Year
2021Credit points
10Campus offering
No unit offerings are currently available for this unitPrerequisites
Nil
Unit rationale, description and aim
Includes 15 days professional experience
There is a growing awareness of the educational support needs of students on the autism spectrum and the unique challenges that school environments can present for these students. The need for increased teacher self-efficacy in supporting students on the autism spectrum has been identified, making it critical that teachers are given the opportunity to develop expertise in evidence-based educational practices in relation to social behaviour and social communication for students on the autism spectrum.
This unit will introduce students to neuro-typical and atypical characteristics in social-communication, behaviour and relationship development; developing social-communication curriculum; informal and formal assessment tools to measure behaviour and social-communication; potential communicative acts; strategies and tools to address social-communication and behaviour; the use of Alternative and Augmentative Communication Systems (AAC); the contribution of environmental conditions to behaviour; anxiety and stress; approaches to support positive behaviour ; noteworthy and controversial practices. Students will be required to complete a 15 day practicum (or approved task) and will be assessed on their performance in working with students on the spectrum.
The aim of this unit is to give students the opportunity to increase and use their knowledge of the educational support needs of students on the autism spectrum and develop expertise in evidence-based educational practices in relation to social behaviour and social communication for students on the autism spectrum.
Learning outcomes
To successfully complete this unit you will be able to demonstrate you have achieved the learning outcomes (LO) detailed in the below table.
Each outcome is informed by a number of graduate capabilities (GC) to ensure your work in this, and every unit, is part of a larger goal of graduating from ACU with the attributes of insight, empathy, imagination and impact.
Explore the graduate capabilities.
On successful completion of this unit, students should be able to:
LO1 - Evaluate and apply current research in behaviour and social communication of children/students with ASD (GA4, GA8, APST (HA) 1.1, 1.2, 1.5, 1.6, 3.1, 3.2, 3.5, 3.6, 4.4, 7.3)
LO2 - Apply analytical and critical thinking skills relating to student’s behaviour and social communication style (GA4, APST (HA) 1.1, 1.2, 1.3,1.5,1.6, 3.6, 4.1, 4.3)
LO3 - Communicate knowledge gathered from the literature about behaviour and social communication development (GA6, GA9, APST (HA) 1.1, 1.2, 1.5, 1.6, 7.3)
LO4 - Apply reflective analysis on the understanding of the culture of autism and autism specific intervention (GA4, GA5, APST (HA) 1.6, 7.1, 7.2)
Graduate attributes
GA4 - think critically and reflectively
GA5 - demonstrate values, knowledge, skills and attitudes appropriate to the discipline and/or profession
GA6 - solve problems in a variety of settings taking local and international perspectives into account
GA8 - locate, organise, analyse, synthesise and evaluate information
GA9 - demonstrate effective communication in oral and written English language and visual media
AUSTRALIAN PROFESSIONAL STANDARDS FOR TEACHERS - HIGHLY ACCOMPLISHED
On successful completion of this unit, students should have gained evidence towards the following standards:
1.1 Physical, social and intellectual development and characteristics of students Select from a flexible and effective repertoire of teaching strategies to suit the physical, social and intellectual development and characteristics of students. |
1.2 Understand how students learn Expand understanding of how students learn using research and workplace knowledge |
1.3 Students with diverse linguistic, cultural, religious and socioeconomic backgrounds Support colleagues to develop effective teaching strategies that address the learning strengths and needs of students from diverse linguistic, cultural, religious and socioeconomic backgrounds. |
1.5 Differentiating teaching to meet the specific learning needs of students across the full range of abilities Evaluate learning and teaching programs, using student assessment data, that are differentiated for the specific learning needs of students across the full range of abilities. |
1.6 Strategies to support full participation of students with disability Work with colleagues to access specialist knowledge, and relevant policy and legislation, to develop teaching programs that support the participation and learning of students with disability. |
3.1 Establish challenging learning goals Develop a culture of high expectations for all students by modelling and setting challenging learning goals. |
3.2 Plan, structure and sequence learning programs Work with colleagues to plan, evaluate and modify learning and teaching programs to create productive learning environments that engage all students. |
3.5 Use effective classroom communication Assist colleagues to select a wide range of verbal and non-verbal communication strategies to support students’ understanding, engagement and achievement. |
3.6 Evaluate and improve teaching programs Work with colleagues to review current teaching and learning programs using student feedback, student assessment data, knowledge of curriculum and workplace practices. |
4.1 Support student participation Model effective practice and support colleagues to implement inclusive strategies that engage and support all students. |
4.3 Manage challenging behavior Develop and share with colleagues a flexible repertoire of behaviour management strategies using expert knowledge and workplace experience |
4.4 Maintain student safety Initiate and take responsibility for implementing current school and/ or system, curriculum and legislative requirements to ensure student wellbeing and safety. |
7.1 Meet professional ethics and responsibilities Maintain high ethical standards and support colleagues to interpret codes of ethics and exercise sound judgement in all school and community contexts. |
7.2 Comply with legislative, administrative and organisational requirements Support colleagues to review and interpret legislative, administrative, and organisational requirements, policies and processes |
7.3 Engage with parents/carers Demonstrate responsiveness in all communications with parents/carers about their children’s learning and wellbeing. |
Content
Topics will include
- Neuro-typical and atypical characteristics in social-communication, behaviour and relationship development
- Potential communicative acts
- Curriculum and Assessment
- Developing social-communication curriculum
- Informal and formal assessment tools to measure behaviour and social communication
- Strategies and tools to address social communication
- The use of Alternative and Augmentative Communication Systems (AAC)
- The contribution of environmental conditions to behaviour;
- Anxiety and stress
- Approaches to support positive behaviour
- Strengths-based approaches
- Noteworthy and controversial practices
Learning and teaching strategy and rationale
This unit is delivered in online mode and the use of LEO is integral to the unit in exploring concepts and testing understandings and propositions. Strategies used may include placement, online tutorials, discussion forums, engagement with the literature, self-directed learning, critical reflection against relevant professional standards, case studies, dialogue and interrogation of concepts, theories and practices, and the application of learning to current professional contexts. This mode provides opportunities for students to engage with unit materials in a flexible and self-directed format allowing synchronous and asynchronous discussion with peers.
This is a 10-credit point unit and has been designed to ensure that the time needed to complete the required volume of learning to the requisite standard is approximately 150 hours in total across the teaching period, comprising directed tasks, placement and self-study. There is an expectation of students working with these materials for a minimum of three hours per week. Students will engage with the online materials which include self-paced tasks that will enable them to reflect on their understanding of this area, research readings and assignment preparation and to make links with professional learning during the placement. An emphasis is placed on students as adult learners with responsibility for their own learning and who are capable of problem solving. The learning in this unit is enquiry-based, learner-focused and student-centered.
Assessment strategy and rationale
To demonstrate sufficient achievement against the learning outcomes and to achieve a passing grade in the unit, it is a requirement that all assessment tasks must be submitted. In order to pass this unit, students are required to achieve a minimum of 50% in all assessment tasks. All assessments will be conducted in accordance with ACU guidelines relating to student conduct and ethics in this area. The overall grade for this unit will be based on a participant’s performance on the assessment tasks and satisfactory completion of a 15 day placement (or approved RPL task) and the LIC’s professional judgement about the participant’s demonstration of the learning outcomes.
The assessment strategy used allows students to demonstrate their knowledge related to social behaviour and social communication of students on the autism spectrum. In order to demonstrate the learning outcomes, students are required to complete a 15 day placement (or approved task) and two assessment tasks. The first task involves an inquiry project. This task provides students an opportunity to apply analytical and critical thinking skills in relation to the behaviour and social-communication style of students with ASD. The second task is a reflective journal. This task provides students with the opportunity to apply the knowledge and understanding gained in the unit through a reflective approach. This task requires participants to communicate knowledge in a reflective journal which has been gathered from the literature about the social behaviour and social-communication development in students on the autism spectrum.
Overview of assessments
| Brief Description of Kind and Purpose of Assessment Tasks | Weighting | Learning Outcomes | Graduate Attributes |
|---|---|---|---|
Assessment Task 1 Inquiry project Students will explore an aspect of social-behaviour or social-communication and autism of interest to them. | 50% | LO1, LO2 | GA4, GA6, GA8 |
Assessment Task 2 Reflective Practice Journal Students will communicate knowledge gathered from the literature about their understanding of behaviour and social-communication in relation to autism. They will also apply reflective analysis to the understanding of the culture of autism and autism-specific intervention. | 50% | LO3, LO4 | GA4, GA5, GA9 |
Hurdle Task For this task, students will be required to complete a 15-day practicum(or approved replacement task) and assessed on their performance in working with students on the autism spectrum. | Pass/Fail | LO1, LO2, LO3, LO4 | GA4, GA5, GA7, GA8, GA9 |
Representative texts and references
Chiang, H.-M. (2017). Curricula for teaching students with autism spectrum disorder. Cham: Springer International Publishing : Imprint: Springer.
Denning, C. (2018). Inclusion and autism spectrum disorder: Proactive strategies to support students. New York, NY: Routledge.
Fleury, V., Trevors, G., & Kendeou, P. (2019). Public Perception of Autism Treatments: The Role of Credibility and Evidence. Journal of Autism and Developmental Disorders, 49(5), 1876- 1886. doi:10.1007/s10803-018-03868-z
Halder, S., & Argyropoulos, V. (2019). Inclusion, equity and access for individuals with disabilities / insights from educators across world. Singapore: Singapore : Imprint: Palgrave Macmillan.
Jordan, R., Roberts, J. M., & Hume, K. (2019). The SAGE handbook of autism and education. London, UK: SAGE Publications.
Leaf, J. B. (2017). Handbook of social skills and autism spectrum disorder assessment, curricula, and intervention. Cham: Springer International Publishing : Imprint: Springer.
Mesibov, G., Howley, M., & Naftel, S. (2016). Accessing the curriculum for learners with autism spectrum disorders: Using the TEACCH programme to help inclusion (2nd ed.): New York, NY: Routledge.
Rodríguez, C. D., & Cumming, T. M. (2017). Employing mobile technology to improve language skills of young students with language-based disabilities. Assistive Technology: Technology-Based Instruction, 29(3), 161-169. doi:10.1080/10400435.2016.1171810
Santhanam, S. P., & Hewitt, L. E. (2021). Perspectives of Adults With Autism on Social Communication Intervention. Communication disorders quarterly, 42(3), 156-165. doi:10.1177/1525740120905501
Scheuermann, B. (2019). Autism: Teaching makes a difference (2nd ed.). Boston, MA: Boston, MA : Cengage.