EDU 305: Autism Spectrum Disorder

Course Description

This course will provide information for educators on the causes, identification, and characteristics of Autism Spectrum Disorders across the lifespan. Emphasis will be on the use of strategies and practices that will promote effective learning from early education programs to post education. Collaboration with families across the life span will be discussed as an essential component in the course. Requirement: Field Experience Hours: 1 hour. (3 credits)

Prerequisite

  • ENG 101: English Composition 1
  • ENG 102: English Composition 2

Student Learning Outcomes (SLOs)

Students who successfully complete this course will be able to:

  1. Examine and discuss Quality of Life Outcomes across the lifespan for learners with autism spectrum disorder (ASD) and their families.
  2. Explain the causes and characteristics of ASD and the impact on learning.
  3. Examine the criteria for diagnosis of ASD and the educators’ role in identification and assessment for instruction of learners with ASD.
  4. Describe and apply evidence-based practices that support the social, academic, communication, and problem behaviors of learners with ASD.
  5. Apply best practices in working collaboratively with families and professionals.
  6. Discuss the role of early childhood staff and ways to identify and support children with ASD in early childhood environments.
  7. Explain how the symptoms of ASD can impact transition to life out of high school and describe what school/program personnel can do to support the transition and how they can work with families.
  8. Improve critical thinking skills as evidenced through written work and communication.

Course Activities and Grading

AssignmentsWeight

Discussions (Weeks 1-8)

25%

Quizzes (Weeks 1, 3, 5 & 7)

15%

Early Childhood Paper (Week 2)

12%

ASD Observation Report and Verification (Week 4)    

15%

Behavior Intervention Plan (Week 6)                             

13%

Final Paper (Week 8)

20%

Total

100%

Required Textbooks

Available through Charter Oak State College's Book Bundle

  • Chezan, L., Wolfe, K., Drasgow, E. (2023). Evidence-Based Practices for Supporting Individuals with Autism Spectrum Disorder. Roman and Littlefield Publications, Inc. ISBN-9781538149263 (paperback) 9781538149270 (epub).

Course Schedule

Week

SLOs

Readings and Exercises

Assignments

1

1,2,3,8

Topic: Quality of Life Outcomes and Overview of Autism Spectrum Disorder

  • Read and Review:
    • Read Chezan, et al., Chapters 1 and 2
    • Review website: About Autism Spectrum Disorder | Autism Spectrum Disorder (ASD) | CDC

 

  • Read assigned chapters
  • Review assigned website
  • Review assigned videos
  • Participate in the discussions
  • Complete the Week 1 Quiz

2

3,4,5,6,8

Topics: Assessment for Instruction and Overview of Evidence-based Practices (EBP) and Family Collaboration

  • Read and Review:
    • Read Chezan, et al., Chapters 3, 4, and 12
    • Read article: “Working with Families of Children with ASD"
  • Read assigned chapters
  • Read assigned article
  • Review assigned videos
  • Participate in the discussions
  • Submit the Week 2 Assignment - Early Childhood Paper

3

4,6,8

Topic:  Implementation of EBP and Progress Monitoring

  • Read and Review:
    • Read Chezan, et al., Chapters 6 and 7
    • Read Chezan, et al., Chapter 5 (optional)
    • Review article: “31 SMART Goals”
  • Read assigned chapters
  • Read assigned article
  • Review assigned videos
  • Participate in the discussions
  • Complete the Week 3 Quiz

4

4,5,6,8

Topic:  EBP for Social Competence

  • Read and Review:
    • Read Chezan, et al., Chapter 8
    • Read article: "Strategies for Surviving Middle School with an Included Child with Autism"
    • Review website: Social Skills Activities for Children with Autism

 


 

  • Read assigned chapter
  • Review assigned article
  • Review assigned website
  • Review assigned video
  • Participate in the discussions
  • Submit the Week 4 Assignment - ASD Observation Report and Verification

5

4,5,6,8

Topics: Academic Evidence-Based Practices

  • Read and Review:
    • Read Chezan, et al., Chapters 9 and 10
    • Read article: "The Ultimate List of Graphic Organizers for Teachers and Students"
    • Read article: “'I Can Do It Myself!' Using Work Systems to Build Independence in Students with Autism Spectrum Disorders"
    • Review website: ASD and Assistive Technology: Literacy
    • Review website: ASD and Assistive Technology: Writing
  • Read assigned chapters
  • Read assigned articles
  • Review assigned websites
  • Review assigned videos
  • Participate in the discussions
  • Complete the Week 5 Quiz

6

4,5,8

Topics:  EBP for Problem Behaviors

  • Read and Review:
    • Read Chezan, et al., Chapter 10

 

  • Read assigned chapter
  • View assigned videos
  • Participate in the discussions
  • Submit the Week 6 Assignment - Behavior Intervention Plan (BIP)
  • Begin working on your Final Paper

7

4,5,7,8

Topics: Transition Planning and Professional Collaboration

  • Read and Review:
    • Read Chezan, et al., Chapters 11 and 13
    • Read article: "Person-Centered Planning"
    • Read article: “Five Steps for Developing Effective Transition Plans for High School Students With Autism Spectrum Disorder"
    • Review document: Transition Goal Examples
    • Review document: Transition Tool Kit.pdf (autismspeaks.org)

 

  • Read assigned chapters
  • Read assigned articles
  • Review assigned documents
  • View assigned video
  • Participate in the discussions
  • Complete the Week 7 Quiz
  • Continue working on your Final Paper

8

1-8

Topic: Assistive Technology and Learners with ASD 

  • Read and Review:
    • Read article: "Assistive Technology for Autism: Tools and Benefits (verywellhealth.com)
    • Review website: ASD and Assistive Technology: Organization
  • Read assigned article
  • Review assigned website
  • View assigned video
  • Participate in the discussions
  • Submit Week 8 Assignment - Final 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.