EDSPX505.AOSL - Autism or Sensory Loss?: Assessment and Intervention Considerations

Course Description

Number of Credits: 1

Over three, 2-hour sessions in this course, you will examine several questions: Have you ever wondered if your child or a student in your class or caseload has autism in addition to vision loss or deafblindness? Have other service providers or medical professionals suggested that an autism diagnosis should be pursued? You're not alone with those questions. In this series we'll explore the similar characteristics in both profiles through the lens of understanding how sensory losses could explain these “autistic-like” characteristics and discuss which evidence-based practices for autism align with established interventions for learners with vision loss or deafblindness. 

Session 1: Why Autism and Deafblindness or Vision Loss can Look So Much Alike

The similarities in the ways that autism spectrum disorders (ASD) and deafblindness or vision loss present in children have been recognized for a long time. Families and educators serving children with deafblindness increasingly hear suggestions from education and medical professionals that these children seem to act "autistic”. While it is possible to be diagnosed with both sensory losses and
autism, it is very likely that a learner who is deafblind or blind/low vision simply appears similar to a child with autism and other people do not have adequate or appropriate information about the characteristics of these sensory losses. In this presentation we'll consider the similar characteristics in both profiles and offer explanations of how sensory losses could explain these “autistic-like” characteristics.

Session 2: Building Bridges Between Best Practices and Interventions for ASK and Deafblindness and
Vision Loss

This presentation builds upon a prior webinar, Why Autism and Deafblindness or Vision Loss Look So Much Alike. In this second webinar we’ll look more closely at evidence-based practices related to instruction of learners with ASD and compare those practices to highly recognized field-based best practices related to deafblind education. This presentation will outline the unique educational needs of learners with deafblindness or vision loss and offer suggestions for how to match and tailor some evidence-based ASD practices with field-validated intervention practices related to deafblindness and visual impairments when planning instruction and support for these learners. Particular attention will be paid to the areas appropriate access to curriculum and social relationships, communication skill development, concept development, and self-determination skills.

Session 3: Behaviors Always Send a Message: Environmental and Instructional Supports

This presentation will focus on behaviors often seen in learners with autism, deafblindness or vision loss. Instead of classifying a behavior as autistic, it is important to accurately identify the purpose and message of the behavior. We’ll put on our detective hats to identify purposes of some common behaviors of concern, including needs related to sensory losses and/or sensory dysregulation. Finally, we’ll discuss the impact that the environment and the people in it have on a learner's behavior and highlight interventions and supports that can promote positive connections, communication and appropriate behaviors. 

Instructor Information

Valerie Aker-Player

Phone - (208)-885-8786
Email - akerplayer@uidaho.edu

Course Objectives:

Participants will gain knowledge and skills to:

1. Describe six key diagnostic criteria items for autism spectrum disorders (ASD).
2. Describe the difference between a sensory (e.g. visual impairment or deafblindness) and sensory processing differences (ASD).
3. Provide behavioral examples of each of the key diagnostic features of ASD and explain how those same behaviors might be seen in a child or youth who is visually impaired deafblind.
4. Describe both the benefits and concerns of dual diagnosis of visual impairment or deafblindness and autism.
5. Identify common evidence-based practices often used in autism-focused programs.
6. Identify common, recognized effective best practices in the field of visual impairment and deafblind education.
7. Describe how a team could tailor ASD practices to better match the educational support needs of a learner who is visually impaired or deafblind.
8. Understand that all behavior has a purpose, communicates a message, and is influenced by context.
9. Describe how expectations, both high and low, impact behavior.
10. Describe the influence of environmental factors on behavior and identify environmental supports a student with vision loss or deafblindness may need.

University of Idaho Learning Objectives:

1. Learn and integrate: Through independent learning and collaborative study, attain, use and develop knowledge in the arts, humanities, sciences and social sciences, with disciplinary specialization and the ability to integrate information across disciplines.
2. Think and create: Use multiple thinking strategies to examine real-world issues, explore creative avenues of expression, solve problems and make consequential decisions.
3. Communicate: Acquire, articulate, create and convey intended meaning using verbal and nonverbal methods of communication that demonstrate respect and understanding in a complex society.

Required Materials

There are no outside readings or materials required for this course. Handouts for each session are located within the learning modules. 

Course Requirements

1. Participation: Participants are required to log into the course and proceed stepwise through the material to complete all four modules.
2. Quizzes (20 points/quiz): Participants are required to successfully complete a quiz for each module.
3. Survey: Participants are required to complete a satisfaction survey at the end of the course.
4. Final assignment (100 points): Complete the “Behavioral Expectations Reflection” assignment: Apply the information covered in the three-webinar series to a specific child or youth. For family members, you may choose your own child; educators may choose a student in their class or on their caseload.

Behavior Expectations Reflection Instructions

Your Name:
Date:

Reflect upon an activity in which your child or student is not meeting the behavioral expectations for an activity. (e.g. Throwing toys instead of putting them away when asked; not joining peers at recess or siblings at home in play; repeatedly requesting additional assistance to complete a math task during a lesson or homework session). To better understand your child or student’s behaviors and perspectives, answer the following questions. To maintain confidentiality, only use initials of the child/student:

1. Briefly describe the activity.
2. What are the expectations for the child/student during this activity (e.g. what do you want them to do?)?
3. Does your child/student understand the expectations for this activity? Can they meet the expectations?
   • If yes, provide details about how you’re certain that they understand and can meet expectations.
   • If no, describe potential barriers or information the child/student is missing
4. Do you think these expectations are too low or too high for this child/student? Explain why you think the expectations are too low or too high.
5. What are reasonable expectations for the child/student and how will you change or modify the activity or the instructional or environmental supports?  

Grading

This is a Pass/Fail course. Participants must earn an 80% score on all quizzes to pass the course. Quizzes can be retaken until passed. Participants must earn an 80% (80/100) on the final written assignment to pass the course.