EDUC 702 - Psychological Foundations

of Education, Sec. 79

 Fall, 2007 - Saturday, Sept. 8 - Saturday, Dec., 8, 2007

8:30 a.m. - 12:00 p.m. - Room CPS 326

Remaining classes online

Patricia A. Shaw, PhD                                                                             

Office:  462 CPS, 346-3720      

Office Hours:  Mondays:  1:30 - 2:30 p.m., Thursdays:  3:30 - 4:30 p.m. or by appointment                                                                              

Email:  pshaw@uwsp.edu                                                                                                           

web page:  http://www.uwsp.edu/education/pshaw/

Syllabus

Course Description:  Educational psychology is the study of the abstract.  Often we look for concrete "evidence" of the abstract concepts we label as behavior, motivation, and so forth.  For that reason and because I choose to teach from a constructivist perspective, the focus of this course is multi-faceted and allows for participant choice, input, and authoring of one's own learning.  Human abilities and behavior, individual needs and differences, human relations, learning and evaluation with implications for teaching ground this course.   The teaching/learning format will be a combination of face-to-face and on-line experiences.  Participants are strongly encouraged to engage in learning that may challenge their current perspectives of learners and/or their teaching practices. 

This syllabus is also posted on my web page.

Required Texts:  (available for purchase at the UWSP bookstore):

Brooks, J. G. & Brooks, M. G. (2001).  In search of understanding:  The case for constructivist classrooms.   Upper Saddle River, NJ:  Merrill Prentice Hall.

Tomlinson, C. A. & McTighe, J.  (2006).  Integrating differentiation and understanding by design.  Alexandria, VA:  ASCD Books.

Course Objectives

• Participants will become familiar and comfortable with on-line format of learning and communicating.

• Participants will engage in deep-level, individually meaningful reading and learning activities.

• Participants will be open to challenging their current perspectives about teaching and learning as well as those of others in the class, including the instructor.

• Participants will share what they have learned through on-line communication and through completion of and reflection on a final research project.  We will strive to create a collaborative learning environment, building a community of learners which supports each other intellectually, socially, and emotionally.
  
  

Course Expectations

• We have two required face-to-face meetings:  the first day of class (Sat., Sept. 8) and the last day (Sat., Dec. 8).

• Postings:  You should expect to make a minimum of 3 posts per week, which is a minimum of 9 posts per module, including those to the small group and to the large group using Desire 2 Learn.  You will be using your university email account in addition to the Desire 2 Learn program.    (*See UWSP Student Email Account and Desire 2 Learn below.)

• Posts should be "pithy".  We're not looking for novels; a couple of well-worded thoughtful paragraphs (at most) should suffice.  People tend to read and digest shorter messages than long ones.  (*See Message Guidelines below.)

• Please read all posts, both in the small group and large group discussion formats.  You may choose not to respond to all posts; however, keeping informed on the thinking of your group and class members can serve to broaden and/or challenge your own beliefs and perspectives.  Reading others' posts validates their effort and learning.  If you do not agree with a particular idea/practice, etc., feel free to appropriately question or challenge the writer.

• Readings other than the required texts are chosen by you because they have relevancy to your projects.  Share what you are reading with others in your posts to your small discussion groups.  Tell us why that material is of importance to you.

• Grades can be checked in the D2L program (click on "Grades").

Final Project:

You will choose the focus of your research project.  The project should be something in which you are interested and will contribute to the enhancement of your teaching, knowledge of students, and will benefit your students’ learning.  It should have a life beyond this class, i.e. the project findings should actually be implemented into your classroom teaching or educational practice.

During Module 2, you will post a description of your research project to all class members using the Large Group discussion forum.  Below are some questions you may want to consider as you write your project description:

• What is the focus?  Why did you choose that particular focus?

• What do you expect to learn?

• In what ways will you and your students benefit from your project?

• What resources will you use/read?

• What is the theoretical background/conceptual framework/other work that supports or challenges your approach/beliefs in your project?

• How will you implement your project and what you have learned as the result of creating it?

• When will you implement your project?

• How will you evaluate your project's success?

• What other information about your project do you want to share?

*Note:  The extensive Resource List appended to the syllabus is to stimulate your thinking about possible research projects.  You are not required to select a topic from this list, but may do so if it meets your needs.

                                        Grading  Criteria

                     Grading Scale  

*See rubric below

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Module 1

Sept. 8 - Sept. 29, 2007

1.  Using D2L, post your personal philosophy of education to members of your small group by 10:00 p.m., Sat., Sept. 15.

2.  Respond to group members' philosophy posts with questions, comments, challenges, encouragements, etc. by 10:00 p.m., Wed, Sept. 26.

3.  The designated group member(s)  will post a summary of members' philosophies (e.g. similarities, differences, etc.) to the Large Group discussion forum by 10:00 p.m. Sat., Sept. 29.

4.  Make a decision about what your final research project will be.  Projects may be done individually or in small groups of up to 4 people.

5.  Begin reading resource material relevant to your research project.

6.  Read "Making a Case for Constructivist Classrooms" for Module 2.

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Module 2

Sept. 30 - Oct. 20, 2007

1.  Post a rationale for description of your final project to the Large Group discussion forum using the criteria listed above.  Group members may submit a joint description which includes each individual's personal rationale and expectations.  Post your description by Sat., Oct. 6.      

2.  Post your responses to the following questions about "Making a Case for Constructivist Classrooms" to your small group by 10:00 p.m., Mon. Oct. 8:

• How does the constructivist theory align with or challenge your beliefs about students/teaching/learning?

• What would you say about this book to other educators?  Give a rationale for your response.

3.  Post responses to small group members' reactions to the book with questions, comments, etc. by 10:00 p.m., Wed., Oct. 17.

4.  The designated group member(s) will post a summary of members' reflections and discussion about the book to the Large Group discussion forum by 10:00 p.m., Sat., Oct. 20.

5.  Continue with readings of your choice relevant to your final project.

6.  Read "Integrating Differentiation and Understanding by Design" for Module 3.

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Module 3

Oct. 21 - Nov. 10, 2007

1.  Post your reaction to "Integrating Differentiation and Understanding by Design" to your small group by 10:00 p.m., Sat., Oct. 27.

2.  Post responses to your group members' reflections of "Integrating Differentiation and Understanding by Design" by 10:00 p.m., Wed., Nov. 7.

3.  The designated group member(s) will post a summary of members' reflections and discussion about "Making the Grade" to the Large Group discussion board by 10:00 p.m., Sat., Nov 10.

4.  Sometime during this module, post a progress report on your project to your small group.  Some suggestions you may want to consider for your post:

• What feelings are you experiencing as you proceed?  

• What relationships are you finding between your project and educational psychology?

• List successes and frustrations.

5.  Continue to respond/question/post challenges to the other participant posts.

6.  If you need assistance, resources or some other type of information that someone in the large group may be able to provide, provide answers to any questions, or have comments you would like to make about the course structure, etc., make posts to the Questions, Answers, and Other Reflections forum in D2L.

7.  Continue individual reading, sharing with your group about what you are reading and why.

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Module 4

Nov. 11 - Dec. 8, 2007

1.  Continue to respond to others' posts up until 10:00 p.m., Wed., Dec. 5.  Posts can be about any topic related to the course:  projects, further discussion of the books or other resources used in your projects, etc.

2.  The designated group member(s) will summarize your small group discussion with a post to the Large Group discussion board.  This post should be made on or before 10:00 p.m., Friday, Dec. 7.

3.  Prepare final research project for discussion on Saturday, December 8.

4.  Post a 1-2 page summary of your topic, along with your resource list, to the Large Group discussion forum by Thurs., Dec. 6 OR make arrangements with me to have copies made for the entire class.  I need your documents either via email or in hard copy format by Wednesday, December 5, 2007, if you would like me to make handouts. 

*NOTE:  Resource lists must be done in APA Style.  These two links below will provide you with information on citing a number of common sources.  For information about citing sources not found on these pages, please contact me.  APAStyle.htm and http://www.uwsp.edu/Education/Reference/APA%20Style/  The resource list attached to this syllabus does NOT reflect current APA style, thus, please refer to the links I have cited for accuracy in writing citations.

5.  The final day of class is Saturday, December 8.  We meet face-to-face.  Be prepared to engage in "roundtable-type" reflective discussions about your learning and future application of your research in your classroom. 

6.  Final course evaluation (Friday, Dec. 8).

Please note:  I wish to fully include all participants in this course, including those with disabilities and/or other personal challenges.  Please notify me if need special accommodations with regard to the curriculum, time frame, format, and/or facilities.  I will make every attempt to keep this information confidential.

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Project Rubric

ED 702:  Psychological Foundations of Education

Fall, 2007  

Name(s):___________________________________________________________

Topic:______________________________________________________________

*Award up to the maximum number of points 

Presenter Comments:

Message Guidelines

(used with permission from Prof. Chere Gibson, UW-Madison, Feb. 22, 2002)

Here are some helpful guidelines as you post to the online discussion in the various formats:

1.  Post your initial message as early in the week as possible so people have time to read and respond to your contribution.  Post additional messages throughout the week that are either new contributions or replies to someone else.

2.  Keep your messages concise and clearly written.  Most ideas can be stated in a couple of paragraphs, although sometimes a longer message may be needed to develop your thoughts adequately.  Remember:  people are apt to read and digest shorter messages than longer ones.

3.  Be respectful of others' ideas, opinions, and beliefs.  Its' fine to disagree with someone, but please respect their right to think differently.

4.  A message that demonstrates substance contributes to the understanding and application of ideas by doing one or more of the following:

• Reflection about meaning:  Describe thoughtfully what something means or new insights it provides, or raise a question as a seed for clarification or further discussion.

• Analysis:  discuss relevant theses, concepts, main ideas, components, or relationships among ideas or identify hidden assumptions or fallacies in the reasoning.

• Elaboration:  Build on ideas of others or ideas found in the readings by adding details, examples, a different viewpoint, or other relevant information.

• Application:  Provide examples of how principles or concepts can be applied to actual situations, or discuss the implications of theory for practices.

• Synthesis:  Integrate multiple views to provide a summary, a new perspective, or a creative refashioning of ideas.

• Evaluation:  Assess the accuracy, reasonableness, or quality of ideas.

5.  Avoid using all caps.  IT SEEMS LIKE SHOUTING!

6.  Use emoticons if you wish to convey emotion, especially if you want people to know that you are using humor or joking:

    :-)      happy

    :-(      unhappy/sad

    :-O    shocked

    ;-)      winking

    :-/      wry/ironic  

    or 

    :-}

7.  Maintain the privacy of participants, including privacy of comments made during electronic conversation that is to be shared only with those participating in the course.

8.  Abide by Family Educational Rights and Privacy Act rules which find academic information is confidential and forbids disclosure of academic information without the participant's consent.

9.  Operate within the guidelines of Appropriate Use of UWSP Information Technology Resources - http://students.uwsp.edu/info/policies.htm

10.  Notify the course instructor, Pat Shaw, as far in advance as possible of any time exceeding 5 days in which participation will not be possible during the course.

(Back to Expectations.)

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Posting to Desire 2 Learn

Four discussion forums will be used during this course.  The Large Group discussion forum is for messages meant to be read by all course members.  Refer to the weekly expectations for criteria for posting to the Large Group discussion discussion.  The Lounge forum is for messages that may have little or nothing to do with the academic content of the course.  If you have a question or comment about any topic at all (e.g. How do I grow begonias?  Where are good places to eat in Madison?), post it here.  This is the "student lounge area" and is available for casual conversation.  The Questions, Answers, and Other Reflections forum is for questions and replies about the technology process of the course (e.g.  How do I get my font to be blue?  How do I get the highlighted color in my headings?  Etc.)  The Resources forum is for sharing teacher or other resources from which you have benefited and would like to share with others for their benefit as well.

Posting to the D2L discussion boards can be done from any computer on campus or via OWA off campus.  Follow this procedure:

1.  Log in to Desire to Learn using your UWSP user name and password https://uwsp.courses.wisconsin.edu/

2.  Click on https://uwsp.courses.wisconsin.edu/

3.  Click on the topic on the gray menu bar which you wish to access.

To post a message on D2L:

1.  Click on Discussions

2.  Click on the forum about which you wish to post.  If posting to your small group, click on the group name.  If posting to the large group, click on "Large Group".

3.  Click on "Add Message"

3.  Write your post or attach the Word document (cannot be in any other format, e.g. WordPerfect, Claris Works, etc.)

4.  Click on Submit

5.  In replying to posts, make sure you are replying "With Message". 

*Please note:  Intermittent problems may occur with the system.  You are encouraged to save copies of your posts in the event that posted messages are inadvertently deleted.

For Off Campus technology support, please go to this link:  http://www.uwsp.edu/it/offcampus/index.htm

(Back to Expectations.)

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UWSP Student Email Account

All information about how to access your UWSP email account and/or change your password are available on the Computer and Technology web site for students:

                        http://www.uwsp.edu/it/exchange/AccountsStu.htm

Please contact the HELP desk (346-HELP) if you have any problems.

(Back to Expectations.)

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*Reference List by Topic

*Note:  this format of this reference list does not represent the current APA format.  Please consult the links provided in the syllabus or the current APA manual for correct formatting of references.

Aggression in Children

Center for Collaborative Problem Solving.  (2006). 

Center for Evidence Based Practice:  Young children with challenging behavior.  Retrieved November 27, 2006, from

    http://challengingbehavior.fmhi.usf.edu/resources.html

Greene, R. W.  (2001).  The explosive child.  New York, NY:  HarperCollins Publishers, Inc.

Gurian, M., & Stevens, K.  (2005).  The minds of boys:  Saving our sons from falling behind in school and life.

    San Francisco, CA:  Jossey-Bass.

Kranowitz, C. S.  (1998).  The out-of-sync child:  Recognizing and coping with sensory integration dysfunction.

    New York, NY:  The Berkley Publishing Company.

National Association of School Psychologists.  (2000).  NASP Online.  Retrieved November 30, 2007, from

    http://nasponline.org/resources

Riffel, L.  (2006).  OSEP technical assistance center on positive behavioral interventions and support.

    Retrieved December 1, 2006, from http://www.pbis.org

Turecki, S., & Tonner, L.  (2000).  The difficult child.  New York, NY:  Bantam.

At-Risk Students:

Bernard, B.  (1993).  Fostering resilience in kids.  Educational Leadership, 51.

Bernard, B.  (1997).  Turning it around for all youth:  From risk to resilience.  ERIC #ED412309.

Fennimore, T.F. & Tinzmann, M.B.  (1990).  What is a thinking curriculum?    

    www.ncrel.org/sdrs/areas/rpl_esys/thinking.htm

Nash, M.A.  (1990).  Improving their chances: A handbook for designing and implementing programs for at risk youth.  Madison, WI: University of Wisconsin.

Pallas, A.M.  (1989).  Making schools more responsive to at-risk students.  

    www.ed.gov/databases/ERIC_Digests/ed316617.html

Rethinking learning for students at risk.  Critical Issues on the North Central Regional Educational Laboratory 

        (NCREL).   www.ncrel.org/sdrs/areas/issues/students/atrisk/at700.htm

Risk factors for adolescent academic achievement.  http://cyfernet.org/research/youthFut3.html 

Swick, K. T.  (1992).  Teacher-parent partnership.  www.ed.gov/databases/ERIC_Digest/ed351149.html

http://ucsc.edu/oncampus/currents/98-99/01-11/crede.htm

http://www.ncrel.org/sdrs/areas/issues/students/atrisk/at700.htm

ADD/ADHD:

American Psychiatric Association.  (1993).  Attention deficit disorders:  An educator's guide.  Diagnostic and Statistical Manual of

    Mental Disorders (4th ed.), pp. 83-84.  Washington, DC:  American Psychiatric Association.

Armstrong, T.  (1999).  ADD/ADHD alternatives in the classroom (Vol. 1)  Alexandria Assn. for Supervision & Curriculum Development.

Baby Center (2005). Behavior observation checklist. Retrieved June 29, 2005, from MSN Family Web Site:

    http://babycenter.com/general/toolscals/72369.html

Barkley, R. (2000). Taking charge of ADHD. 2nd Edition. New York: Guilford Press.

Bos, C. X., Nahmia, M. L., Urban, M. A.  (1999).  Targeting home-school collaboration for students with adhd.  Retrieved June 30, 2006

    from http://Ldonline.org/article/5993

Brock, Stephen E. (1998). Helping the student with ADHD in the classroom. Retrieved June 29, 2005 from LD online:

    http://www.ldonline.org/lc_indepth/teaching_techniques/nasp_adhdclsrm.html

Buresz, Allen. (2005). Attention Deficit Disorder and hyperactivity success. Retrieved July1, 2005, from

    National Health and Longevity Resource Center Website: http://all-natural.com/add.html

Carbone, E.  (2001).  Arranging the classroom with an eye (and ear) to students with ADHD.  Teaching Exceptional Children, 34 (2), 72-82.*

Gordon, M. (1993). I would if I could. DeWitt: GSI.

Helbing, J.  (2006).  Educational support for students with neurobiological disorders.  Presentation.

Hogan, D.  (1997).  ADHD:  Teaching children with attention deficit hyperactivity disorder:  Instructional strategies and practices (2004).

    Retrieved June 30, 2006, from http://Ldonline.org/article/8797

Jensen, E.  (2000).  Brain-based learning.  San Diego, CA:  The Brain Store.

Jensen, E.  (1998).  Teaching with the brain in mind.  Alexandria, VA:  ASCD.

Kajander, R. Living with ADHD-A Practical Guide to Coping with Attention Deficit Hyperactivity Disorder.

Kaufmann, F., Kalbfleisch, M. L., & Castellanos, F. X.  (2000).  Attention deficit disorders and gifted students:  What do we really know?  ERIC#:  ED447666*

Kennedy, D. M., Elliott, P. T., & Daisy, C.  (2002).  The adhd autism connection.  A step toward more accurate diagnosis and

    effective treatment.  Colorado Springs, CO:  Waterbrook Press.

Lawler, B.  (2000).  Gifted or ADHD:  Misdiagnosis?  How can we be certain a correct diagnosis has been made?  Understanding Our Gifted, 13 (1), 16-18.*

McConnell, K., Ryser, G., & Higgins, J.  (2000).  Practical ideas that really work for students with ADHD.  Austin, TX:  Pro-Ed, Inc.

Morrison, J. (1996). Coping with ADD/ADHD. New York: The Rosen Publishing Group.

Nadewu, K., Littman, E., & Quinn, P. (1999). Understanding girls with ADHD.Silver Spring: Advantage Books.

Schirduan, V. & Case, K. I.  (2001).  Mindful curriculum leadership for students with attention deficit hyperactivity disorder (ADHD):  Leading in elementary schools by using multiple intelligences theory.  Paper presented at the Annual Meeting of the American Educational Research Association, Seattle, WA, April 10-14, 2001.*

Sousa, D.  (1995).  How the brain learns.  Reston, VA:  The National Association of Secondary School Principals.

Teaching children with attention deficit hyperactivity disorder:  Instructional strategies and practices.  Retrieved September 11, 2006 from

    http://Ldonline.org/article8797

Twatchtman-Cullen, D.  (2000).  How to be a para-pro:  A comprehensive training manual for paraprofessionals.  Higganum, CT: 

    StarfishSpeciality Press, LLC.

U.S. Department of Education.  (2005).  Teaching children with attention deficit hyperactivity disorder.  (Vol. 1).  U. S. Department of Education

Webb, J. T. (2000).  Mid-diagnosis and dual diagnosis of gifted children:  Gifted and LD, ADHD, OCD, oppositional defiant disorder.  ERIC#:  ED448382* 

Wong, H. K. & Wong, R. T.  (1998).  How to be an effective teacher:  The first days of school.  Mountain View, CA:  Harry K. Wong Publications, Inc.

Zentall, S. S., Moon, S. M., Hall, A. M., & Grskovic, J. A.  (2001).  Learning and motivational characteristics of boys with AD/HD and/or giftedness.  Exceptional

    Children, 67 (4), 499-519.*

Alternative Education Programs

www.hamfish.org/topics/alternative_education.html

www.cesa12.k12.wi.us/cave/apostles.php

www.cesa4.k12.wi.us

Art Education (from a Constructivist approach):

Armistead, M.  (1996).  Constructivism and arts-based programs.   Philadelphia, PA:  Project Head Start.  #ED404007    

    Retrieved July 20, 2006 from http://www.eric.ed.gov

Brooks, J. G., & Brooks, M. G. (2001). In search of understanding: The case for constructivist classrooms. Upper Saddle

    River: NJ: Merrill Prentice Hall.

e Exploratorium.  Retrieved July 18, 2006 from http://www.exploratorium.edu/IEI/resources/constructivistlearning.html

Lazzari, M. & Schlesier, D.  (2002).  Exploring art:  A global, thematic approach.  United States:  Thomson Learning, Inc.

Osypowski, D.  (1997).  D. C. Everest area school district elementary art curriculum/standards and benchmarks.

    Schofield, WI:  D. C. Everest Area School District.

Wiggins, G. & McTighe, J.  (2004).  Understanding by design.  Association for Supervision and Curriculum Development.

Assessment:

Gillette, J.; Temple, C.; & Crawford, A.  (2004).  Understanding reading problems:  Assessment and instruction.  Boston, MA:

    Allyn & Bacon.

Herbert, G.  (2001).  The power of portfolios:  What children can teach us about learning and assessment.  New York, NY:

    Apple.

Autism/Asperger's Syndrome:

Boyer, L. & Lee, C.  (2001).  Converting challenge to success:  Supporting a new teacher of

    students with autism.  Journal of Special Education, 35 (2), 75-84.*

Effective educational programming for students with autism.  (2002).  Wisconsin Department of Public 

    Instruction.

Ernsperger, L. & Stegen-Hanson, T. (2004). Just take a bite: easy, effective answers to food aversions and eating challenges!.

    Arlington, TX: Future Horizons.

Faherty, C.  (2000).  Asperger's . . .What does it mean to me?  Arlington, TX:  Future Horizons, Inc.

Fombonne, E.  (1999).  The epidemiology of autism:  A review.  Psychological Medicine, 29, 769-786.

Gruber, C., Nilsson, L., & Bjorksten, B.  (2001).  Do early childhood immunizations influence the development of atopy and

    do they cause allergic reaction?  Pediatric Allergy and Immunology, 12, 296-311.

Haddon, M.  (2003).  The curious incident of the dog in the night-time.  New York, NY:  Doubleday.

Kennedy, D. M., Elliott, P. T., & Daisy, C.  (2002).  The adhd autism connection.  A step toward more accurate diagnosis and

    effective treatment.  Colorado Springs, CO:  Waterbrook Press.

Klin., A., Volkmar, F., Sparrow, S.  (2000).  Asperger Syndrome.  New York, NY:  Guilford Press.

Koegel, R.L. & Koegel, L.K. (1995).  Teaching children with autism.  Baltimore, MD:  Paul H. Brookes 

    Publishing Co., Inc.

Koegel, R. L., & Koegel, L, K.  (2006).  Pivotal response treatments for autism:  communication, social & academic development.

    Baltimore, MD:  Paul H. Brookes.

Kranowitz, C. S.  (2003).  The out-of-sync child has fun.  New York, NY:  The Berkley Publishing Group.

Kranowitz, C. S.  (2005).  The out-of-sync child.  Recognizing and coping with sensory processing disorder (Rev. ed.).  New York, NY:

    Penguin Group.

Legge, B. (2001). Can't Eat, Won't Eat.

Maurice, C., Green, G., & Luce. S. C.  (1996).  Behavioral intervention for young children with autism:  A manual for parents and

    professionals.  Austin, TX:  pro-ed.

Mukhopadhyay, T. R. (2000). The Mind Tree. New York, NY: Arcade Publishing, Inc.

Muhle, R., Trentacoste, S. T., & Rapin, I.  (2004).  The genetics of autism.  Pediatrics, 113, 472-486.

Murray-Slutsky, C. & Paris, B. A.  (2005).  Is it sensory or is it behavior?  Behavior identification, assessment, and intervention.

    San Antonio, TX:  Harcourt Assessment, Inc.

Myles, B. S.  (2005).  Children and youth with asperger syndrome:  Strategies for success in inclusive settings.  Thousand Oaks, CA:

    Corwin Press.

Notbohm, E. & Zysk, V.  (2004).  1001 great ideas for teaching and raising children with autism spectrum disorders. 

    Arlington, TX:  Future Horizons.

Oren, T. & Ogletree, B. T.  (2000).  Program evaluation in classrooms for student with autism:

    Student outcomes and program processes.  Focus on Autism & Other Developmental

    Disorders, 15 (3), 170-176.*

Orenstein, M.  (2001).  Smart but stuck:  Emotional aspects of learning disabilities and imprisoned intelligence.  

    Binghamton, NY:  The Haworth Press, Inc.

Osterling, J. & Dawson, G.  (1994).  Early recognition of children with autism:  A study of first birthday home videotapes.

    Journal of Autism and Developmental Disorder, 24, 247-257.

Powers, M.D.  (1989).  Children with autism.  Rockville, MD:  Woodbine House, Inc.

Prince-Hughes, D.  (2004).  Songs of the gorilla nation:  My journey through autism.  New York, NY:  Harmony Books.

Schreibman, L. E.  (2005).  The science and fiction of autism.  Cambridge, MA:  Harvard University Press.

Simpson, R. L.  (2001).  ABA and students with autism spectrum disorders:  Issues and

    considerations for effective practice.  Focus on Autism & Other Developmental Disorders,

    16 (2), 68-71.*

Simpson, R.  (2005).  Autism spectrum disorders:  Interventions and treatments for children and youth.

    Thousand Oaks, CA:  Corwin Press.

Spears, R., Tollefson, N., & Simpson, R.  (2001).  Usefulness of different types of assessment

    data in diagnosing and planning for a student with high-functioning autism.  Behavioral

    Disorders, 26 (3), 227-42.*

Udvari-Solner, A.  (1993).  Strategies for Inclusion. (video)

Weimer, P.  (2004).  OT outcome.  Retrieved July 23, 2006 from http://www.otoutcomes.com/OT9.html

Williams, K.  (2001).  Understanding the student with asperger syndrome:  Guidelines for

    Teachers.  Intervention in School and Clinic, 36 (5), 287-292.*

Wurzburg, G. & Rubin. S.  (2006, May 22).  Autism is a world.  [Television broadcast].  New York, NY:

    Cable News Network.

Workshop speakers about autism:

        Genevieve Jereb, OTR

        Mary Graczyk, Kate McGinnity, and Nanette Negri

www.inclusion.com

www.autism-resources.com

http://www.asw4autism.org/What.htm

http://alwaysyourchoice.com/ayc/emotional/mental/autism.php

http://www.dpi.state.wi.us/dpi/dlsea/een/autism

Behavior Modification

Appelstein, C.  (1998).  No such thing as a bad kid.  Weston, MA:  The Gifford School.

Boulton, J., & Graeve, S.  (2005).  No room for bullies.  Boys Town:  Boys Town Press.

Funk, D.  (2002).  Love & logic solutions for kids with special needs.  Golden, CO:  The Love and Logic Press.

Hunter, M.  (1990).  Discipline that develops self-discipline.  Thousand Oaks, CA:  Corwin Press.

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