NEWSLETTER
Vol. 4, No. 2 WINTER 2002
Families Helping Children Reach Their Full Potential
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NEWSLETTER Vol. 4, No. 2 WINTER 2002 Families Helping Children Reach Their Full Potential |
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IN THIS ISSUE: CT FEAT Newsletter, Vol.4, No. 2, Winter 2002 Note: The content of this newsletter is, unless otherwise indicated, the property of Connecticut Families for Effective Autism Treatment, Inc. (CT FEAT) and is copyright protected. It may be used only with attribution. Copyright © 2000, CT FEAT, Inc. |
Reaching Out, Joining In: Teaching Social Skills to Young Children with
Autism. 
Editorial:
Birth to Three’s Disappointing New Guidelines. The statewide
leadership continues to promote a minimalist philosophy with detrimental
consequences for young children. (See pages 4-6)
Making a Difference: Behavioral Intervention For Autism.
Teaching Verbal Behavior. This new video provides an excellent
introduction to "verbal behavior" teaching techniques. (See
pages 10-11)
Research Update. 
Conferences, Workshops and Lectures.
Education Must Address Behavior.
Parents Helping Parents. 
Free and Easy Money.
CT FEAT Parent Resource Meeting on January 27th. 
A Work In Progress en Espanol: 
PSSST….Have You Heard? New Task Force in the Works. 
New York State Education Department's new Autism Program Quality
Indicators (APQI)
Locust Street School's Winning Team. BOOK REVIEW:
Reaching Out, Joining In: Teaching Social Skills to Young Children with Autism
By Mary Jane Weiss, Ph.D., BCBA
& Sandra L. Harris, Ph.D.
(Reviewed by Sue Frost Bennett)
Mary Jane Weiss and Sandra Harris have done it again. The authors of the indispensable Right From the Start: Behavioral Interven-tion for Young Children with Autism (1998, see review in spring/summer 2001 CT FEAT Newsletter) have written yet another excellent book about autism treatment.
Like their earlier effort, Reaching Out, Joining In: Teaching Social Skills to Young Children with Autism is chock full of essential information written in a direct, friendly and accessible style. Although longer than Right From the Start (225 pages vs. 138), Reaching Out, Joining In is similarly compact: no wasted words here, just plenty of practical information.
The authors, renowned professionals in the field of applied behavior analysis (ABA), have a combined 45 years of experience in teaching children with autism spectrum disorders. Their insights and suggestions derive from many years of extensive clinical and research experience.
Acquiring appropriate social skills is difficult for all children with autism. However, given the very wide range of impairment found within the autism spectrum disorders, there will be significant learning differences among children.
As the authors observe, "These skills may be easier for children who have little cognitive impairment than for children who have more substantial
intellectual challenges." While not all children will be capable of some of the more sophisticated teaching programs presented in the book, "there is reason to expect that most children with autism can learn some of these skills."
Play Skills
Play skills are taught almost "right from the start" in an ABA program. They are undertaken just as soon as a child has mastered some basic instructional programs, such as complying with directions and imitating simple gestures. The skills are taught slowly and systematically, with one skill laying the groundwork for the next.
They begin by teaching the child to imitate actions with toys, such as toy cars, ring stackers, and dolls. Next, the child learns to play in the company of other adults and children. Then the fun really begins: teaching the child to play cooperatively with others.
Although it is a lot of work for all concerned, children who acquire these skills will experience the pleasure of playing games and sports. And their siblings and parents finally will experience the joy of playing with them. Get out that basketball hoop!
The authors provide helpful step-by-step advice on how to proceed. They cover teaching techniques such as video modeling, play stations, and playbooks (sometimes called activity schedules). And they delineate the prerequisite skills a child needs to master, before moving on to the next level of play.
Social Skills
Playing together is just one example of an important early social skill. Other skills necessary to continued social development include demonstrating appropriate social reciprocity (e.g. making appropriate comments and responses like "Whoops!" "Nice to meet you," "Are you o.k.?"), managing frustration, developing assertiveness (so that the child will not be victimized by bullies), giving and getting information (e.g. maintaining conversation, understanding slang, using gestures, understanding body language), and telling jokes. Better brush up on your knock-knock jokes!
In order to form close friendships, children need to be able to see things from their friends' point of view. The authors acknowledge that this is likely to be an especially difficult domain to master since it requires coordination among language skills, abstract thought, and social understanding, as well as a capacity to respond to others with compassion. But they show how "perspective taking" and "theory of mind" can be broken down into a series of small, manageable steps, starting with some basic skills and then proceeding to the more advanced in keeping with the child's abilities.
Suggested strategies for teaching these social skills include specific drills, role-play, social stories, comic strip conversations, motivational systems, problem-solving exercises, videotape segments, and rule cards. Many of these activities can be expanded using the resources listed in the book's appendix. These materials include various curricula (like the Skillstreaming series), books (like A Work in Progress or Teach Me Language, reviewed in previous issues of the CT FEAT Newsletter and available at the CT FEAT web site www.ctfeat.org), games and catalogues.
Succeeding in a Regular Classroom
The authors discuss the many academic and social benefits of attending a regular classroom (sometimes called "mainstreaming" or "inclusion"). However, they are "more concerned about ensuring that the child gets the intensity of instruction needed to build skills than about providing sheer proximity to peers." Therefore, they advocate waiting until a child is 1) able to learn in a group, 2) shows an awareness of other children, and 3) rarely if ever engages in behavior that might upset classmates.
They explain how to select a classroom and ease the child's transition into it. They also discuss the roles of the parents, the teacher, and the shadow—including how to reduce the shadow's involvement and increase that of the regular classroom staff.
While this book targets preschool and elementary school aged children, a creative parent or educator should be able to adapt the book's concepts for older children, substituting age-appropriate materials.
Reaching Out, Joining In: Teaching Social Skills to Young Children with Autism
(Mary Jane Weiss & Sandra L. Harris, Woodbine House, 2001) costs
approximately $14.95 and most booksellers should be able to locate it by its
ISBN number, which is: 1-890627-24-0. {
Editorial:
Birth To Three's Disappointing New Autism Guidelines
(By Rich Irwin, on Behalf of the CT FEAT Board)
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There are many caring and talented individuals working for the dozens of separate agencies making up the Birth to Three System. But the statewide leadership of the System promotes practices that are detrimental to the well being of children with autism spectrum disorders.
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These detrimental practices include:
Hardly a week goes by without CT FEAT receiving (via the hotline, web site, listserv, parent meetings, etc.) fresh evidence of this terrible public policy failure.
Failure of Leadership
In 1997, Birth to Three's "Autism Task Force" enacted Autism Spectrum Disorder Service Guidelines consistent with the organization's minimalist philosophy. Two years ago, the organization convened a "new" task force to make a revised set of recommendations. The task force recently issued its new "draft" Guidelines, which will be finalized following a "public comment" period.
Since most of the significant players on the new task force are the same people who drafted the 1997 guidelines, it's not surprising that the new document is almost indistinguishable from its predecessor.
There are some new faces, including two new parent representatives. But, as historically has been the case with Connecticut's previous autism task forces (e.g. the 1997 task force and the state Department of Education's 1996 task force), the ABA supporting parent community is not represented.
The bureaucrats who select parent representatives for these task forces evidently carefully screen for those who share their views. In other states (e.g. New York, Pennsylvania, California), task forces seek to include parents who represent the large and activist constituency groups that advocate for increased access to ABA services.
Undoubtedly, the most influential member of the Task Force is the Birth to Three System's director, Linda Goodman. Appointed to her position seven years ago by Governor Rowland, she is widely reputed to be the principal influence on the Guidelines' contents.
ABA Treatment More Costly
The increased expense involved in providing ABA treatment helps explain why the Birth to Three leadership doesn't favor it. ABA services require much greater levels of expertise and intensity than the "play" and "developmental" type therapies promoted by Birth to Three.
Birth to Three agencies are paid by the Birth to Three System at fixed rates on a per capita basis. That means that an agency receives the same reimbursement for a given child whether it delivers 5 hours of services or 15 hours. Obviously, the incentive in such a system is to limit hours. Only when the service intensity gets above 15 hours, does an additional hourly amount get paid. Agencies are discouraged from incurring these additional expenses.
Improvements in the New Guidelines
The considerable expansion of information about autism treatment during the past five years has made surprisingly little impact on the new Guidelines. But there are some improvements.
Probably most significantly, the new report recognizes the importance of obtaining a diagnosis. Its appendix includes a copy of the excellent Modified Checklist for Autism in Toddlers (M-CHAT), a screening test which is designed to detect autism as early as 24 months. This represents a big improvement over the 1997 report, which asserted an outright falsehood: the claim that a "diagnosis" per se had no impact on the kinds of services for which a child would be eligible.
The new edition's description of ABA treatment is also somewhat more accurate. But it still retains a misleading overemphasis on "discrete trials," implying that ABA treatment takes place in isolating, unnatural environments, doesn't generalize well, and may be developmentally inappropriate.
A new parent reading this description would never guess that intensive ABA treatment has the greatest documented success in teaching "developmentally appropriate" skills, including a full range of communication, social and play skills. Anyone personally familiar with intensive ABA programs would know that many other techniques, in addition to discrete trials, are used to teach these skills. (See for example, Reaching Out, Joining In: Teaching Social Skills to Young Children With Autism by prominent behavior analysts Mary Jane Weiss and Sandra Harris, reviewed elsewhere in this issue.)
On the plus side, the draft Guidelines also give greater recognition to the importance of intensive "direct" treatment. Finally, the revised resource list includes some good quality ABA books, such as the widely used treatment manuals authored by Maurice/Green/Luce and by Leaf/McEachin.
On the down side, the report still retains a philosophical preference for "play" and "developmental" kinds of therapies - despite the absence of peer reviewed outcome research validating their effectiveness. The Birth to Three leadership is particularly invested in the "intensive relationship-based" approach (popularly known as "Floortime") developed by Stanley Greenspan and promoted by Rebecca Klaw, an outside consultant from Pennsylvania retained by Birth to Three to conduct staff trainings.
Not coincidentally, these are precisely the kinds of therapies that most Birth to Three staff is already trained to provide. And due to its stilted depiction of ABA, the report succeeds in making these therapies appear a lot more attractive than ABA treatment.
What Parents Really Need to Know
Another regrettable verbatim holdover from the previous version of the Guidelines is the misleading claim, appearing in the "Commonly Asked Questions" section, that most of the recommended intervention approaches attain similar kinds of outcomes. The implication is that all of the various approaches described in the report are equally likely to prepare a child to "make substantial gains and enter kindergarten in a regular education classroom with varying levels of support" (emphasis added).
It is unconscionable not to let parents know that there is only one intervention, intensive ABA treatment, which enables a significant number of children to attend regular education classrooms with no support. The fact that ABA produces that result for some autism spectrum children speaks volumes about the superior results ABA generally achieves for kids all across the spectrum. Birth to Three pointedly ignores this research.
Right From the Start
Perhaps the most important book missing from the Guidelines' Resource List is Right From the Start by Rutgers University professors Mary Jane Weiss and Sandra Harris. This book outlines the evidence in support of behavioral intervention and provides a straightforward description of what it entails. The authors tell it like it is: "Every young child who is diagnosed with pervasive developmental disorder…should receive early and intensive behavioral intervention services." (This book, like the teaching manuals referred to above, is more fully described in the Recommended Reading section of the CT FEAT web site at www.ctfeat.org.)
Once parents of Birth to Three clients have read Right From the Start, they'll probably want to educate themselves about Birth to Three's mediation system. The Individuals With Disabilities Act (IDEA) mandates that legal mediation procedures be available to parents who believe that the offered services are inappropriate to their child's needs.
Parents should ask their service coordinator for a copy of Birth to Three's brochure, Staying in Charge, about mediation. Unfortunately, in most cases it probably will take mediation, or at least the threat thereof, to obtain appropriate services.
Connecticut's System Compares Poorly With Other States
Birth to Three's practices have been way out of step with those of its counterpart Early Intervention agencies in nearby states. Elsewhere, the trend has been toward supporting treatment practices based on scientific research standards.
In Pennsylvania, for example, the Early Intervention system took a leadership role in helping to secure Medicaid waiver funding for ABA services. In New York, the system produced the excellent 1999 Autism Treatment Clinical Practice Guidelines. (These guidelines are available online through a link at the CT FEAT web site and are described more fully in the Summer 1999 issue of the CT FEAT Newsletter).
The New York guidelines were developed by an independent, multi-disciplinary panel of topic experts, clinicians, educators, and parents. The panel used the same methodology and guideline format that is used by the United States Public Health Service. Birth to Three's panel, by contrast, was hardly "independent." It also lacked any kind of recognized methodology and failed to include representation from people knowledgeable about ABA treatment.
Public Comment Period Still Open
Birth
to Three says that these are "draft" guidelines about which they
continue to welcome "public comment." The guidelines can be read
online at www.birth23.org and there is a
"feedback" form, which you can print out and send in to task force
member Tom Coakley (Birth to Three System, 115 Virginia Avenue, Bridgeport, CT
06610; email Thomas.Coakley@po.state.ct.us).
You also can request copies from the Connecticut Birth to Three System's main
office in Hartford, located at 460 Capitol Avenue, Hartford, Connecticut 06106;
(860) 418-6147. {
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Making a Difference: Behavioral Intervention for Autism Edited by Catherine Maurice, Gina Green, Richard M. Foxx (Reviewed by Sue Frost Bennett) |
Back in 1996, Catherine Maurice, Gina Green, and Stephen Luce published Behavioral Intervention for Children with Autism. At the time of its publication, the book was a singular
source of much needed information about how to set-up and provide quality Applied Behavior Analysis (ABA) programs for children with autism.
Despite their efforts, and much to the distress of families all across the country, there is still an acute shortage of such programs. And it's not only parents who are concerned about this lack of resources. An increasing number of educators are aware that they could be doing much more for their students who have autism, and are frustrated by the lack of specialized training opportunities available to them.
This new book, Making a Difference, provides additional information to help families and professionals fill that void. First and foremost, it contains plenty of the kind of "hands on," and "how to" information that made the earlier book so popular. It also addresses some of the public policy issues that account for the shortage of high-quality help, concluding with an inspiring vision of what is possible.
Practical Information
Like its predecessor, the book focuses on delivering practical information. Even its chapter on the "nature of autism" (Fein, Robins, Liss and Waterhouse), a topic that typically gets a heavily theoretical treatment in most books, reflects this pragmatic spirit. It's the single best short description of the disorder I've ever read.
The chapter is divided into three sections: 1) defining the boundaries of autism and related disorders; 2) describing the cognitive difficulties most often found in children with these disorders, and 3) presenting some of the major biological findings of recent autism research. Usually academic articles about "diagnosis" and "treatment" seem to exist in separate universes. But the kind of information provided by Fein and her colleagues really complements the treatment information that constitutes the principal focus of the book.
The treatment chapters range from general techniques (prompting, prompt fading and incidental teaching) to more specific issues (addressing eating problems and treating problem behaviors).
Teaching Social Skills
Probably the most broadly popular feature of the book will be its extensive treatment of social skills. Authored by Bridget Taylor of the Alpine Learning Group, there are two chapters devoted to this important topic: one chapter provides advice on teaching techniques, while the other presents suggested teaching programs in a curricular format.
The curriculum (which also is credited to Taylor's colleague Susan Jasper) covers beginning skills, like initiating greetings and taking turns with toys. It continues with intermediate skills, like offering help and pretending. And it provides advanced programs, such as initiating conversation topics, expressing empathy, and responding to nonverbal cues.
A Speech Pathologist's Perspective
Speech Pathologist Margery Rappaport contributes an especially useful chapter on addressing the communication deficits commonly found among children with autism. Focused primarily on verbal children, the chapter provides a comprehensive overview of the most common language difficulties together with practical strategies for overcoming them.
Rappaport advises parents and teachers to minimize a directive style of talking. The goal should be to shift the communicative responsibility to the child. She describes all kinds of practical strategies that adults can use to help children expand their use of language.
Some of these strategies require adults to ask fewer questions, to talk less, and to pause expectantly. In general, adults should be on vigilant outlook for opportunities to stretch language skills in the context of real-life events
Other suggested strategies address many of the common problems with "pragmatics" that children struggle with in social settings, including "getting" jokes, reading facial expressions, initiating conversations, staying on-topic, and sounding too bossy.
Teachers, parents, behavioral consultants, and their agencies will appreciate Richard M. Foxx's chapter on troubleshooting. Among other things, Foxx suggests strategies to try when educational programs appear to stall, and ways for consultants to remain effective without burning out.
Program & Training Shortages
The book's lead editor, Catherine Maurice, writes eloquently about the feedback she received about her previous books. From all across the country, and even from around the world, she heard that "children with autism who were receiving quality intervention based on ABA were making unprecedented strides forward."
However, "the backlash--against ABA, against the very idea of recovery--was not long in coming, and it was virulent." For example, Gary Mesibov of the TEACCH program wrote, "…the field has suffered greatly from those suggesting [that recovery] is a possible outcome."
Most of these kinds of attacks tend to come from one of two sources. Due to a variety of reasons, including the overall scarcity of bona fide ABA professionals, many critics are unfamiliar with genuine professional quality ABA treatment. Other critics, like Mesibov, promote other treatment approaches that lack peer-reviewed research supporting their effectiveness.
Maurice points out that many of those who dismiss the idea of recovery claim, almost in the same breath, that "recovered" kids were "high functioning" to begin with. This frequently expressed view appears to concede implicitly that autism is not always a lifelong disability for many of the children who receive early and intensive ABA intervention. Certainly no other treatment modality produces "recovery" for some children, however "high functioning" they may be.
A Vision
Lora Perry, in an inspiring chapter entitled Never, Ever Give Up, tells the story of her journey to find effective treatment for her twin boys. She also describes what is possible when everyone works together with the common goal of helping children.
Over the course of just four years, Perry, working with other parents and professionals, was able to effect major policy changes in her state. Among other achievements, they 1) persuaded the state to perform an evidence-based assessment of autism interventions; 2) convinced special educators about the importance of intensive early intervention, and 3) established accountability criteria to ensure that treatment dollars were prudently spent.
Reflecting on her experiences and looking toward the future, Perry provides a compelling vision: "imagine a world in which every family faced with a diagnosis of autism enters a service system that is family friendly, science based, and outcome driven, no matter where they live." Amen.
The book's approximate cost is $36.00 and most booksellers should be able to find it by its ISBN number, which is: 0-89079-871-0. {
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Provides Health Coverage for ABA Treatment ˙
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"Now that Microsoft and Aetna have had the coverage in place for nine months, they are hopeful other companies throughout the country will follow their example and provide this critical benefit, thereby enabling more children to reach their full potential." "If a center could be created which certified qualified providers, established best practices and provided training of new providers…then Microsoft would do its best to work out the details with Aetna to cover treatment." |
(Aetna/US Healthcare, Microsoft's health insurance provider, is a national corporation based in Hartford, Connecticut. According to a recent article in the Hartford Courant, their health plans have 277,000 members in Connecticut, 100,000 of these in HMOs. It's unknown whether Aetna/US Healthcare provides ABA coverage in any of its Connecticut health plans.)
In January of this year, Microsoft became the first national corporation to provide coverage for Applied Behavior Analysis (ABA) therapy for the treatment of autism. This new comprehensive health care benefit was added to the core Microsoft health care plan following three years of intense collaborative effort on the part of parents, providers, the University of Washington Center on Human Development and Disability (CHDD), and Aetna US Healthcare.
The benefit covers over 4500 hours of intensive therapy for children on the autism spectrum under the age of seven. Now that Microsoft and Aetna have had the coverage in place for nine months, they are hopeful other companies throughout the country will follow their example and provide this critical benefit, thereby enabling more children to reach their full potential.
Many safeguards were put in place to limit cost and liability, while providing truly useful and meaningful coverage to employees. There are limits on which diagnoses are eligible, who can provide treatment, the amount of supervision received by front-line therapists, and the number of visits both yearly and lifetime that a child can receive from front-line and professional providers.
Behavioral Therapy
Applied behavior analysis (ABA) is a method to change
behavior. Its fundamental goal is to develop a child's ability to learn how to
learn. The theory is that "behavior that is reinforced will reoccur."
This is much the same way that most children are taught to say, "Thank you." You give a child something they want, then prompt with, "What do you say?" The child responds with, "Thank you," and you reinforce this correct response with praise and "You're welcome."
In a landmark UCLA study, 47% of children on the autism spectrum who received early, intensive ABA-based intervention achieved normal intellectual and educational functioning, 40% were assigned to classes for the language-delayed, and 10% were put in classrooms for the retarded. In contrast, in a control group of children on the autism spectrum who received typical special education services, only 2% achieved normal educational and intellectual functioning, 45% were put in language-delayed classes, and 53% were put in classrooms for the retarded.
Benefits to the Whole Community
The process of providing this new coverage led to the creation of the University of Washington (UW) Autism Center and the establishment of certification guidelines for treatment providers.
The UW Autism Center was established in June of last year through a five million dollar donation by Microsoft Senior Vice-president Richard Fade and his wife, Susan, along with a matching gift from the Bill & Melinda Gates Foundation. While the Fades and many other families in the Puget Sound region have long seen a need for such a center, that need became crystallized in the initial discussions between Microsoft parents and the company over establishing coverage for behavioral treatment.
Microsoft needed assurances of quality care and controlled liability before it could risk creating an unprecedented new health benefit for a company of its size. A tacit understanding was made between the Fades and company executives. If a center could be created which certified qualified providers, established best practices, and provided training of new providers so all employees' families could enjoy the new benefit, then Microsoft would do its best to work out the details with Aetna to cover treatment.
Working closely with Dr. Geraldine Dawson of the University of Washington, Microsoft Human Resources, and Microsoft families, Richard and Susan Fade established both the money and charter for the Autism Center. The center has already certified a number of providers serving children across the region. For Microsoft families, these services are fully covered with a 20% coinsurance charge.
Families Played a Large Role in Designing the Benefit
Once the Autism Center provided a way to assure quality care, the hard work of
finalizing the guidelines and restrictions for the new coverage fell on the
Microsoft Benefits team. Michael Cochran, a Microsoft Benefits Manager, worked
long, hard hours with Microsoft executives, the legal department, and Dr. Dawson
and her staff at the Autism Center to establish the new rules. A key to the
success was also the deep involvement of Microsoft parents.
Every aspect of the new coverage was reviewed, critiqued, and negotiated with parents. The final product represented the best possible compromise. While many families are still hopeful for extending the coverage past age seven, all are deeply grateful for the courageous steps taken by Microsoft to enhance its support of families in a whole new area, even in these difficult economic times.
Finding Out More
If you would like to find out more about the Microsoft Applied Behavior Analysis health benefit, please contact Eric Brechner at Microsoft (ericbrec@microsoft.com).
(Editor's Note: Most of the information in this article is based on a press release from Microsoft, which first appeared in Sacramento FEAT's Daily Online Newsletter. It was written by Eric Brecher, a Microsoft employee and member of Washington FEAT.) {
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(Rosie Shea)
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Teaching Verbal Behavior: An Introduction to Parents Teaching Language (2001) is an excellent video for parents who are new to applied behavior analysis and verbal behavior. "Verbal behavior" refers to a teaching method that is based on theoretical principles developed by B. F. Skinner.
In 1998, behavior analysts James Partington and Mark Sundberg published an influential guide to using verbal behavior teaching methods: Teaching Language to Children with Autism or Other Developmental Disabilities. (See the Fall 1999 edition of the CT FEAT Newsletter for a fuller description of this book and its companion assessment tool.) The new video helps to illustrate how these techniques get implemented in real life.
Importance of Parent Involvement in Teaching
Dr. Partington narrates the video, leading us through the first ten months of a "parent-led behavioral language training program." He emphasizes the importance of parents becoming skilled teachers since they are in a position to teach consistently throughout the day's activities.
At the beginning of the video we meet Dani (2 years 8 months), a nonverbal child whose mother, Amy, is her main therapist. While Amy obviously has a lot of natural talent as a teacher, it's clear that her skills need to be fine-tuned.
Dr. Partington clearly explains how Amy’s good teaching can be even more effective. He emphasizes that capturing motivation, deciding what skills to teach, and then learning how to teach these skills effectively are all important first steps in developing a strong program.
Dr. Partington and his team use the Behavioral Language
Assessment Form to determine what skills to teach first to Dani. He
emphasizes the importance of determining the appropriate skills to teach. For
instance, teaching skills that are too difficult or too easy will create
avoidance or boredom.
The Importance of Manding
The video also emphasizes the importance of pairing the teaching with reinforcement, and the importance of focusing on manding (requesting).
Dr. Partington points out that manding develops cooperation, and improves imitation skills and social interaction while at the same time teaching language skills. Teaching the skill of manding is indeed important when beginning a language program and the video shows good examples of this technique. Later the video depicts Dani labeling in a variety of environments.
Dani is an especially receptive student. She does not appear to have a lot of
self-stimulatory behaviors. Neither does she appear to be as aggressive,
obsessive, and/or compulsive as some children can be. She is blessed with a
mother who is an extremely dedicated and talented therapist.
All of these advantages may make the program look a little
bit easier than is usually the case. All of us who have been at it for a while
know that any intensive ABA program is far from easy. In fact, it is extremely
demanding. Fortunately, as is true for Dani, the rewards are often great.
As its title says, this video is for parents who are just beginning intensive
language training. Therefore, I would highly suggest supplementing it by reading
the Sundberg/Partington manual described above. After tackling this very
informative book, I would strongly recommend attending a workshop given by Drs.
Sundberg or Partington or by Dr. Vincent Carbone.
This 50 minute video costs $49.95 plus shipping. It's available from Behavior Analysts, Inc. (925) 210-9378, www.behavioranalysts.com.
Editor's Note: There will be two verbal behavior trainings in Connecticut in upcoming months. Dr. Carbone will be appearing in February; and Dr. Partington, in April. For further information, see the "Conference and Workshop" listings elsewhere in this winter edition of the CT FEAT Newsletter.) {
AUTISM: THE CHILD WHO COULDN'T PLAY
The filmmakers also interview an individual with autism (Temple Grandin), and parents (including Clara Parks, author of The Siege). The video tracks the progress of various children who have received ABA programs and shows a range of outcomes. For example, we see a severely self-abusive child grow into a teenager who lives in a PCDI group home and is now able to enjoy all kinds of recreational activities and pleasurable interactions with others. There also is a "recovered" child who, having finished treatment, attends regular kindergarten without an aide. The video emphasizes the need to begin treatment early. As one of the parents says, "The critical thing is not the diagnosis, but what you do about it."
45 minutes, produced by the Canadian Broadcasting Corporation (CBC). Available as item #6497 from Films for the Humanities & Sciences, P.O. Box 2053, Princeton, NJ 08543-2053, (800) 257-5126. The cost, for home use, is $34.95 plus $5.95 shipping.
TO FIND THE WORDS (2001) originally aired on ABC's Nightline on March 9, 2001. It tells the story of two families and two young boys with autism -- each enrolled in ABA therapy. Both make progress, and one becomes indistinguishable from his peers. The video also addresses the issue of lack of services for children with autism.
Approximately 30 minutes. Available as # N010309-01 from ABC News (800) 505-6139 ext.104 or from www.ABCNewsstore.com. The cost for home use is $29.95.
TEACHING VERBAL BEHAVIOR: AN INTRODUCTION TO PARENTS TEACHING LANGUAGE
50 minutes. Available from Behavior Analysts, Inc. (925) 210-9378 or at the following site: www.behavioranalysts.com. The cost is $49.95 plus $7 shipping.
BEHAVIORAL TREATMENT OF AUTISTIC CHILDREN (1988) shows children who received treatment under the supervision of O.Ivar Lovaas, of the Department of Psychology at UCLA. The video covers the evolution of his treatment approach, beginning with the research conducted between 1964 and 1969 that paved the way for the development of the "Young Autism Project" treatment model. That model provided the basis for the landmark "long term outcome" research that Lovaas first published in 1987. The footage shows a number of the children after treatment, and the remarkable progress they made. (See the study Lovaas, O.I. (1987) Behavioral treatment and normal educational and intellectual functioning in young autistic children. Journal of Consulting and Clinical Psychology, 55, 3-9.)
45 minutes. Available from Focus International Inc., 1160 East Jericho Turnpike, Huntington, NY 11743.
DOCTOR, MY CHILD DOESN'T TALK" - THE IMPORTANCE OF EARLY AUTISM DIAGNOSIS
25 minutes. Send a check or money order for $25 plus $3 shipping to FEAT, P.O. Box 255722, Sacramento, CA 95865-5722; note "FEAT Doctor’s Video" on the envelope.
DISCRETE TRIAL TEACHING
Approximately 60 minutes. Available as Volume #1 in the Family Educational Series, from New York Families for Autistic Children, Inc., (718) 641-6711 or www.nyfac.org. The cost is $59.99 plus $6 shipping.
AN INTRODUCTION TO PECS: THE PICTURE EXCHANGE COMMUNICATION SYSTEM
Approximately 25 minutes. Available from Pyramid Educational Consultants, Inc., 226 W. Park Place, Suite 1, Newark, DE 19711 (888) 732-7462 or visit www.pecs.com. The cost is $59.00 plus $8.85 shipping.
Most of these videos can be borrowed from the Special Education Resource Center (SERC) library in Middletown, CT. There is no fee, but you must first fill out a membership form. Videos must be checked out and returned in person, and are due back in 3 weeks. For more information, call the SERC library at (860) 632-1485 or visit www.serc.rh.edu. {
(Deborah Fein, Ph.D.)
(Editor's Note: Dr. Deborah Fein is a highly regarded diagnostician and researcher. Together with colleagues at UCONN and Yale, she is involved in many projects of potential benefit to our autism community. Please consider participating in these research opportunities.)
Thanks again to the families who have expressed interest and support in our various projects, and especially to those who can participate. Here’s an update on where we are on the various projects:
Oxytocin: We previously reported that children (boys, age 6-11) with autism had lower levels of oxytocin in their blood. Oxytocin is a peptide neurotransmitter and hormone that has been shown to affect social relatedness. Another study with the same children has just been accepted for publication. This shows that the precursor (the substance that is made into oxytocin) is LOWER in individuals with autism. Together, these findings suggest that in some children with autism, the precursor is not made into oxytocin efficiently. We have just started testing children in a new study designed to: (1) try to replicate the previous findings, (2) extend the findings to girls, (3) test for specific genes that may be involved into turning the precursor to oxytocin, and (4) test the children’s understanding of pictured emotions so we can see if that relates directly to oxytocin levels. We have just started testing kids (bloods have been drawn on 3 so far) so no results yet. We are still looking for kids for this study; if you have a pre-pubertal boy or girl and would like to participate or find out more, please contact Jessica Lord (jessica.lord@uconn.edu).
MRI and language: Researchers at UConn Health Center at Farmington have mapped the specific parts of the brain that respond to language sounds vs. complex non-language sounds. We are looking for adolescents (over 10) and adults with autism who can lie in an MRI scanner and listen to sounds for about 45 minutes so that we can see if language is responded to in a different part of the brain. The control group has been all run, but we are just starting running individuals with autism. Any families who are interested can contact Julie Wolf (julie.wolf@uconn.edu).
Startle study at Yale: The neural pathways for the startle response (eye blink when hearing a loud sound or feeling an air puff) have been completely mapped out, and involve the amygdala, an area of the brain in which we have great interest because of its central role in social behavior. We are doing a study at Yale Child Study Center in which individuals with autism (age 10 and up, mental age equivalent of about 5 years and up) will watch lights, listen to sounds, and feel air puffs while eye blink amplitude is measured. In addition, participants will take part in other studies going on at Yale, resulting in a thorough diagnostic, MRI, and cognitive workup. These studies in total can take from 1 to 3 days. If you choose to participate for 2 or 3 days, Yale will put you up at a local hotel. Normal controls have been completely run, and we are just starting to recruit individuals with autism, so no results are available yet. For more information about participating, please contact Garland Jones (garland.jones@uconn.edu).
Early detection of autism: We have designed a parent questionnaire for parents of 2-year-olds and it is proving successful in picking up early signs of autism. So far, we have screened about 1300 children, and evaluated about 70, of whom 60 were on the PDD spectrum. We just received a grant from Maternal and Child Health Bureau in Washington to enlarge the screening and will be trying to screen 33,000 children in the next 2 years. This project was described in a paper in the Journal of Autism and Developmental Disorders last April. For more information, you can contact Gail Marshia (project coordinator) at 860-486-2538.
For more information about any of these studies, or if any of the contact information doesn’t work, please contact Dr. Deborah Fein (860-486-3518, deborah.fein@uconn.edu). {
(Rosie Shea)
Early detection of pervasive developmental disorders (PDD) is critical for effective intervention. A relatively new screening tool called the Modified Checklist for Autism in Toddlers (M-CHAT) can greatly increase the likelihood of identifying PDD in very young children.
Dr. Deborah Fein and her colleagues at UCONN have been conducting ongoing research regarding the M-CHAT's effectiveness. They recently published an article examining the results of a screening involving 1,293 children. The M-CHAT demonstrated good sensitivity for identifying the 39 children with PDD in the group (Journal of Autism and Developmental Disorders (JADD), Vol. 31, No.2, 2001).
The M-CHAT is a simple screening tool that can be given to all children during pediatric visits. Instead of involving the physician (who in a typical pediatric visit only briefly observes the child), the format relies upon a parent's report of current skills and behaviors. The checklist, consisting of 23 yes/no items, can be filled out in the waiting room.
The original Checklist for Autism in Toddlers (CHAT) was developed in England by Simon Baron-Cohen. Unlike the M-CHAT, which screens at 24 months, the CHAT was designed to screen at 18 months. Unfortunately, a lot of children with PDD appear to develop normally for a period of time and then regress between the ages of 18 and 24 months. The CHAT was missing these "late bloomers."
The original CHAT also relied upon features that are peculiar to the British health care system, involving information collection by the professional "home health visitors" who routinely visit families with newborns there.
The M-CHAT has a greater number of questions. But its administration doesn't require the involvement of health care professionals. And its use at 24 months, instead of the 18 months used with the original CHAT, means that it can "capture" many children who would be missed by an earlier screening.
The six items that had the best ability to screen children with PDD from others in the sample pertained to joint attention (protodeclarative pointing, following a point, and bringing objects to show parent), social relatedness (interest in other children and imitation), and communication (responding to name).
The article also notes that "the most potent predictors of autism/PDD in these very young children are generally negative symptoms - failure of normal behavioral systems to mature - rather than positive signs (such as finger twiddling) which may appear later."
The M-CHAT continues to be studied and Dr. Fein's research is ongoing. (See "Update on UCONN Research Projects" elsewhere in this issue.) Parents may want to encourage their pediatricians to participate in this research, if they are not already doing so.
(Editor's Note: For a more extensive description of how the M-CHAT evolved out of the CHAT, and the distinctions between the two screening tools, see "UCONN Researchers Working to Improve Early Detection of Autism" in the spring/summer 2000 edition of this newsletter.){
CONFERENCES, WORKSHOPS AND LECTURES
Check
CT FEAT's web site, (www.ctfeat.org)
for continuously updated information about local conferences, workshops, and
other learning opportunities pertaining to effective treatment practices. Updates
also are posted on the organization's "parents only" Listserv. For a
comprehensive national listing of conferences on a wider range of autism related
topics, visit Sacramento FEAT's web site at www.feat.org.
These events are listed in chronological order. However, the workshop and lecture series sponsored by the Special Educational Resource Center (SERC) and the Connecticut Center for Child Development (CCCD) are presented separately.
January 18 -19, 2002, Newtown, PA
This conference features many nationally prominent presenters who enjoy excellent reputations as speakers: Bridget Taylor, Ed Fenske, Joanne Gerenser, Randy Horowitz, Christina Burke, Lynn Brennan and Richard Kubina. The event will take place at Bucks County Community College. For more information, contact: 215-598-8237; fax 215-322-0603, or email AJFoundation1@aol.com.
March 22, 2002, Shelton, CT: Issues and Options for Adolescents and Adults With Autism.
This half-day workshop features Peter Gerhardt of Rutgers University who is a nationally recognized expert on the needs of adults with autism, the school-to-work transition process, and the analysis and treatment of problematic behavior. The presentation is sponsored by the Connecticut Center for Child Development (CCCD) and will take place at the United Illuminating Conference Center at 870 Bridgeport Avenue, Shelton, Connecticut. Seating is limited. Interested parties may register online at www.cccdinc.org/conference or contact Beth Thompson at 203-882-8810.
April 19-20, 2002, Shelton, CT: Teaching Language to Children With Autism.
Behavior Analyst James Partington is a nationally recognized expert on the "verbal behavior" approach to teaching language, and co-author (with Mark Sundberg) of the influential instructional manuals Teaching Language to Children with Autism or Other Developmental Disabilities and The Assessment of Basic Language and Learning Skills (the ABLLS). See an extensive review of these books in the Fall 1999 CT FEAT Newsletter, available online). The presentation is sponsored by the Connecticut Center for Child Development (CCCD) and will take place at the United Illuminating Conference Center at 870 Bridgeport Avenue, Shelton, Connecticut. Seating is limited. Interested parties may register online at the following address: www.cccdinc.org/conference or contact Beth Thompson at 203-882-8810. {
SERC's Focus on Autism Workshops
The Special Education Resource Center (SERC), part of the Educational Resources and Training Division of the Connecticut State Department of Education, annually sponsors a series of autism education workshops in its Focus on Autism series. This year's series includes some especially worthwhile presentations.
Though some of the most interesting and practical trainings target "professional staff" (i.e. schools and Birth to Three agencies), our experience is that a certain minimal number of parents usually are admitted. Of course, it is precisely these practical "skills oriented" trainings that are most likely to sell-out. Therefore, it's advisable to register as soon as possible.
Registration information can be obtained from SERC at 25 Industrial Park Road, Middletown, CT 06457-1520; 860-632-1485, or visit their web site at www.serc.rh.edu. Probably the best idea is to request the entire "Focus on Autism" catalogue, which contains registration forms as well as more detailed descriptions of all the presentations.
Those familiar with the series will be relieved to learn that this year SERC has inaugurated a "rating system" which defines the level of prior knowledge recommended to receive optimal benefit from a given training opportunity. One of the parental complaints in years gone by is that many of these workshops spend too much time on "Autism 101" kinds of very basic information. The rating system should help assure a better fit between a given presentation and its audience. Here are our picks for some of the most substantive presentations:
February 7, March 7, and April 4, 2002, Hartford, CT
February 26-27, 2002, Plainville, CT: Introduction to Verbal Behavior: Teaching Communication Skills to Children/Youth with Autism and Other Developmental Disabilities.
March 21, 2002, Bristol, CT: My First Social Stories: How to Teach Social Understanding to Young Children With Autism ……..and on
March 22, 2002, Bristol, CT: From Both Sides Now: How to Teach Social Understanding, Social Stories, and Gray's Guide to Bullying.
, a special education consultant who developed the popular "social stories" technique for teaching social understanding, will be the presenter at these day-long workshops. The cost is $50. {Carol Gray
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THE 2001-02 CCCD LECTURE SERIES
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The Connecticut Center for Child Development's (CCCD) highly regarded annual lecture series is underway. Interested individuals are invited to attend this series at CCCD, free of charge, on a first come, first served basis. Seating is limited and early reservations are recommended. CCCD is located at 925 Bridgeport Avenue, Milford, CT 06460; Phone: (203) 882-8810; Fax: (203) 878-9468; Email: info@cccdinc.org
Call Holly Sickles, at extension 10, to make reservations. Please notify CCCD of cancellations as early as possible so that others can be accommodated. In case of inclement weather, call extension 26 to confirm that CCCD will be open. The lecture topics and presenters are as follows:
Toilet Training
Judy Palazzo, M.S., Heather Cramer, BCABA & Cresse Snyder
Increasing Spontaneous Language for Children with Limited Communicative Abilities
Patricia Fitzsimons, M.S., BCBA, Leslie Michniewicz M.S., BCBA & Jill Henry
Protecting Children's Rights & Due Process
Jan Calabro, M.A., C.A.S. & Christine Rodier, J.D.
Desensitization: Addressing Issues Such as Food Selectivity, Hair Cuts & Clothing
Cresse Snyder, Amy Horr & Christine Berman
ABA: What Problems Can It Solve?
Patricia Fitzsimons, M.S., BCBA & Judy Palazzo, M.S.
Visitors Day at Night
Suzanne Letso, M.A. & Jan Calabro, M.S.
Sibling Relations
Leslie Michniewicz, M.S., BCBA & Megan McCarron, M.S.
Increasing Spontaneous Language for Children with More Advanced Communication Skills
Patricia Fitzsimons, M.S., BCBA, Marcella Yeon, M.A. & Megan McCarron, M.S. {
Other Presentations
of Interest:December 4, 2001, Greenwich, CT: Friends of autistic People (FAP) is sponsoring a lecture by Temple Grandin titled My Experience With Autism, Visual Thinking, Learning Language and Getting a Job. The event will take place at 7:30 p.m. at the Greenwich Library's Cole Auditorium, 101 West Putnam Avenue. Reservations are required. For more information, contact Brita Darany at 203-661-8510.
anuary 30, 2002, Cromwell, CT: 1997 Amendments to IDEA and Autism Spectrum Disorders. This conference appears to be focused on public policy issues connected with the provision of services to the autism spectrum community. The presenters include Peter Gerhardt, Pery Zirkel, Roger Frant, Stacy Hultgren, Mary Beth Bruder, Mark Greenstein, Karen Neag, Richard Shwab, and attorneys Lawrence Campane (who frequently represents school boards), Winona Zimberlin (Chair of the Connecticut Bar Association's Education Committee), and Howard Klebanoff (whose practice emphasizes special education students). The conference is sponsored by the Howard Klebanoff Institute on Disability Studies of UCONN's Neag School of Education and will take place at the Radisson Hotel and Conference Center. For further information about cost and registration, contact A.P. Calder at 860-486-1087 or email acalder@access.ced.uconn.edu. {
New ABA Internet Group for SLPs:
A new "SLP-ABA" Internet discussion group has been formed for clinically certified speech-and-language pathologists (SLPs) who are interested in pursuing certification in behavior analysis.
The purpose of this group is to provide a rapid means of
communication about professional,
administrative, and clinical issues that are unique to SLPs with expertise in
applied behavior analysis (ABA) and autism spectrum disorders. The list does not
attempt to duplicate discussions occurring on other lists (e.g., Me List,
DTT-NET, Verbal Behavior) but rather to focus on SLP-specific issues.
Participation on the SLP-ABA list is restricted to certified SLPs.
If you are a clinically certified SLP with certification in ABA (or with an interest in earning certification in ABA), you are encouraged to contact Mareile Koenig for information about joining the SLP-ABA discussion group at MareileKoenig@rcn.com.
(Editor's Note: Mareile Koenig, Ph.D., CCC-SLP, CBA is an Associate Professor of Communicative Disorders at West Chester University in Pennsylvania. Dr. Koenig has authored various articles for the CT FEAT Newsletter. These include book reviews of Teaching Language to Children With Autism (Sundberg and Partington, fall 1999 issue); A Work in Progress (Leaf and McEachin, summer 1999 issue); and Teach Me Language (Freeman, winter 2000 issue). She also authored Reflections on ABA Certification by an SLP (winter 1999 issue). Back issues of the CT FEAT Newsletter are available online at www.ctfeat.org.) {
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Legal Decision: Education Must Address Behavior (Denise Buckenheimer) |
The importance of teaching a child the "activities of daily living" was recognized in a recent due process decision concerning a thirteen-year-old boy with autism (Final Decision and Order 00-320, August 9,2001). In a victory for the boy's family, the hearing officer agreed that an appropriate Individualized Education Plan (IEP) needed to address the boy's severe behavioral and learning problems both in and out of the school environment.
The parents, Richard and Marjorie Freeman, requested that the hearing for their son, Daniel, be open to the public.
Among the issues in the case were whether the Trumbull school system needed to provide Extended School Day (ESD) and Extended School Year (ESY) services, and whether the child needed a "home program" to generalize the skills he was learning in the school environment.
All of these issues were decided in favor of the family. Since the school system had failed to provide a Free and Appropriate Public Education (FAPE) consistent with the child's needs, the family had been obliged to place the child unilaterally in an out-of- district placement at the Foundation School in Orange, Connecticut. Trumbull was ordered to reimburse the parents for the $39,000 cost of the child's tuition at Foundation School, in addition to costs they incurred in providing Daniel with an extended day program and an extended year program.
An IEP Should Address All Areas of Need
The decision, by hearing officer Patricia Strong, stated that "the Board is required to develop an IEP in all areas of need, including behavior. Further, the IEP should provide personalized instruction to address Daniel's specific needs."
The decision also noted that "it is important for Daniel to have a home program which provides intense levels of professional interactions."
The hearing officer faulted the school system for its failure to involve the boy's parents, Mr. and Mrs. Richard Freeman, in the decision making process.
Diane Twachtman-Cullen "Not a Neutral Witness"
One of the chief witnesses for the school system was Diane Twachtman-Cullen, a speech and language pathologist with a specialty in autism. Noting that Twachtman-Cullen had been "retained by the Board at the rate of $2,700 per day in connection with the litigation…," the hearing officer found that "she is not a neutral witness in this case."
Though he is pleased with the ruling, Richard Freeman regrets that so much time and money was wasted before Daniel finally could get the educational services that he needs. "It's sad that it had to get this far," he said.
Freeman maintains that his fight against the Trumbull school system is not about the individual teachers and therapists in the system, but with the administration.
"We want an appropriate education, not a Cadillac," Freeman said. "We don't want Daniel to be a burden on society when he is grown… For whatever reasons, Trumbull didn't have the appropriate programs." {
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SUBSCRIBE TO FEAT ONLINE
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The FEAT Daily Online Newsletter is a unique and indispensable source of information about what’s happening in the autism world. It’s published by Sacramento FEAT, a parent-run, not-for-profit, all-volunteer organization.
FEAT Online’s editors monitor a half-dozen of the larger autism-related email lists. They also comb the larger dailies and websites for important news and developments.
The newsletter contains the latest on just about every conceivable topic, from cutting edge medical and neurological research to issues affecting legal and political advocacy. They also prepare a monthly nationwide conference listing.
This free newsletter arrives in two or three postings per day. No overstuffing of your email box! If you want to join the more than 11,000 parents and professionals who already subscribe to FEAT Online, all you need to do is go to: www.feat.org/FEATNews. {
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Litchfield County Support Group
(Beth Lambert)
A new autism support group now serves Litchfield County. Formed this past summer, the Litchfield County Autism Spectrum Association (LCASA) has sponsored various speakers, including presentations by Roger Frant and Deborah Richards of the Connecticut State Department of Education.
The group is open to both families and professionals and addresses issues for people of any age with autism. It meets at the Chamber of Commerce of Northwest Connecticut, located at 333 Kennedy Drive, Suite R 101 in Torrington. The contact person is John Hudson (860) 489-2790.
(Denise Buckenheimer)
The Special Education Network of New Canaan (SPED*NET) is a network of parents who are interested in special education issues. While the group does not focus specifically on autism, its web site (www.spednet.org) has an extensive compilation of materials that many parents will find useful. These include lots of national, regional and local links related to special education and inclusion issues.
SPED*NET also lends out books and videos from its collection of resources concerning students with disabilities and inclusion. Check out their web site for up-to-date listings of speakers and seminars, especially if you live in lower Fairfield County. {
ASRC COMPILING RESOURCE BOOK
: The Connecticut Autism Spectrum Resource Center (CT ASRC) is developing a statewide resource guidebook for families and professionals. ASRC is seeking recommendations and comments regarding individuals and organizations that provide services to individuals with pervasive developmental disorders (autistic disorder, Asperger's syndrome, and PDD-Not-Otherwise-Specified).LEGISLATIVE ACTION
:In order to qualify for support services in Connecticut, adults with autism spectrum disorders (also called "pervasive developmental disorders, i.e. autistic disorder, Asperger's disorder and PDD-NOS) need to have a "dual diagnosis" of autism and "mental retardation" or some other severe mental health problem. Autism alone is not enough.
Most individuals with these disorders do not have classically defined "mental retardation." But to varying extents, most of them remain disabled throughout their lives—e.g. unable to hold a job, use public transportation, drive a car, or otherwise enjoy an independent life.
The Autism Spectrum Legislative Action Coalition seeks to enact legislation that will create services for adults who lack a "dual diagnosis." In the spring of 2000, they succeeded in persuading the Connecticut legislature to form an "Advisory Commission on Services and Supports for Persons with Developmental Disabilities." The Commission's mission is to analyze the needs of this population and possibly recommend legislation that would create new services.
Soon, the Commission will be conducting a series of public hearings. These hearings will provide a forum for family members and teachers of people with autism to explain the special challenges that these individuals face. The Coalition would like to enlist your assistance in the process of educating the Commission about this critical issue. If you are able to attend the hearings or otherwise help in this important effort, please contact Linda Buckheit at (203) 876-3936 or send an email to her at LMBuckheit@yahoo.com. {
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FREE MONEY IN NO TIME
One ringy-dingy, two ringy-dingys …and you are almost done. It's painless, cost-free, and takes just a few minutes to sign up for the "SNET Community Connections" program.
If you are a SNET customer, SNET will pay CT FEAT 5% of every dollar you spend on long distance calling. You can sign up today by calling 800-635-7638. The only information you'll need to provide is your phone number and our name and location (CT FEAT in Ellington).
CT FEAT also has a code number (3605) you can mention. But you don't need to know it. I didn't and the whole process of signing up by telephone still took less than three minutes. You also can sign up at SNET's web site: www.snet.com/community.
EASY MONEY
If you already are contributing to the United Way, perhaps you could direct some or all of that money to CT FEAT. Even though CT FEAT is not listed on the pledge card, it is eligible to receive your donation. Most United Way organizations will forward the money to us if you write on the pledge card: CT FEAT, P.O. Box 388, Ellington, CT 06029-03888, phone (860) 571-3888. We have received United Way support from as far away as Seattle, Washington!
DOUBLE YOUR MONEY
Your employer may be willing to match your tax-deductible contribution to CT FEAT. Some employers also make outright contributions to charitable causes supported by their employees.
Why support CT FEAT? What does the organization do with that money?
It's certainly not for salaries. The organization is run entirely by unpaid parent volunteers. Contributions help to pay for the costs associated with the newsletter (which goes out to more than a thousand parents, educators, intervention providers, and clinicians), web site, hotline, parent meetings, presentations, and other activities designed to provide information and support.
Corporate donors usually will want to know CT FEAT's IRS number, which is 06-1489928. Donations should be sent to: CT FEAT, P.O. Box 388, Ellington, CT 06029-0388. {
PROVIDER NEWS
:Veterans of Rutgers Autism Program Form New Consulting Group
Several of the staff formerly associated with the Rutgers University Autism Program (which is no longer offering services in Connecticut) have formed a new ABA consulting group called Accelerated Learning.
The new organization is staffed by behavioral consultants Matthew Bowman, Noel Woolard, Kendra Peacock, and Jackie Wright. Though the organization is based in Maryland, it is available to provide services in Connecticut.
Accelerated Learning offers intensive behavioral intervention services for both home and school-based programs. The organization describes its mission as being "to train parents and professionals to utilize the concepts and principles of applied behavior analysis to accelerate positive behavioral growth in children with autism."
To obtain further information, you can contact Accelerated Learning at 8630-M Guilford Road, PMB #335, Columbia, Maryland 21046 or call (443) 745-5240.
CCCD's New Outreach Program
This past summer, the Connecticut Center for Child Development (CCCD) inaugurated an outreach program designed to provide home and center-based services to children with autism age birth to five years and their families. These services include assessment, program development, supervision, consultation, and direct instruction utilizing the principles of applied behavior analysis (ABA).
CCCD is Connecticut's first and only private, center-based ABA school. It's located in Milford, Connecticut. To learn more about all of CCCD's educational programs, you can visit their web site at www.cccdinc.org, write to 925 Bridgeport Avenue, Milford, CT 06460, phone (203) 882-8810, or email info@cccdinc.org. {
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CT FEAT PARENT
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CT FEAT’s quarterly Parent Resource Meetings provide parents with an opportunity to network with each other in a confidential setting. The meetings take place on Sunday afternoons, from 1:30 to 3:30 p.m., at the Rocky Hill Congregational Church on 805 Old Main Street, in Rocky Hill, CT. The first half-hour is dedicated to orienting newcomers. This is followed by a presentation (speaker, video, etc.) or discussion pertaining to treatment or advocacy issues.
The next meeting will take place on Sunday, January 27, 2002. The only requirement for participation is that parents agree to respect each other’s confidentiality. Please visit the CT FEAT web site (www.ctfeat.org), or call the CT FEAT Hotline (860-571-3888), to request directions, check for storm cancellations, or obtain further information. Also, please note that these meetings are for parents only and that there is no childcare available. {
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A Work In Progress: ABA Treatment Guide In Spanish |
The complete lack of Spanish language ABA materials has made it almost impossible to provide intensive behavioral treatment to Spanish speakers. This has been an enormous source of frustration both in this country and around the world.
The recent publication of a Spanish language version of the leading ABA teaching manual, A Work In Progress: Behavioral Management Strategies and a Curriculum for Intensive Behavioral Treatment of Autism (Ron Leaf and John McEachin, 1999), should help to remedy the situation. No other book currently available, in any language, contains such an extensive curriculum or as much detailed information about ABA-based teaching techniques.
Authored by two highly experienced clinicians with decades of experience treating children with autism spectrum disorders, A Work in Progress describes the fundamentals of intensive behavioral intervention in straightforward and accessible language. It provides clear teaching guidelines, concrete examples and a fully developed curriculum.
The Spanish title is Esperanzas Para El Autismo: Un Trabajo En Progreso and it's available for $42.95 from Different Roads to Learning (800-853-1057 or www.difflearn.com). {
Visit CT FEAT's web site at www.ctfeat.org to learn more about:
The web site is updated periodically. New items added since the summer of 2001 include:
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PSSSST…HAVE YOU HEARD? NEW TASK FORCE IN THE WORKS (B.C.) |
Rumor has it that the Connecticut State Department of Education is planning to convene a new task force
