Online Learning

2018 ◽  
pp. 199-212
Author(s):  
Mary M. Murray ◽  
Deborah G. Wooldridge ◽  
Sheila M. Smith ◽  
Kristin S. Lierheimer
Keyword(s):  
Autism Spectrum Disorder ◽  
Learning Styles ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Graduate Degree ◽  
State University ◽  
Educational Preparation ◽  
Green State ◽  
Bowling Green State University ◽  
Low Incidence

Bowling Green State University partnered with the Ohio Center for Autism and Low Incidence (OCALI) to develop and provide an online autism spectrum disorder certificate and graduate degree program. The development of the program curriculum was created around OCALI's numerous online autism spectrum disorder learning modules that were developed by experts in the field of autism. Today, over 300 individuals have completed the comprehensive certificate, or graduate Autism Spectrum Disorder (ASD) program, through Bowling Green State University. Online delivery is an alternative for ASD professionals and allows for a diversity of learners and learning styles. Selecting the right learning management system provides a more interactive on-line learning environment. This program is one example of how technology has broadened the outreach of educational preparation in ASD from local to national and international audiences, as well as met the needs of working professionals.

Using Technology and Community Partnerships to Improve Educator Preparation

2016 ◽  
pp. 470-482
Author(s):  
Kristin S. Lierheimer ◽  
Mary M. Murray ◽  
Deborah G. Wooldridge ◽  
Sheila Smith
Keyword(s):  
Autism Spectrum ◽  
State University ◽  
Governmental Agency ◽  
Certificate Program ◽  
Educational Preparation ◽  
Learning Modules ◽  
Bowling Green State University ◽  
On Line ◽  
Low Incidence ◽  
On Line Learning

This chapter describes how an institution of higher education, Bowling Green State University (BGSU), partnered with the Ohio Center for Autism and Low Incidence (OCALI), a quasi-governmental agency, to meet the training needs of the local, state, national, and international community by providing an online autism spectrum disorders (ASD) certificate program. This curriculum incorporates and builds on OCALI's numerous on-line learning modules specifically focused on ASD that were developed by experts in the field of autism. Today over one hundred individuals from eight states and three countries have completed the comprehensive certificate ASD program through BGSU. This program is one example of how technology has broadened the outreach of educational preparation in ASD from local to national and international audiences.

Using Technology and Community Partnerships to Improve Educator Preparation

2014 ◽  
Vol 5 (3) ◽  
pp. 34-44 ◽  
Author(s):  
Kristin S. Lierheimer ◽  
Mary M. Murray ◽  
Deborah G. Wooldridge ◽  
Sheila Smith
Keyword(s):  
Community Partnerships ◽  
Autism Spectrum ◽  
State University ◽  
Educational Preparation ◽  
Learning Modules ◽  
Bowling Green State University ◽  
On Line ◽  
Spectrum Disorders ◽  
Low Incidence ◽  
On Line Learning

This chapter describes how an institution of higher education, Bowling Green State University (BGSU), partnered with the Ohio Center for Autism and Low Incidence (OCALI), a quasi-governmental agency, to meet the training needs of the local, state, national, and international community by providing an online autism spectrum disorders (ASD) certificate program. This curriculum incorporates and builds on OCALI's numerous on-line learning modules specifically focused on ASD that were developed by experts in the field of autism. Today over one hundred individuals from eight states and three countries have completed the comprehensive certificate ASD program through BGSU. This program is one example of how technology has broadened the outreach of educational preparation in ASD from local to national and international audiences.

scholarly journals Perception of Special Teachers on the Evidence based Intervention Strategies for Children with Autism Spectrum Disorder

2019 ◽  
Vol 8 (3S2) ◽  
pp. 427-434
Keyword(s):  
Autism Spectrum Disorder ◽  
Developmental Disorders ◽  
Neurodevelopmental Disorder ◽  
Autism Spectrum ◽  
Intervention Strategies ◽  
Spectrum Disorder ◽  
Evidence Based ◽  
Graduate Degree ◽  
Chi Square ◽  
Children With Asd

Autism Spectrum Disorder (ASD) is one of five developmental disorders, it is a complex neurodevelopmental disorder affecting the ability of the person to socialize, communicate along with stereotype behaviours. ASD can affect any person irrespective of the gender, caste, creed or religion. Intervention means doing something, taking action or using a treatment to try to improve a particular condition or a problem. When it comes to ASD, there are many kinds of interventions offered. Depending on the type, they can involve the child, the parent or both. They might be one-off events or involve many sessions spread over years. Interventions are based on different theories about what causes ASD. The current study which is a part of the PhD tries to study the perception of special teachers on the current Intervention strategies for children with ASD. The study was conducted by circulating the questionnaire developed to the special teachers (n=40) working for ASD in the country. The participants consisted of special teachers having Diploma, Degree) and Post Graduate degree in the field of ASD (n=40). Descriptive statistics; frequency, percentages, and chi square tests were done using SPSS. The results indicated that teachers accepted the need for evidence based intervention strategies for training children with ASD.

Practical Solutions for Executive Function Challenges Created by the Unique Learning Styles of Students with Autism Spectrum Disorder (ASD)

2014 ◽  
Vol 15 (4) ◽  
pp. 141-150 ◽  
Author(s):  
Catherine Zenko
Keyword(s):  
Autism Spectrum Disorder ◽  
Executive Function ◽  
Learning Styles ◽  
Cognitive Skills ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
High Tech ◽  
School Based ◽  
Academic Supports ◽  
Students With Autism

Effective executive functioning skills are essential for students to thrive in an academic setting. Students with autism spectrum disorder (ASD) have documented weaknesses in executive function, making school a challenge. Armed with the knowledge of what ASD is, how it affects learning, and what social and cognitive skills are required in a classroom setting, school-based SLPs play a key role in creating academic supports for students on the spectrum to be successful. Incorporating both low- and high-tech accommodations and supports that focus on the executive function deficits can help students with ASD reach their academic potential.

Developing a University-Based Interprofessional Education Diagnostic Team to Identify Children With Possible Autism Spectrum Disorder

2016 ◽  
Vol 38 (3) ◽  
pp. 185-192 ◽  
Author(s):  
Trisha L. Self ◽  
Linda M. Mitchell ◽  
Sean Hess ◽  
Karissa J. Marble ◽  
Jeffrey Swails
Keyword(s):  
Autism Spectrum Disorder ◽  
Interprofessional Education ◽  
Interprofessional Collaboration ◽  
Autism Spectrum ◽  
Collaborative Practice ◽  
Spectrum Disorder ◽  
State University ◽  
University Environment ◽  
Wichita State University ◽  
Workplace Speech

Upon entering the workplace, speech-language pathologists (SLPs) are required to work on interprofessional teams, yet many of these professionals have not received adequate preservice instruction on how to collaborate. Furthermore, collaborating to provide services for children with autism spectrum disorder (ASD) has been found to improve developmental outcomes; however, many SLPs are not prepared to engage in this type of collaborative practice. Based on the American Speech-Language-Hearing Association’s (ASHA) recommendation that university programs include interprofessoinal education (IPE) into Communication Sciences and Disorders programs, coupled with the need to prepare students to provide interprofessional services for children with ASD, Wichita State University developed a field-based interprofessional diagnostic team for SLP students. The process used to develop this team followed Pickering and Embry’s recommended steps for cultivating interprofessional collaboration within a university environment. The purpose of this article is to describe the procedures used to develop the team and activities used to target competencies for interprofessional collaborative practice.

scholarly journals Promoting Speech Development in Children with Autism Spectrum Disorder: A Case-Study

2016 ◽  
Vol 21 (3) ◽  
pp. 67-76
Author(s):  
O.N. Pervushina ◽  
A.N. Trubitsyna ◽  
N.G. Kondratyeva ◽  
E.N. Pliskovskaya
Keyword(s):  
Autism Spectrum Disorder ◽  
Behavioral Interventions ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Speech Development ◽  
Spectrum Disorder ◽  
State University ◽  
Verbal Operants ◽  
Verbal Behaviors

The paper describes a series of behavioral interventions carried out by the staff of the interdisciplinary Center of Applied Behavioral Analysis of the Novosibirsk State University and aimed at teaching verbal operants to children with autism spectrum disorder (ASD). The paper analyzes how the children acquire verbal behaviors of mands (demands), echoics (imitations), tacts (naming or labelling) and intraverbals (conversations), as well as provides descriptions of trainings.

Development of Neural Structure and Function in Autism Spectrum Disorder: Potential Implications for Learning Language

2020 ◽  
Vol 29 (4) ◽  
pp. 1783-1797
Author(s):  
Kelly L. Coburn ◽  
Diane L. Williams
Keyword(s):  
Autism Spectrum Disorder ◽  
Language Development ◽  
Diffusion Tensor ◽  
Autism Spectrum ◽  
Language Intervention ◽  
Spectrum Disorder ◽  
Autistic Children ◽  
Neural Structure ◽  
Complex Information ◽  
And Function

Purpose Neurodevelopmental processes that begin during gestation and continue throughout childhood typically support language development. Understanding these processes can help us to understand the disruptions to language that occur in neurodevelopmental conditions, such as autism spectrum disorder (ASD). Method For this tutorial, we conducted a focused literature review on typical postnatal brain development and structural and functional magnetic resonance imaging, diffusion tensor imaging, magnetoencephalography, and electroencephalography studies of the neurodevelopmental differences that occur in ASD. We then integrated this knowledge with the literature on evidence-based speech-language intervention practices for autistic children. Results In ASD, structural differences include altered patterns of cortical growth and myelination. Functional differences occur at all brain levels, from lateralization of cortical functions to the rhythmic activations of single neurons. Neuronal oscillations, in particular, could help explain disrupted language development by elucidating the timing differences that contribute to altered functional connectivity, complex information processing, and speech parsing. Findings related to implicit statistical learning, explicit task learning, multisensory integration, and reinforcement in ASD are also discussed. Conclusions Consideration of the neural differences in autistic children provides additional scientific support for current recommended language intervention practices. Recommendations consistent with these neurological findings include the use of short, simple utterances; repetition of syntactic structures using varied vocabulary; pause time; visual supports; and individualized sensory modifications.

Parent Education in Studies With Nonverbal and Minimally Verbal Participants With Autism Spectrum Disorder: A Systematic Review

2020 ◽  
Vol 29 (2) ◽  
pp. 890-902
Author(s):  
Lynn Kern Koegel ◽  
Katherine M. Bryan ◽  
Pumpki Lei Su ◽  
Mohini Vaidya ◽  
Stephen Camarata
Keyword(s):  
Systematic Review ◽  
Autism Spectrum Disorder ◽  
Parent Education ◽  
Autism Spectrum ◽  
Verbal Communication ◽  
Fidelity Of Implementation ◽  
Spectrum Disorder ◽  
Education Programs ◽  
Minimally Verbal ◽  
Parent Education Programs

Purpose The purpose of this systematic review was to identify parent education procedures implemented in intervention studies focused on expressive verbal communication for nonverbal (NV) or minimally verbal (MV) children with autism spectrum disorder (ASD). Parent education has been shown to be an essential component in the habilitation of individuals with ASD. Parents of individuals with ASD who are NV or MV may particularly benefit from parent education in order to provide opportunities for communication and to support their children across the life span. Method ProQuest databases were searched between the years of 1960 and 2018 to identify articles that targeted verbal communication in MV and NV individuals with ASD. A total of 1,231 were evaluated to assess whether parent education was implemented. We found 36 studies that included a parent education component. These were reviewed with regard to (a) the number of participants and participants' ages, (b) the parent education program provided, (c) the format of the parent education, (d) the duration of the parent education, (e) the measurement of parent education, and (f) the parent fidelity of implementation scores. Results The results of this analysis showed that very few studies have included a parent education component, descriptions of the parent education programs are unclear in most studies, and few studies have scored the parents' implementation of the intervention. Conclusions Currently, there is great variability in parent education programs in regard to participant age, hours provided, fidelity of implementation, format of parent education, and type of treatment used. Suggestions are made to provide both a more comprehensive description and consistent measurement of parent education programs.

The Influence of Language Context on Repetitive Speech Use in Children With Autism Spectrum Disorder

2020 ◽  
Vol 29 (1) ◽  
pp. 327-334 ◽  
Author(s):  
Allison Gladfelter ◽  
Cassidy VanZuiden
Keyword(s):  
Autism Spectrum Disorder ◽  
Autism Spectrum ◽  
Individual Characteristics ◽  
Receptive Vocabulary ◽  
Spectrum Disorder ◽  
School Age Children ◽  
Social Responsiveness ◽  
Contributing Factors ◽  
Children With Asd ◽  
Language Context

Purpose Although repetitive speech is a hallmark characteristic of autism spectrum disorder (ASD), the contributing factors that influence repetitive speech use remain unknown. The purpose of this exploratory study was to determine if the language context impacts the amount and type of repetitive speech produced by children with ASD. Method As part of a broader word-learning study, 11 school-age children with ASD participated in two different language contexts: storytelling and play. Previously collected language samples were transcribed and coded for four types of repetitive speech: immediate echolalia, delayed echolalia, verbal stereotypy, and vocal stereotypy. The rates and proportions of repetitive speech were compared across the two language contexts using Wilcoxon signed-ranks tests. Individual characteristics were further explored using Spearman correlations. Results The children produced lower rates of repetitive speech during the storytelling context than the play-based context. Only immediate echolalia differed between the two contexts based on rate and approached significance based on proportion, with more immediate echolalia produced in the play-based context than in the storytelling context. There were no significant correlations between repetitive speech and measures of social responsiveness, expressive or receptive vocabulary, or nonverbal intelligence. Conclusions The children with ASD produced less immediate echolalia in the storytelling context than in the play-based context. Immediate echolalia use was not related to social skills, vocabulary, or nonverbal IQ scores. These findings offer valuable insights into better understanding repetitive speech use in children with ASD.

Instruction Using Augmentative and Alternative Communication Supports: Description of Current Practices by Speech-Language Pathologists Who Work With Children With Autism Spectrum Disorder

2020 ◽  
Vol 29 (2) ◽  
pp. 586-596 ◽  
Author(s):  
Kaitlyn A. Clarke ◽  
Diane L. Williams
Keyword(s):  
Autism Spectrum Disorder ◽  
Augmentative And Alternative Communication ◽  
Communication Systems ◽  
Diagnostic Category ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Alternative Communication ◽  
Speech Language Pathologists ◽  
Processing Differences

Purpose The aim of this research study was to examine common practices of speech-language pathologists (SLPs) who work with children with autism spectrum disorder (ASD) with respect to whether or not SLPs consider processing differences in ASD or the effects of input during their instruction. Method Following a qualitative research method, how SLPs instruct and present augmentative and alternative communication systems to individuals with ASD, their rationale for method selection, and their perception of the efficacy of selected interventions were probed. Semistructured interviews were conducted as part of an in-depth case report with content analysis. Results Based on completed interviews, 4 primary themes were identified: (a) instructional method , (b) input provided , (c) decision-making process , and (d) perceived efficacy of treatment . Additionally, one secondary theme, training and education received , was identified . Conclusions Clinicians reported making decisions based on the needs of the child; however, they also reported making decisions based on the diagnostic category that characterized the child (i.e., ASD). The use of modeling when teaching augmentative and alternative communication to individuals with ASD emerged as a theme, but variations in the method of modeling were noted. SLPs did not report regularly considering processing differences in ASD, nor did they consider the effects of input during instruction.

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