EDSP 400: Introduction to Autism Spectrum Disorders
Credit Hours: (3)
This course addresses the characteristics and diagnosis of autism spectrum disorders
(ASD) including levels of severity; cognitive abilities; medical aspects; communication,
language, and social development; and sensory issues. Students learn the impact of
the characteristics of ASD on learning in order to develop an individualized program,
which would allow K-12 students to access the general curriculum as well as an adapted
curriculum. Proactive teaching strategies, accommodations, and modifications that
support sensory needs, socialization, communication, and academics are addressed.
Note(s): Cultural or Behavioral Analysis designated course.
Detailed Description of Content of Course
This course provides introductory information related to autism spectrum disorders through lecture and case studies based on the latest version of The Diagnostic and Statistical Manual. Students will learn:
•The social-communication and restricted and repetitive patterns of behavior symptoms that can be observed in individuals with ASD.
•How individuals are assessed and determined to have an ASD and will explore specific tools used in the diagnosis of ASD, for example: CARS (Childhood Autism Rating Scale), GARS (Gillam Autism Rating Scale), M-CHAT, and/or others as appropriate.
•The educational implications of the particular characteristics of ASD on program planning including the strengths, needs, learning styles, and uneven profiles observed in individuals with ASD and ways to incorporate this knowledge into a comprehensive educational program.
•The prevalence and etiology of ASD.
•The need for early intervention and intensity of instruction in achieving positive outcomes for children with ASD.
•Proactive support strategies, accommodations, and modifications that can be implemented based on individual strengths and needs as they relate to learning and socializing.
•How to create and use a variety of visual supports such as: visual schedules; Social Stories; Comic Book Conversations; video review techniques; and others as appropriate to teach and support social and communication skills.
•A general overview of effective strategies to support sensory needs for people with ASD.
•A general overview of effective evidence-based practices including techniques, strategies, and methods that can be used to increase communication skills for people with ASD, for example: Picture Exchange Communication System (PECS), Augmentative and Alternative Communication Systems, Sign Language, and others.
•Potential members of an interdisciplinary team and how the team can develop effective programs for students with ASD.
•A general overview of functional behavior assessment and positive behavior supports.
•Encouraging generalization and maintenance of skills across programs and settings.
•The impact of common medical issues for persons with ASD (for example: seizure disorders, eating and sleep issues, etc.) and how to document and communicate critical health related information to team members, especially parents and medical personnel.
Detailed Description of Conduct of Course
This course is conducted through lecture, discussion, cooperative group learning, demonstrations, case study examples, textbook and journal article reading, video examples, and other as appropriate.
Goals and Objectives of the Course
Goals, objectives, and assignments address the Virginia Department of Education regulations for preparing educators and the Council for Exceptional Children (CEC) Initial Preparation Standards and Specialty Set Knowledge and Skill Items, and standards set by Virginia’s Autism Council. CEC specialty sets included in this course cover competencies for the Individualized General Curriculum, Individualized Independence Curriculum, and Developmental Disabilities and Autism Spectrum Disorder.
Upon successful completion of this course students will be able to:
1.Describe the diagnosis of ASD, the current understanding of etiology and prevalence of ASD, and how ASD impacts: communication, socialization, sensory responses, and behaviors.
2.Describe the educational implications of characteristics of ASD including sensory, communication, social, and behavioral challenges.
3.Identify components of assessment for the core areas for ASD.
4.Describe the medical aspects of co-morbid conditions affecting individuals with ASD and their learning and the effects of various medications on individuals.
5.Create classroom supports for individuals with ASD so they can be supported within the general education curriculum as well as adaptive curriculum.
6.Create proactive and individualized prevention and intervention strategies related to how individuals experience ASD.
7.Analyze classroom behaviors and implement effective and varied behavior management strategies.
8.Describe how to provide non-aversive support in order to prevent the development of problem behaviors, or to support learning skills to replace existing problem behaviors.
9.Structure the physical environment and design and manage daily routines to provide optimal learning for individuals with ASD.
10.Use students’ strengths and specialized instruction to enhance social participation across environments.
11.Describe and use strategies to support and enhance communication skills, and to repair miscommunications, including augmentative, alternative, and assistive communication strategies.
12.Describe the role of families in supporting development and create a collection of resources related to best practices in supporting individual with ASD to provide to parents, educators, administrators, paraprofessionals, therapists, and other educational team members.
13.Describe transition needs and linkages to supports and agencies to support successful transitions.
Assessment Measures
Assessment measures may include but are not limited to:
1.Reading and homework assignments
2.Participation in class discussions and activities.
3.Exams
4.Written analytical and/or reflective papers
Other Course Information
This class may be co-listed with EDSP 500. Student performance will be evaluated through differentiated assignments depending on EDSP 400 versus EDSP 500 level of the course. See proposed official detailed course description for EDSP 500.
Review and Approval
2004 Course Proposed Alice Anderson
Syllabus Revision Leslie S. Daniel March, 2010
March 01, 2021