Autism CARES Act of 2014’’
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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. -
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 -
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. -
Entire Issue (PDF 2MB)
E PL UR UM IB N U U S Congressional Record United States th of America PROCEEDINGS AND DEBATES OF THE 116 CONGRESS, FIRST SESSION Vol. 165 WASHINGTON, WEDNESDAY, JULY 24, 2019 No. 125 House of Representatives The House met at 10 a.m. and was They grew up in families of very portunities for mentorship, profes- called to order by the Speaker pro tem- modest means. While working full sional development, and scholarships. pore (Mr. CUELLAR). time, Ralph began a one-man security The society invites members who are f business in 1963. What started as Lake dedicated to education in different Norman Security Patrol, Inc., ex- fields, both active and retired, to build DESIGNATION OF SPEAKER PRO panded into two of the most successful up future leaders at the local level. As TEMPORE businesses in North Carolina and the we all know, the local level is where The SPEAKER pro tempore laid be- country: Security Central and the best practices and policies in edu- fore the House the following commu- AlarmSouth. cation come from. nication from the Speaker: Ralph learned the importance of se- Knowing that young educators in the WASHINGTON, DC, curity while serving as a U.S. Army po- Fifth District have such talented and July 24, 2019. liceman and turned his knowledge into locally engaged women behind them I hereby appoint the Honorable HENRY security and patrol services for homes makes me very proud. These women CUELLAR to act as Speaker pro tempore on and commercial entities. are shining examples of the powerful this day. -
Key Findings from an Evaluation of the Autism CARES Research Program
Building the Evidence Base: Key Findings From an Evaluation of the Autism CARES Research Program Autism CARES Act Legislation and Funding Autism spectrum disorder (ASD) is a range of developmental disabilities (DDs) affecting an estimated 1 out of 59 children.1 Individuals on the autism spectrum vary widely in their symptomatic presentation, sometimes exhibiting impairments in social communication and interaction and repetitive patterns of behavior, interests, and activities. Once diagnosed, individuals face numerous challenges accessing recommended health, education, and related support services. In 2014, the U.S. Congress passed the Autism Collaboration, Accountability, Research, Education, and Support (CARES) Act.2 Under the act, the Health Resources and Services Administration’s (HRSA) Maternal and Child Health Bureau (MCHB) supports grant programs that advance professional training, research, and the development of comprehensive, coordinated State systems of care for ASD and other DDs. HRSA has provided autism-related funding for programs since 2008. This document is one of four describing the activities and successes of the following types of grants: Autism Intervention Research Programs, including five research networks and two research grant portfolios: (1) Field-Initiated Innovative Research Studies, known as Autism-FIRST grants; and (2) Secondary Data Analysis Research, known as Autism-SDAR grants—as highlighted in this document Leadership Education in Neurodevelopmental and Other Related Disabilities (LEND) training programs -
GAO-17-352, YOUTH with AUTISM: Federal Agencies Should Take
United States Government Accountability Office Report to Congressional Requesters May 2017 YOUTH WITH AUTISM Federal Agencies Should Take Additional Action to Support Transition- Age Youth GAO-17-352 May 2017 YOUTH WITH AUTISM Federal Agencies Should Take Additional Action to Support Transition-Age Youth Highlights of GAO-17-352, a report to congressional requesters Why GAO Did This Study What GAO Found Research suggests that youth with According to GAO’s nationwide survey of school district special education ASD are less likely than youth with directors, GAO estimates that about 85 percent of districts in school year 2015- other disabilities to be successful in 16, provided youth with Autism Spectrum Disorder (ASD) services such as transitioning to work and instruction on life, social, and behavioral skills, as they transition from high postsecondary education and school to adulthood. ASD is a group of complex developmental disorders therefore, they may face a lifetime of characterized by difficulties with social interactions, communication, and reliance on public assistance. GAO repetitive behaviors. Districts provided these services as part of the planning for was asked to examine services the transition to adulthood required by the Individuals with Disabilities Education provided under IDEA to assist youth Act (IDEA). Fewer, though still a majority of, districts reported providing certain with ASD in transitioning to adulthood. types of employment-related supports. For example, GAO estimates that 69 For this report, GAO examined (1) services and supports provided to percent provided work experiences and 63 percent provided job coaching. While assist youth with ASD in transitioning the majority of districts reported providing transition services to students with to adulthood, (2) key challenges in ASD, the services provided varied by factors such as the size and poverty level successfully transitioning, and (3) the of the district, according to GAO’s analysis of survey responses. -
Young Adults and Transitioning Youth with Autism Spectrum Disorder
2017 REPORT TO CONGRESS Young Adults and Transitioning Youth with Autism Spectrum Disorder Prepared by the: Department of Health and Human Services Submitted by the: National Autism Coordinator U.S. Department of Health and Human Services Cover Design Medical Arts Branch, Office of Research Services, National Institutes of Health Copyright Information All material appearing in this report is in the public domain and may be reproduced or copied. A suggested citation follows. Suggested Citation U.S. Department of Health and Human Services. Report to Congress: Young Adults and Transitioning Youth with Autism Spectrum Disorder. October 2017. Retrieved from the U.S. Department of Health and Human Services website: https://www.hhs.gov/sites/default/files/2017AutismReport.pdf Young Adults and Transitioning Youth with Autism Spectrum Disorder The Autism Collaboration, Accountability, Research, Education and Support Act (Autism CARES Act) of 2014 REPORT TO CONGRESS Submitted by the National Autism Coordinator of the U.S. Department of Health and Human Services August 3, 2017 Table of Contents Interagency Workgroup on Young Adults and Youth with Autism Spectrum Disorder Transitioning to Adulthood ................................................................................................ iv Steering Committee .................................................................................................... iv Members .................................................................................................................. iv OASH Stakeholder -
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. -
2017 SUMMARY of ADVANCES in Autism Spectrum Disorder Research INTERAGENCY AUTISM COORDINATING COMMITTEE
INTERAGENCY AUTISM COORDINATING COMMITTEE 2017 SUMMARY OF ADVANCES in Autism Spectrum Disorder Research INTERAGENCY AUTISM COORDINATING COMMITTEE 2017 SUMMARY OF ADVANCES in Autism Spectrum Disorder Research 2017 IACC SUMMARY OF ADVANCES IN ASD RESEARCH COVER DESIGN NIH Medical Arts Branch COPYRIGHT INFORMATION All material appearing in this report is in the public domain and may be reproduced or copied. A suggested citation follows. SUGGESTED CITATION Interagency Autism Coordinating Committee (IACC). 2017 IACC Summary of Advances in Autism Spectrum Disorder Research. April 2018. Retrieved from the U.S. Department of Health and Human Services Interagency Autism Coordinating Committee website: https://iacc.hhs.gov/publications/summary-of-advances/2017/. ii IACC SUMMARY OF ADVANCES IN ASD RESEARCH 2017 ABOUT THE IACC The Interagency Autism Coordinating Committee (IACC) is a Federal advisory committee charged with coordinating Federal activities concerning autism spectrum disorder (ASD) and providing advice to the Secretary of Health and Human Services (HHS) on issues related to autism. The Committee was established by Congress under the Children’s Health Act of 2000, reconstituted under the Combating Autism Act (CAA) of 2006, and renewed most recently under the Autism Collaboration, Accountability, Research, Education, and Support (CARES) Act of 2014. Membership of the Committee includes a wide array of Federal agencies involved in ASD research and services, as well as public stakeholders, including self-advocates, family members of children and adults with ASD, advocates, service providers, and researchers, who represent a variety of perspectives from within the autism community. The IACC membership is composed to ensure that the Committee is equipped to address the wide range of issues and challenges faced by individuals and families affected by autism. -
Insurance Mandates for Diagnosis and Treatment of Children and Adolescents with Autism and Evaluative Data Sources: a Case Study of Two U.S
Georgia State University ScholarWorks @ Georgia State University Public Health Capstone Projects School of Public Health Spring 4-23-2015 Insurance Mandates for Diagnosis and Treatment of Children and Adolescents with Autism and Evaluative Data Sources: A Case Study of Two U.S. States Sofia Campos Vidal Pires Follow this and additional works at: https://scholarworks.gsu.edu/iph_capstone Recommended Citation Campos Vidal Pires, Sofia, "Insurance Mandates for Diagnosis and Treatment of Children and Adolescents with Autism and Evaluative Data Sources: A Case Study of Two U.S. States." , Georgia State University, 2015. https://scholarworks.gsu.edu/iph_capstone/5 This Capstone Project is brought to you for free and open access by the School of Public Health at ScholarWorks @ Georgia State University. It has been accepted for inclusion in Public Health Capstone Projects by an authorized administrator of ScholarWorks @ Georgia State University. For more information, please contact [email protected]. INSURANCE MANDATES FOR DIAGNOSIS AND TREATMENT OF CHILDREN AND ADOLESCENTS WITH AUTISM AND EVALUATIVE DATA SOURCES: A CASE STUDY OF TWO U.S. STATES by SOFIA CAMPOS VIDAL PIRES B.S.N., UNIVERSIDADE FEDERAL DE PERNAMBUCO, BRAZIL A Capstone Submitted to the Graduate Faculty of Georgia State University in Partial Fulfillment of the Requirements for the Degree MASTER OF PUBLIC HEALTH ATLANTA, GEORGIA 30303 2015 APPROVAL PAGE INSURANCE MANDATES FOR DIAGNOSIS AND TREATMENT OF CHILDREN AND ADOLESCENTS WITH AUTISM AND EVALUATIVE DATA SOURCES: A CASE STUDY OF TWO U.S. STATES by SOFIA CAMPOS VIDAL PIRES Approved: Committee Chair Committee Member ____/____/________ Date ACKNOWLEDGEMENTS First, I would like to express my sincere gratitude to my committee chair, Dr. -
2018 SUMMARY of ADVANCES in Autism Spectrum Disorder Research INTERAGENCY AUTISM COORDINATING COMMITTEE
INTERAGENCY AUTISM COORDINATING COMMITTEE 2018 SUMMARY OF ADVANCES in Autism Spectrum Disorder Research INTERAGENCY AUTISM COORDINATING COMMITTEE 2018 SUMMARY OF ADVANCES In Autism Spectrum Disorder Research 2018 IACC SUMMARY OF ADVANCES IN ASD RESEARCH COVER DESIGN NIH Medical Arts Branch COPYRIGHT INFORMATION This report is a Work of the United States Government. A suggested citation follows. SUGGESTED CITATION Interagency Autism Coordinating Committee (IACC). 2018 IACC Summary of Advances in Autism Spectrum Disorder Research. April 2019. Retrieved from the U.S. Department of Health and Human Services Interagency Autism Coordinating Committee website: https://iacc.hhs.gov/publications/summary-of-advances/2018/. iii 2018 IACC SUMMARY OF ADVANCES IN ASD RESEARCH ABOUT THE IACC The Interagency Autism Coordinating Committee (IACC) is a federal advisory committee charged with coordinating Federal activities concerning autism spectrum disorder (ASD) and providing advice to the Secretary of Health and Human Services (HHS) on issues related to autism. The Committee was established by Congress under the Children's Health Act of 2000, reconstituted under the Combating Autism Act (CAA) of 2006, and renewed most recently under the Autism Collaboration, Accountability, Research, Education, and Support (CARES) Act of 2014. Membership of the Committee includes a wide array of federal agencies involved in ASD research and services, as well as public stakeholders, including self-advocates, family members of children and adults with ASD, advocates, service providers, and researchers, who represent a variety of perspectives from within the autism community. The IACC membership is composed to ensure that the Committee is equipped to address the wide range of issues and challenges faced by individuals and families affected by autism.