| Recommended Resources |
Cooper, J. O., Heron, T. E., & Heward, W. L. (2020). Applied behavior analysis (3rd ed.). Pearson.Steinbrenner, J. R., Hume, K., Odom, S. L., Morin, K. L., Nowell, S. W., Tomaszewski, B., Szendrey, S., McIntyre, N. S., Yücesoy-Özkan, S., & Savage, M. N. (2020). Evidence-based practices for children, youth, and young adults with autism. The University of North Carolina at Chapel Hill, Frank Porter Graham Child Development Institute, National Clearinghouse on Autism Evidence and Practice Review Team.Wong, C., Odom, S. L., Hume, K. A., Cox, A. W., Fettig, A., Kucharczyk, S., Brock, M. E., Plavnick, J. B., Fleury, V. P., & Schultz, T. R. (2015). Evidence-based practices for children, youth, and young adults with autism spectrum disorder: A comprehensive review. Journal of Autism and Developmental Disorders, 45(7), 1951–1966.Autism Focused Intervention Resources and Modules. (t.y.). AFIRM modules. UNC Frank Porter Graham Child Development Institute. https://afirm.fpg.unc.edu |
| Aims of the Course |
The aim of this course is to equip students with the conceptual and historical foundations, core principles, and implementation procedures of evidence-based practices used in the education of individuals with autism spectrum disorder (ASD). The course covers discrete trial teaching, incidental teaching, activity schedules, script fading, shaping, antecedent-based interventions, and technology-supported instruction. Students are expected to explain these practices, critically review related research, and analyze and interpret research findings in order to develop evidence-based decision-making skills. |