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Autism: Intervention Strategies & Techniques. John C. Burke, Ph.D. & Shawn Henry M.Ed. Kentucky Autism Training Center University of Louisville. Course Overview & Requirements. Required Reading.

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autism intervention strategies techniques

Autism:Intervention Strategies & Techniques

John C. Burke, Ph.D. & Shawn Henry M.Ed.

Kentucky Autism Training Center

University of Louisville

required reading
Required Reading

1. Simpson & Myles. Educating Children and Youth with Autism: Strategies for Effective Practice. Pro-Ed Publishing: 1998.

2. Quill. Do-Watch-Listen-Say Social and Communication Intervention for Children with Autism, Brooks Publishing: 2000

3. Hodgdon. Visual Strategies for Improving Communication, QuickRoberts Publishing,

1996

course description
Course Description
  • Students examine instructional approaches used with students with autism.
course description1
Course Description
  • Particular emphasis is on research based strategies that have shown considerable utility in facilitating increases in communication, social skills, and involvement in group activities.
slide6
In addition, the course also focuses on specific techniques to reduce the impact of the children\'s display of interfering behaviors.
slide7
Participants explore the implications of using different instructional approaches in combination with technology-based behavioral and instructional supports that promote generalization of skills.
course objectives
Course Objectives
  • Students will:
    • Acquire knowledge in developing and applying instructional and behavioral supports for students with autism.
slide9
Know the essential components of several different approaches used with children with autism and be able to contrast them.
slide10
Have an in-depth understanding of principles, which underlie behavioral approaches used with students with autism and how technology can be infused with behavioral teaching principles.
slide11
Describe major learning characteristics commonly seen in students with autism including overselective responding and know general intervention strategies to target such characteristics.
slide12
Know specific strategies for successfully targeting communication skills using effective teaching strategies and augmentative communication technologies.
slide13
Demonstrate high level of proficiency in defining, targeting, and measuring social and pragmatic skills including initiations, eye-contact, turn-taking, social proximity, commenting, etc.
slide15
Know fundamental factors that must be considered in planing classroom structures and organizing daily activities.
slide16
Be prepared to develop a plan using effective teaching practices for promoting the inclusion of a child with autism.
slide17
Gain an understanding of methods of teaming across professionals and family members of students with autism.
slide18
Learn methods of systematically extending educational programs to involve parents, siblings, and peers of students with autism.
course requirements
Course Requirements
  • Students are required to attend classes on a regular basis through interactive chat or in the studio. The student must contact the professor prior to missing any scheduled classes.
slide22
Grades will be determined by the quality of work performed by the student on the class activities following.
slide23

Grading procedures are as follows:

  • Class Participation = 25 points
    • Three Point Summaries (15)
    • Questions and Comments (10)
three point summaries
Three Point Summaries
  • (15 pnts) Prepare a brief "three point" summary for each assigned reading from the required textbooks. If there is reading from both books for the week, you only provide “three points” total.
  • Provide at least three sentences per each “point”.
  • The summary should convey your understanding of the material.
  • Email each summary to, [email protected] and [email protected], on a weekly basis
  • Title the email with “Three-Point Summary and date”
slide25
These will be due on the Tuesday prior to the start of the class in relation to the respective required readings.
mid term examination
Mid-Term Examination
  • The Mid-term examination will cover material from classes 1-6.
  • The exam is due in the office by February 25, 2004.
slide27
Final Examination = 20 pnts The final examination will cover classes 7-14. The format will be similar to the Midterm. The final is due in the office by April 28, 2004.
slide28
Course Project = 35 pnts
  • This will be a cumulative project in which you will be required to identify one student with autism who is in need of a specialized intervention program.
slide29
Based on information presented in class and in the literature, the student will design a comprehensive intervention educational or home-based program for addressing the student\'s needs. This project will serve as a proposal for future implementation.
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