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View This Issue UTISM PECTRUM EWS TM A YOUR TRUSTEDS SOURCE OF SCIENCE-BASED AUTISM EDUCATION,N WINTER 2015 INFORMATION, ADVOCACY, AND COMMUNITY RESOURCES VOL. 7 NO. 3 The Importance of Scientific Research The Future of Autism Genetics Should Learn From Its Past By Michael Ronemus, PhD tribution of de novo mutations of different SFARI.org categories to autism. (These categories in- clude loss-of-function mutations — which prevent full protein production — and ast month in November of 2014, missense variants, which have a less clear my colleagues and I published two effect on protein function3.) There is little large studies that sequenced the doubt that this approach remains the most genes or exomes of thousands of powerful weapon in today’s arsenal —not Lfamilies with a history of autism1,2. These just for autism spectrum disorders, but oth- studies identified several dozen “high-con- er neuropsychiatric and sporadic genetic fidence” autism genes that show sponta- disorders as well. neous, harmful mutations in multiple af- But we still cannot pinpoint the causal fected (and unrelated) individuals. mutations for many cases of autism be- Picking the ripest of these low-hanging cause the genomic background noise re- fruits — through ‘brute-force’ genomics mains high: More than half of even the and discovery of spontaneous, or de novo, most damaging single hits to a protein are mutations — has brought us much closer present in an individual by chance and are to understanding the genetics of autism not linked to autism. Given this, it is not than we were just five years ago. But to always clear what to tell clinicians and ge- optimize what we can learn, our studies netic counselors who are on the front line must be informed by what we have al- and wish to make use of these data. ready discovered. We certainly need many So what is the future of family-based more sequences from more families with gan on cohorts of people with autism, we perhaps even most, using the broadest cri- genomic studies of autism, with detection autism. But these sequences need to be of hoped — and expected — to discover teria for an autism gene. of de novo mutations as the central focus? the right kind. many, if not most, of the underlying genes. We can now put forth a statistically When large-scale genomic analysis be- We have undoubtedly found many, and sound estimate of the overall genetic con- see Genetics on page 20 Evidence-Based Reading Intervention Practices for Students with ASD By Tamara Sterling, MS, CCC-SLP, TSSLD The research is evolving and shows that sion (Lanter & Watson, 2008). Children sense of accomplishment and motivation Speech-Language Pathologist there are proven methods of reading inter- with hyperlexia are often diagnosed with in learning to read (Broun 2004 as cited in ventions for students with ASD. This paper ASD or may present with characteristics Spector 2010). It is a more accessible start- will explore the evidence-based practices of ASD (Nation, 1999). On the other hand, ing point intervention than phonics-based eading proficiency is a skill that for reading intervention (sight word and decoding words can also be challenging to approaches for students with ASD who is necessary to function in so- reading comprehension instruction) in stu- students with ASD. Nation et al., (2006) have challenges with abstract, audito- ciety. Yet, low reading scores dents with ASD. found that decoding impairment was more ry-based concepts (Broun & Oelwein, during the school years contin- The reading profile of students with prevalent in students with ASD than in the 2007 as cited in Spector 2010). Reading Rue to be a persistent trend in the U.S. The ASD is heterogeneous (Nation, Clarke, general population. programs usually incorporate sight word Annie E. Casey Foundation (2014) reports Wright, & Williams, 2006). It is the gen- Historically, students with ASD are dis- instruction for high utility words that are that 66% of U.S. students are not reading eral consensus that students with ASD are qualified from reading programs because not decodable. Sight word instruction ben- proficiently and are not prepared for future great readers because of their ability to of erroneous beliefs that they cannot cogni- efits students with ASD because its mas- success. The No Child Left Behind Act of decode due to their unique rote abilities. tively access the curriculum. Today, federal tery enables them to execute functional 2001 and The Individual with Disabilities Caution should be taken with this gener- laws mandate schools to use EBP to teach tasks such as reading grocery lists, menu Education Act (IDEA) of 2004 mandate alization because of the varying degrees reading to all students. Evidence-based items, directions, recipes, and environmen- high academic standard opportunities and of cognitive and linguistic skills seen in reading interventions assist students with tal signs (Browder & Xin, 1998 as cited in evidence-based practice (EBP) instruction students with ASD and because word read- ASD to become proficient readers. The Spector 2010). for all student – including students with au- ing does not always indicate that meaning current best evidence, research-proven Spector (2010) examined the evidence tism spectrum disorders (ASD). Students is being stemmed from the printed text. reading instruction for students with ASD, on sight word instruction as a means of with ASD are increasingly being incor- When students’ decoding skills far ex- that should guide clinical and academic teaching student with ASD to read printed porated in general education classrooms ceed their reading comprehension skills, practice, are sight word instruction and words. The results showed the following where there is a strong emphasis on read- they are described as having hyperlexia. reading comprehension intervention. as research-proven reading instruction for ing proficiency (Lanter & Watson, 2008). These students have a compulsive preoc- students with ASD: Visual supports – Stu- Reading instruction has been given rela- cupation with reading and an early onset Sight Word Instruction - Sight word instruc- dents were required to match food logos, tively little focus in EBP analysis with re- of precocious word reading skill that is tion is beneficial for students with ASD gard to students with ASD (Spector 2011). unparalleled to their reading comprehen- (Spector 2010). It is useful in fostering a see Reading on page 21 PERMIT NO. 137 NO. PERMIT Effort, PA 18330 PA Effort, MONROE, CT MONROE, 460 Cascade Drive Cascade 460 U.S. POSTAGE PAID POSTAGE U.S. Mental Health News Education, Inc. Education, News Health Mental ORGANIZATION NON PROFIT NON PAGE 2 www.mhnews-autism.org AUTISM SPECTRUM NEWS ~ WINTER 2015 Autism Spectrum News Mental Health News Education, Inc. Editorial Board Board of Directors Cindy Alterson, PhD, BCBA, Principal and Program Director Chairman Devereux Millwood Learning Center Jorge R. Petit, MD, President Joel Bregman, MD, Medical Director and Director of Psychiatry Quality Healthcare Solutions Group The Center for Autism Vice-Chairman Joseph D. Buxbaum, PhD Barry B. Perlman, MD, Director, Department of Psychiatry Director, Seaver Autism Center Saint Joseph’s Medical Center Icahn School of Medicine at Mount Sinai Secretary Susan M. Cortilet-Jones, MS, LMHC Peg Moran, LMSW, Vice President, Operations, Center for Regional Healthcare Innovation Life Skills and College Coaching Specialist/Consultant Westchester Medical Center Discovering Your World Treasurer Stephen E. Freeman, LCSW The Freeman Group Debra Pantin, MSW, Associate Executive Director VIP Community Services Lynda Geller, PhD, Founder Members of the Board Spectrum Services, A Cooperative of Independent Practices and Organizations, New York, NY Peter D. Beitchman, DSW, LMSW Behavioral Health Advocate Ami Klin, PhD, Director Marcus Autism Center Constance Y. Brown-Bellamy, MPA, Vice President, Community and Government Relations ICL Harold S. Koplewicz, MD, President Carmen Collado, LCSW, Chief Networking and Relations Officer Child Mind Institute ICL Cecelia M. McCarton, MD, Founder and Executive Director Jonathan P. Edwards, LMSW, Training Specialist, Parachute NYC The McCarton Foundation NYC Department of Health and Mental Hygiene The McCarton School (for Autism) Alan Eskenazi, MA, CPHQ, CASAC, Senior Associate Executive Director Department of Psychiatry, Woodhull Hospital Judith R. Omidvaran Autism Parent Advocate, New York Mary Hanrahan, LCSW, Behavioral Health, Clinical Services Management New York Presbyterian Theresa Pirraglia, Co-Founder and Board Member FECA, The Foundation for Empowering Citizens with Autism Joseph Krasnansky, LCSW, Vice President and Chief Program Officer Lower Eastside Service Center John C. Pomeroy, MD, Founding Director Judith R. Omidvaran Cody Center for Autism and Developmental Disabilities Autism Parent Advocate, New York Stony Brook University Medical Center Theresa Pirraglia, Co-Founder and Board Member Patricia Rowan, LMSW, Consultant and Advocate FECA, The Foundation for Empowering Citizens with Autism Kid’s Connection Janet Z. Segal, LCSW, Executive Vice President Emerita Four Winds Hospital and President, Four Winds Foundation Pat Schissel, LMSW, Executive Director Asperger Syndrome and High Functioning Autism Association Alan Trager, LCSW, Chief Executive Officer Westchester Jewish Community Services Alison Singer, President Autism Science Foundation Naomi Weinstein, MPH, Director, Center for Rehabilitation and Recovery Coalition of Behavioral Health Agencies Richard Swierat,
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