CAM on the Rise for Children with Autism

Posted on July 31, 2014 by Gina Ulery

By Caitlin O’Toole

The 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).

Prenatal Screening Test for Autism?

Posted on May 29, 2014 by Gina Ulery

By David Cox @ theguardian

A blood test for diagnosing autism is becoming a realistic possibility, but the ethical implications are profound.

Autism was formally described for the first time 71 years ago. The medical notes for “Case one”, a 10-year-old from Mississippi, US, referred to as Donald T, describe a perplexing condition that was different from “anything reported so far”. In 1943, when Donald Triplett was diagnosed, autism was considered extremely rare and treatment consisted of institutionalisation and – all too often – isolation.

Today we know “autism disorder” as one of a number of autism spectrum disorders alongside Asperger’s syndrome, pervasive developmental disorder and single gene disorders such as Rett syndrome. But of all neuropsychiatric conditions, autism remains one of the least understood.

We now know that genetics almost certainly plays a key role, with researchers finding that if a family has one child with autism, then the likelihood of a future child having the condition is as high as 25%. But to what extent autism is defined by genes remains a mystery.

“Everyone recognises that genes are part of the story but autism isn’t 100% genetic,” says Professor Simon Baron-Cohen of the Autism Research Centre at the University of Cambridge. “Even if you have identical twins who share all their genes, you can find that one has autism and one doesn’t. That means that there must be some non-genetic factors.”

One of the most controversial theories about how autism develops isneuroinflammation. MRI scans of autistic patients have revealedabnormalities in the white matter – the wiring tissue responsible for connecting brains areas. Some scientists have drawn comparisons with multiple sclerosis, in which inflammatory processes attack the myelin sheath around the axons of brain cells, slowing down signalling and making it less efficient.

If neuroinflammation is involved in autism, this could potentially yield some fairly straightforward drug treatments involving anti-inflammatories, but the theory has yet to be proven and with a multitude of other possible explanations for these white matter abnormalities, not everyone is convinced.

The lack of a concrete theory for autism can hamper the process of diagnosis, because the condition shares a number of overlapping symptoms with other autism spectrum disorders. However, over the past decade, the entire field of neuropsychiatric disorders has undergone something of a revolution with the growing realisation that they are not only conditions of the brain but of the entire body, raising the possibility of detecting them in the blood.

One approach is to compare blood samples from autism patients and healthy individuals and search for what is known as a protein fingerprint – a set of protein levels that is consistently and markedly different in people with autism. So far this has been done relatively successfully in Asperger’s syndrome, forming the basis of a blood test that can diagnose the disorder with 80% accuracy, and there are hopes this feat can soon be replicated for autism disorder.

While this research shows promise, however, there’s still a long way to go before it becomes clinically available. “I think it could possibly happen within five years but it’s premature to be thinking these tests are just around the corner,” Baron-Cohen says.

“The whole ethos behind medicine is to do no harm and if the test is only 80% accurate, it means a proportion of people will be told they have the condition when they don’t, so you’ve raised anxieties unnecessarily. Equally if the test is missing people, then they’ll be going away thinking I’m fine when they could be getting support.”

Whether measuring protein levels alone should ever be sufficient for a diagnosis is also open to question. Like all neuropsychiatric conditions, autism has varying degrees of severity, meaning some patients require constant care while those with “high-functioning autism” are capable of living independently, adapting to society around them and holding down a job. Right now, such a test would merely pool everyone with autism into the same category. Should we be intervening at all in some cases?

“It doesn’t just rest on biology, it also rests on how well you’re coping,” Baron-Cohen says. “One of the criteria for a diagnosis in psychiatry is that the symptoms are interfering with your everyday life. If you have high-functioning autism, you may well have a lot of autistic traits but if you’ve got a particular lifestyle where it’s possibly an advantage to be leading a solitary lifestyle and be quite obsessive, you’re clearly able to function and maybe even make valuable contributions in your work, so arguably you don’t need a diagnosis.”

The most likely future scenario is that clinical assessment would be combined with a range of biological examinations including blood tests and possibly brain scans. But if a blood test for autism were to become available, it would be a major step towards one of the ultimate goals in the field – prenatal screening.

Once a conclusive biological trace has been identified, be it at the gene or protein level, this could be used at any point in development from before birth right through to adulthood. But unless the current diagnostic accuracy improves, there would be profound ethical concerns.

A large percentage of parents would almost certainly use a prenatal autism test to make a decision on whether to terminate the pregnancy – if the statistics for Down’s syndrome since the introduction of prenatal screening are anything to go by. It is believed that around 90% of pregnancies in England and Wales that receive a diagnosis of Down’s syndrome are aborted.

The existence of a prenatal screening test would also have implications for potential treatments. There are currently no drugs for treating autism disorder but in the near future, various hormonal treatments may become available. If clinicians were tempted to start medical intervention very early, there would be concerns about side effects in the unborn child. If the diagnosis proved to be faulty, the consequences of these decisions could have lasting effects.

“The best case use of a prenatal test at the moment would be if you could say to a parent, your child has got an 80% likelihood of autism and so once the baby’s born, we would like to keep a close eye on that child in case they need extra support like speech therapy or social skills training or some sort of behavioural approach,” Baron-Cohen says.

“That would mean that there were no potential side effects and you might be able to intervene at a much younger age. So from an ethical point of view, if there was a screening test, using it for early intervention via a psychological approach would be quite risk-free and could carry a lot of benefit.

Source: http://www.theguardian.com/science/blog/2014/may/01/prenatal-scrrening-test-autism-ethical-implications?utm_content=buffer64560&utm_medium=social&utm_source=twitter.com&utm_campaign=buffer

New Study Strengthens Gut Bacteria-Autism Link

Posted on May 21, 2014 by Gina Ulery

From The Huffington Post | By Amanda L. Chan

New research adds more strength to the potential link between gut bacteria and autism.

In a small study, researchers from Arizona State University found evidence that gut bacteria may differ between children with and without autism.

Specifically, the researchers found that the fecal concentrations of certain metabolites — which are chemicals produced by bacteria — differ between children with autism and children without the condition. Researchers examined 56 different metabolites in the children’s feces, and identified seven with differing concentrations.

“Most of the seven metabolites could play a role in the brain, working as neurotransmitters or controlling neurotransmitter biosynthesis,” study researcher Dae-Wook Kang, of the university’s Biodesign Institute, said in a statement. “We suspect that gut microbes may alter levels of neurotransmitter-related metabolites affecting gut-to-brain communication and/or altering brain function.”

The study was presented at a meeting of the American Society for Microbiology; because the findings have yet to be published in a peer-reviewed journal, they should be regarded as preliminary. However, NBC News reported that the researchers are now seeking approval to conduct research on whether fecal transplants could affect autism symptoms.

The study included 21 children without autism and 23 with autism, NBC News reported.

Homovanillate was one of the metabolites that was present at lower levels in children with autism; it’s what’s produced when the neurotransmitter dopamine is broken down. N,N-dimethylglycine was another metabolite found at lower levels in children with autism; it’s been used before to decrease autism symptoms. Meanwhile, the ratio of glutamine to glutamate was higher among children with autism, researchers found. According to a release on the findings:

Glutamine and glutamate are further metabolized to gamma-aminobutyric acid (GABA), an inhibitory neurotransmitter. An imbalance between glutamate and GABA transmission has been associated with ASD-like behaviors such as hyper-excitation.

This isn’t the first time there have been signs of gut bacteria differences between children with and without autism. Arizona State University researchers had a study published last year in the journal PLOS One showing that children with autism seemed to have lower levels of three gut bacteria — Prevotella, Coprococcus and Veillonellaceae — compared with children without autism, Medscape reported. Meanwhile, New Scientist reported in 2010 on a study from Imperial College London scientists, who found that a urine chemical signature — indicative of gut bacteria differences — is present in children with autism.

Related Online Continuing Education Course:

Autism: The New Spectrum of Diagnostics, Treatment & Nutrition is a 4-hour online continuing education (CE/CEU) course that 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

This online course provides 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. 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 document. 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 Continuing Education Board of the American Speech-Language-Hearing Association (ASHA Provider #AAUM); 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 Movement Therapy – New Video CE Course

Posted on May 20, 2014 by Gina Ulery

By Joanne Lara, MA

Autism Movement Therapy is a new 2-hour online video-based continuing education (CE/CEU) course that was developed in partnership with Joanne Lara, MA of Autism Movement Therapy, Inc., a nonprofit organization focused on serving the autism community by supporting autism research, environmental organizations, and providing community outreach. Joanne Lara is an adjunct professor at National University in the department of Special Education in Los Angeles, California. She earned her master’s in Special Education; Moderate/Severe & Multiple Disabilities from California State University, Northridge and a B.A. in Dance from the University of South Florida. She holds a California Moderate/Severe Education Specialist K-12 teaching credential and taught in the Los Angeles Unified School District for over 10 years, where she worked exclusively with students with autism.

“Autism Movement Therapy® (AMT),” according to Lara, “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.”

The course, Autism Movement Therapy, 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.

Generation A is a documentary about young people with autism using creative therapies and the arts to reach their highest potential. The perspective taken in the video is that autism can be viewed not only as a disability but also as a gift. Through these gifts, individuals are able to make pathways into their communities. The goal is to help families with children on the spectrum and the public-in-general to envision a better quality of life for individuals with autism.

Viewers are led through the film by the internationally-renowned Dr. Temple Grandin (Professor at the Colorado State University, best-selling author, and the subject of the recent award-winning HBO movie) and Dr. Stephen Shore (Professor of Special Education at Adelphi University in N.Y. whose expertise is the therapeutic aspects of music and movement on autism.) They are both highly evolved individuals who, as children, were themselves diagnosed with autism. They are inspirational role models who defied the low expectations placed on them at an early age by “professionals” (during the 50s). In both cases, their parents chose to ignore the recommendation to institutionalize, and instead searched successfully for more creative and humane solutions such as those presented in the film.

Those who complete this course will learn to identify the parts and functions of the brain relevant to individuals with Autism Spectrum Disorder (ASD), explain ways in which music and independent movement can help strengthen the four lobes of the brain, identify the elements involved in the program design and intent of Autism Movement Therapy®, and name ways in which the arts can play a positive role in the lives and functionality of individuals with ASD.

About Professional Development Resources, Inc.

Professional Development Resources is a Florida nonprofit educational corporation founded in 1992 by licensed marriage and family therapist Leo Christie, PhD. The company, which is accredited by the American Psychological Association (APA), the Association of Social Work Boards (ASWB), the National Board for Certified Counselors (NBCC), the American Speech-Language-Hearing Association (ASHA), the American Occupational Therapy Association (AOTA), and the Commission on Dietetic Registration (CDR) – as well as many other national and state boards – has focused its efforts on making accredited continuing education units more cost-effective and widely accessible to health professionals by offering online home study coursework. Its current expanded curriculum includes a wide variety of clinical topics intended to equip health professionals to offer state-of-the art services to their clients.

Autism Awareness Month CE Specials

Posted on April 1, 2014 by Gina Ulery

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.

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.

Music Therapy & Autism Spectrum Disorder

Posted on September 25, 2013 by Gina Ulery

Early 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).

A Common Diagnosis? Autism Prevalence Compared

Posted on September 11, 2013 by Gina Ulery

An infographic from the editors @ Social Work Degree Guide

Click here to view online continuing education (CE/CEU) courses on autism.

Professional Development Resources is approved to offer continuing education 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 California Board of Behavioral Sciences; the Florida Boards of Social Work, Mental Health Counseling and Marriage and Family Therapy, Psychology & School Psychology, Dietetics & Nutrition, and Occupational Therapy Practice; the Illinois DPR for Social Work; the Ohio Counselor, Social Worker & MFT Board; 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.

Autism Spectrum Disorder in Schools – New CE Course Includes DSM-5 Diagnostic Changes

Posted on August 14, 2013 by Gina Ulery

Do you work with children with autism? If so, this newly revised course is for you!

Autism Spectrum Disorder in Schools 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.

The DSM-5 conceptualizations of autism require professionals to update their knowledge about the spectrum. This course will prepare you 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 students with ASD are being identified and provided with the appropriate programs and services. Course #30-69 | 2013 | 44 pages | 40 posttest questions

CE Information:

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) to offer home study continuing education for NCCs (Provider #5590); by the Association of Social Work Boards (ASWB Provider #1046, ACE Program); by the National Association of Alcoholism & Drug Abuse Counselors (NAADAC Provider #000279); by the American Occupational Therapy Association (AOTA Provider #3159); by the Commission on Dietetic Registration (CDR Provider #PR001); by the California Board of Behavioral Sciences (#PCE1625); by 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); by the Illinois DPR for Social Work (#159-00531); by the Ohio Counselor, Social Worker & MFT Board (#RCST100501); by the South Carolina Board of Professional Counselors & MFTs (#193); and by the Texas Board of Examiners of Marriage & Family Therapists (#114) and State Board of Social Worker Examiners (#5678).

About the Author:

Lee A. Wilkinson, EdD, PhD, NCSP, is an author, applied researcher, and practitioner. He is a nationally certified school psychologist, registered psychologist, chartered scientist, and certified cognitive-behavioral therapist. Dr. Wilkinson is currently a school psychologist in the Florida public school system where he provides diagnostic and consultation services for children with autism spectrum disorders and their families. He is also a university educator and teaches graduate courses in psychological assessment, clinical intervention, and child and adolescent psychopathology. His research and professional writing has focused on behavioral consultation and therapy, and children and adults with Asperger syndrome and high-functioning autism spectrum disorders. He has published numerous journal articles on these topics both in the United States and the United Kingdom. Dr. Wilkinson can be reached at http://bestpracticeautism.com.

Young Children With Autism Benefit Regardless of Treatment Model

Posted on July 18, 2013 by Gina Ulery

Researchers at the University of North Carolina at Chapel Hill have found that preschoolers with Autism Spectrum Disorder (ASD) who receive high-quality early intervention benefit developmentally regardless of the treatment model used — a surprising result that may have important implications for special-education programs and school classrooms across the country.

“This is the first study designed to compare long-standing comprehensive treatment models for young children with ASD,” said Brian Boyd, a fellow at UNC’s Frank Porter Graham Child Development Institute (FPG) and one of the study’s co-principal investigators. Boyd also is an assistant professor in occupational science and occupational therapy in UNC’s School of Medicine.

“We know that more children are being diagnosed with ASD each year, and that it can cost an estimated $3.2 million to treat each child over a lifetime. Understanding that a child can benefit from a high-quality program, rather than a specialized program, may help reduce those costs by decreasing the need for teachers and other school practitioners to be trained to deliver multiple specialized services,” Boyd said. He stressed it remains important to ensure educators are trained to provide high-quality programs that meet the special behavioral, communication and other needs of children with ASD.

Previous research has shown that when children with ASD have access to early intervention via treatment programs, they improve developmentally. Until now, however, debate has persisted over which approach to use, said Boyd. The study appeared in the June issue of Journal of Autism and Developmental Disorders.

Two frequently used comprehensive treatment models have a long history: LEAP (Learning Experiences and Alternative Program for Preschoolers and their Parents) and TEACCH (now known only by its acronym).

FPG’s study examined the relative effects of the LEAP and TEACCH school-based comprehensive treatment models when compared to each other and to special-education programs that do not use a specific model. The multisite study took place only in high-quality classrooms and enrolled 74 teachers and 198 3- to 5-year-olds in public school districts.

The study found that children made gains over the school year regardless of the classroom’s use of LEAP, TEACCH or no specific comprehensive treatment model. “Each group of children showed significant positive change in autism severity, communication and fine- motor skills,” said Kara Hume, FPG scientist and co-author. “No statistically significant differences were found among models, which challenged our initial expectations — and likely the field’s.”

“This study may shift the field’s thinking about comprehensive treatment models designed for young children with ASD,” said co-author Samuel L. Odom, FPG’s director and the study’s principal investigator. “Perhaps it’s not the unique features of the models that most contribute to child gains but the common features of the models that most influence child growth.”

Researchers from East Tennessee State University, the University of Miami, Florida International University, University of Minnesota and Griffith University also participated in the study.

Source: http://www.sciencedaily.com/releases/2013/07/130716120058.htm

Decreased Autism Rates Found with Healthy Fats During Pregnancy

Posted on July 3, 2013 by Gina Ulery

By Chris Weller

Consuming various healthy fats during pregnancy may reduce a woman’s risk of having a child with autism, new research finds.

Published in the Journal of American Epidemiology by the Harvard School for Public Health, the study examined maternal intake of certain fatty acids across mothers whose children have autism and those whose do not. The study found that women who consumed linoleic acid — a type of omega-6 acid found in vegetable oils, nuts, and seeds — were 34 percent less likely to birth a child with autism, while women who consumed low levels of omega-3 fatty acids — those found in fish — were more 53 percent more likely.

“Our results provide preliminary evidence that increased maternal intake of omega-6 fatty acids could reduce risk of offspring [autism spectrum disorder],” the researchers wrote, “and that very low intakes of omega-3 fatty acids and linoleic acid could increase risk.”

The researchers point to the fatty acids’ importance in the fetus’ brain development, coupled with the mother’s stores of fatty acid toward the end of the pregnancy, as contributing to the decreased risks. However, they could only draw associative links, no causal claims, between the two behavior patterns.

The study included 317 mothers whose children have autism spectrum disorder and 17,728 mothers whose children do not. The mothers all completed surveys about their diets during pregnancy, with some filling out the information while pregnant and others completing it one year after birth.

One standout figure from the research was that women who consumed more omega-3 fatty acids than other women did not necessarily reduce their child’s risk for autism. At a certain point, the benefits reached a threshold.

This suggests that although getting too little omega-3 fatty acids may increase the risk of autism, once a certain threshold is reached, further consumption doesn’t provide an extra benefit, the researchers said.

Because of the limited sample size and correlative link, the researchers recommended further testing be done.
Read more at http://www.medicaldaily.com/articles/17077/20130702/healthy-fats-autism-risk-fetus-brain-development-omega-3-fatty-acids-pregnancy.htm#zHJkvEcXGqufHxwU.99

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