This credit course provides students with an overview of the nature and complexities of Autism Spectrum Disorder and its characteristics including the core skills necessary for social, communication and literacy development. Students will examine evidence-based interventions for this population and will create a variety of support tools proven effective for individuals with autism.
- COM 102: Introduction to Language & Communication Development
- ENG 101: English Composition 1
- ENG 102: English Composition 2
Student Learning Outcomes (SLOs)
Upon completion of this course, the student will have gained knowledge about:
- Examine the nature and complexities of Autism Spectrum Disorder.
- Compare and contrast the differences between typical language, communication, cognitive and literacy development and the development of these areas in individuals with autism.
- Explain the significance language and communication plays in the development of social competence.
- Describe the learning styles of individuals with autism.
- Discuss the different researched based instructional approaches for children with autism.
- Explain their role as an SLPA within the program framework and instructional delivery of students with autism.
- Describe the use and purpose of augmentative alternative communication (AAC), social and cognitive supports.
- Examine the augmentative alternative communication (AAC) options available.
- Describe the instructional strategies used to teach students to independently use (AAC) options / devices.
- Create visual supports for communication, social and cognitive growth.
General Education Outcomes (GEOs)
Course Activities and Grading
Discussions (Weeks 1-8)
Quizzes (Week 2)
Project 1 (Week 4)
Project 2 (Week 5)
Project 3 (Week 6)
Project 4 (Week 7)
Project 5 (Week 7)
Project 6 (Week 8)
Summary Paper (Week 8)
(Available through our online bookstore)
- Quill, K. Do-Watch-Say-Listen: Social and Communication Intervention for Children with Autism. Baltimore, MD: Brookes Publishing Co. , 2000
- McClannahan, L. E. & Krantz, P. J. Topics in Autism: Activity Schedules for Children with Autism - Teaching Independent Behavior, 2nd Edition. Bethesda, MD:Woodbine House, Inc., 2010.
- Hodgdon, L. Visual Strategies for Improving Communication:Practical Supports for Autism Spectrum Disorders. 2nd Edition. Quirk Roberts, 2011.
Readings and Exercises
Topics: Autism: Nature, Complexities & Learning Styles
Topics: Framework for Designed Intervention and Communication Tools
Topics: Visual Strategies to Organize Environments and Scaffold Communication and Social Competence
Topics: How to Teach for Independent Use of Visual Schedules
Topics: Non-Verbal Social Interaction to Play Skills, Embedding Visual Tools
Topics: Communication Skills Curriculum
Topic: Integration of Visual Strategies Across Environments
Topic: Using Communication Books
COSC Accessibility Statement
Charter Oak State College encourages students with disabilities, including non-visible disabilities such as chronic diseases, learning disabilities, head injury, attention deficit/hyperactive disorder, or psychiatric disabilities, to discuss appropriate accommodations with the Office of Accessibility Services at OAS@charteroak.edu.
COSC Policies, Course Policies, Academic Support Services and Resources
Students are responsible for knowing all Charter Oak State College (COSC) institutional policies, course-specific policies, procedures, and available academic support services and resources. Please see COSC Policies for COSC institutional policies and the “Course Policies” link for specific policies related to this course. COSC Resources information regarding available COSC academic support services and resources.