|Course Number:||EDU 5515 C10 (graduate), EDU 4710 CFS2 (undergraduate)|
|Instructor:||Laura Bonazinga Bouyea, M.S., CCC-SLP|
|Location:||Stern Center for Language & Learning, Williston, VT|
|Dates and Times:||January 10 – April 18, 2019 Thursdays: 1/10/19; 1/17/19; 1/24/19; 1/31/19; 2/7/19; 2/14/19; 2/21/19; 3/7/19; 3/14/19; 3/21/19 from 3:30 pm - 6:30 pm at the Stern Center for Language & Learning. No class the week of February break. Final project due April 18, 2019.|
|Credits:||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.
This course focuses on assessment, intervention and clinical application of evidence-based practices for children, birth- 8 years 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. Additionally, practical applications for supporting social-emotional learning and managing interfering behaviors will be explored. Students will reflect upon their own learning during the course by integrating course content and required readings into their personal and professional experiences through hands-on class activities.
Age focus: Birth through Grade 3
Early Childhood and Elementary (K-3) Educators
Related Service (CIS, ECSE) Personnel
Higher Ed Faculty and Professional Development Providers
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- 8 years 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.
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.
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 firstname.lastname@example.org.
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:
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).
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).
For additional course information
Laura Bonazinga Bouyea