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COURSE SYLLABUS (DRAFT as of 2-12-09) COURSE TITLE:

CMSI 295 Summer Autism Institute

LOCATION:

Double Tree

DATES:

June 22 - 26, 2009

TIME:

8:30 am - 5:30 pm

COURSE COORDINATOR:

Patricia A. Prelock, Ph.D., CCC-SLP

OFFICE:

Eleanor M. Luse Center for Communication: Speech, Language & Hearing Department of Communication Sciences 407 Pomeroy Hall 489 Main Street Burlington, VT 05405 (802) 656-2529 (voice mail) (802) 656-2528 (fax)

E-MAIL:

[email protected]

COURSE INSTRUCTOR: Patricia A. Prelock, Ph.D., CCC-SLP Professor & Chair Department of Communication Sciences GUEST INSTRUCTORS: Richard L. Simpson, Ph.D. Professor of Special Education University of Kansas Lawrence, KS Paula Kluth, Ph.D., Consultant Oak Park, IL David Wacker, Ph.D Jay Harding, Ed.S. University of Iowa Iowa City, IA Lynn Koegel, Ph.D., CCC-SLP Clinical Director, Koegel Autism Center Counseling/Clinical/School Psychology Gevirtz Graduate School of Education University of California, Santa Barbara 1

Robert L. Koegel, Ph.D., Director, Koegel Autism Research Professor of Counseling/Clinical/School Psychology and Head of Special Education, Disability and Risk Studies Gevirtz Graduate School of Education University of California, Santa Barbara COURSE SUMMARY: This course is offered as a one-week intensive session featuring international, national, regional and local experts in autism & other developmental disabilities. It is open to community teams and the families they serve in Vermont and interdisciplinary teams across the New England area. Participants represent several disciplines, including speech-language pathologists, special educators, general educators, medical professionals, family members, administrators, early interventionists, paraprofessionals, occupational therapists, physical therapists, psychologists, child care service providers, and community resource parents. The content emphasizes the evidence-based practice guidelines across a range of interventions for individuals with ASD, inclusive practices for children with ASD, functional analysis and functional communication training for young children with ASD in the home setting, and Pivotal Response Training. The content focus and educational objectives for each day of the course are listed in the course outline. Overall, however, participants in this course will be able to: 1. Explain the range of treatments available to individuals with ASD with varying evidence. 2. Define inclusive practices that work for children with ASD. 3. Describe functional analysis and functional communication training. 4. Describe pivotal response treatment for children with ASD. REQUIRED READINGS: Readings are listed for each day on the course outline. These readings can be found on the UVM blackboard site under CMSI 295 Summer Autism Institute. COURSE REQUIREMENTS: 1. Attendance & Facilitated Discussions. Attendance for the entire five days of the course and participation in the facilitated discussions is required of all students. At the end of the presentations by the national experts, time has been set aside for participants to form 4-5 teams (of no more than 6-8 individuals) and engage in discussions led by facilitators who will be assigned to each team. Each team is required to address the questions that have been posed on the course outline. As a team, a recorder should be assigned to take notes, which reflect the discussion of the team and address the questions that were posed. Each team member is to sign the notes representing the team's reflections on the questions (additional comments can be added by each team member). Each of the day's reflections are worth 4 points (x5 days) for a total of 20 points. Team notes will be taken by the team recorder at the end of each facilitated discussion who will turn them into the course coordinator.

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2. Journal Article Review. Each student who is taking the course for graduate credit is required to critically review ALL the required readings for ONE of the 5 topic areas listed by day in the course outline. These readings can be found in the course pack. To facilitate your critical reflection on what has been read, the following questions should be addressed in your review: a. In what way does this information expand your knowledge of the receptive & expressive language (4 pts.), cognitive communication (2 pts.), social aspects of communication (2 pts.)& communication modalities (2 pts.) challenges and needs of individuals affected by autism spectrum disorders (ASD) (10 points) b. Based on your current views of individuals and their families affected by ASD and what is known about best practice for this population, describe how the information you read supports or refutes your current beliefs and what is known about best practice for this population in the areas of receptive & expressive language (4 pts.), cognitive communication (2 pts.), social aspects of communication (2 pts.) & communication modalities (2 pts.). (10 points) c. Explain how you will apply the knowledge you gained from reading the article/chapter as you collaborate with team members (which includes families) to accommodate and support the receptive & expressive language (4 pts.), cognitive communication (2 pts.), social aspects of communication (2 pts.) & communication modalities (2 pts.) needs of individuals affected by ASD. (10 points) The article review should be typed and be no more than two pages in length. It is worth a total of 30 points and is due on or before Friday, June 26. See the explanation of receptive & expressive language, cognitive communication, social aspects of communication and communication modalities attached at the end of the syllabus. Learning Goals: 1) Students will demonstrate their knowledge of the etiologies and characteristics of receptive/expressive language, cognitive communication, social aspects of communication & communication modalities in individuals with autism spectrum disorders (ASD) (ASHA Standard III-C). 2) Students will possess knowledge of methods of prevention, assessment, & intervention for communication disorders in individuals with ASD (ASHA Standard III-D). 3) Students will demonstrate an ability to analyze, synthesize & evaluate information regarding methods of prevention, assessment, & intervention for communication disorders in individuals with ASD (ASHA Standard III-D). 4) Students will demonstrate knowledge of research & integration into evidence-based clinical practice for individuals with ASD (ASHA Standard III-F).

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Indicator of Achievement: Students will achieve the learning goals above & obtain at least 26 of the total 30 points for these assignments. 3. Applied Assignment. Students may collaborate on this assignment, where appropriate, with team members who are also taking the class. If individual students are taking the course, they are welcome to join a team, although they can complete the applied assignment independently. The applied assignment is designed to give students an opportunity to share the information they have learned with their community through an inservice training so that the knowledge base of all providers and families affected by ASD or other neurodevelopmental disabilities can be expanded. An outline of the inservice training plan with relevant materials should be submitted to the course coordinator on or before July 17. The following components should be included: a. A statement of purpose (4 pts.) for the inservice training with educational objectives (4 pts.) listed. (8 points) b. Description of the content to be covered with justification, including literature support for the focus of the training, specifically emphasizing needs in the areas of receptive & expressive language (6 pts.), cognitive communication (3 pts.), social aspects of communication (3pts.) & communication modalities (3 pts.). (15 points) c. Teaching strategies which will be used to facilitate and ensure adult learning. (5 points) d. Copy of the handouts (6 pts.) that will be provided, including a reference list or relevant bibliography (4 pts.). (10 points) e. Copy of the evaluation tool that will be used to assess the effectiveness of the training. (7 points) f. Follow-up plans for supporting the ongoing learning of staff in your community in the area of ASD (5 points) If an inservice training is not the most effective way for students who are participating in the course to exchange information with their community, then an alternative applied assignment can be negotiated. This could take many forms, including designing a curriculum and classroom supports for a child with ASD; completing a treatment plan based on the application of pivotal response training; developing a plan for addressing challenging behavior; designing a training program for paraprofessionals who are supporting the needs of children with ASD; implementing social skills training for children with ASD, etc. The applied assignment is worth a total of 50 points. Undergraduate students who are registered for the course should talk with the course coordinator to determine an appropriate applied assignment. The applied assignment for undergraduate students is worth 20 points instead of 50 points. Learning Goals: 1) Students will demonstrate their knowledge of the nature of receptive/expressive language, cognitive communication, social aspects of communication & communication modalities in individuals with autism spectrum disorders (ASD) (ASHA Standard III-C). 2) Students will demonstrate an understanding of ways to disseminate information, communicate effectively and collaborate around issues 4

affecting children with ASD, their families and the professionals who serve them (ASHA Standard IV-G). Indicator of Achievement: Students will achieve the learning goals above & obtain at least 42 of the total 50 points for graduate students & 17 out of 20 points for undergraduate students. 4. Pre- and Post-Assessment. All participants taking the course for graduate credit are required to complete a pre-assessment of their knowledge in the assessment and intervention of children with ASD and other neurodevelopmental disabilities, and to establish individual goals for enhancing their knowledge throughout the week. This pre-assessment will be completed on Monday, June 22, during the scheduled time for facilitated discussions and should be given to the assigned facilitators. All participants taking the course for graduate credit are also required to complete a post-assessment of their knowledge in the assessment and intervention of children with ASD and other neurodevelopmental disabilities, and to evaluate the effectiveness with which they met their individual goals for the week. This post-assessment will be completed on Friday, June 26, during the scheduled time for facilitated discussions and should be given to the assigned facilitators. NOTE: Any student who has a disability that may prevent him/her from fully demonstrating his/her abilities should contact the course instructor no later than the second day of class so we can discuss accommodations necessary to ensure full participation and facilitate your educational opportunity. ASSIGNMENTS: Graduate 20 pts. 30 pts. 50 pts. _______ 100 pts.

Attendance & Facilitated Discussions Article Review Applied Assignment TOTAL GRADING: Graduate Students

94-100 points 93-90 points 89-87 points 86-84 points 83-80 points 79-75 points below 75 points

Undergraduate 20 pts. 30 pts. 20 pts ________ 70 pts.

Undergraduate Students (undergraduate credit) A AB+ B BC F

65-70 points 63-64 points 62-61 points 60-59 points 56-58 points 54-55 points 52-53 points 49-51 points 42-48 points 41 points or below 5

A AB+ B BC+ C CD F

COURSE OUTLINE:

MONDAY, JUNE 22:

Effective Methods for Children and Youth with Autism Spectrum Disorders: Trends, Challenges, Options and Decision Strategies

Learners diagnosed with autism spectrum disorders (ASD) are significantly challenging the skills and resources of schools, families and clinical professionals as well as parents and family members. These challenges are at least in part a function of a lack of understanding of autism-related disorders, including strategies and methods that have proven most effective in achieving desired outcomes. In this connection this presentation will focus on identifying, applying and evaluating practices and strategies that are most utilitarian and effective in educating, managing and supporting children with ASD. A critical review of ASD intervention methods as well as procedures for identifying maximally effective interventions and practices will be central elements of the session. Educational Objectives: As a result of this session, participants will be able to: Identify trends and challenges to using evidence-based methods with children and youth diagnosed with autism spectrum disorders (ASD) Explain at least 2 effective practice interventions and treatments for students with ASD Describe policy, scientific and educational methodology decision-making considerations and guidelines related to using maximally effective interventions and treatments in the education of children and youth with ASD (ASHA Standards III-C & III-D; VT Standard 1: Learning, Principle #1; VT Standard 2:Professional Knowledge, Principles #4, 5, 6, & 7) Instructor:

Richard L. Simpson, Ph.D. Professor of Special Education University of Kansas Lawrence, KS

Required Readings for MONDAY, JUNE 22: Iovannone, R., Dunlap, G., Huber, H., Kincaid, D. (2003). Effective educational practices for students with autism spectrum disorders. Focus on Autism and Other Developmental Disabilities, 18, 150-165. Simpson, R.L. (2005). Evidence-based practices and students with autism spectrum disorders. Focus on Autism and Other Developmental Disabilities, 20(3), 140-149. Simpson, R., McKee, M., Teeter, D., & Beytien, A. (2007). Evidence-Based Methods for Children and Youth with Autism Spectrum Disorders: Stakeholder Issues and Perspectives. Exceptionality, 15(4), 203-218. Recommended Reading for MONDAY, JUNE 22: 6

Romanczyk, R., & Gillis, J. (2005). Treatment approaches for autism: Evaluating options and making informed choices. In D. Zager (Ed.), Autism spectrum disorders: Identification, education and treatment (515-535). Mahwah, NJ: Lawrence Erlbaum.

Questions to consider during facilitated discussion on MONDAY (3:30 - 5:30): 1. What are the trends facing our practice with individuals with ASD & what are the challenges in implementing evidence-based practice? 2. Think of a child with ASD and identify at least one of the interventions you learned about today that have some evidence and would be appropriate for this child. Explain why you selected the intervention you did and how you might go about implementing it for this child. 3. What are some considerations you will use to guide your decision making about appropriate interventions for the children with ASD with whom you currently work? DUE:

Team Reflections Pre-assessment & Goal Setting

TUESDAY, JUNE 23:

Educational Objectives: As a result of this session, participants will be able to:

(ASHA Standards III-C & III-D; VT Standard 1: Learning, Principle #1; VT Standard 2: Professional Knowledge, Principles #4, 5, 6, & 7; VT Standard: Advocacy, Principles #11 & 12)

Instructor:

Paula Kluth, Ph.D.

Required Readings: Questions to consider during facilitated discussion on TUESDAY (3:30 - 5:30): DUE:

Team Reflections

WEDNESDAY, JUNE 24: Conducting Functional Analysis and Functional Communication Training in Home Settings with Young Children In this presentation, we will describe how functional communication training (FCT) can be conducted in home settings by parents with young children (6 years or younger) who have developmental and behavioral concerns. Since 1992, we have received funding from the National Institutes of Health to work with parents in their 7

homes to replace their child’s severe destructive behaviors, such as self-injury and aggression, with adaptive behaviors, such as communication and task completion. Parents conduct all assessment and treatment sessions with 1 hour per week of coaching by an applied behavior analyst. We will describe components of the project, including conducting functional analyses and FCT, followed by a summary of the overall results. We will show a case example for 1 child and describe how we worked with the parents to implement the child’s treatment at home. Educational Objectives: As a result of this session, participants will be able to: Describe how functional analyses are conducted in home settings Describe how functional communication training can be used to reduce destructive behavior Explain how coaching is provided to parents to implement treatment at home (ASHA Standards III-C & III-D; VT Standard 1: Learning, Principle #1; VT Standard 2: Professional Knowledge, Principles #4, 5, 6, & 7)

Instructor:

David Wacker, Ph.D. Jay Harding, Ed.S.

Required Readings: Harding, J. W., Wacker, D. P., Berg, W. K., Winborn-Kemmerer, L., Lee, J. F., & Ibrahimovic, M. (2009). Analysis of multiple manding topographies during functional communication training. Education and Treatment of Children, 32 (1), 21-36. Wacker, D. P., Berg, W.K., Harding, J. W., Derby, K. M., Asmus, J. M., Healy, A. (1998). Evaluation and long-term treatment of aberrant behavior displayed by young children with disabilities. Developmental and Behavioral Pediatrics, 19 (4), 260-266. Wacker, D.P., Berg, W. K., Harding, J.W., Barretto, A., Rankin, B., & Ganzer, J. (2005). Treatment effectiveness, stimulus generalizations and acceptability to parents of functional communication training. Educational Psychology, 25 (2-3), 233-256. Questions to consider during facilitated discussion for WEDNESDAY (3:30 5:30) 1. How would you conduct a functional analysis in the home setting of a child with ASD? 2. Explain how functional communication training can be used to decrease undesirable behavior in children with ASD? 3. How might you involve parents in the implementation of treatment in the home setting? DUE:

Team Reflections

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THURSDAY & FRIDAY, JUNE 25 & 26:

Pivotal Response Intervention for Autism

The purpose of this presentation is fourfold. First, the presenters will discuss procedures for improving the pivotal response of motivation in children with autism. Second, the presenters will discuss recent preliminary research findings related to the importance of child-initiations for producing favorable intervention outcomes. Third, a method for improving school-home coordination will be described. Finally, the presenters will discuss techniques for improving socialization in children with autism. Educational Objectives for THURSDAY & FRIDAY: As a result of this session, participants will be able to: Explain the use of child choice of stimulus materials to improve motivation in children with autism. Describe the importance of interspersing maintenance and acquisition trials to improve motivation to learn for children with autism. Identify the importance of reinforcing communicative attempts in improving speech and language use for children with autism. Explain the use of natural reinforcers for improving motivation and generalization for children with autism. Discuss the importance of child self-initiations as a pivotal behavior influencing intervention outcomes. Describe priming as a procedure for improving parent-teacher coordination. Identify at least 3 procedures for improving social interaction with individuals with autism. (ASHA Standards III-C & III-D; VT Standard 1: Learning, Principle #1; VT Standard 2: Professional Knowledge, Principles #4, 5, 6, & 7)

Instructor:

Lynn Koegel, Ph.D., CCC-SLP Clinical Director, Koegel Autism Center Counseling/Clinical/School Psychology Gevirtz Graduate School of Education University of California, Santa Barbara Robert L. Koegel, Ph.D., Director, Koegel Autism Research Professor of Counseling/Clinical/School Psychology and Head of Special Education, Disability and Risk Studies Gevirtz Graduate School of Education University of California, Santa Barbara

Required Readings: Koegel, L.K., Koegel, R. L., Harrower, J. K., & Carter, C. M. (1999). Pivotal response intervention I: Overview of approach. JASH, 24 (3), 174-185. Koegel, L.K., Koegel, R. L., Shoshan, Y., & McNerney, E. (1999). Pivotal response intervention II: Preliminary long-term outcome data. JASH, 24 (3), 186-198 9

Questions to consider during facilitated discussion for THURSDAY (3:30 - 5:30) 1. Think of a child with ASD and identify at least two different ways you can use choice to motivate the child? 2. Explain what it means to intersperse maintenance and acquisition trials and why you think this approach would motivate a child to perform? 3. Why is it important to reinforce communication attempts to support the expressive language of children with ASD? 4. What are some natural reinforcers you could use with a child with ASD that would not only motivate them but support their generalized learning? DUE:

Team Reflections

Questions to consider during facilitated discussion for FRIDAY (3:30 - 5:30) 1. How do self-initiations influence positive outcomes for children with ASD? 2. Develop a plan for priming a child with ASD that would facilitate parentteacher collaboration? Also create a priming plan that would support collaboration among school team members. 3. Consider a child with ASD with whom you work or interact. Develop a plan for facilitating the child’s social interaction with peers in consideration of what you have learned about pivotal response intervention. DUE:

Team Reflections Post Assessment Journal Article Review

FINAL ASSIGNMENT DUE:

July 17, 2009

STUDENTS ARE REMINDED OF THE UNIVERSITY OF VERMONT’S COMMON GROUND FOR BEHAVIOR AS A STUDENT IN A COMMUNITY OF LEARNERS

Our Common Ground The University of Vermont is an educationally purposeful community seeking to prepare students to live in a diverse and changing world. We who work, live, study, teach, do research, conduct business or participate in the University of Vermont are members of this community. As members, we believe in the transforming power of education and agree to help create and foster an environment where we can discover and reach our true potential. We aspire to be a community that values: Respect: We respect each other. We listen to each other, encourage each other and care about each other. We are strengthened by our diverse perspectives. 10

Integrity: We value fairness, straightforward conduct, adherence to the facts and sincerity. We acknowledge when things have not turned out the way we had hoped. As stewards of the University of Vermont, we are honest and ethical in all responsibilities entrusted to us. Innovation: We want to be at the forefront of change and believe that the best way to lead is to learn from our successes and mistakes and continue to grow. We are forward-looking and break new ground in addressing important community and societal needs. Openness: We encourage the open exchange of information and ideas from all quarters of the community. We believe that through collaboration and participation, each of us has an important role in determining the direction and well-being of our community. Justice: As a just community, we unite against all forms of injustice, including, but not limited to, racism. We reject bigotry, oppression, degradation and harassment, and we challenge injustice toward any member of our community. Responsibility: We are personally and collectively responsible for our words and deeds. We stand together to uphold our common ground.

Academic Integrity Code: Students are encouraged to review the academic integrity code described on the UVM Dean of Students website (effective June 28, 2007): http://www.uvm.edu/~dosa. Students will be responsible for understanding the four standards of academic integrity and will be fully accountable for these: plagiarism, fabrication, collusion, and cheating. Violations of this code will be reported to the Academic Integrity Council and appropriate consequences will be determined.

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As part of the Unit Faculty for the University of Vermont that prepares speech-language pathologist, teachers, and counselors as educators in school settings, the following conceptual framework is shared across educators at UVM to ensure quality learning and teaching:

Conceptual Framework “The heart and mind of programs” Unit faculty at the University of Vermont aspire to prepare a committed reflective practitioner, instructional leader and change agent, collaborating with other professionals to make a positive difference in schools and in the lives of all learners.

Through Reflective learning and practice, the UVM prepared educator is grounded in . . .

Constructivism Knowledge is socially constructed through dialogue and community-based practice (constructivism).

Collaboration Teachers and other school professionals work collaboratively to problem-solve with stakeholders (collaboration, inter-professional practice, reflective practice, excellence).

Human development & empowerment Education facilitates development of human potential (developmentally appropriate practice, strengths perspective, empowerment).

Inclusion All students can learn and have value in their communities (inclusion).

Multiculturalism/culturally responsible pedagogy Learning communities demonstrate respect for and honor diversity; pursue knowledge and affirmation of our diverse cultures (multiculturalism, culturally responsive pedagogy, equity).

Equity & justice Education should advance social justice and democracy (equity).

. . . and meets these standards - KSD Standards for Beginning Teachers and Others School Professionals in Initial Programs Demonstrates content knowledge and skills Understands learners and differences Understands learning Translates curriculum into instruction Creates equitable, inclusive learning environments Assesses student learning Practices culturally responsive pedagogy Demonstrates collaborative and interpersonal skills Engages in reflective practice Integrates technology Acts consistently with the belief that all students can learn Engages in self-directed learning and professional development for growth

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Faculty beliefs have shaped their professional commitments that are expressed in Outcome Statements for Candidates. The professional educator in initial preparation programs at The University of Vermont . . . 1. Knows content/subject matter, understands connectedness with other disciplines, and translates curriculum into materials and instructional strategies appropriate for subject matter and learners. (Critical Thinker)

6. Demonstrates effective collaborative and interpersonal skills in problem-solving with students, families, colleagues and related professionals. (Interprofessional Practitioner)

2. Understands all learners as individuals, in the context of families and social groups, and uses standard’s based instruction to create equitable safe and supportive learning environments that promote acceptance and belonging. (Problem Solver)

7. Engages in professional development and continually examines own assumptions, beliefs and values. (Reflective Practitioner)

8. Demonstrates the belief that all students can learn and that they can take responsibility for their own learning; demonstrates high expectations for all students and takes responsibility for helping them aspire to high levels of learning. (Student Advocate)

3. Understands learning and ways of evaluating and enhancing it, including through the application of technology. (Instructional Leader) 4. Knows social, cultural, historical, legal and philosophical context of schools in a democracy and practices equitable and culturally responsive pedagogy appropriate for subject matter and learners. (Reflective Practitioner) 5. Can create inclusive learning environments which meet diverse learning needs, incorporate and reflect all learners’ experiences, and facilitate students’ learning, including about their own biases and understandings. (Reflective Practitioner/Change Agent)

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JOURNAL ARTICLE REVIEW FORMAT (CMSI 295 Summer Autism Institute) NAME: ___________________

DATE: __________

TITLE & AUTHOR OF ARTICLE/CHAPTER REVIEWED:

1.

In what way does this information expand your knowledge of the receptive & expressive language (4 pts.), cognitive communication(2 pts.), social aspects of communication (2 pts.)& communication modalities (2 pts.) challenges and needs of children affected by autism spectrum disorders (ASD) (10 points)

2. Based on your current views of children and families affected by ASD and what is known about best practice for this population, describe how the information you read supports or refutes your current beliefs and what is known about best practice for this population in the areas of receptive & expressive language (4 pts.), cognitive communication (2 pts.), social aspects of communication (2 pts.) & communication modalities (2 pts.). (10 points)

3.

Explain how you will apply the knowledge you gained from reading the article/chapter as you collaborate with team members (which includes families) to accommodate and support the receptive & expressive language (4 pts.), cognitive communication (2 pts.), social aspects of communication (2 pts.) & communication modalities (2 pts.) needs of children affected by ASD. (10 points)

TOTAL POINTS: ___/30 points

ADDITIONAL COMMENTS:

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APPLIED ASSIGNMENT: INSERVICE TRAINING (CMSI 295 Summer Autism Institute) NAME: ___________________

DATE: __________

1) A statement of purpose (4 pts.) for the inservice training with educational objectives (4 pts.) listed. (8 points)

2) Description of the content to be covered with justification, including literature or research support for the focus of the training, specifically emphasizing needs in the areas of receptive/expressive language (6 pts.), cognitive communication (3 pts.), social aspects of communication(3pts.) & communication modalities (3 pts.). (15 points)

3) Teaching strategies, which will be used to facilitate and ensure adult learning. (5 points)

4) Copy of the handouts (6 pts.) that will be provided, including a reference list or relevant bibliography (4 pts.). (10 points)

5) Copy of the evaluation tool that will be used to assess the effectiveness of the training. (7 points)

6) Follow-up plans for supporting the ongoing learning of staff in your community in the area of

ASD (5 points)

TOTAL POINTS: ___/50 points

ADDITIONAL COMMENTS: 15

Definitions of Terms used in Preparation for Answering the Questions in Article Review COGNITIVE COMMUNICATION=>generally refers to attention, working memory, organizational skills, problem-solving; overall the thinking skills involved in communicating, learning and interacting Cognition comprises of thinking skills such as; attention, memory, orientation, and higher level executive functions such as; reasoning, problem solving, planning and decision making. Characteristics associated with cognitive-communication impairments include: Confusion and disorientation Confused language Poor concentration Inability to maintain topic of conversation Reduced recognition of people and places Trouble learning new tasks or motor activities Inappropriate behavior Confabulation Lack of awareness of difficulties" Lack of cohesive organization of thoughts & topics Retrieved from: www.speechlanguagelearning.com/cog.html SOCIAL ASPECTS OF COMMUNICATION=>ability to engage in reciprocal (back-and-forth) communication or conversation; understanding & using social conventions; turn-taking; appropriate use of gestures, eye contact, body posture and facial expression in social situations; initiating, sustaining and terminating topics of conversation appropriately; etc. Some challenges in social aspects of communication might include: Non-typical social behaviors which affect a person's ability to participate in a conversation Maintaining somebody else’s topic of conversation Atypical interest in or perseveration on a chosen topic Limited awareness of the breakdowns in communication & the effect those breakdowns might have on a listener COMMUNICATION MODALITIES=>are WAYS in which communication is transferred from one partner to another; verbal communication is a modality - as is gestural and written communication. Sign language is a modality that uses gestures to communicate. Picture exchanges, used for communicative purposes, are a modality. There are many augmentative or alternative forms of communication, and these are all modes; "talkers" that use synthesized speech, "talking" picture boards, etc. – are all modes of communication. So if you have a child with autism who is verbal, their communication modality is verbal. If they use sign language or picture exchange that would be their communication modality. Any way that a thought or idea is coded into symbols, exchanged with another person, and de-coded so a response can be formulated is a communication modality. RECEPTIVE LANGUAGE=>understanding spoken, written and/or gestural language use; relates to listening and comprehending oral, written and/or gestural communication EXPRESSIVE LANGUAGE=>using spoken, written and/or gestural language; relates to the sounds, works, sentences and discourse involved in speaking and/or writing & other communication systems used to communicate a message

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