SED 6030 - 1 of 7 DIVISION: PROGRAM AREA: COURSE #: COURSE TITLE: SECTION #: CREDIT: TERM/YEAR: LOCATION: DAY/TIME: INSTRUCTOR: OFFICE: EMAIL: VOICE: WEBSITE: ADVISING: 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 SED 6030 - 2 of 7 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 SED 6030 - 3 of 7 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 SED 6030 - 4 of 7 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 SED 6030 - 5 of 7 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. SED 6030 - 6 of 7 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. SED 6030 - 7 of 7 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 practical assessment guide. Sycamore, IL: Sycamore Publishing Company. Peterson, L. Y., Burden, J. P., Sedaghat, J. M., Gothberg, J. E., Koher, P. D., & Coyle, J. L. (2013). Triangulated IEP transition goals: Developing relevant and genuine annual goals. TEACHING Exceptional Children, 45(6), 46-57. Prizant, B.M., Wetherby, A.M., Rubin, E., Laurent, A.C., & Rydell, P.J. (2006a). The SCERTS Model: A comprehensive educational approach for children with autism spectrum disorders (Volume I Assessment). Baltimore, MD: Paul H. Brookes. Prizant, B.M., Wetherby, A.M., Rubin, E., Laurent, A.C., & Rydell, P.J. (2006b). The SCERTS Model: A comprehensive educational approach for children with autism spectrum disorders (Volume II Program Planning & 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. Wetherby, A.M., & Prizant, B.M. (Eds.). (2000). Autism spectrum disorders: A transactional developmental perspective. Baltimore, MD: Paul H. Brookes.
© Copyright 2026 Paperzz