Autism Spectrum Disorders and Communication Science and Disorders Graduate Courses

ASD Courses

ASD 602/702 Autism Spectrum Disorders (3 credits)

This course will provide participants with an overview of autism spectrum disorders (ASD). Participants will become familiar with what are considered "evidenced-based practices" when working with individuals with ASD, and why applied behavior analysis (ABA) qualifies as science-based treatment for these individuals. The instructor will present core concepts in intervention when working with individuals with ASD and a rationale for using the basic tenets of applied behavior analysis when designing interventions. Also, the course will provide an introductory overview of characteristics, causes, assessment, and diagnosis of ASD.

ASD 603/703 Assessment and Intervention in Autism Spectrum Disorders I (3 credits)

The course will focus on clinical application of empirical research foundations for enhancing communication for individuals with autism spectrum disorders (ASD). Students will first learn how to use specific tools for assessment. Selection of target behaviors based on these assessments will be discussed. Students will then learn to design intervention strategies for these targeted behaviors, including how to teach initial speech sounds, articulation training, and training of pragmatic skills. Generalization and maintenance strategies will be discussed, including training and support of all the key people in the individual's environment. Barriers to
communication acquisition will also be addressed, including problem behavior and over-selective responding. Throughout the course, emphasis will be placed on data collection systems in each of these aspects of
communication intervention. Prerequisite: ASD 602/702.

ASD 604/704 Assessment and Intervention in Autism Spectrum Disorders II (3 credits)

This course will focus on the diagnosis and characteristics of learners with autism spectrum disorders (ASD); etiology, prevalence, assessment, and education placement options; and evidence-based practices. A significant emphasis will be placed on ethical considerations, including: training and development of competence, consent for treatment, evaluation of interventions, confidentiality, and health and safety of the client. Interventions designed to reduce the frequency of behaviors will be discussed in detail as a part of training in the functional analysis of behavior. Intervention packages developed as a result of a functional analysis are typically reinforcement-based and proactive in nature, focusing not only on decreasing aberrant behavior, but also on increasing appropriate replacement responses. During the later part of the course, specific applications and appropriate uses of behavior contracts and token economies will be reviewed. Applications and benefits of self-management strategies developed using principles of applied behavior analysis will be discussed. Prerequisites: ASD 602/702, ASD 603/703.

ASD 605/705 Positive Approaches to Behavioral Interventions in ASD (3 credits)

This course will focus on strategies that will be used to achieve desired behavioral change in individuals with ASD. Areas covered will include: errorless learning, prompting, shaping, chaining, use of reinforcement, ecological intervention, visual strategies, and teaching functional communication alternatives. Models of vidence-based intervention programming and an overview of augmentative and alternative communication options will also be provided. Prerequisites: ASD 602/702, ASD 603/703, ASD 604/704.

ASD 610/710 Research and Experimental Design (3 credits)

The course will focus on research foundations and research studies for treating autism spectrum disorders. Students will learn foundations of single subject research, including improving and assessing the quality of behavioral measurement and displaying and interpreting behavioral data. Then, students will learn basic concepts in the analysis of behavior, including components of experiments, experimental designs, social validity, and threats to internal and external validity. Students will then study the foundational single-subject research studies in the treatment of autism, and provide critical analysis of current research studies. Prerequisites: ASD 602/702, ASD 603/703, ASD 604/704, ASD 605/705.

ASD 670/770 Use of Pragmatic Language for Social Communication (2 credits)

This workshop will discuss the needs of children with Asperger Syndrome (AS), High Functioning Autism, non-verbal learning disabilities, and language learning disabilities who are in need of services to increase their skills in social communication or pragmatic language so that they can succeed in school. This workshop will focus on treatment for the learning of conversation and listening skills, personal narrative skills, and verbally mediated problem solving. The material will cover diagnosis of social communication deficits, goal setting, and infusion of the principles into regular classroom settings.

ASD 672/772 Social Communication in the Preschool/Early Primary Environment (1 credit)

This class will provide information about social communication deficits in young children with Asperger Syndrome. Special attention will be given to the developmental steps that seem to come slowly for this group of individuals and how to encourage their development in the preschool/early primary environment through the genre of play.

ASD 675/775 Classroom Applications (3 credits)

This course will focus on classroom applications of evidenced-based practice for students with ASD, and will be conducted in live classrooms. Topics will include communication intervention, functional analysis of problem behavior, positive behavioral supports, programming for generalization and maintenance, ethical issues, and program evaluation. This course will be held at the River Street Autism Program at Coltsville in Hartford, Connecticut, or at the River Street School in Windsor, Connecticut. Prerequisites: ASD 602/702, ASD 603/703.

ASD 676/776 Practicum I (3 credits)

This supervised experience will take place at the River Street Autism Program at Coltsville in Hartford, Connecticut, or at the River Street School in Windsor, Connecticut. This experience provides students with a graduated sequential program intended to develop clinical/teaching skills necessary for working with children with autism. Prerequisites: ASD 602/702, ASD 603/703, ASD 604/704, ASD 605/705, ASD 675/775, and permission of Dr. Dyer.

ASD 677/777 Practicum II (3 credits)

This supervised experience will take place at the River Street Autism Program at Coltsville in Hartford, Connecticut, or at the River Street School in Windsor, Connecticut. This experience provides students with an advanced program aimed at refining clinical/teaching skills required for working with children with autism. Prerequisites: ASD 602/702, ASD 603/703, ASD 604/704, ASD 605/705, ASD 675/775, ASD 676/776, and
permission of Dr. Dyer.

ASD 678/778 Off-site Practicum II (3 credits)

This practicum is an extension of practice in speech-language pathology/education. This experience provides students with an advanced program aimed at refining clinical/teaching skills required for working with children with autism. This supervised experience will take place at the worksite of the student. Prerequisites: ASD 602/702, ASD 603/703, ASD 604/704, ASD 605/705, ASD 675/775, ASD 676/776, and permission of Dr. Dyer.

ASD 679/779 Practicum III (3 credits)

This practicum provides students continued experience with an advanced program aimed at refining clinical/teaching skills required for working with children with autism. This supervised experience will take place at the River Street Autism Program at Coltsville in Hartford, Connecticut, or at the River Street School in Windsor, Connecticut. Prerequisites: ASD 602/702, ASD 603/703, ASD 604/704, ASD 605/705, ASD 610, ASD 675/775, ASD 676/776, ASD 677/777, and permission of Dr. Dyer.

 

CSD Courses

CSD 602/702 Augmentative and Alternative Communication &Assistive Technologies (3 credits)

This course will provide students with a comprehensive overview of assistive technology solutions for people with special needs with an emphasis on augmentative and alternative communication (A.A.C.) systems.

CSD 603/703 Diagnostics and Implementation in A.A.C. (3 credits)

A more advanced treatment of assistive technology solutions for individuals with special communication needs. Students will further explore the role of the speech-language pathologist in the process of assessment, selection, and implementation of A.A.C. systems.

CSD 612/712 Two Languages: Speech-Language Patterns or Problems in the Schools? (1 credit)

This course will address socio-cultural and language acquisition processes, as well as best practices in assessment and intervention to promote social-academic success for English language learners (ELLs). The information and discussion in this presentation will help monolingual speech-language pathologists (SLPs) understand the differences between speech-language disorders and normal second language acquisition processes in Latino children. In particular, the following areas will be re-visited: language dominance; bilingualism defined; two languages in special education; English only; and, classroom consultation. By the end of this course, SLPs will understand their role as intervention agents, within an interdisciplinary perspective, for ELLs with and without communication disabilities.

CSD 613/713 Implementation of ASHA's Workload Model (1 credit)

Participants in this course will review the development of the American Speech-Language-Hearing Association's (ASHA) workload model approach to service delivery in the schools. "Caseload" vs. "Workload" service delivery models will be discussed. In particular, participants will learn about and discuss implementation of the "3:1 model" for service delivery originated in the Portland, Oregon public schools. Participants will be guided through a workload analysis and, in the end, be actively involved in reconfiguring their own caseloads into a workload plan for service delivery. This course will be useful for fall staffing and scheduling.

CSD 614/714 Counseling Methods in Communication Disorders (3 credits)

In this course, students will become familiar with various models of counseling. Students will develop basic skills required to work effectively with patients and their families in one-on-one and group settings. The format of this course will be both lecture and in-class exercises. These in-class exercises will be designed to develop basic counseling skills needed to work with patients with communication disorders and their families. Student participation will be essential to this course.

CSD 622/722 Curriculum Consultation (1 credit)

This course will discuss the role of the speech-language pathologist as a consultant within the educational setting. Students will investigate information that will acquaint them with use of content areas as a basis for speech and language therapy.

CSD 623/723 NCLB and IDEA (2 credits)

This course offers an examination of current legislation that impacts American education. In particular, No Child Left Behind (NCLB), the Individuals with Disabilities Education Act (IDEA), Section 504 of the Rehabilitation Act of 1973, and Massachusetts Special Education regulations will be reviewed and discussed.

CSD 625/725 Counseling Families of Children with Hearing Loss (1 credit)

In this course, participants will explore their own personality traits, factors that make up a family and how to effectively deal with issues that parents bring to them. At the end of the day, participants will use their new knowledge to practice some role-play scenarios about a number of common family situations.

CSD 626/726 Introduction to Epidemiology (1 credit)

The purpose of this one-day course is to provide an intensive introduction to epidemiology for health and education professionals interested in learning epidemiology that deals with human disease, in particular infectious disease. The course will overview the different study designs used to evaluate risk factors and the role of medical and public health interventions on controlling disease spread. Contemporary problems, including HIV and emerging diseases will be highlighted. By the end of this course, students will have an understanding of basic principles of infectious disease dynamics and control.

CSD 628/728 Genetics (2 credits)

The Online Mendelian Inheritance in Man (OMIM), a human genetics resource, lists 385 items when searching for genes related to "communication disorders." This course will introduce the student to classical, population, biochemical, and molecular genetics dealing with communication disorders. Areas covered will include syndromic and non-syndromic hearing loss and speech and language disorders. This course will also include a review of online genetic resources relating to CSD.

CSD 629/729 The Individualized Education Program: Strategies for Development and Implementation (2 credits)

This course offers an examination of the historical, philosophical, legal and ethical perspectives of educational service delivery for learners with special needs. Development, implementation and interpretation of the Individualized Education Program (IEP) serve as the basis of this course. Case studies are presented and reviewed.

CSD 631/731 Language and Literacy Development (1 credit)

Language and literacy are inextricably bound. This complex relationship between language development and the development of literacy will be examined. The role of the speech-language pathologist in this process will be discussed.

CSD 632/732 Tracheostomies in School-Aged Populations (1 credit)

This course will focus on a review of the physiology of the tracheostomy as it applies to respiration, phonation, and swallowing in school-aged children. Common underlying disease processes and medications will be reviewed. Participants will become familiar with oxygen saturation monitoring and other techniques that may be used in the course of speech/language/swallow evaluation and treatment.

CSD 633/733 Feeding and Swallowing for School-Based Clinicians (2 credits)

This course will discuss normal oral motor, feeding, and swallowing development, as well as pediatric oral motor and feeding disorders. Therapeutic techniques and strategies for remediation specific to the public school setting will be provided.

CSD 635/735 Applications of the Story Grammar Marker (2 credits)

This course will focus on use of the Story Grammar Marker as a tool to: 1) evaluate students' reading and listening comprehension, and 2) analyze the macrostructure (story grammar) and microstructure (word choice, syntax, and phonological awareness) of your students' oral and written language. Participants are asked to bring examples of students' retellings of stories. These stories will be analyzed, goals and objectives will be developed, and inclusionary lessons will be planned.

CSD 636/736 Theme Maker in the Classroom (1 credit)

This course will examine reading and writing across the curriculum. The seven types of expository text structures will be discussed. Application of these text types to building your students' comprehension and evaluation skills, and to facilitating written expression of their knowledge in content subjects will be emphasized.

CSD 637/737 Childhood Apraxia of Speech (2 credits)

In this course, we will review current research findings and clinical perspectives on childhood apraxia of speech (C.A.S.). Symptoms and differential diagnosis will be discussed. Current theories of phonology and phonetics will be presented, illustrating their relevance to assessment and treatment of C.A.S. New perspectives on assessment and treatment will be illustrated using videotaped examples of children with C.A.S.

Participants will have the opportunity to practice applying assessment and treatment techniques based upon videotapes and data from additional cases.

CSD 638/738 Dyslexia: Diagnosis and Remediation (1 credit)

The goal of this course is to develop an understanding of phonological processing deficits and their role in dyslexia. Specific phonological processes will be explored in relationship to reading skills. Identification and diagnosis of dyslexia will be presented along with individual case studies. An overview of intervention principles and strategies also will be provided.

CSD 639/739 Written Language Development and Assessment (1 credit)

This course will review the normal development of writing skills, support or foundation skills for writing, and coordination with other curriculum areas. Specific ways of determining skill levels, using the Massachusetts Curriculum Frameworks and other guidelines for curriculum development, and a specific approach to teaching grade level writing abilities will also be discussed. Participants will learn about types of writing disabilities, interventions for diagnosis and remediation of writing weaknesses, and core concepts for writing IEP objectives and accommodations. Lastly, the use of technology and implications for future research will be included in the course discussion. The emphasis will be on learning hands-on, practical information that could be used in the classroom or therapy session.

CSD 640/740 Written Language Development and Remediation (2 credits)

This course will review the normal development of writing skills, support or foundation skills for writing, and coordination with other curriculum areas. Specific ways of determining skill levels, using the Massachusetts Curriculum Frameworks and other guidelines for curriculum development, and a specific approach to teaching grade level writing abilities will also be discussed. Participants will learn about types of writing disabilities, interventions for diagnosis and remediation of writing weaknesses, and core concepts for writing IEP objectives and accommodations. Lastly, the use of technology and implications for future research will be included in the course discussion. The emphasis will be on learning hands-on, practical information that could be used in the classroom or therapy session.

CSD 643/743 Sensory Integration (1 credit)

This course will provide an overview of sensory integration theory and practice as developed by Dr. Jean Ayres with updated information from current occupational therapists in the field. Particular emphasis will be placed on how to incorporate sensory integration theory and techniques into practice with children and how to identify when a child might need further evaluation. Case studies will be presented and discussed to further understanding and help the student problem solve around different treatment scenarios. Videos of children receiving sensory integration based intervention will be shown followed by opportunities for discussions and brainstorming. Students should take away a general working knowledge of sensory integration theory and intervention, how to implement strategies into treatment sessions, and when to refer a child for an evaluation.

CSD 644/744 Nonverbal Learning Disability: Clinical and Life Issues (1 credit)

The course will present background, diagnostic, and intervention information relevant to Nonverbal Learning Disability, a diagnosis which is increasingly made for school children, adolescents, and adults. The instructor will describe the NLD individual in terms of clinical and social/pragmatic issues, to assist course participants in gaining a more comprehensive overview of the world of the individual diagnosed with NLD. Participants will complete group work projects which will afford them an opportunity to gain added appreciation for how a nonverbal learning disability affects one's daily life in an experiential manner so that they can more accurately understand this "disorder of confidence."

CSD 650/750 Diagnosis and Management of C.A.P.D. and A.D.H.D. (2 credits)

This course will examine the differential diagnosis of central auditory processing disorders (C.A.P.D.) and attention deficit hyperactivity disorder (A.D.H.D.). The central auditory nervous system (C.A.N.S.) and tests to evaluate C.A.N.S. function will be covered. Processing differences and management of children with C.A.P.D. and A.D.H.D. will be discussed.

CSD 652/752 Assessment and Management of Auditory Processing Disorders in Young Children and Adolescents (2 credits)

This course will address the assessment and management of auditory processing disorders (A.P.D.) in young children and adolescents. Topics for discussion will include normal auditory processing, the neurophysiologic bases of A.P.D.s, presenting symptomatology, co-existing conditions and disabilities (e.g., attention deficit disorders), assessment protocols, including the differential diagnosis of A.P.D. from other conditions, and the application of both formal and informal intervention programs in the remediation of A.P.D.s. Individual case studies will be interspersed throughout the presentation to highlight the application of assessment and/or intervention procedures and to document the efficacy of these procedures.

CSD 654/754 Individualizing Speech and Language Assessments for Children with Hearing Loss (2 credits)

This course will cover the evaluation procedures and materials used in assessing the speech and language of children with hearing loss, from preschool to adolescence. Topics will encompass the entire evaluation process, including establishing a rationale for the evaluation, beginning with a protocol of what is to be examined, obtaining information about the child's communication in a variety of settings, and planning appropriate testing materials and procedures to be used. Both standardized tests and non-standardized procedures will be presented and students will have hands-on opportunities to try different procedures during the class. Modifications and adaptations used with students with hearing loss will be addressed. Videotapes and audiotapes will be used to illustrate procedures and to allow students to observe the communication skills of various children with hearing loss. Going beyond traditional scoring procedures, the course will cover interpretation of the results of formal and informal testing as well as of observations. The emphasis will be placed on methods of evaluation of how the child's hearing loss has affected their speech and language development.

CSD 655/755 Auditory Speech and Language Habilitation for HI Adolescents (2 credits)

This course will address the unique communication challenges facing the mainstreamed student who exhibits a hearing impairment, including access of spoken language, articulation, and receptive and expressive language. Auditory/oral based strategies that speech/language pathologists and itinerant teachers of the deaf can utilize to help these students be successful will be discussed. While the focus of this course will be on individualized, pull-out therapy, inclusion services will also be addressed, if attendees desire. Students will have hands-on opportunities to try different procedures during the class. Modifications and adaptations used with students with hearing loss will also be addressed. Videotapes will illustrate procedures and allow students to observe the communication skills of various children with hearing loss. Time will be allotted on the second day of the course for presentation of projects and brainstorming techniques to be used with individual cases.

CSD 656/756 Cochlear Implants in the Classroom (2 credits)

This course will provide an introduction to cochlear implants beginning with audiological candidacy considerations, multi-disciplinary evaluative procedures, surgery, mapping, and follow-up auditory learning techniques. This course will also include the auditory learning hierarchy and therapy techniques for working with students with cochlear implants.

CSD 657/757 Auditory Dsy-Synchrony in Childhood: Best Practices for Diagnosis and Management (1 credit)

This course will present the current understanding of the hearing disorder known as auditory dys-synchrony (auditory neuropathy). Diagnostic features and correct diagnostic protocols to assess and monitor auditory dys-synchrony, functional hearing ability, potential benefit from amplification or cochlear implantation, and recommendations for intervention strategies will be reviewed. Case studies including videos will be presented. Current status of research regarding the physiological basis of auditory dys-synchrony will be discussed.

CSD 658/758 Auditory Processing Disorders: Identification, Diagnosis, and Management (1 credit)

There has been a recent surge in interest of auditory processing disorders (APD) between both clinicians and parents of school age children. The differential diagnosis of individuals with APD continues to remain a challenge for many clinicians in the field. A potentially greater challenge that faces our teachers and speech pathologists is what to do with these children once they have been identified. This course is designed for speech pathologists, audiologists, and other professionals working with children and adults with APD. Participants will be introduced to the underlying processes of the disorder in the Central Auditory Nervous System. Current practice patterns in assessment of children and adults with APD will be discussed with special regards to differentiation from other language and learning disorders. The participant will gain an understanding of management strategies for compensation of the disorder. Therapeutic intervention strategies based on principles of neuroplasticity will be discussed and case studies will be used to illustrate therapy approaches.

CSD 670/770 Use of Pragmatic Language for Social Communication (2 credits)

This workshop will discuss the needs of children with Asperger Syndrome (AS), High Functioning Autism, Non-Verbal Learning Disabilities, and Language Learning Disabilities who are in need of services to increase their skills in social communication, or pragmatic language, so that they can succeed in school. This workshop will focus on treatment for the learning of conversation and listening skills, personal narrative skills, and verbally mediated problem solving. The material will cover diagnosis of social communication deficits, goal setting, and infusion of the principles into regular classroom settings.

CSD 671/771 Current Practices in Dyslexia (2 credits)

Participants in this course will be introduced to the five phonological underpinnings for reading acquisition. In addition, participants will learn of up-to-date diagnostic procedures used to evaluate these phonological underpinnings and their subsequent impact on reading. Participants will have hands-on opportunities with diagnostic materials. Finally, participants will learn of current treatment practices and have hands-on access to materials that address weaknesses in the phonological underpinnings.

 

Education Courses

EDU 503 Thinking Skills in the Classroom (3 credits)

This course approaches critical and creative thinking in the classroom as a set of skills that can be developed and improved through effective teaching techniques. The course surveys current theories and methods of teaching thinking skills. In addition, participants gain detailed experience in using at least one of these methods by modeling it in class.

EDU 542 Assessment of Students (3 credits)

The focus of this course is to investigate assessment instruments for students with and without special needs. Students select, administer, and interpret nondiscriminatory assessment instruments. Also, they learn to use this information to develop curricula and implement appropriate instructional strategies for students with mild and moderate special needs. Students learn to develop I.E.P.s from assessment data. Ten hours of fieldwork required. Prerequisite: EDU 519 Students with Special Needs.

EDU 543 Models of Inclusion (3 credits)

This course explores various models of providing programming for students with special needs within the regular education classroom. It outlines the use of the Massachusetts Curriculum Frameworks standards in inclusion settings. Strategies and techniques of inclusion, along with practical suggestions for classroom accommodations and curriculum adaptations, are investigated. Students develop plans for various age-level classrooms and learn to provide consultation to regular education teachers to assist with strategy implementation in their classrooms. Ten hours of fieldwork required. Prerequisite: EDU 519 Students with Special Needs.

EDU 641 Instructional Practices for Mild/Moderate Learning Needs (3 credits)

This course will focus on issues surrounding characteristics, assessment, instructional programming, and provision of appropriate services to students with learning problems. Using case studies, the course will provide a comprehensive and balanced overview of this complex topic, including theoretical approaches within the field, skills and strategies in the art of clinical teaching methods, as well as updated requirements of special education law. Emphasis will be placed on effective/promising inclusion practices, as well as collaboration with non-special education personnel. Ten hours of fieldwork required.

EDU 647 Bilingualism and Applied Linguistics (3 credits)

A foundation in English linguistics (morphology, phonology, pragmatics, semantics, and syntax) is the basis for the subsequent study of language acquisition. Theories and principles of typical and atypical first and second language acquisitions are examined. Application of relevant research in work with early childhood, special needs, ELL, reading, and foreign language classrooms is explored.

EDU 652 Issues in E.S.L./Bilingualism (3 credits)

This course analyzes issues related to bilingualism and the fields of English as a second language/bilingual education. Students explore the historical, judicial, legislative, philosophical, political, and sociological context of programs for bilingual learners. Educational models for developing bilingual proficiency will be examined in light of current research. The crucial role of culture in the process of educating language minority students is a major focus.

 

Psychology

PSY 508 Cognitive Psychology