CCC-SLP
||Emotional Regulation in Autism Spectrum Disorders (ASD)
||Linda Hodgdon M.Ed., CCC-SLP
||10 Things SLPs Need to Teach Teachers & Parents of Students with Autism Spectrum Disorders
|3804||Tina Veale, Ph.D., CCC-SLP||Literacy Instruction for Children with Autism||1 hour|
|3877||Kimberly Frazier Baker, Ph.D., CCC-SLP||Asperger's Disorder and Bipolar Disorder in Children (text-based course)||1 hour|
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.
Cognitive Play and Meaningful Language Use | Carol Westby, Ph.D., CCC-SLP | Albuquerque, NM
Communication in Children with Autism Spectrum Disorders | Rhea Paul, Ph.D., CCC-SLP | Yale Child Study Center | New Haven, CT
Generalizing Use of Social-Cognitive Skills beyond the School Setting | Michelle Garcia Winner, M.A., CCC-SLP | Social Thinking Center | San Jose, CA
From Gestures to Language: The Development of Symbolic Language in Children with ASD | Emily Rubin, Ph.D., CCC-SLP | Communication Crossroads | Monterey, CA
What Children with ASD and AS Need to Be Successful as Adults | 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
Conflict Resolution in Children with AS and ASD | 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, students must review 6 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 complete the 15 hours required for one university credit.
Students can choose from the following courses to achieve their additional 6 hours (course descriptions and learner objectives will be found at www.SpeechPathology.com).
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.