IACC/OARC Autism Research Database
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Parents Guide to ADHD
Parents Guide to ADHD Copyright 2016. Child Mind Institute Parents Guide to ADHD Children with attention-deficit hyperactivity disorder (ADHD) find it unusually difficult to concentrate on tasks, to pay attention, to sit still and to control impulsive behavior. This guide offers parents the information you need to understand the behaviors associated with the disorder and make effective decisions for your child about diagnosis and treatment. What Is ADHD? Attention-deficit hyperactivity disorder, or ADHD, is a condition that makes it unusually difficult for children to concentrate, to pay attention, to sit still, to follow directions and to control impulsive behavior. While all young children are at times distractible, restless and oblivious to parents’ and teachers’ instructions, kids with ADHD behave this way much more often than other children their age. And their inability to settle down, focus and follow through on tasks in age-appropriate ways makes it very hard for them to do what’s expected of them at school. It can also lead to conflict at home and difficulty getting along with peers. Symptoms of ADHD Symptoms of ADHD are divided into two groups: inattentive behaviors and hyperactive and impulsive behaviors. Inattentive symptoms of ADHD: — Makes careless mistakes — Is easily distracted — Doesn’t seem to be listening when spoken to directly — Has difficulty following instructions — Has trouble organizing — Avoids or dislikes sustained effort — Is forgetful, always losing things Child Mind Institute | Page 2 Parents Guide to ADHD Hyperactive or impulsive symptoms of ADHD: — Fidgeting or squirming, trouble staying in one place or waiting his turn Kids who have inattentive — Excessive running and climbing symptoms may start to — Trouble playing quietly struggle in the middle of — Extreme impatience elementary school, when — Always seems to be “on the go” or “driven by a motor” it becomes increasingly — Excessive talking or interrupting, blurting out answers difficult for them to Some children exhibit only the first group of symptoms, and some exhibit keep up. -
Measuring the Effectiveness of Play As an Intervention to Support
Measuring the Effectiveness of Play as an Intervention to Support Language Development in Young Children with Autism Spectrum Disorder: A Hierarchically- Modeled Meta-Analysis by Gregory V. Boerio Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Education in the Educational Leadership Program Youngstown State University May, 2021 Measuring the Effectiveness of Play as an Intervention to Support Language Development in Young Children with Autism Spectrum Disorder: A Hierarchically- Modeled Meta-Analysis Gregory V. Boerio I hereby release this dissertation to the public. I understand that this dissertation will be made available from the OhioLINK ETD Center and the Maag Library Circulation Desk for public access. I also authorize the University or other individuals to make copies of this thesis as needed for scholarly research. Signature: _______________________________________________________________ Gregory V. Boerio, Student Date Approvals: _______________________________________________________________ Dr. Karen H. Larwin, Dissertation Chair Date _______________________________________________________________ Dr. Patrick T. Spearman, Committee Member Date _______________________________________________________________ Dr. Carrie R. Jackson, Committee Member Date _______________________________________________________________ Dr. Matthew J. Erickson, Committee Member Date _______________________________________________________________ Dr. Salvatore A. Sanders, Dean of Graduate Studies Date ii © G. Boerio 2021 iii Abstract The purpose of the current investigation is to analyze extant research examining the impact of play therapy on the development of language skills in young children with autism spectrum disorder (ASD). As rates of ASD diagnoses continue to increase, families and educators are faced with making critical decisions regarding the selection and implementation of evidence-based practices or therapies, including play-based interventions, to support the developing child as early as 18 months of age. -
Public Law 109-416
PUBLIC LAW 109–416—DEC. 19, 2006 120 STAT. 2821 Public Law 109–416 109th Congress An Act To amend the Public Health Service Act to combat autism through research, screen- Dec. 19, 2006 ing, intervention and education. [S. 843] Be it enacted by the Senate and House of Representatives of the United States of America in Congress assembled, Combating Autism Act of SECTION 1. SHORT TITLE. 2006. 42 USC 201 note. This Act may be cited as the ‘‘Combating Autism Act of 2006’’. SEC. 2. CENTERS OF EXCELLENCE; IMPROVING AUTISM-RELATED RESEARCH. (a) CENTERS OF EXCELLENCE REGARDING RESEARCH ON AUTISM.—Section 409C of the Public Health Service Act (42 U.S.C.284g) is amended— (1) in the section heading, by striking ‘‘AUTISM’’ and inserting ‘‘AUTISM SPECTRUM DISORDER’’; (2) by striking the term ‘‘autism’’ each place such term appears (other than the section heading) and inserting ‘‘autism spectrum disorder’’; and (3) in subsection (a)— (A) by redesignating paragraph (2) as paragraph (3); and (B) by striking paragraph (1) and inserting the fol- lowing: ‘‘(1) EXPANSION OF ACTIVITIES.—The Director of NIH (in this section referred to as the ‘Director’) shall, subject to the availability of appropriations, expand, intensify, and coordinate the activities of the National Institutes of Health with respect to research on autism spectrum disorder, including basic and clinical research in fields including pathology, developmental neurobiology, genetics, epigenetics, pharmacology, nutrition, immunology, neuroimmunology, neurobehavioral development, endocrinology, gastroenterology, and toxicology. Such research shall investigate the cause (including possible environmental causes), diagnosis or rule out, early detection, prevention, serv- ices, supports, intervention, and treatment of autism spectrum disorder. -
Sensory Processing Disorder and Occupational Therapy
Running head: SENSORY PROCESSING DISORDER AND OCCUPATIONAL 1 Sensory Processing Disorder and Occupational Therapy (Persuasive Essay) ENGL 2201 East Carolina University SENSORY PROCESSING DISORDER AND OCCUPATIONAL THERAPY 2 Sensory Processing Disorder is a condition that causes hyposensitivity and hypersensitivity among its victims. Many people who suffer from Sensory Processing Disorder (SPD) also have other disabilities such as autism, ADHD, and other cognitive disorders. According to The Professional Counselor, approximately 5-17% of the population has symptoms of SPD (Goodman-Scott & Lambert, 2015. p. 274). There has been an ongoing debate among medical professionals on whether SPD should be considered its own disorder. Currently in the DSM-V, SPD is not classified as its own disorder because these symptoms are often accompanied by other cognitive disorders. Even though SPD is not in the DSM-V it is still imperative that these individuals seek treatment for their symptoms. For the last 50 years, occupational therapists have been studying this disorder, and formulating treatment plans to help relieve symptoms (Goodman-Scott, & Lambert, 2015. p. 274). Occupational therapists goal is to improve a patient’s quality of life by using individualized, evidence based treatment plans. According to the American Academy of Pediatrics, occupational therapy is considered the main form of treatment for symptoms of SPD because it is noted in the DSM-V as a symptom of autism (Critz, Blake, & Nogueira, 2015. p. 711). Some of the treatment plans occupational therapists use to relieve symptoms of SPD among their patients are sensory integration programs, sensory diets, floortime therapy, and self-management programs. This article argues for the effectiveness of the treatment methods implemented by occupational therapists on individuals with symptoms of SPD. -
State of Research on Potential Environmental Health Factors with Autism and Related Neurodevelopment Disorders
S. HRG. 111–1248 STATE OF RESEARCH ON POTENTIAL ENVIRONMENTAL HEALTH FACTORS WITH AUTISM AND RELATED NEURODEVELOPMENT DISORDERS HEARING BEFORE THE SUBCOMMITTEE ON CHILDREN’S HEALTH OF THE COMMITTEE ON ENVIRONMENT AND PUBLIC WORKS UNITED STATES SENATE ONE HUNDRED ELEVENTH CONGRESS SECOND SESSION AUGUST 3, 2010 Printed for the use of the Committee on Environment and Public Works ( Available via the World Wide Web: http://www.fdsys.gov U.S. GOVERNMENT PUBLISHING OFFICE 23–574 PDF WASHINGTON : 2017 For sale by the Superintendent of Documents, U.S. Government Publishing Office Internet: bookstore.gpo.gov Phone: toll free (866) 512–1800; DC area (202) 512–1800 Fax: (202) 512–2104 Mail: Stop IDCC, Washington, DC 20402–0001 COMMITTEE ON ENVIRONMENT AND PUBLIC WORKS ONE HUNDRED ELEVENTH CONGRESS SECOND SESSION BARBARA BOXER, California, Chairman MAX BAUCUS, Montana JAMES M. INHOFE, Oklahoma THOMAS R. CARPER, Delaware GEORGE V. VOINOVICH, Ohio FRANK R. LAUTENBERG, New Jersey DAVID VITTER, Louisiana BENJAMIN L. CARDIN, Maryland JOHN BARRASSO, Wyoming BERNARD SANDERS, Vermont MIKE CRAPO, Idaho AMY KLOBUCHAR, Minnesota CHRISTOPHER S. BOND, Missouri SHELDON WHITEHOUSE, Rhode Island LAMAR ALEXANDER, Tennessee TOM UDALL, New Mexico JEFF MERKLEY, Oregon KIRSTEN GILLIBRAND, New York ARLEN SPECTER, Pennsylvania BETTINA POIRIER, Staff Director RUTH VAN MARK, Minority Staff Director SUBCOMMITTEE ON CHILDREN’S HEALTH AMY KLOBUCHAR, Minnesota, Chairman TOM UDALL, New Mexico LAMAR ALEXANDER, Tennessee JEFF MERKLEY, Oregon DAVID VITTER, Louisiana ARLEN SPECTER, Pennsylvania JAMES M. INHOFE, Oklahoma (ex officio) BARBARA BOXER, California (ex officio) (II) CONTENTS Page AUGUST 3, 2010 OPENING STATEMENTS Klobuchar, Hon. Amy, U.S. Senator from the State of Minnesota ..................... -
Cambridge University Press 978-1-108-41059-5 — Autism and Pervasive Developmental Disorders Edited by Fred R
Cambridge University Press 978-1-108-41059-5 — Autism and Pervasive Developmental Disorders Edited by Fred R. Volkmar Index More Information Index AAC, see alternative follow-up/outcome studies APA, see American Psychiatric communication in adulthood, 225 Association (APA) strategies (AAC) future directions, 238–40 applied behavior analysis AAP, see American Academy quality of life and mental (ABA), 197 of Pediatrics (AAP) health, 231–8 growth in United States, 199 ABA, see applied behavior trajectories of development multi-state program to ASD analysis (ABA) from childhood to insurance, 210–12 ABC Hyperactivity subscale adulthood, 226–30 applied research, 193 (ABC-H subscale), advocacy, 192, 195, 198, 204, ARBD, see Alcohol-Related 164–5 210, 212–13, 215 Birth Defects (ARBD) ABC Social Withdrawal sub- AEDs, see Antiepileptic drugs aripiprazole, 159–60 scale (ABC-SW), 167 (AEDs) ARND, see Alcohol-Related Aberrant Behavior Checklist– afective disorders, 232 Neurodevelopmental Irritability subscale Afordable Care Act (ACA), Disorder (ARND) (ABC-I subscale), 159 198, 211 articulation development, 94 ACA, see Afordable Care Act AFIRM, see Autism Focused AS, see Asperger syndrome (ACA) Intervention (AS) adaptive behavior, 65–7, 179, Resources and ASD, see autism spectrum 228 Modules (AFIRM) disorder (ASD) impairments, 67 age-appropriate language ASHA, see American Speech- informant ratings of work- forms, 98 Language- Hearing ing memory, 64 AIR-B, see Autism Association (ASHA) patterns of change in, 226 Intervention Research Asperger syndrome -
Autism CARES Act of 2014’’
PUBLIC LAW 113–157—AUG. 8, 2014 128 STAT. 1831 Public Law 113–157 113th Congress An Act To reauthorize certain provisions of the Public Health Service Act relating to autism, Aug. 8, 2014 and for other purposes. [H.R. 4631] Be it enacted by the Senate and House of Representatives of the United States of America in Congress assembled, Autism Collaboration, SECTION 1. SHORT TITLE. Accountability, This Act may be cited as the ‘‘Autism Collaboration, Account- Research, Education, and ability, Research, Education, and Support Act of 2014’’ or the Support Act ‘‘Autism CARES Act of 2014’’. of 2014. 42 USC 201 note. SEC. 2. NATIONAL AUTISM SPECTRUM DISORDER INITIATIVE. 42 USC 280i (a) IN GENERAL.—The Secretary of Health and Human Services note. shall designate an existing official within the Department of Health Consultation. and Human Services to oversee, in consultation with the Secretaries of Defense and Education, national autism spectrum disorder research, services, and support activities. (b) DUTIES.—The official designated under subsection (a) shall— (1) implement autism spectrum disorder activities, taking into account the strategic plan developed by the Interagency Autism Coordinating Committee under section 399CC(b) of the Public Health Service Act (42 U.S.C. 280i–2(b)); and (2) ensure that autism spectrum disorder activities of the Department of Health and Human Services and of other Federal departments and agencies are not unnecessarily duplicative. SEC. 3. RESEARCH PROGRAM. Section 399AA of the Public Health Service Act (42 U.S.C. -
The Joy of Autism: Part 2
However, even autistic individuals who are profoundly disabled eventually gain the ability to communicate effectively, and to learn, and to reason about their behaviour and about effective ways to exercise control over their environment, their unique individual aspects of autism that go beyond the physiology of autism and the source of the profound intrinsic disabilities will come to light. These aspects of autism involve how they think, how they feel, how they express their sensory preferences and aesthetic sensibilities, and how they experience the world around them. Those aspects of individuality must be accorded the same degree of respect and the same validity of meaning as they would be in a non autistic individual rather than be written off, as they all too often are, as the meaningless products of a monolithically bad affliction." Based on these extremes -- the disabling factors and atypical individuality, Phil says, they are more so disabling because society devalues the atypical aspects and fails to accommodate the disabling ones. That my friends, is what we are working towards -- a place where the group we seek to "help," we listen to. We do not get offended when we are corrected by the group. We are the parents. We have a duty to listen because one day, our children may be the same people correcting others tomorrow. In closing, about assumptions, I post the article written by Ann MacDonald a few days ago in the Seattle Post Intelligencer: By ANNE MCDONALD GUEST COLUMNIST Three years ago, a 6-year-old Seattle girl called Ashley, who had severe disabilities, was, at her parents' request, given a medical treatment called "growth attenuation" to prevent her growing. -
Sensory Issues for New Diagnosis and New Residents on Cleveland’S West Side
Connecting for Kids: Resource Guides Sensory Issues For new diagnosis and new residents on Cleveland’s west side Whether your child is newly diagnosed, you have recently moved to the west side, or you are looking for more information to augment your child’s services, we’re here to help. This resource guide will help you connect with some of the most critical information, services, and support you’ll need when dealing with sensory issues. TIP: Click the links or globe icons to go directly to provider web pages. About Sensory Issues Local Medical Resources Typically, our senses (touch, taste, smell, sight, Sensory issues are often treated by licensed hearing, vestibular and proprioceptive) work occupational therapists (OT), but the treatment together to give us all the information we need to team may include physical therapists (PT) and live, work and play. But in some people, certain speech/language pathologists (SLP) as well. senses are too intense (hyper-sensitive) or not When choosing an OT to work with your child, be intense enough (hypo-sensitive). The result of sure to ask if s/he has experience with SPD and one or more senses being over or under-tuned how that experience drives the therapy plan leads to problems processing sensory (often called a “sensory diet”). information. The SPD Treatment Directory Children with hyper or hyposensitivities can have Online directory of professionals and services problems with some of the following: maintained by The SPD Foundation. Also includes OTs who have completed the SPDF mentorship Over-sensitive to touch, noise, smells, program. other people 1-303-794-1182 Difficulty dressing, eating, sleeping www.spdfoundation.net and/or toilet training Clumsy; poor motor skills; weak Frequent or long temper tantrums Easily distracted, fidgety, craves Organizations movement; aggressive SPD Foundation Easily overwhelmed World leader in research, education and Always on the go; impulsive; awareness for sensory processing disorder. -
Autism Spectrum Disorder: a Neurodevelopmental Disorder
Sarah Spence MD PhD Autism spectrum disorder: A NEUROdevelopmental Disorder Autism spectrum disorder: A NEUROdevelopmental disorder Sarah Spence MD PhD Co-Director, Autism Spectrum Center Boston Children’s Hospital Harvard Medical School Copyright © 2020 Boston Children’s Hospital 1 Sarah Spence MD PhD Autism spectrum disorder: A NEUROdevelopmental Disorder Disclosures I will discuss non-FDA approved medications used in Autism Spectrum Disorder. Member of APA DSM 5 Neurodevelopmental workgroup. Current and past grant support from Cure Autism Now, Autism Speaks, MIND Institute, Simons Foundation Autism Research Initiative (SFARI), Nancy Lurie Marks Family Foundation, NIH Past consultant for Seaside Therapeutics for Arbacolfen Past co-investigator in clinical trial of a novel compound led by Hoffman LaRoche pharmaceuticals. Current co-investigator in clinical trial of a novel compound led by Servier pharmaceuticals. Consultant to Yanmo pharmaceuticals for new compund being tested in ASD Copyright © 2020 Boston Children’s Hospital 2 Sarah Spence MD PhD Autism spectrum disorder: A NEUROdevelopmental Disorder Overview Epidemiology Diagnosis Heterogeneity Etiological theories Medical co-morbidities Treatments Neurodiversity Copyright © 2020 Boston Children’s Hospital 3 Sarah Spence MD PhD Autism spectrum disorder: A NEUROdevelopmental Disorder Epidemiology: 2020 MMWR report 2020 data (cohort of 8 year olds from 2016) 1 in 54 children or 1.8% or 18.5/1,000 (range 13.1-31.4/1,000) Fist time there were equal rates for most different -
Environmental Health Issue
FIFTH EDITION 2006, Volume 45 R5 Environmental Health and Autism In thIs Issue: Time To GeT a Grip By martha r. Herbert, m.D., ph.D. Beyond Behavior—Biomedical Diagnoses in Autism spectrum Disorders By Margaret L. Bauman, M.D. transforming the Public Debate on neurotoxicants By Elise Miller, M.Ed. ADVERTISEMENT ADVERTISEMENT Autism does not have to be a life sentence You’re not about to give up on your child. Neither Are We. Since , the Autism Treatment Center of America™ has provided innovative training programs for parents and professionals caringifor children challenged by Autism Spectrum Disorders and related developmental difficulties. • Practical Tools • Powerful Results • Limitless Hope c Help your child improve in all areas of over p learning, development, communication and hoto skill acquisition. : © W I Join us for our internationally-acclaimed ll T ERR Son-Rise Program® Start-Up, a y comprehensive weeklong training program for parents and professionals. We don’t put limits on the possibilities for your child. Free 25-Minute Initial Call 877-766-7473 We’ll give you the keys to unlock their world. HOME OF THE SON-RISE PROGRAM® SINCE 1983 South Undermountain Road Sheffield, MA - USA Telephone: -- • E-mail: [email protected] www.autismtreatment.com Copyright © 2006 by The Option Institute & Fellowship. All rights reserved. 02.06-6 CONTENTS December 2006 page 18 SpOTlIGHT Time to Get A Grip By marTHa r. HerBerT, m.D., pH.D. Does an environmental role in autism make sense? How do we decide? And if environment is involved in autism, what do we do about it? These are challenging questions. -
MHN Summer 2006 Issue
MENTAL HEALTH NEWSTM YOUR TRUSTED SOURCE OF INFORMATION, EDUCATION, ADVOCACY AND RESOURCES SUMMER 2006 FROM THE LOCAL, STATE, AND NATIONAL NEWS SCENE VOL. 8 NO. 3 Understanding and Treating Autism Spectrum Disorders National Institute social overtures, something is wrong. Re- of Mental Health (NIMH) search has shown that parents are usually correct about noticing developmental prob- lems, although they may not realize the spe- ot until the middle of the twen- cific nature or degree of the problem. tieth century was there a name The pervasive developmental disor- for a disorder that now appears ders, or autism spectrum disorders, range N to affect an estimated one of from a severe form, called autistic disor- every five hundred children, a disorder der, to a milder form, Asperger syndrome. that causes disruption in families and un- If a child has symptoms of either of these fulfilled lives for many children. In 1943 disorders, but does not meet the specific Dr. Leo Kanner of the Johns Hopkins criteria for either, the diagnosis is called Hospital studied a group of 11 children pervasive developmental disorder not and introduced the label early infantile otherwise specified (PDD-NOS). Other autism into the English language. At the rare, very severe disorders that are in- same time a German scientist, Dr. Hans cluded in the autism spectrum disorders Asperger, described a milder form of the are Rett syndrome and childhood disinte- disorder that became known as Asperger grative disorder. syndrome. Thus these two disorders were described and are today listed in the Diag- What Are nostic and Statistical Manual of Mental The Autism Spectrum Disorders? Disorders DSM-IV-TR (fourth edition, text revision) as two of the five pervasive be reliably detected by the age of 3 years, unusual behaviors in their child.