EDAS 241 - Autism Spectrum Disorder

This course will provide an overview of Autism Spectrum Disorder, exploring causative theories and intervention approaches from a variety of theoretical perspectives. A strong emphasis will be placed on developmental principles and applied strategies for supporting the learning of children with Autism Spectrum Disorder across the age span, from infancy to young adulthood.

 

Credits:  3

 

Hours: 45 (Lecture Hours: 45)

 

Total Weeks:  15

 

Prerequisites:
None

 

Non-Course Prerequisites:  Criminal Record Check Schedule B works with “children” or works with “children and vulnerable adults"

 

Co-Requisites:
None

 

Course Content:
- Introduction
- What is Autism Spectrum Disorder? Overview, Characteristics, Understanding, Theory of Mind
- Core Areas of Impairment
- Executive Functioning
- Behaviour Strategies – Antecedent, Teaching, Consequence
- Transition Strategies
- Social Communication
- Visual Supports and Visual Schedules
- Work Systems- Making Tasks Functional
- Positive Reinforcement/Token Economy
- Supporting Life Skills
- Supporting Work Experience/Employability

 

Learning Outcomes:By the end of this course, participants will have demonstrated the ability to:
~ Work as part of a school and community based team to support children with Autism Spectrum Disorder
~ Describe the skills needed to provide quality support for students with ASD
~ Discuss the characteristics of ASD, working memory, sustaining attention, self-monitoring, inhibition and emotional regulation
~ Describe the key issues in the diagnosis and ongoing assessment of children with ASD. Appreciating that there are several current theories about the causes of ASD but not one definitive known cause
~ Identify and understand the developmental and behavioural characteristics of individuals with ASD across the age span, from infancy to young adulthood
~ Outline the key elements of appropriate interventions for individuals with ASD, including early intervention, play-based environments and communication and social skills interventions, and K-12 school aged intervention
~ Describe the range of appropriate supports for individuals with ASD in the areas of Theory of Mind, Executive Functions, Transition Strategies, Restricted Interests & Repetitive Behaviours, Communication, Visually Supported Environments, Positive Reinforcement, and Self-Regulation
~ Demonstrate specific strategies such as suitable prompting, shaping, and chaining based on knowledge of the student
~ Understand that data collection is important to identify the baseline level of problem behaviour or a target skill, and determine the impact of an intervention. Demonstrate the ability to observe and analyze events.  Participants will be objectively define behaviour, determine relevant setting events, antecedents, and consequences, and target the function of the behaviour
~ Describe ways to encourage students with ASD to communicate effectively (with AAC technology, non-verbally, or with language). Understand the importance of modeling social skills and joint attention- a critical support for the development of social communication skills.

 

Grading System:  Letter Grades

 

Passing Grade:  C (60%)

 

Text Books:
Textbooks are subject to change.  Please contact the bookstore at your local campus for current book lists.