MALKA217 Early Intervention for Children with Pervasive Developmental Disorders Course description

The course prepares participants for working in intensive programs designed to accelerate learning for young children with pervasive developmental disorders. Applied Behavior Analysis is the treatment of choice, and this course teaches application of several behavioral technologies that have been shown to be effective, especially for the acquisition of communication skills.

Admission to the study program

On successful completion of the course, the student has the following learning outcomes classified as knowledge, skills and competence:

Knowledge

The student can

• describe the common elements of Early Intensive Behavioral Intervention, and discuss the pros and cons of different service delivery models
• discuss the outcomes reported in the literature, and the quality of the evidence for Early Intensive Behavioral Interventions and other interventions for Autism Spectrum Disorders.
• explain important predictors of outcome and describe quality control measures
• discuss the validity of the most commonly employed outcome measures
• describe commonly used assessment instruments
• describe the difference between standardized and non-standardized assessments

Skills

The student can

• demonstrate and monitor Discrete Trial Teaching, Precision Teaching, shaping, chaining, and preference assessments

Competence

The student can

• discuss the application of intervention protocols for teaching listener responding
• discuss the application of Sufficient Exemplar Training
• discuss advanced considerations when teaching vocal imitation, assessments, target selection and procedures for teaching
• apply knowledge of single-case experimental designs in clinical settings, and give examples on how to achieve experimental control

This course addresses different forms of Educational Design Research (EDR) and the related term Design-Based Research (DBR), providing participants with a foundation in the theoretical and historical underpinnings of EDR. The course provides examples of EDR projects by the course leaders including the different steps and considerations that go in to planning such studies. Finally, the course emphasizes student participation, discussion and getting feedback on their own EDR designs and thesis writing.

Approved by LUI's educational committee 21.06.2021

Course sessions include lectures, discussions, small group design exercises, and text feedback sessions. The course is planned to take place on two non-consecutive days so that participants have a chance to apply and reflect on the concepts before returning for the second session.

Preparations for the course

Students are expected to read the syllabus before the course to be able to participate actively in discussions.

Work Requirements

A 2- page sketch of the essay should be delivered prior to the second course meeting for feedback and guidance.

Attendence

80 % attendence of the time of the course is required. If a student has attended at least 60 % of the course but less than 80 %, he/she must submit an extra paper of at least 3000 words plus reference list on a given topic.

The candidate writes an individual essay of between 4000 - 6000 words. It can be written in Norwegian, Swedish, Danish or English. The essay must be related to relevant themes in the course syllabus, and may (or may not) be connected to the candidate's dissertation methods chapter. The theme of the essay shall be approved by the course coordinator in advance.

All aids are permitted, as long as the rules for source referencing are complied with.

The essay will be assessed by two of the course coordinators.