14-15 Autism in Literature Courses at Ves

GRADUATE CREDIT COURSE DESCRIPTION
Course Title:
Sponsoring Agency:
Instructors:
Audience:
Semester Hours:
Course Dates:
Course Meeting Times:
Autism in Literature Pt II
DoDDS-Europe
Chuck York, DoDEA Europe ISS-Autism
LeAndra Smith, DoDEA Europe ISS-Autism
All Teachers
2.0
October 14, 2014- May 8, 2015
4 book club meetings in October, December, February and April.
Specific dates and time will be chosen by the group and reported
back to the instructors.
Various locations throughout DoDDS-Europe
$130 Ashland for 2 credit hours, $150 USD for 2 credit hours
Location:
Tuition:
Course Code:
USD: EDC-x765H
Ashland: 15/GW EDU 6270 A6
A. Registration: To register for the course the participants must submit an online registration
form located at:
University of San Diego - Go to: https://pce.sandiego.edu and create an account
if it is your first visit to this site. Then go to 'Affiliations" Go to "DoDEA" find the
appropriate course (they are listed alphabetically).
Ashland University: https://www.ashland.edu/founders/content/autism-lit-part-ii
The registration deadline is October 24, 2014.
B. Description: This course will allow participants to gain a deeper understanding of autism
spectrum disorders (ASD) and gain perspective from individuals living with autism. Participants
will read and reflect on 4 books related to Autism through the course of the school year. They
will then discuss the book with a Professional Learning Team and make connections to their
lives and their teaching. A final reflection project will be submitted to the instructor at the end of
the course.
C. Course Outcomes: Participants will increase their understanding of:
Autism Spectrum Disorders
Perspective of individuals diagnosed with and living with autism.
Strategies that can be implemented into classrooms when working with students with
ASD.
D. Schedule: This course is divided into (4) face to face meetings and will start in October
2014 and end in May 2015. Each book club will last 2 hours and will be scheduled by the
group. Final projects will be submitted to the instructor by Monday May 8, 2015.
E. Course Requirements:
1. Read & reflect on the 4 assigned books (see list below). ( 24 hours)
2. Attend a minimum of 3 of the 4 group meetings. (6 hours)
3. Actively participate in the book discussion.
4. Complete final book club project. Due to Instructor by May 8, 2015. (2 hours)
Final Project: Participants will choose one of the following activities to complete:
Prepare 1 discussion question for each book to share at the book club. Submit all 4
discussion questions along with a short summary of group discussion held on each
question you submitted.
Choose one of the 4 books and write a 1 page book review in your own words that can
be shared with future groups.
Share a Text-to-Self connection you made by reading these books.
Compare & contrast 2 of the books you read using a format of your choice.
Share how these book readings have impacted your teaching practices/interactions with
families
Recommend another book for a future book club. Provide a summary of the book in
your own words and your thoughts on why it would be good to read or use for a future
book club.
F. Course Materials: The following is the list of books and the order in which we will read
them. All book synopses are taken directly from www.amazon.com. Several of the books can
also be found at the base library, as e-books or for Kindle.
Look Me in the Eye: My Life with Aspergers by John Elder Robison (mid October 2014)
Ever since he was young, John Robison longed to connect with other people, but by the time he was a
teenager, his odd habitsan inclination to blurt out non sequiturs, avoid eye contact, dismantle radios,
and dig five-foot holes (and stick his younger brother, Augusten Burroughs, in them)had earned him the
label social deviant. It was not until he was forty that he was diagnosed with a form of autism called
Aspergers syndrome. That understanding transformed the way he saw himselfand the world. A born
storyteller, Robison has written a moving, darkly funny memoir about a life that has taken him from
developing exploding guitars for KISS to building a family of his own. Its a strange, sly, indelible
accountsometimes alien yet always deeply human
The Reason I Jump: The Inner Voice of a Thirteen-Year-Old Boy with Autism by Naoki
Higashida (December 2014/January 2015)
Youve never read a book like The Reason I Jump. Written by Naoki Higashida, a very smart, very selfaware, and very charming thirteen-year-old boy with autism, it is a one-of-a-kind memoir that
demonstrates how an autistic mind thinks, feels, perceives, and responds in ways few of us can imagine.
Parents and family members who never thought they could get inside the head of their autistic loved one
at last have a way to break through to the curious, subtle, and complex life within.
The Rosie Project: A Novel by Graeme Simsion (Late February 2015)

The art of love is never a science: Meet Don Tillman, a brilliant yet socially inept professor of genetics,
whos decided its time he found a wife. In the orderly, evidence-based manner with which Don
approaches all things, he designs the Wife Project to find his perfect partner: a sixteen-page, scientifically
valid survey to filter out the drinkers, the smokers, the late arrivers.
Group Choice (late April 2015)

Each group will be able to choose one additional book or video to read/watch & discuss. The group can
choose to all read/watch the same book or to have each member select a book/video of their choice and
report out to the group about their chosen selection. A list of recommended books/videos will be
provided.

Course Title:
Sponsoring Agency:
Instructors:
Audience:
Semester Hours:
Course Dates:
Part II: Data Collection & ABA Instructional Practices

DoDDS-Europe
Educators currently using the Rethink program
1.0
October 20, 2014-January 16, 2015 (Session 1)
January 26, 2015-April 17, 2015 (Session 2)
Independent Study
$65-$75 for 1 credit hour

Location:
Tuition:
Course Code:
USD: EDC-x775F
Ashland: 15/GW EDU 6270
A. Prerequisite: Successful completion of Data Collection & ABA Instructional Practices is

required for participation in this course. Please ensure you have met this requirement before
enrolling in this course.
B. Registration: To register for the course the participants must submit an online registration
form located at
University of San Diego - Go to:
http://pce.sandiego.edu/search/publicCourseSearchDetails.do?method=load&courseId=31959302&selected
ProgramAreaId=19157&selectedProgramStreamId=19211
Ashland University Go to: https://www.ashland.edu/founders/content/data-aba-pt-2-session-1
The registration deadline is October 30, 2014 (session 1). Registration for Session 2 will
be open January 2015 and must be completed by February 4, 2015
C. Description: This course will allow participants to continue learning about Applied
Behavior Analysis Instructional Practices and using the Rethink program. Participants will
complete online training modules and webinars about Data Collection, Discrete Trial Training,
Task Analysis, Prompting and Reinforcement. Participants will actively use the Rethink
program to complete a project of their choice by using the Rethink lessons, training videos, print
resources or data collection tool. Participants will summarize the learning experience by
providing a written reflection detailing the project they chose, the resources that were
implemented and next steps.
D. Course Outcomes: Participants will increase their understanding of:
The Rethink program
Applied Behavior Analysis Instructional Practices
1. Have successfully completed Data Collection & ABA Instructional Practices Part I (prerequisite)
2. Have at least one student entered into the Rethink program and linked to your account
(pre-requisite)
3. Complete 4 AIMS modules with a score of 80% or higher. Print & submit post test
results from each module. (see list on page 4)
4. Attend 4 Rethink Webinars (live or archived). Record the title and date of the webinar
attended and reflection thoughts. (see attached list of archived webinars)
5. Actively use the Rethink Program with a student, in your classroom or with your
paraprofessionals. Choose 1 of the following suggested activities:
a. Input and actively teach 3 Abilities, Inclusion or Behavior Lessons (print the
lesson plan, watch the video, notate how the lesson was followed or modified,
collect data. Record a total of 15 data points for those lessons being addressed (5
for each of the 3 lessons being taught). Submit printed graph of each lesson.
b. Choose 1 lesson from each abilities area and add them to your students plan.
Watch each video and reflect on how each step increases in difficulty and where
the prompts are faded. Consider how you could use these videos to supplement
your instruction or train paraprofessionals or parents.
c. Choose 1 Inclusion lesson from each of the 4 areas and watch the videos
associated with each of the three levels. Consider how those strategies could be
implemented into the classrooms you service.
d. Review the printable resources. Choose at least 5 to print & use with your
students. Reflect on how they can be used to support the Rethink Lesson.
Consider what other lessons can be taught with the materials and how the
materials might need to be modified.
For B, C, & D: Submit documentation that materials were reviewed by listing which
lessons, videos and/or materials were reviewed and reflection thoughts.
6. Complete final project. As a final project, the participant will write a two-page reflection
paper relating what was learned in the AIMS modules, Rethink webinars and Rethink
resources that were implemented in their classroom or with their student. Information on
what strategies were reviewed and implemented and how the materials could be used in
the future should be included.
All assignments are due to the instructor by January 16, 2015 (session 1) or April 17, 2015
(session 2). This should include 4 module post test results, webinar titles, dates& reflection,
documentation of rethink activities reviewed and 2 page reflection paper.
Scoring Rubric:
A
Complete 4 AIMS modules
with score of 80% or higher
Submit post test results
Attend 4 Rethink Webinars
Submit title, date & brief
reflection thoughts from each
Actively use the Rethink
program by completing one of
the suggested activities (lesson
videos, lesson plans, print
resources, data collection tool)
Provide documentation of the
videos viewed, resources used,
or data points entered.
Complete 2 page reflection
paper including strategies that
were learned, techniques and
modifications that were
implemented and possible
next steps. Include
connections between the
strategies taught in the AIMS
modules and those seen in the
Rethink videos. Include
connection to resources and
materials from Rethink
program and possible next
steps.
B
were learned, techniques and
modifications that were
viewed and possible next
steps.
C
were learned, Rethink
materials that were viewed or
implemented.
F. Schedule:
This course will be an independent study course. Support will be provided by the Area ISS
Autism team in the form of webinars and sharing of materials. An informational webpage has
been designed to share information and resources. It can be found at
http://rethinkautism.eportalnow.net
Course Materials: Access to the Rethink Program and AIMS modules.
AIMS Modules
Participants will complete 4 of the following 9 modules with a passing score of 80% on each
post-test.
Modules can be found at http://www.autisminternetmodules.org/index.php
Participants will submit a copy of each post-test as documentation of completion.
Participants should incorporate what has been learned into their teaching practices and the
final project.
Antecedent-Based Interventions (ABI): Antecedent-based interventions (ABI) comprise an

evidence-based practice derived from applied behavior analysis (ABA) and are used to address
both interfering (e.g., disruptive, repetitive, stereotypical) and on-task behaviors. This module
will provide information on ABI.
Differential Reinforcement: Differential reinforcement of other behaviors (DRO) means that

reinforcement is provided for desired behaviors, while inappropriate behaviors are ignored. This
module will provide information on differential reinforcement.

Discrete Trial Training: DTT is a method based on the principle of breaking behavior down into
small (discrete) steps that have a clear beginning, middle and end. This module will provide
information on the evidence-based intervention discrete trial training (DTT).
Extinction: Extinction is a procedure used in applied behavior analysis (ABA) in which
reinforcement of a previously reinforced behavior is discontinued. This module will provide
information on extinction.
Prompting: Prompting procedures include any help given to learners with autism spectrum
disorders (ASD) that assist them in using a specific skill. This module provides information on
three types of prompting and can be completed in chunks to make it more manageable.
Reinforcement: Reinforcement is an evidence-based practice that increases the likelihood that
a learner uses a particular behavior in the future. This module will provide information on
reinforcement.
Response Interruption/Redirection: Response interruption/redirection (RIR) is an evidencebased practice used to decrease interfering behaviors, predominantly those that are repetitive,
stereotypical, and/or self-injurious. This module will provide information on RIR.
Task Analysis: Task analysis is the process of breaking a skill into smaller, more manageable
steps in order to teach the skill. As the smaller steps are mastered, the learner becomes
increasingly independent in his or her ability to perform the larger skill. This module will provide
information on task analysis.
Time Delay: Time delay is a response-prompting procedure that focuses on fading the use of
prompts during instructional activities. This module will provide information on time delay.
Rethink Webinars can be viewed with these links or you can find several more archived
webinars on the Rethink home page.
Rethink Mini Webinar Recordings:

Rethink Overview
Minimum Effort, Maximum Payoff. In a nutshell, that's how using Rethink will work for
you. Join us for this short and engaging overview of all the features available - from
writing IEPs and implementing best practice teaching strategies to managing
behavior and data tracking - and how they can increase your teaching effectiveness
and efficiency.
View the recorded session by clicking here
IEPlease Make this Easier!

Writing IEPs takes a lot of work! Not to mention preparing for IEP meetings and
making sure that your students reach those IEP goals. Here's the good news:
Rethink can take that load off your shoulders and this 15 min webinar will show
you exactly how.
I Dream of Data: Data Collection Made

Easy
Yes, recording data might just become the easiest part of your day! Whether you are
starting to take data on one skill, or would like to track progress for multiple targets and
skills, this 15 min webinar will not only show you how, but what the data can do to make
your life easier.
All Together Now: Making Inclusion a

Success in Your School
Whether your students are spending some or all of their time in the mainstream
classroom, or if they are currently in self contained classrooms, this 15 minute
webinar will provide you with effective strategies on how to move your students
along the path to the Least Restrictive Environment (LRE) and make inclusion a
reality and a success!
You Cant Always Get What You Want

You can't always get what you want, right? Well with Rethink, you can! Join us and
learn how to determine the cause of a behavior, develop an appropriate
intervention plan, and monitor the effectiveness of your intervention. If you struggle
with problem behavior in the classroom, this 15-minute session is sure to help!
Birth to Three Rethinks for Me!

Tune in as we discuss great tips on how parents and educators can use the
rethink program to teach younger children!
Upward & Onward with Rethink!

Learn how Rethink can give you the tools, skills, and ideas needed to successfully
promote learning among middle & high school students! This webinar will
highlight tips for prompting and reinforcing students, modifying lessons, and
preparing them for funtional living.

Course Title:
Sponsoring Agency:
Instructors:
Audience:
Semester Hours:
Course Dates:
Data Collection & ABA Instructional Practices

DoDDS-Europe
Educators currently using the Rethink Autism program
1.0
October 20, 2014-January 16, 2015 (Session 1)
January 26, 2015-April 17, 2015 (Session 2)
Independent Study
$65-$75 for 1 credit hour

Location:
Tuition:
Course Code:
USD: EDC-x767C
Ashland: 15/GW EDU 6270
A. Registration: To register for the course the participants must submit an online registration
form located at
University of San Diego - Go to:
http://pce.sandiego.edu/search/publicCourseSearchDetails.do?method=load&courseId=2
2452&selectedProgramAreaId=19157&selectedProgramStreamId=19211
Ashland University Go to: http://www.ashland.edu/founders/content/data-collect-abasession-1
The registration deadline is October 30, 2014 (session 1) or February 4, 2015 (session 2)
Session 2 registration will open in January 2015
B. Description: This course will allow participants to gain a deeper understanding of Applied
Behavior Analysis Instructional Practices and collecting data to drive instructional decisions.
Participants will actively use the Rethink program to collect and interpret data on chosen
objectives during a two month period. Participants will also view a series of instructional videos
about Applied Behavior Analysis Instructional Practices, such as Discrete Trial Training,
prompting, generalization and data management. Participants will then use what they have
learned to assist with writing data driven progress report statements.
Applied Behavior Analysis Instructional Practices
The Rethink program

Data-driven decision making and progress reporting
D. Course Requirements:
1. Have at least one student entered in the Rethink program and linked to your account
(pre-requisite)
2. Watch the fifteen minute Introductory Video located on our website
http://rethinkautism.eportalnow.net/general-info.html
3. Complete each of the 11 Training Center modules on the Rethink program with a score of
80% or higher. (print & submit module list with results)
4. Input 3-5 Abilities, Inclusion or Behavior Lessons for this student to work on.
5. Record a total of 30 data points in the Rethink program for those lessons being addressed.
(Print & Submit graphs showing the data & notes entered for each lesson)
6. As a final project, the participant will write a progress report statement for each of the 3-5
lessons and/or behaviors they collected data on. This progress statement should include
data driven statements describing the students progress over time and what the next steps
for this student will be.
All assignments are due to the instructor by January 16, 2015 (session 1) or April 17, 2015
(session 2)
Scoring Rubric:
A
Complete 11 Training
Modules with score of 80% or
higher
Input 3-5 Abilities, Inclusion
or Behavior Lessons
Record 30 or more data points
over 2 months
Write data driven progress
statements for each of the
lessons or behaviors being
addressed.
B
Modules with score of 80%
C
Modules with score of 80%
Input at least 3 Abilities,

Inclusion or Behavior Lessons
Record 20-30 data points over
2 months
addressed.
Input 3 Abilities, Inclusion or

Behavior Lessons
Record less than 20 data
points over 2 months
addressed.
Course Materials: Access to the Rethink Program (contact your District POC or Area ISS
if you do not already have an account or need assistance logging in.)
E. Schedule:
This course will be an independent study course. Support will be provided by the Area ISS
Autism team in the form of webinars and sharing of materials. An information webpage has
been designed to share information and resources. It can be found at
http://rethinkautism.eportalnow.net
All Training Center modules results, data collection graphs and progress report statements
should be completed and submitted to the instructor by January 16, 2015 (session 1) or April 17,
2015 (session 2).

Course Title:
Sponsoring Agency:
Instructors:
Audience:
Semester Hours:
Course Dates:
Classroom Strategies & Autism (PK-8)

DoDDS-Europe
DoDDS Europe Teachers PK- 8
2.0
September 29, 2014- May 15, 2015
8 PLT meetings from Oct May. Specific dates and time will be
chosen by the group and reported back to the instructors.
$130 Ashland for 2 credit hours, $150 USD for 2 credit hours
Location:
Tuition:
Course Code:
USD: EDC-x723H
Ashland: 15/GW EDU 6270 B3
A. Registration: Before registering for university credit, please ensure that you are part of a local
PLT or are prepared to fully participate in the Virtual PLT . To register for the course the
participants must submit an online registration form located at:
University of San Diego - Go to: https://pce.sandiego.edu and create an account if it is your
first visit to this site. Then go to 'Affiliations" Go to "DoDEA" find EDC-723H (they are listed
alphabetically).
Ashland University: https://www.ashland.edu/founders/content/class-strategies-autism-pk-8
The registration deadline is Oct. 9, 2014
B. Course Description: This course will allow participants to gain a deeper understanding of
classroom strategies that can be implemented to support students with Autism Spectrum Disorders
(ASD). Participants will form a local PLT or join in the virtual PLT to meet and discuss the
information gathered from the reading and apply what they have learned in their classrooms.
Participants will explore additional resources related to the topics and a final reflection project will
be submitted to the instructor at the end of the course.
Characteristics of Autism Spectrum Disorders (ASD)
Classroom strategies that can be used to support students with Autism Spectrum Disorders
D. Schedule: This course is divided into 8 small group sessions and will start in October 2014 and
end in May 2015. Each meeting will last at least 1 hour and will be scheduled by the group and
shared with the instructor. Final projects are due to the instructor by May 15, 2015.
1. Read selected text (10 hours)
2. Apply strategies from the text and complete additional assignments related to each
chapter/topic (15 hours)
3. Attend a minimum of 6 of the 8 group meetings (6 hours)
4. Actively participate in the discussion and provide evidence of strategies being implemented
in the classroom
5. Complete final project. Due to Instructor by May 15, 2015. (2 hours)
Final Project: The final project will consist of a two page reflection paper and portfolio. The
reflection paper should summarize what the learner took from the reading selection, discussion
with the group and application of strategies in the classroom. The paper can also include
additional questions the learner still has and what their next steps will be. A portfolio will also be
submitted to demonstrate to the instructor that the various assignments were completed. The
portfolio should include a copy or picture of the individual or classroom visual schedule, individual
or classroom behavior reinforcement plan/tool, reinforcement survey and ABC data collection tool
that were completed and shared with the PLT during the course.
F. Course Materials:
Each participant will need a copy of the text: Autism Spectrum Disorders in the
Mainstream Classroom by Barbara Boroson
Each participant will need to be part of a Professional Learning Team
Each participant will need to be able to apply these strategies with a student or group of
students
Scoring Rubric:
A
Attend 6 out of 8 meetings
B
C
4 Portfolio Items submitted
Final Reflection paper

provides connections made
between the reading selection,
group discussions and
practical application. Next
steps and additional questions
will also be included.
Final Reflection paper

provides a summary of what
was learned during the reading
and discussion. Next steps
and additional questions may
be included.
Final Reflection paper is

completed but does not
provide a summary of what
was learned and the
connections that were made.
Next steps and additional
questions are not included.
Schedule & Assignments

Date
Format
Activity
September
2014
Registration
September
2014
Self-Study
October 610
PLT
Meeting #1
Find a Professional Learning Team (PLT) to work with

Secure a copy of the book (purchase, download, borrow)
Complete participant questionnaire by Sept. 29, 2014
https://docs.google.com/forms/d/15xPwBexehkqK4t4OUt84PGIERy3G
MBVZQzb7Z9CsuUQ/viewform?usp=send_form
*Register for university credit by October 9, 2014
Read: Chapters 1 & 2 & PLC article
https://drive.google.com/file/d/0B966tcz7yoCWUk5pdW01RUV4Qk0/e
dit?usp=sharing
Assignment: Review IEPs for students in your classroom/caseload and
note the accommodations & modifications listed
Apply: Consider how you will create a positive classroom, identify
student strengths and how you will stay positive. Identify your support
team.
Set PLT Norms & Meeting Dates (fill in google form that was sent)
Discuss Chapters 1 & 2 and which strategies will be used to create a
positive classroom, identify student strengths and help you stay positive
in the year ahead. What questions do you have about the IEPs for
students in your classroom?
Hours
3 hours
1 hour
October
Self-Study
Nov. 3-7
PLT
Meeting #2
Self-Study
November
Dec 1-5
December
PLT
Meeting #3
Self-Study
January
12-16
January
2015
PLT
Meeting #4
Self-Study
Feb. 9-13
PLT
Meeting #5
Self-Study
February
2015
March 913
March
PLT
Meeting #6
Self-Study
Read: Chapter 3
Assignment: Create a classroom or individual visual schedule (Portfolio
Item #1 - share a copy/picture). Consider how are schedule changes
shared with the class/student? What transition cues do you use in your
classroom? Share with the group the behavior reinforcement plan you
use in your classroom (Portfolio Item #2 - share a copy/picture).
Consider if changes need to be made to meet individual needs of your
student with autism.
Apply: Implement strategies presented in the chapter, be prepared to
share with the group
Discuss Chapter 3 & strategies that were implemented (visual schedule,
transition warning, behavior reinforcement tools)
Read: Chapter 4
Assignment: Review the Executive Functioning Websites provided
Find out/meet the OT that services students in your building/complex
Review https://www.gonoodle.com/ website for ideas of how to
incorporate brain breaks into your classroom schedule
Apply: Implement strategies presented in the chapter, be prepared to
share what you learned with the group
Discuss Chapter 4 & strategies that were implemented
3 hours
Read: Chapters 5 & 6

Assignment: Review the provided Reinforcement surveys. Choose one
to send home to learn more about your student and to open
communication with the family. (Portfolio Item #3 remove PII, scan
document)
Apply: How do you communicate with parents? (share with your group)
Discus chapters 5 & 6 and the strategies that were implemented. Share
what you learned from the reinforcement survey that was completed.
Read: Chapter 7
Assignment: Review social skills websites provided.
Apply: Which of the strategies and resources can you apply in your
classroom? What strategies are you using to build a classroom
community? (share with your group)
Discus chapter 7 & the strategies that were implemented
4 hours
Read: Chapters 8
Assignment: Find out/meet the Speech Language Pathologist (SLP) that
services students in your building/complex
Choose 1 communication strategy/lesson from chapter 8 to try with your
class.
Apply: Consider how information is shared in many ways and how can
you support communication in your classroom
Discus chapter 8 & strategies/lessons that were implemented
3 hours
Read: Chapter 9
Assignment: Choose 1 student behavior that you would like to modify.
Take and analyze ABC data for 3-5 days and create a plan to modify the
behavior (p196-197). Share the data & plan with your group. (Portfolio
Item #4 Remove PII, scan ABC log & implementation plan)
Apply: Think about how you can de-escalate or defuse behaviors that
may occur in your classroom.
3 hours
1 hour
3 hours
1 hour
1 hour
3 hours
1 hour
1 hour
April 1317
April
1 hour
May 2015
Discus chapter 9 & the strategies that were implemented along with the
behavior data that was taken
Read: Chapter 10
Assignment: Review at least one other Autism related resource and
share what you have learned with your group. (Autism Teacher Leader
lending library, website list provided, professional library in your school,
base library, Autism Book Club selections)
Apply: Consider how content is taught in your classroom. What
modifications may need to be made? What assessments are used in your
classroom? What modifications may need to be made to assess student
learning?
PLT
Discus chapter 10 & strategies that were implemented. What Ah Ha
Meeting #8
moments did you have after reading this chapter? Share information
about the additional resource you reviewed.
Final Project Reflection Paper & Portfolio
May 15,
2015
Course
Completion
Total
35
Hours
May 4-8
PLT
Meeting #7
Self-Study
Final Project & Course Completion Documents should be turned into the
instructor by this date
3 hours
1 hour
2 hours

14-15 Autism in Literature Courses at Ves

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14-15 Autism in Literature Courses at Ves

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GRADUATE CREDIT COURSE DESCRIPTION

The Rosie Project: A Novel by Graeme Simsion (Late February 2015)

Group Choice (late April 2015)

GRADUATE CREDIT COURSE DESCRIPTION

Part II: Data Collection & ABA Instructional Practices

Course Meeting Times:

A. Prerequisite: Successful completion of Data Collection & ABA Instructional Practices is

The Rethink program

Applied Behavior Analysis Instructional Practices

Course Materials: Access to the Rethink Program and AIMS modules.

Antecedent-Based Interventions (ABI): Antecedent-based interventions (ABI) comprise an

Differential Reinforcement: Differential reinforcement of other behaviors (DRO) means that

module will provide information on differential reinforcement.

Rethink Mini Webinar Recordings:

View the recorded session by clicking here

IEPlease Make this Easier!

View the recorded session by clicking here

I Dream of Data: Data Collection Made

View the recorded session by clicking here

All Together Now: Making Inclusion a

You Cant Always Get What You Want

View the recorded session by clicking here

Birth to Three Rethinks for Me!

View the recorded session by clicking here

Upward & Onward with Rethink!

View the recorded session by clicking here

GRADUATE CREDIT COURSE DESCRIPTION

Data Collection & ABA Instructional Practices

Course Meeting Times:

The Rethink program

Input at least 3 Abilities,

Input 3 Abilities, Inclusion or

GRADUATE CREDIT COURSE DESCRIPTION

Classroom Strategies & Autism (PK-8)

4 Portfolio Items submitted

3 Portfolio Items submitted

2 Portfolio Items submitted

Final Reflection paper

Final Reflection paper

Final Reflection paper is

Schedule & Assignments

Find a Professional Learning Team (PLT) to work with

Read: Chapters 5 & 6

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