In this course, students engage in a variety of learning activities such as lectures, group work, case studies, self-reflection, and team-based exercises.
The following global ideas guide the design and delivery of this course:
- The best place for children to thrive, grow, and learn is with a family.
- ASD is a lifelong developmental disorder.
- Funding options are available for assessment and intervention.
- Assessment and intervention methods should be based on contemporary best practices.
- Best practices are those that are (a) evidence-based, (b) individualized, (c) tailored to individuals’ and families’ needs, and (d) ethical.
- The capacity of an individual with ASD is best supported through the teaching of language and other social skills.
- Language and other social skills are most effectively analyzed and taught using a functional approach.
- Autism intervention is not static; rather, it is dynamic—a process that becomes evident when examined within a historical context.
Upon successful completion of this course, students will be able to:
1. Describe the etiology, assessment, diagnosis, and funding for ASD within the BC context.
- Consider the historical treatment of individuals with ASD and their families.
- Summarize the diagnostic indicators of ASD and explain developmental differences in individuals across the lifespan.
- Explore contemporary assessment tools and funding options available for individuals diagnosed as children or adults.
2. Evaluate evidence-based methodologies and interventions for individuals on the autism spectrum.
- Compare pseudoscientific and anti-scientific models with evidence-based methodologies.
- Examine behavioral, social, and cognitive theories of autism and their impact on practice.
- Analyze behavioral outcomes associated with different intervention models.
- Summarize significant peer-reviewed research on intervention practices.
3. Analyze a range of lifespan issues related to social/emotional, communication/language, and behavioral domains.
- Evaluate behavioral interpretations of complex social behaviour impacting relationships in preschool, school, community, and employment settings.
- Review common mental and physical health conditions associated with autism, such as seizures, anxiety, and depression.
- Examine tensions regarding autism from the perspectives of cure, treatment, acceptance, and celebration.
Means of assessment may include:
- Weekly reading quizzes
- Academic research paper
- Case studies
- Group presentation
- Exams
Instructors may use a student’s record of attendance and/or level of active participation as part of the student’s graded performance. Expectations and grade calculations regarding class attendance and participation will be clearly defined in the instructor's course outline/syllabus.
A list of required and recommended reading will be provided for students at the beginning of the semester. Instructors are committed to prioritizing OER and publicly accessible resources.
CFCS 1130 or equivalent
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