I often hear from parents, I have just gotten a medical diagnosis for my child and have set up my first IEP meeting to qualify them to receive services. That medical diagnosis could be ADHD, a learning disorder, a mood disorder, an anxiety disorder, pervasive developmental disorder or a whole host of others. These are typically the same parents that are blown away when the School District tells them they don’t qualify. Read the rest of this entry →
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October 6, 2013 in The National Dissemination Center for Children with Disabilities by Jess
Ryan is a healthy, active two-year-old, but his parents are concerned because he doesn’t seem to be doing the same things that his older sister did at this age. He’s not really talking, yet; although sometimes, he repeats, over and over, words that he hears others say. He doesn’t use words to communicate, though. It seems he just enjoys the sounds of them. Ryan spends a lot of time playing by himself. He has a few favorite toys, mostly cars, or anything with wheels on it! And sometimes, he spins himself around as fast as he does the wheels on his cars. Ryan’s parents are really concerned, as he’s started throwing a tantrum whenever his routine has the smallest change. More and more, his parents feel stressed, not knowing what might trigger Ryan’s next upset.
Often, it seems Ryan doesn’t notice or care if his family or anyone else is around. His parents just don’t know how to reach their little boy, who seems so rigid and far too set in his ways for his tender young age. After talking with their family doctor, Ryan’s parents call the Early Intervention office in their community and make an appointment to have Ryan evaluated.
When the time comes, Ryan is seen by several professionals who play with him, watch him, and ask his parents a lot of questions. When they’re all done, Ryan is diagnosed with autism, one of the five disorders listed under an umbrella category of “Pervasive Developmental Disorders”—a category that’s often referred to as simply the “autism spectrum.”
As painful as this is for his parents to learn, the early intervention staff encourage them to learn more about the autism spectrum. By getting an early diagnosis and beginning treatment, Ryan has the best chance to grow and develop. Of course, there’s a long road ahead, but his parents take comfort in knowing that they aren’t alone and they’re getting Ryan the help he needs. Read the rest of this entry →
When addressing problem behaviors in individuals with ASD, the first step is to determine the function the behavior serves. The main reason why we need to determine the function for problem behavior is so that we can teach the child replacement skills that are more appropriate that can serve the same function. There are many tools teachers and behavior specialists use when doing a functional behavior assessment to determine the function of a problem behavior. They conduct functional behavior assessment interviews with caregivers and professionals. They observe and record the antecedents leading up to the problem behavior and the consequences that follow the behavior. They collect scatter plot data in which they document when and where the behavior is most and least likely to occur. And if they are real savvy, they go as far as doing functional behavior analyses in which they actually manipulate variables in the environment to test out the hypothesis for the function of the behavior. For more info on functional behavior assessment, click on this helpful link: http://cecp.air.org/fba/ Read the rest of this entry →
There’s a hair roller stuck with a piece of Velcro to a piece of card on the wall. Alongside it is a separate strip of cardboard with a small card attached with Velcro, on which is a picture with the name of what’s on the image hand written underneath. These two strips of cardboard demarcate the gap between the least and most able students in this part of the autism school in Beijing, China.
I’ve taken a short, dusty walk from the original Stars and Rain autism school to this building which teaches around 6 students aged 13-18 at any one time. When I arrive there are only five students, four adolescent men and one female. Chinese Special Educational Needs teachers, who have little in-service training and still less status for their work, use TEACCH (the Treatment and Education of Autistic and Communication Related Handicapped Children) methods and visual timetabling to achieve goals and develop communication. On the day I visit, there are two teachers and three German volunteers whose internships program sees them stay for a year in the capital’s suburbs, working daily in the upper school and sleeping in local accommodation. Read the rest of this entry →
The rate of autism is on the rise. Current estimates about the prevalence of the condition are that it affects one out of every 88 children. Among boys the rate is even higher at one out of every 54. It’s so bad that the advocacy group Autism Speaks has called it an epidemic.
For parents of autistic children the most effective option for treatment has long been Applied Behavioral Analysis (ABA). Numerous studies have shown the effectiveness of ABA both in the long and short term. The therapy helps children learn the essential life skills that help them succeed well into adulthood.
However many families face the issue of how to afford such treatment. Daily sessions can cost anywhere from $20,000 to $100,000 each year, and the therapy is not always covered by insurance. Read the rest of this entry →
Once again April is upon us and while it brings the thought of spring time, it also reminds us as a community how important it is to address the subject of Autism. While some of us discuss Autism all year long for many April is the one time of year when society discusses Autism; how does it happen, why does it happen and what can we do to not only be aware of Autism but to accept all forms of neurodiversity. These are all valid discussions but let’s not forget those who have yet to be diagnosed. In spite of what the statistics say, I believe there are many more children and adults who are never diagnosed. Read the rest of this entry →
The phone rings. I don’t recognize the number but pick it up anyway. The woman with the southern accident on the other end tells me how she is not a solicitor. She thanks me for my recent contribution to the children’s hospital. She tells me what my measly donation will do. I feel guilty that I did not give more but I just don’t have it to give. She talks about what they can do with more money. I listen not wanting to be rude. Besides I am thinking of a nice way to tell her no, a word I have a hard time with. Finally she pauses. Read the rest of this entry →
As I was perusing the Los Angeles Times website this morning I came across the L.A. Affairs column which chronicles romance and relationships. Normally, I would just move on but the first paragraph caught my attention:
My daughter Peyton is nonverbal and severely challenged by autism. I once believed she’d never experience a meaningful romantic relationship. Then, at a monthly workshop in Los Angeles for people who communicate via keyboard, she met Gabriel, a young man who traveled from Ventura with his support team. Dressed in preppy khakis and a plaid sport shirt, he seemed to turn a few heads, including Peyton’s. Read the rest of this entry →
When professionals develop ABA intervention programs for students with ASD and other disabilities, they use many different approaches when selecting goals. Some use criterion-referenced assessment tools such as the Assessment of Basic Language and Learning Skills- Revised (The ABLLS-R) or The Verbal Behavior Milestones Assessment and Placement Program (VB-MAPP) to set intervention goals. Others use informal assessment procedures such as interviews with students, caregivers, and teachers, checklists, and informal observations to set goals for ABA interventions. What professionals do not typically use nearly enough are ecological assessments to set goals for ABA interventions. Read the rest of this entry →
Assessing the Efficacy of Sensory Diets on Latent Responding and Frequency of Inappropriate Behavior
Typically developing people can take in all sensory input (i.e.: visual, tactile, auditory, olfactory, etc) and regulate their sensory systems to remain at a state of homeostasis (i.e.: sensory integration). However, people with Autism do not have the same ability. It has been described by people that are on the Autism Spectrum (e.g.: Temple Grandin) as an experience that leads them to seek out sensory input that allows them to regulate their behavior (i.e.: sensory seeking-squeezing themselves into small places, stereotypic behavior-hand flapping, toe walking, visual “stimming” [self-stimulation], etc.). Read the rest of this entry →