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ED2232 – Strategies for Working With Individuals With Autism Spectrum Disorders pdf

Credits: 4 (4/0/0)
Description: This course will introduce students to evidence-based and research-focused intervention strategies commonly implemented when serving individuals with autism spectrum disorders (ASD). Team-based collaborative consultation for individuals diagnosed with ASD is also addressed. Topics include direct instruction, communication skills training, social and emotional skills training and general supportive strategies. This course is cross-listed with PSYC 2232
Prerequisites: None
Corequisites: None
  1. Discuss the importance of early detection and intervention in the treatment of young children with ASD and the importance of family partnerships.
  2. Describe the importance of linking assessment results with the design of individualized intervention plans.
  3. Discuss essential needs experienced by families with members who have ASD.
  4. Explain techniques for assisting communication in inclusive education settings.
  5. Identify and demonstrate an understanding of evidence-based practice in the areas of social skills and social competence.
  6. Compare the major characteristics and instructional components of positive behavior supports.
  7. Compare methods for monitoring and measuring the effectiveness of positive behavior supports.
  8. Describe the consultation process and the use of team-based collaborative consultation for individuals diagnosed with ASD.
  9. Identify techniques for addressing primary areas of challenging behavior that can occur within learning contexts.
  10. Describe ways to increase student motivation, compliance and engagement in the completion of academic tasks.
  11. Analyze key concepts and strategies within evidence-based practices and intervention models for individuals with ASD..
  12. Identify methods of transition planning for individuals diagnosed with ASD.
  13. Define quality of life and discuss its importance to persons with ASD and their families.
MnTC goal areas: None

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