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Autism and Pervasive Developmental Disorders

Informacje ogólne

Kod przedmiotu: 2500-EN-F-145 Kod Erasmus / ISCED: 14.4 / (0313) Psychologia
Nazwa przedmiotu: Autism and Pervasive Developmental Disorders
Jednostka: Wydział Psychologii
Grupy: Academic basket
Developmental and Educational Psychology basket
Elective courses
electives for 2,3 and 4th year
Punkty ECTS i inne: (brak)
zobacz reguły punktacji
Język prowadzenia: angielski
Rodzaj przedmiotu:

fakultatywne

Skrócony opis: (tylko po angielsku)

The course aims to familiarize students with the issues of autistic spectrum disorder (ASD). Seminar topics will include among others symptomology, characteristics of cognitive development, language and social skills, etiology, diagnosis, assessment of psychological problems and therapy of children and adolescents with autism.

Pełny opis: (tylko po angielsku)

Autism is a neurodevelopmental disorder with complex aetiology.<0} {0><}0{>Individuals with autism spectrum disorders experience difficulties in social relationships and social communication, and have restricted interests, patterns of activity and behaviour.

The course aims to familiarize students with the issues of autistic spectrum disorder (ASD). Seminar topics will include among others symptomology, characteristics of cognitive development, language and social skills, etiology, diagnosis, assessment and therapy of psychological problems of children and adolescents with autism.

Literatura: (tylko po angielsku)

1. Issues in the Classification of Autism Spectrum Disorders

Volkmar, F. R., Paul, R., Klin, A., Cohen, D. (red.) (2005). Handbook of autism and pervasive developmental disorders. Hoboken, New Jersey: John Wiley & Sons, Inc. (pp. 5-42)

2. Epidemiology Studies of Pervasive Developmental Disorders

Ghaziduddin, M. (2010). Brief Report: Should the DSM V Drop Asperger Syndrome? Journal of Autism and Developmental Disorders, 40, 1146-1148.

Norbury, C., & Sparks, A. (2013). Difference or disorder? Cultural issues in understanding neurodevelopmental disorders. Developmental Psychology, 49(1), 45-58

Volkmar, F. R., Paul, R., Klin, A., Cohen, D. (red.) (2005). Handbook of autism and pervasive developmental disorders. Hoboken, New Jersey: John Wiley & Sons, Inc. (pp. 42-70)

3. Social Development in Autism Spectrum Disorders

Locke, J., Rotheram-Fuller, E., & Kasari, C. (2012). Exploring the Social Impact of Being a Typical Peer Model for Included Children with Autism Spectrum Disorder. Journal Of Autism And Developmental Disorders, 42(9), 1895-1905

Niditch, L. A., Varela, R., Kamps, J. L., & Hill, T. (2012). Exploring the Association between Cognitive Functioning and Anxiety in Children with Autism Spectrum Disorders: The Role of Social Understanding and Aggression. Journal Of Clinical Child And Adolescent Psychology, 41(2), 127-137.

Volkmar, F. R., Paul, R., Klin, A., Cohen, D. (red.) (2005). Handbook of autism and pervasive developmental disorders. Hoboken, New Jersey: John Wiley & Sons, Inc. (pp. 312-335)

4. Joint Attention, Theory of Mind and Weak Central Coherence in Autism Spectrum Disorders

Morgan, B., Maybery, M., & Durkin, K. (2003). Weak central coherence, poor joint attention, and low verbal ability: Independent deficits in early autism. Developmental Psychology, 39(4), 646-656.

Loth, E., Gómez, J., & Happé, F. (2008). Event Schemas in Autism Spectrum Disorders: The Role of Theory of Mind and Weak Central Coherence. Journal Of Autism & Developmental Disorders, 38(3), 449-463.

5. Language and Communication in Autism Spectrum Disorders

Pickles, A., Simonoff, E., Conti-Ramsden, G., Falcaro, M., Simkin, Z., Charman, T., Chanler, S., Loucas, T., Baird, G. (2009). Loss of language in early development of autism and specific language impairment. Journal of Child Psychology and Psychiatry, 50, 843-852.

Volkmar, F. R., Paul, R., Klin, A., Cohen, D. (red.) (2005). Handbook of autism and pervasive developmental disorders. Hoboken, New Jersey: John Wiley & Sons, Inc. (pp. 335-365)

6. Imitation and Play in Autism Spectrum Disorders

Toth, K., Munson, J., Meltzoff, A. N., & Dawson, G. (2006). Early Predictors of Communication Development in Young Children with Autism Spectrum Disorder: Joint Attention, Imitation, and Toy Play. Journal Of Autism And Developmental Disorders, 36(8), 993-1005.

Volkmar, F. R., Paul, R., Klin, A., Cohen, D. (red.) (2005). Handbook of autism and pervasive developmental disorders. Hoboken, New Jersey: John Wiley & Sons, Inc. (pp. 382-406)

7. Neuropsychological and Genetic Characteristics in Autism Spectrum Disorders;

Baird, A. D., Scheffer, I. E., & Wilson, S. J. (2011). Mirror neuron system involvement in empathy: A critical look at the evidence. Social Neuroscience, 6(4), 327-335

Volkmar, F. R., Paul, R., Klin, A., Cohen, D. (red.) (2005). Handbook of autism and pervasive developmental disorders. Hoboken, New Jersey: John Wiley & Sons, Inc. (pp. 365-382)

8. Sensory Functioning of Individuals with Autism Spectrum Disorders

Hilton, C. L., Harper, J. D., Kueker, R., Lang, A., Abbacchi, A. M., Todorov, A., & LaVesser, P. D. (2010). Sensory Responsiveness as a Predictor of Social Severity in Children with High Functioning Autism Spectrum Disorders. Journal Of Autism And Developmental Disorders, 40(8), 937-945.

9. Adolescents with Autism Spectrum Disorders

Henault, I. (2006). Asperger’s Syndrome and Sexuality London:Jessica Kingsley

10. Screening, Diagnosis and Assessment of Individuals with Autism Spectrum Disorders

Gotham, K., Pickles, A., & Lord, C. (2009). Standardizing ADOS scores for a measure of severity in autism spectrum disorders. Journal Of Autism And Developmental Disorders, 39(5), 693-705.

11. Functional Assessment of Children with Autism Spectrum Disorders

Cipani, E., Schook, K. (2007). Functional Behavioral Assesment, Diagnosis, and Treatment. New York:Springer.

12. Early Intervention of Children with Autism Spectrum Disorders – Applied Behavior Analysis

Luiselli, J. K., Russo, D. C., Christian, W. P., Wilczynski, S. M. (2008). Effective practices for children with autism. New York: Oxford University Press.

13. Early Intervention of Children with Autism Spectrum Disorders – Social Communication Interventions, Pivotal Response Training

Boudreau, E., D’Entremont, B. (2010). Improving the Pretend Play Skills of Preschoolers with Autism Spectrum Disorders: The Effect of Video Modeling. Journal of Developmental Physical Disability, 22, 415-431.

Samuels, R., & Stansfield, J. (2012). The Effectiveness of Social Stories[TM] to Develop Social Interactions with Adults with Characteristics of Autism Spectrum Disorder. British Journal Of Learning Disabilities, 40(4), 272-285

14. Computer assisted interventions

Giannopulu, I., Pradel, G. (2010). Multimodal interactions in free game play of children with autism an a mobile toy robot. NeuroRehabilitation, 27, 305-311.

Ploog, B. O., Scharf, A., Nelson, D., & Brooks, P. J. (2013). Use of Computer-Assisted Technologies (CAT) to Enhance Social, Communicative, and Language Development in Children with Autism Spectrum Disorders. Journal Of Autism And Developmental Disorders, 43(2), 301-322.

Efekty uczenia się: (tylko po angielsku)

During the course students will obtain knowledge about the epidemiology and diagnosis of ASD. They will be able to define axial symptoms of Autism Spectrum Disorders and classify Pervasive Developmental Disorders. They will have knowledge about screening, diagnostic techniques or procedures and therapy basics.

Metody i kryteria oceniania: (tylko po angielsku)

Exam in written form – open questions at the end of the course (70% of the final grade). Short tests during the course concerning the bibliography (20% of the final grade). Presentation of group projects (10% of the final grade).

Attendance is obligatory.

Up to 2 unexcused absences are permitted. Further absences are only allowed in case of formal excuse. Missing more than 4 classes results in course failure however, irrespective of excuse.

Students must respect the principles of academic integrity. Cheating and plagiarism (including copying work from other students, internet or other sources) are serious violations that are punishable and instructors are required to report all cases to the administration.

Przedmiot nie jest oferowany w żadnym z aktualnych cykli dydaktycznych.
Opisy przedmiotów w USOS i USOSweb są chronione prawem autorskim.
Właścicielem praw autorskich jest Uniwersytet Warszawski.