ABS103 - Working with Families and Teams
| Semester | |
| School | |
| Last revision date | Jan 26, 2026 12:49:15 AM |
| Last review date | Mar 16, 2026 12:15:00 AM |
Subject Title
Working with Families and Teams
Subject Description
Theories, terminology, and applications underlying current approaches to teamwork and working with the families of children with autism spectrum disorders are explored. The focus is on effective collaboration with a multi-disciplinary team, which is essential to successful intensive behavioural intervention. Students develop the interpersonal, job-oriented skills necessary to problem-solve as team members in a flexible, empathetic, resourceful, and productive manner.
Credit Status
One Credit toward the Autism and Behavioural Science Ontario Graduate Certificate Program.
Learning Outcomes
Upon successful completion of this subject the student will be able to:
2. Evaluate and respond effectively to family variables that impact on the treatment of individuals with ASD
3. Interact with child and family with sensitivity and flexibility with regard to culture, race, ethnicity, language, religion and socio-economic status
4. Communicate limitations of their expertise, role, or responsibility to families and service providers and refer to supervisors as appropriate
5. Communicate effectively with clinical supervisors and service providers about the need for services for families of individuals with ASD.
Vocational Learning Outcomes: Autism and Behavioural Science Program
2. Design and implement effective behavioural intervention plans under appropriate supervision and based on the principles of Applied Behaviour Analysis (ABA).
3. Evaluate the effectiveness of behavioural intervention plans based on the principles of ABA.
4. Work collaboratively with families, teams, service providers, and the broader community to respond to the learning and behavioural needs of individuals with ASD.
5. Design, implement, and evaluate as part of a team, ABA based transition plans for individuals with ASD.
6. Comply with established ethical principles and professional guidelines.
7. Provide leadership in the promotion and provision of services to meet the needs of individuals with ASD and their families.
8. Evaluate empirical evidence in order to select appropriate interventions for individuals with ASD.
Academic Integrity
Seneca upholds a learning community that values academic integrity, honesty, fairness, trust, respect, responsibility and courage. These values enhance Seneca's commitment to deliver high-quality education and teaching excellence, while supporting a positive learning environment. Ensure that you are aware of Seneca's Academic Integrity Policy which can be found at: http://www.senecapolytechnic.ca/about/policies/academic-integrity-policy.html Review section 2 of the policy for details regarding approaches to supporting integrity. Section 2.3 and Appendix B of the policy describe various sanctions that can be applied, if there is suspected academic misconduct (e.g., contract cheating, cheating, falsification, impersonation or plagiarism).
Please visit the Academic Integrity website http://open2.senecac.on.ca/sites/academic-integrity/for-students to understand and learn more about how to prepare and submit work so that it supports academic integrity, and to avoid academic misconduct.
Discrimination/Harassment
All students and employees have the right to study and work in an environment that is free from discrimination and/or harassment. Language or activities that defeat this objective violate the College Policy on Discrimination/Harassment and shall not be tolerated. Information and assistance are available from the Student Conduct Office at student.conduct@senecapolytechnic.ca.
Accommodation for Students with Disabilities
The College will provide reasonable accommodation to students with disabilities in order to promote academic success. If you require accommodation, contact the Counselling and Accessibility Services Office at ext. 22900 to initiate the process for documenting, assessing and implementing your individual accommodation needs.
Camera Use and Recordings - Synchronous (Live) Classes
Synchronous (live) classes may be delivered in person, in a Flexible Learning space, or online through a Seneca web conferencing platform such as MS Teams or Zoom. Flexible Learning spaces are equipped with cameras, microphones, monitors and speakers that capture and stream instructor and student interactions, providing an in-person experience for students choosing to study online.
Students joining a live class online may be required to have a working camera in order to participate, or for certain activities (e.g. group work, assessments), and high-speed broadband access (e.g. Cable, DSL) is highly recommended. In the event students encounter circumstances that impact their ability to join the platform with their camera on, they should reach out to the professor to discuss. Live classes may be recorded and made available to students to support access to course content and promote student learning and success.
By attending live classes, students are consenting to the collection and use of their personal information for the purposes of administering the class and associated coursework. To learn more about Seneca's privacy practices, visit Privacy Notice.
Prerequisite(s)
Admission into the Autism and Behavioural Science Graduate Certificate Program.
Topic Outline
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1.
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Strengths approach vs deficits focus |
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2.
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Teamwork - individual differences |
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3.
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Interpersonal communications |
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4.
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Developing teamwork skills |
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5.
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Group problem - solving and decision-making |
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6.
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Cross-Cultural relations and diversity |
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7.
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Family systems theory |
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8.
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Double ABCX theory |
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9.
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Challenging systems family theory |
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10.
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Impact of ASD on family |
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11.
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Culturally sensitive intervention |
Mode of Instruction
Prescribed Texts
You and Others: Reflective Practice for Effectiveness in Human Services, 3rd Edition
By Linda McKinlay & H. Ross, Pearson Education (Allyn & Bacon),
etext - (13 digit: 9780137674510) or 180 day access - (13 digit: 9780137674633
Beyond the Autism Diagnosis, A Professional's Guide to Helping Families, 1st Edition
By Marion O'Brien & Julie Daggett, Brookes Publishing, ISBN#9781557667519
Required Web Readings
The following two articles can be obtained through the Journal of Applied Behavior Analysis (JABA) link http://seab.envmed.rochester.edu/jaba/
1. Allen, K.D., & Warzak, W. J. (2000). The problem of parent nonadherence in clinical behavior analysis: Effective treatment is not enough. JABA, 33 (3), 373-391.
2. Jacobs, H.E. (1991). Ya shoulda, oughta, wanna, or laws of behavior and behavioral community research. JABA, 24 (4), 641-644.
3. The following article can be obtained through a link on the Kids Mental Health Ontario website. http://www.kidsmentalhealth.ca/documents/EBP_autism.pdf Also available in French on this link
4. Perry, A., & Condillac, R. (2003). Evidence-Based Practices for Children and
Adolescents with Autism Spectrum Disorders: Review of the Literature and Practice Guide. Toronto: Children‘s Mental Health Ontario. Read selected sections only:
Section 5.1: Family Stress
Section 5.2: Models of Family Impact
Section 5.3: Siblings
Section 5.4: Family Based Interventions
Section 5.5: Summary Regarding Family Research and Intervention
5. The following article can be obtained through a link on the Ontario Ministry of Education website
https://www.oise.utoronto.ca/adaptivetech/UserFiles/File/Education%20for%20All.pdf
6. Education for All: The Report of the Expert Panel on Literacy and Numeracy Instruction for Students with Special Education Needs, Kindergarten to Grade 6. (2005). Read selected sections only:
Introduction
Historical Context
Today‘s Context
What We Believe
TEAM PROJECT ARTICLE READING
For the team project, your group will be responsible for selecting and reading a research article to support your information/thoughts.
*Can be retrieved from Journal on Developmental Disabilities link on the Ontario Association on Developmental Disabilities (OADD) website.
**Can be retrieved from the Journal of Applied Behavior Analysis (JABA) link.
1. Clare, L., Garnier, H., Gallimore, R. (1998). Parents‘ developmental expectations and child characteristics: Longitudinal study of children with developmental delays and their families. American Journal on Mental Retardation, 103 (2), 117-129.
2. *Jones, J., & Passey, L. (2004). Family adaptation, coping and resources: Parents of children with developmental disabilities and behaviour problems. Journal on Developmental Disabilities, 11 (1), 31-46.
3. **Kohr, M.A., Parrish, J.M., Neef, N., Driessen, J.R., &, Hallinan, P. (1988). Communication skills training for parents: Experimental and social validation. JABA, 21 (1), 21-30.
4. Maurice, C. (2001). Recovery: Debate Diminishes Opportunities. Retrieved from: Association for Science in Autism Treatment (ASAT) website
http://www.asatonline.org/forum/articles/recovery.htm
5. Minnes, P., Nachshen, J., & Woodford, L. (2003). The changing role of families. In I. Brown, & M. Percy. (Eds.), Developmental Disabilities in Ontario 2nd ed. (663-676). Canada: Ontario Association on Developmental Disabilities.
6. *Nachshen, J. (2004). Empowerment and families: Building bridges between parents and professionals; theory and research. Journal on Developmental Disabilities, 11 (1), 67-75.
7. O‘Brien, M. (2007). Ambiguous loss in families of children with autism spectrum disorders. Family Relations, 56, 135-146.
8. *Perry, A., (2004). A model of stress in families of children with developmental disabilities: Clinical and research applications. Journal on Developmental Disabilities, 11 (1), 1-16.
9. Stuart, S. K., Flis, L.D., & Rinaldi, C. (2006). Connecting with families: Parents speak up about preschools services for their children with Autism Spectrum Disorders. Teaching Exceptional Children, 39(1), 46-51.
Online
“Please note that a direct link to purchase a discounted eTextbook will be available as an option to students taking the course online on the first day of access to the course”.
Textbooks and readings above plus
To find out the cost of books and learning material go here.
Any courses not listed on the bookstore webpage do not require any resources for purchase. All resources will be provided by your instructor.
Reference Material
1. Anderson, M. (2007). Tales from the table: Lovaas/ABA intervention with children on the autistic spectrum. London: Jessica Kingsley Publishers
2. Baer, D.M., Wolf, M. & Risley, T. R. (1987). Some still-current dimensions of applied behavior analysis. JABA, 20 (4), 313-327.
3. Bailey, J., & Burch, M. (2006). How to Think Like a Behavior Analyst: Understanding the Science that Can Change Your Life. Mahwah: Lawrence Erlbaum Associates Inc.
4. Brown I., & Percy, M. (Eds) (2003). Developmental Disabilities in Ontario 2nd ed. Ontario Association on Developmental Disabilities.
5. Dubrin, A.J. & Geerinck, T. (2006). Human Relations: Interpersonal, Job-Oriented Skills 2nd Canadian ed. Toronto: Pearson Prentice Hall Inc.
WEB RESOURCES
Access to free online journals
1. Journal of Applied Behavior Analysis (JABA) (link to free on line journal articles) http://seab.envmed.rochester.edu/jaba/
2. Ontario Association for Developmental Disabilities (OADD) (has a link to a free online journal (Journal on Developmental Disabilities) www.oadd.org
Useful websites
1. ABACUS: Help for Parents website (a listing of Autism ABA providers serving Ontario) www.abacuslist.ca
2. ABA International website (Association for Behavior Analysis International (see link to: Consumer Guidelines for Selecting and Evaluating Behavior Analysts Working with Individuals with ASD) http://www.abainternational.org/Special_Interests/AutGuidelines.pdf
3. Autism Ontario website www.autismontario.com
http://www.autismsocietycanada.ca/life_with_asd_resources_families/overview/index_e.html
5. Canadian American Alliance Research Consortium website (ASD-CARC) www.autismresearch.ca
6. Cambridge Center for Behavioral Studies website (see link to: Autism and ABA) http://www.behavior.org/autism/
7. Centre for Childhood Disability Research website www.canchild.ca
8. Conference Board of Canada website www.conferenceboard.ca and
http://www.conferenceboard.ca/education/pdf/emskill.pdf
9. Lovaas Institute website www.lovaas.com
10. Ministry of Children and Youth Services website (see link to: Services for Children with Autism) http://www.gov.on.ca/children/english/programs/needs/autism/index.html
11. Ministry of Education website (see link to: An Explanation of IEP in Ontario)
http://www.edu.gov.on.ca/eng/general/elemsec/speced/iep/iep.html
Student Progression and Promotion Policy
http://www.senecapolytechnic.ca/about/policies/student-progression-and-promotion-policy.html
Grading Policyhttp://www.senecapolytechnic.ca/about/policies/grading-policy.html)
| A+ | 90% to 100% |
| A | 80% to 89% |
| B+ | 75% to 79% |
| B | 70% to 74% |
| C+ | 65% to 69% |
| C | 60% to 64% |
| D+ | 55% to 59% |
| D | 50% to 54% |
| F | 0% to 49% (Not a Pass) |
| OR | |
| EXC | Excellent |
| SAT | Satisfactory |
| UNSAT | Unsatisfactory |
For further information, see a copy of the Academic Policy, available online (http://www.senecapolytechnic.ca/about/policies/academics-and-student-services.html) or at Seneca's Registrar's Offices. (https://www.senecapolytechnic.ca/registrar.html)
Modes of Evaluation
Grading is based on the following marking scheme:
Assignment 1 - Decision Making and Cultural Differences (15%)
Discussion Forum 2 - Choosing a Service Provider (5%)
Assignment 2 - Working with Non-ABA Professionals (15%)
Team Project: Part 1 – Individual Response (5%)
Team Project: Part 2 – Group Response (15%)
Team Project: Part 3 – Treatment Adherence (15%)
Assignment 3 - Interview (15%)
Team Project: Part 4 – Peer Evaluation (5%)
Discussion Forum 3 - Occupational Burnout (5%)