Autism Spectrum Disorder: Stimulating Language, Social Communication and Social Emotional Learning from Birth through Elementary School, Bonazinga Bouyea, Summer 2019
||EDU 5515 C63
||Laura Bonazinga Bouyea, M.S., CCC-SLP
||Stern Center for Language & Learning, Williston, VT
|Dates and Times:
||August 5-22, 2019. Four in-person classes Monday-Thursday August 5-8, with the remainder of the course in an independent format.
||3 graduate or undergraduate credits
Note: Please register directly with the Stern Center for Language & Learning. The Stern Center will then give you the link to Castleton's online registration form. All payments are due and payable to the Stern Center for Language & Learning.
Brief Course Description:
This course is designed for educators, early childhood care providers, and related service providers (i.e., speech language pathologist, occupational therapists and mental health providers) interested in the assessment, intervention and clinical application of evidence based practices for children, birth- school aged, who are living with Autism Spectrum Disorder (ASD). Etiology, diagnostic considerations and theoretical underpinnings for the developmental impairments exhibited across: Language, Social Relatedness and Restricted and Repetitive Behaviors and Interest will be addressed. Evaluation and practical application of emerging and established evidence-based practices for treating ASD will be discussed. Additionally, practical applications for supporting social emotional learning and managing interfering behaviors will be targeted with consideration for increasing cultural competency and supporting dual language learners within this population. Students will reflect upon their own learning during the course by integrating course content and required readings into to their personal and professional experiences through hands on in- and out- of class activities.
Course Goals & Objectives
VELS Alignment : There will be a focus on supporting the development of functioning in line with the VELS domains: Developing Self and Communication & Expression as well as facilitating requisite skills for the VELS domain: Learning about the World.
- Students will expand their knowledge and understanding of the etiology, diagnostic criteria, and clinical presentation of ASD with considerations for differentiating related health impairments or disorders.
- Students will acquire knowledge about the theoretical underpinnings of the developmental impairments in communication, language, and social relatedness often exhibited in ASD across early infancy, the toddler and preschool years and into the early school-aged years.
- Students will learn Evidence Based Practices (EBP) as outlined by the National Standards Report (2011) for providing intervention for the variability in skills and functioning present in individuals living with ASD within the framework of supporting pivotal skills as outlined by the Vermont Early Learning Standards (VELS).
- Students will integrate course content, clinical expertise and personal experience into the development of individualized programming to facilitate effective communication, play and social emotional learning within the school setting.
- Students will understand and use effective interaction & personal qualities to collaborate with students, families and other professional colleagues, while considering the cultural diversity reflected in a broad range of learners.
Costs for required texts, if any, are not covered in the course tuition.
Dunlap, G., Wilson, K., Strain, P., & Lee, J.K. (2013) Prevent-Teach-Reinforce for Young Children: The Early Childhood Model of Individualized Positive Support. Brookes Publishing Co: Baltimore, Maryland. ISBN-10: 978-1598572506 ISBN-13: 1598572504
National Autism Center. (2015). Findings and conclusions: National standards project, phase 2. Randolph, MA: Author
To order copies of this book, please visit www.nationalautismcenter.org or contact the National Autism Center at 877-313-3833 or email@example.com.
Prelock, P.A., & McCauley, R. J. (2012). Treatment of Autism Spectrum Disorders: Evidence Based intervention Strategies for Communication & Social Interactions. Brookes Publishing Co: Baltimore, Maryland. ISBN-10: 1-59857-053-6 ISBN-13: 978-1-59857-053-3
Rodgers, S.J., Dawson, G., Vismara, L.A. (2012). An Early Start for Your Child with Autism: Using Everyday Activities to Help Kids Connect, Communicate, and Learn. The Guilford Press; ISBN-10: 160918470X ISBN-13: 978-1609184704
Additional Required Readings:
Centers for Disease Control & Prevention (Updated May 2018). Autism Facts: https://www.cdc.gov/ncbddd/autism/facts.html
Ennis-Cole, D., Durodoye, B.A., & Harris, H.L.(2013). The impact of culture on autism diagnosis and treatment: Considerations for counselors and other professionals. The Family Journal: Counseling and Therapy for Couples and Families, 21(3), 279-287.
Park, Soyoung (2014). Bilingualism and children with autism spectrum disorders: Issues, research, and implications. New York Association of Teachers of English to Speakers of Other Languages Journal, 1(2).
Vermont Agency of Education and Human Services (August 2015). Early Learning Standards (VELS) file:///C:/Users/Owner/Desktop/Summer%20Institute/edu-early-education-early-learning-standards.pdf
Whalen, C., & Schreibman, L. (2006). The Collateral Effects of Joint Attention Training on Social Initiations, Positive Affect, Imitation, and Spontaneous Speech for Young Children with Autism. Journal of Autism Developmental Disorders, 36 (655–664).
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Laura Bonazinga Bouyea
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