tag:blogger.com,1999:blog-6674155634901103002024-03-05T10:55:55.436-06:00MOAFAAMissouri Advocates for Families Affected by Autismfaceofautismhttp://www.blogger.com/profile/16655863600108004345noreply@blogger.comBlogger1437125tag:blogger.com,1999:blog-667415563490110300.post-81265470201899172272015-05-21T10:31:00.001-05:002015-05-21T10:31:09.883-05:00Do I Have to Pick Up My Child with Special Needs Every Time the School Calls?<a href="http://www.friendshipcircle.org/blog/2014/05/27/do-i-have-to-pick-up-my-special-needs-child-early-every-time-the-school-calls/">Do I Have to Pick Up My Child with Special Needs Every Time the School Calls?</a><br /><br />
<br /><br />
<div class="articleArea"> When your house telephone or cell phone rings between the <br />
hours of 8:00am-4:00pm on school days, does a feeling of panic or dread <br />
overcome you, believing that your child’s school is calling? If you <br />
answered yes, then you are not alone. That time, when our special needs <br />
children are in school, and out of our sight, makes our imaginations run<br />
rampant. Seeing the name of the school on the Caller ID, makes our <br />
heart stop, and sets our imaginations into overdrive.<br /><br />
<br /><br />
<br />
Many times the reason for the call is to come collect our child with <br />
special needs because he/she is requesting to leave, the school doesn’t <br />
feel like dealing with them, or he/she doesn’t want to do the <br />
assignments.<br /><br />
<br /><br />
<br />
Working and non-working parents alike are forced to scurry to school <br />
in the middle of the day to pick up children for issues that the school <br />
could have typically handled internally. These repeated pick-up calls <br />
beg the question as to whether the school can legally require parents to<br />
come get their special needs children before the school day concludes.<br /><br />
<br />
<h2>It Depends on the Situation</h2>The short answer to the aforementioned question is it depends on the situation. Your child has the right to attend school. <span style="text-decoration: underline;"><strong>Students can only be kept away from school if they have been officially suspended.</strong></span> <br />
Further, suspension should always be a last resort. The schools should<br />
always try different interventions to help your child before resorting <br />
to a suspension.<br /><br />
<br />
<h2>Question #1: Has he or she been suspended?</h2>The first question to ask when you have been requested to pick up <br />
your child because of behavioral issues is whether he/she has been <br />
suspended. If he/she has not been officially suspended then he/she <br />
cannot be removed from the school by the administration.<br /><br />
<br /><br />
<br />
The school, when they call you for a pick-up, in essence, is <br />
requesting that you voluntarily take your child home when there is a <br />
behavioral situation that doesn’t warrant suspension. Schools are <br />
required to provide your child with the necessary supports to benefit <br />
his/her education, and schools must find a way to deal with your child’s<br />
behavior.<br /><br />
<br /><br />
<br />
If behavior is an on-going issue, then discussions must be had to <br />
find the proper placement for the child. Schools cannot give you <br />
conditions of attendance or even mention or suggest the use of <br />
medication for your child.<br /><br />
<br />
<h2>A meeting is required</h2>Again, if behavioral issues related to the disability continue to <br />
persist, the school needs to meet with the parents and IEP Team and <br />
determine the best course of action. School is challenging for special <br />
education students and some would rather be at home than school. These <br />
students quickly learn the behaviors that will get them to be picked up <br />
early and will effectuate those behaviors more frequently.<br /><br />
<br />
<h2>School is the best place</h2>The best place for a child is in a school setting with other <br />
children. Calling parents for early pick-up is a quick route for schools<br />
not wanting to deal with the underlying issues and causes. School <br />
personnel and professionals have far superior training in dealing with <br />
behavioral issues stemming from disabilities than most parents do. That<br />
is why school is the best place for your child during the school day.<br /><br />
<br />
<h2>Federal and State Law Requirements</h2>Most states have enacted laws or regulations requiring that each <br />
student’s school day be a minimum amount of hours per day, per year. <br />
Under federal and state law, disabled students must be afforded the <br />
same opportunity to participate in and benefit from instruction and <br />
other education-related services that are equal to those provided to <br />
nondisabled students. The ironic part is that the school day is being <br />
routinely shortened for students who can least afford it.<br /><br />
<br />
<h2>The 2 Big Questions to Ask</h2>There are obviously certain situations where you are glad the school <br />
called and you are happy to extricate your child that day from a very <br />
precarious position. Once in a while is fine. Daily, weekly, and/or <br />
monthly calls are not acceptable. When you get the phone call from the <br />
school requesting you pick up your child, immediately ask:<br /><br />
<br />
<ol><li><strong>Is he/she being suspended? </strong></li>
<li><strong>Has he/she been physically injured or harmed?</strong></li>
</ol>If the answer from the school to the two above questions is no, you <br />
are not required to come running to the school. You are not being <br />
callous or un-caring, you merely want your child to be educated like all<br />
the other students in the building.<br /><br />
<br />
<h2>Early Dismissal</h2>Schools in the past have been cited for the early dismissal of <br />
disabled students. “Packing up” disabled students early, before school <br />
is dismissed, deprives them of educational benefit and allows for them <br />
to be treated differently than nondisabled students.<br /><br />
<br /><br />
<br />
There is no basis for shortening the day of an entire classroom of disabled students. When I use the term “early” I<strong> do not mean five minutes, it is typically 30-60 minutes early.</strong><br />
Your child is the consumer, don’t let he/she be deprived of valuable <br />
education time because its more convenient to get them packed up early.<br /><br />
<br />
<h2>Needs still not being Met?</h2>If you have attempted to discuss these concerns with your school’s <br />
administration or IEP team, with no resolve, your next plan of action <br />
should be to file a <a href="http://www.friendshipcircle.org/blog/2014/02/06/what-is-the-difference-between-a-state-complaint-and-due-process/" target="_blank" title="What is the Difference Between a State Complaint and Due Process?">state or federal complaint</a>.<br /><br />
<br />
</div><br /><br />
faceofautismhttp://www.blogger.com/profile/16655863600108004345noreply@blogger.com0tag:blogger.com,1999:blog-667415563490110300.post-68141249650000031462015-05-20T17:42:00.001-05:002015-05-20T17:42:39.565-05:00Lee's Summit R-7 School District: Tony Attwood - Author of The Complete Guide to Asperger's Syndrome<a href="http://leessummitr-7schooldistrict.blogspot.com/2015/05/tony-attwood-author-of-complete-guide.html">Lee's Summit R-7 School District: Tony Attwood - Author of The Complete Guide to Asperger's Syndrome</a>faceofautismhttp://www.blogger.com/profile/16655863600108004345noreply@blogger.com0tag:blogger.com,1999:blog-667415563490110300.post-1020010301534238842015-04-07T20:00:00.001-05:002015-04-07T20:00:10.566-05:00Missouri Struggles to Integrate Special Education Students | KBIA<a href="http://kbia.org/post/missouri-struggles-integrate-special-education-students">Missouri Struggles to Integrate Special Education Students | KBIA</a>faceofautismhttp://www.blogger.com/profile/16655863600108004345noreply@blogger.com0tag:blogger.com,1999:blog-667415563490110300.post-36910858081465463902015-04-07T09:49:00.001-05:002015-04-07T09:49:41.035-05:00He Was Getting Prepared To Defend His Autistic Son, Until The Man In Front Said This.<a href="http://nurse.tickld.com/x/autistic-son">He Was Getting Prepared To Defend His Autistic Son, Until The Man In Front Said This.</a><br /><br />
<br /><br />
<h3 style="background-color: white; box-sizing: border-box; color: #222222; font-family: Lato, Helvetica, Arial, sans-serif; font-size: 18px; letter-spacing: 0.03em; line-height: 24px; margin-bottom: 10px; margin-top: 20px;">To my utter shame, I found myself losing my temper at my own son. I was embarrassed, and angry, and frustrated, and felt cheated by God for not being able to enjoy a normal vacation with our family because of this damn affliction of my son. And then I realized I was close to losing it too.<br style="box-sizing: border-box;" /><br style="box-sizing: border-box;" />I started to wonder what life would be like without having to deal with this cross.<br style="box-sizing: border-box;" /><br style="box-sizing: border-box;" />And just as the reactions by the other passengers was becoming most intense, a man seated just in front of me turned around to face me.<br style="box-sizing: border-box;" /><br style="box-sizing: border-box;" />I braced myself for his onslaught of advice on how to raise a well-behaved child.<br style="box-sizing: border-box;" /><br style="box-sizing: border-box;" />Then he said calmly, "Is he alright?"<br style="box-sizing: border-box;" /><br style="box-sizing: border-box;" />I said, "He's autistic."<br style="box-sizing: border-box;" /><br style="box-sizing: border-box;" />Then the man said, "It's alright." And he smiled.</h3>faceofautismhttp://www.blogger.com/profile/16655863600108004345noreply@blogger.com0tag:blogger.com,1999:blog-667415563490110300.post-14896163496579110912015-04-06T10:00:00.001-05:002015-04-06T10:00:03.868-05:00Radical Neurodivergence Speaking: The Things You Want People To Do To Your Kids<a href="http://timetolisten.blogspot.com/2012/07/things-you-want-people-to-do-to-your.html">Radical Neurodivergence Speaking: The Things You Want People To Do To Your Kids</a>faceofautismhttp://www.blogger.com/profile/16655863600108004345noreply@blogger.com0tag:blogger.com,1999:blog-667415563490110300.post-88153641953645564542015-04-06T09:55:00.001-05:002015-04-06T09:55:01.649-05:00autism wars: On Digital Exhibitionism By Autism Parents: Why Parents Live Tweeting Their Disabled Children's Worst Moments Is Red Flag That Should Concern Everyone<a href="http://theautismwars.blogspot.com/2015/03/on-digital-exhibitionism-by-autism.html">autism wars: On Digital Exhibitionism By Autism Parents: Why Parents Live Tweeting Their Disabled Children's Worst Moments Is Red Flag That Should Concern Everyone</a>faceofautismhttp://www.blogger.com/profile/16655863600108004345noreply@blogger.com0tag:blogger.com,1999:blog-667415563490110300.post-85323675328722513062014-12-11T10:48:00.001-06:002014-12-11T10:48:04.024-06:00Healthcare Transition Study<div class="MsoNormal">
Hello families,<o:p></o:p></div>
<div class="MsoNormal">
We want to thank your family for being a valuable part of
autism research studies in the past. As such, we wanted to let you know
of another study that may be of interest to you.<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
We will be hosting a <b>Healthcare Transition Study</b> on
Saturday January 31<sup>st</sup> in Liberty MO. Here are the details:<o:p></o:p></div>
<div class="MsoListParagraph" style="mso-list: l0 level1 lfo1; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;">·<span style="font-family: 'Times New Roman'; font-size: 7pt;">
</span></span><!--[endif]-->Families of youth ages 16-25 with an autism
spectrum diagnosis<o:p></o:p></div>
<div class="MsoListParagraph" style="mso-list: l0 level1 lfo1; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;">·<span style="font-family: 'Times New Roman'; font-size: 7pt;">
</span></span><!--[endif]-->One parent or Caregiver will meet in a small
focus group to share thoughts as to what families need to prepare for health
related independence- <o:p></o:p></div>
<div class="MsoListParagraph" style="mso-list: l0 level1 lfo1; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;">·<span style="font-family: 'Times New Roman'; font-size: 7pt;">
</span></span><!--[endif]-->Your child will participate in an individual
interview to share thoughts of their goals and what they feel is needed to
achieve them<o:p></o:p></div>
<div class="MsoListParagraph" style="mso-list: l0 level1 lfo1; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;">·<span style="font-family: 'Times New Roman'; font-size: 7pt;">
</span></span><!--[endif]-->Caregiver may participate even if youth is
unable- and vice-versa<o:p></o:p></div>
<div class="MsoListParagraph" style="mso-list: l0 level1 lfo1; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;">·<span style="font-family: 'Times New Roman'; font-size: 7pt;">
</span></span><!--[endif]-->One visit only- caregiver focus group lasts
about 2 hours, youth interview 45 minutes to 1 hour.<o:p></o:p></div>
<div class="MsoListParagraph" style="mso-list: l0 level1 lfo1; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;">·<span style="font-family: 'Times New Roman'; font-size: 7pt;">
</span></span><!--[endif]-->Caregivers receive $20 cash for participating,
and Youth would also receive $20 cash for participating<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<b><u>The when and where:<o:p></o:p></u></b></div>
<div class="MsoNormal">
Saturday January 31<sup>st</sup><o:p></o:p></div>
<div class="MsoNormal">
Autism Works, 915 East County Road H, Liberty Mo<o:p></o:p></div>
<div class="MsoNormal">
You may choose from 2 different
sessions:
10:00am-noon, or 1:00pm-3pm<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
Space is limited – so please let me know right away if you
would be interested in assisting with this important study!<o:p></o:p></div>
<div class="MsoNormal">
Have a wonderful and blessed holiday.<o:p></o:p></div>
<div class="MsoNormal">
Jill<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="color: #1f497d; font-size: 12.0pt;">Jill Akers, LPN</span><span style="font-size: 12.0pt;"><o:p></o:p></span></div>
<div class="MsoNormal">
<span style="color: #1f497d; font-size: 12.0pt;">Recruitment
Coordinator</span><span style="font-size: 12.0pt;"><o:p></o:p></span></div>
<div class="MsoNormal">
<span style="color: #1f497d; font-size: 12.0pt;">Research Core</span><span style="font-size: 12.0pt;"><o:p></o:p></span></div>
<div class="MsoNormal">
<span style="color: #1f497d; font-size: 12.0pt;">Thompson Center
for Autism & Neurodevelopmental Disorders</span><span style="font-size: 12.0pt;"><o:p></o:p></span></div>
<div class="MsoNormal">
<span style="color: #1f497d; font-size: 12.0pt;">University of
Missouri</span><span style="font-size: 12.0pt;"><o:p></o:p></span></div>
<div class="MsoNormal">
<span style="color: #1f497d; font-size: 12.0pt;">205 Portland
Street, Columbia, MO 65211</span><span style="font-size: 12.0pt;"><o:p></o:p></span></div>
<br />
<div class="MsoNormal">
<span style="color: #1f497d; font-size: 12.0pt;">Phone:
573-884-6092 | thompsoncenter.missouri.edu</span><span style="font-size: 12.0pt;"><o:p></o:p></span></div>
faceofautismhttp://www.blogger.com/profile/16655863600108004345noreply@blogger.com0tag:blogger.com,1999:blog-667415563490110300.post-84146784924312281932014-11-19T22:36:00.001-06:002014-11-19T22:36:26.902-06:00Autism and Academics: What Every Parent Needs to Know | Autism Key<a href="http://www.autismkey.com/autism-and-academics-what-every-parent-needs-to-know/">Autism and Academics: What Every Parent Needs to Know | Autism Key</a>faceofautismhttp://www.blogger.com/profile/16655863600108004345noreply@blogger.com0tag:blogger.com,1999:blog-667415563490110300.post-32079577751123931292014-11-09T09:44:00.001-06:002014-11-09T09:44:28.329-06:00Inclusive Education for Autism Varies by State - West Palm Beach Autism & Education | Examiner.com<a href="http://www.examiner.com/article/inclusion-education-for-autism-varies-by-state?CID=examiner_alerts_article">Inclusive Education for Autism Varies by State - West Palm Beach Autism & Education | Examiner.com</a><br /><br />
<br /><br />
<div style="background-color: white; box-sizing: border-box; font-family: 'Proximo Nova', 'Helvetica Neue', Arial, Helvetica, sans-serif; font-size: 16px; line-height: 1.5rem;">The Individuals with Disabilities Education Improvement Act of 2004 (<a class="inline_link omniture-click-processed" href="http://www.examiner.com/topic/idea" style="background: transparent; box-sizing: border-box; color: #4489e3; cursor: pointer; text-decoration: none;">IDEA</a>) (P.L. 108-446) (<a href="http://idea.ed.gov/" rel="nofollow" style="background: transparent; box-sizing: border-box; color: #4489e3; cursor: pointer; font-weight: bold; text-decoration: none;" target="_blank">http://idea.ed.gov/</a>) guarantees a free and appropriate public education (FAPE) in the least restrictive environment (LRE) for every student with a disability. The LRE provision mandates that “to the maximum extent appropriate, children with disabilities, including children in public or private institutions or other care facilities, are educated with children who are not disabled, and special classes, separate schooling, or other removal of children with disabilities from the regular educational environment occurs only when the nature or severity of the disability of a child is such that education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorily.” In general, <a class="inline_link omniture-click-processed" href="http://www.examiner.com/topic/inclusion" style="background: transparent; box-sizing: border-box; color: #4489e3; cursor: pointer; text-decoration: none;">inclusion</a> (or inclusive education) with typical peers is often considered to be the best placement option for students with disabilities.</div><div style="background-color: white; box-sizing: border-box; font-family: 'Proximo Nova', 'Helvetica Neue', Arial, Helvetica, sans-serif; font-size: 16px; line-height: 1.5rem;">Child characteristics such as IQ and severity of <a class="inline_link omniture-click-processed" href="http://www.examiner.com/topic/autism" style="background: transparent; box-sizing: border-box; color: #4489e3; cursor: pointer; text-decoration: none;">autism</a> symptoms are thought to determine educational placement. However, where a child lives may significantly impact whether they are placed in an inclusive or segregated classroom, a new national analysis suggests. The study published online in the journal <em style="box-sizing: border-box;"><a href="http://foa.sagepub.com/content/early/2014/08/28/1088357614547891" rel="nofollow" style="background: transparent; box-sizing: border-box; color: #4489e3; cursor: pointer; font-weight: bold; text-decoration: none;" target="_blank">Focus on Autism and Other Developmental Disabilities</a></em>examined external factors, including state of residence and state funding formulas, to determine their potential influence on placement outcomes. The findings revealed that considerable variations exist among states in placing students with autism spectrum disorder (ASD) in inclusive, mainstreaming, self-contained, and separate schools. Specifically, states vary substantially in the percentage of students with ASD educated in each setting, with some states trending consistently toward less restrictive settings (Colorado, Connecticut, Idaho, Iowa, Minnesota, Nebraska, North Dakota, West Virginia, and Wisconsin). Other states, however, are consistently representative of more restrictive settings (Alaska, Delaware, Florida, Hawaii, Louisiana, New Hampshire, New Jersey, New York, South Carolina, and Washington, D.C.). Furthermore, states in the Eastern United States tend to have more restrictive placement rates than states in the Western United States. State special education funding was found to have a minimal impact on placement outcomes.</div><div style="background-color: white; box-sizing: border-box; font-family: 'Proximo Nova', 'Helvetica Neue', Arial, Helvetica, sans-serif; font-size: 16px; line-height: 1.5rem;">These findings suggest that factors that are external to child characteristics (IQ, severity of ASD symptoms) influence educational placement decisions for students with ASD. Overall, it is unlikely that child characteristics alone determine placement outcomes. The author states that it is arguably safest to assume that the first placement for a student with ASD would be an inclusive setting. Analysis of the public data presented in this study suggests that many states are still falling short of including students with ASD in general education settings for significant portions of the day. This indicates the critical importance of shifting the argument from should we include students with ASD in general education to understanding how to include students with ASD meaningfully and successfully in inclusive settings. It is critical to identify how those practices that benefit students with ASD, including structure (visual supports, communication supports, and social supports), positive behavior supports, and systematic instruction, can be implemented meaningfully and seamlessly in general education settings. Lastly, those who place students with ASD in educational settings should determine the unique needs of the individual, and match those needs to specific supports and services that will be provided in general education settings.</div><div style="background-color: white; box-sizing: border-box; font-family: 'Proximo Nova', 'Helvetica Neue', Arial, Helvetica, sans-serif; font-size: 16px; line-height: 1.5rem;">Jennifer A. Kurth, Educational Placement of Students With Autism: The Impact of State of Residence, <em style="box-sizing: border-box;"><a href="http://foa.sagepub.com/content/early/2014/08/28/1088357614547891" rel="nofollow" style="background: transparent; box-sizing: border-box; color: #4489e3; cursor: pointer; font-weight: bold; opacity: 0.7; outline: 0px; text-decoration: none;" target="_blank">Focus on Autism and Other Developmental Disabilities</a></em>, first published on September 3, 2014 doi:10.1177/1088357614547891.</div><div style="background-color: white; box-sizing: border-box; font-family: 'Proximo Nova', 'Helvetica Neue', Arial, Helvetica, sans-serif; font-size: 16px; line-height: 1.5rem;">Lee A. Wilkinson, PhD, CCBT, NCSP is author of the award-winning book, <em style="box-sizing: border-box;"><a href="http://www.amazon.com/Practice-Assessment-Intervention-Asperger-Syndrome/dp/1849058113" rel="nofollow" style="background: transparent; box-sizing: border-box; color: #4489e3; cursor: pointer; font-weight: bold; text-decoration: none;" target="_blank">A Best Practice Guide to Assessment and Intervention for Autism and Asperger Syndrome in Schools</a></em>, published by Jessica Kingsley Publishers. He is also editor of a text in the APA School Psychology Book Series, <em style="box-sizing: border-box;"><a href="http://www.amazon.com/Autism-Spectrum-Disorder-Children-Adolescents/dp/1433816156" rel="nofollow" style="background: transparent; box-sizing: border-box; color: #4489e3; cursor: pointer; font-weight: bold; text-decoration: none;" target="_blank">Autism Spectrum Disorder in Children and Adolescents: Evidence-Based Assessment and Intervention in Schools</a></em> and author of the soon to be released book, <em style="box-sizing: border-box;"><a href="http://www.amazon.com/Overcoming-Anxiety-Depression-Autism-Spectrum/dp/1849059276/ref=sr_1_1?s=books&ie=UTF8&qid=1412370192&sr=1-1&keywords=overcoming+anxiety+and+depression+on+the+autism+spectrum" rel="nofollow" style="background: transparent; box-sizing: border-box; color: #4489e3; cursor: pointer; font-weight: bold; text-decoration: none;" target="_blank">Overcoming Anxiety and Depression on the Autism Spectrum: A Self-Help Guide Using CBT</a></em>.</div><div style="background-color: white; box-sizing: border-box; font-family: 'Proximo Nova', 'Helvetica Neue', Arial, Helvetica, sans-serif; font-size: 16px; line-height: 1.5rem;"><strong style="box-sizing: border-box;">If you enjoy reading my articles, you can click on "subscribe" at the top of the page to receive notice when new ones are published. You can also follow me at <a href="http://bestpracticeautism.com/" rel="nofollow" style="background: transparent; box-sizing: border-box; color: #4489e3; cursor: pointer; text-decoration: none;" target="_blank">http://bestpracticeautism.com</a>.</strong></div>faceofautismhttp://www.blogger.com/profile/16655863600108004345noreply@blogger.com1tag:blogger.com,1999:blog-667415563490110300.post-38331570950658572242014-11-03T11:06:00.001-06:002014-11-03T11:06:44.531-06:00Lawmakers Urge Feds To Listen To Autism Self-Advocates - Disability Scoop<a href="http://www.disabilityscoop.com/2014/10/31/lawmakers-self-advocates/19807/">Lawmakers Urge Feds To Listen To Autism Self-Advocates - Disability Scoop</a><br /><br />
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<div style="background: rgb(255, 255, 255); border: 0px; font-family: georgia, 'palatino linotype', palatino, 'times new roman', times, serif; font-size: 15px; line-height: 22.5px; outline: 0px; padding: 0px 0px 15px; vertical-align: baseline;">Members of Congress are calling on the Obama administration to take into account the concerns of self-advocates as the federal government works to implement new autism legislation.</div><div style="background: rgb(255, 255, 255); border: 0px; font-family: georgia, 'palatino linotype', palatino, 'times new roman', times, serif; font-size: 15px; line-height: 22.5px; outline: 0px; padding: 0px 0px 15px; vertical-align: baseline;">In a <a href="http://autisticadvocacy.org/wp-content/uploads/2014/10/10.28.14-Autism-CARES-Implementation-Letter.pdf" style="background: transparent; border: 0px; color: #3366cc; margin: 0px; outline: 0px; padding: 0px; text-decoration: none; vertical-align: baseline;" target="_blank">letter</a> this week to heads of the U.S. Department of Health and Human Services and the National Institutes of Health, lawmakers said priorities expressed by people with autism should be addressed in administering programs under the recently-passed Autism Collaboration, Accountability, Research, Education and Support Act, or Autism CARES.</div><div style="background: rgb(255, 255, 255); border: 0px; font-family: georgia, 'palatino linotype', palatino, 'times new roman', times, serif; font-size: 15px; line-height: 22.5px; outline: 0px; padding: 0px 0px 15px; vertical-align: baseline;">The law, which was <a href="http://www.disabilityscoop.com/2014/08/11/obama-signs-autism-renewal/19573/" style="background: transparent; border: 0px; color: #3366cc; margin: 0px; outline: 0px; padding: 0px; text-decoration: none; vertical-align: baseline;" target="_blank">signed</a> in August, calls for $260 million annually through 2019 for everything from autism research and prevalence tracking to screening, professional training and other initiatives. It serves as a reauthorization of what was previously known as the Combating Autism Act.</div><div style="background: rgb(255, 255, 255); border: 0px; font-family: georgia, 'palatino linotype', palatino, 'times new roman', times, serif; font-size: 15px; line-height: 22.5px; outline: 0px; padding: 0px 0px 15px; vertical-align: baseline;">“We urge you to implement the act in a manner that would address the concerns that we’ve heard and incorporate the recommendations of the self-advocacy community. Autistic individuals should have a voice in federal policy deliberations impacting their lives,” members of Congress wrote to HHS Secretary Sylvia Burwell and NIH Director Francis Collins.</div><div style="background: rgb(255, 255, 255); border: 0px; font-family: georgia, 'palatino linotype', palatino, 'times new roman', times, serif; font-size: 15px; line-height: 22.5px; outline: 0px; padding: 0px 0px 15px; vertical-align: baseline;">The letter to the federal agencies was signed by U.S. Rep. Jan Schakowsky, D-Ill., Rep. Kathy Castor, D-Fla., Rep. Tammy Duckworth, D-Ill., Rep. Jackie Speier, D-Calif., and Rep. Paul Tonko, D-N.Y.</div><div style="background: rgb(255, 255, 255); border: 0px; font-family: georgia, 'palatino linotype', palatino, 'times new roman', times, serif; font-size: 15px; line-height: 22.5px; outline: 0px; padding: 0px 0px 15px; vertical-align: baseline;">Specifically, the lawmakers are calling on officials to address the limited funding currently allocated toward research on services and the needs of adults on the spectrum as well as the minimal representation of people with autism on the Interagency Autism Coordinating Committee and in training programs designed to prepare students for careers in disability services.</div><div style="background: rgb(255, 255, 255); border: 0px; font-family: georgia, 'palatino linotype', palatino, 'times new roman', times, serif; font-size: 15px; line-height: 22.5px; outline: 0px; padding: 0px 0px 15px; vertical-align: baseline;">Ari Ne’eman, who leads the Autistic Self Advocacy Network which has pushed for changes, said the new law offers an opportunity for health officials to “address long-standing inequities in federal autism policy.”</div>faceofautismhttp://www.blogger.com/profile/16655863600108004345noreply@blogger.com0tag:blogger.com,1999:blog-667415563490110300.post-89676880237553913872014-10-21T10:45:00.001-05:002014-10-21T10:45:53.110-05:00Children with Autism Less Physically Fit - West Palm Beach Autism & Education | Examiner.com<a href="http://www.examiner.com/article/children-with-autism-less-physically-fit?CID=examiner_alerts_article">Children with Autism Less Physically Fit - West Palm Beach Autism & Education | Examiner.com</a><br /><br />
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<div style="background-color: white; box-sizing: border-box; font-family: 'Proximo Nova', 'Helvetica Neue', Arial, Helvetica, sans-serif; font-size: 16px; line-height: 1.5rem;">As the incidence rate of <a class="inline_link omniture-click-processed" href="http://www.examiner.com/topic/autism" style="background: transparent; box-sizing: border-box; color: #4489e3; cursor: pointer; text-decoration: none;">autism</a> spectrum disorder (<a class="inline_link omniture-click-processed" href="http://www.examiner.com/topic/asd" style="background: transparent; box-sizing: border-box; color: #4489e3; cursor: pointer; text-decoration: none;">ASD</a>) increases, so does the interest in the health and well-being of individuals on the spectrum. Similar to their typically developing peers, children and youth with ASD face increased rates of obesity and decreased engagement in physical activities. Reviews of physical activity patterns indicate that older adolescents with ASD are less physically active than their younger peers with ASD. Profiles of motor skills and physical fitness in children and youth with ASD have also documented delayed performance levels.</div><div style="background-color: white; box-sizing: border-box; font-family: 'Proximo Nova', 'Helvetica Neue', Arial, Helvetica, sans-serif; font-size: 16px; line-height: 1.5rem;">A research study published in the peer-reviewed journal, <em style="box-sizing: border-box;"><a href="http://dx.doi.org/10.1155/2014/312163" rel="nofollow" style="background: transparent; box-sizing: border-box; color: #4489e3; cursor: pointer; font-weight: bold; text-decoration: none;" target="_blank">Autism Research and Treatment</a> </em>found that children with autism spectrum disorder (ASD) are less physically fit and active than their typically developing peers. The purpose of the study was to examine the physical activity and fitness of school-aged children with ASD in comparison to typically developing peers. Participants with ASD completed diagnostic and developmental assessments and a series of physical fitness assessments. The results indicated that children with ASD were less physically fit, in the strength domain, and less physically active than their peers without disabilities. Even though the children with ASD were less active, the researchers found that they were similarly capable in nearly all of the fitness tests. “That’s really exciting, because it means those underlying fitness abilities are there,” said Megan MacDonald of Oregon State University who coauthored the study.</div><div style="background-color: white; box-sizing: border-box; font-family: 'Proximo Nova', 'Helvetica Neue', Arial, Helvetica, sans-serif; font-size: 16px; line-height: 1.5rem;">The results of the study provide further evidence that children with an ASD face health differences, and that efforts to promote physical activity in school and through public health initiatives need to include children and youth with ASD. The findings also present important evidence for parents and teachers that children on the autism spectrum are capable, but may need more opportunities to be active. This has implications for intervention and program planning. For example, adapted physical activity programs are one avenue with intervention potential to battle the lower levels of physical activity and fitness found in children with ASD. Parents, teachers, and administrators are encouraged to include students with an ASD in physical fitness and physical activity assessments and provide them with individualized information about related behaviors that can impact their health into adulthood. Lastly, additional research is needed to understand why individuals with autism spend more time in sedentary activities.</div><div style="background-color: white; box-sizing: border-box; font-family: 'Proximo Nova', 'Helvetica Neue', Arial, Helvetica, sans-serif; font-size: 16px; line-height: 1.5rem;">Kiley Tyler, Megan MacDonald, and Kristi Menear, “Physical Activity and Physical Fitness of School-Aged Children and Youth with Autism Spectrum Disorders,” Autism Research and Treatment, Volume 2014, Article ID 312163, 6 pages.<a href="http://dx.doi.org/10.1155/2014/312163" rel="nofollow" style="background: transparent; box-sizing: border-box; color: #4489e3; cursor: pointer; font-weight: bold; text-decoration: none;" target="_blank">http://dx.doi.org/10.1155/2014/312163</a></div><div style="background-color: white; box-sizing: border-box; font-family: 'Proximo Nova', 'Helvetica Neue', Arial, Helvetica, sans-serif; font-size: 16px; line-height: 1.5rem;">Lee A. Wilkinson, PhD, CCBT, NCSP is author of the award-winning book, <em style="box-sizing: border-box;"><a href="http://www.amazon.com/Practice-Assessment-Intervention-Asperger-Syndrome/dp/1849058113" rel="nofollow" style="background: transparent; box-sizing: border-box; color: #4489e3; cursor: pointer; font-weight: bold; text-decoration: none;" target="_blank">A Best Practice Guide to Assessment and Intervention for Autism and Asperger Syndrome in Schools</a></em>, published by Jessica Kingsley Publishers. He is also editor of a text in the APA School Psychology Book Series, <em style="box-sizing: border-box;"><a href="http://www.amazon.com/Autism-Spectrum-Disorder-Children-Adolescents/dp/1433816156" rel="nofollow" style="background: transparent; box-sizing: border-box; color: #4489e3; cursor: pointer; font-weight: bold; text-decoration: none;" target="_blank">Autism Spectrum Disorder in Children and Adolescents: Evidence-Based Assessment and Intervention in Schools</a></em> and author of the soon to be released book, <em style="box-sizing: border-box;"><a href="http://www.amazon.com/Overcoming-Anxiety-Depression-Autism-Spectrum/dp/1849059276/ref=sr_1_1?s=books&ie=UTF8&qid=1412370192&sr=1-1&keywords=overcoming+anxiety+and+depression+on+the+autism+spectrum" rel="nofollow" style="background: transparent; box-sizing: border-box; color: #4489e3; cursor: pointer; font-weight: bold; text-decoration: none;" target="_blank">Overcoming Anxiety and Depression on the Autism Spectrum: A Self-Help Guide Using CBT</a></em>.</div><div style="background-color: white; box-sizing: border-box; font-family: 'Proximo Nova', 'Helvetica Neue', Arial, Helvetica, sans-serif; font-size: 16px; line-height: 1.5rem;"><strong style="box-sizing: border-box;">If you enjoy reading my articles, you can click on "subscribe" at the top of the page to receive notice when new ones are published. You can also follow me at <a href="http://bestpracticeautism.com/" rel="nofollow" style="background: transparent; box-sizing: border-box; color: #4489e3; cursor: pointer; text-decoration: none;" target="_blank">http://bestpracticeautism.com</a>.</strong></div>faceofautismhttp://www.blogger.com/profile/16655863600108004345noreply@blogger.com1tag:blogger.com,1999:blog-667415563490110300.post-25882322502806339962014-10-09T10:15:00.001-05:002014-10-09T10:15:38.373-05:00Legal and Appropriate Educational Programs for Children with Autism - West Palm Beach Autism & Education | Examiner.com<a href="http://www.examiner.com/article/legal-and-appropriate-educational-programs-for-children-with-autism">Legal and Appropriate Educational Programs for Children with Autism - West Palm Beach Autism & Education | Examiner.com</a><br /><br />
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<div class="field field-name-body field-type-text-with-summary field-label-hidden clearfix" style="background-color: white; box-sizing: border-box; font-family: 'Proximo Nova', 'Helvetica Neue', Arial, Helvetica, sans-serif; font-size: 16px;"><div class="field-items" style="box-sizing: border-box;"><div class="field-item even" property="schema:articleBody content:encoded" style="box-sizing: border-box;"><div style="box-sizing: border-box; line-height: 1.5rem;">More children than ever before are being diagnosed with <a class="inline_link omniture-click-processed" href="http://www.examiner.com/topic/autism" style="background: transparent; box-sizing: border-box; color: #4489e3; cursor: pointer; text-decoration: none;">autism</a> spectrum disorders (<a class="inline_link omniture-click-processed" href="http://www.examiner.com/topic/asd" style="background: transparent; box-sizing: border-box; color: #4489e3; cursor: pointer; text-decoration: none;">ASD</a>). The U.S. Centers for Disease Control and Prevention (CDC) now estimates that 1 in 68 eight year-old children has an ASD. This dramatic increase in the prevalence of children with ASD over the past decade, together with the clear benefits of early intervention, have created a need for schools to identify children who may have an autism spectrum condition. It is not unusual for children with milder forms of autism to go undiagnosed until well after entering school. In fact, research indicates that only three percent of children with ASD are identified solely by non-school resources. As a result, school professionals are now more likely to be asked to participate in the screening and identification of children with ASD than at any other time in the past.</div><div style="box-sizing: border-box; line-height: 1.5rem;">The <a href="http://idea.ed.gov/explore/home" rel="nofollow" style="background: transparent; box-sizing: border-box; color: #4489e3; cursor: pointer; font-weight: bold; text-decoration: none;" target="_blank">Individuals with Disabilities Education Act of 2004 (IDEA)</a> and the Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition (DSM-5) are the two major systems used to diagnose and classify children with ASD. The DSM-5 is considered the primary authority in the fields of psychiatric and psychological (clinical) diagnoses, while IDEA is the authority with regard to eligibility decisions for <a class="inline_link omniture-click-processed" href="http://www.examiner.com/topic/special-education" style="background: transparent; box-sizing: border-box; color: #4489e3; cursor: pointer; text-decoration: none;">special education</a>. The DSM-IV was developed by clinicians as a diagnostic and classification system for both childhood and adult psychiatric disorders. The IDEA is not a diagnostic system per se, but rather federal legislation designed to ensure the appropriate education of children with special educational needs in our public schools. Unlike the DSM-5, IDEA specifies categories of ‘‘disabilities’’ to determine eligibility for special educational services. The definitions of these categories (there are 13), including autism, are the most widely used classification system in our schools. According to IDEA regulations, the definition of autism is as follows:</div><div style="box-sizing: border-box; line-height: 1.5rem;">(c)(1)(i) Autism means a developmental disability significantly affecting verbal and nonverbal communication and social interaction, generally evident before age 3, that adversely affects a child’s educational performance. Other characteristics often associated with autism are engagement in repetitive activities and stereotyped movements, resistance to environmental change or change in daily routines, and unusual responses to sensory experiences. The term does not apply if a child’s educational performance is adversely affected primarily because the child has an emotional disturbance, as defined in this section.</div><div style="box-sizing: border-box; line-height: 1.5rem;">(ii) A child who manifests the characteristics of ‘‘autism’’ after age 3 could be diagnosed as having ‘‘autism’’ if the criteria in paragraph (c)(1)(i) of this section are satisfied.</div><div style="box-sizing: border-box; line-height: 1.5rem;">This educational definition is considered sufficiently broad and operationally acceptable to accommodate both the clinical and educational descriptions of autism and related disorders. While the DSM-5 diagnostic criteria are professionally helpful, they are neither legally required nor sufficient for determining educational placement. It is state and federal education codes and regulations (not DSM-5) that drive classification and eligibility decisions. Thus, school professionals must ensure that children meet the criteria for autism as outlined by IDEA and may use the DSM-5 to the extent that the diagnostic criteria include the same core behaviors (e.g., difficulties with social interaction, difficulties with communication, and the frequent exhibition of repetitive behaviors or circumscribed interests). Of course, all professionals, whether clinical or school, should have the appropriate training and background related to the diagnosis and treatment of neurodevelopmental disorders. The identification of autism should be made by a professional team using multiple sources of information, including, but not limited to an interdisciplinary assessment of social behavior, language and communication, adaptive behavior, motor skills, sensory issues, and cognitive functioning to help with intervention planning and determining eligibility for special educational services.</div><div style="box-sizing: border-box; line-height: 1.5rem;">Legal and special education experts recommend the following guidelines to help school districts meet the requirements for providing legally and educationally appropriate programs and services to students with ASD.</div><div style="box-sizing: border-box; line-height: 1.5rem;">1. <em style="box-sizing: border-box;">School districts should ensure that the <a class="inline_link omniture-click-processed" href="http://www.examiner.com/topic/iep" style="background: transparent; box-sizing: border-box; color: #4489e3; cursor: pointer; text-decoration: none;">IEP</a> process follows the procedural requirements of IDEA. This includes actively involving parents in the IEP process and adhering to the time frame requirements for assessment and developing and implementing the student’s IEP. Moreover, parents must be notified of their due process rights. It’s important to recognize that parent-professional communication and collaboration are key components for making educational and program decisions</em>.</div><div style="box-sizing: border-box; line-height: 1.5rem;">2. <em style="box-sizing: border-box;">School districts should make certain that comprehensive, individualized evaluations are completed by school professionals who have knowledge, experience, and expertise in ASD. If qualified personnel are not available, school districts should provide the appropriate training or retain the services of a consultant</em>.</div><div style="box-sizing: border-box; line-height: 1.5rem;">3. <em style="box-sizing: border-box;">School districts should develop IEPs based on the child’s unique pattern of strengths and weaknesses. Goals for a child with ASD commonly include the areas of communication, social behavior, adaptive skills, challenging behavior, and academic and functional skills. The IEP must address appropriate instructional and curricular modifications, together with related services such as counseling, occupational therapy, speech/language therapy, physical therapy and transportation needs. Evidence-based instructional strategies should also be adopted to ensure that the IEP is implemented appropriately</em>.</div><div style="box-sizing: border-box; line-height: 1.5rem;">4. <em style="box-sizing: border-box;">School districts should assure that progress monitoring of students with ASD is completed at specified intervals by an interdisciplinary team of professionals who have a knowledge base and experience in autism. This includes collecting evidence-based data to document progress towards achieving IEP goals and to assess program effectiveness</em>.</div><div style="box-sizing: border-box; line-height: 1.5rem;">5. <em style="box-sizing: border-box;">School districts should make every effort to place students in integrated settings to maximize interaction with non-disabled peers. Inclusion with typically developing students is important for a child with ASD as peers provide the best models for language and social skills. However, inclusive education alone is insufficient, evidence-based intervention and training is also necessary to address specific skill deficits. Although the least restrictive environment (LRE) provision of IDEA requires that efforts be made to educate students with special needs in less restrictive settings, IDEA also recognizes that some students may require a more comprehensive program to provide FAPE</em>.</div><div style="box-sizing: border-box; line-height: 1.5rem;">6. <em style="box-sizing: border-box;">School districts should provide on-going training and education in ASD for both parents and professionals. Professionals who are trained in specific methodology and techniques will be most effective in providing the appropriate services and in modifying curriculum based upon the unique needs of the individual child</em>.</div><div style="box-sizing: border-box; line-height: 1.5rem;"><strong style="box-sizing: border-box;">References and Further Reading</strong></div><div style="box-sizing: border-box; line-height: 1.5rem;"><a href="http://idea.ed.gov/explore/home" rel="nofollow" style="background: transparent; box-sizing: border-box; color: #4489e3; cursor: pointer; font-weight: bold; text-decoration: none;" target="_blank">Individuals with Disabilities Education Improvement Act of 2004</a>. Pub. L. No. 108-446, 108th Congress, 2nd Session. (2004).</div><div style="box-sizing: border-box; line-height: 1.5rem;">Mandlawitz, M. R. (2002). The impact of the legal system on educational programming for young children with autism spectrum disorder. <em style="box-sizing: border-box;">Journal of Autism and Developmental Disorders, 32</em>, 495-508.</div><div style="box-sizing: border-box; line-height: 1.5rem;">National Research Council (2001<em style="box-sizing: border-box;">). Educating children with autism</em>. Committee on Educational Interventions for Children with Autism. C. Lord & J. P. McGee (Eds). Division of Behavioral and Social Sciences and Education. Washington, DC: National Academy Press.</div><div style="box-sizing: border-box; line-height: 1.5rem;"><a href="http://www.amazon.com/IEP-Meaningful-Measurable-Objectives-Jossey-Bass/dp/047056234X/ref=sr_1_1?s=books&ie=UTF8&qid=1350660776&sr=1-1" rel="nofollow" style="background: transparent; box-sizing: border-box; color: #4489e3; cursor: pointer; font-weight: bold; text-decoration: none;" target="_blank">Twachtman-Cullen, D., & Twachtman-Bassett, J. (2011). The IEP from A to Z: How to create meaningful and measurable goals and objectives. San Francisco, CA: Jossey-Bass.</a></div><div style="box-sizing: border-box; line-height: 1.5rem;">Wilkinson, L. A. (2010). Best practice in special needs education. In L. A. Wilkinson, <a href="http://www.amazon.com/Practice-Assessment-Intervention-Asperger-Syndrome/dp/1849058113/ref=sr_1_1?s=books&ie=UTF8&qid=1326065567&sr=1-1" rel="nofollow" style="background: transparent; box-sizing: border-box; color: #4489e3; cursor: pointer; font-weight: bold; text-decoration: none;" target="_blank">A best practice guide to assessment and intervention for autism and Asperger syndrome in schools </a>(pp. 127-146). London: Jessica Kingsley Publishers.</div><div style="box-sizing: border-box; line-height: 1.5rem;"><a href="http://www.wrightslaw.com/" rel="nofollow" style="background: transparent; box-sizing: border-box; color: #4489e3; cursor: pointer; font-weight: bold; text-decoration: none;" target="_blank">Wrightslaw: Special Education Law, 2nd Edition (2007)</a>.</div><div style="box-sizing: border-box; line-height: 1.5rem;">Yell, M. L., Katsiyannis, A, Drasgow, E, & Herbst, M. (2003). Developing legally correct and educationally appropriate programs for students with autism spectrum disorders. <em style="box-sizing: border-box;">Focus on Autism and Other Developmental Disabilities, 18</em>, 182-191.</div><div style="box-sizing: border-box; line-height: 1.5rem;">Lee A. Wilkinson, PhD, CCBT, NCSP is author of the award-winning book, <em style="box-sizing: border-box;"><a href="http://www.amazon.com/Practice-Assessment-Intervention-Asperger-Syndrome/dp/1849058113" rel="nofollow" style="background: transparent; box-sizing: border-box; color: #4489e3; cursor: pointer; font-weight: bold; text-decoration: none;" target="_blank">A Best Practice Guide to Assessment and Intervention for Autism and Asperger Syndrome in Schools</a></em>, published by Jessica Kingsley Publishers. He is also editor of a new Volume in the APA School Psychology Book Series, <em style="box-sizing: border-box;"><a href="http://www.apa.org/pubs/books/4317328.aspx" rel="nofollow" style="background: transparent; box-sizing: border-box; color: #4489e3; cursor: pointer; font-weight: bold; text-decoration: none;" target="_blank">Autism Spectrum Disorder in Children and Adolescents: Evidence-Based Assessment and Intervention in Schools</a></em>.</div><div style="box-sizing: border-box; line-height: 1.5rem;"><strong style="box-sizing: border-box;">If you enjoy reading my articles, you can click on "subscribe" at the top of the page to receive notice when new ones are published. You can also follow me at <a href="http://bestpracticeautism.com/" rel="nofollow" style="background: transparent; box-sizing: border-box; color: #4489e3; cursor: pointer; text-decoration: none;" target="_blank">http://bestpracticeautism.com</a>.</strong></div></div></div></div><section class="suggested-links" style="background-color: white; box-sizing: border-box; font-family: 'Proximo Nova', 'Helvetica Neue', Arial, Helvetica, sans-serif; font-size: 16px; margin: 30px 0px 0px;"><h2 class="headline headline--xl" style="box-sizing: border-box; font-family: 'Roboto Slab', serif; font-size: 1.125rem; font-weight: normal; line-height: 1.375rem; margin: 0px; text-transform: uppercase;"><span class="highlight" style="box-sizing: border-box; color: #76b700;">SUGGESTED</span> LINKS</h2><ul style="box-sizing: border-box; margin: 0px; padding: 10px 0px 10px 8px;"><li style="box-sizing: border-box; line-height: 1.125rem; list-style: none; margin: 0px 0px 5px; padding: 0px 0px 0px 20px;"><a href="http://www.examiner.com/article/preparing-teachers-for-students-with-autism" style="background: transparent; box-sizing: border-box; color: black; cursor: pointer; font-weight: bold; text-decoration: none;">Preparing Teachers for Students with Autism</a></li>
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<li style="box-sizing: border-box; line-height: 1.125rem; list-style: none; margin: 0px 0px 5px; padding: 0px 0px 0px 20px;"><a href="http://www.examiner.com/article/autism-and-inclusive-education" style="background: transparent; box-sizing: border-box; color: black; cursor: pointer; font-weight: bold; text-decoration: none;">Autism and Inclusive Education</a></li>
<li style="box-sizing: border-box; line-height: 1.125rem; list-style: none; margin: 0px 0px 5px; padding: 0px 0px 0px 20px;"><a href="http://www.examiner.com/article/positive-behavior-support-pbs-strategies-for-asd" style="background: transparent; box-sizing: border-box; color: black; cursor: pointer; font-weight: bold; text-decoration: none;">Positive Behavior Support (PBS) Strategies for ASD</a></li>
</ul></section>faceofautismhttp://www.blogger.com/profile/16655863600108004345noreply@blogger.com0tag:blogger.com,1999:blog-667415563490110300.post-30159545201543250202014-10-09T10:10:00.001-05:002014-10-09T10:10:56.896-05:00Study Calls for Improved State Definitions of Autism and Evaluation Procedures - West Palm Beach Autism & Education | Examiner.com<a href="http://www.examiner.com/article/study-calls-for-improved-state-definitions-of-autism-and-evaluation-procedures?CID=examiner_alerts_article">Study Calls for Improved State Definitions of Autism and Evaluation Procedures - West Palm Beach Autism & Education | Examiner.com</a><br /><br />
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<div style="background-color: white; box-sizing: border-box; font-family: 'Proximo Nova', 'Helvetica Neue', Arial, Helvetica, sans-serif; font-size: 16px; line-height: 1.5rem;">The dramatic increase in the number of students qualifying for special education under <a class="inline_link omniture-click-processed" href="http://www.examiner.com/topic/autism" style="background: transparent; box-sizing: border-box; color: #4489e3; cursor: pointer; text-decoration: none;">autism</a> in our schools may have been caused, in part, by vague definitions together with ambiguous, variable, and irrelevant evaluation procedures, according to a study published in the open access journal, <em style="box-sizing: border-box;"><a href="http://www.hindawi.com/journals/aurt/2014/327271/" rel="nofollow" style="background: transparent; box-sizing: border-box; color: #4489e3; cursor: pointer; font-weight: bold; text-decoration: none;" target="_blank">Autism Research and Treatment</a></em>. The study examined the definition of autism published by each state education agency (SEA) and the District of Columbia, as well as SEA-indicated evaluation procedures for determining student qualification for autism. The researchers compared components of each SEA definition to aspects of autism from two authoritative sources: Diagnostic and Statistical Manual of Mental Disorders (DSM-IV-TR) and Individuals with Disabilities Education Improvement Act (<a class="inline_link omniture-click-processed" href="http://www.examiner.com/topic/idea" style="background: transparent; box-sizing: border-box; color: #4489e3; cursor: pointer; text-decoration: none;">IDEA</a>-2004). They also compared SEA-indicated evaluation procedures across SEAs to evaluation procedures noted in IDEA-2004.</div><div style="background-color: white; box-sizing: border-box; font-family: 'Proximo Nova', 'Helvetica Neue', Arial, Helvetica, sans-serif; font-size: 16px; line-height: 1.5rem;">The results indicated that many more SEA definitions incorporate IDEA-2004 features than DSM-IV-TR features. However, despite similar foundations, SEA definitions of autism displayed considerable variability. Many of the definitions were too vague to be of much use. Evaluation procedures were found to vary even more across SEAs. There often was little concordance between the definition (what autism is) and evaluation procedures (how autism is recognized). Definition components often were not addressed by evaluation features, even in a cursory way. One of the least recommended evaluation features was the requirement to administer an autism-specific evaluation as part of the eligibility process. Of the SEAs that included an autism assessment in the evaluation process, none specified the use of a recognized instrument such as the Autism Diagnostic Observation Schedule (ADOS) or the Childhood Autism Rating Scales (CARS). Although several of these SEAs did indicate the required use of a state-created autism checklist, none gave any reference to a source or psychometric characteristics of those checklists</div><div style="background-color: white; box-sizing: border-box; font-family: 'Proximo Nova', 'Helvetica Neue', Arial, Helvetica, sans-serif; font-size: 16px; line-height: 1.5rem;">Recommendations for state and federal policy changes are discussed. For example, the researchers suggest that the publication of DSM-5 provides SEAs with the opportunity to expand and update their current definition of autism. They note that the DSM-5 criteria encompass all of the elements stated by the current IDEA definition with the exception of allowing for the coexistence of potential emotional disorders. The DSM-5 also recognizes the salience of sensory processing problems and the possibility of coexisting (comorbid) mental health disorders. The study recommends that SEAs consider elements of DSM-5 autism spectrum disorders as they consider revisions to their state definition of autism and corresponding procedures by which assessors will provide data for eligibility determination. Likewise, IDEA-2004 is overdue for Congressional reconsideration and possible amendment, so there is an opportunity to also update and clarify the federal educational definition of autism. Improved, more specific definitions and evaluation procedures will enable SEAs and school districts to better serve students with autism and better allocate resources.</div><div style="background-color: white; box-sizing: border-box; font-family: 'Proximo Nova', 'Helvetica Neue', Arial, Helvetica, sans-serif; font-size: 16px; line-height: 1.5rem;">Malinda L. Pennington, Douglas Cullinan, and Louise B. Southern, “Defining Autism: Variability in State Education Agency Definitions of and Evaluations for Autism Spectrum Disorders,” Autism Research and Treatment, vol. 2014, Article ID 327271, 8 pages, 2014. <a href="http://dx.doi.org/10.1155/2014/327271" rel="nofollow" style="background: transparent; box-sizing: border-box; color: #4489e3; cursor: pointer; font-weight: bold; text-decoration: none;" target="_blank">http://dx.doi.org/10.1155/2014/327271</a></div><div style="background-color: white; box-sizing: border-box; font-family: 'Proximo Nova', 'Helvetica Neue', Arial, Helvetica, sans-serif; font-size: 16px; line-height: 1.5rem;">Lee A. Wilkinson, PhD, CCBT, NCSP is author of the award-winning book, <em style="box-sizing: border-box;"><a href="http://www.amazon.com/Practice-Assessment-Intervention-Asperger-Syndrome/dp/1849058113" rel="nofollow" style="background: transparent; box-sizing: border-box; color: #4489e3; cursor: pointer; font-weight: bold; text-decoration: none;" target="_blank">A Best Practice Guide to Assessment and Intervention for Autism and Asperger Syndrome in Schools</a></em>, published by Jessica Kingsley Publishers. He is also editor of a text in the APA School Psychology Book Series, <em style="box-sizing: border-box;"><a href="http://www.amazon.com/Autism-Spectrum-Disorder-Children-Adolescents/dp/1433816156" rel="nofollow" style="background: transparent; box-sizing: border-box; color: #4489e3; cursor: pointer; font-weight: bold; text-decoration: none;" target="_blank">Autism Spectrum Disorder in Children and Adolescents: Evidence-Based Assessment and Intervention in Schools</a></em> and author of the soon to be released book, <em style="box-sizing: border-box;"><a href="http://www.amazon.com/Overcoming-Anxiety-Depression-Autism-Spectrum/dp/1849059276/ref=sr_1_1?s=books&ie=UTF8&qid=1412370192&sr=1-1&keywords=overcoming+anxiety+and+depression+on+the+autism+spectrum" rel="nofollow" style="background: transparent; box-sizing: border-box; color: #4489e3; cursor: pointer; font-weight: bold; text-decoration: none;" target="_blank">Overcoming Anxiety and Depression on the Autism Spectrum: A Self-Help Guide Using CBT</a>.</em></div><div style="background-color: white; box-sizing: border-box; font-family: 'Proximo Nova', 'Helvetica Neue', Arial, Helvetica, sans-serif; font-size: 16px; line-height: 1.5rem;"><strong style="box-sizing: border-box;">If you enjoy reading my articles, you can click on "subscribe" at the top of the page to receive notice when new ones are published. You can also follow me at <a href="http://bestpracticeautism.com/" rel="nofollow" style="background: transparent; box-sizing: border-box; color: #4489e3; cursor: pointer; text-decoration: none;" target="_blank">http://bestpracticeautism.com</a>.</strong></div>faceofautismhttp://www.blogger.com/profile/16655863600108004345noreply@blogger.com0tag:blogger.com,1999:blog-667415563490110300.post-72644311987001341772014-10-08T09:38:00.001-05:002014-10-08T09:38:05.909-05:00Supreme Court Seeks Input On IDEA Case - Disability Scoop<a href="http://www.disabilityscoop.com/2014/10/07/supreme-court-idea/19740/">Supreme Court Seeks Input On IDEA Case - Disability Scoop</a><br /><br />
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<div style="background: rgb(255, 255, 255); border: 0px; font-family: georgia, 'palatino linotype', palatino, 'times new roman', times, serif; font-size: 15px; line-height: 22.5px; outline: 0px; padding: 0px 0px 15px; vertical-align: baseline;">The U.S. Supreme Court is asking the Obama administration to weigh in on a case involving who should pay for private school tuition while special education disputes are litigated.</div><div style="background: rgb(255, 255, 255); border: 0px; font-family: georgia, 'palatino linotype', palatino, 'times new roman', times, serif; font-size: 15px; line-height: 22.5px; outline: 0px; padding: 0px 0px 15px; vertical-align: baseline;">The high court asked the U.S. solicitor general on Monday to provide an opinion on a case known as Ridley School District v. M.R. which centers on the “stay-put” provision of the Individuals with Disabilities Education Act.</div><div style="background: rgb(255, 255, 255); border: 0px; font-family: georgia, 'palatino linotype', palatino, 'times new roman', times, serif; font-size: 15px; line-height: 22.5px; outline: 0px; padding: 0px 0px 15px; vertical-align: baseline;">Under the law, school districts must pay for students to remain in their existing educational placements while special education disputes between parents and schools are sorted out.</div><div style="background: rgb(255, 255, 255); border: 0px; font-family: georgia, 'palatino linotype', palatino, 'times new roman', times, serif; font-size: 15px; line-height: 22.5px; outline: 0px; padding: 0px 0px 15px; vertical-align: baseline;">However, the Ridley School District in suburban Philadelphia — joined by a handful of education groups — is arguing that a district’s obligation to pay for a private placement should end once a court rules in the schools’ favor, no matter if a child’s parents continue to pursue their claims.</div><div style="background: rgb(255, 255, 255); border: 0px; font-family: georgia, 'palatino linotype', palatino, 'times new roman', times, serif; font-size: 15px; line-height: 22.5px; outline: 0px; padding: 0px 0px 15px; vertical-align: baseline;">The issue arose in the case of a child known as E.R. in court papers. The U.S. Court of Appeals for the Third Circuit in Philadelphia decided earlier this year that the Ridley School District remains responsible for private school tuition for E.R. while the child’s family continues to appeal their dispute even though a lower court found in favor of the district.</div><div style="background: rgb(255, 255, 255); border: 0px; font-family: georgia, 'palatino linotype', palatino, 'times new roman', times, serif; font-size: 15px; line-height: 22.5px; outline: 0px; padding: 0px 0px 15px; vertical-align: baseline;">The Ridley School District was <a href="http://www.disabilityscoop.com/2014/07/30/supreme-court-clarify-idea/19560/" style="background: transparent; border: 0px; color: #3366cc; margin: 0px; outline: 0px; padding: 0px; text-decoration: none; vertical-align: baseline;" target="_blank">joined</a> this summer by the National Association of State Directors of Special Education, the National School Boards Association and the Pennsylvania School Boards Association in asking the Supreme Court to take up the issue.</div><div style="background: rgb(255, 255, 255); border: 0px; font-family: georgia, 'palatino linotype', palatino, 'times new roman', times, serif; font-size: 15px; line-height: 22.5px; outline: 0px; padding: 0px 0px 15px; vertical-align: baseline;">Rather than accept or decline the case, however, the Supreme Court signaled on the first day of its new term that it will seek input from the nation’s solicitor general before determining whether or not to consider the “stay-put” provision</div>faceofautismhttp://www.blogger.com/profile/16655863600108004345noreply@blogger.com0tag:blogger.com,1999:blog-667415563490110300.post-88851878610128897232014-10-08T09:35:00.001-05:002014-10-08T09:35:02.884-05:00Families Turn To Social Media With Special Ed Complaints - Disability Scoop<a href="http://www.disabilityscoop.com/2014/10/06/families-social-media-sped/19732/">Families Turn To Social Media With Special Ed Complaints - Disability Scoop</a><br /><br />
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<div style="background: rgb(255, 255, 255); border: 0px; font-family: georgia, 'palatino linotype', palatino, 'times new roman', times, serif; font-size: 15px; line-height: 22.5px; outline: 0px; padding: 0px 0px 15px; vertical-align: baseline;">TAMPA, Fla. — A chance meeting in a Sarasota restaurant put Amanda Taylor, the mother of a student with special needs, in touch with activist Jon Singer.</div><div style="background: rgb(255, 255, 255); border: 0px; font-family: georgia, 'palatino linotype', palatino, 'times new roman', times, serif; font-size: 15px; line-height: 22.5px; outline: 0px; padding: 0px 0px 15px; vertical-align: baseline;">Taylor described the frustration she was having getting her daughter the services she needed at Robinson Elementary School in Plant City.</div><div style="background: rgb(255, 255, 255); border: 0px; font-family: georgia, 'palatino linotype', palatino, 'times new roman', times, serif; font-size: 15px; line-height: 22.5px; outline: 0px; padding: 0px 0px 15px; vertical-align: baseline;">Singer, who works in financial services and splits his time between Sarasota and New Jersey, offered to put her story on his Facebook page. Taylor approved the scathing diatribe against the Hillsborough County School District, packaged with pictures of 8-year-old Alexis.</div><div style="background: rgb(255, 255, 255); border: 0px; font-family: georgia, 'palatino linotype', palatino, 'times new roman', times, serif; font-size: 15px; line-height: 22.5px; outline: 0px; padding: 0px 0px 15px; vertical-align: baseline;">“The day I went public, the school knew,” said Taylor, a divorced mother of four. “Within five hours, the principal, ESE (exceptional student education) specialist and teacher told me, ‘We’re on your side, Amanda.’ I just couldn’t believe what was coming out of their mouths.”</div><div style="background: rgb(255, 255, 255); border: 0px; font-family: georgia, 'palatino linotype', palatino, 'times new roman', times, serif; font-size: 15px; line-height: 22.5px; outline: 0px; padding: 0px 0px 15px; vertical-align: baseline;">Social media shaming increasingly is a tactic parents employ when calling, emailing or sitting through individualized education program, or IEP, meetings does not get the results they seek.</div><div style="background: rgb(255, 255, 255); border: 0px; font-family: georgia, 'palatino linotype', palatino, 'times new roman', times, serif; font-size: 15px; line-height: 22.5px; outline: 0px; padding: 0px 0px 15px; vertical-align: baseline;">School officials say they do what is best for children, according to the law and best practices, regardless of what parents might say on social media.</div><div style="background: rgb(255, 255, 255); border: 0px; font-family: georgia, 'palatino linotype', palatino, 'times new roman', times, serif; font-size: 15px; line-height: 22.5px; outline: 0px; padding: 0px 0px 15px; vertical-align: baseline;">But some parents believe otherwise. Taylor says her campaign got fast attention for Alexis, who has spina bifida, although the issues are far from resolved.</div><div style="background: rgb(255, 255, 255); border: 0px; font-family: georgia, 'palatino linotype', palatino, 'times new roman', times, serif; font-size: 15px; line-height: 22.5px; outline: 0px; padding: 0px 0px 15px; vertical-align: baseline;">In South Tampa, Henry Frost, who has autism, was able to attend his neighborhood school after a Facebook campaign in late 2012.</div><div style="background: rgb(255, 255, 255); border: 0px; font-family: georgia, 'palatino linotype', palatino, 'times new roman', times, serif; font-size: 15px; line-height: 22.5px; outline: 0px; padding: 0px 0px 15px; vertical-align: baseline;">“I Stand With Henry,” which featured a video that paid homage to Dr. Martin Luther King Jr., was Henry’s idea, said his mother, Lauri Hunt. “It’s his platform,” she said.</div><div style="background: rgb(255, 255, 255); border: 0px; font-family: georgia, 'palatino linotype', palatino, 'times new roman', times, serif; font-size: 15px; line-height: 22.5px; outline: 0px; padding: 0px 0px 15px; vertical-align: baseline;">In recent weeks Henry posted that Wilson Middle School took him off the rolls after he missed too many days because of medical issues. On Sept. 16, Henry posted that he’s back in Wilson.</div><div style="background: rgb(255, 255, 255); border: 0px; font-family: georgia, 'palatino linotype', palatino, 'times new roman', times, serif; font-size: 15px; line-height: 22.5px; outline: 0px; padding: 0px 0px 15px; vertical-align: baseline;">Alexis’ issue was not placement but services. Taylor said her daughter is on-level intellectually but behind academically. She says the trouble started in kindergarten, where Alexis was in a class of children with disabilities. “Every time I came in they would be painting or watching movies,” she said.</div><div style="background: rgb(255, 255, 255); border: 0px; font-family: georgia, 'palatino linotype', palatino, 'times new roman', times, serif; font-size: 15px; line-height: 22.5px; outline: 0px; padding: 0px 0px 15px; vertical-align: baseline;">In the older grades there were disagreements over whether Alexis could get out of her wheelchair and walk with her leg braces, and whether the staff was putting the braces on her properly. Taylor said Alexis was excluded from recess and did not get resources she needed to catch up academically.</div><div style="background: rgb(255, 255, 255); border: 0px; font-family: georgia, 'palatino linotype', palatino, 'times new roman', times, serif; font-size: 15px; line-height: 22.5px; outline: 0px; padding: 0px 0px 15px; vertical-align: baseline;">School officials are prohibited by law from discussing individual students publicly, so these accounts come entirely from the parents. The Tampa Bay Times attempted to discuss the social media shaming tactic with Hillsborough County School District’s ESE general manager Maryann Parks, but she declined “because it doesn’t have any effect,” said spokesman Stephen Hegarty.</div><div style="background: rgb(255, 255, 255); border: 0px; font-family: georgia, 'palatino linotype', palatino, 'times new roman', times, serif; font-size: 15px; line-height: 22.5px; outline: 0px; padding: 0px 0px 15px; vertical-align: baseline;">Federal law assures children with special needs a free, appropriate public education in the least restrictive environment.</div><div style="background: rgb(255, 255, 255); border: 0px; font-family: georgia, 'palatino linotype', palatino, 'times new roman', times, serif; font-size: 15px; line-height: 22.5px; outline: 0px; padding: 0px 0px 15px; vertical-align: baseline;">But those terms are open to interpretation. School officials often consider special schools, or special classes that are in some schools but not others, both appropriate and safe.</div><div style="background: rgb(255, 255, 255); border: 0px; font-family: georgia, 'palatino linotype', palatino, 'times new roman', times, serif; font-size: 15px; line-height: 22.5px; outline: 0px; padding: 0px 0px 15px; vertical-align: baseline;">Advocates of inclusion often push for students to be mixed in with their peers who don’t have disabilities, with aides to support them. Although the district gets federal funding for its roughly 29,000 students with special needs, officials say that funding does not cover all expenses. At the same time, district officials typically say their decisions are not affected by cost.</div><div style="background: rgb(255, 255, 255); border: 0px; font-family: georgia, 'palatino linotype', palatino, 'times new roman', times, serif; font-size: 15px; line-height: 22.5px; outline: 0px; padding: 0px 0px 15px; vertical-align: baseline;">Singer fought his own very explosive battles with the school district of Tenafly, N.J. “I don’t even call them animals,” he said of the school officials. “It’s like an insult to dogs.”</div><div style="background: rgb(255, 255, 255); border: 0px; font-family: georgia, 'palatino linotype', palatino, 'times new roman', times, serif; font-size: 15px; line-height: 22.5px; outline: 0px; padding: 0px 0px 15px; vertical-align: baseline;">He created a Facebook page. “I had 8,000 followers,” he said. “People started saying ‘I need your help.’ Others said, ‘I’d like to help.’ “</div><div style="background: rgb(255, 255, 255); border: 0px; font-family: georgia, 'palatino linotype', palatino, 'times new roman', times, serif; font-size: 15px; line-height: 22.5px; outline: 0px; padding: 0px 0px 15px; vertical-align: baseline;">Taylor’s story appeared on Singer’s page, Drive4Rebecca. He takes most of the credit for terms like “HELLSborough County” and MaryEllen EVILia,” for superintendent MaryEllen Elia. He called her the “Torturer in Chief.”</div><div style="background: rgb(255, 255, 255); border: 0px; font-family: georgia, 'palatino linotype', palatino, 'times new roman', times, serif; font-size: 15px; line-height: 22.5px; outline: 0px; padding: 0px 0px 15px; vertical-align: baseline;">If Elia and her staff were offended, Taylor said she is fine with that. “I’m offended about the way they’re treating my child,” she said.</div><div style="background: rgb(255, 255, 255); border: 0px; font-family: georgia, 'palatino linotype', palatino, 'times new roman', times, serif; font-size: 15px; line-height: 22.5px; outline: 0px; padding: 0px 0px 15px; vertical-align: baseline;">Immediately after the posting, she said, the school staff met with her to learn how to put Alexis’ braces on properly. They offered math materials she could use to help Alexis at home, but she said they didn’t follow through and numerous issues remain. “It’s been up and down,” she said.</div><div style="background: rgb(255, 255, 255); border: 0px; font-family: georgia, 'palatino linotype', palatino, 'times new roman', times, serif; font-size: 15px; line-height: 22.5px; outline: 0px; padding: 0px 0px 15px; vertical-align: baseline;">Singer said he advises parents to “get people involved from day one, the minute you start emailing the superintendent about your child. That way it’s out there.”</div><div style="background: rgb(255, 255, 255); border: 0px; font-family: georgia, 'palatino linotype', palatino, 'times new roman', times, serif; font-size: 15px; line-height: 22.5px; outline: 0px; padding: 0px 0px 15px; vertical-align: baseline;">Too often, he said, parents assume it’s a zero-sum game, with enough money available for only some children. Or they fear retaliation.</div><div style="background: rgb(255, 255, 255); border: 0px; font-family: georgia, 'palatino linotype', palatino, 'times new roman', times, serif; font-size: 15px; line-height: 22.5px; outline: 0px; padding: 0px 0px 15px; vertical-align: baseline;">School districts “have lawyers on their side,” Singer said. “It’s so stacked in their favor and the majority of people don’t know their rights and they can’t afford a lawyer.”</div><div style="background: rgb(255, 255, 255); border: 0px; font-family: georgia, 'palatino linotype', palatino, 'times new roman', times, serif; font-size: 15px; line-height: 22.5px; outline: 0px; padding: 0px 0px 15px; vertical-align: baseline;">Hegarty, of the Hillsborough County School District, said families have many avenues of recourse without resorting to public attacks.</div><div style="background: rgb(255, 255, 255); border: 0px; font-family: georgia, 'palatino linotype', palatino, 'times new roman', times, serif; font-size: 15px; line-height: 22.5px; outline: 0px; padding: 0px 0px 15px; vertical-align: baseline;">“Parents have lots of different ways to try to communicate: phone calls, emails, calling reporters, calling board members. And now social media,” he said.</div><div style="background: rgb(255, 255, 255); border: 0px; font-family: georgia, 'palatino linotype', palatino, 'times new roman', times, serif; font-size: 15px; line-height: 22.5px; outline: 0px; padding: 0px 0px 15px; vertical-align: baseline;">“The best way to affect the decision is to sit down in an IEP meeting or other meeting and work with the school district. We have dedicated, caring people who work with families every day and work hard to get to ‘yes’ on some very complicated cases.”</div>faceofautismhttp://www.blogger.com/profile/16655863600108004345noreply@blogger.com0tag:blogger.com,1999:blog-667415563490110300.post-46427249285544796522014-09-29T11:11:00.001-05:002014-09-29T11:11:34.587-05:00What if Autism Were Contagious? | Kim Stagliano<a href="http://www.huffingtonpost.com/kim-stagliano/what-if-autism-were-conta_b_86150.html">What if Autism Were Contagious? | Kim Stagliano</a>faceofautismhttp://www.blogger.com/profile/16655863600108004345noreply@blogger.com0tag:blogger.com,1999:blog-667415563490110300.post-45473775710249703142014-09-27T14:08:00.001-05:002014-09-27T14:08:52.593-05:00Exactly Who Is "Anti-vaccine"? - The Thinking Moms' Revolution<a href="http://thinkingmomsrevolution.com/exactly-anti-vaccine/">Exactly Who Is "Anti-vaccine"? - The Thinking Moms' Revolution</a><br /><br />
<br /><br />
<span style="background-color: white; color: #333333; font-family: Georgia, 'Bitstream Charter', serif; font-size: 16px; line-height: 24px;"></span><br /><br />
<div><div style="background: rgb(255, 255, 255); border: 0px; color: #333333; font-family: Georgia, 'Bitstream Charter', serif; font-size: 16px; line-height: 24px; margin-bottom: 24px; padding: 0px; vertical-align: baseline;">If you want safe, non-neurotoxic vaccines for everyone, given in an independently tested and verified schedule and combination, you are “anti-vaccine.”</div><div style="background: rgb(255, 255, 255); border: 0px; color: #333333; font-family: Georgia, 'Bitstream Charter', serif; font-size: 16px; line-height: 24px; margin-bottom: 24px; padding: 0px; vertical-align: baseline;">If you want transparency, accountability, and ethical science when it comes to vaccines, you are “anti-vaccine.”</div><div style="background: rgb(255, 255, 255); border: 0px; color: #333333; font-family: Georgia, 'Bitstream Charter', serif; font-size: 16px; line-height: 24px; margin-bottom: 24px; padding: 0px; vertical-align: baseline;">If you believe those who profit from vaccines should not be in charge of vaccine policy or research, you are “anti-vaccine.”</div><div style="background: rgb(255, 255, 255); border: 0px; color: #333333; font-family: Georgia, 'Bitstream Charter', serif; font-size: 16px; line-height: 24px; margin-bottom: 24px; padding: 0px; vertical-align: baseline;">If you believe you should have the right to informed consent, and that not all vaccines are created or needed equally, you are “anti-vaccine.”</div><div style="background: rgb(255, 255, 255); border: 0px; color: #333333; font-family: Georgia, 'Bitstream Charter', serif; font-size: 16px; line-height: 24px; margin-bottom: 24px; padding: 0px; vertical-align: baseline;">If you believe we should study those who have reacted negatively to prevent problems for others in the future, you are “anti-vaccine.”</div><div style="background: rgb(255, 255, 255); border: 0px; color: #333333; font-family: Georgia, 'Bitstream Charter', serif; font-size: 16px; line-height: 24px; margin-bottom: 24px; padding: 0px; vertical-align: baseline;">If you believe you have the right not to inject yourself with something made using aborted fetal cell lines because it goes against your faith, you are “anti-vaccine.”</div><div style="background: rgb(255, 255, 255); border: 0px; color: #333333; font-family: Georgia, 'Bitstream Charter', serif; font-size: 16px; line-height: 24px; margin-bottom: 24px; padding: 0px; vertical-align: baseline;">If you believe the program has been derailed by special interests ever since they received federal liability protection, and that liability protection should be amended to apply only in times of emergency (if at all), you are “anti-vaccine.”</div><div style="background: rgb(255, 255, 255); border: 0px; color: #333333; font-family: Georgia, 'Bitstream Charter', serif; font-size: 16px; line-height: 24px; margin-bottom: 24px; padding: 0px; vertical-align: baseline;">If you believe science can easily be bought and paid for, and that you have not only the right but also the responsibility to read it and question it, you are “anti-vaccine.”</div><div style="background: rgb(255, 255, 255); border: 0px; color: #333333; font-family: Georgia, 'Bitstream Charter', serif; font-size: 16px; line-height: 24px; margin-bottom: 24px; padding: 0px; vertical-align: baseline;">If you are a journalist investigating or reporting on CDC malfeasance regarding vaccine policy and research, you are “anti-vaccine.”</div><div style="background: rgb(255, 255, 255); border: 0px; color: #333333; font-family: Georgia, 'Bitstream Charter', serif; font-size: 16px; line-height: 24px; margin-bottom: 24px; padding: 0px; vertical-align: baseline;">If you are a politician doing the same, you are “anti-vaccine.”</div><div style="background: rgb(255, 255, 255); border: 0px; color: #333333; font-family: Georgia, 'Bitstream Charter', serif; font-size: 16px; line-height: 24px; margin-bottom: 24px; padding: 0px; vertical-align: baseline;">If you tell others to educate themselves about the risks and benefits of vaccines, you are “anti-vaccine.”</div><div style="background: rgb(255, 255, 255); border: 0px; color: #333333; font-family: Georgia, 'Bitstream Charter', serif; font-size: 16px; line-height: 24px; margin-bottom: 24px; padding: 0px; vertical-align: baseline;">If you tell others what happened to someone you know or love after they vaccinated, you are “anti-vaccine” (and a liar and dangerous).</div><div style="background: rgb(255, 255, 255); border: 0px; color: #333333; font-family: Georgia, 'Bitstream Charter', serif; font-size: 16px; line-height: 24px; margin-bottom: 24px; padding: 0px; vertical-align: baseline;">If you believe corruption is possible in any entity, private or public, and that it needs to be exposed and weeded out wherever it is, you are “anti-vaccine.”</div><div style="background: rgb(255, 255, 255); border: 0px; color: #333333; font-family: Georgia, 'Bitstream Charter', serif; font-size: 16px; line-height: 24px; margin-bottom: 24px; padding: 0px; vertical-align: baseline;">If you believe 100 years is long enough to start studying the vaccinated versus never vaccinated to see if maybe, just maybe, we have created some unintended consequences, such as swapping infectious disease for chronic disease . . . and hey, you’d really like to know that . . . you are “anti-vaccine.”</div><div style="background: rgb(255, 255, 255); border: 0px; color: #333333; font-family: Georgia, 'Bitstream Charter', serif; font-size: 16px; line-height: 24px; margin-bottom: 24px; padding: 0px; vertical-align: baseline;">If you believe ALL children’s lives are valuable, not just those who appear to have tolerated the vaccine program well, you are “anti-vaccine.”</div><div style="background: rgb(255, 255, 255); border: 0px; color: #333333; font-family: Georgia, 'Bitstream Charter', serif; font-size: 16px; line-height: 24px; margin-bottom: 24px; padding: 0px; vertical-align: baseline;">If you believe the science you paid for as a taxpayer should be available to you and not shipped overseas or destroyed or withheld because the results are suspicious, you are “anti-vaccine.”</div><div style="background: rgb(255, 255, 255); border: 0px; color: #333333; font-family: Georgia, 'Bitstream Charter', serif; font-size: 16px; line-height: 24px; margin-bottom: 24px; padding: 0px; vertical-align: baseline;">If you think a wanted felon’s research being used for policy and legal decisions on something as important as the vaccines that you are giving to your children is a problem, you are “anti-vaccine.”</div><div style="background: rgb(255, 255, 255); border: 0px; color: #333333; font-family: Georgia, 'Bitstream Charter', serif; font-size: 16px; line-height: 24px; margin-bottom: 24px; padding: 0px; vertical-align: baseline;">If you believe a parent knows his or her child better than anyone, and that your first responsibility is to him or her and not society, you are “anti-vaccine.”</div><div style="background: rgb(255, 255, 255); border: 0px; color: #333333; font-family: Georgia, 'Bitstream Charter', serif; font-size: 16px; line-height: 24px; margin-bottom: 24px; padding: 0px; vertical-align: baseline;">If you would object to a public health official coming to your house today and saying you can’t leave your home for any reason until you get all of your adult boosters, you are “anti-vaccine.”</div><div style="background: rgb(255, 255, 255); border: 0px; color: #333333; font-family: Georgia, 'Bitstream Charter', serif; font-size: 16px; line-height: 24px; margin-bottom: 24px; padding: 0px; vertical-align: baseline;">If you believe a person shouldn’t be forced to have a medical procedure that could possibly hurt or kill them, or go against their conscience, in order to keep their job, you are “anti-vaccine.”</div><div style="background: rgb(255, 255, 255); border: 0px; color: #333333; font-family: Georgia, 'Bitstream Charter', serif; font-size: 16px; line-height: 24px; margin-bottom: 24px; padding: 0px; vertical-align: baseline;">If you think it’s insane that you can go to a grocery store and get a vaccine from a person who doesn’t know you or your health history, and who doesn’t tell you your rights, what to do if something goes wrong, or that you can’t sue them, the store, or the pharmaceutical company if they maim or kill you, you are “anti-vaccine.”</div><div style="background: rgb(255, 255, 255); border: 0px; color: #333333; font-family: Georgia, 'Bitstream Charter', serif; font-size: 16px; line-height: 24px; margin-bottom: 24px; padding: 0px; vertical-align: baseline;">If you think it’s equally insane that if a Thimerosal-containing flu shot vial is dropped or spilled in that grocery store, the store has be evacuated and a Hazmat team has to come and clean it up because of the mercury in it, but that grandma should roll up her sleeve and inject it for 10% off her bill because it’s the “safe mercury,” you are “anti-vaccine.”</div></div>faceofautismhttp://www.blogger.com/profile/16655863600108004345noreply@blogger.com0tag:blogger.com,1999:blog-667415563490110300.post-18014840776252322072014-09-17T09:32:00.001-05:002014-09-17T09:32:41.220-05:00Autism sets back families $35,000 a year, WA study finds - ABC News (Australian Broadcasting Corporation)<a href="http://www.abc.net.au/news/2014-09-14/wa-study-puts-price-on-autism-diagnosis/5737070">Autism sets back families $35,000 a year, WA study finds - ABC News (Australian Broadcasting Corporation)</a><br /><br />
<br /><br />
<div class="first" style="background-color: #f9f9f9; color: #111111; font-family: Arial, Helvetica, sans-serif; font-size: 1.25em; font-weight: bold; line-height: 1.3334; margin-bottom: 1em; padding: 0px; word-wrap: break-word;">Families of children with autism are facing tens of thousands of dollars in costs and lost income, a Western Australian researcher has found.</div><div style="background-color: #f9f9f9; color: #111111; font-family: Arial, Helvetica, sans-serif; font-size: 1.25em; line-height: 1.3334; margin-bottom: 1em; padding: 0px; word-wrap: break-word;">The study — thought to be the first of its kind in WA — set out to measure whether a delayed diagnosis increased long-term costs for families.</div><div style="background-color: #f9f9f9; color: #111111; font-family: Arial, Helvetica, sans-serif; font-size: 1.25em; line-height: 1.3334; margin-bottom: 1em; padding: 0px; word-wrap: break-word;">But the paper, <a href="http://www.plosone.org/article/fetchObject.action?uri=info:doi/10.1371/journal.pone.0106552&representation=PDF" style="color: #310099; margin: 0px; padding: 0px; text-decoration: none; word-wrap: break-word;" target="_blank" title="">published in this month's edition of journal PLOS ONE</a>, also established the median cost of a child being diagnosed with autism as $34,900 per annum.</div><div style="background-color: #f9f9f9; color: #111111; font-family: Arial, Helvetica, sans-serif; font-size: 1.25em; line-height: 1.3334; margin-bottom: 1em; padding: 0px; word-wrap: break-word;">Curtin professor and joint author Torbjorn Falkmer said the findings, drawn from the responses of 317 Western Australian families, had huge implications for parents.</div><div style="background-color: #f9f9f9; color: #111111; font-family: Arial, Helvetica, sans-serif; font-size: 1.25em; line-height: 1.3334; margin-bottom: 1em; padding: 0px; word-wrap: break-word;">"The majority of that cost, 90 per cent of it ... is because of the lack of the chance to have employment because parents have to stay home and take care of the children with autism, because they don't get the support they need," Dr Falkmer said.</div><div style="background-color: #f9f9f9; color: #111111; font-family: Arial, Helvetica, sans-serif; font-size: 1.25em; line-height: 1.3334; margin-bottom: 1em; padding: 0px; word-wrap: break-word;">"I think the system we have right now is showing us that parents are being forced to stay home, because they can't take a job because someone's got to take care of the kids.</div><div style="background-color: #f9f9f9; color: #111111; font-family: Arial, Helvetica, sans-serif; font-size: 1.25em; line-height: 1.3334; margin-bottom: 1em; padding: 0px; word-wrap: break-word;">"This just goes to show, that if we had proper child care and of course early diagnosis as well ... the parents would be able to work."</div><div style="background-color: #f9f9f9; color: #111111; font-family: Arial, Helvetica, sans-serif; font-size: 1.25em; line-height: 1.3334; margin-bottom: 1em; padding: 0px; word-wrap: break-word;">He said the impact was not limited to families who were disadvantaged by the economic loss, but also wider society.</div><div style="background-color: #f9f9f9; color: #111111; font-family: Arial, Helvetica, sans-serif; font-size: 1.25em; line-height: 1.3334; margin-bottom: 1em; padding: 0px; word-wrap: break-word;">"Autism cuts across every socio-economic demographic from highest to lowest," he said.</div><div style="background-color: #f9f9f9; color: #111111; font-family: Arial, Helvetica, sans-serif; font-size: 1.25em; line-height: 1.3334; margin-bottom: 1em; padding: 0px; word-wrap: break-word;">"We are just losing out on people who can actually work."</div><h2 style="background-color: #f9f9f9; color: #111111; font-family: ProximaNova, Arial, Helvetica, sans-serif; font-size: 2em; font-weight: normal; line-height: 1; margin: 1.5em 0px 0.625em; padding: 0px; text-rendering: optimizelegibility; word-wrap: break-word;">Work flexibility needed: 'You never know what's going to happen'</h2><div style="background-color: #f9f9f9; color: #111111; font-family: Arial, Helvetica, sans-serif; font-size: 1.25em; line-height: 1.3334; margin-bottom: 1em; padding: 0px; word-wrap: break-word;">Tanya Harding's daughter Tara, now 11, was diagnosed with autism when she was six.</div><div style="background-color: #f9f9f9; color: #111111; font-family: Arial, Helvetica, sans-serif; font-size: 1.25em; line-height: 1.3334; margin-bottom: 1em; padding: 0px; word-wrap: break-word;">Ms Harding said she had scaled back her hours and only did temporary work because she needed the flexibility.</div><div style="background-color: #f9f9f9; color: #111111; font-family: Arial, Helvetica, sans-serif; font-size: 1.25em; line-height: 1.3334; margin-bottom: 1em; padding: 0px; word-wrap: break-word;">"Work-wise, it does put a lot of pressure on," she said.</div><div style="background-color: #f9f9f9; color: #111111; font-family: Arial, Helvetica, sans-serif; font-size: 1.25em; line-height: 1.3334; margin-bottom: 1em; padding: 0px; word-wrap: break-word;">"The amount of time I have to take off because there's appointments, and trying to get the hours of work in, trying to keep a constant security at work because you never know what's going to happen."</div><div style="background-color: #f9f9f9; color: #111111; font-family: Arial, Helvetica, sans-serif; font-size: 1.25em; line-height: 1.3334; margin-bottom: 1em; padding: 0px; word-wrap: break-word;">She said the costs of therapy for children with autism were high, while daycare centres that understood their needs were difficult to find.</div><div class="inline-content quote right" style="background-color: #f9f9f9; clear: right; color: #111111; display: inline; float: right; font-family: Arial, Helvetica, sans-serif; font-size: 12px; margin: 0px 0px 20px 20px; outline: none 0px; padding: 0px; width: 340px; word-wrap: break-word;"><blockquote class="pullquote" style="background: url(http://www.abc.net.au/res/sites/news/images/news/pullquote.png?1) 0px 0px no-repeat; border: none; margin: 2em 0px; overflow: hidden; padding: 0px; text-align: center; word-wrap: break-word;"><div class="quote" style="background: url(http://www.abc.net.au/res/sites/news/images/news/pullquote.png?1) 100% 100% no-repeat; margin: 0px; outline: none 0px; padding: 0px 20px; word-wrap: break-word;"><div style="color: #045893; font-family: ProximaNova, Arial, Helvetica, sans-serif; font-size: 1.667em; font-weight: lighter; line-height: 1.15; margin-bottom: 0.3em; margin-top: 0.3em; overflow: hidden; padding: 0px; text-rendering: optimizelegibility; word-wrap: break-word;">The kids on the spectrum, they see and they hear and they know absolutely every single thing that's going on around them.</div></div><div class="cite" style="color: #666666; font-size: 0.9167em; margin: 1em 0px 0px; outline: none 0px; padding: 0px; word-wrap: break-word;">South Guilford mother Tanya Harding</div></blockquote></div><div style="background-color: #f9f9f9; color: #111111; font-family: Arial, Helvetica, sans-serif; font-size: 1.25em; line-height: 1.3334; margin-bottom: 1em; padding: 0px; word-wrap: break-word;"></div><div style="background-color: #f9f9f9; color: #111111; font-family: Arial, Helvetica, sans-serif; font-size: 1.25em; line-height: 1.3334; margin-bottom: 1em; padding: 0px; word-wrap: break-word;">"Since [Tara] started school, ... that has been one of my biggest problems," Ms Harding said.</div><div style="background-color: #f9f9f9; color: #111111; font-family: Arial, Helvetica, sans-serif; font-size: 1.25em; line-height: 1.3334; margin-bottom: 1em; padding: 0px; word-wrap: break-word;">"In social situations, which first of all is their biggest trigger, ... it's difficult for them to understand.</div><div style="background-color: #f9f9f9; color: #111111; font-family: Arial, Helvetica, sans-serif; font-size: 1.25em; line-height: 1.3334; margin-bottom: 1em; padding: 0px; word-wrap: break-word;">"They don't process things and understand things, body language or the normal things that neuro-typical kids learn naturally.</div><div style="background-color: #f9f9f9; color: #111111; font-family: Arial, Helvetica, sans-serif; font-size: 1.25em; line-height: 1.3334; margin-bottom: 1em; padding: 0px; word-wrap: break-word;">"They do need a lot of extra supports, a lot of extra intervention, things you wouldn't even think of."</div><div style="background-color: #f9f9f9; color: #111111; font-family: Arial, Helvetica, sans-serif; font-size: 1.25em; line-height: 1.3334; margin-bottom: 1em; padding: 0px; word-wrap: break-word;">Children with autism can react to stimulus that would not affect other "neuro-typical" kids, she said.</div><div style="background-color: #f9f9f9; color: #111111; font-family: Arial, Helvetica, sans-serif; font-size: 1.25em; line-height: 1.3334; margin-bottom: 1em; padding: 0px; word-wrap: break-word;">"[In school] there's a lot of sensory processing going on around her, there's a lot of noise," she said.</div><div style="background-color: #f9f9f9; color: #111111; font-family: Arial, Helvetica, sans-serif; font-size: 1.25em; line-height: 1.3334; margin-bottom: 1em; padding: 0px; word-wrap: break-word;">"The kids on the spectrum, they see and they hear and they know absolutely every single thing that's going on around them.</div><div style="background-color: #f9f9f9; color: #111111; font-family: Arial, Helvetica, sans-serif; font-size: 1.25em; line-height: 1.3334; margin-bottom: 1em; padding: 0px; word-wrap: break-word;">"Where a neuro-typical child would be able to sit and focus on their work, and probably wouldn't even notice what's going on around them.</div><div style="background-color: #f9f9f9; color: #111111; font-family: Arial, Helvetica, sans-serif; font-size: 1.25em; line-height: 1.3334; margin-bottom: 1em; padding: 0px; word-wrap: break-word;">"But these kids are focusing on what they are trying to do plus trying to process everything going on around them, [like] the bus going past on the road on the other side of the school."</div><h2 style="background-color: #f9f9f9; color: #111111; font-family: ProximaNova, Arial, Helvetica, sans-serif; font-size: 2em; font-weight: normal; line-height: 1; margin: 1.5em 0px 0.625em; padding: 0px; text-rendering: optimizelegibility; word-wrap: break-word;">True cost may be higher, support coordinator says</h2><div style="background-color: #f9f9f9; color: #111111; font-family: Arial, Helvetica, sans-serif; font-size: 1.25em; line-height: 1.3334; margin-bottom: 1em; padding: 0px; word-wrap: break-word;">The coordinator of a support group for parents of children with autism said she thought the $35,000 per annum cost may be an underestimate for many families.</div><div style="background-color: #f9f9f9; color: #111111; font-family: Arial, Helvetica, sans-serif; font-size: 1.25em; line-height: 1.3334; margin-bottom: 1em; padding: 0px; word-wrap: break-word;">"My business was thriving, I had to close it down; so I lost my career and income significantly higher than that amount," the mother, who asked not to be named, said.</div><div class="inline-content quote right" style="background-color: #f9f9f9; clear: right; color: #111111; display: inline; float: right; font-family: Arial, Helvetica, sans-serif; font-size: 12px; margin: 0px 0px 20px 20px; outline: none 0px; padding: 0px; width: 340px; word-wrap: break-word;"><blockquote class="pullquote" style="background: url(http://www.abc.net.au/res/sites/news/images/news/pullquote.png?1) 0px 0px no-repeat; border: none; margin: 2em 0px; overflow: hidden; padding: 0px; text-align: center; word-wrap: break-word;"><div class="quote" style="background: url(http://www.abc.net.au/res/sites/news/images/news/pullquote.png?1) 100% 100% no-repeat; margin: 0px; outline: none 0px; padding: 0px 20px; word-wrap: break-word;"><div style="color: #045893; font-family: ProximaNova, Arial, Helvetica, sans-serif; font-size: 1.667em; font-weight: lighter; line-height: 1.15; margin-bottom: 0.3em; margin-top: 0.3em; overflow: hidden; padding: 0px; text-rendering: optimizelegibility; word-wrap: break-word;">Our kids are supposed to have 20 to 40 hours of therapy a week, which is just impossible to afford or to manage practically speaking.</div></div><div class="cite" style="color: #666666; font-size: 0.9167em; margin: 1em 0px 0px; outline: none 0px; padding: 0px; word-wrap: break-word;">Parent support coordinator</div></blockquote></div><div style="background-color: #f9f9f9; color: #111111; font-family: Arial, Helvetica, sans-serif; font-size: 1.25em; line-height: 1.3334; margin-bottom: 1em; padding: 0px; word-wrap: break-word;"></div><div style="background-color: #f9f9f9; color: #111111; font-family: Arial, Helvetica, sans-serif; font-size: 1.25em; line-height: 1.3334; margin-bottom: 1em; padding: 0px; word-wrap: break-word;">She said a Centrelink carer's allowance of $115 a fortnight did not begin to meet costs.</div><div style="background-color: #f9f9f9; color: #111111; font-family: Arial, Helvetica, sans-serif; font-size: 1.25em; line-height: 1.3334; margin-bottom: 1em; padding: 0px; word-wrap: break-word;">"That doesn't even cover one session a week of occupational therapy or psychology for our child," she said.</div><div style="background-color: #f9f9f9; color: #111111; font-family: Arial, Helvetica, sans-serif; font-size: 1.25em; line-height: 1.3334; margin-bottom: 1em; padding: 0px; word-wrap: break-word;">"Our kids are supposed to have at least 20 hours of therapy a week when they are small, which is just impossible to afford or to manage, practically speaking."</div><div style="background-color: #f9f9f9; color: #111111; font-family: Arial, Helvetica, sans-serif; font-size: 1.25em; line-height: 1.3334; margin-bottom: 1em; padding: 0px; word-wrap: break-word;">She also pointed out that the emotional and psychological costs of the diagnosis impacted on families well beyond finances.</div><div style="background-color: #f9f9f9; color: #111111; font-family: Arial, Helvetica, sans-serif; font-size: 1.25em; line-height: 1.3334; margin-bottom: 1em; padding: 0px; word-wrap: break-word;">"We've lost friendships, we've lost the ability to visit friends and invite friends over," she said.</div><div style="background-color: #f9f9f9; color: #111111; font-family: Arial, Helvetica, sans-serif; font-size: 1.25em; line-height: 1.3334; margin-bottom: 1em; padding: 0px; word-wrap: break-word;">"There's been a huge amount of strain on our family because of our daughter's lack of flexibility, controlling behaviour caused by anxiety and hyper-sensitivity to all sensory input.</div><div style="background-color: #f9f9f9; color: #111111; font-family: Arial, Helvetica, sans-serif; font-size: 1.25em; line-height: 1.3334; margin-bottom: 1em; padding: 0px; word-wrap: break-word;">"We've been really isolated at the schools that she's been to and just in the community in general because of those sorts of things, as well as her lack of social awareness."</div><div style="background-color: #f9f9f9; color: #111111; font-family: Arial, Helvetica, sans-serif; font-size: 1.25em; line-height: 1.3334; margin-bottom: 1em; padding: 0px; word-wrap: break-word;">But she said the solution may not be as simple as more child support or extra government money.</div><div style="background-color: #f9f9f9; color: #111111; font-family: Arial, Helvetica, sans-serif; font-size: 1.25em; line-height: 1.3334; margin-bottom: 1em; padding: 0px; word-wrap: break-word;">"There's problems in the medical system with long diagnostic wait lists, the welfare system with restrictive eligibility criteria and the child care system as well, and then on top of all that you have to deal with the impact on the child's, parents' and siblings' mental health," she said.</div><div style="background-color: #f9f9f9; color: #111111; font-family: Arial, Helvetica, sans-serif; font-size: 1.25em; line-height: 1.3334; margin-bottom: 1em; padding: 0px; word-wrap: break-word;">"It's not just as simple as ask the Government to give us more money or child care places and we'll just pop them in there and we'll go happily back to our career.</div><div style="background-color: #f9f9f9; color: #111111; font-family: Arial, Helvetica, sans-serif; font-size: 1.25em; line-height: 1.3334; margin-bottom: 1em; padding: 0px; word-wrap: break-word;">"It's certainly not that simple because its a 24 hour a day job being a parent of an autistic child."</div>faceofautismhttp://www.blogger.com/profile/16655863600108004345noreply@blogger.com0tag:blogger.com,1999:blog-667415563490110300.post-89094566001497558842014-09-09T16:36:00.001-05:002014-09-09T16:36:48.252-05:00Inclusion Rates For Special Education Students Vary By State - Disability Scoop<a href="http://www.disabilityscoop.com/2014/09/08/inclusion-rates-sped-state/19652/">Inclusion Rates For Special Education Students Vary By State - Disability Scoop</a><br /><br />
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<div style="background: rgb(255, 255, 255); border: 0px; font-family: georgia, 'palatino linotype', palatino, 'times new roman', times, serif; font-size: 15px; line-height: 22.5px; outline: 0px; padding: 0px 0px 15px; vertical-align: baseline;">Where a child lives may significantly impact whether they are placed in an inclusive or segregated classroom, a new national analysis suggests.</div><div style="background: rgb(255, 255, 255); border: 0px; font-family: georgia, 'palatino linotype', palatino, 'times new roman', times, serif; font-size: 15px; line-height: 22.5px; outline: 0px; padding: 0px 0px 15px; vertical-align: baseline;">Regional differences appear to play a role in education placements for students with autism, with those living in the West more likely to attend mainstream classes while students in the Eastern United States are more frequently assigned to segregated settings, according to findings <a href="http://foa.sagepub.com/content/early/2014/08/28/1088357614547891" style="background: transparent; border: 0px; color: #3366cc; margin: 0px; outline: 0px; padding: 0px; text-decoration: none; vertical-align: baseline;" target="_blank">published</a>online in the journal Focus on Autism and Other Developmental Disabilities.</div><div style="background: rgb(255, 255, 255); border: 0px; font-family: georgia, 'palatino linotype', palatino, 'times new roman', times, serif; font-size: 15px; line-height: 22.5px; outline: 0px; padding: 0px 0px 15px; vertical-align: baseline;">For the study, Jennifer Kurth, an assistant professor of special education at the University of Kansas, combed through U.S. Department of Education data on placements for children with autism in the nation’s schools between 1998 and 2008.</div><div style="background: rgb(255, 255, 255); border: 0px; font-family: georgia, 'palatino linotype', palatino, 'times new roman', times, serif; font-size: 15px; line-height: 22.5px; outline: 0px; padding: 0px 0px 15px; vertical-align: baseline;">On average, about 37 percent of students on the spectrum spent at least 80 percent of their school day in inclusive environments. But the numbers varied considerably from one place to the next, ranging from just 8 percent in Washington, D.C. to 62 percent in Iowa.</div><div style="background: rgb(255, 255, 255); border: 0px; font-family: georgia, 'palatino linotype', palatino, 'times new roman', times, serif; font-size: 15px; line-height: 22.5px; outline: 0px; padding: 0px 0px 15px; vertical-align: baseline;">Similarly, Kurth found extreme differences across the states in the number of students placed in self-contained classrooms and residential or otherwise separate schools.</div><div style="background: rgb(255, 255, 255); border: 0px; font-family: georgia, 'palatino linotype', palatino, 'times new roman', times, serif; font-size: 15px; line-height: 22.5px; outline: 0px; padding: 0px 0px 15px; vertical-align: baseline;">“If child-specific factors were solely responsible for education placement decisions, one would expect states to have similar rates of inclusive, self-contained, mainstreaming and separate school placements for students with ASDs,” Kurth wrote. “Instead, … results indicate that educational placement varies by state.”</div><div style="background: rgb(255, 255, 255); border: 0px; font-family: georgia, 'palatino linotype', palatino, 'times new roman', times, serif; font-size: 15px; line-height: 22.5px; outline: 0px; padding: 0px 0px 15px; vertical-align: baseline;">Overall, the analysis found that Colorado, Connecticut, Idaho, Iowa, Minnesota, Nebraska, North Dakota, West Virginia and Wisconsin most consistently favored inclusion.</div><div style="background: rgb(255, 255, 255); border: 0px; font-family: georgia, 'palatino linotype', palatino, 'times new roman', times, serif; font-size: 15px; line-height: 22.5px; outline: 0px; padding: 0px 0px 15px; vertical-align: baseline;">In contrast, Alaska, Delaware, Florida, Hawaii, Louisiana, New Hampshire, New Jersey, New York, South Carolina and Washington, D.C. generally leaned toward restrictive settings.</div><div style="background: rgb(255, 255, 255); border: 0px; font-family: georgia, 'palatino linotype', palatino, 'times new roman', times, serif; font-size: 15px; line-height: 22.5px; outline: 0px; padding: 0px 0px 15px; vertical-align: baseline;">When funding formulas for each state were examined, Kurth found that a handful of states appeared to incentivize placing students in more restrictive environments, but said that these monetary policies did not appear to have a “clear impact” on educational placement decisions.</div>faceofautismhttp://www.blogger.com/profile/16655863600108004345noreply@blogger.com0tag:blogger.com,1999:blog-667415563490110300.post-50113083671493015242014-09-02T16:25:00.001-05:002014-09-02T16:25:49.733-05:00Journal Retracts Autism Study Citing 'Serious Concerns' - Disability Scoop<a href="http://www.disabilityscoop.com/2014/09/02/journal-retracts-autism-study/19637/">Journal Retracts Autism Study Citing 'Serious Concerns' - Disability Scoop</a><br /><br />
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<div style="background: rgb(255, 255, 255); border: 0px; font-family: georgia, 'palatino linotype', palatino, 'times new roman', times, serif; font-size: 15px; line-height: 22.5px; outline: 0px; padding: 0px 0px 15px; vertical-align: baseline;">A new study suggesting that decade-old data from the U.S. Centers for Disease Control and Prevention provides evidence of a link between autism and vaccines has been retracted amid concerns about its validity.</div><div style="background: rgb(255, 255, 255); border: 0px; font-family: georgia, 'palatino linotype', palatino, 'times new roman', times, serif; font-size: 15px; line-height: 22.5px; outline: 0px; padding: 0px 0px 15px; vertical-align: baseline;">The paper published last month in the journal Translational Neurodegeneration concluded that African-American boys have a higher risk of autism if they receive the measles, mumps and rubella vaccine before age 2. The findings were based on a reanalysis of data from a 2004 CDC study.</div><div style="background: rgb(255, 255, 255); border: 0px; font-family: georgia, 'palatino linotype', palatino, 'times new roman', times, serif; font-size: 15px; line-height: 22.5px; outline: 0px; padding: 0px 0px 15px; vertical-align: baseline;">The publication was accompanied by the release of a documentary-style video featuring Andrew Wakefield — whose since-<a href="http://www.disabilityscoop.com/2010/02/02/lancet-retraction/6855/" style="background: transparent; border: 0px; color: #3366cc; margin: 0px; outline: 0px; padding: 0px; text-decoration: none; vertical-align: baseline;" target="_blank">debunked</a> 1998 study first sparked concerns about a link between vaccines and autism — which includes allegations of fraud and a widespread cover-up by government scientists.</div><div style="background: rgb(255, 255, 255); border: 0px; font-family: georgia, 'palatino linotype', palatino, 'times new roman', times, serif; font-size: 15px; line-height: 22.5px; outline: 0px; padding: 0px 0px 15px; vertical-align: baseline;">The video features recorded conversations between the author of the current study, Brian Hooker of Simpson University, and William Thompson of the CDC who worked on the initial study. In the video, Thompson is heard saying “we didn’t report significant findings.”</div><div style="background: rgb(255, 255, 255); border: 0px; font-family: georgia, 'palatino linotype', palatino, 'times new roman', times, serif; font-size: 15px; line-height: 22.5px; outline: 0px; padding: 0px 0px 15px; vertical-align: baseline;">Now, however, the journal has <a href="http://www.translationalneurodegeneration.com/content/3/1/16/abstract" style="background: transparent; border: 0px; color: #3366cc; margin: 0px; outline: 0px; padding: 0px; text-decoration: none; vertical-align: baseline;" target="_blank">withdrawn</a> Hooker’s paper.</div><div style="background: rgb(255, 255, 255); border: 0px; font-family: georgia, 'palatino linotype', palatino, 'times new roman', times, serif; font-size: 15px; line-height: 22.5px; outline: 0px; padding: 0px 0px 15px; vertical-align: baseline;">“This article has been removed from the public domain because of serious concerns about the validity of its conclusions. The journal and publisher believe that its continued availability may not be in the public interest,” reads a statement on the website for Translational Neurodegeneration.</div><div style="background: rgb(255, 255, 255); border: 0px; font-family: georgia, 'palatino linotype', palatino, 'times new roman', times, serif; font-size: 15px; line-height: 22.5px; outline: 0px; padding: 0px 0px 15px; vertical-align: baseline;">The CDC is standing behind it initial study <a href="http://pediatrics.aappublications.org/content/113/2/259.abstract" style="background: transparent; border: 0px; color: #3366cc; margin: 0px; outline: 0px; padding: 0px; text-decoration: none; vertical-align: baseline;" target="_blank">findings</a>, which included information on the age of vaccination for kids with and without autism. Findings were not broken down by race because such information was not available for all study participants, the agency said.</div><div style="background: rgb(255, 255, 255); border: 0px; font-family: georgia, 'palatino linotype', palatino, 'times new roman', times, serif; font-size: 15px; line-height: 22.5px; outline: 0px; padding: 0px 0px 15px; vertical-align: baseline;">“The data CDC collected for this study continue to be available for analysis by others,” the agency said in a statement. “Additional studies and a more recent rigorous review by the Institute of Medicine have found that MMR vaccine does not increase the risk of autism.”</div><div style="background: rgb(255, 255, 255); border: 0px; font-family: georgia, 'palatino linotype', palatino, 'times new roman', times, serif; font-size: 15px; line-height: 22.5px; outline: 0px; padding: 0px 0px 15px; vertical-align: baseline;">For his part, Thompson said in a statement issued by his lawyer that he was unaware that Hooker was recording their conversations.</div><div style="background: rgb(255, 255, 255); border: 0px; font-family: georgia, 'palatino linotype', palatino, 'times new roman', times, serif; font-size: 15px; line-height: 22.5px; outline: 0px; padding: 0px 0px 15px; vertical-align: baseline;">“I regret that my co-authors and I omitted statistically significant information in our 2004 article published in the journal Pediatrics,” Thompson said. “I want to be absolutely clear that I believe vaccines have saved and continue to save countless lives. I would never suggest that any parent avoid vaccinating children of any race.”</div>faceofautismhttp://www.blogger.com/profile/16655863600108004345noreply@blogger.com0tag:blogger.com,1999:blog-667415563490110300.post-60326706968256469602014-08-26T14:25:00.001-05:002014-08-26T14:25:55.969-05:00Autism and The CDC: Now What? - Binghamton Autism & Parenting | Examiner.com<a href="http://www.examiner.com/article/autism-and-the-cdc-now-what">Autism and The CDC: Now What? - Binghamton Autism & Parenting | Examiner.com</a><br /><br />
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<div style="background-color: white; box-sizing: border-box; color: #666666; font-family: HelveticaNeue, 'Helvetica Neue', Helvetica, Arial, sans-serif; font-size: 16px; line-height: 1.625rem; margin-bottom: 1.5rem; padding: 0px;">What's unfolded over the past few days will impact children, parents, and individuals diagnosed with <a class="inline_link omniture-click-processed" href="http://www.examiner.com/topic/autism" style="box-sizing: border-box; color: #0088cc; text-decoration: none;">autism</a> quite possibly harder than the first day the words "Your child has autism" ever could. The effects are already being seen in the homes, schools and now the community as the first age group with autism graduates. It is said that each person with autism will need over 3.1 million dollars in a lifetime to live with adequate support and care.</div><div style="background-color: white; box-sizing: border-box; color: #666666; font-family: HelveticaNeue, 'Helvetica Neue', Helvetica, Arial, sans-serif; font-size: 16px; line-height: 1.625rem; margin-bottom: 1.5rem; padding: 0px;">This week it was announced that the CDC may have altered studies claiming there is no link between autism and MMR vaccines. Thanks to a whistleblower who came forward this week with his identity - William Thompson, Ph.D. Dr. Thompson has first-hand knowledge of the alleged cover-up.</div><div style="background-color: white; box-sizing: border-box; color: #666666; font-family: HelveticaNeue, 'Helvetica Neue', Helvetica, Arial, sans-serif; font-size: 16px; line-height: 1.625rem; margin-bottom: 1.5rem; padding: 0px;">From the Autism Action Network's John Gilmore, "For those of you who haven’t heard the news, William W. Thompson, Ph. D., a senior research scientist at the Centers for Disease Control and Prevention (CDC) has provided information to several sources alleging that he and his colleagues, who are all senior people at the CDC, altered a 2004 study to cover-up the finding that African-American male toddlers who received the Measles Mumps Rubella (MMR) shot under the age of 36 months had 340% more autism than those who got the MMR older than 36 months. The alteration to the study was allegedly done to hide the relationship between the MMR and autism. Even after the alleged deception, the study still showed that children who received the MMR at a younger age had a higher autism rate than those who received it later in life. Yet the study was marketed as showing no affect. "</div><div style="background-color: white; box-sizing: border-box; color: #666666; font-family: HelveticaNeue, 'Helvetica Neue', Helvetica, Arial, sans-serif; font-size: 16px; line-height: 1.625rem; margin-bottom: 1.5rem; padding: 0px;">A connection may not yet be made by some of the parents who are 'new to the autism scene', to all of these findings, studies and even the reason behind why some non-profits were formed to begin with. Autism is a complex disorder that should be considered neurobiological, not mental , in its origin. These 'newly diagnosed' parents too will read and be sickened, angered and then hopefully will go into action and join the parents who have been saying all along, "This is real and we need to be heard".</div><div style="background-color: white; box-sizing: border-box; color: #666666; font-family: HelveticaNeue, 'Helvetica Neue', Helvetica, Arial, sans-serif; font-size: 16px; line-height: 1.625rem; margin-bottom: 1.5rem; padding: 0px;">It seems autism may even trump race. The rate <a class="inline_link omniture-click-processed" href="http://www.examiner.com/topic/increase" style="box-sizing: border-box; color: #0088cc; text-decoration: none;">increase</a> in autism is so high in this country that even the rate increase in this covered-up study is not the highest increased rate. It's an issue that goes across all races, nationalities and economic lines. When you have an increase rate dating back as far as 1995 showing an approximate increase of at least 900% in the rate of autism diagnoses in children aged 8 and up, it was only a matter of time before these rates would be illustrated throughout the country...and the world. But know this - these studies of the rates were published by the CDC itself and there are alleged cover-ups from the start of these autism rate studies. So now, there's a cover-up of an even higher rate? It's damage that can't be undone.</div><div style="background-color: white; box-sizing: border-box; color: #666666; font-family: HelveticaNeue, 'Helvetica Neue', Helvetica, Arial, sans-serif; font-size: 16px; line-height: 1.625rem; margin-bottom: 1.5rem; padding: 0px;">The next few days and weeks will hopefully unfold the next chapter in this long, unnecessary journey that parents of children with autism must travel. Stay tuned here.</div>faceofautismhttp://www.blogger.com/profile/16655863600108004345noreply@blogger.com0tag:blogger.com,1999:blog-667415563490110300.post-40161460691607799122014-08-25T22:25:00.001-05:002014-08-25T22:26:59.007-05:00Screening Students for Autism Spectrum Disorder (ASD) - West Palm Beach Autism & Education | Examiner.com<a href="http://www.examiner.com/article/screening-students-for-autism-spectrum-disorder-asd?CID=examiner_alerts_article">Screening Students for Autism Spectrum Disorder (ASD) - West Palm Beach Autism & Education | Examiner.com</a><br /><br />
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<div style="background-color: white; box-sizing: border-box; color: #666666; font-family: HelveticaNeue, 'Helvetica Neue', Helvetica, Arial, sans-serif; font-size: 16px; line-height: 1.625rem; margin-bottom: 1.5rem; padding: 0px;">There has been a dramatic worldwide increase in reported cases of<a class="inline_link omniture-click-processed" href="http://www.examiner.com/topic/autism" style="box-sizing: border-box; color: #0088cc; text-decoration: none;">autism</a> over the past decade. The prevalence rates have risen steadily, from one in 150, to one in 110, and now to one in every 68 children. This represents a 78 percent increase in the number of children identified with an autism spectrum disorder (<a class="inline_link omniture-click-processed" href="http://www.examiner.com/topic/asd" style="box-sizing: border-box; color: #0088cc; text-decoration: none;">ASD</a>) over the past decade. Likewise, since Congress added autism as a disability category to the Individuals with Disabilities Education Act (IDEA), the number of <a class="inline_link omniture-click-processed" href="http://www.examiner.com/topic/students" style="box-sizing: border-box; color: #0088cc; text-decoration: none;">students</a> receiving special education services in this category has increased over 900 percent nationally. Yet, compared to population estimates, identification rates have not kept pace in our schools. It is not unusual for children with less severe symptoms of ASD to go unidentified until well after entering <a class="inline_link omniture-click-processed" href="http://www.examiner.com/topic/school" style="box-sizing: border-box; color: #0088cc; text-decoration: none;">school</a>. As a result, it is critical that school-based educational support personnel (e.g., special educators, school counselors, speech/language pathologists, social workers, and school psychologists) give greater priority to case finding and screening to ensure that children with ASD are identified and have access to the appropriate intervention services.</div><div align="center" style="background-color: white; box-sizing: border-box; color: #666666; font-family: HelveticaNeue, 'Helvetica Neue', Helvetica, Arial, sans-serif; font-size: 16px; line-height: 1.625rem; margin-bottom: 1.5rem; padding: 0px;"><strong style="box-sizing: border-box;">Screening and Identification</strong></div><div style="background-color: white; box-sizing: border-box; color: #666666; font-family: HelveticaNeue, 'Helvetica Neue', Helvetica, Arial, sans-serif; font-size: 16px; line-height: 1.625rem; margin-bottom: 1.5rem; padding: 0px;">Until recently, there were few validated screening measures available to assist school professionals in the identification of students with the core ASD-related behaviors. However, our knowledge base is expanding rapidly and we now have reliable and valid tools to screen and evaluate children more efficiently and with greater accuracy. The following tools have demonstrated utility in screening for ASD in educational settings and can be used to determine which children are likely to require further assessment and/or who might benefit from additional support. All measures have sound psychometric properties (e.g., diagnostic validity), are appropriate for school-age children, and time efficient (10 to 20 minutes to complete). Training needs are minimal and require little or no professional instruction to complete. However, interpretation of results requires familiarity with ASD and experience in administering, scoring, and interpreting psychological tests.</div><div style="background-color: white; box-sizing: border-box; color: #666666; font-family: HelveticaNeue, 'Helvetica Neue', Helvetica, Arial, sans-serif; font-size: 16px; line-height: 1.625rem; margin-bottom: 1.5rem; padding: 0px;">The <a href="http://bestpracticeautism.blogspot.com/2011/01/best-practice-review-autism-spectrum.html" rel="nofollow" style="box-sizing: border-box; color: #0088cc; font-weight: bold; text-decoration: none;" target="_blank">Autism Spectrum Rating Scales</a> (Short Form) (ASRS; Goldstein & Naglieri, 2009) is a norm-referenced tool designed to effectively identify symptoms, behaviors, and associated features of ASD in children and adolescents from 2 to 18 years of age. The ASRS can be completed by teachers and/or parents and has both long and short forms. The Short form was developed for screening purposes and contains 15 items from the full-length form that have been shown to differentiate children diagnosed with ASD from children in the general population. High scores indicate that many behaviors associated with ASD have been observed and follow-up recommended.</div><div style="background-color: white; box-sizing: border-box; color: #666666; font-family: HelveticaNeue, 'Helvetica Neue', Helvetica, Arial, sans-serif; font-size: 16px; line-height: 1.625rem; margin-bottom: 1.5rem; padding: 0px;">The <a href="http://bestpracticeautism.blogspot.com/2011/06/best-practice-review-social.html" rel="nofollow" style="box-sizing: border-box; color: #0088cc; font-weight: bold; text-decoration: none;" target="_blank">Social Communication Questionnaire</a> (SCQ; Rutter, Bailey, & Lord, 2003), previously known as the Autism Screening Questionnaire (ASQ), is a parent/caregiver dimensional measure of ASD symptomatology appropriate for children of any chronological age older than four years. It is available in two forms, Lifetime and Current, each with 40 questions. Scores on the questionnaire provide a reasonable index of symptom severity in the reciprocal social interaction, communication, and restricted/repetitive behavior domains and indicate the likelihood that a child has an ASD.</div><div style="background-color: white; box-sizing: border-box; color: #666666; font-family: HelveticaNeue, 'Helvetica Neue', Helvetica, Arial, sans-serif; font-size: 16px; line-height: 1.625rem; margin-bottom: 1.5rem; padding: 0px;">The<a href="http://bestpracticeautism.blogspot.com/2013/01/test-review-social-responsiveness-scale.html" rel="nofollow" style="box-sizing: border-box; color: #0088cc; font-weight: bold; text-decoration: none;" target="_blank"> Social Responsiveness Scale, Second Edition</a> (SRS-2; Constantino & Gruber, 2012) is a brief quantitative measure of autistic behaviors in 4 to 18 year old children and youth. This 65-item rating scale was designed to be completed by an adult (teacher and/or parent) who is familiar with the child’s current behavior and developmental history. The SRS items measure the ASD symptoms in the domains of social awareness, social information processing, reciprocal social communication, social anxiety/avoidance, and stereotypic behavior/restricted interests. The scale provides a Total Score that reflects the level of severity across the entire autism spectrum.</div><div align="center" style="background-color: white; box-sizing: border-box; color: #666666; font-family: HelveticaNeue, 'Helvetica Neue', Helvetica, Arial, sans-serif; font-size: 16px; line-height: 1.625rem; margin-bottom: 1.5rem; padding: 0px;"><strong style="box-sizing: border-box;">A Multi-Tier Screening Strategy</strong></div><div style="background-color: white; box-sizing: border-box; color: #666666; font-family: HelveticaNeue, 'Helvetica Neue', Helvetica, Arial, sans-serif; font-size: 16px; line-height: 1.625rem; margin-bottom: 1.5rem; padding: 0px;">The ASRS, SCQ, and SRS-2 can be used confidently as efficient first-level screening tools for identifying the presence of the more broadly defined and subtle symptoms of higher-functioning ASD in school settings. School-based professionals should consider the following multi-step strategy for identifying at-risk students who are in need of an in-depth assessment.</div><div style="background-color: white; box-sizing: border-box; color: #666666; font-family: HelveticaNeue, 'Helvetica Neue', Helvetica, Arial, sans-serif; font-size: 16px; line-height: 1.625rem; margin-bottom: 1.5rem; padding: 0px;"><strong style="box-sizing: border-box;">Tier one.</strong> The initial step is case finding. This involves the ability to recognize the risk factors and/or warning signs of ASD. All school professionals should be engaged in case finding and be alert to those students who display atypical social and/or communication behaviors that might be associated with ASD. Parent and/or teacher reports of social impairment combined with communication and behavioral concerns constitute a “red flag” and indicate the need for screening. Students who are identified with risk factors during the case finding phase should be referred for formal screening.</div><div style="background-color: white; box-sizing: border-box; color: #666666; font-family: HelveticaNeue, 'Helvetica Neue', Helvetica, Arial, sans-serif; font-size: 16px; line-height: 1.625rem; margin-bottom: 1.5rem; padding: 0px;"><strong style="box-sizing: border-box;">Tier two.</strong> Scores on the ASRS, SCQ, and SRS-2 may be used as an indication of the approximate severity of ASD symptomatology for students who present with elevated developmental risk factors and/or warning signs of ASD. Screening results are shared with parents and school-based teams with a focus on intervention planning and ongoing observation. Scores can also be used for progress monitoring and to measure change over time. Students with a positive screen who continue to show minimal progress at this level are then considered for a more comprehensive assessment and intensive interventions as part of Tier 3. However, as with all screening tools, there will be some false negatives (children with ASD who are not identified). Thus, children who screen negative, but who have a high level of risk and/or where parent and/or teacher concerns indicate developmental variations and behaviors consistent with an autism-related disorder should continue to be monitored, regardless of screening results.</div><div style="background-color: white; box-sizing: border-box; color: #666666; font-family: HelveticaNeue, 'Helvetica Neue', Helvetica, Arial, sans-serif; font-size: 16px; line-height: 1.625rem; margin-bottom: 1.5rem; padding: 0px;"><strong style="box-sizing: border-box;">Tier three.</strong> Students who meet the threshold criteria in step two may then referred for an in-depth assessment. Because the ASRS, SCQ, and SRS-2 are strongly related to well-established and researched gold standard measures and report high levels of sensitivity (ability to correctly identify cases in a population), the results from these screening measures can be used in combination with a comprehensive developmental assessment of social behavior, language and communication, adaptive behavior, motor skills, sensory issues, and cognitive functioning to aid in determining eligibility for special education services and as a guide to intervention planning.</div><div align="center" style="background-color: white; box-sizing: border-box; color: #666666; font-family: HelveticaNeue, 'Helvetica Neue', Helvetica, Arial, sans-serif; font-size: 16px; line-height: 1.625rem; margin-bottom: 1.5rem; padding: 0px;"><strong style="box-sizing: border-box;">Concluding Comments</strong></div><div style="background-color: white; box-sizing: border-box; color: #666666; font-family: HelveticaNeue, 'Helvetica Neue', Helvetica, Arial, sans-serif; font-size: 16px; line-height: 1.625rem; margin-bottom: 1.5rem; padding: 0px;">Compared with general population estimates, children with mild autistic traits appear to be an underidentified and underserved population in our schools. There are likely a substantial number of children with equivalent profiles to those with a clinical diagnosis of ASD who are not receiving services. Research indicates that outcomes for children on the autism spectrum can be significantly enhanced with the delivery of intensive intervention services (National Research Council, 2001). However, intervention services can only be implemented if students are identified. Screening is the initial step in this process. School professionals should be prepared to recognize the presence of risk factors and/or early warning signs of ASD, engage in case finding, and be familiar with screening tools in order to ensure children with ASD are being identified and provided with the appropriate programs and services.</div><div style="background-color: white; box-sizing: border-box; color: #666666; font-family: HelveticaNeue, 'Helvetica Neue', Helvetica, Arial, sans-serif; font-size: 16px; line-height: 1.625rem; margin-bottom: 1.5rem; padding: 0px;">Lee A. Wilkinson, PhD, CCBT, NCSP is author of the award-winning book, <em style="box-sizing: border-box;"><a href="http://www.amazon.com/Practice-Assessment-Intervention-Asperger-Syndrome/dp/1849058113" rel="nofollow" style="box-sizing: border-box; color: #0088cc; font-weight: bold; opacity: 0.7; outline: 0px; text-decoration: none;" target="_blank">A Best Practice Guide to Assessment and Intervention for Autism and Asperger Syndrome in Schools</a></em>, published by Jessica Kingsley Publishers. Dr. Wilkinson is also editor of a new Volume in the APA School Psychology Book Series, <em style="box-sizing: border-box;"><a href="http://www.amazon.com/Autism-Spectrum-Disorder-Children-Adolescents/dp/1433816156" rel="nofollow" style="box-sizing: border-box; color: #0088cc; font-weight: bold; text-decoration: none;" target="_blank">Autism Spectrum Disorder in Children and Adolescents: Evidence-Based Assessment and Intervention in Schools</a></em>.</div><div style="background-color: white; box-sizing: border-box; color: #666666; font-family: HelveticaNeue, 'Helvetica Neue', Helvetica, Arial, sans-serif; font-size: 16px; line-height: 1.625rem; margin-bottom: 1.5rem; padding: 0px;"><strong style="box-sizing: border-box;">If you enjoy reading my articles, you can click on "subscribe" at the top of the page to receive notice when new ones are published. You can also follow me at <a href="http://bestpracticeautism.com/" rel="nofollow" style="box-sizing: border-box; color: #0088cc; text-decoration: none;" target="_blank">http://bestpracticeautism.com</a>.</strong></div>faceofautismhttp://www.blogger.com/profile/16655863600108004345noreply@blogger.com1tag:blogger.com,1999:blog-667415563490110300.post-67948070815904904462014-08-03T18:08:00.002-05:002014-08-25T22:26:59.067-05:00Plain Talk About PDD and the Diagnosis of Autism<span style="background-color: white; color: #37404e; font-family: Helvetica, Arial, 'lucida grande', tahoma, verdana, arial, sans-serif; font-size: 14px; line-height: 20px;">“Your child doesn’t have PDD. There is no such thing as PDD. Your child may be autistic, or have a condition like autism, or many characteristics of autism, but he doesn’t have PDD because there is no such thing. PDD is a label concocted by psychiatrists to cover up the fact that they don’t know what your child does have.” ~ Bernard Rimland, Ph.D. Autism Research Institute</span><br />
<br style="background-color: white; color: #37404e; font-family: Helvetica, Arial, 'lucida grande', tahoma, verdana, arial, sans-serif; font-size: 14px; line-height: 20px;" /><span style="background-color: white; color: #37404e; font-family: Helvetica, Arial, 'lucida grande', tahoma, verdana, arial, sans-serif; font-size: 14px; line-height: 20px;">For sure you want to kno</span><span class="text_exposed_show" style="background-color: white; color: #37404e; display: inline; font-family: Helvetica, Arial, 'lucida grande', tahoma, verdana, arial, sans-serif; font-size: 14px; line-height: 20px;">w if it is or isn’t autism so you can secure appropriate therapies and placement. The diagnosis of autism (which is what is assumed today if a child has a diagnosis of PDD or PDD NOS) will most likely lead to therapies and placement that are appropriate for autism.</span><br />
<span class="text_exposed_show" style="background-color: white; color: #37404e; display: inline; font-family: Helvetica, Arial, 'lucida grande', tahoma, verdana, arial, sans-serif; font-size: 14px; line-height: 20px;"><br />There are other diagnosis that may be more appropriate for the child to secure appropriate therapy and placement for the best prognosis. For example, due to apraxia or dyspraxia also being multifaceted communication impairments, most apraxic/dyspraxic children could fall into the PDD or PDD NOS diagnosis depending upon where they are diagnosed. When this happens however instead of a focus on speech and motor planning therapies, along with if needed sensory and strengthening therapies, all of which could be appropriate for an individual with apraxia or dyspraxia, the focus would most likely be more on behavioral therapies such as ABA. However ABA therapy which is typically appropriate for autism, is highly inappropriate and can even be detrimental if used to address the motor planning deficits of an apraxic or dyspraxic child.</span><br />
<span class="text_exposed_show" style="background-color: white; color: #37404e; display: inline; font-family: Helvetica, Arial, 'lucida grande', tahoma, verdana, arial, sans-serif; font-size: 14px; line-height: 20px;"><br />For this reason, please don’t accept PDD or PDD NOS unless you are sure it’s autism, and if your child has mild autism, just say it’s mild autism. So I agree 100% with Dr. Rimland. Here’s one of my favorite articles on this by him: Bernard Rimland, Ph.D.</span><br />
<span class="text_exposed_show" style="background-color: white; color: #37404e; display: inline; font-family: Helvetica, Arial, 'lucida grande', tahoma, verdana, arial, sans-serif; font-size: 14px; line-height: 20px;"><br />Plain Talk about PDD and the Diagnosis of Autism<br /><br />Plain Talk about PDD and the Diagnosis of Autism<br />Written by Bernard Rimland, Ph.D. Autism Research Institute<br />Autism Research Review International, 1993, Vol. 7, No. 2,<br /><br />Let’s start with the obvious: the label PDD (Pervasive Developmental Disorder) is a poorly understood, uninformative, confusing, disliked, and should be abandoned. The sooner the better. In fact, it should never have been adopted in the first place.</span><br />
<span class="text_exposed_show" style="background-color: white; color: #37404e; display: inline; font-family: Helvetica, Arial, 'lucida grande', tahoma, verdana, arial, sans-serif; font-size: 14px; line-height: 20px;"><br />Over the years I have talked and corresponded with thousands of parents who have told me their child “has PDD.” I often respond by saying something like, “Your child doesn’t have PDD. There is no such thing as PDD. Your child may be autistic, or have a condition like autism, or many characteristics of autism, but he doesn’t have PDD because there is no such thing. PDD is a label concocted by psychiatrists to cover up the fact that they don’t know what your child does have.”</span><br />
<span class="text_exposed_show" style="background-color: white; color: #37404e; display: inline; font-family: Helvetica, Arial, 'lucida grande', tahoma, verdana, arial, sans-serif; font-size: 14px; line-height: 20px;"><br />If any parents have been distressed by this blunt, unexpected harangue on my part, I would be surprised. The vast majority seem relieved to at last hearsomeone giving them straight talk about PDD. Parents live with their child 24 hours a day, 7 days a week. These parents realize that their handicapped child will in all likelihood be the central focus of their lives for the rest of their lives. They want to know the truth, insofar as the truth is known. They don’t want to be misled or misinformed by sugar-coated verbiage masquerading as informed fact. If we don’t know the right label for their child, let’s tell them that up front, rather than hide our ignorance behind the mystique of a pseudo-scientific label, presuming knowledge we don’t have, like PDD.</span><br />
<span class="text_exposed_show" style="background-color: white; color: #37404e; display: inline; font-family: Helvetica, Arial, 'lucida grande', tahoma, verdana, arial, sans-serif; font-size: 14px; line-height: 20px;"><br />I am very much aware that creating suitable names for “psychiatric” or “behavioral” disorders is a difficult and thankless task. Look at what we have now: Schizophrenia is Greek for “split mind.” Mental retardation is a euphemism for low intelligence. Hyperactivity merely describes what everyone knows too well–the person is too active. Autistic means “day dreaming.”</span><br />
<span class="text_exposed_show" style="background-color: white; color: #37404e; display: inline; font-family: Helvetica, Arial, 'lucida grande', tahoma, verdana, arial, sans-serif; font-size: 14px; line-height: 20px;"><br />Until we know what causes these things we are stuck with using a somewhat descriptive term to characterize them. I’ll agree to that, as a matter of necessity, but where does PDD come in?</span><br />
<span class="text_exposed_show" style="background-color: white; color: #37404e; display: inline; font-family: Helvetica, Arial, 'lucida grande', tahoma, verdana, arial, sans-serif; font-size: 14px; line-height: 20px;"><br />The passage of time has led to widespread usage of the terms, schizophrenia, mental retardation and autism. There is little or no likelihood that PDD will be afforded similar acceptance.</span><br />
<span class="text_exposed_show" style="background-color: white; color: #37404e; display: inline; font-family: Helvetica, Arial, 'lucida grande', tahoma, verdana, arial, sans-serif; font-size: 14px; line-height: 20px;"><br />In the Autism Research Review International (ARRI) (1991, Vol. 5, No. 2), we summarized an excellent statement, signed by 16 prominent European and U.S. professionals in the field of autism, titled “Autism is not necessarily a pervasive developmental disorder.” The authors noted that although the term PDD was introduced well over a decade ago, it has not really caught on, and is unfamiliar not only to lay people, but to the politicians and administrators, most of whom–thanks probably to Rain Man–are aware of autism. The article observes that the term “pervasive” is particularly inappropriate, since severely retarded persons, many of whom have chromosomal defects which affect every cell in their bodies. Autism, they point out, rather than being a pervasive disorder, is in fact a specific one, characterized by deficits in social and cognitive functioning.</span><br />
<span class="text_exposed_show" style="background-color: white; color: #37404e; display: inline; font-family: Helvetica, Arial, 'lucida grande', tahoma, verdana, arial, sans-serif; font-size: 14px; line-height: 20px;"><br />Quite apart from the misleading and inappropriate semantics of the term PDD is a practical matter: autistic children and adults unfortunate enough to have the PDD affixed to them have often been–and continue to be–excluded from programs and services designated for those with autism, and which would benefit them.</span><br />
<span class="text_exposed_show" style="background-color: white; color: #37404e; display: inline; font-family: Helvetica, Arial, 'lucida grande', tahoma, verdana, arial, sans-serif; font-size: 14px; line-height: 20px;"><br />Clearly, the PDD designation, along with its cumbersome bureaucratic baggage (i.e., PDD-NOS: “Not Otherwise Specified”) should be relegated to the Archives of Failed Attempts, where it will have plenty of company, while we go on about our business.</span><br />
<span class="text_exposed_show" style="background-color: white; color: #37404e; display: inline; font-family: Helvetica, Arial, 'lucida grande', tahoma, verdana, arial, sans-serif; font-size: 14px; line-height: 20px;"><br />There are many more children with autistic-like disorders than there are children with autism itself. When I founded the Autism Society of America in 1965, I urged, and my recommendation was followed for many years, that all ASA stationery, brochures, and other printed materials carry the wording “Dedicated to the welfare of all children (later ‘children and adults’) with severe disorders of communication and behavior.” The need for an encompassing title for this group was evident even then.</span><br />
<span class="text_exposed_show" style="background-color: white; color: #37404e; display: inline; font-family: Helvetica, Arial, 'lucida grande', tahoma, verdana, arial, sans-serif; font-size: 14px; line-height: 20px;"><br />Of the various labels that have been suggested, the one I like best is “autistic spectrum disorder,” which, I believe, was first suggested by Wing and Gould in 1979. The advantages of this term are obvious. For one, it acknowledges that there is a range of problems and of subtypes, and it does not pretentiously claim to be based on knowledge that is not yet available to us.</span><br />
<span class="text_exposed_show" style="background-color: white; color: #37404e; display: inline; font-family: Helvetica, Arial, 'lucida grande', tahoma, verdana, arial, sans-serif; font-size: 14px; line-height: 20px;"><br />At the Autism Research Institute we have been working for over a quarter of a century on the development of more objective scientific means of diagnosing children with autism and related disorders.When my book Infantile Autism was published in 1964, it contained, as an appendix, a checklist designated “Form E-1″ (E for experimental). Within a year E-1 was replaced by the Form E-2. As of June 1993, the Autism Research Institute has collected over 16,800 E-2 forms, completed by parents of autistic and possibly-autistic children in over 50 countries. (Form E-2 is available in eight languages.)Form E-2 is designed for completion by the child’s parents, and asks questions about the child’s early development and about language and behavior through age five an a half. (After age five an a half, autistic children begin to change in many ways, so it is better to rely on behavior prior to that age.) Once we receive a completed E-2 form from a parent or professional, we enter the data into our computer, derive a score which tells the child’s position to the continuum ranging from “classical autistic” at one end to “not autistic” on the other, and mail a report to the sender. We have performed this service, free of charge, for well over a quarter of a century for thousands of parents and professionals world-wide. (Readers of the ARRI are invited to request E-2 forms and avail themselves of this free service.)</span><br />
<span class="text_exposed_show" style="background-color: white; color: #37404e; display: inline; font-family: Helvetica, Arial, 'lucida grande', tahoma, verdana, arial, sans-serif; font-size: 14px; line-height: 20px;"><br />A major purpose of this effort is to collect data for statistical analysis. There is no doubt that the “spectrum of autistic disorders” contains numerous subtypes, some of which are large enough to be identified by as our database of almost 17,000 E-2 Forms. We are already aware of some of these types, such as classical–Kanner’s Syndrome–autism, fragile X autism, Rett syndrome, and candida-caused autism. My colleague, Dr. Stephen Edelson and I are conducting factor analyses and cluster analyses of the E-2 database, in order to identify and characterize these and other subtypes. The database is large enough so that subtypes identified by cluster analysis within one segment of the database can be confirmed by cross-validation on E-2 data which was not used in the original identification of subtypes.</span><br />
<span class="text_exposed_show" style="background-color: white; color: #37404e; display: inline; font-family: Helvetica, Arial, 'lucida grande', tahoma, verdana, arial, sans-serif; font-size: 14px; line-height: 20px;"><br />As this work advances we will report on progress in the ARRI, and in other places. Subtypes identified through this means of statistical analysis can be validated in a number of ways, independent of the E-2 database, including family history variables, clinical laboratory tests, and differential responses to drugs and other treatments. It is thus hoped to place the diagnosis–as well as the treatment–of “autistic” children and adults on a more scientific basis. I believe that progress in this field will proceed faster if we rely on the identification of subgroups through the analysis of statistical data, rather than on constructs based on speculation, conjecture, surmise and subjective impressions.<br />In the meantime, let’s get rid of “PDD!”</span><br />
<span class="text_exposed_show" style="background-color: white; color: #37404e; display: inline; font-family: Helvetica, Arial, 'lucida grande', tahoma, verdana, arial, sans-serif; font-size: 14px; line-height: 20px;"><br />This article appeared in the Autism Research Review International, Vol. 7 (2), 1993. The Autism Research Review International is a quarterly newsletter published by the Autism Research Institute (4182 Adams Avenue, San Diego, CA 92116, U.S.A.).</span>faceofautismhttp://www.blogger.com/profile/16655863600108004345noreply@blogger.com0tag:blogger.com,1999:blog-667415563490110300.post-776522907299697602014-07-21T11:11:00.001-05:002014-08-25T22:26:59.078-05:00Delayed Auditory Processing | The Autism Site Blog<a href="http://blog.theautismsite.com/delayed-auditory-processing/?utm_source=social&utm_medium=autaware&utm_campaign=delayed-auditory-processing&utm_term=20140719">Delayed Auditory Processing | The Autism Site Blog</a>faceofautismhttp://www.blogger.com/profile/16655863600108004345noreply@blogger.com0tag:blogger.com,1999:blog-667415563490110300.post-24538268144145799372014-07-21T09:26:00.001-05:002014-08-25T22:26:58.995-05:00Feds Clarify Obligations To Kids With Autism - Disability Scoop<a href="http://www.disabilityscoop.com/2014/07/17/feds-clarify-kids-autism/19519/">Feds Clarify Obligations To Kids With Autism - Disability Scoop</a><br /><br />
<br /><br />
<div style="background: rgb(255, 255, 255); border: 0px; font-family: georgia, 'palatino linotype', palatino, 'times new roman', times, serif; font-size: 15px; line-height: 22.5px; outline: 0px; padding: 0px 0px 15px; vertical-align: baseline;">In what advocates are calling a major win, federal officials are for the first time telling states that Medicaid coverage must include treatments like applied behavior analysis for children with autism.</div><div style="background: rgb(255, 255, 255); border: 0px; font-family: georgia, 'palatino linotype', palatino, 'times new roman', times, serif; font-size: 15px; line-height: 22.5px; outline: 0px; padding: 0px 0px 15px; vertical-align: baseline;">Medicaid programs nationwide must offer “medically necessary diagnostic and treatment services” to kids with autism, the Centers for Medicare and Medicaid Services told states in a<a href="http://www.medicaid.gov/Federal-Policy-Guidance/Downloads/CIB-07-07-14.pdf" style="background: transparent; border: 0px; color: #3366cc; margin: 0px; outline: 0px; padding: 0px; text-decoration: none; vertical-align: baseline;" target="_blank">bulletin</a> this month. That includes everything from speech and occupational therapy to personal care services and medical equipment, the agency said.</div><div style="background: rgb(255, 255, 255); border: 0px; font-family: georgia, 'palatino linotype', palatino, 'times new roman', times, serif; font-size: 15px; line-height: 22.5px; outline: 0px; padding: 0px 0px 15px; vertical-align: baseline;">The services must be included in what’s known as the Early and Periodic Screening, Diagnosis and Treatment program, or EPSDT, a package of offerings that every state is required to provide children under age 21 who qualify for Medicaid.</div><div style="background: rgb(255, 255, 255); border: 0px; font-family: georgia, 'palatino linotype', palatino, 'times new roman', times, serif; font-size: 15px; line-height: 22.5px; outline: 0px; padding: 0px 0px 15px; vertical-align: baseline;">The move comes in response to an increasing number of inquiries in recent years from states facing legal action for denying services to Medicaid beneficiaries with autism, Melissa Harris, director of the Division of Benefits and Coverage at CMS, told members of the Interagency Autism Coordinating Committee recently.</div><div style="background: rgb(255, 255, 255); border: 0px; font-family: georgia, 'palatino linotype', palatino, 'times new roman', times, serif; font-size: 15px; line-height: 22.5px; outline: 0px; padding: 0px 0px 15px; vertical-align: baseline;">Many of the court cases focused on coverage of ABA therapy, though Harris said that CMS was careful not to single out ABA or any other specific treatment in its directive to states.</div><div style="background: rgb(255, 255, 255); border: 0px; font-family: georgia, 'palatino linotype', palatino, 'times new roman', times, serif; font-size: 15px; line-height: 22.5px; outline: 0px; padding: 0px 0px 15px; vertical-align: baseline;">“The expectation is children with autism are a population that need to have their service needs met under the state EPSDT obligation. ABA is one way to do it,” Harris said.</div><div style="background: rgb(255, 255, 255); border: 0px; font-family: georgia, 'palatino linotype', palatino, 'times new roman', times, serif; font-size: 15px; line-height: 22.5px; outline: 0px; padding: 0px 0px 15px; vertical-align: baseline;">Medicaid coverage for kids with autism has traditionally varied from state to state. Establishing national requirements will have a huge impact, advocates said.</div><div style="background: rgb(255, 255, 255); border: 0px; font-family: georgia, 'palatino linotype', palatino, 'times new roman', times, serif; font-size: 15px; line-height: 22.5px; outline: 0px; padding: 0px 0px 15px; vertical-align: baseline;">“This should be of enormous significance to beneficiaries across the country,” said Dan Unumb, executive director of Autism Speaks’ Autism Legal Resource Center. “It will dramatically increase access to critical, medically necessary care.”</div>faceofautismhttp://www.blogger.com/profile/16655863600108004345noreply@blogger.com0