What Is Autism? Autism Is a Complex Brain Disorder That Affects a Child’S Ability to Communicate, Respond to Surroundings, Or Form Relationships with Others
Total Page:16
File Type:pdf, Size:1020Kb
Load more
Recommended publications
-
Autism Spectrum Disorder: an Overview and Update
Autism Spectrum Disorder: An Overview and Update Brandon Rennie, PhD Autism and Other Developmental Disabilities Division Center for Development and Disability University of New Mexico Department of Pediatrics DATE, 2016 Acknowledgements: Courtney Burnette, PHD, Sylvia Acosta, PhD, Maryann Trott, MA, BCBA Introduction to Autism Spectrum Disorder (ASD) • What is ASD? • A complex neurodevelopmental condition • Neurologically based- underlying genetic and neurobiological origins • Developmental- evident early in life and impacts social development • Lifelong- no known cure • Core characteristics • Impairments in social interaction and social communication • Presence of restricted behavior, interests and activities • Wide variations in presentation DSM-5 Diagnostic Criteria • Deficits in social communication and social interaction (3) • Social approach/interaction • Nonverbal communication • Relationships • Presence of restricted, repetitive patterns of behavior, interests, or activities (2) • Stereotyped or repetitive motor movements, objects, speech • Routines • Restricted interests • Sensory* From Rain Man To Sheldon Cooper- Autism in the Media 1910 Bleuler • First use of the word autistic • From “autos”, Greek word meaning “self” 1943 Leo Kanner 1944 Hans Asperger 1975 1:5000 1985 1:2500 1995 1:500 “When my brother trained at Children's Hospital at Harvard in the 1970s, they admitted a child with autism, and the head of the hospital brought all of the residents through to see. He said, 'You've got to see this case; you'll never see it -
Advice for Parents of Young Autistic Children: Spring (2004) by James B
Advice for Parents of Young Autistic Children: Spring (2004) By James B. Adams, Ph.D., Arizona State University, Tempe, Arizona Stephen M. Edelson, Ph.D., Autism Research Institute, San Diego, California Temple Grandin, Ph.D., Colorado State University, Fort Collins, Colorado Bernard Rimland, Ph.D., Autism Research Institute, San Diego, California Authors’ Note: James B. Adams, Ph.D., is the father of a young girl with autism, and has served for several years as the President of the Greater Phoenix Chapter of the Autism Society of America. He is also a professor of Chemical and Materials Engineering at Arizona State University, where much of his research is focused on finding the biomedical causes of autism and effective treatments for it. His website is www.eas.asu.edu/~autism Stephen M. Edelson has a Ph.D. in experimental psychology, and has worked in the field of autism for 25 years. He is the director of the Center for the Study of Autism in Salem, Oregon, which is affiliated with the Autism Research Institute in San Diego, CA. He is also on the Board of Directors of the Oregon chapter of the Autism Society of America (ASA), and is on ASA’s Professional Advisory Board. His main autism website is: www.autism.org Temple Grandin, Ph.D. is an associate professor of Animal Science at Colorado State University and a person with autism. She is the author of Emergence: Labeled Autistic and Thinking in Pictures and a designer of livestock handling facilities. Half of the cattle in North America are handled in facilities she has designed. -
Autism Society History
Feature | Autism Society History Where We’ve Been and Where We’re Going The Autism Society’s Proud History s the nation’s oldest grassroots autism organization, the Autism Society has Abeen working to improve the lives of all affected by autism for 46 years. When the organization was founded in 1965, the autism community was very different than it is today: the term “autism” was not widely known, and doctors often blamed the condition on “refrigerator mothers,” or parents who were cold and unloving to their children – a theory that we now know to be completely false. Perhaps even more discouraging than the blame and guilt placed upon parents of children with autism at this time was the complete lack of treatment options. Parents were often told that their child would never improve, and that he or she should be institutionalized. “All practitioners we saw had one characteristic in common – none of them was able to undertake treatment,” wrote Rosalind Oppenheim, mother to a then-6-year-old son with autism, in an article in the June 17, 1961, Saturday Evening Post. “‘When will you stop running?’ one well-meaning guidance counselor asked us along the way. When indeed? After eighteen costly, heartbreaking months we felt that we had exhausted all the local medical resources.” Oppenheim’s article garnered many letters from other parents of children with autism who had had similar experiences. She sent them on to Dr. Bernard Rimland, another parent of a child with autism who was also a psychologist. Not long after, Dr. Rimland published the landmark book Infantile Autism, the first work to argue for a physical, not psychological, cause of autism. -
Does Ohio Provide Autistic Children a Free Appropriate Public Education
Journal of Law and Health Volume 3 Issue 1 Article 7 1988 Does Ohio Provide Autistic Children A Free Appropriate Public Education Sheila M. McCarthy Follow this and additional works at: https://engagedscholarship.csuohio.edu/jlh Part of the Disability Law Commons How does access to this work benefit ou?y Let us know! Recommended Citation Note, Does Ohio Provide Autistic Children A Free Appropriate Public Education, 3 J.L. & Health 129 (1988-1989) This Note is brought to you for free and open access by the Journals at EngagedScholarship@CSU. It has been accepted for inclusion in Journal of Law and Health by an authorized editor of EngagedScholarship@CSU. For more information, please contact [email protected]. DOES OHIO PROVIDE AUTISTIC CHILDREN A FREE APPROPRIATE PUBLIC EDUCATION? by SHEILA M. MCCARTHY I. INTRODUCTION ........................................ 129 II. AUTISM DEFINED ...................................... 131 III. THE EAHCA ...................................... 135 IV. Board of Education v. Rowley .......................... 138 V. CASE LAW .......................................... 143 VI. Matta v. Indian Hill Exempted Village School District...... 146 VII. COMPARISON OF STATE LEGISLATION ....................... 151 VIII. CONCLUSION .......................................... 154 I. INTRODUCTION To facilitate the special educational needs of handicapped" children,2 Con- gress enacted the Education for All Handicapped Children Act of 19751 (EAHCA) which provides federal funds to encourage states to educate their handicapped -
The Persistence of Fad Interventions in the Face of Negative Scientific Evidence: Facilitated Communication for Autism As a Case Example
Evidence-Based Communication Assessment and Intervention ISSN: 1748-9539 (Print) 1748-9547 (Online) Journal homepage: http://www.tandfonline.com/loi/tebc20 The persistence of fad interventions in the face of negative scientific evidence: Facilitated communication for autism as a case example Scott O. Lilienfeld, Julia Marshall, James T. Todd & Howard C. Shane To cite this article: Scott O. Lilienfeld, Julia Marshall, James T. Todd & Howard C. Shane (2014) The persistence of fad interventions in the face of negative scientific evidence: Facilitated communication for autism as a case example, Evidence-Based Communication Assessment and Intervention, 8:2, 62-101, DOI: 10.1080/17489539.2014.976332 To link to this article: http://dx.doi.org/10.1080/17489539.2014.976332 Published online: 02 Feb 2015. Submit your article to this journal Article views: 5252 View related articles View Crossmark data Citing articles: 1 View citing articles Full Terms & Conditions of access and use can be found at http://www.tandfonline.com/action/journalInformation?journalCode=tebc20 Download by: [University of Lethbridge] Date: 05 October 2015, At: 05:52 Evidence-Based Communication Assessment and Intervention, 2014 Vol. 8, No. 2, 62–101, http://dx.doi.org/10.1080/17489539.2014.976332 EBP Advancement Corner The persistence of fad interventions in the face of negative scientific evidence: Facilitated communication for autism as a case example Scott O. Lilienfeld1, Julia Marshall1, James T. Todd2 & Howard C. Shane3 1Department of Psychology, Emory University, Atlanta, GA, USA, 2Department of Psychology, Eastern Michigan University, Ypsilanti, MI, USA, 3Boston Children’s Hospital, Boston, MA, USA ................................................................................................................................................. Abstract Communication disorder and mental health professionals may assume that once novel clinical techniques have been refuted by research, they will be promptly abandoned. -
Autism Terminology Guidelines
The language we use to talk about autism is important. A paper published in our journal (Kenny, Hattersley, Molins, Buckley, Povey & Pellicano, 2016) reported the results of a survey of UK stakeholders connected to autism, to enquire about preferences regarding the use of language. Based on the survey results, we have created guidelines on terms which are most acceptable to stakeholders in writing about autism. Whilst these guidelines are flexible, we would like researchers to be sensitive to the preferences expressed to us by the UK autism community. Preferred language The survey highlighted that there is no one preferred way to talk about autism, and researchers must be sensitive to the differing perspectives on this issue. Amongst autistic adults, the term ‘autistic person/people’ was the most commonly preferred term. The most preferred term amongst all stakeholders, on average, was ‘people on the autism spectrum’. Non-preferred language: 1. Suffers from OR is a victim of autism. Consider using the following terms instead: o is autistic o is on the autism spectrum o has autism / an autism spectrum disorder (ASD) / an autism spectrum condition (ASC) (Note: The term ASD is used by many people but some prefer the term 'autism spectrum condition' or 'on the autism spectrum' because it avoids the negative connotations of 'disability' or 'disorder'.) 2. Kanner’s autism 3. Referring to autism as a disease / illness. Consider using the following instead: o autism is a disability o autism is a condition 4. Retarded / mentally handicapped / backward. These terms are considered derogatory and offensive by members of the autism community and we would advise that they not be used. -
Signs of Psychosis in People with Autism Warrant Serious Concern
Spectrum | Autism Research News https://www.spectrumnews.org VIEWPOINT Signs of psychosis in people with autism warrant serious concern BY JENNIFER FOSS-FEIG, EVA VELTHORST 28 MAY 2019 Listen to this story: When people think about schizophrenia, they may think about the movie “A Beautiful Mind” or a woman they passed on the sidewalk who seemed to be arguing with angry voices in her head. They are unlikely to picture a person with autism. Psychosis is defined as a period of abnormal perceptions (hallucinations) and distortions of reality (delusions). A person with schizophrenia experiences recurrent psychotic episodes and poor functioning in their daily life — in school or at work — in between. Most young autistic people do not and will not have psychosis or schizophrenia. As a class, psychotic disorders are relatively rare in the general population; they occur in about 1 in 100 people. But — and this is an important but — research increasingly suggests that psychosis occurs in more than 3 in every 100 autistic people, more than three times the frequency in the general population1. We are researchers who study psychosis and autism: One of us is an autism specialist with an interest in psychosis, and the other is a psychosis specialist with interest in autism. Together, we aim to raise awareness in the public, and especially among clinicians, that these conditions do co- occur. By doing so, we hope to give autistic people who experience psychosis access to proper diagnosis and treatment. Many clinicians in early-psychosis clinics fail to recognize psychosis in autistic people for what it is. -
Alzheimer's Disease
Evaluation of Cognitive Decline in a Person with Intellectual and Developmental Disabilities Changing US Population Demographics Aging and Intellectual and Developmental Disabilities ●In 2002, an estimated 641,000 adults with IDD were older than 60. ●In 2002 about 75% of all older adults with IDD were in the 40-60 year old age range. ●The number of adults with IDD age 60 years and older is projected to nearly double from 641,860 in 2000 to 1.2 million by 2030 due to increasing life expectancy and the aging of the baby boomer generation Carter & Jancar, 1983, Janicki, Dalton, Henderson, & Davidson, 1999 . Currently estimated life expectancy of a . 25% of persons with Down 1-year-old child with DS is between 43 syndrome are still alive at 65 and 55 years years Curr Gerontol Geriatr Res. 2012; 2012: 412-536. Rubin & Crocker,2006; Yang Rasmussen & Friedman, 2002 Expected Physical Changes of Aging ●Osteopenia/Osteoporosis - normal aging-related bone loss ●Sarcopenia - progressive loss of muscle mass ●Presbyopia: the lens of the eye becomes stiffer and less flexible – affecting the ability to focus on close objects (accommodation) ●Presbycusis – aging related change in the ability to detect higher pitches – more noticeable in those age 50+ ●Gustation (i.e. the sense of taste) decrements become more noticeable beyond 60+ ●Olfaction (i.e. the sense of smell) decrements become more noticeable after age 70+ ●Somatosensory System - Reduction in sensitivity to pain, touch, temperature, proprioception ●Vestibular – Reduction in balance and coordination -
Evidence-Based Interventions for Autism Spectrum Disorders
Evidence-Based Interventions for Autism Spectrum Disorders Scott Lindgren, Ph.D. Alissa Doobay, Ph.D. May 2011 This research was completed for the Iowa Department of Human Services by the Center for Disabilities and Development of the University of Iowa Children’s Hospital. The views expressed are the independent products of university research and do not necessarily represent the views of the Iowa Department of Human Services or The University of Iowa. TABLE OF CONTENTS PREFACE ………………………………………………………………………………… 3 DEFINING AUTISM SPECTRUM DISORDERS (ASD) ……………………………... 4 ASSESSMENT OF AUTISM SPECTRUM DISORDERS ……………………………... 6 INTERVENTIONS FOR AUTISM SPECTRUM DISORDERS .……………………… 9 Need for Evidence-Based Interventions ……………………………………… 9 Identifying Effective Interventions …………………………………………… 9 Basic Principles of Effective Early Intervention …………………………….. 10 Research on ASD Interventions ………………………………………………. 11 Interventions Supported by Significant Scientific Evidence ……………….. 12 Applied Behavior Analysis (ABA) …………………………….……….… 12 Early Intensive Interventions ………………………………...…………... 14 Social Skills Training ……………………………………………………... 14 Cognitive-Behavioral Therapy ……………………………………...…….. 15 Medication ……………………………………………………………....... 15 Other Evidence-Based Interventions ……………………………………... 16 Interventions with Promising or Emerging Evidence ………………………. 17 Interventions with Limited Scientific Evidence ……………………………… 17 Interventions that are Not Recommended ……………………..…………….. 20 Using these Findings for Treatment Planning ……………………………….. 20 SUMMARY -
Extraordinary Minds: the Link Between Savantism and Autism
Spectrum | Autism Research News https://www.spectrumnews.org DEEP DIVE Extraordinary minds: The link between savantism and autism BY LINDA MARSA 13 JANUARY 2016 Photographs by Patrick Fallon “It don’t mean a thing if it ain’t got that swing,” Rex Lewis-Clack croons, his head joyfully bobbing in time with the Duke Ellington standard. The 20-year-old musician accompanies himself on a grand piano, deftly striking the keys with a dexterity reminiscent of the Duke himself. Then he segues into an exquisitely executed rendition of Chopin’s Fantaisie Impromptu. Lewis-Clack has the sweet-faced, blond good looks of a teen heartthrob. But the haunting melody that seems to flow from his fingertips is masterful. It fills the high-ceilinged living room of the Los Angeles beachfront condo he shares with his mother, Cathleen Lewis. After the last strains echo through the apartment, he rocks back and forth on the piano bench and flaps his hands in excitement, seemingly elated, and flashes a wide, triumphant smile. This cherubic young man was born blind, due to a congenital condition called septo-optic dysplasia. He had serious cognitive disabilities as a child, and severe symptoms of autism: Even the faintest noises would make him scream, and he was so sensitive to touch that he kept his hands balled up in fists. “On his third Christmas, we had to go out of the room to open presents because he couldn’t stand the ripping sound of the wrapping paper,” recalls Lewis. “He wouldn’t eat solid foods and pretty much lived off liquids for his first few years. -
100 Day Kit for Newly Diagnosed Families of School Age Children
100 Day Kit for Newly Diagnosed Families of School Age Children FAMILY SERVICES DECEMBER 2014 100 DAY KIT FOR SCHOOL AGE CHILDREN The Autism Speaks 100 Day Kit is a tool designed to help assist families of children recently diagnosed with autism during the critical period following an autism diagnosis. The 100 Day Kit for School Age Children was released in 2014 and adapted from the 2010 Asperger Syndrome/High-Functioning Autism Tool Kit after the DSM-5 was published. The kits were created by the Autism Speaks Family Services staff in conjunction with both an advisory committee and the Family Services Committee. Autism Speaks would like to extend special thanks to the Advisory Committee for the time and effort that they put into reviewing this kit: 100 Day Kit for School Age Children Mel Karmazin* Advisory Committee Grandparent Ann Brendel Brian Kelly * ** Parent Geraldine Dawson, Ph.D. Professor, Department of Psychiatry and Artie Kempner* Behavioral Sciences Parent Duke University Medical Center Gary S. Mayerson* Lauren Elder, Ph.D. Founding Attorney, Mayerson & Associates Director, Ascent Psychological Services Kevin Murray* Peter F. Gerhardt, Ed.D. Parent Former President, Organization for Autism Research (OAR) Linda Meyer, Ed.D. Kerry Magro, M.A. Executive Director, Autism New Jersey Autism Speaks Social Media Coordinator, Danny Openden, Ph.D., B.C.B.A.-D. Self-advocate President and CEO, Southwest Autism Research and Valerie Paradiz, Ph.D. Resource Center (SARRC) Director, Valerie Paradiz, LLC Valerie Paradiz, Ph.D. Director Autistic Global Initiative Director, Valerie Paradiz, LLC Parent and self-advocate Director Autistic Global Initiative Patricia R. -
1 Serious Emotional Disturbance (SED) Expert Panel
Serious Emotional Disturbance (SED) Expert Panel Meetings Substance Abuse and Mental Health Services Administration (SAMHSA) Center for Behavioral Health Statistics and Quality (CBHSQ) September 8 and November 12, 2014 Summary of Panel Discussions and Recommendations In September and November of 2014, SAMHSA/CBHSQ convened two expert panels to discuss several issues that are relevant to generating national and State estimates of childhood serious emotional disturbance (SED). Childhood SED is defined as the presence of a diagnosable mental, behavioral, or emotional disorder that resulted in functional impairment which substantially interferes with or limits the child's role or functioning in family, school, or community activities (SAMHSA, 1993). The September and November 2014 panels brought together experts with critical knowledge around the history of this federal SED definition as well as clinical and measurement expertise in childhood mental disorders and their associated functional impairments. The goals for the two expert panel meetings were to operationalize the definition of SED for the production of national and state prevalence estimates (Expert Panel 1, September 8, 2014) and discuss instrumentation and measurement issues for estimating national and state prevalence of SED (Expert Panel 2, November 12, 2014). This document provides an overarching summary of these two expert panel discussions and conclusions. More comprehensive summaries of both individual meetings’ discussions and recommendations are found in the appendices to this summary. Appendix A includes a summary of the September meeting and Appendix B includes a summary of the November meeting). The appendices of this document also contain additional information about child, adolescent, and young adult psychiatric diagnostic interviews, functional impairment measures, and shorter mental health measurement tools that may be necessary to predict SED in statistical models.