SED 6030 - College of Education

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TEACHER EDUCATION
SPECIAL EDUCATION
SED 6030 (25729)
AUTISM SPECTRUM DISORDER (ASD): EDUCATIONAL INTERVENTIONS
901
3 CREDIT HOURS
WINTER 2015
MACOMB CENTER (UNIV)
THURSDAY, 5:00-7:45 p.m.
MARK J. LARSON, PH.D.
239 EDUCATION
[email protected]
313.577.0903
http://coe.wayne.edu/faculty-staff/bio.php?id=42201
Sign-up for after class advising, email advising questions, or UNIV office
advising appointments, Thursdays, 3:00-4:30 pm.
I. C O U R S E D E S C R I P T I O N
Research foundations of recommended practices on instructional programs for children, youth, and adults with autism
spectrum disorders (ASD). Focus is on assessment and interventions designed for student achievement within the general
curriculum, relationship-based transitions, and improved quality of life outcomes.
II. COURSE OUTCOMES
Course readings, activities, and discussions are designed to meet the following:
1. Students will identify, describe, and apply the principles, theories, concepts, and recommended practices underlying
instructional programming, curriculum development, and the use of assistive and adaptive technology, and teaching
strategies for children, youth, and adults with ASD.
2. Students will identify and describe social, language, communication, cognitive, and academic skills as a framework to
understand the developmental context (e.g., sensory, communication, behavior) of children, youth, and adults with
ASD to inform instruction aligned to the general curriculum.
3. Students will describe and examine collaborative teaming models and family-centered practices within Individual
Education Program (IEP) development (i.e., evaluations; development of goals and objectives; use of
paraprofessionals) for academic achievement, improved quality of life outcomes, and transition planning through
relationship-based interventions across the life span.
4. Students will apply developmentally appropriate practices and behavior analysis principles to design and implement
IEP, instructional programs that are age/grade-appropriate, functional and attain academic skills and abilities,
utilizing a strengths-based approach.
5. Students will examine, evaluate, and apply current research on educational interventions that inform recommended
practices for children, youth, and adults with ASD, including the teacher supervision of paraprofessionals and
volunteers in schools.
III. READINGS
There are two required texts for this class: “Autism: Teaching Does Make a Difference” by Brenda Scheuermann and Jo
Webber (2002; ISBN: 1-56593-894-1) and “You’re going to Love This Kid: Teaching Students with Autism in the Inclusive
Classroom (2nd Ed.)” by Paula Kluth, (2010; ISBN-10: 1-59857-079-X). These texts are available at the bookstore. The
instructor will also provide readings on Blackboard (Bb) website.
IV. C O U R S E R E Q U I R E M E N T S A N D A S S I G N M E N T S
The course content is covered in class through lectures, group discussions and activities, and through readings and
assignments outside of class and on our Blackboard (Bb) website (http://blackboard.wayne.edu). Students need to
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complete the reading assignments each week in order to participate in discussions and activities in class and online. The
course has six assignments for students.
1. Reflective Journal Entries on Weekly Discussion Board Forums 1-11 (125-points). Each student is to write
at least 25 (25 x 5 = 125) Reflective Journal entries over at least 10-weeks on our Blackboard (Bb) website
weekly Discussion Board Forums. If you are new to email and computing on the internet and need help getting started,
telephone the Computing and Information Technology (C & IT) HELP DESK at (313) 577-4778. The Reflective
Journal Entries are thoughtful, reflective comments or responses written as Bb REPLYs to Activation
Questions (AQ) and other class members’ entries using at least 3-5 sentences. Personal, confidential, or
identifying information about others outside of class must be omitted from entries to protect the privacy rights of
individuals and agencies. Reflective journal entries will be graded pass/fail and evaluated on the extent that course
content is integrated with professional reflections. All entries are to be written in complete sentences and paragraphs with
correct spelling. The instructor will monitor entries.
2. Analysis Essay on Blackboard (Bb) WEB Site (115-points). All students individually write a 1500-word essay
analyzing a week’s readings for one class session and place the essay on the appropriate class session Discussion Board
Forum. The content of the essay is to (a) compare and contrast individually selected content across all of the readings and
(b) evaluate selected material across readings in terms of practical applications. The essay needs to be posted on our Bb
website at least by the Monday before the class session. One student is the maximum to sign-up for a class session, 2
through 11. Essays need to be written in complete sentences and paragraphs with correct spelling in narrative format. The
quality of the writing across content sections (80-points) and the student’s participation in the Bb THREADED
DISCUSSION with 2 class members’ on their essay (35-points) will earn full points (115-points). A sign-up sheet for
weekly readings will be available on Bb TownCenter.
3. Report and Poster Presentation on SYSTEMATIC INSTRUCTION (140-points). Each student is to identify
one child or youth with ASD and develop three instructional plans using applied behavior analysis (ABA) assessment and
instructional planning sheets provided by the instructor. Each plan is to teach one of the student’s, existing IEP
goal/objective. The instructional objective is to teach age/grade-appropriate, developmental or academic skills that are
aligned to Core Content State Standards (CCSS). In addition, one instructional plan will also aim to increase SELFREGULATION & MOTIVATION skills (i.e., engagement in instructional activities); the second instructional plan will aim
to increase SOCIAL COMMUNICATION skills; and, the third instructional plan will aim to increase SOCIAL
INTERACTION & RELATIONSHIP skills. The assignment is to be written as a report in APA style, due Session 9 and
then, shared in class as a poster board presentation at Session 12. See assignment Rubric on Bb for complete
description.
4. Teaching and Learning – Annotated Bibliography on Blackboard (Bb) (175-points). Individual students
choose an age-group (preschool, elementary, or secondary) of children or youth with Autism Spectrum Disorder (ASD)
and choose one article from TEACHING Exceptional Children (a scholarly journal for practitioners from the Council for
Exceptional Children) to describe a specific topic on recommended practices. The beginning topics include: (a) Positive
Behavior Interventions to increase social communication and interactions with peers; (b) Teaching STEM or to Core
Content State Standards within the general curriculum; and (c) Systematic, behavior analysis instructional practices and
tools to meet age-/grade-appropriate IEP goals. Then, from the topic article, develop a research question and answer the
question with annotated information from 4 additional TEACHING Exceptional Children articles from 2011-2014. The
assignment is to be written in APA style. The Teaching and Learning Introduction and Annotations 1 and 2 are
due Session 5 on Bb; and Annotations 3 and 4 with Summary are due Session 8 on Bb. See assignment Rubric on
Bb for complete description.
5. Probe Quizzes (210-points). There will be three (3) Probe Quizzes, each worth 70-points, scheduled over the
semester. The probes quizzes will cover material from weekly readings. The purpose is to assess your knowledge of
terminology, concepts, and the application of material. The Probe Quizzes are completed on Blackboard (Bb) during a 1week period. A Probe Quiz completed after the 1-week period will earn a maximum of 89%-points. Students must
complete their own work.
6. Classroom Instructional Design Poster Presentation (120-points). Each student will design classroom
environment for children or youth who have ASD that is age/grade appropriate. The design will contain three components
based in part on results of an ecological inventory: (a) classroom layout with photos and floor plans that supports both
individual and group instruction, (b) a visual, classroom schedule/organizer with a version individualized for one student,
(c) a classroom, positive behavior support (PBS) system that is also individualized for students (see Scheurmann &
Webber, Chapter 5 and pp. 41-49), and an Ecological Inventory with results to use for the PBS system. The design of the
environment and schedule is to provide the children or youth opportunities to increase social communication and selfregulation (i.e., motivation) skills in classroom activities with peers and adults. The classroom design materials are to be
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shared in class as a poster board presentation on Session 12. See assignment Rubric on Bb for complete description of
requirements.
V. C L A S S P O L I C Y , E V A L U A T I O N A N D G R A D I N G
Students need to complete the reading assignments each week in order to participate in discussions and activities in class
and on our Bb course website. Assignments must be turned in by due dates; 89% of the points are the maximum
available for late assignments without an instructor approved written explanation, as well as assignments completed as
hard copy rather than posted online as course Bb entries.
Ø Hard Copy Assignments must be written with a computer application using 12 point font and formatted with 1inch margins, headings/sub-headings, and a title page in accordance with the “Publication Manual of the American
Psychological Association (APA),” 6th Edition (2010). Please write carefully with correct sentence and paragraph
structure, grammar, and spelling.
Ø Attention Students with Disabilities. If you have a documented disability that requires accommodations, you will
need to register with Student Disability Services (SDS) for coordination of your academic accommodations. The
Student Disability Services (SDS) office is located at 1600 David Adamany Undergraduate Library in the Student
Academic Success Services department. SDS telephone number is 313-577-1851 or 313-202-4216 (video phone). Once
you have your accommodations in place, I will be glad to meet with you privately during my office hours to discuss
your special needs. Student Disability Services’ mission is to assist the university in creating an accessible community
where students with disabilities have an equal opportunity to fully participate in their educational experience at
Wayne State University.
Please be aware that a delay in getting SDS accommodation letters for the current semester may hinder the availability
or facilitation of those accommodations in a timely manner. Therefore, it is in your best interest to get your
accommodation letters as early in the semester as possible.
Ø Academic Dishonesty/Plagiarism. The College of Education has a “zero tolerance” approach to plagiarism and
other forms of academic dishonesty. (See Student Code of Conduct http://doso.wayne.edu/assets/student-code-ofconduct-brochure.pdf). Plagiarism includes copying material (any more than 5 consecutive words) from outside texts
or presenting outside information as if it were your own by not crediting authors through citations. It can be
deliberate or unintended. Specific examples of academic dishonesty, including what constitutes plagiarism, can be
found in the University’s Undergraduate Bulletin (http://bulletins.wayne.edu/ubk-output/index.html) and Graduate
Catalog (http://www.bulletins.wayne.edu/gbk-output/index.html) under the heading “Student Ethics.” These
university policies are also included as a link on Blackboard within each course in which students are enrolled. It is
every student’s responsibility to read these documents to be aware which actions are defined as plagiarism and
academic dishonesty. Sanctions could include failure in the course involved, probation and expulsion, so students are
advised to think carefully and thoroughly, ask for help from instructors if it is needed, and make smart decisions about
their academic work.
Ø Religious Observance Policy. Because of the extraordinary variety of religious affiliations represented in the
University student body and staff, The Wayne State University calendar makes no provision for religious holidays. It is
University policy, however, to respect the faith and religious obligations of the individual. Students who find that their
classes or examinations involve conflicts with their religious observances are expected to notify their instructors well
in advance so that alternative arrangements as suitable as possible may be worked out.
Ø Wayne State University Writing Center. The Writing Center provides individual tutoring consultations free of
change for students at Wayne State University. While the Center serves both graduate and undergraduate students,
undergraduate students in General Education courses, including composition courses, receive priority for tutoring
appointments. The Center is located on the second floor of the Undergraduate Library or visit online at
http://clasweb.clas.wayne.edu/writing
Ø Enrollment/Withdrawal Policies. Students must add classes no later than the end of the first week of classes.
This includes online classes. Students may continue to drop classes (with full tuition cancellation) through the
first two weeks of the term. Students who withdraw from a course after the end of the 5th week of class will receive
a grade of WP, WF, or WN.
o WP will be awarded if the student is passing the course (based on work due to date) at the time the
withdrawal is requested
o WF will be awarded if the student is failing the course (based on work due to date) at the time the
withdrawal is requested
o WN will be awarded if no materials have been submitted, and so there is no basis for a grade
Students must submit their withdrawal request on-line through Pipeline. The faculty member must approve the
withdrawal request before it becomes final, and students should continue to attend class until they receive notification
via email that the withdrawal has been approved. Beginning the fifth week of class students are no longer allowed to
drop but must withdraw from classes. The last day to withdraw will be at the end of the 10th full week of classes. The
withdrawal date for courses longer or shorter than the full 15-week terms will be adjusted proportionately.
See the university webpage for full details: http://reg.wayne.edu/students/information.php
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Ø
Grading is based on absolute, rather than comparative criteria. The final grading scales follow:
Undergraduate Grades - 950-1000 = A (4.0), 900-949 = A- (3.67), 870-899 = B+ (3.33). 830-869 = B (3.00), 800829 = B- (2.67), 770-799 = C+ (2.33), 730-769 = C (2.00), 700-729 = C- (1.67), 670-699 = D+ (1.33), 630-669 = D
(1.00), 600-629 = D- (0.67), <600 = F (0.66); Graduate Grades - 950-1000 = A (4.0), 900-949 = A- (3.67), 870-899 =
B+ (3.33). 830-869 = B (3.00), 800-829 = B- (2.67), 770-799 = C+ (2.33), 730-769 = C (2.00), < 730 = F (< 2.00)
The 1000-points available are divided across assignments as follows:
• Reflective Journal Entries on Discussion Forums (125-points).
• Analysis Essay on Bb Website (115-points).
• Report and Poster Presentation on SYSTEMATIC INSTRUCTION (140-points).
• Probe Quizzes (210-points).
• Classroom Instructional Design Poster Presentation (120-points).
• Teaching and Learning Annotated Bibliography (175-points)
• Student Profile with .jpg Photo on Bb by 1/31/15 (15-points).
• Attendance and Participation Across Class Sessions 1-12 (10 x 10 = 100)
VI.SCHEDULE OF READINGS, TOPICS, AND ASSIGNMENTS
DATE
SEMINAR TOPIC
READINGS and ASSIGNMENTS DUE
Week 1
Introduction to Course Syllabus
Kluth Chapter 1
Session 1
What is ASD?
Scheuermann & Webber Chapter 1
What is Teaching and Learning?
1/15/15
Thursday
The Antecedent Profile
Student Profile & .jpg Digital Photo on Bb by 1/23/14
Week 2
Principles for Teaching and What to Teach
Kluth Chapters 2 & 3
The A-B-C Model
Scheuermann & Webber Chapter 2
Session 2
Applied Behavior Analysis (ABA)
Koegel & Koegel (2006) Chapter 1 – The Basics of Pivotal Response
1/22/15
Pivotal Response Treatments (PRT)
Treatment * Bb ASSIGNED READINGS page.
Key Deficits Areas for ASD
Empirical Evidence & Data
Week 3
Family Involvement and What to Teach - I
Kluth Chapters 4 & 9
Ecological Inventory
Scheuermann & Webber Chapter 3
Session 3
Deficit versus Difference
Koegel & Koegel (2006) Chapter 1 – The Basics of Pivotal Response
1/29/15
Developmentally Appropriate Practices (DAP) Treatment * Bb ASSIGNED READINGS page.
Week 4
Session 4
2/5/15
Week 5
Session 5
2/12/15
Week 6
Session 6
2/19/15
Week 7
Session 7
2/26/15
Family Involvement and What to Teach - II
Reinforcement Checklists
Natural Environments
Age-/Grade-Appropriate Practices
Interventions in the General Curriculum - I
IEP Goals & Objectives
Assessment & Instruction
General Curriculum (Grade Level Content
Expectations, Common Core)
Interventions in the General Curriculum - II
IEP Goals & Objectives
Age-/Grade-Appropriate Practices
Systematic Instruction
Interventions in the General Curriculum - III
IEP Goals & Objectives
Age-/grade-appropriate Practices
Deficit versus Difference Areas of ASD
Systematic Instruction
Kluth Chapters 5 & 9
Scheuermann & Webber Chapter 4
Koegel & Koegel (2006) Chapter 1 – The Basics of Pivotal Response
Treatment * Bb ASSIGNED READINGS page.
PROBE QUIZ 1
Kluth Chapters 2 & 6
Scheuermann & Webber Chapter 5
O’Brien & Daggett (2006) Chapter 4-Conducting Assessments … * Bb
ASSIGNED READINGS page.
Teaching and Learning Introduction and Annotations 1 and 2 Due on Bb
The SCERTS Model, Chapter 2 – Social Communication (Prizant et al., 2006) *
Bb ASSIGNED READINGS page.
The SCERTS Model, Chapter 3 – Emotional Regulation (Prizant et al., 2006) *
Bb ASSIGNED READINGS page.
The SCERTS Model, Chapter 4 - Transactional Support (Prizant et al., 2006) *
Bb ASSIGNED READINGS page.
Koegel & Koegel (2006) Chapter 3 - Interventions in General Education
Classrooms * Bb ASSIGNED READINGS page.
Koegel & Koegel (2006) Chapter 4 - Incorporating Motivational Procedures *
Bb ASSIGNED READINGS page.
PROBE QUIZ 2
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Week 8
3/5/15
Week 9
Session 8
3/12/15
Week of
3/16/15
Week 10
Session 9
3/26/15
Week 11
Session 10
4/2/15
Assignments on
Organizing Principles and Practices - I
Applied Behavior Analysis (A-B-C model) to
teach Language, Communication, Literacy,
and Reading
Assistive Technology
Bb Website
Kluth Chapters 8 & 9
Scheuermann & Webber Chapter 6 & 8
Teaching and Learning Annotations 3 and 4 with Summary Due on Bb
SPRING BREAK
Organizing Principles and Practices - II
Applied Behavior Analysis (A-B-C model) to
teach Social Interaction & Self-Help Skills
Assistive Technology
Organizing Principles and Practices - III
Applied Behavior Analysis (A-B-C model) to
teach Self-Regulation with Sensory
Interventions
Kluth Chapters 10 & 11
Scheuermann & Webber Chapters 7 & 8
Report on SYSTEMATIC INSTRUCTION Due
Scheuermann & Webber Chapter 3
Kids Gotta Move Safely* Bb ASSIGNED READINGS page.
Sensory Deficits * Bb ASSIGNED READINGS page.
Sensory Experiences * Bb ASSIGNED READINGS page.
PROBE QUIZ 3
Week 12
4/9/15
Week 13
Assignments on
Teaming: Role of the Teacher in Collaboration
and Supervision with other Adults
Session 11
4/16/15
Week 14
Session 12
4/23/15
Week 15
4/30/15
Bb Website
Kluth Chapter 12
Scheuermann & Webber Chapters 9
O’Brien & Daggett Chapter 7-Helping Parents * Bb ASSIGNED READINGS
Giangreco et al. “Helping or Hovering” * Bb COURSE DOCUMENTS page.
Poster Presentations on Classroom Instructional Design and Systematic
Instruction Due in Class
Gallery Walk in Class
ALL ASSIGNMENTS DUE
FINAL
EXAMINATION DATE
VII. REFERENCES
Ault, M., & Griffen, A. K. (2013). Teaching with the system of least prompts: An easy method for monitoring progress.
TEACHING Exceptional Children, 45(3), 46-53.
Bayes, D. A., Heath, A. K., Williams, C., & Ganz, J. B. (2013). Pardon the interruption: Enhancing the communication
skills for students with intellectual disability. TEACHING Exceptional Children, 45(3), 64-70.
Benedict, A. E., Thomas, R. A., Kimerling, J., & Leko, C. (2013). Trends in teacher evaluation: What every special
education teacher should know. TEACHING Exceptional Children, 45(5), 60-68.
Butler, A.M., Monda-Amaya, L.E., & Yoon, H. (2013). The digital media writing project: Connecting to the Common Core.
TEACHING Exceptional Children, 46(1), 6-14.
Cannella-Malone, H. I., Sabielny, L. M., Jimenez, E. D., & Miller, M. M. (2013). Pick one: Conducting preference
assessments with students with significant disabilities. TEACHING Exceptional Children, 45(6), 16-23.
Constable, S., Grossi, B., Moniz, A., & Ryan, L. (2013). Meeting the Common Core Standards for students with autism: The
challenge for educators. TEACHING Exceptional Children, 45(3), 6—13.
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Copple, C., & Bredekamp, S. (2009). Developmentally appropriate practice in early childhood programs serving
children from birth through age 8 (3rd. Ed.). Washington DC: National Association for the Education of Young
Children.
Council for Exceptional Children. (2014). Standards for evidence-based practices in special education. TEACHING
Exceptional Children, 46(6), 206-212.
Danielson, L., & Rosenquist, C. (2014). Introduction to the TEC special issue on data-based individualization. TEACHING
Exceptional Children, 46(4), 6-12.
Exkorn, K. S. (2005). The autism sourcebook: Everything you need to know about diagnosis, treatment, coping, and
healing. New York: ReganBooks.
Fraser, D. W. (2013). 5 tips for creating independent activities aligned with the Common Core State Standards.
TEACHING Exceptional Children, 45(6), 6-15.
Freeman, J., & Sugai, G. (2013). Indentifying evidence-based special education interventions from single-subject research.
TEACHING Exceptional Children, 45(5), 6-12.
Frost, L., & Bondy, A. (2002). The picture exchange communication system: Training manual. Newark, NJ: Pyramid
Educational Products, Inc.
Hampshire, P.K., & Hourcade, J.J. (2014). Teaching play skills to children with autism using visually structured tasks.
TEACHING Exceptional Children, 46(3), 26-31.
Hemmeter, M. L., Ostrosky, M. M., & Corso, R., M. (2012). Preventing and addressing challenging behavior: Common
questions and practical strategies. Young Exceptional Children, 15(2), 32-46.
Israel, M., Maynard, K., & Williamson, P. (2013). Promoting literacy-embedded, authentic STEM instruction for students
with disabilities and other struggling learners. TEACHING Exceptional Children, 45(4), 18-25.
Koegel, R. L., Fredeen, R., Kim, S., Daniel, J., Rubinstein, D., & Koegel, L. (2012). Using perseverative interests to improve
interactions between adolescents with autism and their typical peers in school settings. Journal of Positive
Behavior Interventions, 14(3), 133141.
Koegel, R.L., & Koegel, L.K. (1995). Teaching children with autism: Strategies for initiating positive interactions and
improving learning opportunities. Baltimore, MD: Paul H. Brookes.
Koegel, R.L., & Koegel, L.K. (2006). Pivotal response treatments for autism: Communication, social, and academic
development. Baltimore, MD: Paul H. Brookes.
Koegel., L. K., Vernon, T. W., Koegel, R. L., Koegel, B., & Paullin, A. W. (2012). Improving social engagement and
initiations between children with autism spectrum disorder and their peers in inclusive settings. Journal of
Positive Behavior Intervention, 14(4), 220-227.
Lord, C., & McGee, J.P., (eds.). (2001). Educating children with autism. Washington DC: National Academy Press.
Luiselli, J.K., Russo, D.C., Christian, W.P., & Wilczynski, S.M. (2008). Effective practices for children with autism:
Educational and behavioral interventions that work. New York: Oxford University Press.
Mays, N.M., Beal-Alvarez, J., & Jolivette, K. (2011). Using movement-based sensory interventions to address selfstimulatory behaviors in students with autism. TEACHING Exceptional Children, 43(6), 46-52.
Meadan, H., Ostrosky, M.M., Santos, R.M., & Snodgrass, M.R. (2013). How can I help? Prompting procedures to support
children’s learning. Young Exceptional Children, 16(4), 31-39.
Mueller, F., & Larson, M. (2001). Positive behavior support for young children. Lansing, MI: Michigan Department of
Education.
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O’Brien, M., & Daggett, J.A. (2006). Beyond the autism diagnosis: A professional’s guide to helping families. Baltimore,
MD: Paul H. Brookes.
O’Neill, R.E., Horner, R.H., Albin, R.W., Storey, K., & Sprague, J.R. (1990). Functional analysis of problem behavior: A
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Peterson, L. Y., Burden, J. P., Sedaghat, J. M., Gothberg, J. E., Koher, P. D., & Coyle, J. L. (2013). Triangulated IEP
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Prizant, B.M., Wetherby, A.M., Rubin, E., Laurent, A.C., & Rydell, P.J. (2006a). The SCERTS Model: A comprehensive
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H. Brookes.
Prizant, B.M., Wetherby, A.M., Rubin, E., Laurent, A.C., & Rydell, P.J. (2006b). The SCERTS Model: A comprehensive
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Intervention). Baltimore, MD: Paul H. Brookes.
Ryan, J.B., Hughes, E., Katsiyannis, A., McDaniel, M., & Sprinkle, C. (2014). Research-based educational practices for
students with autism spectrum disorders. TEACHING Exceptional Children, 47(2) 94-102.
Sandall, S., Hemmeter, M.L., Smith, B.J., & McLean, M. E. (2005). DEC recommended practices: A comprehensive guide
for practical application in early intervention/early childhood special education. Missoula, MT: Division for Early
Childhood.
Sandall, S.R., & Schwartz, I.S. (2002). Building blocks for teaching preschoolers with special needs. Baltimore, MD: Paul
H. Brookes.
Sartini, E.C., Knight, V.F., & Collins, B.C. (2013). Ten guidelines to facilitate social groups for students with complex
special needs. TEACHING Exceptional Children, 45(3), 54-62.
Saunders, A. F., Bethune, K. S., Spooner, F., & Browder, D. (2013). Solving the Common Core equation: Teaching
mathematics CCSS to students with moderate and severe disabilities. TEACHING Exceptional Children, 45(3),
24-33.
Schreibman, L. (2005). The science and fiction of autism. Cambridge, MA: Harvard University Press.
Suppo, J. L., & Mayton, M. R. (2012). A portable potty plan for children with autism. Young Exceptional Children, 15(4),
3-16.
Thompson, T. (2007). Making sense of autism. Baltimore, MD: Paul H. Brookes.
Vargas, J.S. (2009). Behavior analysis for effective teaching. New York: Routledge.
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Baltimore, MD: Paul H. Brookes.