DOCSLIB.ORG

Wandering Are Running,Bolting,Orelopement

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text

Load more

WANDERING AND SAFETY According to the National Autism Association, "wandering is the tendency of an individual to leave the safety of a responsible person's care or safe area, which may result in potential harm or injury." Other names for wandering are running, bolting, or elopement. Ways to keep your children safe 1. Supervise your child at all times. 2. Get your child a tracking device and/or wearable identification. 3. Secure your home. You can install alarms, door chimes, and/or deadbolts. 4. Learn what triggers your child to wander and devise strategies to minimize these triggers. 5. Be conscious of what your child is wearing when they go out into the community. 6. Create a family emergency plan. 7. Have a recent photo of your child with you at all times. 8. Teach your child skills to stay safe, including learning how to swim. (Remember that this does not guarantee safety but it helps.) 9. Create social stories for your child that can help them understand how to be safe at home and in the community. 10. Notify first responders and trusted neighbors of your child's tendency to wander. 11. Inform school and program staff (including non-school programs) that your child wanders. You can include this information on their REV. 3/2017 REV. Individualized Family Service Plan (IFSP) or Individualized Education Plan (IEP). This keeps school and program staff accountable and aware. Please visit www.awaare.org for more information and resources. TIP SHEET org AUTISM & WANDERING CAREGIVER RESOURCES In 2008, Danish researchers found that the AWAARE COLLABORATION mortality rate among the autism spectrum awaare.org disorder (ASD) population is twice as high as NAA/UA AUTISM SAFETY TOOLKIT the general population. In 2001, a California nationalautismassociation.org/safetytoolkit research team found that elevated death AUTISM SPEAKS AUTISM SAFETY PROJECT rates among those with ASD were in large autismsafetyproject.org part attributed to drowning. ASA SAFE & SOUND SAFETY INITIATIVE autism-society.org Drowning often occurs as a result of wan- dering off. Drowning, along with pro- CHILD SAFETY PRODUCTS longed exposure and other factors, mypreciouskid.com remain among the top causes of death SelectAutismMerchandise.com within the autism population. Although tattooswithapurpose.com there is no known data that recognizes SERVICE DOGS whether deaths associated with wandering autismservicedogsofamerica.com are on the rise within the autism population, 4pawsforability.org anecdotal reports suggest an increase. TRACKING SYSTEMS & MEDICAL DEVICES Project Lifesaver: projectlifesaver.org There are various reasons someone with LoJack SafetyNet: lojacksafetynet.com ASD may wander. Many parents report their EmFinders: emfinders.com child gravitates towards water, so nearby Caretrak Systems: caretrak.com lakes, ponds and creeks may continue to be Alzheimer’s Comfort Zone: alz.org/comfortzone a desired destination. Too, someone with Medicalert: medicalert.com ASD is likely aware when attention has A Child is Missing: achildismissing.org shifted away from them and will take the FOR FIRST RESPONDERS & CAREGIVERS opportunity to slip out quickly in order to National Center for Missing and Exploited Children: reach a desired area or item of interest. missingkids.com | 1-800-THE-LOST Autism Risk Management: Family gatherings or other events may give autismriskmanagement.com a false impression of “all eyes on” someone The Autism & Law Enforcement Education Coalition: with ASD. However, heavy distractions can autism & sncarc.org/alec.htm present opportunities to leave unnoticed. The Law Enforcement Awareness Network WANDERING Visiting relatives or episodes of distress also leanonus.org may increase the risk for wandering. This also holds true in warmer months when Autism Alliance for Local Emergency Responder persons with ASD are more likely to play Training: AutismAlert.org outside or attend summer or day camps. SUPPORTING ORGANIZATIONS: Designed & Printed by: National Autism Association & Talk About Curing Autism WANDERING CAN OCCUR ANY- Supported By: Age of Autism | Autism One | Autism WHERE AT ANYTIME. THE FIRST Research Institute | Autism Speaks | Doug Flutie Jr. TIME IS OFTEN THE WORST TIME. Foundation for Autism | HollyRod Foundation | National Autism Association | Safeminds | Talk About Curing Autism Join Autism Wandering Prevention on Facebook prevention | safety tips | resources SECURE YOUR HOME TEACH YOUR CHILD TO SWIM ALERT FIRST RESPONDERS Consider contacting a professional lock- Swimming lessons for children with Providing first responders with key infor- smith, security company or home special needs are available at many YMCA mation before an incident occurs may improvement professional to promote locations. The final lesson should be with improve response. Informational hand- safety and prevention in your home. You clothes on. REMEMBER: outs should include all pertinent infor- may find it is necessary to prevent your loved one from slipping away unno- R Teaching your child how to swim DOES mation, and be copied and carried with ticed by: NOT mean your child is safe in water. caregivers at all times. Circulate the If you own a pool, fence your pool. Use handout to family, neighbors, friends and Installing secure dead bolt locks that R R gates that self-close and self-latch higher co-workers, as well as first responders. require keys on both sides. than your children's reach. R Installing a home security alarm system. R Remove all toys or items of interest from R Name of child or adult, current photo- Installing inexpensive battery-operated graph and physical description includ- R the pool when not in use. ing any scars or other identifying marks alarms on doors and windows to alert R Neighbors with pools should be made you when opened (available at stores like aware of these safety precautions and your R Identify your child's favorite song, toy or Walmart and Radio Shack). child’s tendency to wander. character R Names, home, cell and pager phone R Placing hook and eye locks on all doors, The American Academy of Pediatrics does not recommend swimming classes as the primary means of drowning preven- numbers and addresses of parents, above your child’s reach. tion. Constant, careful supervision and barriers such as pool other caregivers and emergency Fencing your yard. fencing are necessary even when children have completed R swimming classes. All families are encouraged to seek contact persons Adhering printable STOP SIGNS to doors, training in swimming, lifesaving, first aid and cardiopulmo- R nary resuscitation. R Sensory, medical, or dietary issues and windows and other exits, such as gates. ALERT YOUR NEIGHBORS requirements R Favorite attractions and locations CONSIDER A TRACKING DEVICE It is recommended that caregivers plan a where the person may be found Check with local law enforcement for brief visit with neighbors to introduce their R Likes, dislikes, fears, triggers, and de- Project Lifesaver or LoJack SafetyNet loved one or provide a photograph. Know- escalation techniques services. These tracking devices are worn ing your neighbors can help reduce the Method of communication: note if on the wrist or ankle and locate the indi- risks associated with wandering. R vidual through radio frequency. Various nonverbal, uses sign language, picture GPS tracking systems are also available. R Give your neighbor a simple handout with boards, or written words See the RESOURCES section within this your name, address, and phone number. R ID wear, jewelry, tags on clothes pamphlet for more information. R Ask them to call you immediately if they R Map and address guide to nearby see your child outside the home. CONSIDER AN ID BRACELET properties with water sources and R Decide what other information to present dangerous locations highlighted Medical ID bracelets will include your to neighbors. name, telephone number and other R Does your child have a fear of cars and Additional tips can be found at important information. They may also animals or is he/she drawn to them? autismriskmanagement.com state that your child has autism and is R Does your child gravitate towards pools or (above information courtesy of non-verbal if applicable. If your child will nearby ponds or creeks? Dennis Debbaudt) not wear a bracelet or necklace, consider R Does he/she respond to their name or a temporary tattoo with your contact would a stranger think they are deaf? For a generic form that can be used information. See the RESOURCES section R Are there sensory issues or meltdown by any caregiver, regardless of city within this pamphlet for more informa- or state, visit AWAARE.org. tion. triggers your neighbors should know about? SEARCH & RESCUE CHECKLIST | MISSING PERSONS WITH AUTISM Treat each case as CRITICAL. Children with autism have an impaired sense of danger and face immediate risk Interview and listen to caregivers, they know best the areas their child may be seek- ing Ask if the child wears a personal tracking device. If so, immediately initiate tracking measures SEARCH WATER FIRST. Immediately dispatch personnel to nearby bodies of water. Ask about any pools, rivers, ponds, etc. in the area to which the child may be espe- cially drawn. Ask about other dangers that the child may be attracted to; busy roads/highways/construction sites, etc. and immediately dispatch personnel to secure those areas Ask about child's likes that may assist in search efforts – will they be drawn to cer- tain music, favorite characters, fire trucks, etc. Ask about child's dislikes
Recommended publications
  • University of Florida Thesis Or Dissertation

    University of Florida Thesis Or Dissertation

    PUBLIC RELATIONS AND CELEBRITY CHARITABLE ORGANIZATIONS: A STUDY OF THE EIGHT UNDERLYING DIMENSIONS OF EXCELLENT PUBLIC RELATIONS By ALEXIS LAUREN BUNTIN A THESIS PRESENTED TO THE GRADUATE SCHOOL OF THE UNIVERSITY OF FLORIDA IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF MASTER OF ARTS IN MASS COMMUNICATION UNIVERSITY OF FLORIDA 2009 1 © 2009 Alexis Lauren Buntin 2 TABLE OF CONTENTS page LIST OF TABLES................................................................................................................................ 4 ABSTRACT .......................................................................................................................................... 5 CHAPTER 1 PURPOSE OF THE STUDY ....................................................................................................... 7 Charitable Organizations .............................................................................................................. 7 Celebrity......................................................................................................................................... 9 2 LITERATURE REVIEW ........................................................................................................... 13 Celebrity Theory ......................................................................................................................... 13 Theory of Identification....................................................................................................... 14 Celebrity Endorsement Theory ..........................................................................................
  • Autism Practice Parameters

    Autism Practice Parameters

    American Academy of Child and Adolescent Psychiatry AACAP is pleased to offer Practice Parameters as soon as they are approved by the AACAP Council, but prior to their publication in the Journal of the American Academy of Child and Adolescent Psychiatry (JAACAP). This article may be revised during the JAACAP copyediting, author query, and proof reading processes. Any final changes in the document will be made at the time of print publication and will be reflected in the final electronic version of the Practice Parameter. AACAP and JAACAP, and its respective employees, are not responsible or liable for the use of any such inaccurate or misleading data, opinion, or information contained in this iteration of this Practice Parameter. PRACTICE PARAMETER FOR THE ASSESSMENT AND TREATMENT OF CHILDREN AND ADOLESCENTS WITH AUTISM SPECTRUM DISORDER ABSTRACT Autism spectrum disorder (ASD) is characterized by patterns of delay and deviance in the development of social, communicative, and cognitive skills which arise in the first years of life. Although frequently associated with intellectual disability, this condition is distinctive in terms of its course, impact, and treatment. ASD has a wide range of syndrome expression and its management presents particular challenges for clinicians. Individuals with an ASD can present for clinical care at any point in development. The multiple developmental and behavioral problems associated with this condition necessitate multidisciplinary care, coordination of services, and advocacy for individuals and their families. Early, sustained intervention and the use of multiple treatment modalities are indicated. Key Words: autism, practice parameters, guidelines, developmental disorders, pervasive developmental disorders. ATTRIBUTION This parameter was developed by Fred Volkmar, M.D., Matthew Siegel, M.D., Marc Woodbury-Smith, M.D., Bryan King, M.D., James McCracken, M.D., Matthew State, M.D., Ph.D.
  • The TEACCH Program in the Era of Evidence-Based Practice

    The TEACCH Program in the Era of Evidence-Based Practice

    J Autism Dev Disord DOI 10.1007/s10803-009-0901-6 ORIGINAL PAPER The TEACCH Program in the Era of Evidence-Based Practice Gary B. Mesibov • Victoria Shea Ó Springer Science+Business Media, LLC 2009 Abstract ‘Evidence-based practice’ as initially defined in children with autism (e.g., Rogers 1998; Rogers and Vis- medicine and adult psychotherapy had limited applicability mara 2008). to autism interventions, but recent elaborations of the The initial definitions for EST in psychology were quite concept by the American Psychological Association (Am rigid (e.g., requiring evidence from at least two group Psychol 61: 271–285, 2006) and Kazdin (Am Psychol studies using randomized controlled trials or nine single- 63(1):146–159, 2008) have increased its relevance to our case studies, using a treatment manual, and employing a field. This article discusses the TEACCH program (of research design that demonstrated that the intervention which the first author is director) as an example of an being studied was better than another treatment [not just evidence-based practice in light of recent formulations of ‘no treatment’ or a ‘waiting list control group’]). These that concept. criteria, designed to evaluate adult psychotherapy, were not a particularly good fit for evaluating autism interventions Keywords TEACCH Á Evidence-based because of the relatively limited research base and the extremely heterogeneous population of people with autism, among other factors (Mesibov and Shea 2009) (The term Brief History of Evidence-Based Practice autism will be used from this point forward to mean all autism spectrum disorders.). The concept of evidence-based interventions began in the Actually, many psychologists chafed under the early field of medicine in the 1970’s and in recent years has been EST criteria, leading the American Psychological Associ- employed in many other disciplines.
  • Utilizing Social Stories to Reduce Problem Behavior And

    Utilizing Social Stories to Reduce Problem Behavior And

    UTILIZING SOCIAL STORIES TO REDUCE PROBLEM BEHAVIOR AND INCREASE PRO-SOCIAL BEHAVIOR IN YOUNG CHILDREN WITH AUTISM ________________________________________________________________________ A Dissertation presented to the Faculty of the Graduate School at the University of Missouri-Columbia ________________________________________________________________________ In Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy ________________________________________________________________________ By LISA A. WRIGHT Dr. Rebecca McCathren, Dissertation Supervisor DECEMBER 2007 The undersigned, appointed by the dean of the Graduate School, have examined the dissertation entitled UTILIZING SOCIAL STORIES TO REDUCE PROBLEM BEHAVIOR AND INCREASE PRO-SOCIAL BEHAVIOR IN YOUNG CHILDREN WITH AUTISM presented by Lisa A. Wright, a candidate for the degree of doctor of philosophy, and hereby certify that, in their opinion, it is worthy of acceptance. _________________________________________________ Dr. Rebecca McCathren _________________________________________________ Dr. Janine Stichter _________________________________________________ Dr. Erica Lembke _________________________________________________ Dr. Marilyn Hargrove _________________________________________________ Dr. Greg Holliday ACKNOWLEDGEMENTS First, I would like to thank Dr. Rebecca McCathren for her dedication and support throughout my educational pursuits. She has been a stable, encouraging force in my life for many years. Her patience and gentle manner have been much
  • Autism Spectrum Disorder Sheet

    Autism Spectrum Disorder Sheet

    West Virginia State Department of Education Office of Special Education and Student Support * 1-800-642-8541 * https://wvde.us/special-education/ Fact Autism Spectrum Disorder Sheet DEFINITION • Repetitive behaviors or unusual body movements According to the diagnostic features as described in the • Difficulty adjusting to changes in routine or Diagnostic and Statistical Manual of Mental Disorders (DSM- environments 5), Autism Spectrum Disorder (ASD) is a neurodevelopmental • Lack of shared social play and imagination disorder characterized by persistent impairment in reciprocal • Repeating words or phrases (echolalia) social communication and social interaction, and restricted, • Deficits in social-emotional reciprocity; inappropriate repetitive patterns of behavior, interests, or activities present or lack of emotional responses from early childhood that limit or impair everyday functioning. • Hyper- or hypo-reactive to sensory input or stimuli With the latest revision of the DSM-5, Autism Spectrum TEACHING TIPS/INSTRUCTIONAL STRATEGIES Disorder encompasses disorders previously referred to as: • Make sure there is an effective communication early infantile autism, childhood autism, Kanner’s autism, high- system in place if the individual with ASD does not functioning autism, atypical autism, autistic disorder, pervasive have functional communication. developmental disorder – not otherwise specified (PDD-NOS), • Provide more hands-on activities and use student Asperger’s disorder (AS), Rett syndrome (girls only), and interests to engage learning. childhood disintegration disorder. • Consistently use visual schedules and supports, especially for transitions. SCREENINGS AND EVALUATIONS • Students with ASD often have trouble interpreting • Assessment of Autism Spectrum Disorders facial expressions, body language, and tone of voice. • Autism Diagnostic Observation Schedule (ADOS) Be as concrete and explicit as possible in your • Autism Diagnostic Interview – Revised (ADI-R) instructions and feedback to the student.
  • The Autism–Tics, ADHD and Other Comorbidities

    The Autism–Tics, ADHD and Other Comorbidities

    Mårland et al. BMC Psychiatry (2017) 17:403 DOI 10.1186/s12888-017-1563-0 RESEARCH ARTICLE Open Access The Autism–Tics, ADHD and other Comorbidities inventory (A-TAC): previous and predictive validity Caroline Mårland1,2* , Paul Lichtenstein3, Alessio Degl’Innocenti1,2, Tomas Larson1, Maria Råstam4, Henrik Anckarsäter1, Christopher Gillberg5, Thomas Nilsson1 and Sebastian Lundström1,5 Abstract Background: Reliable and easy to administer screening instruments focusing on neurodevelopmental disorders and associated conditions are scarce. The Autism–Tics, AD/HD and other Comorbidities inventory (A-TAC) has previously been validated and reporting good– excellent validity for several disorders. This article aims to expand these findings by including more conditions in a substantially larger sample augmented with the Swedish National Patient Register (NPR). Methods: Since 2004 parents of all 9-year-old Swedish twins have been invited to participate in a telephone interview in the Child and Adolescent Twin Study in Sweden, CATSS. The CATSS is linked to the NPR which includes data from in- and outpatient care. Data on neurodevelopmental disorders (A-TAC) collected in CATSS were compared with diagnoses from the NPR. We investigated diagnoses that had been made both before (previous validity) and after (predictive validity) the interview. Results: Sensitivity and specificity of A-TAC scores for predicting earlier or later clinical diagnoses were mostly good–excellent, with values of the area under the curve for a clinical diagnosis of autism spectrum disorder (ASD) of .98, attention deficit hyperactivity disorder (ADHD) .93, learning disorder (LD) .92, and oppositional defiant disorder (ODD) .99, with small differences in terms of previous and predictive analyses.
  • Autism Spectrum Disorders—A Genetics Review Judith H

    Autism Spectrum Disorders—A Genetics Review Judith H

    GENETEST REVIEW Genetics in Medicine Autism spectrum disorders—A genetics review Judith H. Miles, MD, PhD TABLE OF CONTENTS Prevalence .........................................................................................................279 Adenylosuccinate lyase deficiency ............................................................285 Clinical features................................................................................................279 Creatine deficiency syndromes..................................................................285 Core autism symptoms...................................................................................279 Smith-Lemli-Opitz syndrome.....................................................................285 Diagnostic criteria and tools..........................................................................280 Other single-gene disorders.......................................................................285 Neurologic and medical symptoms .............................................................281 Developmental syndromes of undetermined etiology..............................286 Genetics of autism...........................................................................................281 Moebius syndrome or sequence...............................................................286 Chromosomal disorders and CNVS..............................................................282 Landau-Kleffner syndrome .........................................................................286 Single-gene
  • Autism Tip Sheet

    Autism Tip Sheet

    Tip Sheets What is Autism? Autism is a Characteristics of Autism neurodevelopmental • Challenges relating to people, objects, disorder usually and events including challenges in recognized in the first social skills and relationships. three years of life. The • Sustained repetitive and abnormal play Center for Disease Control (hyperfocus on objects or topics). estimates that 1 in 110 • Speech and language absence, delay, children born in the U.S. or abnormality. are on the autism spectrum. Boys are four Challenges Relating to People, Objects, times more likely to have autism than girls. and Events Autism is the second most common • Over attachment to certain objects developmental disorder and it is considered to • May not seek cuddling or physical be a national public health crisis. attention • Difficulty with imitation skills Autism as a Spectrum Disorder • Difficulty with reciprocal social Autism is part of the Autism Spectrum Disorder interaction (ASD) because the symptoms of autism can • Absent or abnormal social play range from mild to severe. Autism Spectrum • Difficulty interacting with other children Disorders/Pervasive Developmental Disorders • Preference for being alone include: • Aloof manner • Autistic Disorder • Difficulty expressing needs • Asperger’s Disorder • Uses gestures or pointing instead of • Rett’s Disorder words • Childhood Disintegrative Disorder • Difficulty making and keeping friends • Pervasive Developmental Disorder, Not Otherwise Specified. Sustained Repetitive and Abnormal Play Affected Areas of Development • Uneven gross/fine motor skills • The way a child communicates, • Unresponsive to verbal cues understands, and uses language. • Little or no eye contact • Social skills, how the child interacts • Insistence on sameness, resistance to socially with others. change in routine • Sensory/Behavioral, how the child • Noticeable physical over-activity or understands and responds to his/her under-activity environment and the world around • Displays extreme distress for no him/her.
  • A List of Apps for Social Skills and Autism Spectrum Disorders

    A List of Apps for Social Skills and Autism Spectrum Disorders

    Apps For Social Skills and Autism Spectrum Disorders 1 Created by: Jessica Chase, M.A. CCC-SLP A List of Apps for Social Skills and Autism Spectrum Disorders List created by: Jessica Chase, M. A. CCC-SLP Consonantly Speaking Originally created on: 11/23/2011 Publicly released on: 5/23/2012 Apps For Social Skills and Autism Spectrum Disorders 2 Created by: Jessica Chase, M.A. CCC-SLP Disclaimer: These applications are not intended to replace therapy with a speech-language pathologist. Use only under direction of a speech-language pathologist or other qualified therapist. Consonantly Speaking created none of these applications; therefore, any difficulties or complaints with each application should be directed to the developer of that specific application. Consonantly Speaking does not have any bearing on how the application will work and has not used all of the applications on the list. Consonantly Speaking did not receive any compensation for creating this list. Consonantly Speaking does not specifically endorse or recommend any of the following applications over others. This list is intended as a compilation of applications that can be used with or by a speech-language pathologist in speech-language therapy for social skills therapy as well as therapy for people who have autism/aspergers/PDD. Applications are not listed in any specific order other than by category. The prices of the applications are subject to change or sale by the developer at any given time. A reference list of website or application lists that helped make this list possible will be posted on http://consonantlyspeaking.com as soon as it is completed.
  • Supporting an Autistic Person Through Covid-19

    Supporting an Autistic Person Through Covid-19

    Supporting an autistic person through Covid-19 Created by the Neurodevelopmental Service This is an anxiety-provoking time for everyone. Autistic people may be finding this even more difficult for a number of reasons. We've collected together some helpful information and resources to share with autistic people and their families Some reasons why the current situation is particularly difficult for autistic people 1. So much information There is so much information at the moment which is also changing rapidly. Autistic people can take information very literally and struggle to contextualise information or judge what is reliable. They may feel overwhelmed by the amount of information. People should be advised to use the main government and NHS website which will always have the most up to date information: gov.uk/coronavirus nhs.uk/conditions/coronavirus-covid-19 "Assess what is already known (and, believe me, we will already know things). Ground our understanding with facts…Prepare us for what’s to come…" 2. Need for Communication There is an increased need to communicate at the moment and communication that is usually routine has become more complicated (e.g. in shops or contacting GP). "Help autistic people communicate in the best way for them to get their needs met…(help them prepare scripts, identify who to speak to, look at alternatives ways of communicating, validate their differences and be flexible in your response / offer of help)" 3. Changes in social networks, routines and less control over social contact Autistic people may not have the existing social networks that are essential for getting through isolation.
  • Navigating the Pathway to Diagnosis and Care for Individuals with Autism Spectrum Disorder

    Navigating the Pathway to Diagnosis and Care for Individuals with Autism Spectrum Disorder

    Navigating the pathway to diagnosis and care for individuals with Autism Spectrum Disorder Nicholas Fears, Ph.D.; Karolina Kata, M.B.S., OMS-IV; Shannon Chang, OMS-III; Monica Nguyen, OMS-II; Abhinaya Ganesh, OMS-III; & Haylie Miller, Ph.D. July 20, 2019 Our Mission at UNTHSC: – Partner with stakeholders in the ASD community – Provide resources for individuals/families in need – Study sensorimotor function in ASD – Understand co-occurrence of ASD and other developmental disorders/conditions What to Expect Today: – Multiple short presentations that are all related – Some research data, some clinical evaluation – Lots of information in a short period of time – Many passionate, enthusiastic young scientists! ASD Diagnostic Criteria Social Communication Restricted, Repetitive Patterns & Social Interaction of Behavior or Interests Deficits in social or emotional Stereotyped motor behaviors reciprocity (hand flapping/rocking) Deficits in nonverbal communicative Insistence on sameness/routines behaviors (gestures/expressions) + Restricted interests abnormal in Deficits in developing, maintaining, intensity or focus & understanding relationships across multiple contexts Hyper- or hypo-reactivity to sensory (imaginative play/friendships) input or unusual sensory interest AND… Symptoms present in early development, cause clinically significant impairment, and are not better explained by intellectual disability or global developmental delay. Redefining Autism Spectrum Disorder (ASD): – Complex set of neurodevelopmental symptoms – Not just social
  • ACT Today! Hosts 9Th Annual Denim & Diamonds

    ACT Today! Hosts 9Th Annual Denim & Diamonds

    FOR IMMEDIATE RELEASE July 14, 2014 Media Contact: Daphne Plump Phone: (661) 478 - 6512 Email: [email protected] ACT Today! Hosts 9th Annual Denim & Diamonds for Autism Star-studded event to be held October 19, 2014 in Westlake Village, CA ACT Today! announces its 9th Annual Denim & Diamonds for Autism will be held on October 19, 2014 in Westlake Village, Calif., benefiting children with autism and honoring actress Holly Robinson Peete, actor Nolan Gould, former NFL quarterback Rodney Peete, singer/songwriter Sophie Rose and philanthropist Virginia Viola. Westlake Village, Calif. (Oct. 19, 2014) -- ACT Today! (Autism Care and Treatment Today!) announces its highly anticipated 9th Annual Denim & Diamonds for Autism, benefiting children with autism, will be held on Sunday, October 19, 2014 at the Four Seasons Hotel Westlake Village. More than 500 attendees are expected to attend the red carpet gala, including film, television and sports celebrities, the corporate community and other autism supporters. The red carpet fundraiser will feature a cocktail reception, silent and live auctions, dinner program with surprise celebrity presenters, live entertainment and tribute awards to the 2014 honorees: actress Holly Robinson Peete, former NFL quarterback Rodney Peete, actor Nolan Gould (“Modern Family”), singer/songwriter Sophie Rose and Ventura County, Calif. philanthropist Virginia Viola. ACT Today! is a national, non-profit organization whose mission is to provide access to care and treatment to children with autism whose families cannot afford the necessary tools their children need to reach their highest potential. Its signature fundraiser, Denim & Diamonds for Autism, is considered one of Southern California's most anticipated non-profit events of the year.