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07/13/2013

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UNIVERSITY OF VERMONTDEPARTMENT OF COMMUNICATION SCIENCES & DISORDERSCOURSE NAME:
Summer Autism Institute
COURSE NUMBER:
CSD 295
SEMESTER:
Summer Term
YEAR:
2013
COURSE DESCRIPTION:
This course is offered as a hybrid approach to instruction and learning with a one-week intensive session featuring international, national, and regional experts in autism spectrumdisorders (ASD) and a follow-up blackboard discussion and an applied assignment. The course isopen to community teams and the families they serve in Vermont and interdisciplinary teamsacross the New England area. Participants represent several disciplines, including speech-language pathologists, special educators, general educators, medical professionals, familymembers, administrators, early interventionists, paraprofessionals, occupational therapists, physical therapists, psychologists, child care service providers, and community resource parents.The content emphasizes best practices in joint attention, social thinking, interpersonaldevelopment and pharmacological interventions for individuals with ASD. In addition,understanding the cultural context for diagnosis and implications for the new DSM-V will bediscussed.
CLASS MEETING TIMES:DATES:
June 17-July 12, 2013
TIME:
8:15 am - 5:30 pm
LOCATION:
Double Tree Hotel, South Burlington, VT
COURSE FACULTY:COURSE COORDINATOR:
Patricia A. Prelock, Ph.D., CCC-SLPCollege of Nursing and Health Sciences
OFFICE:
105 Rowell Building, 106 Carrigan DriveBurlington, VT 05405
PHONE:
(802) 656-2529 (voice mail); (802) 656-2191(fax)
E-MAIL:
 patricia.prelock@uvm.edu 
OFFICE HOURS:
By appointment
GUEST INSTRUCTORS:
Michelle Garcia Winner, M.A., CCC-SLPSpeech-Language Pathologist, Private PracticeSan Jose, CA
 
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Connie Kasari, Ph.D.Professor, Human Development & PsychologyUCLAJason C. Travers, Ph.D.Assistant Professor, Special EducationUniversity of Massachusetts-AmherstFern Sussman, Master’s EquivalentProgram Director,
 More Than Words
&
Talkability
 The Hanen CentreToronto, CNBryan H. King, MD,Professor & Vice Chair, Psychiatry & Beh SciencesDirector, Child and Adolescent PsychiatryUniv. of Washington & Seattle Children’s Hospital
TEACHING-LEARNING METHODS:
A variety of teaching tools including group and individual classroom and Blackboardactivities will be used to facilitate students’ learning. This is a writing-intensive course withactive verbal engagement during face-to-face sessions. Student learning is evaluated through thecompletion of several writing assignments for which grading rubrics are provided. During face-to-face sessions, students will be asked to participate in class discussions that are facilitatedthrough key questions related to the content as well as a simulated learning experience. Targeteddiscussion regarding a case-based scenario will occur using Blackboard technology. Thesimulated experience and case-based scenario have been added in response to student requestsfor more active and dynamic learning opportunities requiring analysis and synthesis of newknowledge which can be applied to practice.
TEXTBOOKS & REQUIRED READINGS:
There is
no textbook requirement
for this course. There are, however, several
requiredreadings listed for each day
of our face-to-face discussions. These readings can be found on theUVM blackboard site under CMSI 295 Summer Autism Institute and are listed under the courseoutline for each of the five days we will be meeting as a group.
COURSE GOALS & OBJECTIVES:
The
primary goals
of the course will be to:1) Explain the diagnostic criteria for ASD & the implications for changes in the DSM-V;2) Describe levels of social interaction strategies to improve peer play;3) Discuss the active ingredients of early intervention that support language and socialcommunication; and,
 
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4) Identify strategies to teach socially nuanced behaviors and recognize how peersinterpret social information.The specific content focus and educational objectives for each face-to-face content day of thecourse are listed in the course outline.
The following is a list of the expected knowledge and skills for students at the end of theCSD program as outlined by the Commission on Academic Accreditation (CAA) inStandard 3.1B. Those outcomes that are supported through work in this course areidentified
(see checked boxes).
 Knowledge of the nature of speech, language,hearing, and communication disorders anddifferences, as well as swallowing disorders,including etiologies, characteristics, andanatomical/physiological, acoustic,psychological, developmental, linguistic, andcultural correlates.Taught Practiced Evaluated
ArticulationFluencyvoice and resonance, including respiration and phonationreceptive and expressive language(phonology, morphology, syntax, semantics,and pragmatics) in speaking, listening,reading, writing, and manual modalitiesX Xhearing, including the impact on speech andlanguageswallowing (oral, pharyngeal, esophageal, andrelated functions, including oral function for feeding; orofacial myofunction)cognitive aspects of communication (e.g.,attention, memory, sequencing, problemsolving, executive functioning)X Xsocial aspects of communication (e.g., behavioral and social skills affectingcommunication)X Xcommunication modalities (e.g., oral, manual,and augmentative and alternativecommunication techniques and assistivetechnologies)X X
Knowledge of the principles and methods of prevention, assessment, and intervention forpeople with communication and swallowingdisorders across the life span, includingconsideration of anatomical/physiological,psychological, developmental, linguistic, andcultural correlates of the disordersTaught Practiced Evaluated

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