Alabama University of Alabama Autism Spectrum Disorders College Transition and Support Program Comprehensive academic and behavioral supports 3,000.00 Arkansas University of Arkansas Autism Support Program Comprehensive Services to students in the of academics, social skills, and transitioning to independent adult roles. 5,000.00 California Transition to Independent Living Program at Taft College Post-Secondary program focused on independent living skills Not Listed Connecticut University of Connecticut SEAD (Strategic Education for Students with ASD) Program Comprehensive academic and behavioral supports 3,000.00 Florida Nova Southeastern University Access Plus: a comprehensive program for academic, residential and vocational skills 8,000.00 University of West Florida: Autism Inclusion Program Provides academic, social, life skills, and career planning Not Listed
support to HFA and AS students Iowa The University of Iowa: Reach Program two-year transition program for students with multiple intellectual, cognitive, and learning disabilities. 6,250.00 Kentucky Western Kentucky University Student support and mentoring 2,000.00 Maryland Community College of Baltimore Campus Individual Student Support Not Listed Massachusetts Boston University: Supported Education Services Individualized assistance with skills and support Current Tuition Western New England University Mentoring program in conjunction with ABA doctoral program and the department of Psychology Michigan Eastern Michigan University: Autism Collaborative Center Individualized Support services 8,500.00
New Jersey Fairleigh Dickenson University: COMPASS Program College-based support for students with HFA and AS 3,000.00 Rutgers University Full Support Services 2,500.00 New York Adelphi University: Bridges to Adelphi Program Comprehensive academic, social, and vocational support services to students with HFA and AS 2,500.00 Rochester Institute of Technology Provides individualized support to students on the spectrum Not Listed Ohio Defiance College: ASD Affinity Program Comprehensive academic, social, and residential support services that assist students with ASD 10,230.00 Wright State University: RASE Program Individualized academic and social support services No charge for qualifying students Pennsylvania Eastern University: College Success Program for Students Living with Autism Spectrum Disorder Provides academic, social, life skills, and cultural supports for undergraduate students 6,500.00
Mercyhurst Program of support and mentoring Not Listed St. Joseph’s University: Student Success and Retention Program Individual advisor, social worker, and psychologist on staff to provide bi-weekly meetings and support 3,000.00 Tennessee University of Tennessee at Chattanooga: MOSAIC Program developed to support the holistic needs of the UTC students with ASD Current Tuition Washington Bellevue College: Autism Spectrum Navigators Program Provides support for the ASD student population No charge for qualifying students West Virginia Marshall University: College Program for Students with HFA and AS Positive behavior and academic support 3,200.00
Area of Difference: Specific Issues: Classroom Accommodations: Communication skills Slower receptive processing: misunderstanding idioms, sarcasm, gestures and body language Expressive difficulties: initiations of conversations, topic maintenance, turn taking, organization, and voice tone/ volume. Providing the student with lecture notes and study guides Helping the student focus on the important information Allowing longer verbal response time for the student Instructions should be clear, concise, and logical Social Skills Theory of Mind Eye Contact Personal space Difficulty understanding the unwritten classroom etiquette Some students with HFA/AS could have extreme social anxiety The instructor should: Allow a buffer or short brakes from group time to help reduce social anxiety Assist in the formation of classroom groups and monitor the student’s level of inclusion Provide written guidelines for social interaction in the classroom setting
bosses, Class Twelve Professional Communication: Time management and scheduling In-Class Assignment 4 Class Thirteen N/A Group Project Poster Presentations Class Fourteen N/A Finishing Poster Presentations, In-Class Assignment 5 Class Fifteen N/A Reflection 3 Final Exam Social Communication Class After you have thoroughly read the syllabus, please fill out the information below and return to me. Name (Print) ________________________________________________________________________________ Signature ________________________________________________________________________________
demonstrates author’s growth and reflection on class content Level 2: 20 points Fairly good command of standard English, very few errors, no problems for the reader Student answered the topic question with relatively few personal responses and shows limited growth and reflection on course content The reflection demonstrates limited engagement with the important issues raised in class topics and discussions 3: 10 points The reflection uses incorrect grammar and vocabulary inconsistently, making it difficult for others to follow Student answered the topic question with no personal response or reference to class discussion and topics The reflection demonstrates no engagement with the important issues raised in topics and discussions In Assignments Assignment 1: Students will work in their presentation groups to create their group name, topic and outline to be handed in by the end of class Assignment 2: Students will be presented with multiple scenarios, which arrived from “social media” dilemmas (rumors on facebook, inappropriate pictures effecting future employment, overuse/reliance on social media). Students must tackle each dilemma with appropriate problem solving steps based on class topics and discuss in small groups. Assignment 3: Students will break into small groups. Each student will introduce their presentation topic to their groups in five minutes or less, after which, other members of the group will provide feedback, making sure to utilize skills from class four Assignment 4: The Students will break into groups and pick three ways to effectively manage their time (e.g. planners, reminders on the phone, etc) and will present the best ideas to the class
Assignment 5: The students will themselves and their classmates on their group presentations using a provided grading rubric to be turned in at the end of class Class Participation Topic Relevance Content Level 1: 20 points Student is fully engaged in activities, respectful of other’s opinions, does not use electronics or other devices during class, comments or questions show reflection of class topics Student addressed the fully drawing information from personal response and class discussions and demonstrate their growth and reflection on class content The student demonstrates thorough engagement with the important issues raised in topics and discussions Level 2: 10 points Student is sometimes engaged in activities, respectful of other’s opinions, does not use electronics or other devices during class, comments or questions show some reflection of class topics Student addressed the topic with relatively few personal responses and shows limited growth and reflection on course content The student demonstrates limited engagement with the important issues raised in class topics and discussions Level 3: 50 points Student is rarely engaged in activities, can be disrespectful of other’s opinions, occasionally use electronics or other devices during class, infrequently comments or asks questions, and does not show reflection of class topics Student addressed the with no personal response or reference to class discussion and topics The student demonstrates no engagement with the important issues raised in class topics and discussions
Group Poster and Presentation Poster Grading Rubric: Grade Writing mechanics Topic Relevance Content Poster Layout Level 1: points Very good command of conventional English mechanics and has some originality Student answered the topic question fully drawing information from personal response and class discussions and demonstrate author’s growth and reflection on class content The reflection demonstrates thorough engagement with the important issues raised in class topics and discussions The Poster is aesthetically appealing, logically laid out, easy to follow, and creativity and effort Level 2: 30 points Fairly good command of standard English, very few errors, no problems for the reader Student answered the topic question with relatively few personal responses and shows limited growth and reflection on course content The reflection demonstrates limited engagement with the important issues raised in class topics and discussions The poster is somewhat organized, moderate effort and creativity, and shows some cohesiveness of layout Level 3: 10 points The reflection uses incorrect grammar and vocabulary inconsistently, making it difficult for others to follow Student answered the topic question with no personal response or reference to class discussion and topics The reflection demonstrates no engagement with the important issues raised in class topics and discussions The poster is unorganized, shows limited to no creativity or effort, and is difficult to follow topics and interpret flow of information.
Presentation Rubric: Grade Class Participation Topic Relevance Content Personal Presentation Level 1: 70 points Student is engaged in the presentation, respectful of other’s opinions, does not use electronics or other devices during class, comments or questions show reflection of class topics Student addressed the group topic fully drawing information from personal response and class discussions and demonstrate their growth and reflection on class content The student demonstrates thorough engagement with the important issues raised in class topics and discussions Student is dressed appropriately, presents information in a professional, concise manner, and shows good oral presentation skills Level 2: 35 points Student is sometimes engaged in the presentation, respectful of other’s opinions, does not use electronics or other devices during class, comments or questions show some reflection of class topics Student addressed the group topic with relatively few personal responses and shows limited growth and reflection on course content The student demonstrates limited engagement with the important issues raised in class topics and discussions Student is dressed appropriately, presents information in a somewhat professional, concise manner, and shows average oral presentation skills Level 3: 10 points Student is rarely engaged in the presentation, can be disrespectful of other’s opinions, occasionally use electronics or other devices during class, infrequently comments or asks questions, and does not show reflection of class topics Student addressed the group topic with no personal response or reference to class discussion and topics The student demonstrates no engagement with the important issues raised in class topics and discussions Student is not dressed appropriately, presents information in an unprofessional, ineffective manner, and shows poor oral presentation skills
Exam one: assessment of students’ carryover of class topics, knowledge of skills covered in class, application of these skills in a real-life scenario, management of appropriate test time, and awareness of specific accommodations available and needed for success. Exam two: Student will demonstrate carryover of cumulative topics in a functional, natural environment during a class outing. Students will be graded based on the following rubric: Grade Class Participation Relevance Content Level 1: 50 points Student is fully engaged in activities, respectful of other’s opinions, does not use electronics or other devices during class, comments or questions show reflection of class topics Student addressed the fully drawing information from personal response and class discussions and demonstrate their growth and reflection on class content The student demonstrates thorough engagement with the important issues raised in class topics and discussions 2: 25 points Student is sometimes engaged in activities, respectful of other’s opinions, does not use electronics or other devices during class, comments or questions show some reflection of class topics Student addressed the with relatively few personal responses and shows limited growth and reflection on course content The student demonstrates limited engagement with the important issues raised in class topics and discussions Level 3: 15 points Student is rarely engaged in activities, can be disrespectful of other’s opinions, occasionally use electronics or other devices during class, infrequently comments or asks questions, and does Student addressed the topic with no personal response or reference to class discussion and topics The student demonstrates no engagement with the important issues raised in class topics and discussions
not show reflection of class topics Class Participation Grade Peer Interaction Preparation Participation Contribution to Class Group Dynamics Level 1: 40 points Actively supports, engages, and listens to peers Arrives fully prepared at every class session Plays an active role in discussions Comments show an advanced and depth of dialogue Group dynamic and level of discussion are often better because of candidate’s presence Level 2: 25 points Limited interaction with peers Preparation is inconsistent When prepared, participates constructively in discussions When prepared, relevant comments are on assignments Group dynamic and level of discussion are occasionally better, but not worse, because of candidate’s presence Level 3: 15 points Virtually no interaction with peers Rarely or never prepared Comments vague if given; frequently demonstrates lack of interest Demonstrates a noticeable lack of interest on occasion Group dynamic and level of discussion are sometimes disrupted by candidate’s presence
Causes: As of now, all causes of ASDs remain unknown; however, scientists have been able to link some factors that may influence the risk of ASDs. The following are possible risk factors (CDC, 2013): Genetic factors have been found to greatly influence the risk of developing an ASD. Children, who have a sibling or parent with an ASD, are at a much higher risk of also having ASD. Chromosomal conditions are also common among individuals with ASD. Approximately 10% of children with ASD also have DOWN Syndrome, tuberous sclerosis, Fragile X Syndrome, or other genetic/chromosomal disorders. Certain prescription drugs taken during pregnancy, such as valproic acid and thalidomide can increase the risk of ASDs. Premature and low birth rate can increase the risk for ASDs in a small percentage of children. According to the Mayo Clinic, autism has no single, cause due to the complexity of the disease, the range of autistic disorders and the fact that no two children with autism are alike. Researchers are continuing to look at genetic and environmental factors. (Mayo, 2010). For some time has been the belief that certain vaccination can contribute to autism, specifically the MMR vaccine. There has not been enough data to confirm this link and discontinue the administration of the vaccine. (Friend, 305). Characteristics: Individuals with autism spectrum disorder (ASD) exhibit a range of characteristics. Cognitively, some individuals may experience difficulties with rote memory, theory of mind, and lack motivation. Typically ASD causes a language delay and irregular language use, which can highly affect social skills. Individuals with ASD often have difficulty interacting with others and communicate effectively. Behaviorally, individuals with ASD can demonstrate self-stimulatory behaviors, sensory problems, and great difficulty generalizing proper behavior.
Name of the site: National Association of Councils on Developmental Disabilities URL address: http://www.nacdd.org Summary: is a national membership organization representing the 55 State and Territorial Councils on Developmental Disabilities with the purpose of promoting and enhancing self directed services and supports for individuals with developmental disabilities. They have annual conferences, seminars and disability related meetings. Name of the site: Child-Autism-Parent-Cafe URL address: Summary: Use this site as a personal resource and planning tool. It provides an abundance of information and resources for families and professionals. Name of the site: Autism Now/ National Autism Resource & Information Center URL address: http://autismnow.org/in-the-classroom/ Summary: The National Autism Resource and Information Center is a high profile national initiative of The Arc that provides resources and information for individuals with Autism Spectrum Disorders (ASD) and other developmental disabilities, their families, and professionals. This organization focuses on early detection, early intervention, and early education; transition from high school into early adulthood; community-based employment; advocacy for families and self-advocates; and more. Name of the site: AutismWeb URL address: http://www.autismweb.com Summary: AutismWeb is a parent’s and community to autism spectrum disorders. This website provides information of teaching methods, nutrition, and supplements. It also provides books and material, plus lots of free items and resources. Brain training games are provided to play online. Local Community Agencies Name of Agency or Organization: TEACCH (Treatment and Education of Autism and Communication related handicapped CHildren) Center Address: 122 North Elm Street, Suite 920, Greensboro, NC 27401 Telephone Number: 336-334-5773 336-334-5811 (Fax)