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

Earn CE Wherever YOU Love to Be!

Behavior Analysis for Autism ASHA CEUs

New Online ASHA CEU Course @pdresources.org

Applied Behavior Analysis for Autism is a new 2-hour online continuing education (CE/CEU) course that provides evidence-based behavioral interventions for the minimally verbal child with autism.

Applied Behavior Analysis for AutismThe 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

Click here to learn more.

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.

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).

Earn CE Wherever YOU Love to Be!

 

 

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).

Evaluating the Efficacy of Treatments for Autism Spectrum Disorders

By Wilczynski, Susan M, PhD, BCBA; Sutro, Leslie, PhD. The Exceptional Parent 38.9 (Sep 2008): 77.

Evaluating the Efficacy of Treatments for Autism Spectrum DisordersWhen considering different treatment options for a child with autism, it’s important to know if research has verified that a treatment is effective. There are lots of treatment options available, and while many of these may be supported by personal testimonials, many have not been shown to be effective by scientific studies. How do parents know what studies to look for and where to find them?

To be a sawy consumer, it is critical to determine which treatments are based on good science and which are based on pseudoscience. Good scientific studies involve:

* a solid research design

* strong tools for measuring change

* accurate identification that the children really have autism

* evidence that the treatment was provided accurately

* efforts to show the treatment produced positive outcomes over time or in different situations

Many studies do not meet these standards and are therefore not fully contributing to our knowledge about treatment effectiveness. Pseudoscientific studies involve information that sounds scientific, but in reality is not; they are not based on good scientific methods.

The Importance of Peer Review

One way to decide if a study is science or pseudoscience is to look at whether or not the study is a peer-reviewed study. The peer review process involves having other experts in the field read the study to determine if it is of good enough quality or makes an important enough contribution to the field to be published in a professional journal. Peer review is an important process because it ensures that a study meets the minimum acceptable standards of science.

Many public libraries have access to databases that contain links to peer-reviewed articles. University libraries and the Internet are also excellent resources for locating research databases, such as PsyclNFO (http://psycnet.apa.org.ezproxy.snhu.edu/index.cfm?fa=search.advancedSearchForm) and Medline/PubMed (http://www.pubmed.gov), which often contain a number of articles related to autism treatment. There are also certain Web sites for locating peer-reviewed articles (such as http://www.scholar.google.com.ezproxy.snhu.edu).

The National Standards Report, a document that identifies the quality of research support for educational and behavioral treatments for schooled children and adolescents with autism spectrum disorders is expected to be released by August 2008 by the National Autism Center. This new resource will make it much easier for parents to determine the effectiveness of various treatments for autism.

Other Considerations

Scientific support is only a first step. There are several other key considerations when making treatment decisions. First, professional judgment should play a significant role. Even if a treatment has good scientific research support, it may only be applicable under certain conditions that may or may not be available. second, the thoughts and opinions of parents and sometimes the children themselves should be taken into account. Third, ongoing treatment decisions should be based on data whenever possible. Data collection is crucial to determining if a child is responding positively to a particular treatment. Finally, the training and knowledge of those implementing a treatment should be considered. Once a treatment is chosen, the child’s treatment team should determine what they need in terms of training, feedback, and materials in order to provide that treatment accurately.

There are several “red flags” that parents should be aware of when trying to decide which treatment to choose for their child. Unfortunately, there is no magic cure for autism. When considering a treatment, parents should watch out for exaggerated claims of a cure, especially if the treatment requires a significant financial commitment. In addition, parents need to be aware of the marketing aspect of what they read. No one will advertise a treatment with testimonials saying that a treatment does not work, but positive testimonials do not always mean that treatments are effective. Additionally, when pursuing biomedical treatments, parents should always consult with a pediatrician or some other medical professional. Finally, they should be cautious of treatments that may cause direct physical harm to their child.

Source: Wilczynski, Susan M,PhD., B.C.B.A., & Sutro, L., PhD. (2008, 09). Evaluating the efficacy of treatments for autism spectrum disorders. The Exceptional Parent, 38, 77. Retrieved from http://ezproxy.snhu.edu/login?url=http://search.proquest.com.ezproxy.snhu.edu/docview/223507947?accountid=3783

Continuing Education Courses on Autism

This is a test only course (book not included). The book can be purchased from Amazon or some other source.This CE test is based on the book “Apps for Autism” (2015, 436 pages), the ultimate app planner guidebook for parents/professionals addressing autism intervention. There are hundreds of apps for autism, and this course will guide you through them so that you can confidently utilize today’s technology to maximize your child or student’s success. Speech-language pathologist Lois Jean Brady wrote this book to educate parents and professionals about the breakthrough method she calls “iTherapy” – which is the use of mobile technology and apps in meeting students’ individual educational goals.For those who are new to the wonderful world of apps, worry not! This award winning reference will review hundreds of excellent apps, accessories and features organized into 39 chapters for parents and professionals alike. There are also helpful sections of how to choose apps, evidence-based practices, choosing an iDevice, internet safety, a helpful toolbox and much, much more.

It is well-established by research that many learners on the autism spectrum benefit from the use of visuals. How can we go beyond a basic use of symbols to create and implement individualized visuals that will help our students learn and communicate more comprehensively? Participants will learn about considerations and strategies to take into account in order to put more effective visuals in place for their students on the autism spectrum. Topics covered include: broadening symbol selection, adding layers and additional components to visuals in order to make them more motivating and meaningful, providing visuals for a wide variety of expressive communicative functions, and using visuals for comprehension and organization as well as expression.The course video is split into 2 parts for your convenience: part 1 is 56 minutes and part 2 is 57 minutes.

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.

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.

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 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).

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.

 

Music Therapy & Autism Spectrum Disorder

Early Childhood Music Therapy and Autism Spectrum DisordersEarly Childhood Music Therapy and Autism Spectrum Disorders is a new 6-hour book-based (test only) course that includes the work of many researchers and practitioners from music therapy and related disciplines brought together to provide a comprehensive overview of music therapy practice with young children who present with Autism Spectrum Disorder (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 | 304 pages | 42 posttest questions | Learn More

This test-only course provides instant access to the CE test that enables you to earn CE credit for reading a published course book (NOT included in your course enrollment) or share course books with colleagues. You get instant access to the CE test and a direct link to purchase the book from Amazon if you choose. In some cases you have a choice between a print book and an e-book.

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. You can print the test (download test from My Courses tab of your account after purchasing) and mark your answers on while reading the course book. Then submit online when ready to receive credit.

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 Illinois DPR for Social Work (#159-00531); 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).

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Proposed DSM 5 Changes and Autism: What Parents & Advocates Need to Know

by Lee Anne Owens

Proposed DSM 5 Changes and Autism: What Parents & Advocates Need to KnowIn May of 2013 the new diagnostic criteria for Autism Spectrum Disorder will be distributed to doctors via the fifth version of the Diagnostic and Statistical Manual of Mental Disorders (DSM 5). Think of the DSM 5 as the Bible of diagnostic criteria, developed and written by the American Psychiatric Association (APA).

One of the most discussed changes in the DSM 5 Autism Spectrum Disorder (ASD) is the removal of Asperger’s syndrome and PDD-NOS as individual diagnoses. Under the new diagnostic criteria, Asperger’s and PDD-NOS will come under the umbrella of ASD. For example a child whose diagnosis is currently Asperger’s syndrome would receive a new diagnosis of Autism Spectrum Disorder with specifiers included, such as “Autism Spectrum Disorder with fluent speech” or “Autism Spectrum Disorder with intellectual disability.” According to Dr. Bryan King, of the APA’s Neurodevelopmental Disorders Workgroup, this change could mean a decrease in the differentiation of services available to those previously diagnosed with Asperger’s syndrome. (http://autism.about.com/od/diagnosingautism/a/Why-Asperger-Syndrome-Will-Disappear.htm) In layman’s terms this means that some children will benefit from a greater availability of needed services because they have a diagnosis of ASD, rather than Asperger’s.

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