4 New Findings on Autism in Children

autism

Autism used to come with certain images of antisocial, even violent behavior and ideas of pure genius locked in mental isolation. Early research was incomplete and inconsistent, leading to shocking conclusions which are now debunked, such as the idea that autism was a result of a parenting failure. Thankfully, since the 1970s it has been accepted that autism spectrum disorder (ASD) is a problem of neurodevelopment and that appropriate interventions lead to improvements and better quality of life for the impacted families. Joint efforts of private and government funding on ASD research bring new findings.

1. Early Signs of Autism

The most common problem of children diagnosed with autism spectrum disorder is finding an appropriate way to communicate with their family. Since autism tends to run in families, another study focused on baby siblings of such families in order to observe any differences between them and non-autistic children. In the second year of infants’ lives, the researchers correlated the overgrowths of babies’ brains to the severity of autism symptoms. The bigger the overgrowth, the more severe the symptoms were in children. This study relied heavily on the well-known fact among psychologists that not looking at people’s eyes and mouth is an early sign of autism in children who would later develop it. Now the scientists also confirmed that such behavior is inscribed in the genes and puts more emphasis on early social interventions.

Another predictor seemed to be an increased cerebrospinal fluid in the brains of babies who later developed autism. As a follow up to an earlier study, Mark Shen confirmed that the amount of cerebrospinal fluid is an early biomarker of ASD. It is unclear whether this symptom has anything to do with inflammation or if it is genetic, so further research is needed.

2. ASD Related Genetic Mutations

The ongoing struggle that genetic engineers face is to pinpoint the exact genes which are responsible for autism spectrum disorder and whose mutations affect the developing brains of children. Using the method of whole-genome sequencing of families with ASD, researchers recently managed to identify 18 new possible genes to blame. A related study took a look at 16,000 international participants and noticed a transcription factor in certain genes which has a role in neural changes. Not surprising, these are the same ones related to social skills. Moreover, the researchers identified a strong genetic overlapping with troubling regions of the gene in cases of schizophrenia.

3. Long-Term Benefits of Early Parental Intervention

A study by pediatric psychiatrist Jonathan Green focused on younger siblings of families with a higher risk of autism spectrum disorder. Participating parents videotaped interactions with their toddlers at home and revised them with professionals to gain advice on how to adapt their behavior, in order to better communicate with their children. The children who participated ended up having better IQ and social skills, like maintaining eye contact and also greater social responsiveness. The targeted participants were very young, up to 3 years of age, and provided important data on how brains of affected children respond better to empathic than directive parental guidance. The researchers hope to complete further studies with more children in order to confirm their findings.

4. Research into Medication

All these findings confirm the importance of neuroimaging, neuropsychological tests and genetic research with all autistic individuals and their families. Further clinical research could compare the findings with study results of other neurodevelopment disorders in hopes of noticing any similarities or patterns. Finally, while most autistic children have some more or less severe communication problems such as speaking impairments, the most commonly researched medications are those for externalizing behaviors such as irritability and aggression. It may sound disheartening but there are no known cures for any neuropsychiatric diseases, so the goal of medication is only to improve the quality of life of those impacted.

Conclusion

No two cases of autism are the same, hence the name autism spectrum disorder. It therefore makes sense that there isn’t a single cure, rather each child needs to be examined individually and have specifically targeted interventions, with an absolute must of parental and family involvement. However, the continuing funding into research does give hope that families at risk will be able to notice early predictors and learn to cope with the newfound situation appropriately.

About the Author

Rachel Fink is a mom of 7 and contributor at Parenting Pod. She has a Bachelor’s degree in Applied Science and Engineering and enjoys to share her expertise and experience on a variety of topics.

Related Online Continuing Education (CE/CEU) Courses:

Applied Behavior Analysis for AutismApplied Behavior Analysis for Autism is a 2-hour online continuing education (CE/CEU) course that provides evidence-based behavioral interventions for the minimally verbal child with autism. The prevalence of autism spectrum disorder (ASD) currently seems to be holding steady at one in 68 children (or 1.46 percent). The communication challenges of these children are widely known and require specialized early interventions to overcome them.

This course presents evidence-based strategies that can enable students with autism spectrum disorder (ASD), and others who are verbally limited, to become more effective communicators. The focus will be on the minimally verbal child, the child who has a very small repertoire of spoken words or fixed phrases that are used communicatively. Included are: an overview of autism spectrum disorder, an introduction to the science of applied behavior analysis, the use of manding in communication training, techniques for direct instruction programming, and inter-professional collaboration strategies. Major points are illustrated throughout by case studies from actual practice. Course #21-15 | 2017 | 43 pages | 15 posttest questions

Autism Spectrum DisorderAutism Spectrum Disorder: Evidence-Based Screening and Assessment is a 3-hour online continuing education (CE/CEU) course that summarizes proven approaches to screening, assessing and diagnosing ASD in children and young adults. Epidemiological studies indicate a progressively rising prevalence trend in the number of individuals identified with autism spectrum disorder (ASD) over the past decade. Yet, compared with general population estimates, children and youth with mild to moderate symptoms of ASD remain an underidentified and underserved population in our schools and communities. The DSM-5 conceptualizations of autism require professionals in clinical, school, and private practice settings to update their knowledge about the spectrum. In addition, professionals should be prepared to recognize the presence of risk factors and/or early warning signs of ASD and be familiar with screening and assessment tools in order to ensure that individuals with ASD are being identified and provided with the appropriate programs and services. The objectives of this course are to identify DSM-5 diagnostic changes in the ASD diagnostic criteria, summarize the empirically-based screening and assessment methodology in ASD, and describe a comprehensive developmental approach for assessing children, adolescents, and young adults with ASD. Course #30-94 | 2017 | 49 pages | 20 posttest questions

Autism: The New Spectrum of Diagnostics, Treatment & NutritionAutism: The New Spectrum of Diagnostics, Treatment & Nutrition is a 4-hour online continuing education (CE/CEU) course that reviews diagnostic changes in autism as well as treatment options and nutrition interventions – both theoretical and applied. The first section traces the history of the diagnostic concept of Autism Spectrum Disorder (ASD), culminating in the revised criteria of the 2013 version of the Diagnostic and Statistical Manual of Mental Disorders, the DSM-5, with specific focus on the shift from five subtypes to a single spectrum diagnosis. It also aims to provide epidemiological prevalence estimates, identify factors that may play a role in causing ASD, and list the components of a core assessment battery. It also includes brief descriptions of some of the major intervention models that have some empirical support. Section two describes common GI problems and feeding difficulties in autism, exploring the empirical data and/or lack thereof regarding any links between GI disorders and autism. Sections on feeding difficulties offer interventions and behavior change techniques. A final section on nutritional considerations discusses evaluation of nutritional status, supplementation, and dietary modifications with an objective look at the science and theory behind a variety of nutrition interventions. Other theoretical interventions are also reviewed. Course #40-41 | 2017 | 62 pages | 25 posttest questions

Course Directions

Our online courses provide instant access to the course materials (PDF download) and CE test. Successful completion of the online CE test (80% required to pass, 3 chances to take) and course evaluation are required to earn a certificate of completion. Click here to learn more. Have a question? Contact us. We’re here to help!

Professional Development Resources is a nonprofit educational corporation 501(c)(3) organized in 1992. We are approved to sponsor continuing education by the American Psychological Association (APA); the National Board of Certified Counselors (NBCC); the Association of Social Work Boards (ASWB); the American Occupational Therapy Association (AOTA); the American Speech-Language-Hearing Association (ASHA); the Commission on Dietetic Registration (CDR); the Alabama State Board of Occupational Therapy; the Florida Boards of Social Work, Mental Health Counseling and Marriage and Family Therapy, Psychology & School Psychology, Dietetics & Nutrition, Speech-Language Pathology and Audiology, and Occupational Therapy Practice; the Ohio Counselor, Social Worker & MFT Board and Board of Speech-Language Pathology and Audiology; the South Carolina Board of Professional Counselors & MFTs; the Texas Board of Examiners of Marriage & Family Therapists and State Board of Social Worker Examiners; and are CE Broker compliant (all courses are reported within a few days of completion).

Target Audience: PsychologistsCounselorsSocial WorkersMarriage & Family Therapist (MFTs)Speech-Language Pathologists (SLPs)Occupational Therapists (OTs)Registered Dietitian Nutritionists (RDNs)School Psychologists, and Teachers

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Autism: Clues to the Mystery Quiz

Autism Spectrum Disorder: Clues to the Mystery Quiz from Health IQ

Autism remains a mystery to doctors and parents. To learn more about the mysteries behind autism, test your knowledge with this interactive quiz…

Autism: Clues to the Mystery QuizAutism spectrum disorders (ASD) have been studied thoroughly and yet there are still numerous mysteries to these types of behavioral disorders. To make matters worse, there are several contradicting study results that only confuse the public more about ASD. For instance, a study released in 1997 claimed that the measles vaccine was linked to autism. This study has since been disproven across nine separate research reports. Thus, it’s easy to see why behavioral disorders like ASD are such a mystery to doctors and parents.

There is a lot more about ASD that we don’t know than we do, but it’s still important to understand as much as you can about ASD so that you can detect it early. We know that ASD can be diagnosed as early as age two and that screenings at a young age can help identify any behavioral disorders early on.

We have also learned a great deal about teaching parents to properly manage children that do have ASD. In fact, there are many training courses that parents can take to help better understand how to properly work with a child that has ASD. Even though there are no current cures for ASD, in many instances, proper management, behavioral therapy, and medication can all help mitigate the severity of the disorder.

Understanding ASD, its causes, and treatment are all important tools to help you work with a child who suffers from autism. If you’d like to learn more about the mysteries behind ASD, you can test your knowledge by taking the interactive quiz below.

About Health IQ

HealthIQ’s mission is to improve the health of the world. In pursuit of this mission, they’ve created over 2,000 quizzes and worked with innovative insurance companies to create financial rewards for health-conscious people. To date, Health IQ has helped thousand triathletes, vegans, runners, and other health conscious people secure billions in life insurance coverage, and they hope to expand to other financial rewards in the near future.

Health IQ’s Learn About Life Campaign:

Learn About Life is an educational campaign that aims to increase the world’s health & wealth literacy levels. To accomplish this task, Health IQ has partnered with a select group of nonprofits and bloggers to produce and promote thousands of health & wealth quizzes. If you’re a nonprofit or blogger and want to learn about how you can support this campaign, email [email protected] with subject line “Learn About Life…I’m In”

Related Online Continuing Education (CE) Courses:

Applied Behavior Analysis for Autism is a 2-hour online continuing education (CE/CEU) course that provides evidence-based behavioral interventions for the minimally verbal child with autism. The prevalence of autism spectrum disorder (ASD) currently seems to be holding steady at one in 68 children (or 1.46 percent). The communication challenges of these children are widely known and require specialized early interventions to overcome them. This course presents evidence-based strategies that can enable students with autism spectrum disorder (ASD), and others who are verbally limited, to become more effective communicators. The focus will be on the minimally verbal child, the child who has a very small repertoire of spoken words or fixed phrases that are used communicatively. Included are: an overview of autism spectrum disorder, an introduction to the science of applied behavior analysis, the use of manding in communication training, techniques for direct instruction programming, and inter-professional collaboration strategies. Major points are illustrated throughout by case studies from actual practice. Course #21-15 | 2017 | 43 pages | 15 posttest questions

Autism Spectrum Disorder: Evidence-Based Screening and Assessment is a 3-hour online continuing education (CE/CEU) course that summarizes proven approaches to screening, assessing and diagnosing ASD in children and young adults. Epidemiological studies indicate a progressively rising prevalence trend in the number of individuals identified with autism spectrum disorder (ASD) over the past decade. Yet, compared with general population estimates, children and youth with mild to moderate symptoms of ASD remain an underidentified and underserved population in our schools and communities. The DSM-5 conceptualizations of autism require professionals in clinical, school, and private practice settings to update their knowledge about the spectrum. In addition, professionals should be prepared to recognize the presence of risk factors and/or early warning signs of ASD and be familiar with screening and assessment tools in order to ensure that individuals with ASD are being identified and provided with the appropriate programs and services. The objectives of this course are to identify DSM-5 diagnostic changes in the ASD diagnostic criteria, summarize the empirically-based screening and assessment methodology in ASD, and describe a comprehensive developmental approach for assessing children, adolescents, and young adults with ASD. Course#30-94 | 2017 | 49 pages | 20 posttest questions

Autism: The New Spectrum of Diagnostics, Treatment & Nutrition is a 4-hour online continuing education (CE/CEU) course that reviews diagnostic changes in autism as well as treatment options and nutrition interventions – both theoretical and applied. The first section traces the history of the diagnostic concept of Autism Spectrum Disorder (ASD), culminating in the revised criteria of the 2013 version of the Diagnostic and Statistical Manual of Mental Disorders, the DSM-5, with specific focus on the shift from five subtypes to a single spectrum diagnosis. It also aims to provide epidemiological prevalence estimates, identify factors that may play a role in causing ASD, and list the components of a core assessment battery. It also includes brief descriptions of some of the major intervention models that have some empirical support. Section two describes common GI problems and feeding difficulties in autism, exploring the empirical data and/or lack thereof regarding any links between GI disorders and autism. Sections on feeding difficulties offer interventions and behavior change techniques. A final section on nutritional considerations discusses evaluation of nutritional status, supplementation, and dietary modifications with an objective look at the science and theory behind a variety of nutrition interventions. Other theoretical interventions are also reviewed. Course #40-41 | 2017 | 62 pages | 25 posttest questions

Autism Movement Therapy is a 2-hour video-based online continuing education (CE/CEU) course that teaches professionals how to combine movement and music with positive behavior support strategies to assist individuals with Autism Spectrum Disorder (ASD). Autism Movement Therapy® is an emerging therapy that combines movement and music with positive behavior support strategies to assist individuals with Autism Spectrum Disorder (ASD) in meeting and achieving their speech and language, social and academic goals. Its purpose is to connect left and right hemisphere brain functioning by combining patterning, visual movement calculation, audile receptive processing, rhythm and sequencing into a “whole brain” cognitive thinking approach that can significantly improve behavioral, emotional, academic, social, and speech and language skills. This course is presented in two parts. Part 1 summarizes what is known about the brain functioning of individuals with ASD and illustrates how participation in dance, music and the arts can render the brain more amenable to learning social and language skills. Part 2 is a documentary created by Joanne Lara – Generation A: Portraits of Autism and the Arts, which spotlights – from a strikingly positive perspective – the challenges and accomplishments of eight individuals with ASD. Course #20-82 | 2014 | 106 minute video | 14 posttest questions

Professional Development Resources is approved to sponsor continuing education by the American Psychological Association (APA); the National Board of Certified Counselors (NBCC ACEP #5590); the Association of Social Work Boards (ASWB Provider #1046, ACE Program); the American Occupational Therapy Association (AOTA Provider #3159); the Commission on Dietetic Registration (CDR Provider #PR001); the Alabama State Board of Occupational Therapy; the Florida Boards of Social Work, Mental Health Counseling and Marriage and Family Therapy (#BAP346), Psychology & School Psychology (#50-1635), Dietetics & Nutrition (#50-1635), and Occupational Therapy Practice (#34); the Ohio Counselor, Social Worker & MFT Board (#RCST100501); the South Carolina Board of Professional Counselors & MFTs (#193); and the Texas Board of Examiners of Marriage & Family Therapists (#114) and State Board of Social Worker Examiners (#5678).

 

Autism Spectrum Disorder: New Online ASHA CEU Course

New Online ASHA CEU Course @pdresources.org

Autism Spectrum DisorderAutism Spectrum Disorder: Evidence-Based Screening and Assessment is a new ASHA-approved 3-hour online continuing education (CE/CEU) course that summarizes proven approaches to screening, assessing and diagnosing ASD in children and young adults. Epidemiological studies indicate a progressively rising prevalence trend in the number of individuals identified with autism spectrum disorder (ASD) over the past decade. Yet, compared with general population estimates, children and youth with mild to moderate symptoms of ASD remain an underidentified and underserved population in our schools and communities. The DSM-5 conceptualizations of autism require professionals in clinical, school, and private practice settings to update their knowledge about the spectrum. In addition, professionals should be prepared to recognize the presence of risk factors and/or early warning signs of ASD and be familiar with screening and assessment tools in order to ensure that individuals with ASD are being identified and provided with the appropriate programs and services. The objectives of this course are to identify DSM-5 diagnostic changes in the ASD diagnostic criteria, summarize the empirically-based screening and assessment methodology in ASD, and describe a comprehensive developmental approach for assessing children, adolescents, and young adults with ASD. Course#30-94 | 2017 | 49 pages | 20 posttest questions

This online course provides instant access to the course materials (PDF download) and CE test. After enrolling, click on My Account and scroll down to My Active Courses. From here you’ll see links to download/print the course materials and take the CE test (you can print the test to mark your answers on it while reading the course document). Successful completion of the online CE test (80% required to pass, 3 chances to take) and course evaluation are required to earn a certificate of completion.
ASHA-Approved Provider
Autism Spectrum Disorder: Evidence-Based Screening and Assessment is offered for .3 ASHA CEUs (Intermediate level, Professional area).

ASHA credit expires 2/20/2020. ASHA CEUs are awarded by the ASHA CE Registry upon receipt of the quarterly completion report from the ASHA Approved CE Provider (#AAUM). Please note that the date that appears on ASHA transcripts is the last day of the quarter in which the course was completed. Professional Development Resources is also approved by the Florida Board of Speech-Language Pathology and Audiology, the Ohio Board of Speech-Language Pathology and Audiology, and is CE Broker compliant (#50-1635). AAUM5127

About the Author:
Lee A. Wilkinson, PhD, is a nationally certified and licensed school psychologist, chartered psychologist, registered psychologist, and certified cognitive-behavioral therapist. He provides consultation services and best practice guidance to school systems, agencies, advocacy groups, and professionals on a wide variety of topics related to children and youth with autism spectrum disorder. He is also a university educator and school psychology trainer. Dr. Wilkinson is author of the award-winning books, A Best Practice Guide to Assessment and Intervention for Autism and Asperger Syndrome in Schools and Overcoming Anxiety and Depression on the Autism Spectrum: A Self-Help Guide Using CBT. He is also the editor of a text in the American Psychological Association (APA) School Psychology Book series, Autism Spectrum Disorder in Children and Adolescents: Evidence-Based Assessment and Intervention in Schools. His latest book is A Best Practice Guide to Assessment and Intervention for Autism Spectrum Disorder in Schools, (2nd Edition).

Autism Spectrum Disorder: Evidence-Based Screening and Assessment

New Online CE Course @pdresources.org

Autism Spectrum Disorder: Evidence-Based Screening and AssessmentAutism Spectrum Disorder: Evidence-Based Screening and Assessment is a 3-hour online continuing education (CE/CEU) course that summarizes proven approaches to screening, assessing and diagnosing ASD in children and young adults. More children and youth are being diagnosed with autism spectrum disorder (ASD) than ever before. Epidemiological research indicates a progressively rising prevalence trend for ASD over the past decade (Wing & Potter, 2009). Autism is much more prevalent than previously thought, especially when viewed as a spectrum condition with varying levels of symptom severity. Surveys focusing on this broader definition of autism indicate that ASD is one of the fastest growing disability categories in the world. Recent findings of the Centers for Disease Control and Prevention (CDC) Autism and Developmental Disabilities Monitoring Network ADDM (2014) indicate that one in every 68 school-age children (or 14.7 per 1,000 eight-year-olds) in multiple communities in the United States has been identified with ASD (Centers for Disease Control and Prevention [CDC], 2014). This estimate is roughly 30% higher than the estimate for 2008 (1 in 88), 60% higher than the estimate for 2006 (1 in 110), and 120% higher than the estimates for 2000 and 2002 (1 in 150). Autism is the fastest growing serious developmental disability in the United States and continues to be an important health concern (CDC, 2014).

The incidence of Autism Spectrum Disorder is also evident in the number of students receiving special educational services. For example, the number of students receiving assistance under the special education category of autism with increased dramatically between 2003 and 2012, increasing from 1.5 percent to 7.8 percent of all identified disabilities (U.S. Department of Education, 2014). A number of explanations for this dramatic increase in the incidence and prevalence of ASD have been proposed. They include: changes in diagnostic criteria; improved identification; growing awareness among parents and professionals; conception of autism as a spectrum disorder; and greater availability of services (Fombonne, 2005; Wing & Potter, 2009). Whatever the reasons, autism spectrum disorders are no longer rare conditions and it is likely that most professionals such as clinical and school psychologists, mental health counselors, speech/language pathologists, occupational therapists, and special educators will encounter an increasing number of children and youth with ASD who account for nearly 1% of the overall student population.

The objectives of this course are to identify DSM-5 diagnostic changes in the ASD diagnostic criteria, summarize the empirically-based screening and assessment methodology in ASD, and describe a comprehensive developmental approach for assessing children, adolescents, and young adults with ASD. Course#30-94 | 2017 | 49 pages | 20 posttest questions

Click here to learn more.

 –
Professional Development Resources is approved by the American Psychological Association (APA) to sponsor continuing education for psychologists; by the National Board of Certified Counselors (NBCC ACEP #5590); the Association of Social Work Boards (ASWB Provider #1046, ACE Program); the American Occupational Therapy Association (AOTA Provider #3159); the American Speech-Language-Hearing Association (ASHA Provider #AAUM); the Commission on Dietetic Registration (CDR Provider #PR001); the Alabama State Board of Occupational Therapy; the Florida Boards of Social Work, Mental Health Counseling and Marriage and Family Therapy (#BAP346), Psychology & School Psychology (#50-1635), Dietetics & Nutrition (#50-1635), Speech-Language Pathology and Audiology, and Occupational Therapy Practice (#34); the Ohio Counselor, Social Worker & MFT Board (#RCST100501) and the Board of Speech-Language Pathology and Audiology; the South Carolina Board of Professional Counselors & MFTs (#193); and the Texas Board of Examiners of Marriage & Family Therapists (#114) and State Board of Social Worker Examiners (#5678).

5 Ways to Calm an Angry Child with Autism

By Leo Christie, PhD

angry childOnce considered a relatively low-prevalence condition, autism spectrum disorder (ASD) is currently one of the most common forms of developmental disability, dramatically emerging over the past 25 years as a primary diagnostic condition. Prevalence estimates have increased tremendously over the last two decades, from a median prevalence estimate of about 13 per 10,000 in the years between 1987 and 2004 all the way up to 200 per 10,000 in 2012. Such exponential increases have – of course – sparked heated discussions about whether we are experiencing an “epidemic” of ASD.

Among the complicating conditions that frequently accompany ASD are sensory problems that can lead to faulty information processing and further behavioral difficulties.

Colin Rhodes @ LifeHack shared the following tips for parents to manage behavioral problems:

  1. Change who’s in control by “entering and blending”
  2. Change the stimulation level
  3. Change the conversation
  4. Change mood through exercise
  5. Change the scene


For full descriptions, see http://www.lifehack.org/368575/five-techniques-calm-angry-child-with-autism-spectrum-disorder?mid=20160223&ref=mail&uid=64587&feq=daily.

Related Online Continuing Education (CE) Courses:

Autism: The New Spectrum of Diagnostics, Treatment & Nutrition is a 4-hour online continuing education (CE/CEU) course that describes DSM-5 diagnostic changes, assessment, intervention models, dietary modifications, nutrition considerations and other theoretical interventions.

Autism Spectrum Disorder: Evidence-Based Screening and Assessment is a 3-hour online CEU course that identifies DSM-5 diagnostic changes in the ASD diagnostic criteria, summarizes the empirically-based screening and assessment methodology in ASD and describes a comprehensive developmental approach for assessing students with ASD.

Autism Movement Therapy is a 2-hour video continuing education (CE/CEU) course that teaches professionals how to combine movement and music with positive behavior support strategies to assist individuals with Autism Spectrum Disorder (ASD).

Professional Development Resources is approved to offer continuing education by the American Psychological Association (APA); the National Board of Certified Counselors (NBCC); the Association of Social Work Boards (ASWB); the American Occupational Therapy Association (AOTA); the American Speech-Language-Hearing Association (ASHA); the Commission on Dietetic Registration (CDR); the Alabama State Board of Occupational Therapy; the Florida Boards of Social Work, Mental Health Counseling and Marriage and Family Therapy, Psychology & School Psychology, Dietetics & Nutrition, Speech-Language Pathology and Audiology, and Occupational Therapy Practice; the Ohio Counselor, Social Worker & MFT Board and Board of Speech-Language Pathology and Audiology; the South Carolina Board of Professional Counselors & MFTs; and by the Texas Board of Examiners of Marriage & Family Therapists and State Board of Social Worker Examiners.

 

Can Children “Outgrow” Autism?

By Anna Almendrala

Some Children Do Outgrow Autism, But It's Not What You ThinkIn the largest national study of children with autism to date, researchers examined one of the most mysterious aspects of autism spectrum disorder: that it sometimes simply vanishes.

An estimated 1 in 68 children have been diagnosed with autism spectrum disorder in the U.S., but researchers are beginning to take note of a small minority of children with ASD who seem to “grow out” of their diagnoses.

The Centers for Disease Control and Prevention surveyed more than 1,400 children with ASD — the largest nationally representative sample of children with autism to date — and found that about 13 percent of them seemed to shed their ASD-associated behaviors as they grew up.

The catch: that doesn’t mean they’ve stumbled upon some kind of miracle therapy or cure. Rather, as some previous researchers theorized, most of them were simply misdiagnosed or intentionally diagnosed with ASD for other reasons.

“The present study confirms that ASD diagnoses can and sometimes do change as children mature and overcome delays, and as new information is assimilated by their healthcare providers,” said Stephen Blumberg, lead author and an associate director for science at the CDC’s National Center for Health Statistics.

Partnering with the University of Washington and the U.S. National Institutes of Health, the CDC identified five factors that were most common among the children who went on to “outgrow” their diagnosis; these signs make it clear this subgroup was already higher functioning and had fewer symptoms at diagnosis.

Based on parent feedback, the diagnosis most often disappears in:

  1. Children who are able to use the bathroom without help
  2. Children who are able to eat without assistance
  3. Children who ask for what they need, be it objects or information
  4. Children whose parents were less likely to be concerned about developmental markers such as verbal skills and learning ability, and
  5. Children who were less likely to be referred to a specialist.


The study adds to a body of research on “lost” diagnoses that already suggests children most likely to outgrow ASD diagnoses are those with high IQs (over 70), early communication skills and intensive therapy. And children with certain sub-types of ASD, like Asperger’s Syndrome and PDD-NOS, are also more likely to lose their diagnosis.

Among parents whose child lost an ASD diagnosis, 73.5 percent said it was because they were given a new one, such as attention deficit hyperactivity disorder (46 percent), anxiety problems (17 percent), depression (12 percent) learning disabilities (seven percent), behavioral problems (nine percent) or sensory, auditory, or processing disorders (23 percent).

Another 24 percent said they used the ASD diagnosis to access benefits and services. Meanwhile, 21 percent of parents believe their kids matured out of the disorder or received effective treatment. Less than 2 percent of patients believed their doctor simply got the diagnosis wrong.

The study can’t prove that overdiagnosis is becoming more common, the researchers wrote. However, heightened awareness about ASD and a push for more screening measures could be resulting in early, inaccurate diagnoses for ASD among doctors — especially in those who don’t specialize in the disorder.

The research was published in the journal Autism.

Source: http://www.huffingtonpost.com/entry/children-outgrow-autism-why_562a931de4b0aac0b8fcf369?ir=Healthy%2BLiving%253Fncid%253Dnewsltushpmg00000003

Related Online CEU Courses:

Apps for Autism is a 3-hour CEU course that guides you through the hundreds of apps for autism so you can utilize today’s technology to maximize your child or student’s success.

Visuals for Autism: Beyond the Basic Symbols is a 2-hour online video continuing education (CE/CEU) course that demonstrates when, how, and why to use visuals with students with autism.

Autism Movement Therapy is a 2-hour video continuing education (CE/CEU) course that teaches professionals how to combine movement and music with positive behavior support strategies to assist individuals with Autism Spectrum Disorder (ASD).

Autism: The New Spectrum of Diagnostics, Treatment & Nutrition is a 4-hour online continuing education (CE/CEU) course that describes DSM-5 diagnostic changes, assessment, intervention models, dietary modifications, nutrition considerations and other theoretical interventions.

Autism Spectrum Disorder: Evidence-Based Screening and Assessment is a 3-hour online CEU course that identifies DSM-5 diagnostic changes in the ASD diagnostic criteria, summarizes the empirically-based screening and assessment methodology in ASD and describes a comprehensive developmental approach for assessing students with ASD.

Professional Development Resources is approved to offer online continuing education (CE/CEU) courses by the American Psychological Association (APA); the National Board of Certified Counselors (NBCC); the Association of Social Work Boards (ASWB); the American Occupational Therapy Association (AOTA); the American Speech-Language-Hearing Association (ASHA); the Commission on Dietetic Registration (CDR); the Alabama State Board of Occupational Therapy; the Florida Boards of Social Work, Mental Health Counseling and Marriage and Family Therapy, Psychology & School Psychology, Dietetics & Nutrition, Speech-Language Pathology and Audiology, and Occupational Therapy Practice; the Ohio Counselor, Social Worker & MFT Board and Board of Speech-Language Pathology and Audiology; the South Carolina Board of Professional Counselors & MFTs; and by the Texas Board of Examiners of Marriage & Family Therapists and State Board of Social Worker Examiners.

World Autism Awareness Day

The eighth annual World Autism Awareness Day is April 2, 2015. Every year, autism organizations around the world celebrate the day with unique fundraising and awareness-raising events. How will you celebrate?

World Autism Awareness DayUse #LIUB to share your experience across social media and help light the world up blue this April! Find out which major global landmarks will light up blue in 2015.

Each year, Professional Development Resources, a non-profit provider of online continuing education courses for healthcare professionals, spotlights their selection of autism CE courses in order to bring awareness and educate the professionals that serve those with autism and their families:

Visuals for Autism: Beyond the Basic Symbols is a 2-hour online video continuing education (CE/CEU) course that demonstrates when, how, and why to use visuals with students with autism.

Autism Movement Therapy is a 2-hour video continuing education (CE/CEU) course that teaches professionals how to combine movement and music with positive behavior support strategies to assist individuals with Autism Spectrum Disorder (ASD).

Autism: The New Spectrum of Diagnostics, Treatment & Nutrition is a 4-hour online continuing education (CE/CEU) course that describes DSM-5 diagnostic changes, assessment, intervention models, dietary modifications, nutrition considerations and other theoretical interventions.

Autism Spectrum Disorder: Evidence-Based Screening and Assessment is a 3-hour online CEU course that identifies DSM-5 diagnostic changes in the ASD diagnostic criteria, summarizes the empirically-based screening and assessment methodology in ASD and describes a comprehensive developmental approach for assessing students with ASD.

Professional Development Resources is approved by the American Psychological Association (APA) to sponsor continuing education for psychologists. Professional Development Resources maintains responsibility for all programs and content. Professional Development Resources is also approved by the National Board of Certified Counselors (NBCC); the Association of Social Work Boards (ASWB); the American Occupational Therapy Association (AOTA); the American Speech-Language-Hearing Association (ASHA); the Commission on Dietetic Registration (CDR); the California Board of Behavioral Sciences; the Florida Boards of Social Work, Mental Health Counseling and Marriage and Family Therapy, Psychology & School Psychology, Dietetics & Nutrition, Speech-Language Pathology and Audiology, and Occupational Therapy Practice; the Ohio Counselor, Social Worker & MFT Board; the South Carolina Board of Professional Counselors & MFTs; and by theTexas Board of Examiners of Marriage & Family Therapists and State Board of Social Worker Examiners.

CAM on the Rise for Children with Autism

By Caitlin O’Toole

Autism Continuing EducationThe term “CAM” seems to be gaining popularity these days. And interestingly, an increasing number of parents of children with autism seem to be turning to CAM for help in the treatment of some symptoms of the disorder.

But what exactly is CAM?

The term CAM (complementary and alternative medicine) is, according to the NIH National Center for Complementary and Alternative Medicine (NCCAM) website, is “often used to mean the array of health care approaches with a history of use or origins outside of mainstream medicine, [and it is] actually hard to define and may mean different things to different people.”

CAM falls into two subgroups, the website says: natural products, often sold as dietary supplements; and mind and body practices (such as yoga, meditation, movement, deep breathing, and many others).

In an interview with NAMI, Robert Hendren, D.O., Professor and Vice Chair, Director, Child and Adolescent Psychiatry, University of California, San Francisco – whose studies have included “natural” products such as omega-3s, pro-biotics, and melatonin – said it does appear that CAM is on the rise.

“There’s an increasing acceptability,” he said. “People also want to start off trying things that they think of as milder and having fewer side effects.”

One of the CAM treatments from the mind and body category that parents are turning to is yoga for their children with autism.

A 2012 study, led by Dr. Kristie Patten Koenig, Associate Professor and Chair of the Department of Occupational Therapy at NYU, found that children with autism spectrum disorder who did yoga at their elementary school behaved better than kids with autism who weren’t doing yoga.

The study, which was conducted at a public elementary school in the Bronx section of New York City, had the kids follow a specific routine each morning, five days a week, for 17 minutes, for 16 weeks. The routine had the kids take their mats out, breathe deeply, assume yoga poses, tense and relax muscles, and sing. The researchers compared the kids in the program, which was called “Get Ready to Learn,” with a control group of kids doing a standard morning routine. Teachers said that the kids doing yoga exhibited significantly fewer problematic behaviors overall.

“We found that the kids in our study group showed less irritability, a decrease in a lot of the maladaptive behaviors associated with autism, and, anecdotally, the teachers reported that they were able to transition into their day much better,” Dr. Koenig told NAMI in an interview.

“Kids were really a part of setting up the room, and getting the yoga mats down. It was part of their routine,” she said. “Kids that are autistic do really well if they have that structure. We watched the tone of the class change as they started their yoga – you could just see that it produced a totally different atmosphere in the class.”

Dr. Koenig said that yoga programs are being implemented in schools across the country more and more … and that the kids who benefit do not necessarily have autism.

“[Yoga] addresses a couple of issues,” she said. “Everything from obesity to getting kids moving more to more attentive and mindfulness in school – so it’s becoming more and more popular.”

Dr. Koenig cautioned that yoga should be thought of as a complementary treatment rather than an alternative one.

“There’s a strong body of evidence for a variety of conditions that suggest that yoga and mindfulness and meditation is helpful,” Dr. Koenig said. “But more from the complementary standpoint.”

Dr. Hendren, like Dr. Koenig, also believes in the full body/mind approach.

“I think it’s important to do all of these things with behavioral treatments like ABA (Applied Behavioral Analysis) and speech and language and OT,” Dr. Hendren said, “so it doesn’t take the place of a complete treatment package. You need to have that comprehensive treatment to get the best result.”

Dr. Hendren also said that he believes the terms “complementary” and “alternative” are sometimes misunderstood and therefore, overlooked.

“There are an increasing number of studies that some of these things are of benefit,” he said. “The terms ‘complementary and alternative’ give us an image that somehow they are not ‘real’ or they are not fully a good treatment – but many are helping the body be more resilient. So I think if we have ways of making the body healthier — that’s good and not necessarily CAM.”

Source: http://www.nami.org/Template.cfm?Section=Top_Story&template=/contentmanagement/contentdisplay.cfm&ContentID=169573

Related Online & Video Continuing Education (CE/CEU) Courses:

Autism: The New Spectrum of Diagnostics, Treatment & Nutrition is a 4-hour online continuing education (CE/CEU) course that describes DSM-5 diagnostic changes, assessment, intervention models, dietary modifications, nutrition considerations and other theoretical interventions. The first section of this course traces the history of the diagnostic concept of Autism Spectrum Disorder (ASD), culminating in the revised criteria of the 2013 version of the Diagnostic and Statistical Manual of Mental Disorders, the DSM-5, with specific focus on the shift from five subtypes to a single spectrum diagnosis. It also aims to provide epidemiological prevalence estimates, identify factors that may play a role in causing ASD, and list the components of a core assessment battery. It also includes brief descriptions of some of the major intervention models that have some empirical support. Section two describes common GI problems and feeding difficulties in autism, exploring the empirical data and/or lack thereof regarding any links between GI disorders and autism. Sections on feeding difficulties offer interventions and behavior change techniques. A final section on nutritional considerations discusses evaluation of nutritional status, supplementation, and dietary modifications with an objective look at the science and theory behind a variety of nutrition interventions. Other theoretical interventions are also reviewed. Course #40-38 | 2013 | 50 pages | 30 posttest questions

Autism Spectrum Disorder: Evidence-Based Screening and Assessment is a 3-hour online CEU course that identifies DSM-5 diagnostic changes in the ASD diagnostic criteria, summarizes the empirically-based screening and assessment methodology in ASD and describes a comprehensive developmental approach for assessing students with ASD. Epidemiological studies indicate a progressively rising prevalence trend in the number of individuals identified with autism spectrum disorder (ASD) over the past decade. Yet, compared with general population estimates, children and youth with mild to moderate symptoms of ASD remain an underidentified and underserved population in our schools and communities. The DSM-5 conceptualizations of autism require professionalsin clinical, school, and private practice settings to update their knowledge about the spectrum. In addition, professionals should be prepared to recognize the presence of risk factors and/or early warning signs of ASD and be familiar with screening and assessment tools in order to ensure that individuals with ASD are being identified and provided with the appropriate programs and services. The objectives of this course are to identify DSM-5 diagnostic changes in the ASD diagnostic criteria, summarize the empirically-based screening and assessment methodology in ASD, and describe a comprehensive developmental approach for assessing children, adolescents, and young adults with ASD. Course #30-69 | 2014 | 44 pages | 40 posttest questions

Animal Assisted Therapy (AAT) is a 2-hour online CEU course that provides therapists, educators, and caregivers with the information and techniques needed to begin using the human-animal bond successfully to meet individual therapeutic goals. In Animal-Assisted Therapy (AAT) the human-animal bond is utilized to help meet therapeutic goals and reach individuals who are otherwise difficult to engage in verbal therapies. AAT is considered an emerging therapy at this time, and more research is needed to determine the effects and confirm the benefits. Nevertheless, there is a growing body of research and case studies that illustrate the considerable therapeutic potential of using animals in therapy. AAT has been associated with improving outcomes in four areas: autism-spectrum symptoms, medical difficulties, behavioral problems, and emotional well-being. This course is designed to provide therapists, educators, and caregivers with the information and techniques needed to begin using the human-animal bond successfully to meet individual therapeutic goals. Course #20-62 | 2012 | 30 pages | 20 posttest questions

Autism Movement Therapy is a 2-hour video continuing education (CE/CEU) course that teaches professionals how to combine movement and music with positive behavior support strategies to assist individuals with Autism Spectrum Disorder (ASD). Autism Movement Therapy® is an emerging therapy that combines movement and music with positive behavior support strategies to assist individuals with Autism Spectrum Disorder (ASD) in meeting and achieving their speech and language, social and academic goals. Its purpose is to connect left and right hemisphere brain functioning by combining patterning, visual movement calculation, audile receptive processing, rhythm and sequencing into a “whole brain” cognitive thinking approach that can significantly improve behavioral, emotional, academic, social, and speech and language skills. This course is presented in two parts. Part 1 summarizes what is known about the brain functioning of individuals with ASD and illustrates how participation in dance, music and the arts can render the brain more amenable to learning social and language skills. Part 2 is a documentary created by Joanne Lara – Generation A: Portraits of Autism and the Arts, which spotlights – from a strikingly positive perspective – the challenges and accomplishments of eight individuals with ASD. Course #20-82 | 2014 | 106 minute video | 14 posttest questions

Professional Development Resources is approved by the American Psychological Association (APA) to sponsor continuing education for psychologists; the National Board of Certified Counselors (NBCC ACEP #5590); the Association of Social Work Boards (ASWB Provider #1046, ACE Program); the American Occupational Therapy Association (AOTA Provider #3159); the Commission on Dietetic Registration (CDR Provider #PR001); the California Board of Behavioral Sciences (#PCE1625); the Florida Boards of Social Work, Mental Health Counseling and Marriage and Family Therapy (#BAP346), Psychology & School Psychology (#50-1635), Dietetics & Nutrition (#50-1635), and Occupational Therapy Practice (#34); the Ohio Counselor, Social Worker & MFT Board (#RCST100501); the South Carolina Board of Professional Counselors & MFTs (#193); and the Texas Board of Examiners of Marriage & Family Therapists (#114) and State Board of Social Worker Examiners (#5678).

Autism Awareness Month CE Specials

Autism Awareness Month arrives this year with a new set of numbers on the prevalence of autism: 1 in 68 children in 2010 (up from 1 in 88 in 2008).

While the mystery of autism remains largely unsolved, the search for new science and better services continue and Autism Awareness Month remains dedicated to education.

Autism Awareness Month CE Specials

To assist in this goal, we are spotlighting our online and test only CE courses at 50% off regular price for the entire month of April:

Autism Spectrum Disorder: Evidence-Based Screening and Assessment is a 3-hour online CE course that identifies DSM-5 diagnostic changes in the ASD diagnostic criteria, summarizes the empirically-based screening and assessment methodology in ASD and describes a comprehensive developmental approach for assessing children, adolescents, and young adults with ASD. Risk factors and/or early warning signs of ASD are described. Course #30-69 | 2014 | 44 pages | 40 posttest questions | Sale $29.50!

Autism: The New Spectrum of Diagnostics, Treatment & Nutrition is a 4-hour online CE course that describes DSM-5 diagnostic changes (with specific focus on the shift from five subtypes to a single spectrum diagnosis), assessment, intervention models, GI problems, feeding difficulties and behavior change techniques, supplementation, dietary modifications, nutrition considerations and other theoretical interventions. Course #40-38 | 2013 | 50 pages | 30 posttest questions | Sale $34.50!

Early Childhood Music Therapy and Autism Spectrum Disorders is a 6-hour test only CE course (book available on Amazon) that presents an overview of ASD and explores treatment approaches and strategies as applied in music therapy to the treatment of ASD. The authors present a wealth of practical applications and strategies for implementation of music therapy within multi-disciplinary teams, school environments and in family-centered practice. Course #60-97 | 2012 | 42 posttest questions | Sale $20!

Autism & Asperger Syndrome in Schools is a 6-hour test only CE course (book available on Amazon) that provides step-by-step guidance for screening, assessing, and educating children with ASD. Grounded in the latest research, special features include illustrative case examples, FAQs, quick reference boxes, glossary, and an index to 50 evidence-based best practice recommendations. Highly readable and comprehensive, this text is for those who want to further their understanding of the identification and treatment of school-age children with ASD. Course #60-90 | 2010 | 40 posttest questions | Sale $20!

Making Sense of Autism is a 7-hour test only CE course (book available on Amazon) that provides a solid, balanced understanding of what autism is, how it affects behavior and learning, and what you can do to effectively work with children with autism from their preschool years through elementary school. With the reliable, accessible research in this enlightening resource, you’ll learn to see the world through the eyes of children with autism and skillfully address the issues they and their families face on a daily basis. Course #70-11 | 2007 | 30 posttest questions | Sale $22.50!

Sale ends April 30, 2014. Offer valid on future orders only.

Professional Development Resources Announces the Addition of Teachers to its Target Audiences

By Leo Christie, PhD

Online continuing education for teachersProfessional Development Resources has announced that it has added a new profession to its list of target professionals for its continuing education (CE) courses – teachers.

Professional Development Resources, a national provider of accredited continuing education units for psychologists, social workers, counselors, speech-language pathologists, occupational therapists, and dietitians, has announced that it is adding – for the first time in its 20-year history – a new profession: teachers.

Teachers need continuing education curriculum that helps them reach and teach the special needs students they have in their classrooms. According to the National Center for Education Statistics, the number of children and youth ages 3–21 receiving special education services was 6.4 million in 2011–12, or about 13 percent of all public school students.

“We have been aware for some time that classroom teachers are on the front lines with other professionals working with children who need special handling,” says Leo Christie, PhD, President and CEO of Professional Development Resources. “Many of our CE courses contain information that is vital to understanding and reaching those children. Conditions like autism, ADHD, bipolar disorder, antisocial behavior, anxiety disorders, and many others are seen so frequently in the classroom that teachers find it essential to receive specialized training.”

The company’s new “Teaching” page offers courses like Autism Spectrum Disorder: Evidence-Based Screening and Assessment, Children’s Exposure to Violence, Helping Children Learn to Listen, Anti-Social Youth & Conduct Disorders, and School Refusal Behavior: Children Who Can’t or Won’t Go to School. It also includes courses on reading instruction, adolescent literacy, English language learning, improving communication with children, and what to do when students are defiant.

Teachers can fulfill state requirements for professional development, obtain credits for salary advancement, or simply satisfy a desire to grow professionally and obtain new knowledge and ideas for their students.

What is different about teachers as a new professional group for Professional Development Resources is that their continuing professional development requirements differ from state-to-state and even school district to school district. For its other professions, the company has secured accreditation from national boards in advance. Since each school district has its own policies regarding course eligibility, teachers are encouraged to double-check with their district or department of education regarding eligibility for credit before enrolling in a course.

Professional Development Resources’ courses are self-paced, offering the ultimate in convenience for busy educators. Delivered totally online, participants can work anytime, anywhere, 24/7, as their schedules permit – no commuting, no missed classes and no dress code. The format is engaging and user-friendly, and users find it very easy to navigate. Participants can access and print a completion certificate from their account as soon as they pass a course. The completion certificate reflects the name of the course completed and the number of continuing education hours it represents.

Some of the courses that are most likely to be in demand for teachers are these:

The company hopes that the health and mental health professionals who have been its traditional audience will now be able to refer teachers to the Professional Development Resources Teacher page for help in learning new classroom strategies and techniques they can start using today. Conversely, teachers who find the site useful can inform the health professionals with whom they work about CE credit courses they may need.