Most students with Autism, Asperger’s Syndrome and related communication challenges are visual learners! This observation has tremendous implications. Capitalizing on their strengths, the use of visual strategies alters many social, communication, and educational challenges. This program will demonstrate effective ideas for using a range of low tech to high tech visual tools, including video and tablets like iPads and Apps, to help students organize their lives, significantly reduce behavior problems, and improve student successful participation. This program will define the need, discuss training, and demonstrate many practical ideas for both special and regular education settings.
October 15th - Great Falls
October 16th - TBD
October 17th - Billings
Researchers with the University of California — Davis MIND Institute and University of California, Los Angeles (UCLA) found that close to half of the younger siblings of children with autism spectrum disorder (ASD) develop in an atypical fashion.
They found that 17 percent developed ASD and another 28 percent showing delays in other areas of development or behavior.
. Based on the examination of a large health insurance database based in Taiwan, researchers identified over 2000 preschool children diagnosed with asthma – a chronic inflammatory disease affecting the airways – and compared them with a non-asthmatic control group, looking for any subsequent evidence of a psychiatrist diagnosed autism spectrum disorder label (based on ICD-9 criteria) up to 8 years later.
They reported that contrasted with an autism diagnosis rate of 0.7% among the non-asthmatic control group, the prevalence of autism in the asthma group was 1.3%, a statistically significant difference. Further, when controlling for various other potentially influential variables such as gender, where a person lived (urban or rural) or the presence of other comorbid allergic diseases, Tsai and colleagues reported that the risk of autism among children with asthma was over twice as much as in non-asthmatics.
Aripiprazole, one of two autism drugs approved by the U.S. Food and Drug Administration to treat irritability in people with autism, may be in the long run for some children, reports a study published in the January issue of the Journal of Clinical Psychiatry.
When taken for eight weeks or less, aripiprazole quiets tantrums, stabilizes rapid mood swings and abates self-injuring behaviors in children with autism. But the benefits of this antipsychotic drug can fall off after several months, according to the new study. Aripiprazole is the second-most-prescribed drug in the U.S. for both children and adults with the disorder.
Studies have shown that autism is a largely stable condition. It’s rare for children to outgrow a diagnosis of autism, and a 2012 study found that in more than 80 percent of children with autism, 2. Researchers have also studied autism-like traits, such as social aversion and repetitive behavior, in the general population, and found that these characteristics tend to remain constant as children age3.significantly over time
But little research has explored why autism behaviors vary so little over the course of development. Is it because the genes that govern the behaviors are expressed stably across the lifespan? Or because environmental factors that influence the traits are constant?
Rite Care will host a full day seminar suitable for those working with children exhibiting the following challenges:
Autism Spectrum Disorders, Aspergers, Oppositional Defiant & Pervasive Developmental Delays.
Morning - This presentation will discuss Applied Behavior Analysis (ABA) and how it relates to teaching students with
an autism spectrum disorder. It will focus on teaching specific skills, enhancing motivation, and generalization
training. A step by step demonstration will be presented using real life examples. Modifications will be
explored that allow this particular program to be effective with students significantly challenged with autism,
as well as those students with Aspergers Syndrome. Because of the nature of this presentation, a question
and answer period will be provided.
Afternoon - This presentation will focus on the ways to determine the function of inappropriate behavior in individuals
within the autism spectrum. It will discuss ways to develop a more effective and efficient way to determine
the function of behavior during a Functional Behavior Assessment (FBA). It will explore the function of behavior
and how it effects and relates to the FBA process and the design of behavior reduction plans. Dr. Ball
will also discuss the current limitations of determining function of behavior and the profound effect this has
on programming. A hand’s on portion of the presentation will walk the participants through the use of specific
research based strategies in the classroom and beyond.
Licensed/certified participant $199 each.
Classroom Aides /Para-professionals $100 each.
School Districts & Organizations sending more than 5 participants will receive a 10% discount.
Please see the attached flyer for more information.
Friday, April 4, 2014
The Mansfield Center
2900 12th Avenue, Billings
0 am: Continental breakfast and networking
9:00 am: The Power of Peers: Peer Strategies to Support Appropriate Behavior and Social Development for Young Children with Autism ( Edward "Ted" Bovey, MA - Associate Director, Positive Early Learning Experiences Center - School of Education and Human Development - University of Colorado Denver)
12:00 pm: Working Lunch - Cont’d - Wrap Your Head Around This: How to Get Families to Commit to the Wraparound Process (Mary Grealish, M. Ed., Community Partners, Inc., Pittsburgh, PA)
1:00 pm: The Power of Peers: Peer Strategies to Support Appropriate Behavior and Social Development for Young Children with Autism - Cont’d
4:00 pm: Adjourn
Register online at: https://www.surveymonkey.com/s/FFZ9RRH
For further information, please contact Tessa Slominski (Office: 406.587.1181; Cell: 406.600.2747; Email: firstname.lastname@example.org). Seating is limited.
Ask and Tell: Self-Advocacy and Disclosure for People on the Autism Spectrum. Stephen M. Shore, Ed. Autism Asperger Publishing Co. 2004
Autism Every Day: Over 150 Strategies Lived and Learned by a Professional Autism Consultant with 3 Sons on the Spectrum. Alyson Beytien. Future Horizons, Inc. 2011
Can I tell you about Asperger Syndrome? A Guide for Friends and Family. Jude Welton. Jessica Kingsley Pub. 2003
Freaks, Geeks, & Asperger Syndrome: A User Guide to Adolescence. Luke Jackson. Jessica Kingsley Pub., 2002
How to Be Yourself in a World That's Different. An Asperger Syndrome Study Guide for Adolescents. Yuko Yoshia. Jessica Kingsley Pub. 2005.
Thinking Person's Guide to Autism. What you really want to know about autism: from autistics, parents, and professionals. Shannon Des Roches Rosa, et al. Ed. Deadwood City Publishing, 2011.
Voices from the Spectrum. Parents, Grandparents, Siblings, People with Autism, and Professionals Share Their Wisdom. Cindy N. Ariel & Robert A. Naseef, Ed. Jessica Kingsley Publishers, 2006.
This month, researchers with Philadelphia’s Farber Institute of Neuroscience published a ground-breaking study in the Journal of Autism and Developmental Disorders. This study is among the first scientifically rigorous clinical trials to assess the effectiveness of occupational therapy using sensory integration (OT-SI) for improving the ability of children with autism to participate meaningfully in daily life. [Read our news story on this study’s findings here.]
The new study is important because it used a randomized, controlled trial to assess OT-SI intervention while assuring that it was delivered in a way that met all the characteristics of sensory integration intervention. It showed that children who received OT-SI in addition to their other autism treatments achieved greater improvements in their ability to function in daily life than did children who received the same standard autism treatments without OT-SI.
Unfortunately, OT-SI – which can change brain function – is sometimes confused with other sensory-based strategies that help calm individuals but don’t have long term effects. Examples of the latter include weighted blankets and compression vests.
New guidelines for defining autism spectrum disorders may reduce the number of diagnoses by almost one-third, according to new research from Columbia University.
A review of relevant literature and data, published in the Journal of Autism and Developmental Disorders, raises questions about the future of children who have developmental delays, but no longer meet criteria for an autism diagnosis.
Kristine M. Kulage, who led the review, said the new guidelines, issued last year by the American Psychiatric Association, may leave thousands of children in the U.S. without an autism diagnosis needed to qualify for medical benefits and social services.
The systematic review by Kulage’s team at the Columbia University School of Nursing found a 31 per cent decrease in autism spectrum disorder diagnoses using the new version of the Diagnostic and Statistical Manual of Mental Disorders, compared to the number of cases that would have been diagnosed under the previous version.
Under DSM-5, there was a decrease in autistic disorder diagnoses of 22 percent, compared with the previous edition of the manual, the Columbia review found. There was also a decrease of 70 percent in diagnosis of pervasive development disorder. Asperger's diagnoses also declined, but the rate was not statistically significant, the review found.
New research adds to the theory that girls are more naturally protected than boys from developing autism and other developmental disorders.
While a small number of genetic mutations seem to be enough to manifest symptoms in boys, a new study published Thursday in the American Journal of Human Genetics suggests that far more extreme genetic anomalies must be present in girls to warrant a diagnosis.
The finding could help explain why autism is nearly five times more common in boys.
“This is the first study that convincingly demonstrates a difference at the molecular level between boys and girls referred to the clinic for a developmental disability,” said Sébastien Jacquemont of the University Hospital of Lausanne in Switzerland, the study’s lead author. “The study suggests that there is a different level of robustness in brain development, and females seem to have a clear advantage.”
We have rescheduled the TEACCH training in Billings for April 1-3. The TEACCH training is limited to 50 people and priority for attendance will be given to school staff in eastern Montana. If the training is successful we will repeat it around Montana in the coming years.
If you wish to request to attend the training, please go here. Please read all five items of note on the request page.
You will be notified on March 10th if you have been accepted for the training.
Doug Doty, Statewide Coordinator
OPI Montana Autism Education Project
Last spring I had all the kids in the car and we were headed to the playground so they could run around while Joey played baseball. Eight-year-old Charlie suggested he could watch the kids if I needed to take Henry to the bathroom, but 6-year old Rose interrupted, "Why doesn't Jack watch us? He's older."
"Because," Charlie answered. "He has autism. He can't."
Hearing this, Jack promised, "I won't have my autism at the park. I will leave it in the car."
(It took everything I had not to look back and ask, oh, we can LEAVE IT BEHIND? All these years we've been lugging your autism around to all sorts of inconvenient places like the grocery store and church and doctors' offices and the library, where it screams and shouts and asks people about death? Huh.)
And then, all at once, the balloon deflated.
It was a Sunday morning in late September -- the day after my birthday. I was fuzzily turning pancakes on the griddle while Jack perched at the counter flicking the top to the syrup open and closed and open and closed. Out of nowhere, he asked, "Why was I born with autism?"
Quickly, my husband Joe and I shushed the other four kids, because we knew our time with Jack's open mind was short, that we had just a precious few moments before the steel trap in his brain snapped shut and moved on to how old Rosa Parks was when she died.
"Well, Jack, it's a part of you, just like your eyes are blue and you have big feet."
"Do all people with blue eyes have it?"
"No, it's not really about your eyes. It's like how you learn things."
And then, in rapid fire, these questions:
• Do grown-ups have it?
• Who else has it?
• Will I always have autism?
• Where did I get it?
Standing before Jack in our kitchen I briefly wished we were having the Sex Talk instead. I longed for the concreteness of fallopian tubes and ovaries and this is how babies are made.
More than 70 percent of autism studies, and fewer than half of the studies that do analyze the impact of the data, reports a review published 4 February in the Journal of Autism and Developmental Disorders.
This shortcoming could hinder researchers from spotting important trends in the diagnosis and treatment of autism.
It also makes it, make comparisons with other work or generalize the findings across different ethnic or racial groups with the disorder.
“James is so lucky to have you for a mother!” I’ve heard it so many times, I should have T-shirts printed. When you develop a professional specialty over 15 years, study with experts, become one yourself, and then give birth to a person who might have been referred to you, people think you have an insider’s advantage. So James is lucky, my clients are lucky. It’s been hard to resist seeing myself as unlucky.
If I were a villain, it would be sweet justice. But I’m not. I’m a child psychologist specializing in autism spectrum disorders, and it turns out that the first of my two children fits those diagnostic criteria.
My professional training has saved me some time and spared me some uncertainty. But what makes for a good psychologist doesn’t make for such a good mother, and vice versa. So, my dirty little secret is that James and my clients aren’t so lucky after all.
But let’s back up.
Earlier this month several Kansas-City area parents — coached by local comics — practiced routines about the humorous side of living with autistic kids.
“People with autism just process the world a little differently,” said Keenan Stump, a therapist who works with autistic kids in their homes.
The disorder often impairs judgment over what’s socially acceptable.
Stump, 37, an adjunct professor at Rockhurst University, got the idea for the comedy night after hearing parents share funny stories at another fundraiser.
“By the end of the night my wife and I were in tears,” he said. “It’s absolutely cathartic.”
He persuaded a handful parents of autistic children to overcome their stage fright, and then got local comedians to help focus their material and hone their delivery.