A note on the following two graphs:
1. 1993 was the third year that autism was a distinct disability category in Montana education rules. Prior to 1991, students with autism had been labeled as having an intellectual disability.
2. 2000 was the first year that students with Asperger's were eligible to be identified as having autism. Previous eligibility criteria has specifically excluded students who had Aspergers.
3. 2001 was the first year that students aged 3-5 could be labeled as having autism. Previous to that year, all students aged 3-5 could only be labeled, "Child With a Disability."
The identification of two new biomarkers could help medical researchers identify autism spectrum disorders (ASD) in children as young as nine months old – one year earlier than the average screening age.
According to lead author Carole A. Samango-Sprouse, an associate clinical professor of pediatrics at George Washington University, head circumference and head tilting reflex are reliable ways to determine whether or not children between the ages of 9 and 12 months could be autistic.Read more at http://www.redorbit.com/news/health/1113122246/autism-biomarkers-for-infants-041614/#rreltW2Zxduj6Wp1.99
PANDAS may be quite rare. But some evidence suggests it could account for as many as 1 in 10 new cases of OCD in children each year. We simply don’t know for certain, as the majority of cases may go undiagnosed.
Typically, children affected by PANDAS have a dramatic – even overnight – onset of symptoms. This can include one or more new movement or vocal tics, as well as obsessions or compulsions or both. Some affected children become noticeably moody and irritable, have more difficulty separating from loved ones, experience a change in eating patterns or begin having trouble sleeping or controlling the bladder.
Autism Speaks Autism Treatment Network (AS-ATN) is pleased to announce the release of its latest resource for families from the ATN/AIR-P: a video and accompanying social narrative to help prepare individuals with autism for visits to the eye doctor, which can often be very difficult and uncomfortable experiences.
The video Vision Exams for Individuals with Autism and accompanying social narrative lead families and caregivers through a visit to the optometrist’s office and a full, step-by-step vision exam. These tools can also provide insight into preparing ahead of time to make the visit as smooth, anxiety-free and productive as possible. This video is also appropriate for optometrists who are not familiar with autism.
Children born to obese fathers, but not obese mothers, may have a slightly higher risk of autism than kids with thinner dads, a large new study suggests.
Researchers found that of nearly 93,000 Norwegian children they followed, those born to obese dads had double the risk of developing autism. But the odds were still small: just under 0.3 percent were diagnosed with autism, versus 0.14 percent of kids with normal-weight fathers.
MITS presents a process for looking at data gathered over the course of the past school year and what steps need to be taken for AT to be in place for individual students in the fall. 30 min.
AbleNet presents what you need to provide in FAPE, LRE, according to IDEA.
Georgia's Tools for Life presents a range of apps.
AbleNet presents the basics of an Assistive Technology Implementation plan.
Georgia's Tools for Life presents ways of adapting lessons to allow students access to the core standards.
This interactive training will focus on the following topics:
“Applied Behavior Analysis in the Classroom and Real Life”, and “Functional Behavior Assessment”.
The staggering increase in cases of ASD should raise more suspicion in the medical community about its misdiagnosis and overdiagnosis than it does. Promoting early screening for autism is imperative. But, is it possible that the younger in age a child is when professionals screen for ASD—especially its milder cases—the greater the risk that a slow-to-mature child will be misperceived as autistic, thus driving the numbers up?
A federal advisory panel is urging clinicians to be careful when applying new diagnostic criteria for autism in order to ensure that no one is denied needed services.
Dramatic changes to the definition of autism took effect last year with publication of the fifth edition of the Diagnostic and Statistical Manual of Mental Disorders. Under the new definition, autistic disorder, Asperger’s syndrome, childhood disintegrative disorder and pervasive developmental disorder, not otherwise specified were folded under an umbrella classification of “autism spectrum disorder” with clinicians specifying a level of severity.
Now the Interagency Autism Coordinating Committee — a federal advisory panel comprised of government officials and members of the autism community — is highlighting a number of implications that may result from the shift.
In practical terms, the IACC is cautioning clinicians, noting that the new diagnostic criteria have not yet been rigorously tested in young kids, adults and individuals from various ethnic populations.
The group is also citing concerns about the reliability of severity ratings used to denote where an individual falls on the autism spectrum and the applicability of the new criteria for children under age 3 who may not yet fully display symptoms despite a need for early intervention.
“Services should be based on need rather than diagnosis; it would not be appropriate for a child to be denied ASD-specific services because he or she does not meet full DSM-5 criteria if a qualified clinician or educator determines that the child could benefit from those services,” the panel said in its report, adding that the updated DSM requires that all those who previously had an autism diagnosis under the old diagnostic criteria retain that label going forward.
The IACC said further research is needed to determine how reliable and valid the DSM-5 definition is and to weigh the impact of the changes on diagnosis, prevalence and access to services.
The DSM-5 criteria were published in May 2013.1, 2 Although the DSM-5 diagnostic criteria are intended primarily for use by clinicians and researchers in their diagnostic assessments, the IACC is aware that it is important to also remember that these the criteria also have a direct impact on people who have the disorders and their families, and their ability to assess symptoms and obtain services that can help them optimize their health, well-being and quality of life. Any revision of the diagnostic criteria must be made with great care so as to not have the unintended consequence of reducing critical services aimed at improving the ability of persons with autism. In this statement, the IACC describes a range of research, practice, and policy implications that arise as a result of the changes in theDSM criteria which deserve consideration as the DSM-5 is implemented in research, clinical, and educational settings.Changes in the DSM Criteria
Starting with the DSM-III in 1980, autism was categorized as a Pervasive Developmental Disorders (PDD). In an effort to reflect what has been learned through research and practice since that time, the DSM-5 released in 2013 removed the PDD category and the accompanying subtypes (Autistic Disorder, Asperger Disorder, Childhood Disintegrative Disorder and Pervasive Developmental Disorder – Not Otherwise Specified) with a single disorder, Autism Spectrum Disorder (ASD). The DSM-5 criteria place greater emphasis on the two core symptom domains of ASD (social communication and restrictive, repetitive behaviors), and no longer consider verbal abilities as a diagnostic feature. Other changes included adding ratings of the severity of the two symptom domains and several clinical specifiers. These specifiers provide information about etiology, co-morbidities (e.g., intellectual disability, language delay, and medical conditions such as seizures), and pattern of onset.
Since ASD continues to be defined by a pattern of developmental and behavioral symptoms, changes to the diagnostic criteria come with potential trade-offs. One goal of the recent revisions was to improve specificity of the ASD diagnosis, reducing the number of false positive cases. However, concerns exist that this increased specificity may have gone too far in reducing the sensitivity of the ASD diagnosis, increasing the number of false negative cases. For example, removing a specific age cut-off for diagnosis was intended to improve the sensitivity of theDSM-IV criteria (which had required symptom onset by 3 years of age). By DSM-5's more inclusive criterion, "Symptoms must be present in the early developmental period but may not become fully manifest until social demands exceed limited capacities, or may be masked by learned strategies in later life" may reduce diagnostic specificity by expanding the list of differential diagnoses that must be considered. The inclusion of historical information also may have unintended consequences on sensitivity and specificity.
Another major change in DSM-5 was the addition of a new diagnosis category, Social Communication Disorder (SCD) which applies to individuals who exhibit persistent difficulty with the social use of verbal and nonverbal communication that cannot be explained by low cognitive ability. The symptoms of SCD have significant overlap with those of the ASD social communication domain, but the two disorders are considered to be unique and separate from each other. The distinction is clarified in the DSM-5 criteria, which note that ASD must be ruled out before a diagnosis of SCD can be considered. However, there is limited published information on SCD with a research basis primarily in the condition previously studied as Pragmatic Language Disorder (PLD). While SCD includes PLD, there is much to learn about the definition, measurement, scope, reliability, and validity of SCD as a diagnosed condition.
8:30 am – 3:00 pm May 3rd 2014
4825 N. Reserve St. – Ruby’s Inn
Learner Outcomes: Join us to learn from Dr. Ann Garfinkle about how to be an effective interventionist
Participants will understand the way the diagnostic features of ASD manifest in individuals and how they learn.
Participants will understand evidence-based comprehensive and individual treatment for clients with ASD.
Participants will understand ways to interact with clients with ASD when not targeting specific treatment outcomes
See the attached flyer for more details.
The Montana Autism Education Project will offer a limited number of registration scholarships for educators and university students. To request a scholarship email email@example.com with the Subject line, "SCHWA Scholarship" and include the following information:
District or Major
Age Level of the Students Whom You Educate*
* This information is not needed for university students