Autism Spectrum Disorder:
Information &
Effective Intervention Strategies
Instructor Name: |
Dr. Marrea Winnega |
Phone: |
509-891-7219 |
Office Hours: |
8 a.m. to 5 p.m. PST Monday - Friday |
Email: |
|
Address: |
Virtual Education Software |
|
23403 E Mission Avenue, Suite 220F |
|
Liberty Lake, WA 99019 |
Technical Support: |
Welcome to Autism Spectrum Disorder, an interactive computer-based instruction
course designed to help you achieve a better understanding of Autism Spectrum Disorder, of intervention strategies to enhance
communication and learning, and of methods for teaching more conventional
behaviors. Autism Spectrum Disorder
provides information about the characteristics of the disorder, learning styles
associated with the disorder, communication weaknesses, and various
intervention strategies that have proven to be successful when working with
autistic students. The course helps you comprehend why individuals with Autism
Spectrum Disorder act the way they do and what you can do to enhance more
appropriate behavior. This course also lists resources for educators, related
service personnel, and parents who would like more help or information on
autism.
This computer-based instruction course is a self-supporting
program that provides instruction, structured practice, and evaluation all on
your home or school computer. Technical
support information can be found in the Help section of your course.
Course Materials (Online)
Title: |
Autism Spectrum Disorder: Information &
Effective Intervention Strategies |
Author: |
Dr.
Marrea Winnega, Ph.D.
& Mary Coughlin, CCC-SLP |
Publisher: |
Virtual Education Software,
inc. 2001, Revised 2002, Revised 2004, Revised 2010, Revised 2014, Revised 2017,
Revised 2020, Revised 2022 |
Instructor: |
Dr.
Marrea Winnega |
Academic
Integrity Statement
The structure and format of most distance-learning courses
presume a high level of personal and academic integrity in completion and
submission of coursework. Individuals enrolled in a distance-learning course
are expected to adhere to the following standards of academic conduct.
Academic Work
Academic work submitted by the individual (such as papers,
assignments, reports, tests) shall be the student’s own work or appropriately
attributed, in part or in whole, to its correct source. Submission of
commercially prepared (or group prepared) materials as if they are one’s own
work is unacceptable.
Aiding Honesty
in Others
The individual will encourage honesty in others by
refraining from providing materials or information to another person with
knowledge that these materials or information will be used improperly.
Violations of these academic
standards will result in the assignment of a failing grade and subsequent loss
of credit for the course.
Level of
Application
This course is designed to be an informational course with
application in work or work-related settings. The intervention strategies are
designed to be used with autistic students who display a range of verbal
abilities from use of few words or mute to very verbal and ranging in age from
approximately 3 years to adulthood.
Expected
Learning Outcomes
As a result of this course,
participants will demonstrate their ability to:
·
Define the characteristics of Autism Spectrum Disorder for
better understanding of these disorders.
·
Increase the ability to identify students having this disorder.
·
Provide information on how individuals with this disorder
are different from other students, and how to teach them given these
differences.
·
Understand their behavior in terms of their differences and
communication styles.
·
Develop an understanding of the communication differences
and weaknesses in autistic students.
·
Provide information on teaching strategies.
·
Provide resources for teachers and parents.
Course
Description
The course Autism
Spectrum Disorder has been divided into four chapters and into five to
eight exercises within each chapter. The first chapter is on the diagnosis of
Autism Spectrum Disorder; it gives a clear picture of the characteristics that
define this disorder. Although the information in this chapter is thorough,
there is much information published about autism. We recommend that you
complete readings and research outside the course materials to gain a fuller
understanding of these disorders and the variety of interventions. To cover all
areas and issues affecting autistic students and their behavior would not be
possible in one course. However, this introduction chapter and subsequent
chapters should give you a firm understanding of the disorder and effective
tools for facilitating positive changes with these students.
The second chapter of Autism Spectrum Disorder
is “Behaviors & Differences.” This
chapter discusses ways that autistic individuals are different from other
learners. The information in this chapter serves to increase your understanding
of Autism Spectrum Disorder so that an effective
intervention plan can be developed to help the student with communication
and/or behavioral difficulties. Gaining an understanding of the possible
reasons for their behaviors will also help in the understanding of why certain
interventions are more successful in teaching these students.
The third chapter is “Communication
& Language.” In this chapter, you will be given information about the
prerequisites of communication, the components of speech and language, and the
profiles of nonverbal and verbal children with Autism
Spectrum Disorder. You will be provided with interventions to enhance
communication.
The final chapter covers “Visually Supported Communication.” You will learn how to use
visual supports, schedules, and calendars to help autistic students monitor
their time and program more effectively and independently. You will learn to
use the strategy of “first/then” to help children finish important daily tasks
before moving into pleasurable free-time activities. You will also be presented
with some case examples to strengthen your understanding.
As a student you will be expected to:
·
Complete all four
information sections showing a competent understanding of the material
presented in each section.
·
Complete all four
section examinations, showing a competent understanding of the material
presented. You must obtain
an overall score of 70% or higher,
with no individual exam score below
50%, to pass this course.
·
Complete a review of any section on which your examination
score was below 50%. *Please note: Minimum
exam score requirements may vary by college or university; therefore, you
should refer to your course addendum to determine what your minimum exam score
requirements are.
·
Retake any examination,
after completing an information review, to increase that examination score to a
minimum of 50%, making sure to also be achieving an overall exam score of a
minimum 70% (maximum of three attempts). *Please note: Minimum
exam score requirements may vary by college or university; therefore, you
should refer to your course addendum to determine what your minimum exam score
requirements are.
·
Complete a course evaluation form at the end of the course.
Course Overview
Chapter
1 – Introduction & Characteristics
This section focuses on the characteristics that define the
autism spectrum. The areas to be discussed are the social and communication
deficits and the restricted, repetitive patterns of behavior, interests or
activities exhibited by individuals with Autism Spectrum
Disorder.
Chapter
2 – Behaviors & Differences
This section describes how autistic individuals perceive the
world and their different learning styles. These differences will be applied to
the behavioral challenges these students exhibit.
Chapter
3 – Communication & Language
This section discusses the prerequisites for communication,
such as object permanence and cause and effect, the components of speech and
language, and the communication profiles exhibited by individuals with Autism Spectrum Disorder. Enhancing communication in both
the nonverbal and the verbal student will be addressed.
Chapter
4 – Visually Supported Communication
This section discusses how visual supports can be used to
help students understand verbal directions and what they need to be doing.
Visual supports include symbols, line drawings and pictures used as pictures on
a ring, communication boards, schedules, lists, and first/then cards.
At the end of each
chapter, you will be expected to complete an examination designed to assess
your knowledge. You may take these exams a total of three times. Your last score will save, not the
highest score. After your third attempt,
each examination will lock and not allow further access. Your final grade for the course will be determined
by calculating an average score of all exams.
This score will be printed on your final certificate. As this is a self-paced computerized
instruction program, you may review course information as often as necessary.
You will not be able to exit any examinations until you have answered all
questions. If you try to exit the exam before you complete all questions, your
information will be lost. You are expected to complete the entire exam in one
sitting.
Autism Spectrum Disorder has been developed by Marrea Winnega,
PhD, BCBA, and by Mary Coughlin, CCC-SLP. Dr. Marrea Winnega, the instructor of
record, is a licensed clinical psychologist and a board
certified behavior analyst with more than 25 years of experience in the
field of Autism Spectrum Disorder. Previously, she was an assistant professor
of Clinical Psychology in the University of Illinois at Chicago’s Department of
Disability and Human Development and the Department of Psychiatry. She
facilitated numerous parent groups for parents of autistic children in her
position at the University of Illinois at Chicago Institute on Disability and
Human Development (UAP). She has also conducted numerous workshops,
in-services, and trainings throughout the United States. In 1998, Dr. Winnega
developed the Autism Dynamic Beginnings classroom, an intensive, multimodal
classroom for 3- to 6-year-olds with autism. This program has grown to multiple
classrooms serving students ages 3 to 21. Currently, she is developing
classrooms using structured teaching and the verbal behavior approach as well
as social-communication classrooms for verbal students with autism.
Mary Coughlin is a retired speech-language pathologist and a
board certified behavior analyst with more than 35
years of experience in the field. Her background includes working with students
in both regular education and special education settings. She has taught in a
communication development classroom and has worked with students with behavior
disorders; students with severe-profound disabilities, birth to 5; and
medically fragile children, as well as those with developmental delays and
autism. She served on a diagnostic team serving early childhood children for
more than 10 years. For the last 25 years, she has worked with students with
autism and significant other impairments. She has presented numerous workshops
for parents and professionals on the various aspects of communication, speech,
and language. She worked with Dr. Winnega in Autism Dynamic Beginnings since
its inception and was a consultant to the program (renamed Students Teachers
Achieving Results (STAR) program) incorporating the verbal behavior approach
and structured teaching into effective teaching strategies for its students to
maximize socially appropriate behavior and functional communication skills
using a positive behavior approach. She also initiated the PBIS program for its
use within a segregated school environment and has served on the committee for
the Cooperative on which she worked for more than 10 years.
Contacting the
Instructor
You may contact the instructor by emailing Dr. Winnega at marrea_winnega@virtualeduc.com or calling her at
509-891-7219, Monday through Friday, 8 a.m – 5 p.m. PST. Phone messages will be
answered within 24 hours. Phone conferences will be limited to ten minutes per
student, per day, given that this is a self-paced instructional program. Please
do not contact the instructor about technical problems, course glitches, or
other issues that involve the operation of the course.
Technical
Questions
If you have questions or problems related to the operation
of this course, please try everything twice. If the problem persists, please
check our support pages for FAQs and known issues at www.virtualeduc.com and also the Help
section of your course.
If you need personal assistance then email support@virtualeduc.com or call 509-891-7219.
When contacting technical support, please know your course version number (it
is located at the bottom left side of the Welcome Screen) and your operating
system, and be seated in front of the computer at the time of your call.
Minimum Computer Requirements
Please refer to VESi’s website: www.virtualeduc.com or contact VESi if you
have further questions about the compatibility of your operating system.
Refer to the addendum
regarding Grading Criteria, Course Completion Information, Items to be
Submitted, and how to submit your completed information. The addendum will also
note any additional course assignments that you may be required to complete
that are not listed in this syllabus.
Bibliography
(Suggested Readings)
Please
note that the authors do not support the use of previous diagnostic category
known as Asperger’s Disorder. However, there are books and a body of literature
listed below from before 2013 that use that terminology. These books continue
to be useful references for interventions and descriptions.
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Latest information in a variety of journals, including Journal
of Autism and Developmental Disorders; Focus on Autism; Journal of
Applied Behavior Analysis
Books by Carol
Gray:
The New Social Story Book, The New Social Story
Book–Illustrated Edition, and Taming the Recess Jungle.
Available through Future Horizons.
Resources
Autism Society of North Caroline blog
with useful information: https://www.autismsociety-nc.org/blog/
Contact the Autism Society for information including about the affiliate network: https://www.autism-society.org/about-the-autism-society/affiliate-network/
Journal of Applied
Behavior Analysis, 46(1), Spring 2013 – Special
Issue on Functional Analysis: Commemorating Thirty Years of Research and
Practice. https://onlinelibrary.wiley.com/toc/19383703/2013/46/1
Journal of Autism and Developmental
Disorders, 35(2), April
2005 – This issue focuses on Asperger’s Disorder.
Resources for the ASD spectrum:
Autism Spectrum
Connection (Formerly: OASIS (Online Asperger’s Syndrome Information and
Support); MAAP Services for Autism and Asperger Syndrome
Website: http://www.aspergersyndrome.org
Autism Speaks statistics: https://www.autismspeaks.org/autism-statistics
Signs of Autism in Girls who are highly verbal:
https://www.autismparentingmagazine.com/signs-of-autism-in-girls/
https://childmind.org/article/autistic-girls-overlooked-undiagnosed-autism/
Lives in the balance:
https://truecrisisprevention.org/unsolved-problems-vs-overt-behavior/
National Standards Project, National
Autism Center, www.nationalautismcenter.org ©2009 “The National Center is a nonprofit
organization dedicated to supporting effective, evidence-based treatment
approaches for Autism Spectrum Disorders (ASD) and to providing direction to
families, practitioners, organizations, policy-makers, and funders. The
Center’s goal is to serve individuals with ASD by responding to the rising
demand for reliable information and by providing comprehensive resources for
families and communities.”
Autism-Focused Intervention Resources
& Modules: https://afirm.fpg.unc.edu/
Social Thinking by Michelle Garcia Winner: https://www.socialthinking.com/
Universal Design for Learning: https://medium.com/udl-center/new-udlcenter-16ce1923fd19
UDL Guidelines: https://udlguidelines.cast.org/
UDL at a glance: https://www.youtube.com/watch?v=bDvKnY0g6e4&list=PLR6ytVuE7QqQNii40DtLcM8RAYZd2VJt5
Publishers/Bookstores
Future Horizons, Inc. https://www.fhautism.com (Also has webinars and conferences)
AAPC Publishing https://www.aapcautismbooks.com/
Course content is updated every three years.
Due to this update timeline, some URL links may no longer be active or may have
changed. Please type the title of the organization into the command line of any
Internet browser search window and you will be able to find whether the URL
link is still active or any new link to the corresponding organization’s web
home page.
Updated 10/11/22 JN