ABS202 - Specialized Instructional Strategies

Outline info
Last revision date 2018-07-13 14:32:42.661
Last review date 2018-07-13 14:32:42.663

Subject Title
Specialized Instructional Strategies

Subject Description
This subject introduces the student to common evidence-based behavioural approaches applied in teaching individuals with autism new skills with an emphasis on strategies for teaching language, academic skills, activities of daily living, play skills, and social skills.
Topics will be approached by providing the student with an understanding of the terms used, a description of the teaching techniques characterized in each of the modules (where applicable) and a basic understanding of the conceptual elements motivating the approaches.
Topics will include traditional discrete trial training protocols, protocols developed based on Skinner's analysis of Verbal Behaviour, Precision Teaching, Direct Instruction, Pivotal Response Training, Augmentative and Alternative Communication and Incidental and Natural Environment Teaching.

Credit Status
One Credit toward the Autism and Behavioural Science Ontario Graduate Certificate Program.

Learning Outcomes
Upon successful completion of this subject the student will be able to:

1. Assess the characteristics and skills of learners with ASD using formal and informal procedures.
2. Develop treatment plans within ABA/IBI context that are developmentally appropriate and functional.
3. Recommend and/or modify intervention strategies and adapt the environment as needed to increase learning success and reduce problem behaviour.
4. Analyze and evaluate the effectiveness of behavioural approaches to teaching language and cognitive skills.
5. Describe and analyze similarities and differences across evidence-based behavioural approaches used with learners with ASD (e.g. Lovaas/Discrete Trial Training protocols, Verbal Behavior protocols, Precision Teaching, Direct Instruction, and Pivotal Response Training).
6. Describe the underlying principles of a traditional discrete trial training format; teaching using Skinner's analysis of Verbal Behaviour; Direct Instruction; and Precision Teaching.

Vocational Learning Outcomes: Autism and Behavioural Science Program
1. Assess and analyze the characteristics, skills, and behaviour of individuals with ASD to effectively implement evidence-based behavioural interventions.
2. Design and implement effective behavioural intervention plans under appropriate supervision and based on the principles of Applied Behaviour Analysis (ABA).
3. Evaluate the effectiveness of behavioural intervention plans based on the principles of ABA.
4. Work collaboratively with families, teams, service providers, and the broader community to respond to the learning and behavioural needs of individuals with ASD.
5. Design, implement, and evaluate as part of a team, ABA based transition plans for individuals with ASD.
6. Comply with established ethical principles and professional guidelines.
7. Provide leadership in the promotion and provision of services to meet the needs of individuals with ASD and their families.
8. Evaluate empirical evidence in order to select appropriate interventions for individuals with ASD.

Cheating and Plagiarism
Each student should be aware of the College's policy regarding Cheating and Plagiarism. Seneca's Academic Policy will be strictly enforced.

To support academic honesty at Seneca College, all work submitted by students may be reviewed for authenticity and originality, utilizing software tools and third party services. Please visit the Academic Honesty site on http://library.senecacollege.ca for further information regarding cheating and plagiarism policies and procedures.

All students and employees have the right to study and work in an environment that is free from discrimination and/or harassment. Language or activities that defeat this objective violate the College Policy on Discrimination/Harassment and shall not be tolerated. Information and assistance are available from the Student Conduct Office at student.conduct@senecacollege.ca.

Accommodation for Students with Disabilities
The College will provide reasonable accommodation to students with disabilities in order to promote academic success. If you require accommodation, contact the Counselling and Disabilities Services Office at ext. 22900 to initiate the process for documenting, assessing and implementing your individual accommodation needs.


Topic Outline

         Discrete trial training
         Intensive behaviour intervention
         Skinner's analysis of verbal behaviour
         Verbal operants mands and tacts
         Verbal operants RFFC and intraverbals
         Precision teaching
         Relationship development intervention
         Picture exchange communication system
         Incidental teaching

Mode of Instruction
The Faculty of Continuing Education & Training offers subjects in alternative modes.
This allows the student to take the Autism and Behavioural Science Ontario
Graduate Certificate Program subjects in:

         the traditional classroom
         mixed mode - a combination of in-class and independent study

This subject will be delivered  via lecture, assigned readings, exercises,
group discussions and in-class with independent study.  

Prescribed Texts
The Verbal Behavior Approach: How to Teach Children with Autism and Related Disorders.
Mar Barbera & Tracy Rasmussen. London, UK (Jessica Kingsley Publishers)

Effective Instruction for Children with Autism
Robert Gulick & Thomas Kitchen. The Dr. Gertrude A. Barber National Institute

Reference Material

Required Supplies

Promotion Policy

Grading Policy
A+ 90%  to  100%
A 80%  to  89%
B+ 75%  to  79%
B 70%  to  74%
C+ 65%  to  69%
C 60%  to  64%
D+ 55%  to  59%
D 50%  to  54%
F 0%    to  49% (Not a Pass)
EXC Excellent
SAT Satisfactory
UNSAT Unsatisfactory

For further information, see a copy of the Academic Policy, available online (http://www.senecacollege.ca/academic-policy) or at Seneca's Registrar's Offices.

Modes of Evaluation
To pass this subject, students must achieve the learning outcomes of the subject.  A passing grade in the Autism and Behavioural Science Ontario College Graduate Certificate is a minimum of "C" (60%).

If the student misses a test/quiz, they must provide the reason in writing to the Faculty within one(1) week.  If the reason is accepted, the weighing of that test/quiz will be added to that of  the final exam.  Otherwise, you will receive a zero.  

Assignments are due at the beginning of the class on the dates specified.  Should extenuating circumstances arise, please contact your Instructor immediately, prior to when  your assignment is due, so an appropriate course of action can be established.Late assignments  are subject to grade penalties and will not be accepted beyond two weeks after the  assignments due date. 

Students unable to complete any formal evaluations without sufficient documented reason, will be given a grade of zero for the missed assessment(s)

Grading is based on the following marking scheme for classroom and online:

Assignments (3@20% each) 60%
Quizzes (4@10% each) 40%
Total  100%

Choice of 3 Assignments (out of 6 Assignments). Must  complete at least one of assignments 1-3 and one of Assignments 4-6.  


This Ontario College Graduate Certificate program in Autism and Behavioural Sciences was made possible by a grant from the Ministry of Training, College and Universities © Queen’s Printer for Ontario 2005

Approved by: Lisa Harfield