| Recommended Resources |
Chan, J. M., Lang, R., Rispoli, M., O’Reilly, M., Sigafoos, J., & Cole, H. (2009). Use of peer-mediated interventions in the treatment of autism spectrum disorders: A systematic review. Research in Autism Spectrum Disorders, 3(4), 876–889. https://doi.org/10.1016/j.rasd.2009.04.003Cooper, J. O., Heron, T. E., & Heward, W. L. (2020). Applied behavior analysis (3rd ed.). Pearson Education.Gray, C. A., & Garand, J. D. (1993). Social Stories: Improving responses of students with autism with accurate social information. Focus on Autistic Behavior, 8(1), 1–10. https://doi.org/10.1177/108835769300800101Koyama, T., & Wang, H.-T. (2011). Use of activity schedule to promote independent performance of individuals with autism and other intellectual disabilities: A review. Research in Developmental Disabilities, 32(6), 2235–2242. https://doi.org/10.1016/j.ridd.2011.05.003Mace, F. C., & Belfiore, P. (1990). Behavioral momentum in the treatment of escape-motivated stereotypy. Journal of Applied Behavior Analysis, 23(4), 507–514. https://doi.org/10.1901/jaba.1990.23-507 McClannahan, L. E., & Krantz, P. J. (2010). Activity schedules for children with autism: Teaching independent behavior (2nd ed.). Woodbine House. Odom, S. L., Thompson, J. L., Hedges, S., Boyd, B. A., Dykstra, J. R., Duda, M. A., Szidon, K. L., Smith, L. E., & Bord, A. (2015). Technology-aided interventions and instruction for adolescents with autism spectrum disorder. Journal of Autism and Developmental Disorders, 45(12), 3805–3819. https://doi.org/10.1007/s10803-014-2320-6Smith, T. (2001). Discrete trial training in the treatment of autism. Focus on Autism and Other Developmental Disabilities, 16(2), 86–92. https://doi.org/10.1177/108835760101600204 |
| Aims of the Course |
The aim of this course is to equip students with knowledge of the definitions, components, and implementation procedures of effective teaching methods used in early childhood, particularly in the education of children with autism spectrum disorder and developmental disabilities. The course covers pre-session pairing, discrete trial teaching, shaping, peer-mediated instruction and intervention, social stories, behavioral momentum, and technology-aided instruction and intervention. Students are expected to explain these practices, discuss implementation procedures and examples, review related research to evaluate the evidence base of the practices, and develop the ability to select and use appropriate methods in early childhood educational settings. |