SPD 510 GCU Rating Websites About Autism Spectrum Disorders Paper Each student will review 10 websites dedicated to autism spectrum disorders (you may NOT

SPD 510 GCU Rating Websites About Autism Spectrum Disorders Paper Each student will review 10 websites dedicated to autism spectrum disorders (you may NOT use Wikipedia or other similar) and rate them using the provided tool (below). An overall rating is achieved by adding the possible points across the rubric. The range is 5-15 points for a website with 5 being the lowest possible rating (does not meet criteria) and 15 the highest possible rating (meets all the criteria). It is not expected that all websites included in the rubric will receive high scores, and the scores will not have bearing on your grade (other than that they are complete). After rating you will write a paper (see below).

When the review of 10 websites is complete the student will write an introduction and summary.

This paper will comprise approximately 7 pages.

See attachement for detailed instructions for this assignment! AUTISM SPECTRUM DISORDERS
Written assignment formatting and requirements:
•
All papers must be submitted in Times New Roman, 12-point font, double-spaced with one-inch margins
all around.
•
When submitting documents to me electronically please do so in Word. Please put your name on the top of
the “paper” and in the electronic file name, e.g. Lesliebiblio.docx.
•
Please use headings to delineate sections in written work.
•
You must proof read and edit your work such that it is free of mechanical errors in spelling, punctuation,
and grammar—please be aware that spell check does not catch words that are spelled correctly but are not
the word you mean (e.g., principle versus principal).
•
Have appropriate references for all resources used to help you with the assignments. APA style must be
used for your reference page.
Hints on APA Format
When referencing a journal article please note that you only capitalize the first word, proper nouns, and the
first word after a colon or end punctuation in the article title. You capitalize all “main” words in the journal title
and italicize it. Use a hanging indent of 5 spaces for every line after the first.
Volkmar, F. R., Lord, C., Bailey, A., Schultz, R. T., & Klin, A. (2004). Autism and pervasive developmental
disorders. Journal of Child Psychology & Psychiatry, 45(1), 135-170.
When referencing a chapter of a book, do not italicize the chapter title and again only use capitalization for the
first word, proper nouns, abbreviations, and words after end punctuation. Do italicize the book title, and use
capitals as in the chapter title.
Gutstein, S. E. (2003). Can my baby learn to dance? Exploring friendships of Asperger teens. In L. H. Willey
(Ed.), Asperger syndrome in adolescence: Living with the ups, the downs and things in between (pp. 98128). London: Jessica Kingsley Publishers.
If you want to reference class lecture (or multiple class lectures–NOTICE the “a” and “b”):
Daniel, L.S. (2020a). Class lecture on communication. EDSP 400 Introduction to Autism Spectrum
Disorders.
Daniel, L.S. (2020b). Class lecture on social skills. EDSP 400 Introduction to Autism Spectrum Disorders.
In Text Citations
When summarizing information from a source:
The development of friendship and social skills go hand in hand; having certain social skills may be directly
related to children’s ability to develop friendships, but children’s friendships may enhance developing social
skills (Buhrmester & Furman, 1987).
Or (less preferred) Buhrmester and Furman (1987) explained that the development of friendship and social
skills go hand in hand; having certain social skills may be directly related to children’s ability to develop
friendships, but children’s friendships may enhance developing social skills.
When including a direct quote from a source:
The purpose of this paper is to provide an account of how preadolescent boys who carry labels on the autism
spectrum describe friendship and to argue that their understanding perhaps “differs by degrees” but is still
“within the range of normality” (Frith, 1991, p. 25).
If you are quoting more than 40 words (use your computer’s word count function) you will indent the left-hand
side by five points, and include the reference information after the period. For example:
Sacks (1995) explains:
No two people with autism are the same; its precise form or expression is different in every case.
Moreover, there may be a most intricate (and potentially creative) interaction between the autistic traits
and the other qualities of the individual. So, while a single glance may suffice for clinical diagnosis, if
we hope to understand the autistic individual, nothing less than a total biography will do. (p. 250)
———————————————————-The Assignment——————————————————–
Each student will review 10 websites dedicated to autism spectrum disorders (you may NOT use
Wikipedia or other similar) and rate them using the provided tool (below). An overall rating is achieved by
adding the possible points across the rubric. The range is 5-15 points for a website with 5 being the lowest
possible rating (does not meet criteria) and 15 the highest possible rating (meets all the criteria). It is not
expected that all websites included in the rubric will receive high scores, and the scores will not have bearing on
your grade (other than that they are complete). After rating you will write a paper (see below).
How to Rate the Websites (on the chart below)
Perspective:
3 = The site includes the perspective of individuals who live with a diagnosis of ASD and/or their families
as well as professional insight.
2 = The site is entirely the perspective of one individual with a diagnosis of ASD or his family with no
professional insight.
1 = There is no evidence of the perspective of individuals with ASD or family’s perspective.
Positive
3 = The overall tone of the website is positive in that it acknowledges the value of people with diagnoses of
ASD, but offers proactive, positive (non-punitive) approaches for supporting learning and accommodating
individuality when such is desired.
2 = The overall tone of the website is neutral in that it does not celebrate the value of people nor pities those
with a diagnosis of ASD and offers primarily positive (non-punitive) approaches for supporting learning and
accommodating individuality.
1 = The overall tone of the website is negative in that it portrays people with diagnoses of ASD and their
families as objects of pity and/or suggests the use of aversives or punishments to eliminate inappropriate or
“bad” behavior. Note “1 pity “if the tone is one of pity or “1 aversive” if the use of aversives is the reason
you rated the site a 1 under “Positive.”
One of Many
3 = The website describes numerous methods or strategies for teaching and accommodating individuals with
diagnoses of ASD.
2 = The website is dedicated to one method or strategy, but does not indicate that this is the only way that
people with diagnoses of ASD can be taught or accommodated.
1 = The website is dedicated to one method or strategy and suggests that this method or strategy is the only
appropriate method for teaching or accommodating individuals with ASD.
Research
3 = There is research that describes the method(s) or strategy(ies), the particular characteristics of ASD that
individuals for whom the method(s) or strategy(ies) is effective and explanation of how the research applies
to particular situations.
2 = There is evidence that research has been conducted on the method(s) or strategy(ies), but the research
and results are not well-described.
1 = There is no evidence on the website that research has been conducted on the method(s) or strategy(ies).
Person 1st
3 = The entire site uses person 1st language when describing individuals with ASD or is the personal
website of an individual with a diagnosis who states his or her preference for being termed “the autistic” or
other non-person first name (e.g. an “Aspie”). Note “3 personal” if the website is personal and the
individual notes a preference for non-person 1st language.
2 = The site uses a mixture of person 1st and non-person 1st language.
1 = The entire site uses non-person 1st language when describing individuals with diagnoses on the spectrum
and is not the personal website of an individual with a diagnosis who states his or her preference for being
termed “the autistic” or other non-person first name (e.g. an “Aspie”).
Overall Rating
The overall rating is achieved by adding the possible points across the rubric. The range is 5-15 points for a
website with 5 being the lowest possible rating (does not meet criteria) and 15 the highest possible rating
(meets all the criteria). For example:
The Whatever Autism Site
3
3
1
2
2
11
http://www.whateverautismsite.org
Autism Website Rating Tool (copy and paste this chart into your paper)
This also serves as your reference page (Description of ratings follows)
PerspecPositive
One of
Research
Person
Website (name and url)
tive
Many
1st
Overall
Rating
Short Paper
When the review of 10 websites is complete the student will write an introduction and summary (note writing
format requirements in the syllabus).
•
Introduce the review and provide a brief overview of the websites (for example you might say: _, __,
and _ were my favorite websites because they were…; I disliked _ because…; The resources available in
__, __, and __ made them particularly helpful to…; and/or I chose to review __, __, and __ because they
were…and I was interested in learning…).
•
Please tell me one unique thing you learned from each website (for a total of 10 different things
learned). In a new paragraph for each thing you learned:
o Tell me what you learned
o Explain each thing you learned to the reader (don’t just say, “I learned that people with autism
are more likely to blah.” Say that and, “This means they… This is important because… Etc.”
Please note this is where more points are earned!
o Analyze each “thing” you learned for how it builds on or relates to what you’ve learned thus far
in class/in the reading (e.g. This idea might support someone establishing friendships because
it…; or We haven’t learned about this in class, but it might tie to restricted patterns of behavior
in the DSM-V definition of ASD because…; or We explored the __ assessment tool in class; this
tool is a bit like it in that it is a series of 20 questions and…; or something else).
Each different “thing you learned” will comprise at least 1 paragraph (it might be two depending on how
you write). This will result in at least 10 paragraphs.
•
Now wrap up the paper with a concluding sentence or two.
This paper will comprise approximately 7 pages (I don’t give page limits as it depends how you write). The
intro/summary should be stapled behind the website rating that you completed.
See next page for grading rubric
Website Review Rubric
Student Name: ________________________________ Score: _______/50 x 2 = ______/100
Points
Comments &/or
Element
Earned
Justifications
Chart: 10 websites specific reviewed (1 point/site)
Introduces the review (2.5 points)
/10
/5
Provides a brief overview of the websites (2.5 points)
10 things you learned:
 10 (1/site) unique things you learned (0.5pt/=5 pts)
/30
 Explains/describes each “thing” (1.5pt/=15 points)
 Analyzes each thing related to class (1pt/=10 points)
Conclusion: Close the paper (1 point)
/1
Form:
 Information is well-organized and paragraphs are wellconstructed (1 point)
 No more than 2 spelling and/or grammar errors (2 points)
 Format requirements are followed (see syllabus) (1 pt)
/4

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