EUQ653 Psychological Theories of Autism Spectrum
To view more information for this unit, select Unit Outline from the list below. Please note the teaching period for which the Unit Outline is relevant.
| Unit code: | EUQ653 |
|---|---|
| Credit points: | 6 |
| Timetable | Details in HiQ, if available |
| Availabilities |
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| Domestic tuition unit fee | $1,350 |
| International unit fee | $1,860 |
Unit Outline: Session-1B 2022, QUT Online, Online
| Unit code: | EUQ653 |
|---|---|
| Credit points: | 6 |
Overview
This foundational unit discusses core features of an autism spectrum, and will support you to develop deeper understanding of the psychological theories of autism. The unit discusses fundamental concepts related to the psychological theories of the autism spectrum that help you develop knowledge about features of autism and their impact on learning. This unit responds to concerns about understanding learners on the autism spectrum, how they learn and how to support their full participation in learning and learning contexts. You will develop knowledge of psychological theories and the influence of co-occurring conditions in order to effectively understand the learning profiles and needs of learners on the autism spectrum in inclusive environments and develop a deeper understanding of adjustments that may be required in learning contexts. This unit builds on content from EUQ652 and is suitable for educators, health, allied health and disability professionals.
Learning Outcomes
On successful completion of this unit you will be able to:
- Demonstrate understanding and knowledge of the psychological theories underpinning core features of the autism spectrum (CLO1.1)
- Apply theoretical knowledge of psychological theories to understand the core features of the autism spectrum and the possible impact on learning within inclusive learning environments (CLO2.1).
- Based on knowledge of psychological theories, critically analyse and reflect on professional practices that support suitable adjustments for learners on the autism spectrum in inclusive learning environments. (CLO2.2, CLO2.4, CLO3.1)
Content
This unit will cover the following topics:
1. An examination of current literature on psychological theories that underpin core features of an autism spectrum including:
- Theory of mind
- Executive function theory
- Central coherence theory
- Empathising-Systemising theory
- Co-occurring conditions.
2. An examination of the impact of psychological theories and co-occurring conditions on features of autism spectrum which influence social thinking and understanding, social communication, organisation of thoughts, self and belongings, planning, goal setting, self-regulation and literacy.
3. An examination of how these theories may influence the implementation of suitable adjustments for learners on the autism spectrum in inclusive learning environments.
Learning Approaches
In this unit you will learn through engaging in the following:
- Recorded lectures;
- Weekly readings;
- Online activities and resources;
- Individual activities related to the application of unit content and preparation for assessment items; and
- Authentic assessment tasks for applying your scholarly knowledge of the unit content in real-world scenarios.
Feedback on Learning and Assessment
In this unit, formative and summative feedback will be provided as follows:
- Feedback from your peers and your facilitator in online activities
- Formative feedback from quizzes and online activities
- Written, timely and constructive summative and formative feedback on your assessment items.
Formative feedback in this unit will include feedback on your analysis of key references and readings designed to support your learning and to provide a foundation for both assessment tasks.
Assessment
Overview
The assessment in this unit enables you to demonstrate your knowledge and understanding of psychological theories that underpin your understanding of features of an autism spectrum. There is one assessment task in this unit.
Assignment 1 requires you to apply your knowledge and understanding of psychological theories that underpin your understanding of features of an autism spectrum in order to better understand adjustments that may need to be made in inclusive environments for learners on the autism spectrum.
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Poster Presentation
Demonstrate your understanding of psychological theories of autism spectrum by developing a poster presentation on a selected topic of interest linked to the psychological theories of an autism spectrum and the impact on learning for learners on the autism spectrum.
Academic Integrity
Students are expected to engage in learning and assessment at QUT with honesty, transparency and fairness. Maintaining academic integrity means upholding these principles and demonstrating valuable professional capabilities based on ethical foundations.
Failure to maintain academic integrity can take many forms. It includes cheating in examinations, plagiarism, self-plagiarism, collusion, and submitting an assessment item completed by another person (e.g. contract cheating). It can also include providing your assessment to another entity, such as to a person or website.
You are encouraged to make use of QUT’s learning support services, resources and tools to assure the academic integrity of your assessment. This includes the use of text matching software that may be available to assist with self-assessing your academic integrity as part of the assessment submission process.
Further details of QUT’s approach to academic integrity are outlined in the Academic integrity policy and the Student Code of Conduct. Breaching QUT’s Academic integrity policy is regarded as student misconduct and can lead to the imposition of penalties ranging from a grade reduction to exclusion from QUT.
Resources
A range of online recommended readings, resources and activities will be provided to support weekly learning
Risk Assessment Statement
There are no out-of-the-ordinary risks associated with general participation in this unit. Workplace Health and Safety protocols associated with computer use will apply.
Students must comply with netiquette guidelines agreed at the outset of the unit and ensure they are professional throughout and respect others in all interactions. Please refer to QUT guidelines on communication.
Unit Outline: Session-3B 2022, QUT Online, Online
| Unit code: | EUQ653 |
|---|---|
| Credit points: | 6 |
Overview
This foundational unit discusses core features of an autism spectrum, and will support you to develop deeper understanding of the psychological theories of autism. The unit discusses fundamental concepts related to the psychological theories of the autism spectrum that help you develop knowledge about features of autism and their impact on learning. This unit responds to concerns about understanding learners on the autism spectrum, how they learn and how to support their full participation in learning and learning contexts. You will develop knowledge of psychological theories and the influence of co-occurring conditions in order to effectively understand the learning profiles and needs of learners on the autism spectrum in inclusive environments and develop a deeper understanding of adjustments that may be required in learning contexts. This unit builds on content from EUQ652 and is suitable for educators, health, allied health and disability professionals.
Learning Outcomes
On successful completion of this unit you will be able to:
- Demonstrate understanding and knowledge of the psychological theories underpinning core features of the autism spectrum (CLO1.1)
- Apply theoretical knowledge of psychological theories to understand the core features of the autism spectrum and the possible impact on learning within inclusive learning environments (CLO2.1).
- Based on knowledge of psychological theories, critically analyse and reflect on professional practices that support suitable adjustments for learners on the autism spectrum in inclusive learning environments. (CLO2.2, CLO2.4, CLO3.1)
Content
This unit will cover the following topics:
1. An examination of current literature on psychological theories that underpin core features of an autism spectrum including:
- Theory of mind
- Executive function theory
- Central coherence theory
- Empathising-Systemising theory
- Co-occurring conditions.
2. An examination of the impact of psychological theories and co-occurring conditions on features of autism spectrum which influence social thinking and understanding, social communication, organisation of thoughts, self and belongings, planning, goal setting, self-regulation and literacy.
3. An examination of how these theories may influence the implementation of suitable adjustments for learners on the autism spectrum in inclusive learning environments.
Learning Approaches
In this unit you will learn through engaging in the following:
- Recorded lectures;
- Weekly readings;
- Online activities and resources;
- Individual activities related to the application of unit content and preparation for assessment items; and
- Authentic assessment tasks for applying your scholarly knowledge of the unit content in real-world scenarios.
Feedback on Learning and Assessment
In this unit, formative and summative feedback will be provided as follows:
- Feedback from your peers and your facilitator in online activities
- Formative feedback from quizzes and online activities
- Written, timely and constructive summative and formative feedback on your assessment items.
Formative feedback in this unit will include feedback on your analysis of key references and readings designed to support your learning and to provide a foundation for both assessment tasks.
Assessment
Overview
The assessment in this unit enables you to demonstrate your knowledge and understanding of psychological theories that underpin your understanding of features of an autism spectrum. There is one assessment task in this unit.
Assignment 1 requires you to apply your knowledge and understanding of psychological theories that underpin your understanding of features of an autism spectrum in order to better understand adjustments that may need to be made in inclusive environments for learners on the autism spectrum.
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Poster Presentation
Demonstrate your understanding of psychological theories of autism spectrum by developing a poster presentation on a selected topic of interest linked to the psychological theories of an autism spectrum and the impact on learning for learners on the autism spectrum.
Academic Integrity
Students are expected to engage in learning and assessment at QUT with honesty, transparency and fairness. Maintaining academic integrity means upholding these principles and demonstrating valuable professional capabilities based on ethical foundations.
Failure to maintain academic integrity can take many forms. It includes cheating in examinations, plagiarism, self-plagiarism, collusion, and submitting an assessment item completed by another person (e.g. contract cheating). It can also include providing your assessment to another entity, such as to a person or website.
You are encouraged to make use of QUT’s learning support services, resources and tools to assure the academic integrity of your assessment. This includes the use of text matching software that may be available to assist with self-assessing your academic integrity as part of the assessment submission process.
Further details of QUT’s approach to academic integrity are outlined in the Academic integrity policy and the Student Code of Conduct. Breaching QUT’s Academic integrity policy is regarded as student misconduct and can lead to the imposition of penalties ranging from a grade reduction to exclusion from QUT.
Resources
A range of online recommended readings, resources and activities will be provided to support weekly learning
Risk Assessment Statement
There are no out-of-the-ordinary risks associated with general participation in this unit. Workplace Health and Safety protocols associated with computer use will apply.
Students must comply with netiquette guidelines agreed at the outset of the unit and ensure they are professional throughout and respect others in all interactions. Please refer to QUT guidelines on communication.