SAN FRANCISCO STATE UNIVERSITY
Department of Special Education-College of Education
Autism Spectrum Program
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| Abstract |
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| Goals and Objectives |
| Unique Features |
| Mosaic Philosophy |
| Program Design |
| Overview |
| Courses |
| Field Experiences |
| Competencies |
| How to Apply |
| Admission to Program |
| Stipend Eligibility |
| About Us |
| Faculty and Staff |
| Project Partners |
| Contact |
Program Design |
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Competencies |
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Candidates in the Autism Spectrum program will demonstrate the following professional competencies in autism related knowledge and skill: |
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| 1. | Nature of Autism in Theory and Practice | |
| 1.1 | Historical and theoretical foundation | |
| 1.2 | Current definitions (state, federal) |
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| 1.3 | Early indicators, etiology, prevalence |
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| 1.4 | Diagnostic tools, criteria (DSM-IV) and differential diagnosis |
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| 1.5 | Characteristics associated with ASD |
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| 1.6 | Current and emerging practices and service delivery models | |
| 2. | Individualized Educational Services and Supports |
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| 2.1 | Develops IEP in collaboration with family and professionals across disciplines |
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| 2.2 | Responsive to social, cultural and linguistic backgrounds of each individual and family with consideration of family preferences |
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2.3
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Degree of structure and level of intensity adapted to child’s strengths, challenges and emergent potentials |
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| 2.4 | Incorporates child’s preferences and special interests in program goals and methods |
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| 2.5 | Incorporates environmental and instructional adaptations and accommodations | |
| 3. | Assessment Frameworks and Procedures | |
| 3.1 | Typical and atypical learning and development across the lifespan |
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| 3.2 | Formal and informal assessment tools and techniques | |
3.3
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Systematically collects and analyzes multiple sources of data across settings to assess and monitor individual learning, development and overall progress |
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3.4
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Constructs profiles of strengths, challenges and emergent potential across core domains of learning and development |
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| 3.5 | Uses results to set realistic and meaningful goals and plan instruction and intervention |
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| 4. | Curriculum and Instruction |
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| 4.1 | Balanced functional, developmental and academic curriculum aligned with California Learning Standards (http://www.cde.ca.gov/standards).and addresses Cross-cultural Language and Academic Development (CLAD) for English language learners |
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| 4.2 | Well planned, systematic and differentiated instruction adapted to range of ages, abilities, interests and learning styles |
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| 4.3 | Instructional activities provide multiple opportunities to practice skills across natural learning contexts within home, school and community |
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| 4.4 | Varied instructional formats through multiple modes of one-to-one, small group, large-group, adult-directed, child-centered, and peer mediated instruction geared to individual |
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| 4.5 | Supports maintenance of learned skills over time and generalization of skills to natural settings | |
| 5. | Structuring Learning Environments |
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| 5.1 | Clearly organized and comprehensible learning environments |
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| 5.2 | Use of visual cues and supports to maximize engagement and learning |
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| 5.3 | Incorporates predictable routines, rituals, schedules for activities and events |
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| 5.4 | Structures materials and work tasks |
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| 5.4 | Defines physical space with clear boundaries |
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| 5.5 | Facilitates transitions, flexibility and change |
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| 6. | Addressing Challenging Behaviors |
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| 6.1 | Functional approach through Positive Behavior Supports | |
| 6.2 | Responsive to unique modes of communication, social-emotional regulation and sensory processing |
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| 6.3 | Data-based functional behavioral assessments (FBA) and behavior supports plans consistent with state and federal guidelines |
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| 6.4 | Application of a variety of empirically validated behavioral intervention strategies (ABA, cognitive behavior, developmental, sensory-based) |
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| 6.5 | Crisis intervention techniques |
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| 7. |
Supporting Communicative Competence |
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| 7.1 | Patterns of speech, language and communication in ASD |
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| 7.2 | Continuum of approaches to assessment and intervention (discrete trial, traditional behavioral, developmental, social-pragmatic) |
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| 7.3 | Supports intentional and spontaneous communication across partners, activities and settings |
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| 7.4 | Functional expressive and receptive communication for mute, pre-verbal and verbal children |
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| 7.5 | Augmentative and alternative communication (AAC) strategies |
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| 8. | Supporting Social Competence |
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| 8.1 | Patterns of socialization with adults and peers in ASD |
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| 8.2 | Supports spontaneous joint attention, imitation, initiations and social reciprocity across partners, activities and setting |
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| 8.3 | Adult-directed social skills training (ABA/direct instruction) |
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| 8.4 | Child-centered approaches (developmental, relationship-based, transactional) |
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| 8.5 | Peer-mediated practices |
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| 8.6 | Social-cognitive approaches | |
| 9. | Supporting Play/Leisure and Imagination |
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| 9.1 | Patterns of play and imagination in ASD |
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| 9.2 | Supports spontaneous engagement in a range of developmentally and age-appropriate play/leisure activities across independent and social contexts |
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| 9.3 | Incorporating play materials, activities and themes varying in degree of symbolic representation |
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| 9.4 | Adult-directed approaches |
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| 9.5 | Child-centered approaches |
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| 9.6 | Peer-mediated approaches | |
| 10. | Inclusion with Typical Peers |
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| 10.1 | Facilitates inclusion across natural contexts within school, home and community settings |
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| 10.2 | Explicit guidance for both children with autism and typical peers |
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| 10.3 | Creates culture of inclusion via awareness activities that promote understanding, empathy and acceptance of diverse learners with ASD |
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| 10.4 | Consistent opportunities to form social relationships and mutual friendships |
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| 10.5 | Guided participation in mutually enjoyed activities that are a natural part of the peer culture (play and recreation) |
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| 10.6 | Designs inviting play spaces and selects play materials with high interactive potential | |
| 11. | Transition, Vocational and Independent Learning |
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| 11.1 | Promotes adaptive behaviors to foster independence at all age and ability levels |
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| 11.2 | Plans transitions from one classroom, program or service delivery system to another |
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| 11.3 | Supports transition to self-determined careers and post-secondary education and community living |
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| 11.4 | Training in vocational and independent living skills |
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| 11.5 | Interagency collaboration |
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| 11.6 | Self-advocacy and disclosure perspectives of adults with ASD | |
| 12. | Family Support and Partnerships |
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| 12.1 | Supports parents and family members as active participants in all aspects of child’s education |
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| 12.2 | Responsive to family culture, language, values, parenting styles and personal perspectives |
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| 12.3 | Facilitates communication between school, home and community |
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| 12.4 | Provides family with timely information, education and resources pertinent to child’s needs |
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| 12.5 | Assists family in accessing community supports and services |
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| 12.6 | Collaborates with family to improve professional practices | |
| 13. | School and Community Partnerships |
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| 13.1 | Links with community agencies and organizations serving diverse learners with ASD across the lifespan |
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| 13.2 | Interdisciplinary team collaboration within and across systems |
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| 13.3 | Accesses community supports and services for children and adults with ASD and their families |
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| 13.4 | Facilitates communication between school, home and community | |
| 14. | Professional Literacy and Leadership |
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| 14.1 | Peer reviewed journals and publications on research and practice in ASD |
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| 14.2 | Professional and parent organizations (local, national and international) |
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| 14.3 | Current trends and controversies in the field of ASD |
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| 14.4 | Judges quality and efficacy of educational program models, services and practices |
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| 14.5 | Engages in reflective practice via multiple modes of field-based systematic inquiry |
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| 14.5 | Uses multi-media technology to produce and present educational tools and techniques | |
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Key Sources |
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| Competencies are based on findings and recommendations of the following: | ||
California Department of Developmental Services with California Department of Education (in preparation) Advisory Committee: ASD Guidelines for Effective Interventions
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Dunn Buron, K, & Wolfberg, P. (Eds). (in press) Learners on the autism spectrum: Preparing highly qualified educators. Shawnee Mission, KS:Autism Asperger Publishing Company.
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Iovannone, R., Dunlap, G., Huber, H., & Kincaid, D. (2003). Effective educational practices for students with ASD. Focus on Autism and Other Developmental Disabilities, 18 (3), 150-165.
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National Autism Center – National Standards Project (in preparation) www.nationalautismcenter.org
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National Research Council (2001) Educating Children with Autism. Committee on Educational Interventions for Children with Autism: Division of Behavioral and Social Sciences and Education, National Academy Press: Washington, D.C.
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Professional Standards including: (a) California Standards for the Teaching Profession (1997), (b) Quality and Effectiveness for Education Specialist Credential Programs (CCTC, 1996) and (c) Council for Exceptional Children
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| Scheurmann, J., Webber, E., Boutot, A., Goodwin, M. (2003) Problems with personnel preparation in autism spectrum disorders. Focus on Autism and other Developmental Disabilities, 18 (3), 197-206. | ||
U.S. Department of Health and Human Services and the U.S. Department of Education (2003) Autism Summit Conference: Developing a National Agenda
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Copyright 2009 All rights reserved-last updated 4/11/09
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