Autism: Nature and Needs

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Chapter One: Identifying an Autism Spectrum Disorder

Learners will

• explore the history of Autism Spectrum Disorders (ASD) as a disability area,
• identify Pervasive Developmental Disorder-Not Otherwise Specified (PDD-NOS) and discuss sub-types as “subthreshold” autism,
• recognize state and federal educational eligibility criteria vs. DSM-V criteria,
• develop an awareness of current beliefs as to the etiology and prevalence of ASD, and
• recognize the triad of ASD and the impact of the disability.

Chapter Two: Understanding the Nature of Autism

Learners will

• explore the areas of concern that impact students diagnosed with ASD,
• identify the impact of ASD on learning and acquiring new skills, and
• recognize strategies for managing impacted areas of concern for students with ASD.

Chapter Three: Assessments and the ASD Student

Learners will

• recognize the components of the Multi-tiered System of Supports (MTSS) as it applies to struggling students,
• describe the evaluation process for students whose difficulties are not addressed through the MTSS process,
• recognize assessment instruments and their uses for eligibility and/or re-evaluation for Autism Spectrum Disorder identification,
• describe common types of informal assessments used to monitor instruction and used to write IEP goals, and
• identify the criteria used by an IEP team to determine the appropriate state assessment (standard or alternative) and to identify the ramifications of those particular assessments.

Chapter Four: Classroom Arrangement for the ASD Student

Learners will implement classroom design to provide the optimal environmental conditions for learning to individuals with Autism Spectrum Disorders to include the following components:

• physical arrangement of the classroom,
• development and teaching of routines,
• adult instructional roles, and
• resources for teaching adaptive life skills.

Chapter Five: Establishing Visual Schedules and Reinforcement

Learners will develop skills which will allow them to

• recognize the benefits of visual schedules,
• determine the best type of visual schedule to meet individual student needs,
• create visual schedules,
• implement the use of visual schedules in the classroom,
• recognize the steps in implementation of reinforcement strategies,
• develop an awareness of resources available for assessing student preferences for reinforcers,
• apply reinforcement principles, and
• reflect on their classroom management system of which reinforcement is a component.

Chapter Six: Work Systems for the ASD Student

Learners will

• recognize the common characteristics in students with ASD that result in a lack of independent organizational skills,
• recognize the connection between the use of routines and visual schedules and work systems,
• recognize the definition of a work system,
• identify the 4 critical pieces of information that are provided to a student by a work system,
• identify the elements of a work system,
• recognize the steps involved in the implementation of a work system,
• recognize the types of work systems,
• identify several academic and pre-vocational tasks that are used in a work system, and
• discuss the benefits of using a work system for ASD students and the benefits of classroom use for teachers.

Chapter 7: Using Visual Strategies to Regulate Behavior

Learners will

• identify the function of behavior,
• recognize basic steps in the assessment of behavior process,
• identify visual strategies for teaching students with ASD how to make choices and requests,
• identify visual strategies for teaching students with ASD how to appropriately reject or protest,
• identify visual strategies for teaching students negotiating skills, and 
• Identify visual strategies for establishing rules and guidelines.

Chapter 8: Nature and Needs: Social Learning

Learners will identify evidence-based social supports needed for social skills training for ASD students which may include

• social narratives, such as Social Stories (™), Power Cards (™), and cartooning;
• social scripts;
• video modeling/cognitive picture rehearsal; and
• peer-mediated instruction and intervention.

Chapter 9: Strategies for Including Students with Autism

Learners will

• identify characteristics of students with ASD and their target goals for success in the general education setting,
• recognize research-based strategies and supports for students with ASD in the general education setting,
• develop strategies for addressing behavioral issues of students with ASD in the general education setting,
• review the use of reinforcement for use in the general education setting with students with autism, and
• review social skills training elements for working with ASD students in a general education setting.

Chapter 10: Coordinating the Intervention Plan

Learners will

• consider all factors and needs present in students with autism when developing an intervention plan,
• develop a comprehensive program plan to systematically implement the student with ASD’s intervention strategies,
• advocate for the student with autism at school, at home, and in the community, and
• manage student information and parent communication in an effective manner.

4 File Uploads - Learner demonstrates implementation of course content by submitting documentation of a specified activity.
1 Multiple Choice Exam - Learner demonstrates knowledge of content by selecting the correct answer from the choices provided.
4 Reflections - Learner synthesizes previous knowledge and course content in order to develop a narrative response.