Infancy and Autism: The first 18 months with a focus on social-cognitive development
HYBRID CLASS: Please note that you will need a computer, internet, library access for this course. You will need a computer with a microphone. IMPORTANT NOTE ON LINKS. If links do not work when you click on them, try copying the link into your browser. If that does not work, kindly contact your professor by email* (* Note: rules on email at end of this syllabus).
You will need a binder and a notebook for this class. This binder and notebook should not be combined with your other classes. You may be asked to hand in your notebook and binder to your professor over the course of the semester.
You may also see many videos on YouTube Channel and will need access to YouTube and this blog, as well as internet connection in general.
www.youtube.com/user/professorstriano
** The syllabus on listed on the blog (as opposed to the one you will be given on the first day of class) is updated regularly. Look for changes, announcements, and notes.
Infancy & Autism: will cover social cognitive development mainly in the first 18 months, with a focus on typical development and autism. Topics included face and voice processing, expressions, biological motion, babbling, joint attention, learning, media, and technology. Course will cover some of what we know about the early detection and intervention of autism, and how are these findings rooted in early human infancy. We will read peer reviewed empirical research papers and also have some internationally renowned guest speakers via on-line and/or live talks. Students will write and critique proposals for research project. They will also be critiquing and reading current literature and finings from journals and the news. Students will also learn about the basics of coding infant behavior and research design for infant studies.
NOTE ON HOW TO READ THE SYLLABUS. TOPICS ARE WHAT WE WILL COVER ON THE DATE LISTED. HOMEWORK LISTED ARE DUE THE FOLLOWING WEEK UNLESS OTHERWISE SPECIFIED.
1 February Tuesday (in class).
Overview of class. Infancy and Autism.
Contingency
Faces, voices
Dyadic and triadic interaction
Homework:
Review the syllabus. If there are any questions, bring these to class next week.
Today in class we learned about some studies demonstrating developing social cognitive skills in typically developing infants. Read the following supporting materials:
* Striano, T., Stahl, D., & Cleveland, A. (2009). Taking a closer look at social and cognitive Skills: A weekly longitudinal assessment between 7 and 10 months of age. European Journal of Developmental Psychology, 1, 567-591.
* Striano, T., Stahl, D., Cleveland, A., & Hoehl, S. (2007). Sensitivity to triadic attention between 6 weeks and 3 months of age. Infant Behavior and Development, 30(3), 529-534.
* Parise, E., Cleveland, A., Costabile, A., & Striano, T. (2007). Influence of vocal cues on learning about objects in joint attention contexts. Infant Behavior and Development, 30(2), 380-384.
* Striano, T. & Bertin, E. (2005). Coordinated affect with mothers and strangers: A longitudinal analysis of joint engagement between 5 and 9 months of age. Cognition and Emotion, 19(5), 781-790.
* Henning, A. & Striano, T. (2004). Infants’ sensitivity to interpersonal timing. In L. Berthouze, H. Kozima, C.G. Prinz, G. Sandini, G. Stojanov, G. Metta, & C. Balkenius (Eds). Proceedings of the Fourth International Workshop on Epigenetic Robotics, 145-146, Lund University Cognitive Studies
ASSIGNMENT 1: Now that you have some background in early social cognition, do a literature search via databases at Hunter College Library and on Google Scholar.
Answer the following question and develop a voice thread presentation. ** What is the evidence that infants under 24 months, and at risk for autism, or with autism, are impaired in the processing of facial cues? of vocal cues, and of interpersonal contingency?
What methods were used to demonstrate these effects? What possible interventions are suggested based on these papers?
Locate 5 to 10 peer reviewed references (published between 2000 and 2011) in the journal Child Development, Developmental Science, Developmental Psychopathology, Journal of Autism and Developmental Disorders, European Journal of Developmental Psychology, Infancy, Cognition, Social Cognitive and Affective Neuroscience, Nature, or Science. Your presentation should include at leat 4 of these sources.
Post your video thread presentation prior to class. ASSIGNMENT 1.
8 February (in class).
Review and discuss and solve any question regarding the syllabus. This class cannot be made up (see below).
Infancy and Autism.
Oral presentations: Present your voice thread presentation. Class will critically review your presentation (in class and on-line) Be prepared to lead discussion on your findings.
15 February (on-line)
On YOU TUBE station view Technology in Treatment of Autism (Linda Haymes)
HOMEWORK: Learning from media in infancy and in autism. Do an internet search on education products availble for children with autism. Based on what you have learned about contingency, processing of facial, vocal and motor skills, do a critical analysis of 5 media products (videos, CDs, DVDs, games, aps) that you find.
Develop a voice thread presentation (up to 10 slides) and tell us what you found and the pros and cons (based on the research) of each product. If you were the Head of the GUIDE of TECHNOLOGY for CHILDREN WITH AUTISM, which products would you promote – why and why not. Base your responses on peer reviewed research. cite those sources in your presentation.
22 February (on-line).
Watch Autism Sibling Series 1 to 5.
Homework: Answer on BLOG, what are the early risk factors and what does Dr. Nelson propose to do?
Read:
Hoehl, S., Wiese, L., & Striano, T. (2008). Young infants’ neural processing of objects is affected by eye gaze direction and emotional expression. PLOS One, 3(6), 1-6
Hoehl, S., Reid, V.M., Mooney, J., & Striano, T. (2008). What are you looking at? Infants’ neural processing of an adult’s object-directed eye gaze. Developmental Science, 11(1), 10-16
Striano, T., Chen, X., Cleveland, A., & Bradshaw, S. (2006). Joint attention social cues influence infant learning. European Journal of Developmental Psychology, 3(3), 289-299
HOMEWORK: What are the pros and cons of each of the methods used in the above studies. How might you have designed the studies differently?
What other cues do you think might assist in infant learning (under one year)? Do a literature search on these cues. Read 5 of the peer reviewed papers that you found. Bring these references to class (in you binder/folder), in 5oo words or less, post your findings on the blog as well as the references that you found (post references in APA style). Come to class prepared to discuss your findings.
1 March (in class): Learning in infancy. Joint Attention: lecture and discussion.
8 March (on-line) Watch You Tube: Part 1, 2, 3 Identifying risk for ASD. (Ami Klin)
ASSIGNMENT 2: What is known about the ways that infants at risk for autism look at faces? What is known about the relation among looking at mouth versus eyes and autism? (from the video clips) answer in 300 words or less
15 March (on-line): Interventions for children with autism
Watch Interventions for children with autism.
Find 3 links in the media (NY times, WS journal, Science Daily) on interventions for autism. Read the article and post it under Assignment 3.
Answer the following on the blog – what is your opinion about the intervention that you read about? What are the pros and cons on of the intervention (300 words or less)
Wo
22 March (on-line). Present Title and summary of your final video project. You will be wo
29 March (on-line)
5 April (in class). Guest lecture (MG)) and discussion about developing stimuli and studies for infants and infants at risk for autism.
12 April (on-line). Read PARADIGMS. Develop a question and an eye tracking or behavioral paradigm to investigate a new question regarding infant social cognition in the first year and to compare two groups of infants (typical development and infants at risk for autism).
What is your method? Develop at least two stimuli or experimental situations. What are your predictions and why, based on the literature? If you predict differences in the typically developing group and group at risk for autism, what will you do with your findings? can these be used to aid in early intervention? Why or why not? If yes, how might this be applied? Develop 10 slides on this project and post these on the blog.
**************17 to 26 No class Spring recess (Sunday-Tuesday)
3 May Voice Thread Projects Due (on-line) 10 slides.
HOMEWORK: We have 1 million dollars and not enough funds for every project. Now is your chance to play “devil’s advocate” Critique 3 voice thread projects). Post your critique. It should include: Is the question well defined? Is the question important (and supported with literature) is the method new? Is the literature appropriate? Is the method valid? Are the correct controls employed? Overall, what is your evaluation. Should this project be funded? You make the decision. Why or why not?
10 May Voice Thread Projects Critiques Due today (on-line)
17 May Final papers due; discussion and oral presentations (in class)
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Contact:
If it is impossible to call my office, you may contact me by email: tstriano@hunter.cuny.edu
Please note that emails may be read first by an assistant. It is important that emails are written in a professional and effective way. If a professional request is not provided, the request will be deleted by an assistant and you will not obtain a response.
Directions on emailing: In the subject heading of your mail write: INFANCY AUTISM CLASS Any email which does not have appropriate heading will be deleted by an assistant. In your email clearly write the reason for your request or correspondence (see examples provided below).
A serious problem: Problems and unforeseen or unfortunate circumstances do occur on rare occasions. Under some circumstances, you may encounter a serious personal problem or situation that prevents you from completing the course or from completing your individual assignments. In these cases, please contact your academic advisor who will advise you if you should seek professional attention. Your advisor can also discuss whether you should withdraw from the course, take an incomplete, or CR. It is your responsibility to seek out the appropriate support and guidance so that you can excel in your coursework at your own pace.
Ill and contagious: In this case, please call my office prior to the class and inform me that you will not be present. A doctor’s note is advisable. There are no makeup assignments, but everyone is able to do one extra-credit assignment, counting for up to 100 percent credit for the missed class. This extra credit will be applied toward Class Participation Score.
Calling: If telephone call is not received, please leave a clear and coherent message. Include your name, telephone number, exact reason for your call, and then repeat your phone number one more time.
Example of a proper and professional email:
To Tricia Sriano
From John Smith
Date April 28, 2008
Subject: INFANCY AUTISM CLASS
Dear Professor Striano,
I enjoyed the class yesterday on experimental design. I think that I have a good idea on a new method for my project. I would like to discuss this idea with you. I think the meeting will take 30 minutes. Would it be possible to arrange an appointment for Wednesday 4th at 11 am, or on Thursday 5th at 2 pm? If these times are not convenient for you, could you suggest a more convenient one? Thank you very much.
Sincerely,
John Smith
Improper and unprofessional email:
To Tricia Sriano
From John Smith
Date April 28, 2008
Subject: John here!
Hey Prof!
John from your class here Prof, so sorry that I missed class yesterday. I had to work overtime at the gym because Susan my colleague has morning sickness. Can you let me know what I missed? If I don’t hear back, I’ll just drop by your office Be sure to listen or me knocking on your door. See ya next week Prof! You are the best! I have to work the next 4 classes, but will check in with you soon! John
Prepare for disaster: Find 2 class partners on the first day of class. Did you forget to take notes? Did your computer crash the day before the assignment is due? Call your CLASS PARTNERS and figure out a solution. Obtain your class partner’s contact information such as phone number and email before rather than after disaster strikes. Store your partners’ contact information in your cell phone and on paper. Plan ahead.
Grading Policy: According to guidelines set forth by Hunter College
During or in relation to class, it is not advised to:
1. provide written or verbal excuses in person or in writing (especially ”emergencies” ). Here is an example (in red), “I could’t come to class because my great grandmother broke her hip and I had to make her chicken soup“ In this case, it is better just not to come to class (minus 1/3) than not to come AND provide a written excuse (minus 2/3).
2. leave notes under professor’s office door or leave notes with assistants
3. hand in assignments at a time except during class when asked by professor, or unless advisedotherwise by your professor or teaching assistant
4. arrive late
5. use the internet or phone during class
6. skip class
7. fall asleep or put your head on the desk
8. write unprofessional emails or letters or phone messages
9. come to office without an appointment, unless during office hours
10. treat your classmates or professor in an unprofessional or disrespectful manner (yawning, chewing gum, clicking pens, texting etc.)
11. ask for extra time for assignments
12. fail to show up for class or fail to do assigment and end up in a state of confusion, leading to questions, confusion and possible tears and drama. Review the syllabus very carefully during first week of class. If there are any questions, bring these to class on week 2. These will be resolved in class and the syllabus will be updated accordingly.
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One third of your final grade is reduced for each occurrence of the above. For each individual occurrence. For one occurrence, an A goes to A minus, a C plus to a C. For two, an A goes to B+ etc.
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