Course Description
Autism spectrum disorders and other related disorders with an emphasis on early identification, diagnosis, etiological theories, and treatment approaches, both traditional and controversial. Readings will involve classic reading and current empirical literature.
Additional Requirements for Graduate Students:
Graduate students will have additional requirements to their
assignments. For example, in writing assignments like a research
paper, the length, citation, and scope requirements will be
increased. Similarly, graduate students will be held to higher
expectations in terms of quality and length of assignments such
as reaction papers. Further, as opposed to being expected to
contribute to the classroom discussion, they may be asked to
lead the discussion. Additional questions requiring more of a
synthesis of information will be added to any required tests.
Athena Title
Autism Spectrum Disorders
Equivalent Courses
Not open to students with credit in EPSY 5120E
Semester Course Offered
Offered every year.
Grading System
A - F (Traditional)
Course Objectives
a. Identify and discuss current scientific knowledge about the causes of ASD and its increasing prevalence. b. Describe the evolution of the diagnostic classification of ASD, specific ASD symptoms, and other cognitive and behavioral atypicalities observed among individuals with ASD. c. Identify and discuss current scientific perspectives on the genetic and neurobiological underpinnings of ASD and how they impact the development of behavioral symptoms. d. Identify and discuss strategies and approaches used in the early identification and diagnosis of ASD. e. Critically evaluate the scientific literature, research findings, and media reports related to ASD. f. Identify and discuss the wide range of available interventions for ASD, and understand how to determine which are empirically supported. g. Develop practical skills and strategies for use in the evaluation, education, and treatment of individuals with ASD. h. Develop critical clinical thinking and professional communication skills in relation to ASD.
Topical Outline
a. History and Diagnostic Evolution (Kanner to ADOS and back); Review DSM b. Epidemiology; Moderators: Gender, Age, and Ethnicity; Psychiatric Comorbidity c. Etiology: Genetics, Neurobiology, and Environmental Contributions d. Social Impairment and Early Social-Communication Behavior; Behaviorally coding the ESCS e. Repetitive and Stereotyped Interests and Behaviors f. Speech and Language Processes; Language Interventions g. Attention; Perception; Face Processing; Eye-tracking demonstration h. Differential Diagnosis; ASD Special Education Eligibility I. Diagnostic Assessment Tools: Early Identification Screeners, Questionnaires, and Interviews j. Diagnostic Assessment Tools: Behavioral/Observation; Review ADOS k. Treatment: Science vs. Pseudoscience; Pharmacology l. Empirically supported behavioral treatments (ABA, PRT, DTT, Functional Analysis, etc.); Discrete Trial Teaching m. ASD in the Schools: Special Education Services; TEACCH n. Other Empirically Supported Intervention Approaches o. Global Issues in ASD