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ST. PETERSBURG COLLEGECOLLEGE OF EDUCATION"Preparing students to serve as effective, reflective and caring teachers."COURSE SYLLABUSEEX 4094Nature and Diagnostic Assessment of AutismThis syllabus course calendar and other attending documents are subject to change during the semester in the event of extenuating circumstances.Course Prefix:EEX 4094Section #: 7353Credit Hours:Three CreditsCo-requisites:None FLDOE may require practicum; check w themPre-requisites:Admission to AUTISM-NO or COE student w permissionDay, Time and Campus:OnlineEnter TimeChoose an item.Modality:Online - Weekly participation is required for attendance. Participation in this course is defined as posting to the discussion board or submitting an assignment.Professor:Dr. Susan BlanchardOffice Hours:OnlineWithin 24-48 hoursOffice Location:Choose an item.MT/JC 315Office Phone:727.712-5879Email Address:Blanchard.sue@spcollege.edu, MyCourses email preferredACADEMIC DEPARTMENT: College of EducationDean:Kimberly Hartman, Ph.D.Office Location & Number:Tarpon SpringsBB 101COURSE DESCRIPTIONThis course is an introduction to the nature of autism which surveys the history of Autism Spectrum Disorders (ASD) and gives an overview of the characteristics of children on the autism spectrum. Students will study the assessment and diagnosis of autism and examine research-based best practices for children on the autism spectrum. 47 contact hours.MAJOR LEARNING OUTCOMESThe student will survey the diagnostic criteria of autism by:comparing and contrasting the development of a child with ASD versus a child of typical development.reviewing historical perspectives and analyzing their impact on diagnosis of autism.identifying the five dimensions of ASD (social, communication, cognitive, special interests, and sensory).The student will examine the characteristics of disorders on the autism spectrum by:comparing and contrasting the differences of disorders on the autism spectrum.analyzing the impact of autism on socialization, academic learning, and emotional development.The student will review an individualized diagnostic assessment by:surveying assessments used for diagnosis of paring and contrasting purposes of different diagnostic assessments.evaluating a child already diagnosed on an autism-identification rating scale.The student will develop appropriate learning goals for children on the autism spectrum by:constructing academic goals for a child with autism.creating social goals for a child with autism.designing communication goals for a child with autism.The student will analyze effective classroom practices for children with disorders on the autism spectrum by:differentiating the key elements of effective programs for children with ASD.reacting to responses from teachers and parents regarding effective classroom practices for children with ASD.analyzing uses of structured teaching methodology.REQUIRED TEXTBOOK(S), RESOURCES AND MATERIALSRequired Textbooks Textbook(s)Required : Buron, K.D., & Wolfberg, P. (Eds.) (2014) Learners on the Autism Spectrum: Preparing Highly Qualified Educators and Related Practitioners, 2nd ed. Shawnee Mission, KS: Autism Asperger Publishing Co. (ISBN 978-1-937473-95-2) Recommended :Students using eBooks must have access to the eBooks during class sessions.Supplemental MaterialResourcesBrewer, R., & Mueller, T. (2008) Strategies at Hand: Quick and Handy Strategies for Working With Students on the Autism Spectrum. Shawnee Mission, KS: Autism Asperger Publishing Co.(ISBN 1934-57518-6) Optional Buron,?K.?D., Curtis,?M. (2012).?The incredible 5-point scale: Assisting students in understanding social interactions and controlling their emotional responses(2nd?ed.). United States: AAPC Publishing.Materials:Library: Technology is an essential tool for receiving and developing instruction. Students are expected to reference MyCourses continuously to assure all current content for class has been accessed. Additionally students are expected to be familiar or familiarize themselves with email, attachments, MyCourses and PowerPoint presentation methods.The instructor of this course frequently, power point, digital media, and web based resources to disseminate information and engage preservice learners and students.All work must be submitted in a format compatible with Microsoft Word (e.g.: .doc, .docx, .rtf) NO handwritten submissions accepted.Supplies As needed for presentation of Jigsaw topicCOURSE REQUIREMENTS & EXPECTATIONSSchool Based Hours Course RequirementsThis course requires no hours of observation/participation in an appropriate classroom setting as approved by the Office of School Partnerships.However, this course does coordinate with a practicum, EEX 4941, that does require 30 hours. FLDOE or Districts sometimes waive hours for practicing teachers. It is the student’s responsibility to find out what is required by their District or FLDOE.ALL Course AssignmentsSyllabus Quiz (5 points)Quiz covering syllabus content and course expectations. Due by Wednesday of the first week of class. This is the “check in” for the course attendance confirmation. Failure to complete successfully in the first two weeks will result in being dropped from the course.Introduction Discussion Posting (5 points)Students will introduce themselves following a prompt in a discussion posting during the first week of class and will also respond to the posting of a classmate.Chapter Quizzes (10 points each, 90 points total)Quizzes on readings from required text. There will no opportunity to make up missed quizzes.Module Tasks (20 points each, 200 points total)Tasks within lessons, drop box assignments or discussion posting demonstrating knowledge gained within module content. Each module contains 20 points worth of one or more tasks. Review each module for expectations.Book Summary (50 points) Choose a book written by a person with autism/ASD from the reading list (or have one approved by instructor) and fill in the summary template. Details are available in the Start Here folder or in the Module 1 lesson. Due in discussion forum by the end of Module 8.Jigsaw Presentation (100 points)Part A: Each student will do a literature review to?see what current research says about topics?found in the text.? Each student needs to creatively present current?research in the field regarding?the assigned topic. ?? Topic selection will take place during Module 2.? Virtual library searches?on topics related to the content of Modules 3-9 will be provided by the?instructor in the module folders and the student will identify the most pertinent articles within the results.? After getting a sense of the literature in?the chosen area through further research, the student will share common themes, interesting directions in the field, conflicting or supporting views, interactions between subjects, etc.? Students may choose to present their jigsaws via: PowerPoint (perhaps narrated? If so, must provide script for accessibility), video presentation, Camtasia, etc.? This assignment is due by Sunday at midnight of that week’s module so that classmates have the opportunity?to respond by the Wednesday due date..?- 50 pointsPart B: Each student will learn from their classmates’ presentation and post at least one thoughtful response of at least 50 words within that week’s discussion folder. These responses are due by the end of the module (Wednesday at 11:30 pm). Total of 30 points (five for each week that you are not presenting).Part C: Each presenter is expected to respond to any responses to their presentation. Try to add further information or clarification in your response of 25 words or more. 20 points. 5 points will be listed in the grade book as jigsaw response and 15 points will be listed as “Responses to responses”Cumulative Final Exam (100 points)The Final Examination will be completed independently online and will ask questions covering content from required texts, lesson presentations, jigsaw information and assignment objectives. Keep current on readings and posted information for best success at this cumulative assessment. No late submissions accepted.V,. SYLLABUS STATEMENTS COMMON TO ALL COE SYLLABICOE SYLLABUS STATEMENTS Syllabus Statements Each student must read all topics within this syllabus and the content of the links.? If the student needs clarification on any items in the syllabus or linked statements, he/she should contact the course instructor.If you remain enrolled after the drop date this signifies that you agree to abide fully by the parameters set in this syllabus and any syllabus addendum.Calendar on next page.CALENDAR AND TOPICAL OUTLINE I suggest printing this out and checking off as you complete!Nature of Autism Course CalendarFor each module, the student will:-Read the Module Directions each week. Check off each step as you complete them.-Read the assigned text(s), watch ALL videos and engage in module materials. -Complete the designated assignments & quiz(zes)-All readings, content, assignments for that week are due on Wednesday at 11:55pm except for Jigsaw presentations which are due on the Sunday before. Note: Working ahead is both welcomed and encouraged!ModuleDateTopics & Module MapReadings DueAssignments DueMod 1 Date Due Sept. 17SUNDAY! (extended due date since it is first week) What does autism look like?Take Syllabus QuizExploring our connections to ASD (intro discussion forum) Complete Module 1 Online LessonStudy (which looks like: thorough reading, highlighting as appropriate, taking notes in the margins, etc.) of Chapter 2Take Chap 2 Quiz no late quizzes acceptedLooking ahead: Teams will be assigned for Team Comparison of ASD and Neurotypical Students Project – go ahead and start your research and watch for your team assignment posted in Module 2.SyllabusRead , take notes, highlight Chap. 2Syllabus QuizIntroduction Discussion PostingChap 2 QuizMod 2Sept. 27Wed. (extended week to settle in)Autism Diagnostic CriteriaThe Autism Umbrella: What’s on the spectrum & Autistic Childhood Development Complete IRIS Introduction to AutismStudy Chapter 4 Read all Module materialTake Chapter 4 Quiz - no late quizzes accepted Choose book from the reading list to read and summarize using the template. Put title in dropbox subject line in this module. Summary is due in Module 8.Choose the topic or module that you will be a presenter for the Jigsaws. First come, first get the topic you choose! Ch. 4Chap. 4 Reading Quiz Choose book and post its title in dropboxMod 3Oct. 4Wed. Communication: Can you hear ME now?Read, Study, Breathe Chapter 5Complete Module 3 Online LessonComplete discussion postingTake Ch 5 Quiz - no late quizzes acceptedWork on graphic organizer showing differences between ASD & neurotypical development with partnerFirst jigsaw: presenters post by Sunday, everyone else responds by WednesdayCh.5 Symbolic Communication and Students with ASD Chap. 5 Reading QuizJigsaw Mod3Graphic organizer: Compare ASD to neurotypicalMod 4 Oct 11 Structured Teaching: The perfect recipeStudy Chapter 11 Complete Module 4 Online Lesson Finish & Submit Team Comparison ProjectComplete discussion postingTake Ch 11 Quiz - no late quizzes accepted Jigsaw: presenters post by Sunday, everyone else responds by WednesdayLooking ahead: Work ahead on your assigned jigsaw chapterCh. 11Discussion posting: What works?Chap. 11 Reading QuizJigsaw Mod4Mod 5Oct 18 Sensory Processing: Stop the World, I Need to Get OffStudy Chapter 6 Complete Module 5 Online LessonComplete discussion postingTake Ch 6 Quiz - no late quizzes accepted Jigsaw: presenters post by Sunday, everyone else responds by WednesdayCh. 6Discussion posting: Sensory PatternsChap. 6 Reading QuizJigsaw Mod5Mod 6Oct 25 Behavior Management: No more nailing JELLO to a treeStudy Chapter 7 Complete Module 6 Online LessonComplete Module Task – Top Ten Things Your Student with Autism Wishes You Knew Take Ch 7 Quiz – no late quizzes accepted Jigsaw: presenters post by Sunday, everyone else responds by Wednesday.Looking ahead: Book summary is due in Mod 8 Ch. 7Module Task –Top Ten reactionChap. 7 Reading QuizJigsaw Mod6Mod 7Nov 1 Socialization: Come to the partyStudy Chapters 8 & 10 Complete Module 7 Online LessonComplete discussion postingTake Ch 8&10 Quiz - no late quizzes accepted Jigsaw: presenters post by Sunday, everyone else responds by Wednesday.Ch. 8 & 10Discussion posting: Social Thinking CurriculumChapters 8&10 Reading QuizJigsaw Mod7Mod 8Nov 8 Social Thinking: Rubber Chicken MomentsStudy Chapter 9 Complete Module 8 Online LessonTake Ch 9 Quiz - no late quizzes acceptedComplete book summary template. Jigsaw: presenters post by Sunday, everyone else responds by Wednesday.Ch. 9 Chap. 9 Reading QuizJigsaw Mod8Book summary template dueRespond to SSI (top of CONTENT tab)Mod 9Nov 15(cont’d)Transition: Planning Alternative Tomorrows with HopeStudy Chapter 14Complete Module 9 Online LessonTake Chap 14 Quiz - no late quizzes acceptedJigsaw: presenters post by Sunday, everyone else responds by Wednesday. Ch. 14Chap. 14 Reading QuizJigsaw Mod 9Review for finalMod 10 Nov 22Thanksgiving week. Catch up on your work and enjoy your family!Mod 11Nov 29It’s about PEOPLE.I. Study Chapters 16 & 17II. Complete Module 10 Online plete Discussion Forum Chapters 16 & 17Discussion BoardLiving with ASD –optional bonus points Final Exam will include info from Chapters 16 & 17- no Reading Quiz this weekMod 12Dec 6Take Final Exam – due as early as possible so grades can be submitted quickly. Absolute latest: Wednesday. No late submissions accepted! ................
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