EDU 272 Methods for Supporting Students with ASD Syllabus

Methods for Supporting Students with Autism Spectrum Disorders in the School Setting

Methods of Instruction:

Lecture, discussion, text readings, journal articles, and analysis of current events, will be used to cover the material.  Concepts are outlined in the course syllabus and are aligned with the Skill Competencies for Professionals and Paraprofessionals in Virginia Supporting Individuals with Autism Across the Lifespan.  After successfully completing this course, the student will understand and be able to elaborate on these concepts based on lecture, text, and group discussion. 

The student is expected to keep up with required readings, participate in group discussion, and attend all classes in their entirety.

Instructional Materials: 

Glasberg, B.A. (2006).  Functional Behavior Assessment for People with Autism: Making Sense of Seemingly Senseless Behavior. Bethesda,MD:  Woodbine House, 2006.

McClannahan, L.E. and  Krantz, P.J.  (1999). Activity Schedules for Children with Autism: Teaching Independent Behavior.  Bethesda,Maryland:  Woodbine House, Inc.

Weiss, M.J. and Harris, S.L. (2001).  Reaching Out and Joining in:  Teaching Social Skills to Young Children with Autism.  Bethesda,MD:  Woodbine House, 2001.

Journal Articles:

Ingran, K., Lewis-Palmer, T., and Sugai, G. (2005).  Function –Based Intervention Planning: Comparing the Effectiveness of FBA Function-Base and Non Function-Based Intervention Planning.  Journal of Positive Behavior Interventions, 7(4) 224-236.

Killu, K. (2008). Developing Effective Behavior Intervention Plans:  Suggestions for School Personnel.  Intervention in School and Clinic, 43(3), 140-149.

Matson, J.L., Matson, M.L., et al. (2007).  Social-Skills Treatments for Children With Autism Spectrum Disorders.  Behavior Modification, 31(5), 682-707.

Weiss, M.J. and Harris, S.L. (2001).  Teaching Social Skills to People With Autism.  Behavior Modification, 25(5), 785-802.`

Additional materials may be provided by the instructor during class and/or placed on reserve in the library.

Instructor Availability:  Student appointments can be arranged on an as needed basis.  E-mail messages may be sent to noelwoolard@yahoo.com.

Depending on the size of the class – an additional class may be required to complete all student presentations.

Grading Criteria and Means:  Grades will be based on class group article reviews, individual project and presentation, and class participation.  Please remember, in order to receive participation points, you must attend each class in its entirety.

Group Article Presentation and Summary – 25%

Individual Presentation – 25%

Class Participation – 50%

Final Course Grade:   90-100      A

                                    80-89        B

                                    70-79        C

                                    60-69        D

                                    Below 60  F

Article Presentation:  During the first day of class, students will be assigned to groups of up to five students.  Each group member will read an article (assigned by the instructor) and complete a short written summary of the article (no more than 500 words).  The group will then present their article and its educational implications for students with autism spectrum disorders.  This group presentation is limited to 20 minutes.   

Practicum Experience / Individual Presentation:  Each student is required to complete at least twelve contact hours working with one student with autism in the classroom or home setting.  Once a student is identified, the student should be observed to develop a baseline of their individual social skill deficits.  One social skill or behavior should be targeted and an intervention should be developed to increase or decrease the specific behavior.  Data (in the form of photos or video clips) should visually document the student’s progress on the specific skill to be taught.  In addition, data sheets detailing the progress (or lack of progress that the student has made) should be compiled with a brief summary of the educational results.  Finally, the student should detail intervention strategies that would ensure that the skill taught will generalize to other people and settings.  The students will present their data in a 15-20 minute class presentation. 

Participation:  All class members are encouraged to share examples from their own educational experiences.  This class is designed to help professionals working with students with autism spectrum disorders implement evidence based best practices into their classrooms effectively.

Academic Integrity:  Cheating, dishonesty, and plagiarism are examples of breaches of academic integrity and will not be tolerated.  Punishment for violations will be swift and severe ranging from awarding a lower or failing grade for an exam or the course by the instructor to dismissal from the college by the president.  Student conduct and disciplinary procedures are addressed in the Student Handbook.

Student Conduct:  Students are expected to maintain a classroom decorum that is courteous, professional, and conducive to the educational process.  Talking during lectures, the use of cell phones and pagers, eating, drinking, and general disruptions that degrade the classroom learning environment will not be tolerated.  Punishments for behavioral infractions may include warnings, reduction of final grade points, or dismissal from class if disruptions persist.   

Honor Code:  RappahannockCommunity College has an Honor System whose purpose is to strengthen the student’s foundations for academic achievement by establishing guidelines for personal conduct.  It is the responsibility of students to be aware of the rules (refer to the Student Handbook), and to monitor the activities of their peers with respect to the Honor Code and report any violations thereof.

Participation/Attendance:  The participation grade will be subjectively determined on attendance, preparation for class, participation in discussion in class or on the classroom electronic bulletin board, etc.  Students will automatically begin to loose participation points after missing two lectures for any reason.

Attendance Policy:  Attendance is required in all courses at Rappahannock Community College.   Students will automatically begin to loose attendance points after missing two lectures for any reason.  Points will also be deducted for habitually arriving late/leaving early, not participating in assignments and discussions, and displaying a general disinterest in the course such as sleeping in class or attending lecture or lab without the appropriate materials, i.e. pencils/pens and required texts or lab manuals. 

Withdrawal Policy:  Please speak to the instructor to discuss this policy.

Faculty Reporting of No Shows and Withdrawal for Nonattendance:  Students who are registered for a course but do not attend or make contact with the instructor during the drop/add period must be reported to the Admissions and Records Office.  The “no show” students will be dropped from the course roster by the Admissions and Records Office.

Up until the withdrawal date for the semester, students who stop attending a course, miss more than 20 percent of the class, or fail to maintain contact with the instructor must be withdrawn by the course instructor.

Student Withdrawal from a Course:  A student may withdraw from a course without academic penalty within the first nine weeks after the beginning of a semester and receive a grade of “W.”  For withdrawals after nine weeks, the student will receive a grade of “F” except under mitigating unavoidable circumstances which must be documented. 

Basis for Evaluation and Revision of Course:  Students will be provided with an anonymous survey questionnaire at the end of the course that will ask each student to evaluate the instructor and the course and make comments and suggestions. 

Emergency Evacuation Plan:  In each classroom, laboratory, or other places where students are assembled for the purpose of instruction, a fire evacuation plan will be posted indicating the direction of travel from the room in the event it becomes necessary to evacuate the building as a result of fire or other emergency.  This plan will be posted in a conspicuous place near the exit from the room.

Whenever the fire alarm sounds, the building will be evacuated.  The instructor will ensure the fire door is closed upon leaving the area (doors with automatic closures on them).  Instructors are also responsible for assisting disabled students.

If a classroom does not have an evacuation plan posted, the student or instructor should notify the academic dean.

Special Request:  It is important to RCC that all students have a learning environment that is conducive to their needs.  Therefore, any student who feels that they may need some type of accommodation in order to make this class a successful setting, should go to the Counseling Office on either campus for information about applying for services and accommodations. 

You will need to provide current documentation of your disability and recommended accommodation for that disability.  For additional information refer to “Student Services” on the RCC website and look for “Students with Disabilities.”

College Closing Information:  The College will be open unless an official closing is announced.  If it is necessary to cancel or delay the opening of the college, the decision will be announced over radio and television stations serving the college region.   

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