Offered for 1 undergraduate or graduate credit.
Provide current evidence-based information on autism spectrum disorders (including Asperger's syndrome) for students grade 5 and older (preadolescents, adolescents, and young adults).
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's 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 has special needs due to the pervasive nature of the social communication impairment. This 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 high-functioning autism (Asperger's syndrome) and delineate signs and symptoms.
- List an array of perspectives and principles of treatment for students with ASD and AS who are in middle school, high school, and older.
- List practical, evidence-based approaches for successful intervention with students who have ASD and Asperger syndrome who are in middle school, high school, and older.
- Describe communication breakdowns and how they affect a student's understanding, behavior, and participation in their education.
- Share with communication partners, ways to improve successful communication with children who have ASD and AS.
- Implement strategies that promote development of interpersonal and intrapersonal theory of mind.
- Describe specific learning and communication supports that foster more effective and socially appropriate behaviors.
- Define theory of mind and theory of mind deficiency's impact on understanding stories and social situations.
On January 17-20, 2011, seven experts in the area of autism spectrum disorders and Asperger's 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
If you have registered for this course by October 15, you must complete all coursework by the following December 10 to receive credit for fall semester. If you have registered for this course by February 15, you must complete all coursework by the following May 10 to receive credit for spring semester. If you have registered for this course by June 10, you must complete your coursework by August 1 to receive credit for summer semester.
Description of Required Resources
This course is delivered online. To access course materials, you must register with www.SpeechPathology.com if you are not already a member of their library. There is a one-time $99 fee for course materials; this fee allows you access to the SP.com library and any live events for up to a year. Programs are provided in a variety of formats including via podcasts, mobile device, or text based articles.
You must review 15 hours of course materials to complete the hours required for one university credit. You can choose from the following one-hour programs. Program descriptions and learner objectives are provided at www.speechpathology.com
|Course Number||Presenter||Title||Time Required|
|2675||Vicki Lord Larson, Ph.D., CCC-SLP||Asperger Syndrome: Strategies for Solving the Social Puzzle||2 hours|
|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|
|2838||Joyce Olson, Ed.S., CCC-SLP||Effective Social Skill Instruction: Putting Research into Practice (text-based course)||1 hour|
|3378||Carol Westby, Ph.D., CCC-SLP||Theory of Mind: Implications for Development of Social and Academic Skills||2 hours|
|3877||Kimberly Frazier Baker, Ph.D., CCC-SLP||Asperger's Disorder and Bipolar Disorder in Children (text-based course)||1 hour|
|3383||Elisabeth Wiig, Ph.D., CCC-SLP||Assessing Social-Emotional Awareness: From Theory to Practice||2 Hours|
||Vicki Lord Larson, Ph.D., CCC-SLP
||Advancing Emotional Intelligence in Older Students with Language Disorders (text-based 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's 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's 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's syndrome. Students will be able to choose three questions from a group of six.