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COM 308: Language and Communication in Autism

Course Description

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.

Prerequisites

  • 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:

  1. Examine the nature and complexities of Autism Spectrum Disorder.
  2. Compare and contrast the differences between typical language, communication, cognitive and literacy development and the development of these areas in individuals with autism.
  3. Explain the significance language and communication plays in the development of social competence.
  4. Describe the learning styles of individuals with autism.
  5. Discuss the different researched based instructional approaches for children with autism.
  6. Explain their role as an SLPA within the program framework and instructional delivery of students with autism.
  7. Describe the use and purpose of augmentative alternative communication (AAC), social and cognitive supports.
  8. Examine the augmentative alternative communication (AAC) options available.
  9. Describe the instructional strategies used to teach students to independently use (AAC) options / devices.
  10. Create visual supports for communication, social and cognitive growth.

General Education Outcomes (GEOs)

Please check the applicable GEOs for this course, if any, by outcomes at GEO Category Search, or by subject area at GEO Discipline Search.

Course Activities and Grading

Assignment(s)

Weight

Discussions (Weeks 1-8)

11%

Quizzes (Week 2)

3%

Project 1 (Week 4)

8%

Project 2 (Week 5)

4%

Project 3 (Week 6)

10%

Project 4 (Week 7)

4%

Project 5 (Week 7)

20%

Project 6 (Week 8)

33%

Summary Paper (Week 8)

7%

Total

100%

Required Textbooks

(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.

Course Schedule

Week

SLOs

Readings and Exercises

Assignments

1

1,2,4,5

Topics: Autism: Nature, Complexities & Learning Styles

Readings:

  • Do Watch Say Listen (Quill) Chapters 1 & 2 pgs 2-372
  • Visual Supports For Improving Communication (Hodgdon) Chapter 1 pgs 1- 283
  • Activity Schedules for Children with Autism (McClannahan & Krantz) Chapter 1 pgs 1-11
  • Read assigned chapters
  • Participate in the Discussions
  • Review the Lecture material

2

3,4,5,6

Topics: Framework for Designed Intervention and Communication Tools

Readings:

  • Do Watch Say Listen (Quill) Chapter 4 pgs 75 - 110
  • Visual Supports For Improving Communication (Hodgdon) Chapters 2 & 3 pgs 29-90
  • Activity Schedules for Children with Autism (McClannahan & Krantz) Chapter 2 pgs 13-22
  • Read assigned chapters
  • Participate in the Discussions
  • Review the Lecture material
  • Complete Quiz

3

3,4,5,6

Topics: Visual Strategies to Organize Environments and Scaffold Communication and Social Competence

Readings:

  • Do Watch Say Listen (Quill) Chapter 5 pgs 111 - 181
  • Visual Supports For Improving Communication (Hodgdon) Chapters 4 & 5 pgs 92-115
  • Read assigned chapters
  • Participate in the Discussions
  • Review the Lecture material

4

7,8,9,10

Topics: How to Teach for Independent Use of Visual Schedules

Readings:

  • Activity Schedules for Children with Autism (McClannahan & Krantz) Chapters 3-7 pgs 23- 77
  • Read assigned chapters
  • Participate in the Discussions
  • Review the Lecture material
  • Submit Project 1

5

4-10

Topics: Non-Verbal Social Interaction to Play Skills, Embedding Visual Tools

Readings:

  • Do Watch Say Listen (Quill) Chapters 6 & 7 pgs 191-317
  • Visual Supports For Improving Communication (Hodgdon) Chapters 6 & 7 pgs 116-139
  • Activity Schedules for Children with Autism (McClannahan & Krantz) Chapter 8 pgs 75-82
  • Read assigned chapters
  • Participate in the Discussions
  • Review the Lecture material
  • Submit Project 2

6

5,6,7,9

Topics: Communication Skills Curriculum

Readings:

  • Do Watch Say Listen (Quill) Chapters 8 pgs 323-395
  • Visual Supports For Improving Communication (Hodgdon) Chapters 8 & 9 pgs 144-181
  • Activity Schedules for Children with Autism (McClannahan & Krantz) Chapter 9 pgs 83-90
  • Read assigned chapters
  • Participate in the Discussions
  • Review the Lecture material
  • Submit Project 3

7

5-10

Topic: Integration of Visual Strategies Across Environments

Readings:

  • Visual Supports For Improving Communication (Hodgdon) Chapters 10 & 11 pgs 183-212
  • Activity Schedules for Children with Autism (McClannahan & Krantz) Chapter 10 & 11 pgs 91-106
  • Read assigned chapters
  • Review the Lecture material
  • Submit Project 4
  • Submit Project 5

8

1-10

Topic: Using Communication Books

Readings:

  • None
  • Review the Lecture material
  • Submit Project 6
  • Submit Summary Paper
  • Complete Course Evaluation

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 see also specific policies related to this course. See COSC Resources for information regarding available academic support services and resources.