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Autism: Perspectives from Developmental Science

PSYCH-GA.3405, Fall 2012
Place: Meyer 307
Time: Tuesday 12:00-2:00
Instructor: Athena Vouloumanos (athena.vouloumanos@nyu.edu)
Course Objectives
The focus of this course is on understanding the biological and psychological basis of
autism spectrum disorders (ASD). Based in theories linking biology to psychological
functions, we will examine perceptual, conceptual and social development in children
diagnosed with ASD and in their younger siblings who are at elevated risk for ASD. The
course will be conducted through weekly readings, presentations, and discussion.
Materials
All readings will be available on-line on Blackboard as pdf files.
Class format

Introduction to the topic

Two student presentations and class discussion

Wrap-up
Requirements & Evaluation
Presentation of Articles and Discussion 50%
Aims & evaluation:

Practice public speaking.

Clearly convey the salient theoretical and empirical points of readings.

Integrate readings on a particular topic, pulling out congruent and incongruent

points.

Practice critiquing articles and posing provocative questions.

Lead discussion and handle questions.

Presentation format:

Presentations are informal. If you prepare slides, they should just remind you of
salient points.

Each group of readings will be presented and discussed for roughly 45 minutes.

If you build your presentation in PowerPoint or Keynote, use large (>36 Level 1,
>32 Level 2), sans serif fonts (e.g., Arial) on a white background. Keep text to a
minimum. Animate if it adds to clarity. Include figures, movies, or illustrations to
clarify if needed, not to embellish. Make sure to email your presentation to the
instructor before class.
Presentation content

What did we know before this paper (background)?

For theoretical papers: What is their argument? What is the evidence for it? What
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still needs to be explained?

For empirical papers: What did they do? What did they find? What do they think
the findings mean?

How do their findings or arguments fit with the rest of the literature?

What does this paper add to our knowledge in the field?

What do you think about their interpretation?

Bring at least 3 questions/thoughts to motivate class discussion.

Class Discussion 25%
Aims & Evaluation:

Respond to readings with thoughtful comments, questions, or suggestions.

Share ideas.

Practice public speaking.

Format

Bring 2-3 questions per group of readings to each class.

Thought Papers 25%
Aims & Evaluation

Demonstrate mastery of the course material.

Make a novel observation, analysis, or proposal.

Practice concise and cogent writing.

Format

Write 1-2 double-spaced page(s) with 1-inch margins and Times New Roman,
Arial, or Helvetica 12-point font. There is no need to write more. Email the paper
in .doc, or .docx, formatdo not submit a hard copy. Briefly summarize the
relevant background, but spend most of the paper outlining a novel observation,
analysis or proposal.

Papers are due before class on: October 2, October 30, December 4.
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Overview of Topics
Some established academic players:
Simon Baron-Cohen [Cambridge]
Geraldine Dawson [UW, Autism Speaks]
Uta Frith [UCL]
Francesca Happ [Kings College]
Ami Klin [Emory]
Catherine Lord [Cornell Medical]
Sally Ozonoff [UC Davis]
Marian Sigman [UCLA]
Helen Tager-Flusberg [BU]
Fred Volkmar [Yale]
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