Main Content

Schedule

Course Schedule

Note: All due dates reflect North American eastern time (ET).

Syllabus and Orientation Activities

Assignments:
  1. Complete the activities in the Getting Started Module.
 
Lesson 1: Overview of Speech, Language, and Communication

Readings:
  • Carpenter, L. (2013). DSM-5 autism spectrum disorder: Guidelines & criteria exemplars.
  • Christensen DL, Baio J, Braun KV, et al. Prevalence and Characteristics of Autism Spectrum Disorder Among Children Aged 8 Years — Autism and Developmental Disabilities Monitoring Network, 11 Sites, United States, 2012. MMWR Surveill Summ 2016;65(No. SS-3)(No. SS-3):1–23.
  • Gerenser, J.E., & Lopez, K. (2017). Autism spectrum disorders. In R.G. Schwartz (Ed.), Handbook of Child Language Disorders (2nd ed., pp. 82-108). New York, NY: Routledge.
  • McMorris, C. A., Cox, E., Hudson, M., Liu, X., & Bebko, J. M. (2013). The diagnostic process of children with autism spectrum disorder: Implications for early identification and intervention. Journal on Developmental Disabilities, 19(2), 42–49.     

Assignments:
  1. Lesson 1 Discussion Activity
  2. Assignment 1 
 
Lesson 2: Early Language Development

Readings:
  • Boyd, B. A., Odom, S. L., Humphreys, B. P., & Sam, A. M. (2010). Infants and toddlers with
    autism spectrum disorder: Early identification and early intervention. Journal of Early Intervention, 32, 75–98.
  • Ellis Weismer, S., Lord, C., & Esler, A. (2010). Early language patterns of toddlers on the autism spectrum compared to toddlers with developmental delay. Journal of autism and developmental disorders, 40(10), 1259-73.
  • Meindl, J. N., & Cannella-Malone, H. I. (2011). Initiating and responding to joint attention bids in children with autism: A review of the literature. Research in Developmental Disabilities, 32, 1441–1454.
  • Murza, K.A., Schwartz, J.B., Hahs-Vaughn, D.L., & Nye, C. (2016). Joint attention interventions for children with autism spectrum disorder: A systematic review and meta-analysis.  International Journal of Language and Communication Disorders, 51, 236-251.
  • White, P. J., O’Reilly, M., Streusand, W., Levine, A., Sigafoos, J., Lancioni, . . . Aguilar, J. (2011). Best practices for teaching joint attention: A systematic review of the intervention literature. Research in Autism Spectrum Disorders, 5, 1283–1295.

Assignments:
  1. Lesson 2 Discussion Activity
  2. Assignment 2
 
Lesson 3: Speech Production

Readings:
  • Eigsti, I.M., Schuh, J., Menci, E., Schultz, R.T., & Paul, R. (2012).  The neural underpinnings of prosody in autism. Child Neuropsychology, 18, 600-617.
  • Shriberg, L. D., Paul, R., Black, L. M., & van Santen, J. P. (2011). The hypothesis of apraxia of speech in children with autism spectrum disorder. Journal of Autism and Developmental Disorders, 41, 405–426. 
     

Assignments:
  1. Lesson 3 Discussion Activity
  2. Assignment 3
 
Lesson 4: AAC

Readings:
  • King, A. M., Thonrieczek, G. V., & Scott, V. (2014). iPad® use in children and young adults with Autism Spectrum Disorder: An observational study. Child Language Teaching and Therapy, 30(2), 159–173.
  • Morin, K.L., Ganz, J.B., Gregori, E.V., Foster, M.J., Gerow, S.L., et al. (2018) A systematic quality review of high-tech AAC interventions as an evidence-based practice. Augmentative and Alternative Communication, 34, 104-117.
  • Sievers, S.S., Trembath, D., & Westerveld, M. (2018). A systematic review of predictors, moderators, and mediators of augmentative and alternative communication (AAC) outcomes for children with autism spectrum disorder.  Augmentative and Alternative Communication, 34, 219-229.

Assignments:
  1. Lesson 4 Discussion Activity
  2. Assignment 4
 
Lesson 5: Language and Development

Readings:
  • Arunachalam, S., & Luyster, R. (2018). Lexical development in young children with autism spectrum disorder (ASD): How ASD may affect intake from the input.  Journal of Speech, Language, &  Hearing Research, 61, 2659–2672.
  • Speirs, S., Yelland, G., Rinehart, N., & Tonge, B. (2011). Lexical processing in individuals with high-functioning autism and Asperger's disorder. Autism, 15, 307–325.
  • Venker, C.E., & Kover, S.T., & Weismer, S.E. (2016). Brief report: Fast mapping predicts differences in concurrent and later language abilities among children with ASD.  Journal of Autism and Developmental Disorders, 46, 1118–1123.
  • Walton, K. M., & Ingersoll, B. R. (2013). Expressive and receptive fast-mapping in children with autism spectrum disorders and typical development: The influence of orienting cues. Research in Autism Spectrum Disorders, 7, 687–698.

Assignments:
  1. Lesson 5 Discussion Activity
  2. Assignment 5
 
Lesson 6: Abstract Language Development

Readings:
  • Gernsbacher, M. A., & Pripas-Kapit, S. R. (2012). Who’s missing the point? A commentary on claims that autistic persons have a specific deficit in figurative language comprehension. Metaphor and Symbol, 27, 93–105.
  • Kalandadze, T., Norbury, C., Narland, T., & Nass, K.A.B. (2018). Figurative language comprehension in individuals with autism spectrum disorder: A meta-analytic review, Autism, 22, 99-117.
  • Landa, R. J., & Goldberg, M. C. (2005). Language, social, and executive functions in high functioning autism: A continuum of performance. Journal of Autism and Developmental Disorders, 35(5), 557–573.
  • Whyte, E. M., Nelson, K. E., & Scherf, S. K. (2014). Idiom, syntax, and advanced theory
    of mind abilities in children with autism spectrum disorders. Journal of Speech, Language, and Hearing Research, 57, 120–130.

Assignments:
  1. Lesson 6 Discussion Activity
  2. Assignment 6
 
Lesson 7: Social Skills and Social Language

Readings:
  • Bohlander, A.J., Orlich, F., & Varley, C.K. (2012). Social skills training for children with autism. Pediatric Clinics of North America, 59, 165-174.
  • Crooke, P. J., Hendrix, R. E., & Rachman, J. Y. (2008). Brief report: Measuring the effectiveness of teaching social thinking to children with Asperger syndrome (AS) and high functioning autism (HFA). Journal of Autism and Developmental Disorders, 38, 581–591.
  • Holloway, J., Healy, O., Dwyer, M., & Lydon, S. (2014)  Social skills deficits in children with autism spectrum disorders: Evidence-based interventions. In V.B. Patel, V.R. Preedy, & C.R. Martin (Eds.), comprehensive guide to autism (pp 113-1158). New York: Springer.
  • McMahon, C. M., Lerner, M. D., & Britton, N. (2013). Group-based social skills interventions
    for adolescents with higher-functioning autism spectrum disorder: A review and looking to the future. Adolescent Health, Medicine and Therapeutics, 4, 23–38.
  • Rao, P.A., Beidel, D.C., & Murray, M.J. (2007).  Social skills interventions for children with Asperger’s syndrome or high-functioning autism: A review and recommendations. Journal of Autism and Developmental Disorders, 38, 353-361.     

Assignments:
  1. Lesson 7 Discussion Activity
  2. Assignment 7
 
Final Exam

 

 

Top of page