Communication and Autism Spectrum Disorder

1. Communication and Autism Spectrum Disorder Patricia Rakovic MA CCC/SLP

2. TeachingPhilosophy As a practicing clinician I want information to be: • Research based • Current • Applicable • Presented in a way that I can understand • Presented so I can practice and comprehend • Gives me the opportunity to make it applicable to my situation • Allows me to achieve

3. Course Description • According to the Center for Disease Control and Prevention (CDC), 1-110 (average) Americans is classified as having an Autism Spectrum Disorder (ASD). • http://www.cdc.gov/ncbddd/autism/data.html

4. A report published by CDC in 2009, shows that 30-51% (41% on average) of the children who had an ASD also had an Intellectual Disability (intelligence quotient <=70) http://www.cdc.gov/mmwr/preview/mmwrhtml/ss5601a2.htm (2002)

5. The American Psychiatric Association's Diagnostic and Statistical Manual-IV, Text Revision (DSM-IV-TR) 1 provides standardized criteria to help diagnose ASDs.  Diagnostic Criteria for 299.00 Autistic Disorder Six or more items from (1), (2), and (3), with at least two from (1), and one each from (2) and (3): qualitative impairment in social interaction, as manifested by at least two of the following: marked impairment in the use of multiple nonverbal behaviors such as eye-to-eye gaze, facial expression, body postures, and gestures to regulate social interaction failure to develop peer relationships appropriate to developmental level a lack of spontaneous seeking to share enjoyment, interests, or achievements with other people (e.g., by a lack of showing, bringing, or pointing out objects of interest) lack of social or emotional reciprocity

6. 2.qualitative impairments in communication as manifested by at least one of the following: • delay in, or total lack of, the development of spoken language (not accompanied by an attempt to compensate through alternative modes of communication such as gesture or mime) • in individuals with adequate speech, marked impairment in the ability to initiate or sustain a conversation with others • stereotyped and repetitive use of language or idiosyncratic language • lack of varied, spontaneous make-believe play or social imitative play appropriate to developmental level

7. 3.Restricted repetitive and stereotyped patterns of behavior, interests, and activities, as manifested by at least one of the following: • encompassing preoccupation with one or more stereotyped and restricted patterns of interest that is abnormal either in intensity or focus • apparently inflexible adherence to specific, nonfunctional routines or rituals • stereotyped and repetitive motor manners (e.g., hand or finger flapping or twisting, or complex whole-body movements) • persistent preoccupation with parts of objects

8. Course Description Communication impairment is one of the key deficits in autism spectrum disorder and a common cause of behavior, social and academic difficulties

9. Course Description This course will examine communication, • Typical development of communication • Difference in autism speech and language development, • Assessments of communication, • Augmentative communication supports, • Visual supports • Inter-relationship between communication and socialization

10. Expectations • Students will develop the awareness and the necessary skills to conduct informed observations of communication abilities and to identify supports that match the individuals learning style. • Students will learn strategies to collaborate with teachers, family members and related professionals to increase communication amongst stakeholders. • Using a combination of observation, in-vivo practice sessions, lecture and project based learning students will apply their knowledge of communication supports across the autism spectrum.

11. Course Objectives Upon successful completion of this course student will be able • To describe neuro-typical language development and its relationship to social development including verbal, non-verbal and social communication skills and describe how neuro-typical language development is fundamental to the academic learning process.

12. Course Objectives • To describe the differences in language development in children with autism spectrum disorder (ASD) and demonstrate knowledge of the core communication deficits individuals with ASD present and how these challenges can impact academics • To identify, analyze, record and evaluate communication behaviors to develop goals to remediate using best practices and present findings to students, parents and professionals.

13. Course Objectives • To demonstrate research-based interventions that positively impact communication skills of individuals with autism spectrum disorders. • To incorporate effective environmental and behavioral strategies that reflect the needs of the student(s) and work to assist the student in becoming a more fully functioning individual in their community; • To adapt a lesson to meet the needs of a student with ASD demonstrating an understanding of the core deficits of autism

14. Rationale • Understanding of the core deficits of ASD • Knowledge of communication differences guides a teacher to apply appropriate strategies specific to ASD and refines their ability to make the necessary modifications and accommodations in the classroom. • Analysis of autistic behaviors often leads to the understanding of their difficulties in verbal and non-verbal communication.

15. Class Calendar • Expected outline of the classroom lectures and expected field experiences and assignments is part of the syllabus • It will be important to keep up with the requirements, if you know that you will be busy a particular week please plan accordingly and complete the planned assignment prior to the date.

16. Class Structure • Share • Teach • Practice • Reflect

17. Readings • Charman, T., & Stone, W. L. (2006). Social and communication development in autism spectrum disorders: early identification, diagnosis, and intervention. New York: Guilford Press. • Hodgdon, L. A. (1999). Visual strategies for improving communication: practical supports for school and home. Troy, MI: Quirk Roberts Publishing

18. Readings 3 Autism Internet Modules | Welcome. (n.d.). Retrieved from http://www.autisminternetmodules.org/ 4.CEC | Autism/Asperger's Syndrome. (n.d.). CEC | Home. Retrieved from http://www.cec.sped.org/AM/Template.cfm?Section=Autism_Asperger_s_Syndrome&Template=/TaggedPage/TaggedPageDisplay.cfm&TPLID=37&ContentID=5598 5.National Autism Center. (n.d.). Retrieved from http://www.nationalautismcenter.org/affiliates/reports.php

19. Recommended Readings: • Lord, C., & McGee, J. P. (Eds.) (2001). Educating Children with Autism. Washington: National Academy Press. [This book is also available online, where it can be read for free, at http://www.nap.edu/catalog.php?record_id=10017#toc 2. Quill, K. A. (2000). Do-watch-listen-say: social and communication intervention for children with autism. Baltimore, MD: Paul H. Brookes Pub.( available at public library) 3. Quill, K. A. (1995). Teaching children with autism: strategies to enhance communication and socialization. New York: Delmar (available at public library) 4. Wetherby, A., & Prizant, B. (2000). Autism spectrum disorders: A Transactional Developmental Transactional  Perspective. Baltimore, MD: Brookes.

20. Course Grading Please know that my first priority is that you understand the content of this course so that you are able to apply the knowledge to your teaching. With that in mind you have the opportunity to revise papers and projects as outlined in the syllabus until the final class at which time all grades will be final.

21. Course Grading Grades are based on a 400 point scale. • Language Sample (80) • Language Sample ASD (80) • UCC/ISS/Global Planning (80) • Ziggurat/CAPS (80) • Lesson Plan (80) • Reflections BONUS 5pts

22. Course Grading Your grade will be determined by how many points you earn in the following areas: A+ to A- = 400 – 360 points or 100% to 90.0%B+ to B- = 359 – 320 points or 89.9% to 80.0%C+ to C- = 319 – 280 points or 79.9% to 70.0%D+ to D- = 279 – 240 points or 69.9% to 60.0%

23. Course Grading Late Papers Papers that are turned in late will result in a five point decrease for each day that it is turned in late. If you submit your paper via email you are responsible to insure that it has been delivered by requesting a returned receipt.

24. Professional Writing All papers written should use professional language and have your name and the particular assignment in the footer of each page. Due to the sensitive nature of the content respect for the children, families and teachers needs to be exhibited. Remember to use “person first language” (ex. Child with ASD). • References must be sited in a bibliography. • All papers should be done in 12pt font, 1.5 spacing, last name in footer, page numbers.

25. Attendance Due to the interactive nature of this course attendance and participation is vital. All students are expected to be in class and complete all weekly assignments and readings. Students must notify the instructor prior to the absence and make arrangements to make up the work this may include passing an online quiz on the material or preparing a mini-project or paper that will demonstrate that the student has the knowledge of the material missed.