+1 862 207 3288 Team Discussion Assignment Overview:
These instructions provide your team with a framework for your discussion. This discussion forum provides you with an opportunity to share
ideas related to the lesson discussion readings and your own experiences.
Step 1. When you connect as a Team, select a Team Leader for your Lesson 2 Discussion. Your team leader will be responsible for:
• Submitting your Team Discussion Summary to the Lesson 2 Team Discussion Blackboard assignment link on behalf of your group.
Step 2. Decide how you would like to assemble your Team Discussion Summary. Previous Teams have found that using a GoogleDoc is an effective
way to develop your Discussion Summary. This decision is up to you – teams have also used the Adobe Connect collaborative resources to
compile their team summary.
Step 3. The Team Leader should create a document entitled: TeamName-DiscussionLesson (for example, if your assigned Team name is Group J,
Team 1, you would name your document: Team J1 – Discussion Lesson 2).
• At the top of your document, include the names of each of your Team members who were present and contributed in your Team meeting.
Your Discussion Team meeting for Lesson 2:
Record your Team Discussion Meeting. Each team has been assigned a Team Leader who will be responsible for recording the team meeting. Ensure
that the red Record notification appears in the upper right corner of your screen during your team meeting. Each team meeting must be
recorded using the Adobe Connect record feature in order to receive credit for your meeting.
Discuss the following questions within your group:
• Each member of the team should select a different reading from the supplemental reading list. (See Lesson 2 Readings.)
• When reviewing your article, summarize briefly what it was about, and consider 1-2 questions that it prompted you to consider as a result
of reading it. Bring that summary and questions to consider for the team discussion.
• In this Lesson, each reading is about a different perspective of people who often care for individuals with autism (parents, teachers,
interventionists, speech-language pathologists, etc.). In your discussion of your different articles consider what you learned that was new
about your perspective, and how it might change the way you think about that individual’s role in the life of an individual with autism. So,
for example, if you had the parent perspective, and you learned about some research on parents, did that change the way you look at the role
of parents in the lives of their child with autism? What would you do or recommend differently for a parent of a child with autism as a
result of learning about this research?
• In this first discussion, you also want to share with each other your interview questions that you have begun to prepare for the interview
assignment. All team members should review each other’s interview questions to give feedback and provide clarifications on questions, when
needed. It can also serve as a way to give each other ideas about questions that you hadn’t already considered for your own interviews.
Develop a Brief Team Discussion Summary:
• Write a brief, 1-2 page summary of your group discussions for this lesson.
• Team Leaders, submit the summary to your instructor via the lesson assignment link in Blackboard.
each member of your Discussion Team should pick a different reading from the following:
• Parent:Milshtein, S., Yirmiya, N., Oppenheim, D., Koren-Karie, N., & Levi, S. (2010). Resolution of the diagnosis among parents of
children with autism spectrum disorder: Associations with child and parent characteristics.Journal of Autism and Developmental Disorders, 40,
89-99. [Link to: Milshtein et al. 2010]
• Teacher:Bruening, D. (2011). Translating assessment results into intervention plans. In McCoy (Ed.).Autism from the Teacher’s
Perspective. Love Publishing Co, Denver, CO. Link to: Bruening 2011]
• Interventionist:Elfert, M., &Mirenda, P. (2006).The experiences of behavior interventionists who work with children with autism in
families’ homes.Autism, 10(6), 577-591. [Link to: Elfert and Mirenda 2006]
• School Psychologist:Caterino, L., & Mahoney, J. (2011).Evidence-based procedures for the assessment of children with autism.In McCoy
(Ed.) Autism from the Teacher’s Perspective. Love Publishing Co., Denver, CO. [Link to: Caterino and Mahoney 2011]
• Speech Language Pathologist: Farnsworth Diehl, S. (2003). The SLP’s role in collaborative assessment and intervention for children
with ASD.Topics in Language Disorders, 23(2), 95-115. [Link to: Farnsworth 2003]
here have been some questions about ePortfolios and Field Notes, so I am attempting to address those questions here. Please read this message
completely and follow up with your Group Co-Instructor if you have questions.
Digication ePortfolio and Field Notes
In SPE 521, you will assemble an ePortfolio (which will be created using Digication) and will be comprised of your assignment artifacts and
Field Notes in SPE 521. Your ePortfolio can be of value as you continue your studies and preparation throughout your program, during your
supervised field experience to attain your BCBA and/or Teaching Certification (and beyond). For all of those in the M.Ed. program, your
ePortfolios will also serve as the foundation for your culminating project in the Capstone course.
Since I have received some frequently asked questions (FAQs) about ePortfolios and Field Notes, I am listing those here with responses…
FAQ: I notice there is a section of my ePortfolio for “Field Notes.” What are Field Notes?
The objective of the Field Notes component of our course and Program is to shape your awareness and application of specific CEC Standards
(outlined in our syllabus for SPE521) and BACB TaskList content areas and Compliance Code considerations, and to provide opportunity for
interaction with your instructional team of instructors. In the foundation level courses, students begin to use Field Notes as an informal
way to make notes on observations and experiences during the lessons. As you progress to the advanced tier of courses, we refine this process
to include a more granular focus on the course and Program objectives – as they relate to these professional standards. Your Field Notes
remain to a large extent, unique to your own, individual experience and perspectives, but need to be rooted in your recognition that the goal
of our work together is to ensure student mastery according to the objectives outlined in these professional training content areas. Though
the words “Field Notes” could imply a variety of potential types of information, Field Notes are not the same as “Clinic Notes” on your
students’ / clients’ performance and are also not weekly logs of thoughts and feelings – instead, they should consist of your observations of
your progress toward mastering professional objectives.
FAQ: What is the ‘correct answer’ to Field Notes?
Unlike a multiple-choice exam that may have a single, ‘best response’ – with Field Notes – you are not searching for ‘THE’ correct answer.
Through your Field Notes, you will demonstrate your awareness and understanding of the professional standards (CEC Standards and BACB Task
List Content Area) – as you consider the relationship of your studies and activities during each Lesson. You are not striving to identify a
specific ‘correct’ CEC Standard or BACB TaskList content area objective for a specific Lesson – but rather are demonstrating your
understanding of how these Standards and Objectives relate to your studies. Rather than listing TaskList content area objectives that have
been aligned with a particular Lesson – when composing your Field Notes, provide a substantive rationale for how and why your study and
activity during the lesson relate to specific Task List content areas. The Field Notes component is intended to be an interactive
instructional resource for you — rather than an ‘exam’.
FAQ: How long should Field Notes be?
There is not a specific word count or desired page length for your Field Notes – this is an exercise that you determine how best to convey
your consideration of the CEC Standards or BACB TaskList objectives as related to your studies and activity during the Lesson. A helpful
approach is to be sure to substantiate your association of the Standards and Objectives rather than merely listing objectives. Your notes
need not be lengthy – a paragraph or two can be effective. You may choose to vary the length and approach that you take each week – based on
your focus and activity. This is an opportunity to interact with your instructional team – to receive input from your Co-Instructor on your
observations. This is a formative exercise rather than a summative assessment – your instructors will provide you with feedback on refining
your approach.
In addition to your alignment with the CEC Standards and BACB TaskList and Compliance Code, your Field Notes may also include reflection on
information that you learned in each lesson– or new perspectives. Note areas that you would like to study in more depth. Questions and ideas
that emerge from your work during the Lesson might also be included. Consider application of the content covered in the Lesson. Reflect on
your assignment preparation and activities. Your co-instructor will provide feedback on your field notes – answer questions – make
suggestions for future areas of focus — with the ultimate objective of providing you individualized support toward your continued study and
preparation as a behavior analyst.
FAQ: Submitting ePortfolio Assignments
Before you get started with your ePortfolio assignments, please be sure to click on the link “DigicationePortfolio” in the maroon menu bar in
our course site and peruse all of the instructions provided for each step in the ePortfolio creation and assignment submission process. The
more you can explore and familiarize yourself with all of the instructions provided in that resource area, the more likely you will have a
smooth ePortfolio assignment submission experience.
The process of submitting your ePortfolio for review may differ from your previous experience with an ‘assignment submission’ process. In
Blackboard for example, when we submit an assignment – we typically UPLOAD a file from our computer to the Bb dropbox. When you submit our
ePortfolio for instructor review and feedback – rather than uploading an actual file – you are merely pointing your instructor to the pages
of your ePortfolio for review. You will have already uploaded your file or typed your notes directly into your ePortfolio. Submitting your
weekly ePortfolio field notes for review – consists of ‘pointing’ to your ePortfolio Page – and indicating to your instructor that it is
ready for review and feedback. This process is illustrated in the DigicationePortfolio link on our Bb course site — the key steps have been
highlighted in yellow. Though you may have used other approaches to submit your ePortfolio assignments in previous courses–We encourage you
to review the illustrated Assignment Submission instruction sheet.This is a process that you will use throughout the remaining courses in
your Program and once you become acquainted with the process, I am confident that you will find the submission process consists of a few
quick clicks. If after reviewing the instruction sheet you have questions please post to the Virtual Office – or send your Group Co-
Instructor a note – they would be glad to assist!
Is the ePortfolio and/or Field Notes optional?
No. The ePortfolio and Field Notes are both required in this course.
SPE 521 ePortfolio Assignments
Here is a quick summary of your ePortfolio activity in SPE 521 (also detailed in our course schedule and syllabus):
• Lesson 1 – Create your ePortfolio from the SPE 521 course template, add your Professional Bio, and Submit your ePortfolio for review
using the Digication Assignment feature.
• Lessons 2-6 – Submit all of your major assignments completed for the Lesson (see course schedule).
• Lesson 7 – Wrap-Up — Submit your entire, completed ePortfolio. Your ePortfolio should now contain all of your course artifacts and
feedback that you have received on your assignments.
