NDSU Distance & Continuing Education (DCE)

Bringing Education to You

K-12 Professionals

Understanding Autism Spectrum Disorders: Tips for Teachers

EDUC 600




Instructor: Tammy Berg

Grading: Letter or S/U

Spring, Summer & Fall (Ongoing)

Instruction Mode: Correspondence

Academic Level: K-12 Professional Development

NDSU Credit Fee: $345

Class Offered Through S.C.T. Continuing Education Services

Course Description:

Broadened public awareness of autism and other associated spectrum disorders, combined with continuing research, means that more students than ever before are being identified with Autism Spectrum Disorders.  Autism Spectrum Disorders (ASD) present a perplexing challenge for school professionals. Literally dozens of interventions and treatments are available, so how does one know which intervention strategy works best for any given child or situation? This course was developed to respond directly to the extraordinary difficulties school professionals face in selecting and applying appropriate, effective interventions and treatments for the children in their care.  This course includes information on over 1001 great ideas for teaching students with Autism Spectrum Disorders including: sensory integration, communication, language, behavior as well as daily living and social skills strategies and considerations.  In addition; the history, causes, and treatments of ASD are also highlighted.  Comprehensive in scope, this course captures the major issues of ASD and makes them understandable and useable, even to those new to spectrum disorders.  The projected outcome of this course is to provide classroom teachers with the knowledge, understanding, and methodologies needed to educate students with Autism Spectrum Disorder. 


As a result of participation in this course, students should be able to:

1. Understand the myths of Autism Spectrum Disorders (ASD).
2. Analyze the historical context of ASD.
3. Investigate the causes and “suspected” causes of ASD.
4. Analyze the various treatments, therapies, and interventions offered to students with ASD.
5. Develop sensory integration strategies that can help students with ASD in the classroom.
6. Create plans for communication and language strategies that can help students with ASD in the classroom.
7. Develop behavior strategies that can help students with ASD in the classroom.
8. Create lessons for daily living skills that can help students with ASD in the classroom.
9. Develop and analyze social skills strategies that can help students with ASD in the classroom.
10. Investigate additional teaching and educational strategies that can help students with ASD in the classroom.
11. Synthesize ways in which the increase of students diagnosed with ASD will affect them as an educator.
12. Understand perspectives those with ASD have in the classroom and how teachers can understand them and help them.

Text / Readings:

The required reading is found in the following texts and article reprints:

Boutot, A. (2007).  Fitting in: Tips for promoting acceptance and friendships for students With Autism Spectrum Disorders in inclusive classrooms.  Intervention in School & Clinic,  42, 156-161.

Ganz, J. (2007). Classroom structuring methods and strategies for children and youth with Autism Spectrum Disorders. Exceptionality, 15, 249-260.

Goodman, G., & Williams, C. (2007).  Interventions for increasing the academic engagement of students with autism spectrum disorder in inclusive classrooms. Teaching Exceptional Children, 39, 56-61.

Licciardello, C., Harchik, A.,  & Luiselle, J. (2008).  Social skills intervention for children with Autism during interactive play at a public elementary school.   Education & Treatment Children, 31, 27-37.

Notbohm, E.  (2006).  Ten things your student with autism wishes you knew.  Arlington, TX: Future Horizons.

Notbohm, E.,  & Zysk, V. (2010).  1001 great ideas for teaching and raising children with autism spectrum disorders.  Arlington, TX: Future Horizons.

Sicile-Kira, C. (2004).  Autism Spectrum Disorders.  New York: The Berkley Publishing Group.

Wilkinson, L. (2008).  Self-Management for Children With High-Functioning  Autism Spectrum  Disorders.   Intervention in School and Clinic, 43, 150-157.

About The Instructor

Tammy Berg
Tammy Berg

Tammy Berg has earned her M.S. in Education and her B.A. in Psychology from the University of Wisconsin, Oshkosh. Tammy is a licensed school counselor in Wisconsin. She has over 14 years of experience in school counseling.


**Registration Instructions:

A minimum $20 processing fee will be assessed per person for cancellations received after the start of the course. Refunds are not issued after the start of the course or after access to the course has been provided.

**Register Now