Unit information: Cognitive Theories of Autism in 2019/20

Unit name	Cognitive Theories of Autism
Unit code	EDUC30040
Credit points	20
Level of study	H/6
Teaching block(s)	Teaching Block 1 (weeks 1 - 12)
Unit director	Dr. Sedgewick
Open unit status	Not open
Pre-requisites	EDUC20006 Cognitive Psychology and Special Education
Co-requisites	None
School/department	School of Education
Faculty	Faculty of Social Sciences and Law

Description including Unit Aims

This unit is designed to teach students about Autism Spectrum Disorder, including diagnostic information and genetic contributions. We will examine the cognitive underpinnings of behaviour, with a specific focus on differences in theory of mind, executive functioning, and weak central coherence, and how these contribute to an ‘autistic profile’. We will also review and evaluate interventions used in classroom and home settings (e.g. PECS, TEACCH, ABA).

Intended Learning Outcomes

By the end of the unit students will:

1. -Understand the diagnostic features of ASD and how it is clinically evaluated
2. -Critically analyse cognitive theories of ASD and how these relate to behaviour
3. -Evaluate current interventions for ASD and their efficacy
4. -Synthesise psychological theory with educational applications
5. -Have an awareness of relevant ethical issues regarding research with vulnerable populations

Teaching Information

Formative assessment:

Support for intervention evaluation in seminar sessions

The unit will be delivered via a mixture of lectures (20 hours) and seminars (10 hours)

Assessment Information

Summative assessment:

A 2000 word evaluation of an existing intervention for ASD (50%) ILOs 1-5

A 2 hour exam (50%) ILOs 1-5

Reading and References

Pellicano, E., Maybery, M., Durkin, K., & Maley, A. (2006). Multiple cognitive capabilities/deficits in children with an autism spectrum disorder:“Weak” central coherence and its relationship to theory of mind and executive control. Development and psychopathology, 18(1), 77-98.

Happé, F. (2005). The weak central coherence account of autism. Handbook of autism and pervasive developmental disorders, 1, 640-649.

Baron-Cohen, S. (1997). Mindblindness: An essay on autism and theory of mind. MIT press.

Jones, C. R., Simonoff, E., Baird, G., Pickles, A., Marsden, A. J., Tregay, J., ... & Charman, T. (2018). The association between theory of mind, executive function, and the symptoms of autism spectrum disorder. Autism Research, 11(1), 95-109

Wallace, G. L., Yerys, B. E., Peng, C., Dlugi, E., Anthony, L. G., & Kenworthy, L. (2016). Assessment and treatment of executive function impairments in autism spectrum disorder: an update. In International Review of Research in Developmental Disabilities (Vol. 51, pp. 85-122). Academic Press.

Volkmar, F. R., Lord, C., Bailey, A., Schultz, R. T., & Klin, A. (2004). Autism and pervasive developmental disorders. Journal of child psychology and psychiatry, 45(1), 135-170.

Constantino, J. N., Kennon-McGill, S., Weichselbaum, C., Marrus, N., Haider, A., Glowinski, A. L., ... & Jones, W. (2017). Infant viewing of social scenes is under genetic control and is atypical in autism. Nature, 547(7663), 340.