Rehabilitation Psychology and Special Education 405:
Evidence Based Intervention—Students with Autism Spectrum Disorder
with Andrea Ruppar
About this Course
Our course, Evidence Based Intervention: Students with Autism Spectrum Disorder (RPSE 405) with Dr. Ruppar, will be offered online this summer 2017.
This one credit module will provide an overview of evidence-based academic and behavioral interventions for students with autism spectrum disorders. Emphasis will be placed on intervention implementation as well as analysis and interpretation of intervention effects on core autism symptoms (i.e., communication, social skills, and behavior). Some additional topics that will be covered include the use of naturalistic versus contrived teaching arrangements and the inclusion of students with ASD in the general education setting.
June 19 –
Meet Your Professor
Rehabilitation Psychology & Special Education (RPSE)
Dr. Ruppar’s research focuses on building the capacity of schools and teachers to provide meaningful, evidence-based, inclusive education for students with the most significant disabilities. This includes multiple disabilities such as intellectual disability and autism. She earned her Ph. D. from the University of Illinois in 2011 and completed a post-doctoral traineeship at the University of Florida. In her recent work, she has examined:
- Adolescents’ access to literacy and communication;
- The role of teachers in promoting access and involvement in the general curriculum within inclusive contexts; and
- The development and evaluation of expertise among teachers of students with the most significant disabilities.
A former K-12 special educator, Dr. Ruppar is particularly interested in the influence of the social context of teachers’ workplaces on decision-making. She is the past recipient of the Council for Exceptional Children Student Research Award in the area of qualitative methodology, and the American Educational Research Association Special Education SIG Student Research Award. Her work is published in peer-reviewed journals and she is regularly invited to lead workshops across the country on promoting access to inclusive literacy instruction for students with significant disabilities and autism. (source)