Autism Spectrum Disorders: What Every Parent Needs to Know Consistent with the Most Recent Advice and Information Available from the American Academy of Pediatrics
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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. -
HHS Announces Appointment of New Membership and New Chair for the Interagency Autism Coordinating Committee
For Immediate Release Contact: Office of Autism Research Coordination/NIH October 28, 2015 E-mail: [email protected] HHS Announces Appointment of New Membership and New Chair for the Interagency Autism Coordinating Committee The U.S. Department of Health and Human Services (HHS) today announced the appointments of new and returning members to the Interagency Autism Coordinating Committee (IACC), reauthorized under the Autism CARES Act. After an open call for nominations for members of the public to serve on the committee, Secretary of Health and Human Services, Sylvia M. Burwell, appointed this group of individuals to provide her with advice to advance research, strengthen services, and increase opportunities for people on the autism spectrum. The public member appointees include three adults on the autism spectrum, several family members of children and adults on the autism spectrum, clinicians, researchers, and leaders of national autism research, services, and advocacy organizations. Many of the appointed individuals serve dual roles, dedicating their professional careers to helping people on the autism spectrum because of their personal experiences with autism spectrum disorder (ASD). The first meeting of the new committee will take place on November 17, 2015 in Rockville, Maryland. In addition to the new public members, the IACC will have a new chair when it reconvenes. Dr. Thomas Insel, who served as the Director of the National Institute of Mental Health (NIMH) and as Chair of the committee for more than a decade, announced his planned departure for Google Life Sciences in at the end of October 2015. Dr. Bruce Cuthbert, who will become Acting Director of NIMH on November 1, has been appointed to serve as the IACC Chair over the next year. -
Constructing Narratives and Identities in Auto/Biography About Autism
RELATIONAL REPRESENTATION: CONSTRUCTING NARRATIVES AND IDENTITIES IN AUTO/BIOGRAPHY ABOUT AUTISM by MONICA L. ORLANDO Submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy Department of English CASE WESTERN RESERVE UNIVERSITY May 2015 2 CASE WESTERN RESERVE UNIVERSITY SCHOOL OF GRADUATE STUDIES We hereby approve the dissertation of Monica Orlando candidate for the degree of Doctor of Philosophy.* Committee Chair Kimberly Emmons Committee Member Michael Clune Committee Member William Siebenschuh Committee Member Jonathan Sadowsky Committee Member Joseph Valente Date of Defense March 3, 2015 * We also certify that written approval has been obtained for any proprietary material contained therein. 3 Dedications and Thanks To my husband Joe, for his patience and support throughout this graduate school journey. To my family, especially my father, who is not here to see me finish, but has always been so proud of me. To Kim Emmons, my dissertation advisor and mentor, who has been a true joy to work with over the past several years. I am very fortunate to have been guided through this project by such a supportive and encouraging person. To the graduate students and faculty of the English department, who have made my experience at Case both educational and enjoyable. I am grateful for having shared the past five years with all of them. 4 Table of Contents Abstract ............................................................................................................................... 5 Chapter 1: Introduction Relationality and the Construction of Identity in Autism Life Writing ........................ 6 Chapter 2 Clara Claiborne Park’s The Siege and Exiting Nirvana: Shifting Conceptions of Autism and Authority ................................................................................................. 53 Chapter 3 Transformative Narratives: Double Voicing and Personhood in Collaborative Life Writing about Autism .............................................................................................. -
The Impact of a Diagnosis of Autism Spectrum Disorder on Nonmedical Treatment Options in the Learning Environment from the Perspectives of Parents and Pediatricians
St. John Fisher College Fisher Digital Publications Education Doctoral Ralph C. Wilson, Jr. School of Education 12-2017 The Impact of a Diagnosis of Autism Spectrum Disorder on Nonmedical Treatment Options in the Learning Environment from the Perspectives of Parents and Pediatricians Cecilia Scott-Croff St. John Fisher College, [email protected] Follow this and additional works at: https://fisherpub.sjfc.edu/education_etd Part of the Education Commons How has open access to Fisher Digital Publications benefited ou?y Recommended Citation Scott-Croff, Cecilia, "The Impact of a Diagnosis of Autism Spectrum Disorder on Nonmedical Treatment Options in the Learning Environment from the Perspectives of Parents and Pediatricians" (2017). Education Doctoral. Paper 341. Please note that the Recommended Citation provides general citation information and may not be appropriate for your discipline. To receive help in creating a citation based on your discipline, please visit http://libguides.sjfc.edu/citations. This document is posted at https://fisherpub.sjfc.edu/education_etd/341 and is brought to you for free and open access by Fisher Digital Publications at St. John Fisher College. For more information, please contact [email protected]. The Impact of a Diagnosis of Autism Spectrum Disorder on Nonmedical Treatment Options in the Learning Environment from the Perspectives of Parents and Pediatricians Abstract The purpose of this qualitative study was to identify the impact of a diagnosis of autism spectrum disorder on treatment options available, within the learning environment, at the onset of a diagnosis of autism spectrum disorder (ASD) from the perspective of parents and pediatricians. Utilizing a qualitative methodology to identify codes, themes, and sub-themes through semi-structured interviews, the research captures the lived experiences of five parents with children on the autism spectrum and five pediatricians who cared for those children and families. -
The Fragile X Syndrome–Autism Comorbidity: What Do We Really Know?
REVIEW ARTICLE published: 16 October 2014 doi: 10.3389/fgene.2014.00355 The fragile X syndrome–autism comorbidity: what do we really know? Leonard Abbeduto 1,2*, Andrea McDuffie 1,2 and Angela John Thurman 1,2 1 MIND Institute, University of California, Davis, Sacramento, CA, USA 2 Department of Psychiatry and Behavioral Sciences, University of California, Davis, Sacramento, CA, USA Edited by: Autism spectrum disorder (ASD) is a common comorbid condition in people with fragile Anne C. Wheeler, Carolina Institute X syndrome (FXS). It has been assumed that ASD symptoms reflect the same underlying for Developmental Disabilities; University of North Carolina at psychological and neurobiological impairments in both FXS and non-syndromic ASD, which Chapel Hill, USA has led to the claim that targeted pharmaceutical treatments that are efficacious for core Reviewed by: symptoms of FXS are likely to be beneficial for non-syndromic ASD as well. In contrast, we Molly Losh, Northwestern present evidence from a variety of sources suggesting that there are important differences University, USA in ASD symptoms, behavioral and psychiatric correlates, and developmental trajectories Dejan Budimirovic, Kennedy Krieger Institute/The Johns Hopkins between individuals with comorbid FXS and ASD and those with non-syndromic ASD. We University, USA also present evidence suggesting that social impairments may not distinguish individuals *Correspondence: with FXS with and without ASD. Finally, we present data that demonstrate that the Leonard Abbeduto, MIND Institute, neurobiological substrates of the behavioral impairments, including those reflecting core University of California, Davis, 2825 ASD symptoms, are different in FXS and non-syndromic ASD. Together, these data suggest 50th Street, Sacramento, CA 95817, USA that there are clinically important differences between FXS and non-syndromic ASD e-mail: leonard.abbeduto@ucdmc. -
Perceived Levels of Confidence and Knowledge of Autism Between
Eastern Kentucky University Encompass Online Theses and Dissertations Student Scholarship January 2012 Perceived Levels of Confidence and Knowledge of Autism Between Paraprofessionals in Kentucky Schools and Parents of Children with Autism Laura Nichole Baker Eastern Kentucky University Follow this and additional works at: https://encompass.eku.edu/etd Part of the Special Education and Teaching Commons Recommended Citation Baker, Laura Nichole, "Perceived Levels of Confidence and Knowledge of Autism Between Paraprofessionals in Kentucky Schools and Parents of Children with Autism" (2012). Online Theses and Dissertations. 106. https://encompass.eku.edu/etd/106 This Open Access Thesis is brought to you for free and open access by the Student Scholarship at Encompass. It has been accepted for inclusion in Online Theses and Dissertations by an authorized administrator of Encompass. For more information, please contact [email protected]. PERCEIVED LEVELS OF CONFIDENCE AND KNOWLEDGE OF AUTISM BETWEEN PARAPROFESSIONALS IN KENTUCKY SCHOOLS AND PARENTS OF CHILDREN WITH AUTISM By Laura Nichole Baker Bachelor of Science in Communication Disorders Eastern Kentucky University Richmond, Kentucky 2012 Submitted to the Faculty of the Graduate School of Eastern Kentucky University in partial fulfillment of the requirements for the degree of MASTER OF ARTS IN EDUCATION August, 2012 Copyright © Laura Nichole Baker, 2012 All rights reserved ii DEDICATION This thesis is dedicated to my parents, Donald and Zelphia Baker, who have always told me that I was capable of achieving anything that I set my mind to. Their encouragement, unwavering love and support and constant sacrifices have allowed me to accomplish my dreams. I would also like to dedicate this thesis to my nephew, Caleb, who inspires me daily. -
Transcript of the December 12, 2008 Meeting of the Full IACC
Page 1 U.S. DEPARTMENT OF HEALTH AND HUMAN SERVICES INTERAGENCY AUTISM COORDINATING COMMITTEE FULL COMMITTEE MEETING FRIDAY, DECEMBER 12, 2008 The meeting came to order at 9:00 a.m. in Conference Room A of 6001 Executive Boulevard, Rockville, Maryland. Thomas Insel, Chair, presiding. PRESENT: THOMAS R. INSEL, M.D., IACC Chair, National Institute of Mental Health DELLA HANN, Ph.D., IACC Executive Secretary, Office of Autism Research Coordination, National Institute of Mental Health DUANE F. ALEXANDER, M.D., National Institute of Child Health and Human Development ELLEN W. BLACKWELL, M.S.W., Centers for Medicare and Medicaid Services JUDITH COOPER, Ph.D., National Institute of Deafness and Other Communication Disorders (For James Battey M.D., Ph.D.) LEE GROSSMAN, Autism Society of America GAIL R. HOULE, Ph.D., Department of Education STORY C. LANDIS, Ph.D., National Institute of Neurological Disorders and Stroke WALTER KOROSHETZ, M.D., National Institute of Neurological Disorders and Stroke (For Dr. Story Landis) CINDY LAWLER, Ph.D., National Institute of Environmental Health Sciences Neal R. Gross and Co., Inc. 202-234-4433 Page 1a PRESENT (continued): CHRISTINE M. McKEE, J.D. PATRICIA A. MORRISSEY, Ph.D., Administration for Children and Families LYN REDWOOD, R.N., M.S.N., Coalition for SafeMinds ALISON TEPPER SINGER M.B.A., Autism Science Foundation STEPHEN M. SHORE, Ed.D., Autism Spectrum Consulting and Adelphi University EDWIN TREVATHAN, M.D., M.P.H., Centers for Disease Control and Prevention PETER VAN DYCK, M.D., M.P.H., Health Resources and Services Administration Neal R. Gross and Co., Inc. -
Preliminary Findings of Similarities and Differences in the Signed and Spoken Language of Children with Autism
Preliminary Findings of Similarities and Differences in the Signed and Spoken Language of Children with Autism Aaron Shield, Ph.D. ABSTRACT Approximately 30% of hearing children with autism spectrum disorder (ASD) do not acquire expressive language, and those who do often show impairments related to their social deficits, using language instrumentally rather than socially, with a poor understanding of pragmatics and a tendency toward repetitive content. Linguistic abnor- malities can be clinically useful as diagnostic markers of ASD and as targets for intervention. Studies have begun to document how ASD manifests in children who are deaf for whom signed languages are the primary means of communication. Though the underlying disorder is presumed to be the same in children who are deaf and children who hear, the structures of signed and spoken languages differ in key ways. This article describes similarities and differences between the signed and spoken language acquisition of children on the spectrum. Similarities include echolalia, pronoun avoidance, neologisms, and the existence of minimally verbal children. Possible areas of divergence include pronoun reversal, palm reversal, and facial grammar. KEYWORDS: Sign language, autism, language acquisition, echolalia, pronouns Learning Outcomes: As a result of this activity, the reader will be able to (1) describe the major linguistic phenomena in autism, and (2) explain which of these are modality independent and which are specific to sign or speech. 1Department of Psychology, Boston University, Boston, Yoshinaga-Itano, Ph.D. and Amy Thrasher, M.A., Massachusetts. CCC-SLP. Address for correspondence: Aaron Shield, Ph.D., Semin Speech Lang 2014;35:309–320. Copyright Department of Psychology, Boston University, 64 Cum- # 2014 by Thieme Medical Publishers, Inc., 333 Seventh mington Mall, Boston, MA 02215 Avenue, New York, NY 10001, USA. -
Disabling Composition: Toward a 21St-Century, Synaesthetic Theory of Writing
Disabling Composition: Toward a 21st-Century, Synaesthetic Theory of Writing Dissertation Presented in Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy in the Graduate School of The Ohio State University By Melanie Yergeau Graduate Program in English The Ohio State University 2011 Dissertation Committee: Brenda Brueggemann, Advisor Cynthia Selfe, Advisor H. Lewis Ulman Copyright by Melanie Yergeau 2011 Abstract My dissertation examines the ways in which composition pedagogies have, both in theory and in practice, systematically worked to exclude individuals with disabilities. Persisting in composition studies is the ideological belief that traditional writing and intelligence are somehow inherently linked, that traditional literacy is central to defining one’s intellectual worth. This privileging of composing as print-based, I contend, masks the notion that writing is simply one among many systems of making and conveying meaning, that among our readers are those who cannot always access the messages delivered within print-based texts. I argue that disability studies can enable us to reconceive the rhetorical triangle and what it means to compose. Disability studies allows us to perceive the ways in which traditional writing—and composition studies’ investment in traditional writing— normalizes and has been normalized by our understanding of “the” rhetorical triangle. But disability studies also allows us to regard the ways in which multimodal composing normalizes and has been normalized by our understanding of “the” rhetorical triangle. In order to create the inclusive, radically welcoming pedagogy that so many teacher- scholars strive for, I suggest that we disable composition studies—what we think we know about composers, composing, and composition(s). -
Caregiver-Reported Pronominal Errors Made by Children with and Without Autism Spectrum Disorder
Caregiver-Reported Pronominal Errors Made by Children with and without Autism Spectrum Disorder Emily Zane, Sudha Arunachalam, and Rhiannon Luyster 1. Introduction Autism spectrum disorder (ASD) is defined by social-communication impairments affecting daily functioning, along with other behaviors, i.e., restricted, fixed interests, repetitive behaviors, and/or sensory-processing issues (American Psychiatric Association 2013). The current diagnostic criteria do not include impaired language, but certain aspects of language are notably difficult for this population. One of these aspects is pronoun use. 1.1. Pronouns in ASD Pronominal errors in ASD were described as early as 1943 by Kanner, who noted confusion between first- and second-person pronominal forms. For example, one child asked his mother to take off his shoe by saying “Pull off your shoe” instead of “Pull off my shoe,” and another was described by her father as having referred to herself as you, while referring to her parents as I (Kanner 1943). This incorrect use of second-person pronouns to refer to oneself and first- person pronouns to refer to others has been labeled a pronoun “reversal error”, and it has been argued to be a special characteristic of ASD (Bartak, Rutter & Cox 1975; Fay 1979; Lee & Hobson 1994; Tager-Flusberg, Paul & Lord 2005; Seung 2007). However, typically-developing (TD) children also make reversal errors (Chiat, 1982; Naigles et al., 2016). Thus, reversal errors are not unique to ASD, but they may be more frequent (Naigles et al. 2016) and/or developmentally persistent (Overweg, Hartman & Hendriks 2018) in this population. The idea that reversal errors are common in ASD is reflected in clinical practice; speech- language pathologists who work with this population often target pronoun reversals (e.g., Barbera, 2018). -
1 Autism and Vision Impairment Title Assessment of Autism in Children with Vision Impairment Authors Marian E. Williams, Phd
1 Title Assessment of Autism in Children with Vision Impairment Authors Marian E. Williams, PhD1, Cassandra Fink, MPH2, Irina Zamora, PsyD3, Mark 2 Borchert, MD Affiliations: 1. University of Southern California Keck School of Medicine; 2. Vision Center, Children’s Hospital Los Angeles; 3. USC University Center for Excellence in Developmental Disabilities, Children’s Hospital Los Angeles Word Count: 2953 Please note: this is the pre-peer reviewed version of the following article: Williams ME, Fink C, Zamora I, Borchert M. Autism assessment in children with optic nerve hypoplasia and other vision impairments. Dev Med Child Neurol. 2013., which has been published in final form at http://onlinelibrary.wiley.com/doi/10.1111/dmcn.12264/abstract. Autism and Vision Impairment 2 Running foot: AUTISM AND VISION IMPAIRMENT Abstract Aim: This study examined the utility of standard autism diagnostic measures in nine children (ages 5-9 years) with severe vision impairment and a range of social and language functioning. Method: The Autism Diagnostic Observation Schedule (ADOS) and Autism Diagnostic Interview-Revised (ADI-R) were systematically modified and used to assess autism symptoms in children with severe vision impairment.Results of the assessments, including analysis of symptom patterns, were compared to expert autism diagnosis. Results: Modified autism measures demonstrated good agreement with clinical diagnosis. Symptoms found to be most and least reliable in discriminating autism from behaviors common to most children with congenital vision impairment are described.Comparisons of current behavior and parent-reported behaviors from a younger age suggested that some symptoms of autism in very young children who are congenitally blind may improve with age. -
Episode 22 - Be Kind Don't Rewind SCRIPT
Episode 22 - Be Kind Don't Rewind SCRIPT Hello, and welcome once again to Neurologic. I'm your host Leo Jones. Yesterday, on February 11th, Autism Speaks - defined as an autism charity organization - launched their re-introduction, 15-year anniversary celebration and “Year of Kindness” campaign, which includes a new logo, ‘profile stories’ of selected autistics, links to revisions in the organization, a ‘for the record’ page, and of course, information regarding their “Year of Kindness”. Is this the change we've been fighting for? Is Autism Speaks finally, after all these years, listening and [radically] changing? Will the wounds they inflicted be properly treated with recompense, atonement, and apology? ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ For those of you who may be unaware, or have a very limited grasp of the history of Autism Speaks, allow me to give you a cursory understanding of why this organization has been repeatedly criticized, scrutinized, denounced and condemned by autistics and autistic-led communities. Content warning: the following language and descriptions may be traumatic for some, and may contain descriptions of violence, abuse and other disturbing actions or events. A lot of the following is from In The Loop About Neurodiversity, as well as several other sources which are cited in the PDF copy of the script for this episode. (https://intheloopaboutneurodiversity.wordpress.com/2019/09/13/the-ableist-history-of-autism-speaks/) [Italic paragraphs adapted From In The Loop About Neurodiversity] Autism Speaks was founded in 2005 by Bob Wright and his wife, Suzanne Wright, grandparents of an autistic child named Christian. Bob Wright was the vice chairman of General Electric as well as CEO and chairman of NBC Universal from 2001 to 2007.