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BVMT11-102: Autism Spectrum Disorders: Theories to Evidence-Based Educational Practice May 2017 [Standard]

General information

This subject will familiarise students with research which drives clinical understanding of the prominent definitions and conceptualisations of autism spectrum disorders in children and adolescents. The focus will be on assisting students to examine and evaluate this research to gain an in-depth knowledge of the core autism-based impairment areas and the ways in which these impact on child/adolescent academic learning, social integration, and behaviour. This subject will also explore generic educational approaches developed to assist children/adolescents with an autism spectrum disorder to comprehend the social demands they confront in the school and home environments and learn specific strategies for dealing with these demands in a positive manner.


Academic unit:Faculty of Society & Design
Subject code:BVMT11-102
Subject title:Autism Spectrum Disorders: Theories to Evidence-Based Educational Practice
Subject level:Undergraduate
Semester/Year:May 2017
Credit points:10

Delivery & attendance

Delivery mode:



Prescribed resources:
  • Roth, I. (2010). The Autism Spectrum in the 21st Century: Exploring Psychology, Biology and Practice. London: Jessica Kingsley Publishers
After enrolment, students can check the Books and Tools area in iLearn for the full Resource List.
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Enrolment requirements

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Assurance of learning

Assurance of Learning means that universities take responsibility for creating, monitoring and updating curriculum, teaching and assessment so that students graduate with the knowledge, skills and attributes they need for employability and/or further study.

At Bond University, we carefully develop subject and program outcomes to ensure that student learning in each subject contributes to the whole student experience. Students are encouraged to carefully read and consider subject and program outcomes as combined elements.

Program Learning Outcomes (PLOs)

Program Learning Outcomes provide a broad and measurable set of standards that incorporate a range of knowledge and skills that will be achieved on completion of the program. If you are undertaking this subject as part of a degree program, you should refer to the relevant degree program outcomes and graduate attributes as they relate to this subject.

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Subject Learning Outcomes (SLOs)

On successful completion of this subject the learner will be able to:
  1. Display knowledge of the key diagnostic features and impairment domains of ASD.
  2. Display knowledge of key interview and observational methods for assessing individuals with an ASD.
  3. Display familiarity with the key educational and therapeutic interventions developed for individuals with an ASD.


Assessment details

TypeTask%Timing*Outcomes assessed
*Class Participation Participation 10% Ongoing 1, 2, 3.
Essay Literature Review 30% Week 5 1, 2, 3.
Essay Professional Response Report 30% Week 8 2.
Written Report Intervention Evaluation 30% Week 12 1, 3.
  • * Assessment timing is indicative of the week that the assessment is due or begins (where conducted over multiple weeks), and is based on the standard University academic calendar
  • C = Students must reach a level of competency to successfully complete this assessment.

Assessment criteria

High Distinction 85-100 Outstanding or exemplary performance in the following areas: interpretative ability; intellectual initiative in response to questions; mastery of the skills required by the subject, general levels of knowledge and analytic ability or clear thinking.
Distinction 75-84 Usually awarded to students whose performance goes well beyond the minimum requirements set for tasks required in assessment, and who perform well in most of the above areas.
Credit 65-74 Usually awarded to students whose performance is considered to go beyond the minimum requirements for work set for assessment. Assessable work is typically characterised by a strong performance in some of the capacities listed above.
Pass 50-64 Usually awarded to students whose performance meets the requirements set for work provided for assessment.
Fail 0-49 Usually awarded to students whose performance is not considered to meet the minimum requirements set for particular tasks. The fail grade may be a result of insufficient preparation, of inattention to assignment guidelines or lack of academic ability. A frequent cause of failure is lack of attention to subject or assignment guidelines.

Quality assurance

For the purposes of quality assurance, Bond University conducts an evaluation process to measure and document student assessment as evidence of the extent to which program and subject learning outcomes are achieved. Some examples of student work will be retained for potential research and quality auditing purposes only. Any student work used will be treated confidentially and no student grades will be affected.

Study information

Submission procedures

Students must check the [email protected] subject site for detailed assessment information and submission procedures.

Policy on late submission and extensions

A late penalty will be applied to all overdue assessment tasks unless an extension is granted by the subject coordinator. The standard penalty will be 10% of marks awarded to that assessment per day late with no assessment to be accepted seven days after the due date. Where a student is granted an extension, the penalty of 10% per day late starts from the new due date.

Policy on plagiarism

University’s Academic Integrity Policy defines plagiarism as the act of misrepresenting as one’s own original work: another’s ideas, interpretations, words, or creative works; and/or one’s own previous ideas, interpretations, words, or creative work without acknowledging that it was used previously (i.e., self-plagiarism). The University considers the act of plagiarising to be a breach of the Student Conduct Code and, therefore, subject to the Discipline Regulations which provide for a range of penalties including the reduction of marks or grades, fines and suspension from the University.

Bond University utilises Originality Reporting software to inform academic integrity.

Feedback on assessment

Feedback on assessment will be provided to students within two weeks of the assessment submission due date, as per the Assessment Policy.

Disability support

If you have a disability, illness, injury or health condition that impacts your capacity to complete studies, exams or assessment tasks, it is important you let us know your special requirements, early in the semester. Students will need to make an application for support and submit it with recent, comprehensive documentation at an appointment with a Disability Officer. Students with a disability are encouraged to contact the Disability Office at the earliest possible time, to meet staff and learn about the services available to meet your specific needs. Please note that late notification or failure to disclose your disability can be to your disadvantage as the University cannot guarantee support under such circumstances.

Subject curriculum

Historical basis to an evolving concept of ASD

Psychological explanations for ASD

Biological explanations for ASD

Multimodal procedures for conducting individualised assessments for ASD

Clinical and practical considerations for conducting assessments of individuals with an ASD

Key models for exploring student need and gaining access to appropriate resources within the school context

Frameworks and strategies for delivery of individualised support to students with an ASD

Models for determining evidence-based treatments for ASD

Developing individualised approaches to assisting individuals with an ASD

Experiences of parents and siblings of individuals with an ASD

Factors which faciliate resilience and positive mental health

Approved on: May 8, 2017. Edition: 1.1