Online Lecture and PowerPoint Presentation: Intervention Communication 2 – Discussion Forum: Is it possible to teach a learner who is totally blind with ASD to expand social communication skills using video modeling? If yes, what would the instruction be like? What would data collection look like? If no, why not? Activity: You can use a student you work with, a student you know about, or a student you make up. Using one of the instructional activities discussed in the lecture or available in the readings, develop the following: Design a program of instruction to enhance the social communication skills for a learner with ASDVI who has verbal skills. Include discussion of target goals, who will provide instruction, materials, what type of reinforcement will be used, the setting, and any other critical information. Design a data collection system matched to the target goal(s) to identify student progress and discuss when and how the data will be collected and analyzed. SESSION 5: February 24, 2014-March 2, 2014 Organization Strategies: Session Goal: addressing the development and use of concrete supports to assist with understanding. Required Readings: Gense and Gense 2005, Chapter 12 Hodgdon, M.Ed., CCC-SLP Use Visual Strategies: Meeting the Communication Needs in Autism, Asperger’s, ADHD & More Retrieved from: Association for Science in Autism Treatment. Examples - Completing a Work Chore Retrieved from: Other Readings: Hollingshead, Aleksandra, M.Ed. Instructional Strategies that Support Academic Engagement of Students with Autism and Related Disabilities Retrieved from: Autism Internet Modules Retrieved from: Lecture and PowerPoint Presentations: Component Concrete Support Handouts: Concrete Supports Planning Form 2 Loring, Whitney Psy.D., TRIAD Postdoctoral Fellow, and Hamilton, Mary M.Ed., BCBA, TRIAD Educational and Behavioral Consultant. Vanderbilt Kennedy Center. Visual Supports and Autism Spectrum Disorders Retrieved from Discussion Forum: Review the APH list, select an item, and discuss how it be used to provide a concrete support. Activity: Using the student you selected for Activity 1 or a student you are working with, design the following: Fill out the CONCRETE SYSTEMS PLANNING FORM 2 across the student’s day. Be specific the student’s needs. Once you have completed the form select one support you have identified and provide a sample of what that support will look like. SESSION 6: March 3, 2014 March 9, 2014 – Intervention Strategies - Social Interactions:
Online Lecture and PowerPoint Presentation: Intervention – Communication 2 Discussion Forum: Is it possible to teach a learner who is totally blind with ASD to expand social communication skills using video modeling? If yes, what would the instruction be like? What would data collection look like? If no, why not? Activity: You can use a student you work with, a student you know about, or a student you make up. Using one of the instructional activities discussed in the lecture or available in the readings, develop the following: Design a program of instruction to enhance the social communication skills for a learner with ASDVI who has verbal skills. Include discussion of target goals, who will provide instruction, materials, what type of reinforcement will be used, the setting, and any other critical information. Design a data collection system matched to the target goal(s) to identify student progress and discuss when and how the data will be collected and analyzed. SESSION 5: February 24, 2014-March 2, 2014 Organization Strategies: Session Goal: addressing the development and use of concrete supports to assist with understanding. Required Readings: Gense and Gense 2005, Chapter 12 Hodgdon, M.Ed., CCC-SLP Use Visual Strategies: Meeting the Communication Needs in Autism, Asperger’s, ADHD & More Retrieved from: Association for Science in Autism Treatment. Examples - Completing a Work Chore Retrieved from: Other Readings: Hollingshead, Aleksandra, M.Ed. Instructional Strategies that Support Academic Engagement of Students with Autism and Related Disabilities Retrieved from: Autism Internet Modules Retrieved from: Lecture and PowerPoint Presentations: Component Concrete Support Handouts: Concrete Supports Planning Form 2 Loring, Whitney Psy.D., TRIAD Postdoctoral Fellow, and Hamilton, Mary M.Ed., BCBA, TRIAD Educational and Behavioral Consultant. Vanderbilt Kennedy Center. Visual Supports and Autism Spectrum Disorders Retrieved from Discussion Forum: Review the APH list, select an item, and discuss how it be used to provide a concrete support. Activity: Using the student you selected for Activity 1 or a student you are working with, design the following: Fill out the CONCRETE SYSTEMS PLANNING FORM 2 across the student’s day. Be specific the student’s needs. Once you have completed the form select one support you have identified and provide a sample of what that support will look like. SESSION 6: March 3, 2014 – March 9, 2014 Intervention Strategies - Social Interactions:
ASDVI%20University%20Syllabus%20SAMPLE.docx