Main Content
Syllabus
SPLED 461 Introduction to Autism Spectrum Disorders (3 cr) Overview of issues, characteristics, and evidenced-based assessment strategies, and approaches for individuals with autism/PDD.
Overview
This course will include an overview of effective strategies for instruction of individuals having autism spectrum disorders (ASD). The content includes characteristics of learners with ASD, social, communication, and behavioral strategies, and how to select empirically-based interventions. The course also will include information related to effective collaboration to facilitate integration in educational and community settings.
Course Content
The course will include 14 lessons:
- Lesson 1: Overview of Autism Spectrum Disorders
- Lesson 2: Evidence-Based Practices for Educating Students With Autism Spectrum Disorders
- Lesson 3: Working With Families of Children With Autism
- Lesson 4: Environmental Arrangement to Prevent Contextually Inappropriate Behavior
- Lesson 5: Teaching Students With Autism Using the Principles of Applied Behavior Analysis
- Lesson 6: Teaching Students With Autism to Communicate
- Lesson 7: Social Challenges of Children and Youth With Autism Spectrum Disorders
- Lesson 8: Daily Living Skills
- Lesson 9: Effective Practices for Teaching Academic Skills to Students With Autism Spectrum Disorders
- Lesson 10: Play-Focused Interventions for Young Children With Autism
- Lesson 11: Assistive Technology for Learners With ASD
- Lesson 12: Motor Consideration for Individuals With Autism Spectrum Disorder
- Lesson 13: Sexuality Education for Students With ASD
- Lesson 14: Transition to Postsecondary Environments for Students With Autism Spectrum Disorders
Course Objectives
At the end of this course, you should be able to do the following things:
- List characteristics of learners with ASD according to APA guidelines and IDEA definitional criteria.
- Explain why early intervention is needed for students with ASD and describe the elements of quality early-intervention programs.
- Discuss how skills differ for individuals with ASD and strategies to enhance core deficit areas of communication, social skills, and behaviors.
- List and define basic principles of applied behavior analysis.
- List and give examples of visual strategies that can be used in educational programming.
- Apply ABA principles, including shaping, chaining, and systematic prompting.
- Delineate factors to consider when evaluating evidence of ASD interventions.
- Describe elements of structured teaching, including instruction and environmental modifications.
- List and apply functional behavior programming, including identification of antecedents, behaviors, and consequences.
- Discuss professionals who may be involved in programming for individuals with ASD and delineate their potential roles related to educational and transition programming.
- Identify issues of concern for parents of children with ASD.
- Discuss how conflict can be resolved between parents and educational professionals and how communication can be enhanced.
- Define and give examples of how assistive technology can be used for individuals with ASD in homes, schools, and the community.
- Describe self-advocacy strategies for persons having ASD.
- Identify best practices for transition planning for individuals with ASD.
- Discuss socio-sexuality issues that should be considered in educational programming.
Contact Information
If you have questions concerning your registration status, billing, tuition and fees, grades, exams, or credits, contact Student Services at 800-252-3592 or 814-865-5403, or by e-mail at pennstateonline@psu.edu.
If you have questions concerning the course textbook or other materials, contact MBS Direct customer service at 800-325-3252 or 573-441-9179.
If you have any technical difficulties using the tools within this course, please contact the World Campus HelpDesk:
Website: https://student.worldcampus.psu.edu/student-services/helpdesk
E-mail: wdtechsupport@psu.edu
Phone: 1-800-252-3592 or 1-814-865-0047
Required Course Materials
Most World Campus courses require that students purchase materials (e.g., textbooks, specific software, etc.). To learn about how to order materials, please see the Course Materials page. You should check LionPATH approximately 3–4 weeks before the course begins for a list of required materials.
Library Resources
Many of the University Libraries resources can be utilized from a distance. Through the Libraries website, you can
- access magazine, journal, and newspaper articles online using library databases;
- borrow materials and have them delivered to your doorstep—or even your desktop;
- get research help via email, chat, or phone using the Ask a Librarian service; and
- much more.
You must have an active Penn State Access Account to take full advantage of the Libraries' resources and service. The Off-Campus Users page has additional information about these free services.
Technical Specifications
| Operating System | Canvas, Penn State's Learning Management System (LMS), supports most recent versions of Microsoft Windows and Apple Mac operating systems. To determine if your operating system is supported, please review Canvas' computer specifications. |
|---|---|
| Browser | Canvas supports the last two versions of every major browser release. It is highly recommended that you update to the newest version of whatever browser you are using. Note: Cookies must be enabled, and pop-up blockers should be configured to permit new windows from Penn State websites. |
| Additional Canvas Requirements | For a list of software, hardware, and computer settings specifically required by the Canvas LMS, please review Canvas' computer specifications. |
| Additional Software | All Penn State students have access to Microsoft Office 365, including Microsoft Office applications such as Word, Excel, and PowerPoint. |
| Hardware | Monitor: Monitor capable of at least 1024 x 768 resolution |
| Mobile Device (optional) | The Canvas mobile app is available for versions of iOS and Android. To determine if your device is capable of using the Canvas Mobile App, please review the Canvas Mobile App Requirements. |
Student Education Experience Questionnaire (SEEQ)
During the semester you will receive information for completing the Student Education Experience Questionnaire (SEEQ). Your participation is an opportunity to provide anonymous feedback on your learning experience. Your feedback is important because it allows us to understand your experience in this course and make changes to improve the learning experiences of future students. Please monitor email and course communications for links and availability dates.
If you need technical assistance at any point during the course, please contact the Service Desk.
For registration, advising, disability services, help with materials, exams, general problem solving, visit World Campus Student Services!
Course Requirements
Lesson Content
In addition to the orientation lesson scheduled for Week 1, there are 14 lessons in this course. The orientation lesson in the first week is designed to provide instruction on and practice with the course website and Canvas (the learning management system) prior to their application to course requirements and content. During each lesson, you will do the following things:
- Complete and submit online practice activities/quizzes.
- Read all of the instructor's course announcements (on the course home page) and the discussion forum messages posted in the SPLED 461 General Discussion Forum.
- Complete and submit a graded assignment.
Practice Activities/Quizzes
For each lesson, there are multiple self-evaluation activities and/or practice quizzes, which will become available on the lesson's start date (see the course schedule below). There are practice activities in the orientation lesson designed to enable you to use the features of the course website. Practice activities and practice quizzes are integral components of the course; however, no points are earned for these activities. These activities have been designed to help you master the concepts presented in each of the lessons. The successful, serious student will take advantage of the practice activities and quizzes in preparation for the graded assignments and exams.
Discussion Activities
To engage as a learning community, you are required to participate in team discussions. You are required to post responses to at least one question from the instructor for each lesson.
You will receive four (4) points for posting in 13 lessons. Thus, this activity is worth 52 points total. There are no right or wrong answers to this assignment; it is meant to allow you to reflect on what has been read, find additional information, and/or share opinions.
Specific requirements for/information about this activity are as follows:
- You will post a minimum of two (2) entries per question. You should make one (1) post answering the question and one (1) additional post responding to a peer. Feel free to discuss more—this activity is to facilitate your own thinking.
- Each post should be made as a separate entry. To get credit, you must have two (2) separate posts.
- Posts should be a minimum of three (3) sentences (more complex than simply “I agree with you”) and should reflect your thoughts.
- Discussion questions will be opened at the beginning of each lesson and will close on the due dates noted in the course schedule. Thus, you must post entries during the appointed lesson dates. You are expected to post responses during the lesson dates even if you're on vacation or the like, as it is reasonable to expect you to have access to the Internet at some point during each lesson.
- You will receive credit for this required activity. You will receive four (4) points per lesson for posting entries (an original response and a response to a peer).
- This is a discussion among peers. The instructor will intermittently add comments/ideas, but will only occasionally monitor discussions. It’s up to you and your peers to make the discussion a meaningful learning experience.
- It is assumed that no inflammatory or offensive comments will be made during discussions. The instructor will delete inappropriate comments if this practice is observed.
We hope that these discussion activities will facilitate your interaction with your classmates. Remember, it’s up to you to make your discussions useful/meaningful. This is one way we can learn from each other!
Assignments
There are five assignments and six quizzes, worth 20 points each, in this course. The due dates are provided to you in the course schedule below.
Assignments will be submitted via the Canvas drop box. The assignments are designed for you to apply the concepts presented in the lessons. Each assignment cannot exceed two double-spaced pages. Assignments exceeding the page limit will not be graded and will be assigned a grade of zero.
Quizzes will be submitted via a Canvas multiple-choice assessment.
Final Exam
There is one unproctored exam in this course. The final exam will consist of 60 multiple-choice questions (covering all lessons). It must be taken in the two-day window noted on the schedule below. You may take the exam at any time between those dates. The exam is time-limited; once you start, you will have 2.5 hours (150 minutes) to finish it.
Requests for extensions or changes to the course schedule will not be accepted. Assignments and discussion posts are due by 11:59 p.m. (ET) on the end date of each lesson and will be inaccessible after that time. You should work ahead if you foresee conflicts in your schedule.
Only if you have a truly extenuating circumstances or an emergency should you contact your instructor about a change to the posted schedule.
Course Schedule
- Course: 16 Weeks
Assignment / Exam Schedule
The schedule below outlines the topics we will be covering in this course, along with the associated time frames and assignments.
Note: All due dates reflect North American eastern time (ET).
Getting Started: Orientation Activities
|
Time frame: | |
|---|---|
|
Activities: |
Complete all activities located in the Getting Started lesson. |
Lesson 1: Overview of Autism Spectrum Disorders
|
Time frame: | |
|---|---|
|
Readings: |
Textbook
|
|
Assignments: |
|
Lesson 2: Evidence-Based Practices for Educating Students With Autism Spectrum Disorders
|
Time frame: | |
|---|---|
|
Readings: |
Textbook
|
|
Assignments: |
|
Lesson 3: Working With Families of Children With Autism
|
Time frame: | |
|---|---|
|
Readings: |
Textbook
|
|
Assignments: |
|
Lesson 4: Environmental Arrangement to Prevent Contextually Inappropriate Behavior
|
Time frame: | |
|---|---|
|
Readings: |
Textbook
|
|
Assignments: |
|
Lesson 5: Teaching Students With Autism Using the Principles of Applied Behavior Analysis
|
Time frame: | |
|---|---|
|
Readings: |
Textbook
|
|
Assignments: |
|
Lesson 6: Teaching Students With Autism to Communicate
|
Time frame: | |
|---|---|
|
Readings: |
Textbook
|
|
Assignments: |
|
Lesson 7: Social Challenges of Children and Youth With Autism Spectrum Disorders
|
Time frame: | |
|---|---|
|
Readings: |
Textbook
|
|
Assignments: |
|
Lesson 8: Daily Living Skills
|
Time frame: | |
|---|---|
|
Readings: |
Textbook
|
|
Assignments: |
|
Lesson 9: Effective Practices for Teaching Academic Skills to Students With Autism Spectrum Disorders
|
Time frame: | |
|---|---|
|
Readings: |
Textbook
|
|
Assignments: |
|
Lesson 10: Play-Focused Interventions for Young Children With Autism
|
Time frame: | |
|---|---|
|
Readings: |
Textbook
|
|
Assignments: |
|
Lesson 11: Assistive Technology for Learners With ASD
|
Time frame: | |
|---|---|
|
Readings: |
Textbook
|
|
Assignments: |
|
Lesson 12: Motor Consideration for Individuals With Autism Spectrum Disorder
|
Time frame: | |
|---|---|
|
Readings: |
Textbook
|
|
Assignments: |
|
Lesson 13: Sexuality Education for Students With ASD
|
Time frame: | |
|---|---|
|
Readings: |
Textbook
|
|
Assignments: |
|
Lesson 14: Transition to Postsecondary Environments for Students With Autism Spectrum Disorders
|
Time frame: | |
|---|---|
|
Readings: |
Textbook
|
|
Assignments: |
|
Final Exam
|
Time frame: | |
|---|---|
|
Readings |
No readings. |
|
Assignments: |
|
Grading
There will be five assignments and six quizzes worth 20 points each, 13 discussion activities worth four points each, and one final exam worth 60 points.
|
Activity
|
Points
|
|---|---|
| Assignments 1–5 |
100
|
| Quizzes 1–6 | 120 |
| Discussion activities (13) | 52 |
| Final exam |
60
|
|
TOTAL POINTS
|
332
|
Grades will be assigned on the following scale:
|
Letter Grade
|
Percentage Range
|
|
A
|
94–100%
|
|
A-
|
90–93%
|
|
B+
|
86–89%
|
|
B
|
83–85%
|
|
B-
|
80–82%
|
|
C+
|
76–79%
|
|
C
|
70–75%
|
|
D
|
60–69%
|
|
F
|
<59%
|
Academic Integrity
According to Penn State policy G-9: Academic Integrity , an academic integrity violation is “an intentional, unintentional, or attempted violation of course or assessment policies to gain an academic advantage or to advantage or disadvantage another student academically.” Unless your instructor tells you otherwise, you must complete all course work entirely on your own, using only sources that have been permitted by your instructor, and you may not assist other students with papers, quizzes, exams, or other assessments. If your instructor allows you to use ideas, images, or word phrases created by another person (e.g., from Course Hero or Chegg) or by generative technology, such as ChatGPT, you must identify their source. You may not submit false or fabricated information, use the same academic work for credit in multiple courses, or share instructional content. Students with questions about academic integrity should ask their instructor before submitting work.
Students facing allegations of academic misconduct may not drop/withdraw from the affected course unless they are cleared of wrongdoing (see G-9: Academic Integrity ). Attempted drops will be prevented or reversed, and students will be expected to complete course work and meet course deadlines. Students who are found responsible for academic integrity violations face academic outcomes, which can be severe, and put themselves at jeopardy for other outcomes which may include ineligibility for Dean’s List, pass/fail elections, and grade forgiveness. Students may also face consequences from their home/major program and/or The Schreyer Honors College.
How Academic Integrity Violations Are Handled
World Campus students are expected to act with civility and
personal integrity; respect other students' dignity, rights, and
property; and help create and maintain an environment in which all
can succeed through the fruits of their own efforts. An environment
of academic integrity is requisite to respect for oneself and
others, as well as a civil community.
In cases where academic integrity is questioned, the Policy on Academic Integrity indicates that procedure requires an instructor to inform the student of the allegation. Procedures allow a student to accept or contest a charge. If a student chooses to contest a charge, the case will then be managed by the respective college or campus Academic Integrity Committee. If that committee recommends an administrative sanction (Formal Warning, Conduct Probation, Suspension, Expulsion), the claim will be referred to the Office of Student Accountability and Conflict Response.
All Penn State colleges abide by this Penn State policy, but review procedures may vary by college when academic dishonesty is suspected. Information about Penn State's academic integrity policy and college review procedures is included in the information that students receive upon enrolling in a course. To obtain that information in advance of enrolling in a course, please contact us by going to the Contacts & Help page .
Accommodating Disabilities
Penn State welcomes students with disabilities into the University's educational programs. Every Penn State campus has resources for students with disabilities. The Student Disability Resources (SDR) website provides contacts for disability services at every Penn State campus. For further information, please visit the SDR website.
In order to apply for reasonable accommodations, you must contact the appropriate disability resources office at the campus where you are officially enrolled, participate in an intake interview, and provide documentation based on the documentation guidelines. If the documentation supports your request for reasonable accommodations, your campus's disability resources office will provide you with an accommodation letter. Please share this letter with your instructors and discuss the accommodations with them as early in your courses as possible. You must follow this process for every semester that you request accommodations.
Additional Policies
For information about additional policies regarding Penn State Access Accounts; credit by examination; course tuition, fees, and refund schedules; and drops and withdrawals, please see the World Campus Student Center website.
If you have a crisis or safety concern, mental health services are available to you as a Penn State student. Crisis and emergency contacts are available, no matter where you are located:
- Anywhere in the United States: Call the Penn State Crisis Line at 1-877-229-6400 or text LIONS to 741741. You can also contact your local crisis services or hospital for emergencies.
- Outside the United States: Please contact emergency services in your current location. You can also use the International Crisis and Emergency Services listings.
- At University Park: Assistance is available at Counseling & Psychological Services (CAPS) locations on campus.
- At a Penn State branch campus: You can search for counseling information at your campus.
Veterans and currently serving military personnel and/or dependents with unique circumstances (e.g., upcoming deployments, drill/duty requirements, VA appointments, etc.) are welcome and encouraged to communicate these, in advance if possible, to the instructor in the case that special arrangements need to be made.
Penn State takes great pride to foster a diverse and inclusive environment for students, faculty, and staff. Acts of intolerance, discrimination, or harassment due to age, ancestry, color, disability, gender, gender identity, national origin, race, religious belief, sexual orientation, or veteran status are not tolerated and can be reported through Educational Equity via the Report Bias webpage.
Disclaimer: Please note that the specifics of this Course Syllabus are subject to change, and you will be responsible for abiding by any such changes. Your instructor will notify you of any changes.