EDUC 620: Introduction to Autism Spectrum Disorders
This course covers an overview of autism spectrum and other developmental disabilities, including definitions, origins, and characteristics. Students will learn about IDEA requirements for students on the Autism Spectrum, and legal issues and as the roles and responsibilities of families in the educational process. In addition, students will learn about the incidence and prevalence of the various disorders on the spectrum and the characteristics of the disorder including language and communication difficulties, social skill difficulties, and behavior difficulties.
1 Credit
Instructor: La Berge
Summer 2013
1 Credit
Instructor: La Berge
Summer 2013
asd_paper.docx | |
File Size: | 24 kb |
File Type: | docx |
Artifact Description
The artifact I chose for EDUC 620 Introduction to Autism Spectrum Disorders is a research paper and implementation plan for discrete trial training. The assignment was to complete an Autism Internet Module on an evidence-based practice and then complete a research paper identifying what you learned from the module and how you plan to implement the evidence-based practice with a person with Autism. This paper guided me in meeting the class objective of learning about evidence-based practices and developing an understanding of how to access such resources.
Professional Growth
Before this course I did not have a strong knowledge of evidence-based practices to use with individuals with Autism Spectrum Disorder. Most of my instructional strategies for my students with Autism were based off of my background in general education and suggestions from other teachers and mentors. I wasn't aware of the research that was done to find specific strategies and practices that have been proven to work well with individuals with Autism.
During this course I learned about the evidenced-based strategies that I should be using in my classroom. I discovered valuable resources for information about Autism. I also worked on a plan to implement one of the evidence-based practices in my classroom.
After this course I started using more evidence-based practices in my classroom. I use discrete trial training, functional behavior assessments, task analysis, visual supports, computer aided instruction, and social narratives. In the future I would like to complete the internet module on social skills groups and implement that in my classroom. Before I start to use a new or different strategy or practice in my classroom, I now check to see if there is research showing that it works or would be beneficial for the students I am teaching.
Understanding and Application of Standards
CEC Standard 5 Instructional Planning and Strategies: Beginning special education professionals select, adapt, and use a repertoire of evidence-based instructional strategies to advance learning of individuals with exceptionalities.
Standard 5, Instructional Planning and Strategies, was addressed in this course through the study of evidence-based practices for Autism. I learned about the strategies that have been researched and tested to prove successful for use with students with autism. I applied this standard by researching and using many evidence-based practices within my classroom. I created an implementation plan to use discrete trial training with one of my students. I have also research and implemented other practices that are evidence-based such as task analysis, visual supports, and social narratives. I understand the value of using strategies are evidence-based and I consistently use them in my classroom.
CEC Standard 6 Professional Learning and Ethical Practice: Beginning special education professionals use foundational knowledge of the field and their professional Ethical Principles and Practice Standards to inform special education practice, to engage in lifelong learning, and to advance the profession.
Standard 6, Professional Learning and Ethical Practice, was addressed in this course through discovering resources that provide information about research and evidence-based practices in Autism. Since there are constantly new strategies and practices being developed, it is important to stay current with the research supporting or not supporting these practices. I understand the importance of continuing to learn new practices that are evidence-based. I apply this by checking on the Autism Internet Module website, which lists the current evidence-based practices, and taking courses which teach new practices and strategies for students with developmental disabilities.
Impact on Student Learning
Since this course, I have continued using the discrete trial training method of instruction for one of my students with Autism. He is now able to read 20 words at 95% accuracy, identify 8 shapes with 70% accuracy and is making progress in his identification of colors and numbers. He has found success from this method because of the consistency and positive reinforcement. My students have also been handling changes within the classroom better and with fewer behaviors since I have implemented social narratives. These social narratives have been beneficial in explaining what exactly will be happening and what the students are expected to do. This has helped the students feel more comfortable with the changes.
The artifact I chose for EDUC 620 Introduction to Autism Spectrum Disorders is a research paper and implementation plan for discrete trial training. The assignment was to complete an Autism Internet Module on an evidence-based practice and then complete a research paper identifying what you learned from the module and how you plan to implement the evidence-based practice with a person with Autism. This paper guided me in meeting the class objective of learning about evidence-based practices and developing an understanding of how to access such resources.
Professional Growth
Before this course I did not have a strong knowledge of evidence-based practices to use with individuals with Autism Spectrum Disorder. Most of my instructional strategies for my students with Autism were based off of my background in general education and suggestions from other teachers and mentors. I wasn't aware of the research that was done to find specific strategies and practices that have been proven to work well with individuals with Autism.
During this course I learned about the evidenced-based strategies that I should be using in my classroom. I discovered valuable resources for information about Autism. I also worked on a plan to implement one of the evidence-based practices in my classroom.
After this course I started using more evidence-based practices in my classroom. I use discrete trial training, functional behavior assessments, task analysis, visual supports, computer aided instruction, and social narratives. In the future I would like to complete the internet module on social skills groups and implement that in my classroom. Before I start to use a new or different strategy or practice in my classroom, I now check to see if there is research showing that it works or would be beneficial for the students I am teaching.
Understanding and Application of Standards
CEC Standard 5 Instructional Planning and Strategies: Beginning special education professionals select, adapt, and use a repertoire of evidence-based instructional strategies to advance learning of individuals with exceptionalities.
Standard 5, Instructional Planning and Strategies, was addressed in this course through the study of evidence-based practices for Autism. I learned about the strategies that have been researched and tested to prove successful for use with students with autism. I applied this standard by researching and using many evidence-based practices within my classroom. I created an implementation plan to use discrete trial training with one of my students. I have also research and implemented other practices that are evidence-based such as task analysis, visual supports, and social narratives. I understand the value of using strategies are evidence-based and I consistently use them in my classroom.
CEC Standard 6 Professional Learning and Ethical Practice: Beginning special education professionals use foundational knowledge of the field and their professional Ethical Principles and Practice Standards to inform special education practice, to engage in lifelong learning, and to advance the profession.
Standard 6, Professional Learning and Ethical Practice, was addressed in this course through discovering resources that provide information about research and evidence-based practices in Autism. Since there are constantly new strategies and practices being developed, it is important to stay current with the research supporting or not supporting these practices. I understand the importance of continuing to learn new practices that are evidence-based. I apply this by checking on the Autism Internet Module website, which lists the current evidence-based practices, and taking courses which teach new practices and strategies for students with developmental disabilities.
Impact on Student Learning
Since this course, I have continued using the discrete trial training method of instruction for one of my students with Autism. He is now able to read 20 words at 95% accuracy, identify 8 shapes with 70% accuracy and is making progress in his identification of colors and numbers. He has found success from this method because of the consistency and positive reinforcement. My students have also been handling changes within the classroom better and with fewer behaviors since I have implemented social narratives. These social narratives have been beneficial in explaining what exactly will be happening and what the students are expected to do. This has helped the students feel more comfortable with the changes.