Disability
Page 14
University of Michigan
Center for the Child and Family
www.umuccf.org/resource/evaluation_assessment/?gclid=CPqMvczQwZkCFQ6jagodyV_Stg
Websites:
The Indiana Institute on Disability and Community
Clevelander Develops Technique to Toilet Train Children with Autistic Spectrum Disorder and Other Special Needs
Teach Toileting: A Revolutionary Approach for Children with Autism Spectrum Disorders and Other Special Needs addresses the challenges parents face when dealing with their children. Bialer uses a radically new, but developmentally and behaviorally sound approach to toilet training by focusing on changing habits.
A 2007 report issued by the Center for Disease Control and Prevention which looked at a sample of 8 year olds in 2000 and 2002, concluded that the prevalence of autism had risen to 1 in every 150 American children, and almost 1 in 94 boys. There are approximately 1.5 million America ns living with the effects of autism spectrum disorder, according to the Autism Society of America.
Bialer states, “The developmental level of your child, including his form of communication is not relevant to this method.” She adds, “It is the change to the location of the bathroom that challenges your child, not purposeful resistance to toileting.”
The book has been endorsed by experts in the field including Dr. Richard Solomon, Medical Director of the Ann Arbor Center for Developmental and Behavioral Pediatrics as well as Leslie Bagdasariam, President, Fragile X Alliance of Ohio.
To learn more about Bialer’s technique or to order the book, visit www.teachtoileting.com
The book is also available at Joseph- Beth Bookseller in Beachwood, Ohio or on www.Amazon.com
Visit ASA-ASO's website a href="http://www.autismohio.org">www.autismohio.org
for an "easy to read" version if this does not come through clean on your listserv. Or sign up to receive your own copy by "registering" on the "login" section of ASA-ASO's homepage.
News From ASA-ASO:
- Autism Insurance Coverage Bill HB 8 recommended to Full House by HAA Committee
- Watch the House vote on HB 8 LIVE!
- AMC Entertainment® and the Autism Society of America Announce Partnership
- ASA Calls for Global Recognition of Human Rights for Individuals with ASD
- ASA Members-Only Savings on MedicAlert® 24-hour Response Service
- Senate Bill 79 moves through testimony March 31, 2009
- Latest issue of ASA Advocate Magazine features article by former ASA-ASO board member Sondra Williams
- From OCALI: Improving School-Based Transition Services For Students With Disabilities: A Training For Parent Group Leaders
- From ODE-OEC: Training on New IEP and ETR Forms for 2009-2010 School-year
- New PECS online module available from OCALI
- ODMRDD Community Services 2008 Annual Report now available!
- The Call for Proposals for OCALI Conference is now open!
- Governor's Office offering American Recovery and Reinvestment Act Information Sessions
- Federal Update/Alerts
Comprehensive Autism Legislation Introduced in U.S. Congress
ASA applauds the recent introduction of two bills to mark World Autism Awareness Day by U.S.
Representatives Mike Doyle (D-PA) and Chris Smith (R-NJ).
Upcoming Events, Resources, etc:
- NEWS from the ASA:
ASA Teams Up with Little, Brown Company to Promote Awareness through "The Horse Boy"
Autism Awareness Jigsaw Puzzles
Don't Miss the Next Sensory Friendly Film!
Hyperbaric Treatment for Autism Study Published
Survey Explores Medical Care for Children with Autism Using Complementary Alternative
Medicine
NIH Presents Summer Opportunities for Students and Teachers
a href="http://www.SpeechPathology.com">www.SpeechPathology.com
Presents New Online Courses on Autism
Dr. David Holmes to Speak on Adults with Autism - IN TOLEDO!
TheGlutenSolution.com Offers Resources for Gluten-Free Dieters
New Documentary Looks at "Autistic-Like" Symptoms
New Children's Book Teaches "Typical Kids" How to Befriend Children with Autism Parents Tell Story of Triplets with Autism
- ASA-SE Ohio Chapter presents Athens Rocks for Autism 2
- ASA-Dayton Chapter activities Highlighted in Exceptional Parent Magazine
- ASA-Northwest Ohio Chapter presents: Practical Solutions Spring workshops - Toilet Training Your Child With Autism
- ASA-Dayton presents: Ann Anzalone Workshops Parenting for Positive Potential
- Article: How 1 Autistic Young Man Runs a Business
- Webinar: Developing a Seizure Emergency Treatment Plan for the Patient with Neurodevelopmental Disorders and Intellectual Disabilities
- Article: The Other Side Of Autism
- Article: Scientists Find 'Baffling' Link between Autism and Vinyl Flooring
- Article: New Theory Of Autism Suggests Symptoms Or Disorder May Be Reversible
- Looking for Drawings by Artists with Autism
- Book: Life with a Partner or Spouse with Asperger Syndrome: Going Over the Edge? Practical Steps to Saving You and Your Relationship
- INFOhio offers LearningExpress Library
- Seminar: Inclusive Play Symposium 2009 - Play Across The Lifespan
- Bittersweet Farms workshop - Adults with Autism Advancing Awareness, Toledo
- BGSU 8th Annual Autism Summit "What's Happening with Autism" The Neurology of Autism with Keynote, Bowling Green
- Public Transportation Travel Trainers Group Publishes New E-Newsletter
- Autism Biomedical DVD Set - All New
- ARC of Ohio Day at Cedar Point
- Milestones April Newsletter
ASA-ASO is now posting all research opportunities on our website. For information on available opportunities, visit our webpage. Click on "Information" along the left side of the home page and then click on "Studies/Surveys".
CHECK OUT NEW LISTINGS AND OPPORTUNITIES!
Have you purchased your Ohio Autism Awareness License Plate yet? To purchase yours, visit www.oplates.com
and click on "Specialty Plates" or visit our website.
Sincerely,
The Autism Society of America - Autism Society of Ohio Chapter
701 S. Main St.
Akron, OH 44311
( 330) 376-0211
fax: (330) 376-1226
email: askASO@autismohio.org
web: www.autismohio.org
State of Ohio's Needs and Resource Assessment
Individuals with Brain Injuries and their families
olrs.ohio.gov/TBI_PDF_files/TBIFullReport.pdf
Auditory Processing Disorders
www.cde.state.co.us/cdesped/download/pdf/CI-APD-Gu.pdf
Central Auditory Processing Disorders (CAPD)
One Cause of Attention Deficits, Defiance and School Failures
www.strugglingteens.com/archives/2001/11/news02.html
Independent Living funding in the American Recovery and Reinvestment Act
www.ncil.org/news/stimulus.html
NYLN's mission is to promote youth leadership and education. We teach young people how to advocate. Our goal is to make sure that young people with disabilities have the chance to set and reach their own goals.
National Autism Association
http://www.nationalautismassociation.org
National Post School Outcomes Center
psocenter.org/secondTrans.html
Transition of Students With Disabilities
To Postsecondary Education:
A Guide for High School Educators
www.ed.gov/print/about/offices/list/ocr/transitionguide.html
www.disabilityinfo.gov/digov-public/public/DisplayPage.do?parentFolderId=5038
Webinars
The IEP Process for Secondary Transition
www.opi.state.mt.us/streamer/SpecEd/NewIEPprocess.html
Special Education Services
http://idealaw.org/whoweare.html
http://www.kennedykrieger.org/kki_misc.jsp?pid=5121
http://www.ninds.nih.gov/disorders/autism/detail_autism.htm
http://www.autism-society.org/site/PageServer
http://www.nimh.nih.gov/publicat/autism.cfm
http://www.parenting-autism-child.com
http://www.foodallergytest.com
House Passes Bill Containing Significant Increases in Autism Funding
Friday, July 20, 2007
By: Marguerite Kirst Colston
$30 million for early identification and $16.5 million for education and surveillance included in 2008 budget; IDEA also gets small increase in funding
The U.S. House of Representatives passed its version of the Labor, Health and Human Services and Education Appropriations legislation this week, providing significant increases to autism-related activities as well as several other key disability programs.
Specifically, the legislation contains $16.5 million for autism surveillance and education programs at the Centers for Disease Control and Prevention (CDC), as well as $30 million for autism early detection and intervention programs at the Health Resources and Services Administration.
The bill also provides $750 million for research activities at the National Institutes of Health.
The legislation also increased funding for special education programs, including a $509,464,000 or 4.72 percent increase for IDEA Part B state grants.
These grants help states and localities pay for the rising costs of special education for 6.9 million children with disabilities.
Passage of this legislation is only the first step in a lengthy appropriations process.
The Senate has not yet passed its version of the bill, and the President has promised to veto the bill because it exceeds spending limits.
ASA will be continuing to work to ensure that Congress fully funds critical autism and disability programs.
M.O.D.E.L-Bryan
(K-12 program)
M.O.D.E.L
http://www.shopbryanohio.com/bryan-businesses/model.html
Community School for students with Autism
218 W. High St. Bryan, Ohio 43506
Ph: (419)633-0718
Effective education for autism
Educating autistic children can be a challenge in the best of circumstances.
Autism is a developmental brain disorder that affects social and communication skills.
A "spectrum" disorder, its symptoms vary widely, but people with autism generally can't understand other people's thoughts and motivations, and so they aren't able to respond appropriately to their environment and form relationships with other people.
Many people with autism also have associated language delays and mental retardation, while others have average or above-average intelligence but the same communication problems.
There's no one "cure" for autism, the major treatment for autism is early and ongoing educational intervention.
And that education is the responsibility of public school districts.
For more information on how we can help, call Bonnie Kelly - Behavior Analyst at 419.633.0718 or e-mail us with your questions here, E-Mail Us.
More online info about the M.O.D.E.L. School visit the following websites
http://www.autism-behavior-analyst.com
http://uac.utoledo.edu/metronet/m108
M.O.D.E.L's mission statement:
"To, in cooperation with parents, provide a nurturing learning environment, and in so develop the full potential of students with Autism Spectrum Disorder by addressing each individuals social and educational needs."
We believe:
▪ The only appropriate education is an effective education
▪ If a child cannot learn by the way we teach, then we must teach in a way the child can learn
▪ Behavior in any form is communication
▪ Educational programs should be held accountable to produce outcomes that are socially valuable, functional, and exceptional
▪A healthy relationship between school and home, as well as parental involvement and participation are crucial to a child's development and the success of their education.
http://www.sensorycritters.com
About our founder/president:
Bonnie Kelly is the President of A.C.T. Now, Ltd., the Program Director of P.A.T.H.
Academy for Autism and the teacher/behavior analyst for M.O.D.E.L. Community School for Students with Autism-Bryan.
Ms Kelly has presented on various topics surrounding autism throughout Ohio, Indiana and Illinois.
She is currently Vice President of the Autism Society of Northwest Ohio (ASNO), a sitting member of the Ohio Autism Coalition (OAC)
and the Autism Awareness Director for the Eternal Lounge.
Professional memberships include the Association for Behavior Analysis International, The Council for Exceptional Children (CEC), and the Association for Positive Behavior Support (APBS).
With over 19 years of experience with individuals with ASD and dual diagnosis and 10 years of experience specializing in ABA (I.B.I.), Ms Kelly works with families throughout the tri-state area to develop, implement and supervise in-home and school programs.
Her articles have been published in Living Today Magazine, the remedyfind.com website, ASNO's Forum and various newspapers in the tri state area.
Bonnie has a Bachelor's of Science in Applied Behavior Analysis, a Bachelor's of Art in Psychology and is currently pursuing a master's in special education
(intervention specialist-moderate to severe) at Bowling Green State University.
She has completed several workshops with Dr. Vince Carbone and worked collaboratively with Dr. Carl Sundberg.
2006 Businesswoman of the Year-Nominated by the Business Advisory Council of the National Republican Committee
2007-Nominated to the National Honors Society
2008-Who's Who Among Executives and Professional Women
P.A.T.H. Philosophy:
(Parents and Teachers Hand-in-hand)
Applied Behavior Analysis (A.B.A.)
is the only methodology endorsed by the Surgeon General for the treatment of Autism.
Therefore A.B.A. will be used in teaching our children as opposed to the popular eclectic approach which has demonstrated little to no gains and sometimes regression in students of this population (Jacobson, et al. 2005).
Verbal Behavior and errorless teaching methods will be used unless contraindicated by the student's learning style.
In collaboration with parents, PATH has developed an innovative program to accommodate the individual needs of each student.
Each aspect of the program represents a continuum of services and environment from the most restrictive to transition to a regular education classroom.
The Verbal Behavior approach of manding will be used in speech and communication training.
Natural Environment Training (NET)
will be employed to assure generalization and functionality of skills.
Research indicates the importance of appropriate play skills on learning for children in this age bracket.
For this reason, time for toy play is scheduled. This is not time when the student is allowed "free play" or allowed to "stim" and play with toys inappropriately.
This is a structured time to teach functional toy and pretend play
(the primary methodology of learning in children under the age of three).
Habit training and potty training is emphasized in activities of daily living. Self-help, social, motor and cognitive skills including learning readiness skills and pre-academics will be emphasized.
Handwriting Without Tears (HWT) will be employed for development of fine motor skills as well as OT exercises designed specifically to assist in the development of musculature that promotes good handwriting.
Art and Music times will be used to promote normalized student activity, speech, fine motor skills, visual discrimination and imitation.
Positive behavior support plans will be developed and utilized. High staff-to-student ratios, and high rates of student engagement will be employed.
P.A.T.H. Academy is for preschool aged children with A.S.D.
(Autism Spectrum Disorder).
Cool story about an autistic runs his own business! news.yahoo.com/s/usnews/20090403/ts_usnews/how1autisticyoungmanrunsabusiness
Living Today and boomers today:
Mike Nix
publisher@frontporchpublishing.com
Central Ohio Educational Resource Center
{The following was published 4/07 in Bryan Times, Paulding Co. Progress, Hicksville News Tribune, and West Bend News}
Autism Awareness Month:
1 in 150 is too many to ignore
Many of you have now seen the new Autism Speaks commercials, touting an autism rate of 1 in 166 children. But, did you know that the Center for Disease Control (CDC) has now published new statistics?
The CDC recently analyzed data taken from the Autism and Developmental Disabilities Monitoring Network (ADDM), a population-based, multi-state surveillance network confirming a prevalence of 1 in 150.
At the rate of four million births in the United States every year, that means 26,670 new diagnoses per year.
How do these rates compare with other childhood disabilities?
Downs Syndrome: 1 in 800.
Juvenile diabetes: 1 in 400-500
Childhood Cancer: 1.5 in 10,000
In fact, autism is more common than childhood cancer, cystic fibrosis and multiple sclerosis combined!
Currently, in the state of Ohio, there is no law protecting families who have a child with autism against insurance coverage discrimination.
There are currently 12 states in the United States that have laws against exclusionary clauses for individuals with autism including Indiana. Let’s face it; it is difficult and expensive to raise a child with a disability; then to be denied insurance to cover even the costs of regular medical checkups.
So, what services are available for children with Autism Spectrum Disorders (ASD)? According to the Individual’s with Disabilities Act (IDEA), these children are entitled to a Free and Appropriate Education (FAPE).
Unfortunately our Supreme Court has ruled that “appropriate” does not mean “optimal”.
Both IDEA and No Child Left Behind (NCLB) emphasize scientifically validated approaches, yet the majority of public schools do not utilize the one method that is scientifically validated for the treatment of autism (Applied Behavior Analysis or ABA).
ABA is the only methodology recommended by the United States Surgeon General, the New York Health Department and the National Institute of Health for the treatment of autism.
One way to determine whether your school is utilizing a scientifically validated approach is to ask the following questions?
Is data being taken on goals?
Is the data interpreted and used to make adjustments to curriculum as needed or just quarterly?
Is progress reported as percentage to completion or “adequate progress” and other vague, non committal responses?
Has your child’s special education teacher adopted and used scientifically based approaches for which there is supporting research in peer-reviewed journals?
Under NCLB, teachers are accountable for: using evidence-based educational practices, knowing the research behind the procedures they use and ensuring that our educational programs confer “meaningful educational benefit”.
In the case that a teacher/school district is sued, they must demonstrate the use of evidence-based practices and provide data to substantiate.
Teachers need to be prepared to share their data with parents and other professionals under the law. Sounds like a tall order for a Special Education teacher, who either works in a classroom that is understaffed or underpaid. In fact, the Council for Exceptional Children (CEC) this month published, “The national shortage of special educators should be addressed by making salaries, benefits, and supports competitive and by improving working conditions.
Improved working conditions include collegial and administrative supports and reduced caseloads and paperwork.”
Our special education students need more services than typical students. They are behind and they need to catch up. You don’t catch up by training only as hard as the rest! Extended School Year services (ESY) are absolutely necessary for this population of students.
Autism Speaks, the organization responsible for the new TV ad campaign on autism, is working to “organize and mobilize autism research efforts in hopes of achieving results similar to the leukemia community,” said Dr. Gary Goldstein, President and CEO of the Kennedy Krieger Institute.
“Thirty years ago, the majority of children with leukemia died.
Today, the majority survive because increased participation by a very organized research community led to discoveries of new and better treatments.”
In Summary, from the ADDM report:
“The impact of having a developmental disability is immense for families affected and for the community services that provide intervention and support for these families.
It is important that we treat common developmental disabilities and especially the ASDs as conditions of urgent public health concern, do all we can to identify children’s learning needs, and begin intervention as early as possible to enable all children to reach their full potential.”
Together we can make a difference!
For more information, see
or http://www.autism-behavior-analyst.com
MAAP Services for Autism, Asperger's, and PDD
P.O. Box 524
Crown Point, IN 46308
Tel: 219-662-1311
Fax: 219-662-0638
Teaching Students with Autism through Applied Behavior Analysis
Applied Behavior Analysis (ABA) is a behavioral view often used in treating persons with developmental disabilities.
A significant portion of recent research is focused on children with autism; however, ABA is effective for all developmental disabilities.
I, personally, have used ABA effectively with children with Down’s Syndrome and ADD/ADHD.
ABA has a strong scientific research base to support its effectiveness with students with autism.
ABA is an intensive, structured intervention based on more than 50 years of research. It focuses on intensive teaching (ITT), discreet trial training (DTT), and functional analysis of behavior.
This methodology is the protocol of choice for specialists throughout the world and is endorsed by the Surgeon General.
Studies conducted at the University of California, Los Angeles demonstrated that ABA, when implemented at least 30 hours per week by the age of three, allowed 47% to attend first grade comfortably with their typical peers without the assistance of a one-on-one aide, as opposed to 2% of the control group subjects (See Journal of Consulting and Clinical Psychology, 1987, Vol. 55, No. 1, 3-9 of the American Psychological Association, Inc.).
Another methodology, TEACCH (Treatment and Education of Autistic and Related Communication Handicapped Children) is often used with this population.
It incorporates some ABA principles.
However, according to the Surgeon General, it has only demonstrated short-term gains.
A common misconception of ABA is that it is limited to intensive teaching and one-on-one instruction for severely autistic children.
This is not the case. There are a multitude of components, and interventions within the science of behavior analysis. Skill training ranges from basic (attending skills, imitation skills, and receptive and expressive language skills) to advanced (abstract language, social skills, and academic skills).
Programming ranges from reduction of tantrums, matching, interactive play, and fine motor development to truth vs. lies, advanced emotions, humor/sarcasm, real vs. pretend, math, reading and other academic skills.
Five characteristics of ABA:
1. Applied: examines socially significant behaviors and attempts to make useful improvements in the behavior.
2. Technological:
provides detail of procedures to permit replication of techniques in other settings.
3. Conceptual:
procedures are tied to the basic principles of behavior. 4. Generality:
attempts to identify techniques that can be successful with other individuals, with other behavior problems and in other situations.
5. Analytic: scientifically based experimental designs are used to assess the effectiveness of the interventions under study.
What makes ABA effective?:
Pre-teaching of skills
Short, sequential directions
Functional skills
Prompting and fading procedures
High repetition of acquisition skills
Consistent structure
Task analysis of skills
Planned reinforcement
Continual feedback
Teaching to mastery
Generalization of skills
Predictability
Manipulation of antecedents
Reduction of learner errors/Errorless teaching
Short inter-trial intervals
Mixing and varying of tasks
Interspersing of easy and difficult tasks
Fluency-building/teaching to fluency
ABA can be performed in home programs or school programs.
Effective ABA schools will include: visual systems, communication training, structured teaching, sensory integration, direct social skill instruction, small group instruction, natural environment training, peer play, art, music and pet therapy, community trips, special visitors, “typical” peers and events as well as academics and vocational training.
“Our son, (name withheld by request) has been receiving ABA services since January.
He has made many accomplishments since the start of his program. I have provided 4-6 hours of ABA a week myself with the rest of the services being provided by one-on-one professionals, I hire and manage in my home.
I have a behavior analyst who progresses the program. We have monthly clinic meetings where the entire team meets and talks about his progress. We sincerely recommend an ABA program for any child with autism.”
“I would like to inform you of the progress I have seen in my 7 year old son since he’s begun school…Andrew was very, very violent when he entered (an ABA) school in September.
He was so bad, that I had to work part time through the summer because he was beating up all of his caregivers. Within a week of attending school with (teacher’s name) and her staff, Andrew stopped hitting almost completely.
In the past 8 months, he has had only 2-4 small violent tantrums…Andrew can now count to 30+, he can color, cut, sing and do hand motions to songs, can now urinate in a toilet (wearing underwear all day), can feed himself, does some verbalizing (compared to none at all), and the list goes on. The changed have been drastic and very impressive…”
(Name withheld).
Those are just two testimonials demonstrating the positive results using ABA therapy for children with autism.
It has become increasingly prevalent for parents to aid in the development of their children’s educational program.
If you would like more information regarding ABA, along with book resources, the following web sites are a good place to start:
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