Issue 28 May/June 2002

Reaching Potentials, Inc.2875 S Congress Ave., #HDelray Beach, FL 33445

Ph: 561-274-3900Fax: 561-274-3932

Ph: 954-321-7393Fax: 954-321-1019

P.O. Box 1004Fredericksburg, VA 22402-1004

Ph: 540-368-8087

E-Mail: RPforAutism@aol.comhttp://www.reachingpotentials.org

Board of DirectorsLloyd H. Colvin

Nelson Faro Angela Guarneri

Cynthia Kleinfield-HayesDanette M. Marks

Lisa ShubJohn Velazquez

Gail Weiss

Professional Advisory BoardWendy Bellack

(Family Network on Disabilities)Susan Johnson Conlin, M.Ed.Edward C. Fenske, MA, Ed.S.(Princeton Child Development Institute)

Sandra L. Harris, Ph.D.(Rutgers, The State University of New Jersey)

Robin Parker, SLPD, CCC(Nova Southeastern University)Roberto Tuchman, M.D.

(Miami Children's Hospital Dan Marino Center)

Jack Scott, Ph.D., BCBA(Florida Atlantic University)

StaffJean Hays Bachrach, MA, CCC/SLP, BCBA

Mapy Chavez Brown, M.Ed, BCABAPamela Gorski, BS, BCABA

Rebekah Houck, BA , BCABABarbara Jamison, BA

Shawna KingsleyLori Mangeny

Samantha Mills, BACathy Opel, BA

Christine Passaretti, M.Ed, BCBAJennifer Rava

Lisa J. Shavelson, BA.Molly Tidwell, BS

Continues on Page 3

2 Clinical Di

Insi

Clinical Director’s CornerSome Words On "Verbal Behavior"

B. F. Skinner wrote a book that was published in 1957 titled Verbal Behavior. In it, Skinner explained human language behaviorally, describing a group of verbal operants or functional units of language. These are the basic ones: Mands (requests), Tacts (labels, comments), Intraverbals (responding to another person's verbal behavior or answering questions) and Echoics ( imitating language) and Autoclitics (qualifying one's own verbal behavior : "I think I want to diet"). When you combine these you come up with a series of complex verbal operants that would take weeks to describe!

In the last few years, some people have started describing a specific intervention called "verbal behavior" therapy. Some describe it as a separate entity from Applied Behavior Analysis. There has been a great deal of controversy concerning "verbal behavior" vs. "discrete trial teaching" vs. "PECS" vs. "Whatever"! The simple truth is that teaching language to children with autism in an ABA program should ALWAYS contain tight teaching of language based on Skinner's verbal operants. Don't we all request things? Don't we all comment? Conversation would be impossible without intraverbals! Whether you call it an echoic or verbal imitation training, isn't the child still repeating what you said? If a child uses verbal speech, sign language, pictures, or the written word to communicate he or she is still using verbal behavior as Skinner describes it. If you don't believe me, read the book! (Good luck though, it's not a beach novel!) So it should be obvious that any behavior analyst working with children with autism should be teaching these things. But is that all? Verbal Behavior?

A good ABA program for a child with autism should include good research proven methodologies: Discrete trial, incidental teaching, chaining etc., so that a child can learn a variety of skills, not just verbal ones. A child with autism needs to learn to play with toys. A child with autism needs to learn to independently take care of his or her own daily living needs. A child with autism needs to learn to play with peers, and follow instructions, and the list could go on and on.

It seems that the controversy has drawn some international interest. At this year's Association for Behavior Analysis Conference held in Toronto over Memorial Day weekend, some speakers had some interesting things to say about this topic.

Michael Fabrizio gave an invited address concerning the importance of accuracy when disseminating information about behavior analysis. This concept would apply to the individual practitioner as well as disseminating for the mass media. One point he made was concerning using terminology accurately. For example, a practitioner should avoid saying that he is "doing verbal behavior" since verbal behavior (from Skinner's perspective) is NOT a procedure for doing therapy, just a framework by which verbal operants may be classified. He also said practitioners should avoid saying that they are practicing "Smith Therapy" (Insert any name for Smith!) It makes more sense to describe what you are doing in behavioral terms; and a behavior analyst should be able to do that!

When exploring treatment options for your child with autism it pays to be a good consumer. Ask questions about the research backing ANY approach that may be used with your child. Ask questions about the credentials of your practitioner. Persons practicing behavior analysis with Master's and Bachelor's degrees can qualify to become Board Certified Behavior Analysts and Board Certified Associate Behavior Analysts through the Behavior Analyst Certification Board (www.bacb.com). Remember when pursuing treatment for your child that you want to address all his or her needs so that your child will have the best opportunity to reach his or her potential!

Reaching Out 2

On Saturday, February 23, 2002, Reaching Potentials and Franklin Templeton held their Third Annual Charity Benefit at the Coral Ridge Country Club in Fort Lauderdale, Florida. The charity event this year also benefited THE SHEPHERD’S WAY, a Broward County ministry which provides guidance to the homeless.

This year’s charity event was supported by numerous corporate donors as well as close to 200 individuals who attended the gala evening activities. The event helped to raise close to $225,000.00 which will be equally shared between the two organizations.

The Board of Directors, Staff and families of Reaching Potentials would like to extend our sincere gratitude to those of you who helped to support us through this annual fundraiser event. Your contributions will help to ensure that our organization can continue to provide valuable services to families of children with autism in 2002.

REACHING POTENTIALS ANDFRANKLIN TEMPLETON

HOLD THIRD ANNUAL CHARITY BENEFITFebruary 23, 2002

JOIN THE STAFF AT

REACHING POTENTIALS

Reaching Potentials Is Currently Seeking Applicants Interested In Working With

Individuals With Autism And Related Disorders In

Implementation Of Applied Behavior Analysis

Programming. Candidates Must Be Available To Travel And Must Have Their Own

Reliable Transportation. Part-Time And Full-Time

Positions Available. We Offer Training, A

Competitive Compensation Package Including Benefits,

Ongoing Professional Development, And The

Opportunity To Become Part Of A Highly Respected Team

of Professionals.

Current Openings:Program Consultant

Delray Beach, FLFredericksburg, VA

Candidates must have a minimum of four years full-time experience designing

and implementing ABA programming for individuals with autism and must be a

Certified Behavior Analyst or Certified Associate Behavior

Analyst. Interested candidates, please forward a current resume/vita, together

with salary history to: Pamela Gorski,

Executive Director, Reaching Potentials, Inc.

2875 S. Congress Avenue, Suite H,

Delray Beach, FL 33445. (Confidential submission may be sent via facsimile to 561-

274-3932 or e-mail to RPforAutism@aol.com.)

See Page 30 for more photos from our event!

Reaching Out 3

We welcome your submissions of items of interest for inclusion in our newsletter. Please mail to:Reaching Potentials, 2875 S. Congress Avenue, Suite H, Delray Beach, FL 33445Or you may send via facsimile to 561-274-3932 or 954-321-1019 or e-mail to RPforAutism@aol.com

Co-editors:Pamela GorskiLisa J. ShavelsonPatricia Oliver

We would like to extend a special thanks to Patricia Oliver for her assistance and the contribution of our Spanish translations.

If you would like to place an advertisement in our newsletter, please submit your request IN WRITING to:

Pamela GorskiReaching Potentials, Inc.2875 S. Congress Avenue, Suite HDelray Beach, FL 33445Fax: 561-274-3932

$6 MILLION GRANT TO EXPAND SEARCH FOR AUTISM GENES

avail:  www.feat.org 3/11/02 The National Institute of Mental Health (NIMH) today awarded the first installment of an expected $6 million grant over 5 years to researchers at the University of California, Los Angeles (UCLA) for major expansion of a collaborative effort to identify autism vulnerability genes. Daniel Geschwind, M.D., Ph.D., and colleagues at UCLA Neuropsychiatric Institute will direct the project, in partnership with the citizens group Cure Autism Now (CAN), to add 300 more families to its Autism Genetic Resource Exchange (AGRE).  The information and samples gathered in the study will be broadly shared with the research community through AGRE and a repository maintained by the NIMH Human Genetics Initiative.

Autism begins in early childhood and impairs thinking, feeling, language and the ability to relate to others. While causes and effective treatments have thus far eluded science, evidence suggests that the disorder is highly heritable.  However, it is thought to stem from interactions among multiple, as yet unknown, genes, complicating the research challenge.  Recent genome scans have identified several chromosomal sites likely harboring disease vulnerability genes.

"Genetics research is especially promising for understanding autism," said NIMH Acting Director Richard K. Nakamura, Ph.D. "Expanding the AGRE sample to maximize its statistical power will help to pinpoint the vulnerability genes themselves."

The grant will total $6,217,225 over five years, with $1,156,737 awarded today for the first year.  Collaborating on the project with Geschwind are co-principal investigators Stanley Nelson, M.D., and Rita Cantor, Ph.D., UCLA; J. Conrad Gilliam, Ph.D., Columbia University; and Christa Lese, Ph.D., University of Chicago.

The AGRE gene bank was created by the CAN Foundation to advance genetics research on the disorder.  AGRE DNA samples and clinical data are obtained from families that have more than one member diagnosed with autism, pervasive developmental disorder (PDD) or Asperger's syndrome, which are genetically related.  A diagnostic team visits the home of each family to collect the data during a 2-hour screening.

The National Institute of Mental Health (NIMH) is part of the National Institutes of Health (NIH), the Federal Government's primary agency for biomedical and behavioral research. NIH is a component of the U.S. Department of Health and Human Services.

Reaching Out 4

Both Sides Agree with IOM Report on

Vaccine SafetyVaccine Issues Discussed on

"American Morning with Paula Zahn"

http://autism.about.com/library/weekly/aa022502a.htm

2/25/02

On February 20, 2002, the Institute of Medicine (IOM), a quasi-governmental agency, released its latest findings on childhood vaccinations and their effects on children. The report, which was discussed during a CNN interview on February 25, 2001, indicates that more research is needed to either prove or disprove the link between childhood vaccinations and a wide variety of medical conditions and adverse reactions that have been reported in the press recently. One of the conditions being studied, the development of Autism Spectrum Disorders, has increased by 600% in the past 20 years. This time span coincides with the wide-spread use of some childhood vaccines, and thus has led to speculation that there may be a link between the two. During the televised interview, Dr. Marie McCormick, a co-author of the report and Barbara Loe Fisher of the National Vaccine Information Center discussed the report with Paula Zahn and presented their observations on the topic.

During the interview, it became clear that both Ms. Fisher and Dr. McCormick were in agreement on the primary issue at hand, additional research should be conducted to reach a definitive conclusion on the safety of the nation's childhood vaccination program. Dr. McCormick pointed out that, "Our committee (IOM) is very concerned that we do everything in our power to establish the safety of the current vaccine schedule and vaccines that are coming on down the pike. This is too serious an issue to brush to the side. For parents who have been concerned about this issue, this statement is welcome news."

At one point in the interview, Ms. Zahn asked the question, "What is it that parents (and physicians) are supposed to do here?" In answer to that question, both interviewees suggested the following parental actions:

Parents have to be aware of the risks that not vaccinating carries, and weigh that risk against the possible effects of an adverse reaction to those vaccines.

Parents need to become educated about vaccines and infectious diseases.

Parents need to know how to monitor their children for possible adverse reactions.

Doctors need to report hospitalizations and deaths due to adverse reactions to vaccines.

Parents need to read as much as possible about vaccinations and their benefits and risks.

Now that all parties involved have reached a clear understanding of what is needed in the way of vaccine research, the next step is up to the government and the research community. Funding for this type of research must be made available and independent research studies must be conducted and validated. This research, combined with the research already being done in the areas of genetics, physiology, and developmental psychology should help to give parents and physicians alike a clearer view of the mechanisms that are involved with Autism, Pervasive Developmental Disorders and other medical conditions that affect our children in growing numbers each year. It is hoped that with this understanding, improved methods of prevention and treatment will be found to help reverse the increasing number of children who are disabled by severe medical conditions such as Autism.

Reaching Out

Ambas Partes en Acuerdo Sobre el Reporte de la IOM en Relación Con la Seguridad de Las Vacunas

http://autism.about.com/library/weekly/aa022502a.htm

2/25/02

El 20 de Febrero del 2002, el Instituto de Medicina (IOM), una organización quasi-gubernamental, dió a conocer sus últimos resultados sobre las vacunas infantiles y sus efectos en los niños. El reporte, que fue discutido en un reportaje de la cadena de noticias CNN el 25 de Febrero del 2001, indicó que un mayor número de investigaciones son necesarias para aprobar o no, la idea de que las vacunas están en conección con una gran variedad de condiciones médicas y reacciones adversas que se han reportado últimamente en las noticias. Una de las condiciones estudiadas, es el desarrollo del síndrome de autismo, que ha aumentado en un 600% en los últimos 20 años. Este período de tiempo coincide con la amplia campaña de diseminación del uso de ciertas vacunas en la infancia, que por lo tanto ha servido de especulación de que exista alguna relación entre las vacunas y el autismo. Durante la entrevista de televisión, la Doctora Marie-McCormick, co-autora del reporte, y Barbara Loe Fisher, del Centro Nacional de Información de Vacunas, discutieron el reporte con Paula Zahn y presentaron sus observaciones sobre el tema.

Durante la entrevista, se vió claramente que ambas, la Señora Fisher y la Doctora McCormick, estaban de acuerdo en el punto primario de que estudios adicionales son necesarios para determinar una conclusión sobre la seguridad del programa de vacunación infantil nacional. La Doctora McCormick señaló que, “Nuestro comité (IOM) está muy preocupado de hacer todo lo que se encuentre en nuestro poder para establecer la seguridad del programa de vacunas actual y de aquellas vacunas que están siendo observadas bajo un lente. Este asunto es súmamente serio como para dejarlo a un lado. Para los padres que han estado preocupados por éste asunto, esta declaración significa buenas noticias.”

En un punto de la entrevista, la Señora Zahn preguntó, “Qué es lo que los padres (y médicos) deben hacer en ésta situación?” Como respuesta a la pregunta, las dos entrevistadas sugirieron las siguientes acciones por parte de los padres:

Los padres deben de estar al tanto de los riesgos que se corren al NO vacunar a los hijo(a)s y saber pesar éstos riesgos contra las posibles reacciones que las vacunas puedan implicar.

Los padres deben ser educados con respecto a las vacunas y las enfermedades infecciosas. Los padres deben saber monitoriar a sus hijo(a)s para poder determinar reacciones aversivas de las

vacunas. Los Doctores deben de proveer un reporte que indique las hospitalizaciones y muertes relacionadas

con reacciones a las vacunas. Los padres deben de leer mucho acerca de las vacunas y sus respectivos beneficios y riesgos.

Ahora que todas las partes interesadas han llegado a un acuerdo acerca de la importancia de aumentar el número de investigaciones en relación con las vacunas, todo queda de parte del gobierno y las comunidades de investigación. Los fondos para realizar éste tipo de investigaciones tienen que hacerse disponibles, y las investigaciones independientes, deben de ser realizadas y validadas. Estas investigaciones, en combinación con las investigaciones que ya están siendo llevadas a cabo el las áreas de genética, fisiología y psicología del desarrollo, deberían ayudar a los padres y médicos por igual, a adquirir una mejor idea de los mecanismos involucrados con el autismo, los desórdenes pervasivos del desarrollo, y cualquier otra condición médica que afecte a nuestros niños en números crecientes cada año. Se espera que con éste entendimiento, se encontrarán mejores métodos de prevención y tratamiento, para así ayudar a revertir los crecientes números de niños que son incapacitados por condiciones médicas severas como el autismo.

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Reaching Out

The Medicaid HCB WaiverThe Alternative to Institutionalization

http://autism.about.com/library/weekly/aa030702a.htm

3/7/02

In the not too distant past, an adult with a severe Autism Spectrum Disorder faced a future that almost certainly included institutionalization. Because of the unique care needs, the expense involved, the lack of insurance coverage and more, it was impossible for the Autistic adult to live within his/her community, in most cases. Federal and State funds went to institutions and the prevailing thought was that Autistic individuals should be placed in them, "for their own good."

Thankfully, that thinking has changed. It is now recognized that many Autistic adults are able to remain within their own communities, with a minimum of actual medical care. One of the major factors in this shift of focus was the Medicaid HCB Waiver Program, which allows states to take Medicaid funds that were previously only available to institutions, and apply them to community and home based programs.

According to the U.S. Department of Health and Human Services, "Medicaid's home and community-based services waiver program affords States the flexibility to develop and implement creative alternatives to institutionalizing Medicaid-eligible individuals. States may request waivers of certain Federal rules which impede the development of Medicaid-financed community-based treatment alternatives. The program recognizes that many individuals at risk of institutionalization can be cared for in their homes and communities, preserving their independence and ties to family and friends, at a cost no higher than that of institutional care."

The services that may be provided without prior approval of the Federal Government through this program include:

Case Management Services

Homemaker Services

Home Health Aide Services

Personal Care Services

Adult Day Health, Habilitation and Respite Care Services

Other services which may be provided with approval include:

Transportation Services

In-Home Support Services

Meal Services

Special Communication Services

Minor Home Modifications

Adult Day Care Services

A quick review of these services clearly shows that most, if not all of them could be of great benefit to an individual on the Autism Spectrum. They could be the thing that allows the Autistic citizen the opportunity to have a life within the familiar confines of his/her own community or home. There is only one drawback.

States can implement these services as they wish, choosing which to offer and which to ignore. It is important for the parents and care givers of Autistic individuals to find out what services are available within their state, and compare those with what is allowed by law. If there are services that would benefit the Autism community that are not being offered, action should be taken to get your state's Health and Human Services Department acting to provide those which are lacking. By our awareness of what is available and what could be available, we can help to make life a little better for all developmentally disabled citizens within our borders. After all, "Awareness is the Key."

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Reaching Out

Another Tragedy in the Autism Community

Five Year Old Drowns in Florida Canal

2/14/02

http://autism.about.com/library/weekly/aa021402a.htm

One of the major news stories of recent days has been the disappearance and subsequent tragic death of a five-year-old child with Autism from Pompano Beach, Florida. The child, who suffered seizures as a part of his Autism, wandered away from his father's home and when an extensive search of the neighborhood failed to find him, the Broward County Sheriff's Department was called in to search the surrounding waterways. After an extensive search, his body was discovered floating in about ten feet of water in a canal that runs through the area.

Tragedies such as this occur all too frequently in the Autism community because of the tendency for children with Autism to wander away from safe surroundings and into the path of danger. For many children with Autism the concept of danger has no meaning. It is so conceptual that they do not make the link between it and their lives. As a result, parents, guardians, teachers and all others who are in caregiver positions must take special precautions to protect those in their care.

There are several things that a caregiver can do to help insure the safety and security of a child with Autism, or an adult Autistic for that matter. These include the following suggestions:

Install double locks on outside doors.

Use a "slide bolt" type of lock, which is slightly offset, at the top of the door. This will require the child to lift the door slightly as they move the bolt.

Install a lock or drive a nail into the window frames, so that they

cannot be opened or fully raised. Most people only need a one or two inch opening to get adequate ventilation into the room.

Make sure to check all doors and windows before going to bed. It is easy to forget, especially in the first days of increased security.

Use a chain and a padlock to secure fence gates surrounding the yard area at home. Many children have wandered into their yard, but were prevented from going further by a locked gate.

Make certain that the local police and other law enforcement authorities know that your child is Autistic and that elopement, or wandering off is a typical autistic behavior. This will let them know that a phone call from you is to be given a high priority.

If possible, install a door mounted security system on all outside doors to alert the family if the door is opened. The type sold for use on motel room doors by travelers is a good measure.

If you have a sliding door, get a sliding door stop, to prevent your child from opening the door and wandering away.

Be aware of your child's favorite hiding places, both in the home and in the neighborhood. This makes it easier to search for a missing child.

Many of the above mentioned safety features can be purchased at major retail outlets or on the Internet and are listed in the "Baby Safety" category. Good comparison shopping can help you to locate many products that can help keep your child safe and secure, as well as give you a higher level of comfort, knowing that you have done your best to protect your child.

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Reaching Out

Otra tragedia en la Comunidad de Autismo

Un niño de cinco años se ahoga en un canal de

Florida.

2/14/02

http://autism.about.com/library/weekly/aa021402a.htm

Una de las nocitias más nombradas en días recientes, ha sido la desaparición y trágica muerte de un niño con autismo de cinco años de edad que vivía en Pompano Beach, Florida. El niño, quien sufría de episodios epilépticos como parte de su autismo, caminó fuera de la casa de su padre y luego de una búsqueda intensiva por el vecindario, la policía de el condado de Broward fueron llamados para continuar la búsqueda en los canales de agua de los alrededores. Luego de otra búsqueda intensiva, el cuerpo del niño fue encontrado flotando en un canal de agua de diez pies de profundidad que corre a travez de la zona.

Tragedias como ésta ocurren muy frequentemente en la comunidad de autismo por la tendencia de éstos niños de caminar fuera de sitios seguros y dentro de areas de peligro. Para muchos niños autistas el concepto de peligro no tiene ningún significado. Este es un concepto tan abstracto que para ellos no tiene significado dentro de sus vidas. Como resultado, los padres, guardianes, maestros y otras personas involucradas en su cuidado, deben tomar precauciones especiales para proteger a los menores.

Hay varias cosas que las personas encargadas del cuidado de los niños (o adultos) con autismo podrían hacer. Las sugerencias incluyen:

Instale cerraduras dobles en las puertas. Utilize los sistemas de seguridad que

requieren subir un poco la puerta antes de abrirla.

Instale un seguro, o clave un clavo en los marcos de las ventanas, de ésta manera las mismas no pueden ser abiertas en su

totalidad. La mayoría de las personas sólo necesitan unos pocos centímetros de abertura para tener suficiente ventilación.

Utilize una cadena y un buen candado para asegurar las cercas que estan alrededor de los jardines de la casa. Muchos niños salen a los jardines y logran salirse del área de la casa por la falta de una puerta asegurada.

Asegúrese de que la policía y otras agencias de su comunidad, estén al tanto de que su hijo(a) es autista y que es posible que el menor se vaya fuera de las áreas de la casa, por no tener noción del peligro.

Si es posible, instale un sistema de alarma en las puertas, que le indique cuando alguna es abierta. El tipo que venden para que los viajeros instalen en las puertas de moteles, es una buena opción.

Si tiene una puerta corrediza, adquiera un seguro de parada para la misma; de ésta manera preeverá que su niño(a) se salga de la casa.

Sepa cuáles son los sitios en donde a su hijo(a) le gusta esconderse (dentro y fuera de la casa). Esto facilita la búsqueda de un niño perdido.

Muchos de los artículos necesarios para implementar las sugerencias descritas, pueden ser comprados en tiendas de su vecindario. En el Internet se encuentran por el título “Baby Safety”. Compras de comparación puede ayudarle a localizar muchos de éstos productos que le ayudarán a mantener a su hijo(a) seguro y sin riesgos. A la vez, le dará a usted un mayor nivel de confianza al saber que usted ha hecho lo mejor para proteger a su niño(a).

9

Reaching Out

I.D.E.A. Reforms Being Studied NationwideProposed Revisions Worry Some Parents

2/24/02

http://autism.about.com/library/weekly/aa022402a.htm

Last fall President Bush appointed a commission to study reforms to the Individuals with Disabilities Education Act (I.D.E.A.) regulations that govern special education services in the United States. Many parents are concerned about how these proposed reforms will impact the educational opportunities that their children receive in their local school districts. The following areas are under review by the commission and are being considered as a part of the special education reform package that will be the keystone of the President's efforts to reform the special education system:

Cost-effectiveness: The Commission will study the "appropriate" role of the Federal Government in educational funding. In particular they will look at the factors that have caused the massive increase in the costs associated with special education services.

Improving Results: The Commission will examine how to best utilize Federal resources to improve the success of students with disabilities.

Research: The Commission will study programs which have proven successful and cost effective and attempt to find ways to implement those programs nationwide as a part of the special education system.

Early Intervention: By finding ways to identify children who have problems in reading, the Commission hopes to reduce the number of special education students being served. It is the opinion of the White House that many special education students do not really belong in special education, but rather in special reading programs that are designed to remediate their difficulties.

Funding Formulae: The Commission believes that the answer to the problem is not more money, but rather better use of the resources at hand. While the special education budget will increase, the White House feels strongly that the available funds can be more wisely spent.

Teacher Quality and Student Accountability: The Commission will work to find ways to encourage students to enter training as special educators. Along with this, they will be looking at ways to hold special education students to higher performance standards than are currently in place and therefore help the student to transition to the workplace environment. This includes the philosophy of making special education students more accountable for their learning behaviors.

Regulations and Red Tape: The Commission is tasked with evaluating current Federal and State laws and finding ways to improve them without adding to the already overwhelming "paper crunch" that many teachers are encountering.

What Models Work in the States: The Commission will study ways to implement local ideas on improving special education, rather than adopt a nationwide "cookie cutter" approach to solving the problems inherent in the current laws.

Federal versus Local Funding: The Commission will be looking at how Federal money can be used to supplement local school districts, rather than be the primary source of funds to support special education programs.

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Reaching Out

Initially, concern was voiced by many parents over the idea of making special education students accountable for their actions while in school. Such practices as suspension and expulsion for students with severe behavioral problems linked to the medical or psychiatric condition, for example, are being voiced. This is especially true within the Autism community, since behavioral issues are symptoms of the underlying neurological condition. Now, however, these concerns are expanding to other areas.

Will Federal dollars be reduced, therefore adding an increased burden to the local school district?

Will the reduction in paperwork mean that less structure will be planned in the IEP setting?

Will such things as IEP's be considered as "red tape" and therefore limited or eliminated?

Will the new accountability standards for special education students mean that they will be faced with unreasonable expectations?

Will efforts to reduce the number of students in special education programs mean that some who truly deserve services will be denied?

These and other issues are coming up at meetings around the nation with Federal and State special education officials. The following places are scheduled for meetings in the near future:

President's Commission on Excellence in Special Education

March 6, 2002 in Denver, Colorado

March 13, 2002 in Des Moines, Iowa

March 21, 2002 in Los Angeles, California

April 9-10, 2002 in Miami, Florida

April 16, 2002 in New York, New York

April 18, 2002 in Nashville, Tennessee

April 23, 2002, location TBA

May 30-31, 2002 in Washington, D.C.

If you are interested in voicing your opinion at one of these meetings, contact your local school district, or one in the city where the meeting is being held for more information on locations and times. It is only through your involvement and input that the President's Commission can have an accurate picture of the views of special education parents. If at all possible, attend a meeting near you and make your voice heard.

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Reaching Out

Autism Figures Soar

In America [The Sunday Herald, UK. Thanks to Ray Gallup.]http://www.sundayherald.com/21347From FEAT Online 01/06/2002 Avail: www.feat.org

The number of children diagnosed with autism in America is continuing to increase at a rate of more than 20% a year, according to the latest figures published by the US Department of Health.

The figures show that in the year 1999/2000 the number of school children in America with autism was 65,396 compared with 53,576 the previous year.

Figures have risen steeply since the reporting of autism became mandatory in American schools in 1991. At first the increase was attributed to better reporting of the condition but after nine years some experts argue that the consistent rise must demonstrate an actual rise in autism rates.

The availability of the figures, published has prompted calls from campaigners in Scotland for a national autism register in this country. There is no national register in the UK detailing the number of children affected with the condition. Parents argue that this makes it difficult to provide adequate services and monitor increases.

It is estimated that up to one in 175 primary school children are autistic.

Bill Welsh, chairman of Action Against Autism, said: 'The USA statistics are incontrovertible proof of the autism epidemic, which is sweeping the Western world. An epidemic, which the health authorities are shamefully trying to cover up.”

A request to the Scottish Executive, made almost two years ago, to establish a register, by year of birth, of autistics, would have confirmed that this tragic condition had gone from rare to common since 1990.

Dr Ed Yazbak, a retired American pediatrician, insists that the increase is real and argues that this can only be attributed to environmental factors. He says vaccination may not be the only cause but is convinced that it plays a part.

He said: “These statistics tell us, not only that there has been a huge increase in autism rates in the last 20 years, but also that this increase is not stopping.”

He also argues that the increase cannot just be the result of better diagnosis because the same diagnostic techniques have been used since 1994.

'The criteria for diagnosing children has not changed and the people giving the diagnosis have not changed therefore this must be an increase in numbers and this must be due to environmental factors. We may find that this is being caused by something other than vaccination but it is certainly not genetic because this happens in the second year of life.'

The US has an extensive vaccination programme, with babies given their first vaccine against Hepatitis B in the first two days of life and another two doses before they are 18 months old. Children also have five doses of diphtheria and tetanus, two doses of MMR, four of the Hib, (for meningitis), one of chickenpox, four of the polio vaccine and now four doses of a vaccine to prevent ear infections before they go to school.

“There are definitely too many vaccines,” said Yazbak. “I don't think it is just vaccines but it is pretty crazy to give vaccines on the first day of life which the child doesn't need.”

Raymond Gallup, president of the Autism Auto-immunity Project, a US campaign group, said: “I attribute this increase to over-vaccination. There is no doubt about it and MMR is the most problematic one. Children are definitely getting too many vaccines too early in life.”

Last week the Scottish Executive announced that children are to receive a booster shot of whooping cough vaccine in the year before they start school. On Monday the whooping cough vaccine will be added to the combined diphtheria and tetanus booster given to children in their pre-school year.

But Professor David Goldberg, deputy director, the Scottish Centre for Infection and Environmental Health, believes the increase is due to better recording and diagnosis of autism. He said: “The increases are likely to be due to greatly improved case ascertainment.”

Massachusetts is known to have had the best health, social and educational provision for autism, of any state in the USA; it has recognized autism for longer than any other state and therefore its figures are likely to be most reliable. Interestingly, the increase in the number of recorded cases in Massachusetts was only 10%.

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Mothers of children with disabilities worthy of praiseBy Lori Borgman

Knight Ridder/Tribune News ServiceAvail: http://www.loriborgman.com/mothersday.html

Expectant mothers waiting for a newborn's arrival say they don't care what sex the baby is. They just want it to have 10 fingers and 10 toes.Mothers lie.Every mother wants so much more. She wants a perfectly healthy baby with a round head, rosebud lips, button nose, beautiful eyes and satin skin.She wants a baby so gorgeous that people will pity the Gerber baby for being flat-out ugly.She wants a baby that will roll over, sit up and take those first steps right on schedule (according to the baby development chart on page 57, column two).Every mother wants a baby that can see, hear, run, jump and fire neurons by the billions. She wants a kid that can smack the ball out of the park and do toe points that are the envy of the entire ballet class.Call it greed if you want, but a mother wants what a mother wants.Some mothers get babies with something more.Maybe you're one who got a baby with a condition you couldn't pronounce, a spine that didn't fuse, a missing chromosome or a palate that didn't close.The doctor's words took your breath away. It was just like the time at recess in the fourth grade when you didn't see the kick ball coming and it knocked the wind right out of you.Some of you left the hospital with a healthy bundle, then, months, even years later, took him in for a routine visit, or scheduled her for a well check, and crashed headfirst into a brick wall as you bore the brunt of devastating news.It didn't seem possible. That didn't run in your family. Could this really be happening in your lifetime?I watch the Olympics for the sheer thrill of seeing finely sculpted bodies.It's not a lust thing, it's a wondrous thing. They appear as specimens without flaw-muscles, strength and coordination all working in perfect harmony. Then an athlete walks over to a tote bag, rustles through the contents and pulls out an inhaler.There's no such thing as a perfect body. Everybody will bear something at some time or another.

Mothers of Children with Disabilities

Maybe the affliction will be apparent to curious eyes, or maybe it will be unseen, quietly treated with trips to the doctor, therapy or surgery.Mothers of children with disabilities live the limitations with them.Frankly, I don't know how you do it. Sometimes you mothers scare me.How you lift that kid in and out of the wheelchair 20 times a day. How you monitor tests, track medications, and serve as the gatekeeper to a hundred specialists yammering in your ear.I wonder how you endure the cliches and the platitudes, the well-intentioned souls explaining how God is at work when you've occasionally questioned if God is on strike. I even wonder how you endure schmaltzy columns like this one-saluting you, painting you as hero and saint, when you know you're ordinary. You snap, you bark, you bite. You didn't volunteer for this, you didn't jump up and down in the motherhood line yelling, "Choose me, God. Choose me! I've got what it takes."You're a woman who doesn't have time to step back and put things in perspective, so let me do it for you. From where I sit, you're way ahead of the pack. You've developed the strength of a draft horse while holding onto the delicacy of a daffodil. You have a heart that melts like chocolate in a glove box in July, counter-balanced against the stubbornness of an Ozark mule.You are the mother, advocate and protector of a child with a disability.You're a neighbor, a friend, a woman I pass at church and my sister-in-law.You're a wonder.Happy Mother's Day.

LORI BORGMAN is the author of "I Was a Better Mother Before I Had Kids" (Pocket Books).

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BEGINNING DISCRETE TRIAL TRAINING SERIES (Florida):

May Track:May 3 Overview of Behavioral Programming $25.00 6:30 p - 9:30 pMay 4 & 5 Beginning Discrete Trial Training $150.00 9:00 a - 4:00 p

(Two Day Workshop)(Required Textbook: A Work in Progress by Ron Leaf & John McEachin)

June Track:June 7 Overview of Behavioral Programming $25.00 6:30 p - 9:30 pJune 8 & 9 Beginning Discrete Trial Training $150.00 9:00 a - 4:00 p

(Two Day Workshop)(Required Textbook: A Work in Progress by Ron Leaf & John McEachin)

August Track:August 2 Overview of Behavioral Programming $25.00 6:30 p - 9:30 pAugust 3 & 4 Beginning Discrete Trial Training $150.00 9:00 a - 4:00 p

(Two Day Workshop)(Required Textbook: A Work in Progress by Ron Leaf & John McEachin)

September Track:September 13 Overview of Behavioral Programming $25.00 6:30 p - 9:30 pSeptember 14 & 15 Beginning Discrete Trial Training $150.00 9:00 a - 4:00 p

(Two Day Workshop)(Required Textbook: A Work in Progress by Ron Leaf & John McEachin)

October Track:October 18 Overview of Behavioral Programming $25.00 6:30 p - 9:30 pOctober 19 & 20 Beginning Discrete Trial Training $150.00 9:00 a - 4:00 p

(Two Day Workshop)(Required Textbook: A Work in Progress by Ron Leaf & John McEachin)

November Track:November 15 Overview of Behavioral Programming $25.00 6:30 p - 9:30 pNovember 16 & 17 Beginning Discrete Trial Training $150.00 9:00 a - 4:00 p

(Two Day Workshop)(Required Textbook: A Work in Progress by Ron Leaf & John McEachin)

SPANISH SERIES (Florida)July 20 - 21 Overview of Behavioral Programming $25.00 Sat 8:30a – 11:30a

Beginning Discrete Trial Training $150.00 Sat 12:30p – 5:00pSun 8:30a – 5:00p

INTERMEDIATE TRAINING (Florida):

June 29 Shadowing in the Classroom $50.00 9:00a – 1:00p

All of the above classes will be held in the Reaching Potentials, Delray Beach office. Call 561-274-3900 for more information and to register. Seating is limited; advance registration required.

REACHING POTENTIALS FLORIDA TRAINING CALENDAR

May – December 2002

Hope your Mother’s Day was a happy one!

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REACHING POTENTIALS VIRGINIA TRAINING CALENDAR

May – December 2002

BEGINNING DISCRETE TRIAL TRAINING SERIES (Virginia):

May Track:May 4 & 5 Beginning Discrete Trial Training $150.00 9:00 a - 4:00 p

(Two Day Workshop)(Required Textbook: A Work in Progress by Ron Leaf & John McEachin)

August Track:August 24 & 25 Beginning Discrete Trial Training $150.00 9:00 a - 4:00 p

(Two Day Workshop)(Required Textbook: A Work in Progress by Ron Leaf & John McEachin)

Additional VA Classes anticipated for October, 2002. Contact our office for information on date/time.

All classes are to be held at our FREDERICKBURG OFFICE – Space is Limited - Advance Registration Required(Call Reaching Potentials @ 540-368-8087 or 561-274-3900 to confirm availability and registration.)

Refrigerator Mothers"Double Honors For New Film Exploring Autism

And Parenting."

[A film by David E. Simpson, J.J. Hanley, and Gordon Quinn, Kartemquin Educational Films. This is an organization announcement.]http://click.topica.com/maaanxsaaSjcia4vA7xb/

Directly after PBS airs the World Broadcast Premiere of Refrigerator Mothers on July 16, 2002, the Autism Society of America will screen the film at their 2002 National Conference on Autism Spectrum Disorders, July 18, 2002 at 6 pm in Indianapolis. Dr. Cathy Pratt of the Indiana Resource Center for Autism who is a member of the Board of Directors of the Autism Society of America and its 2002 Conference Chair says, "Refrigerator Mothers is an incredibly moving video. Anyone involved in the life of an individual with an autism spectrum disorder must see it. Quite simply, remarkable!" From the 1950's through the 1970's, children with autism were widely thought to be victims of inadequate parenting. Influenced by Psychologist Bruno Bettelheim, mental health and medical professionals claimed that autism was the product of mothers who were cold, distant, rejecting unable to "bond properly." They were labeled "refrigerator mothers." The film explores the stories of seven women, all but one of whom were told by psychologists or physicians that

they were to blame for their child's autism. The only exception, who is African-American, was told that her son could not be autistic because she did not fit the usual pattern: middle class, highly educated and white. She was told, instead, that her son must be emotionally disturbed. Yet these courageous and resilient women refused to be crushed by the burden of blame. Today, they have strong, supportive relationships with their now adult sons and daughters and, in a variety of ways, have helped them to find their place in the world. The video features historic broadcast interviews with Bettelheim himself, as well as excerpts from both Hollywood features and mental health "training films" of the period. Offering fascinating insights into the history of our understanding of mental illness and developmentaldisabilities, this fascinating and disturbing video raises questions that are of profound relevance today.

"Refrigerator Mothers" is a presentation of the Independent Television Service. 53 Minutes, Video Purchase $195 Rental $50/day, Order No. AR-346 Note: Prices listed are for institutional buyers. Parent Groups andIndividuals who wish to obtain a copy may contact Fanlight Productions for pricing information. Also Available from Fanlight, The Spectrum Of Autism, A film by Heidi Rosenthal http://click.topica.com/maaanxsaaSjcja4vA7xb/

This new release examines some of the most current research on autism, its diagnosis, its treatment, and its impact on children and their families. 34 Minutes, Video Purchase $195 Rental $50/day, Order No. AR-344

Reaching Out

Cómo Disfrutar de el Mundo de Disney

Cada año, mi familia y yo viajamos a el mundo de Disney. Esta es una vacación increíble, y en el mejor de los casos, no muy relajante; si además hay un niño con autismo en el grupo, hace que las cosas sean un poco más interesantes!

En casa, todos conocemos sus comportamiento y vivimos con el. Ya yo casi no noto cuando veo conductas de auto-estimulación, a menos de que se trate de una nueva, o de que sea muy escandalosa, o de un nuevo tipo en particular. Ponga a su hijo(a) con autismo en un avión por tres horas y cada ruidito que éste haga se siente de una manera exagerada, cada conducta de auto-estimulación se exagera al máximo potencial. Uno no se puede escapar de las miradas de los otros pasajeros y usted puede sentir la necesidad de compensar esto de culaquier otra manera.

Sentarse en aviones no es fácil. Somos cuatro personas: dos adultos y dos niños (los dos de menos de siete años de edad). Sólo podemos comprar los asientos en un grupo de tres y uno aparte en otro lado, y como “YO” soy más eficiente con J., a mi esposo le toca sentarse solo. El lee una novela o ve una película mientras yo limpio caras, hago compresiones de ligamentos y busco debajo del asiento los juguetes que se caen! A J le encanta la comida del avión y mientras él come, yo me quito la pasta de la cara y limpio vegetales de mi pelo! Que si dejaría de ir? JAMAS!!!

Que Hay que Ver y Hacer en Disney y el Area de Orlando

Si tiene uno, asegúrese de llevar su permiso de para el carro para estacionar en las áreas asignadas para personas con incapacidades. De ésta manera puede entrar y salir del parque rápidamente si es necesario. A pesar de que J parece tener menos episodios de derretimiento en Disney, éstos todavía ocurren.

Nosotros alquilamos una silla de ruedas todos los días que fuimos a los parques. Mi hijo camina, peron tiene dificultades de motricidad gruesa y se cansa muy rápido. Nosotros nunca podríamos hacer todo lo que hacemos, si él tuviese que caminar todo el tiempo. Con respecto a alquilar sillas de ruedas, Disney dice lo siguiente: “Algunos visitantes pueden tener la preocupación de no tener la energía necesaria para poder esperar en nuestras colas. Nosotros recomendamos que éstos visitantes consideren usar una silla de ruedas u otro vehículo eléctrico de conveniencia, ya que las distancias entre una atracción y otra es mayor que la espera en nuestras colas.” Nosotros sabemos queen los parques no requieren ningun tipo de documento o explicación alguna a la hora de alquilar una silla de ruedas.

How To Enjoy Disney World

Every year, my family and I travel to Disney World. This is a wonderful yet not exactly relaxing vacation at the best of times and having a child with an Autistic Spectrum Disorder (ASD) in the party tends to make it more challenging!

At home, we can all know and live with the behaviors. I barely notice the stimming anymore unless it is new, very loud or of a particularly entertaining type. Put your child with ASD on a plane for 3 hours and every noise, every stim becomes exaggerated. You can’t escape the stares from other passengers and you may feel the need to over-compensate in some way.

Seating on planes is a pain. There are four of us: Two adults and two children (both under seven). We can only buy seats in a three and one configuration, and since I am "better" with J., my husband gets to sit alone. He reads a novel or watches the movie, while I am wiping faces, doing joint compressions, and checking under the seats for lost toys! J. enjoys the airplane food while I am peeling the pasta off my face and picking peas out of my hair! Would I stop going? NEVER!!!!

What to Do and See at Disney World & the Orlando Area

If you have one, be sure to bring your handicap-parking pass. This way you can enter or leave the park quickly if it becomes necessary. Although J tends to have less meltdowns in Disney, it still happens.

We rented a wheelchair every day we went into the parks. My son can walk, but he experiences gross motor issues and tires very quickly. We would have never been able to do everything we wanted to if he had walked. With respect to renting wheelchairs, Disney states the following: "Some Guests may be concerned that they do not have the stamina to wait in our queues. We strongly suggest that these visitors consider using a wheelchair or electric convenience vehicle, as the distance between our attractions is much greater than the length of our queues." We found we needed no supporting documentation to rent a wheelchair.

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Otro dato en la mísma honda; Disney tiene los Fast Pass (pases rápidos), un sistema de reservación para las atracciones más populares. Esto ayudó a que nuestras visitas fueran más placenteras.

Nosotros siempre compramos el Park Hopper Pass (pase para culaquier parque). Nosotros nos hemos dado cuenta de que no necesitamos un día entero para visitar cada parque, y así nos ahorramos plata. Por ejemplo: si nos tomamos un día y visitamos dos parques, nos ahorramos en el pase de entrada de un día extra. Además, nos encanta pasar por lo menos una tarde en Epcot para cenar y ver los fuegos artificiales. Si usted planea visitar más de un parque al día, guarde el recibo de la silla de ruedas y muéstrelo en el parque siguiente. Sólo requieren que pague la tarifa una vez al día (puede usar una silla de ruedas en culaquier parque sin pagar adicionalmente).

Cuando entre al Magic Kingdom (El Mundo Mágico), pase por la oficina de servicios al consumidor (Guest Relations), dentro del City Hall en la calle principal (Main Street, U.S.A.). Aquí puede adquirir una variedad de servicios que incluyen información general, e información de servicios para los visitantes con incapacidades. Asegúrese de pedir un mapa de guía. Hay áreas similares para alquilar sillas de ruedas en cada parque y en muchos de los hoteles.

Disney toma en consideración todos los tipos de distintas incapacidades. Para mayor información, asegúrese de leer el folleto de guía para los visitantes con in capacidades (Guidebook for Guests with Disabilities).

Atracciones Recomendadas en Cada Parque

Estas son las atracciones que nosotros encontramos más indicadas para nuestra situación. También incluyo aquellas que tienen una estimulación sensorial muy interesante (los nombres serán dados en Inglés y luego traducidos al Español)

Magic Kingdom (El Mundo Mágico)

Buzz Lightyear Ride (La Aventura de Buzz Lightyear)

Tomorrowland Indy Speedway (La Pista Indy del Mundo de Mañana)

Disney’s Magical Moments Parade (La Parada de los Momentos Mágicos de Disney)

Main Street Electrical Parade (La Parada Eléctrica de la Calle Principal)

The Legend of the Lion King (La Leyenda de el Rey León)

Mad Tea Party (La Loca Fiesta del Té) Peter Pan’s Flight (El Vuelo de Peter Pan)

More help with those lineups: Disney’s developed the Fast Pass, a reservation system for the most popular attractions. This really made our visits a breeze!

We always obtain the Park Hopper Pass. We find that we don’t need entire days to visit every theme park, and this saves us money. For example: If we take a whole day and visit two parks that cuts down on the extra day’s admission. Additionally, we love to spend at least one evening at Epcot for dining and watching fireworks. If you are planning to visit more than one park per day, keep your wheelchair receipt and present it at the next park. You only need to pay one fee per day.

Upon entering the Magic Kingdom, go to Guest Relations, located inside City Hall on Main Street, U.S.A. Provided here are a variety of services, including general information and information on services for Guests with disabilities. Be sure to request a guide map. There are similar areas for wheelchair rentals in each theme park and many of the Disney hotels.

Disney takes into account all types of disabilities. For more complete info, be sure to read their "Guidebook for Guests with Disabilities."

Recommended Attractions By Park

These are attractions that we found most accommodating for our situation. I have also included those which feature interesting sensory stimulation.

Magic Kingdom

Buzz Lightyear Ride Tomorrowland Indy Speedway Disney’s Magical Moments Parade Main Street Electrical Parade The Legend of the Lion King Mad Tea Party (spin, spin, spin!) Peter Pan’s Flight The Many Adventures of Winnie the Pooh

Epcot Center Innoventions Honey, I Shrunk the Audience World Showcase

D I S N E Y, continued from page 15

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The Many Adventures of Winnie the Pooh (Las Aventuras de Winnie Pooh)

Epcot Center

Innoventions (Innovaciones) Honey, I Shrunk the Audience (Querida, Encogí a la

Audiencia) World Showcase (El Show del Mundo)

MGM

Mulan Parade (La Parada de Mulan) Toy Story Character Greetings (La Parada de Saludos de

los Personajes de la Historia de los Juguetes) Voyage of the Little Mermaid (El Viaje de la Sirenita) Bear in the Big Blue House (El Oso en la Gran Casa

Azul) Fantasmic! (Fantasmagórico-traigan algo de comer,

tomar y una cobija para sentarse) Beauty and the Beast-Live On Stage (La Bella y La

Bestia- En Vivo)

Una de las mejores experiencias que hemos tenido fue en MGM en el show de “La Bella y La Bestia”. No sólo nos trataron con respeto y nos dieron unos estupendos asientos, pero también pusieron a dos personas del equipo a hacer el show completo en lenguage de señas. Fue muy emotivo e increíble.

Animal Kingdom (El Reino de los Animales)

Character Greeting Trails (Los Caminos de Conocer a los Animales)

Festival of the Lion King (El Festival del Rey León) It’s Tough to be a Bug (Ser un Insecto es Duro)

En la sección siguiente, voy a hablar de sitios increíbles para comer y está escrita en base a nuestra experiencia como padres de un niño autista que conocemos los sitios en los parques que tienen comida que le gusta a nuestros exigentes comensales.

Asegúrense de visitar el Reinforest Café (El Café de la Selva)-tienen macarrones con queso!!!Se encuentra en Downtown Disney. Mientras esté ahí, vea todas las cosas que tienen para los niños. Asegúrese de visitar “Wolfgang Puck’s Express” (más macarrones con queso!). Si pueden tener una tarde sin los niños, visiten “Fulton’s”-la casa del cangrejo-no ví macarrones con queso en el menú.

Las comidas con los personajes, son una linda experiencia para los niños y adultos. Nuestros favoritos son el chef Mickey y el Gran Floridiano. Otros increíbles sitios de comida y distintos menús pueden ser encontrados en la Guía de Comidas de Walt Disney World.

MGM

Mulan Parade Toy Story Character Greetings Voyage of the Little Mermaid Bear in the Big Blue House Fantasmic! (Bring something to eat, drink and some blankets to sit on!) Beauty and the Beast – Live On Stage

One of the best experiences we had was at MGM, at the "Beauty and the Beast" show. Not only were we treated with respect and given great seats, they had two "cast members" performing the entire show (off to the side) in Sign Language. It was moving and wonderful!

Animal Kingdom

Character Greeting Trails Festival of the Lion King It’s Tough to be a Bug (from A Bug’s Life) Page Two deals with great places to eat at Disney World and is written from the experience of a parent who has taken an ASD child to the theme park and those restaurants that had foods that picky eaters will enjoy.

Part One: Dining Out at Disney World with Your ASD Child

Be sure to visit the Rainforest Café (kids menu – note: macaroni and cheese!!!) in Downtown Disney and while you are there, check out all the great stuff for your kids to do. Be sure to visit Wolfgang Puck’s Express also (more mac & cheese! If you happen to get an evening away from the kids, visit Fulton’s Crab House while there. I did not see mac & cheese anywhere on their menu.

Character Dining is a wonderful experience for kids and adults. Our favorites were Chef Mickey’s and The Grand Floridian More wonderful dining experiences can be found in the Disney World Dining Guide and this great list of all menus.

Waiting in lines is always a problem. Disney has implemented Priority Seating, a system to help the flow of restaurant goers

I know, I know! Just because my son only eats K.D., doesn’t mean yours does, right?

D I S N E Y, continued from page 16

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Esperar en las colas es siempre un problema. Disney tiene listas de reservaciones, un sistema que ayuda a mejorar las colas de los restaurantes.

Yo lo sé, lo sé! El hecho de que mi hijo sólo coma ciertas comidas, no quiere decir que el suyo también, verdad? En una encuesta reciente, yo le pregunté a padres si sus hijos eran mañosos para comer y qué comidas preferían. Más del 50% respondió que sí eran mañosos y me dieron una lista de las comidas preferidas por los niños. Con esto en mente, aquí les doy una lista de restaurantes para nuestros mañosos comensales.

Epcot Center

Coral Reef (Los Corales) L’originale Alfredo Di Roma Ristorante (El Original

Restaurant de Alfredo Di Roma en la parte de Italia) Le Cellier (El Cellier en la parte de Canada) Nine Dragons (Los Nueve Dragones-en la parte de

China) Restaurant Marrakesh ( El Restaurant Marroquí- en la

parte de Morroco)

Magic Kingdom (El Mundo Mágico)

Cinderella’s Royal Table (La Mesa Real de la Cenicienta)

Liberty Tree Tavern (La Taverna del Arbol de la Libertad)

The Lunching Pad (El Area de Despegue-en el Rocket Tower Plaza)

Plaza Restaurant (El Restaurant de la Plaza- en la calle principal)

Tony’s Town Square (La Cuadra de Tony-en la calle principal)

MGM

Fifties Prime Time Café (El Café de los Cincuentas) Brown Derby (La Carrera Marrón) Mama Melrose (La Mamá Melrose) Toy Story Pizza Planet (El Planeta de las Pizzas del

Mundo de los Juguetes)

Animal Kingdom (El Mundo de los Animales)

Chip and Dale’s Cookie Cabin (La Cabina de las Galletas de Chip y Dale)

Reinforest Café (El Café de la Selva)

También encontrará una variedad de menús de niños en los restaurantes de los hoteles del resort. Buena Suerte!

Ahora...

In a recent poll, I asked parents whether their child severely limits his/her own diet and over 50% responded "yes." I also asked them to name these foods, so, with this in mind, I have compiled a restaurant guide for our picky eaters! Here are some of the Children’s Menus from Disney.

Epcot Center Coral Reef (Living Seas) L'originale Alfredo Di Roma Ristorante (Italy World Showcase) Le Cellier (World Showcase Canada) Nine Dragons (China World Showcase) Restaurant Marrakesh (Morocco World Showcase)

Magic Kingdom

Cinderella's Royal Table Liberty Tree Tavern The Lunching Pad (Tomorrowland At RocketTower Plaza - Fast Snacks) Plaza Restaurant (Main Street) Tony's Town Square (Main Street)

Disney MGM Studios

Fifties Prime Time CafÉ Brown Derby Mama Melrose Toy Story Pizza Planet

Animal Kingdom

Chip And Dale’s Cookie Cabin (kiosk) Rainforest Café

You will find a variety of children’s menus at many of the resort restaurants as well. Good luck!

Flight Tips for Travel with an ASD ChildWe all want to arrive at the airport with as little waiting time as possible. This is imperative in this situation. Call ahead to the airline before leaving to confirm departure time. We have taken very early flights (6:20 a.m., meaning we have to get up at 3 a.m.) and afternoon flights. Don’t kid yourself that your child will probably sleep on the plane if you leave early – this is not always the case! You may just end up with a very grouchy child falling asleep at 5pm (therefore, awakening everyone at 2:00 a.m.!) There are advantages to both flights, but keep in mind that most check in times for hotels aren’t until 3:00 pm, so if you take the early flight, you may end up with hours and hours on your hands!

Tell your flight attendant that your child has ASD and explain what this could mean in terms of behaviors.

DISNEY..............continued from page 17

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Algunos Consejos Para Viajar con Niños con Autismo

Todos queremos llegar al aeropuerto y esperar el menos tiempo posible. Esto es mandatorio en nuestra situación. Llame a la línea aérea antes de irse de casa para confirmar la hora de salida del vuelo. Nosotros hemos tomado vuelos muy temprano (6:20 de la mañana, lo que significa pararse a las 3 de la mañana) y también vuelos en la tarde. No se engañe pensando que si sale temprano su hijo(a) va a dormir en el avión, porque ésto no siempre sucede! Pude terminar teniendo un niño de muy mal humor que se duerme a las cinco de la tarde (por lo tanto despertando a todo el mundo a las 2:00 de la mañana). Hay ventajas en cualquiera de los dos horarios, pero mantenga en mente que en la mayoría de los hoteles la hora de chequearse no es sino a las 3:00 de la tarde. Así que si toma un vuelo temprano, puede terminar con horas de horas en sus manos sin saber qué hacer.

Dígale a su aeromoza que su hijo(a) tiene autismo y explique brevemente lo que esto implica en relación con su comportamiento tan particular.

Si tiene acceso a las pequeñas tarjeticas de información sobre autismo, siéntase libre de entregárselas a los pasajeros que comenten sobre el comportamiento de su hijo(a).

Lleve meriendas y algo de tomar que su hijo(a) pueda consumir en el avión.

Lleve pañales y toallitas de limpieza en el avión. Mantenga sus rutinas de limpieza y cuidado. Como puede encontrarse con largas colas, asegúrese de que su hijo(a) valla al baño antes de aterrizar.

Asegúrese de darle los medicamentos de rutina a su hijo(a).

Lleve una bolsita con nuevos jugueticos baratos que sirvan para facilitar las necesidades sensoriales de su hijo(a). Quiere comprar jugueticos baratos porque éstos se pueden perder. Gaste $20 en la tiendas de dólar o tiendas de fiesta. Recientemente yo atendí un taller en donde me dieron buenas ideas sobre éstos jugueticos.

Lleve algún juguete favorito (preferiblemente uno suave). No lo lave antes de salir (a menos de que sea necesario) porque el hecho de que huela a casa puede ayudar con los cambios.

Asegúrese de que su hijo(a) pueda estirar las piernas de vez en cuando (por supuesto, supervisado(a) por usted).

Vista a su hijo(a) en ropitas cómodas (las cinturas elásticas son de gran ayuda).

Por favor no olvide en casa ningún equipo de comunicación que su hijo(a) necesite usar.

Si su hijo(a) tiene problemas sensoriales, yo sugiero que lleven un artículo de adaptación para los baños. Esto le dará un mayor sentido de seguridad y es algo familiar para el niño(a).

If you have access to business card

sized explanations of autism, feel free to hand them out to any passengers who comment on your child’s behaviors.

Bring snacks and drinks that your child will eat on the plane.

Bring extra diapers or pull-ups and wipes. Also bring facial wipes. Keep up with toileting routines. Lines in Customs may be longer now, so take your child to the toilet pre-landing.

Be sure to keep up with any doses of medications.

Bring a “sensory grab bag” full of new (cheap) little stimmy toys. You’ll want them cheap because they might get lost. Spend $20 at a dollar store or party packagers. I recently attended a "Make 'n' Take Sensory Workshop" and got lots of cool ideas for this.

Bring a beloved toy (preferably a soft one). Don’t wash it before you go (unless, of course, you have to) because it won’t hurt if it smells like home.

Be sure let your child stretch his/her legs every so often (supervised by you, of course).

Dress your child in comfortable clothing (elasticized waists rule in this case).

Please do not forget any assistive communication devices your child may use to bring on the plane.

If your child has sensory issues, I’d suggest bringing a toilet insert for added security and familiar feel.

Do not bring expensive items on the plane (unless imperative), space is a factor and it could get stepped on.

Don’t forget that some people may ask about your child out of curiosity. This is not a bad thing; it is your chance to spread a little autism awareness. If you can handle it, tell them a brief description of ASD, hand them a business card-sized explanation, making sure it includes a toll free number to the Autism Society.

Avail: http://autism.about.com/library/weekly/aa010102

DISNEY……..continued from page 18

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No traiga objetos caros en el avión (a menos de que sea imperativo). En los aviones siempre hay problemas de espacio y alguien puede pisar sus pertenencias sin querer.

Disney.... continued from page 19

No se olvide que algunas personas pueden tener curiosidad y preguntarle acerca de su hijo(a). Esto no es malo; es su chance de ayudar a que la gente tenga un poco de noción sobre autismo. Si usted puede, hábleles un poco sobre autismo, déles una tarjetica de explicación (si las tiene) asegurándose de que contenga el número de teléfono de la Asociación de Autismo.

Extraído de: http://autism.about.com/library/weekly/aa010102a.htm

INSURANCE COVERAGE APPROVED FOR ACTIVE MILITARY PERSONNEL

If you are active duty military personnel, you may be entitled to receive reimbursement for costs for therapeutic services for your disabled child. Qualifying children receive services through Tricare under the PFPWD program (Program for Persons with Disabilities). Tricare Humana Military Healthcare Services has approved Reaching Potentials as a service provider. Families are entitled to receive reimbursement for services provided by approved providers. The PFPWD may cover up to $1,000.00 per month of combined services (OT, PT,speech, ABA) for disabled children qualifying for the program.

Increasingly we see that families are having success in securing insurance coverage for all or a portion of their ABA services. If you are currently active duty military, or have not investigated funding opportunities recently, check with your

Vaccine Thriller Hits The Bookstores On May 1

By best selling novelist Michael Palmer

[Kathi Williams of the National Vaccine Information Center sends in this book plug. "It will cause quite a stir when this book comes out," Kathi predicts. ]

From his first best seller, The Sisterhood, to his most recent, The Patient, Michael Palmer has earned the reputation of being a master of medical suspense who is not afraid to deal with controversial medical topics in the news. Now this nine times New York Times best selling novelist takes on the chemical and vaccine industries in his new medical thriller, Fatal,to be published on May 1 by Bantam Books. Palmer is the first major fiction writer to tackle the controversial issue of vaccine safety in a substantive way. A former emergency room physician and the real-life father of a son with high functioning autism (Asperger's syndrome), Dr. Palmer became interested in questions about vaccine risks during the course of his search for the truth about what might have appened to his son. He sets his fast paced and terrifying tale of unbridled greed and murder in West Virginia and the Washington, D.C. area and skillfully entertains while educating the reader about the major concerns of parent vaccine safety activists. Books will be available the week of May 1 at local bookstores or on-line and through NVIC. To read a profile and interview with Michael Palmer that explains more about who he is and why he wrote Fatal, go to the website operated by the National Vaccine Information Center www.909shot.com.For additional information, go to Michaelpalmerbooks.com or www.bantamdell.com.

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EDUCATION IN THE NEWS

Teacher Education in Autism

Steps are finally being made in the direction of improving teacher training and educational services for our children with autism. Recently Congressmen Mike Doyle and Chris Smith, co-chairs of the Coalition for Autism Research and Education (CARE), a bipartisan autism advocacy group with 174 members from 43 states, are initiating the Teacher Education for Autistic Children Act of 2002, H.R. 4728. The bill would authorize the Department of Education to invest $20 million each year for five years in programs, grants, and scholarships to train teachers who work with students with autism. It would also provide an additional $5 million each year for the states to invest in similar teacher preparation and education programs. And it will provide for a tax credit of up to $10,000 each year for educators who undertake and pass certified courses on autism education.

For more information, or a summary of the Teacher Education for Autistic Children Act, please contact Rep. Smith or Rep. Doyle's office, or feel free to e-mail me, and I will gladly send you a summary of the Act.

Let's show our support by first, thanking Congressmen Doyle and Smith and then , by educating our legislators about the significance of this educational initiative. Hopefully with enough support, this bill will soon be enacted and thus begin the process of funding and training the educators who work with our children. This is very much long overdue.

Avail: FEAT website 5/28/02 www.feat.org

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EDUCATION

'Distance Education' to Teach Parents and Professionals About AutismA SUNY-Albany Program

[By Brock Read.]http://chronicle.com/free/2002/02/2002022801u.htm

The difficulties of understanding and educating children with autism can make parents and teachers "desperate," says Sarah Roche, a project staff assistant at the State University of New York at Albany. Through a three-course certificate program, the university uses a variety of distance-learning media to provide instruction in what can be an exhaustingfield. The university's project, the Autism Distance Education Network, offers two of its three courses this spring: "Autism I: Foundation Course" and "Autism II: Introduction to Intervention." In the first course, students discuss the causes of autism, historical views of the disorder, treatments drawing on psychology and biology, and recent research. In the course on intervention, they learn to plan programs that monitor autistic students' communication, behavioral, and social skills. V. Mark Durand, a professor of psychology and interim dean of the university's College of Arts and Sciences, developed the courses, which are based on his lectures. When the foundations course made its debut in the fall, students watched and interacted with the lectures through videoconferencing technology at 13 university classrooms and health centers located throughout New York. Now, students receive CD-ROM's on which Mr. Durand's lectures, recorded from the fall sessions, appear as video files. At the beginning of the course -- and after each of its four exams -- the university sends three disks, each with one lecture and a set of notes, to every student. Both the lectures and notes are also available on the course's Web site, but theuniversity decided to adopt CD-ROMs, because they allow students to review material more easily at their own pace, according to Ms. Roche. The lectures and self-administered exams form the bulk of the course, but Mr. Durand holds online chat sessions and moderates a discussion board as well. Graduate students earn credit by completing a research paper of 8 to 10 pages in which they formulate a plan for teaching a specific skill to an autistic child. Students in "Autism II" still meet through videoconferences, which are now held at 12 locations in New York. (Online lectures are available for students who must miss a session.) Mr. Durand does not simply lecture, however; he holds interactive sessions modeled after hospital rounds. In the "eRounds," students present case studies taken from their experiences and lead discussions about treatment and education issues. Mr. Durand says the interactive sessions are productive because parents, teachers, and students bring different experiences and ideas to the discussions. "A parent can say, 'This is what I used in my house,' says Mr. Durand, "and teachers can suggest certain other things." He developed the online autism program after participating in an assessment of autism education in New York state. The report, which was sponsored by the state's department of education, recommended a series of steps that educators could take to improve programs for autistic children. Mr. Durand used the suggestions as guiding principles for the courses at Albany. Response to the certificate program "has exceeded our wildest dreams," according to Mr. Durand. More than 160 people enrolled in the introductory course in the fall, and the figures have held steady this semester. "We're turning people away at this point," Mr. Durand says. The majority of the students in the course are graduates working as special educators and looking to obtain certificates as associate behavior analysts. Many, however, are undergraduates, and some are parents who audit the class seeking alternative methods of helping their own children. That concerned parents can participate reflects Mr. Durand's concept of the course, which is "designed to help people, not just as an intellectual exercise," he says.

The Autism Distance Education Network Institution: State University of New York at AlbanyInstructor: V. Mark Durand, a professor of psychologyWhen offered: Fall and spring sessionsCost: Each course costs $639 for graduate students in New York, $411 for undergraduates.Enrollment: 150 to 200 students enroll.Information about the program is available http://www.albany.edu/psy/autism/aden_courses.html

EDITORS NOTE: The ABA Annual Conference held in Toronto over Memorial Day Weekend included presentations from several additional universities who offer options for graduate level coursework in behavior analysis: University of Nevada; University of North Texas; University of Iowa; University of Kansas; University of Maryland; FSU-Panama City; Penn State-Harrisburg; University of South Florida; and, Virginia Commonwealth University, just to name a few. Check the respective website for distance learning options which may be available.

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Facilitating Factors and Barriers to Home ABA Programs for Autism

'Facilitating factors and barriers to the implementation of intensive home-based behavioural intervention for young children with autism.'

http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?cmd=Retrieve&db=PubMed&list_uids=11952647&dopt=Abstract

Johnson E, Hastings RP. Centre for Behavioural Research Analysis and Intervention in DevelopmentalDisabilities, Department of Psychology, University of Southampton, Southampton, UK.

Background: Although international interest in intensive home-based early behavioural intervention for children with autism is increasing, there is little or no published research on the experiences of families conducting these programmes. Methods: One hundred and forty-one UK parents conducting Lovaas-style interventions with their young child with autism were asked to identify factors that acted as facilitative factors and barriers to the implementation of these programmes. Parents responded to written questions contained within a questionnaire survey, and their responses were subjected to a content analysis procedure. Results: Several of the facilitative factors and barriers were found to be similar. For example, a supportive therapy team was the most frequently cited facilitative factor, and problems recruiting and maintaining a suitable team was the most frequently reported barrier. Other factors seemed to be more independent constructs. For example, an important barrier was the lack of time and personal energy, but plenty of time and energy was not cited as a facilitative factor. Conclusions: The practical implications of these results for families and for services supporting families engaged in intensive early behavioural intervention are discussed. In addition, more general implications for the designers of behavioural intervention programmes are identified. PMID: 11952647 [PubMed - in process]

Early Speech Delay and Asperger'sNon-significance of early speech delay in children with autism and normal intelligence and implications for DSM-IV Asperger's disorder

http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?cmd=Retrieve&db=PubMed&list_uids=11708393&dopt=Abstract Mayes SD, Calhoun SL. Pennsylvania State University College of Medicine, USA. SueDMayes@aol.com

Rett Syndrome: Recent Progress

"Rett syndrome: recent progress and implications for research and clinical practice."

http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?cmd=Retrieve&db=PubMed&list_uids=11944872&dopt=Abstract

Annotation: Kerr A.Department of Psychological Medicine, Glasgow University and the Royal Hospital for Sick Children, UK. amk5m@clinmed.gla.ac.uk

Background: Rett syndrome was first described 40 years ago as a profoundly disabling condition in girls. Method: Over the last 20 years' national surveys, neuropathological and neurophysiological research have steadily improved understanding of its character and natural history. Results: In the last two years identificationof the causative mutations in the gene methyl CpG binding protein 2 (Xq28) has led to a sudden expansion in knowledge about the underlying developmental disorder, with important implications for clinical practice and new opportunities to develop more effective intervention. Conclusions: It is now clear that the disorder occurs in males and females and that there is a wide range in severity. PMID: 11944872 [PubMed - in process]

RESEARCH ABSTRACTS

According to the DSM-IV, children with Asperger's disorder do not have significant cognitive or speech delays, whereas children with autistic disorder may or may not. In our study, children with normal intelligence who had clinical diagnoses of autism or Asperger syndrome were divided into two groups: those with and without a significant speech delay. The purpose was to determine if clinically meaningful differences existed between the two groups that would support absence of speech delay as a DSM-IV criterion for Asperger's disorder. No significant differences were found between the 23 children with a speech delay and the 24 children without a speech delay on any of the 71 variables analyzed, including autistic symptoms and expressive language. Results suggest that early speech delay may be irrelevant to later functioning in children who have normal intelligence and clinical diagnoses of autism or Asperger syndrome and that speech delay as a DSM-IV distinction between Asperger's disorder and autism may not be justified. PMID: 11708393 [PubMed - in process]

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RESEARCH ABSTRACTS

Autistic Spectrum Disorders In Preschool Children.

http://www.ncbi.nlm.nih.gov/entrez/University, Hamilton, Ont. zwaigenb@fhs.mcmaster.ca

Objective: To review existing data on early signs of autistic spectrum disorders (ASD) and on how these disorders can be distinguished from other atypical patterns of development, and to describe a developmental surveillance approach that family physicians can use to ensure that children with these diagnoses are detected as early as possible.

Quality Of Evidence: MEDLINE was searched from January 1966 to July 2000 using the MeSH terms autistic disorder/diagnosis AND diagnosis, differential AND (infant OR child, preschool). Articles were selected based on relevance to developmental surveillance in primary care and on experimental design, with emphasis on prospective studies with systematic measurement procedures using up-to-date diagnostic criteria.

Main Message: Autistic spectrum disorders are characterized by impairments in social interaction and verbal and nonverbal communication, and by preferences for repetitive interests and behaviors. Early signs that distinguish ASD from other atypical patterns of development include poor use of eye gaze, lack of gestures to direct other people's attention (particularly to show things of interest), diminished social responsiveness, and lack of age-appropriate play with toys (especially imaginative use of toys). Careful attention to parents' concerns and specific inquiry into and observation of how children interact, communicate, and play will help ensure that early signs are detected during regular health maintenance visits. Conclusion: Family physicians have an important role in early identification of children with ASD. Early diagnosis of these disorders is essential to ensure timely access to interventions known to improve outcomes for these children. PMID: 11723598 [PubMed - in process]

Comparison of Sensory Profile scores of young children with and without autism spectrum disorders.

http://www.ncbi.nlm.nih.gov/entrez/Watling RL, Deitz J, White O. Division of Occupational Therapy, Department of Rehabilitation Medicine, University of Washington, Box 356490, Seattle, Washington 98195, USA. rwatling@u.wasington.edu

Objectives: The purpose of this study was to describe the sensory-based behaviors of young children with autism as reported by their parents on the Sensory Profile. Factor scores of children with autism were compared with those of children without autism. Method: The Sensory Profile questionnaire was completed by parents of 40 children with autism 3 through 6 years of age and parents of 40 children without autism 3 through 6 years of age. Results: The performance of children with autism was significantly different from that of children without autism on 8 of 10 factors. Factors where differences were found included Sensory Seeking, Emotionally Reactive, Low Endurance/Tone, Oral Sensitivity, Inattention/Distractibility, Poor Registration, Fine Motor/Perceptual, and Other.

Conclusion: Findings from the study suggest that young children with autism have deficits in a variety of sensory processing abilities as measured by the Sensory Profile. Further research is needed to replicate these findings, to examine the possibility of subgroups on the basis of sensory processing, and to contrast the sensory processing abilities of children with other disabilities to those of children with autism.PMID: 11723986 [PubMed - in process]

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RESEARCH ABSTRACTS(continued)

Increasing Joint Attention, Play & Language Via Peer Play Increasing joint attention, play and language through peer supported play

http://www.ncbi.nlm.nih.gov/entrezZercher C, Hunt P, Schuler A, Webster J.San Francisco State University, CA, USA. craig.zercher@sri.com

The purpose of the present study was to examine the effects of participation in an integrated play group on the joint attention, symbolic play and language behavior of two young boys with autism. Two 6-year-old twin brothers participated in this study, along with three typically developing girls, ages 5, 9 and 11. A multiple baseline design was used with three phases: no intervention, intervention with adult coaching, and intervention without adult coaching. After being trained, the three typically developing children implemented the integrated play group techniques in 30 minute weekly play group sessions for over 16 weeks. Results indicate that participation in the integrated play group produced dramatic increases in shared attention to objects, symbolic play acts, and verbal utterances on the part of the participants with autism. These increases were maintained when adult support was withdrawn. Implications of these findings for inclusion of children with autism are discussed.PMID: 11777255 [PubMed - in process]

The Scottish Centre for Autism Preschool Treatment Programme I: A developmental approach to early intervention.

http://www.ncbi.nlm.nih.gov/entrezSalt J, Sellars V, Shemilt J, Boyd S, Coulson T, McCool S. Scottish Centre for Autism, Department of Child and Family Psychiatry, Yorkhill NHS Trust, Glasgow, UK. jeff_salt@hotmail.com

Early intervention is an area of intense current interest for parents and professionals. This article describes a mainstream National Health Service (NHS) approach to early intervention, developed at the Scottish Centre for Autism. The aims of treatment are to improve the child's early social communication and social interaction skills, leading to the potential development of play and flexibility of behaviour. This is achieved by 1:1 intensive treatment by trained therapists, and a schedule of parent training. The treatment protocol incorporates a child led approach; the use of imitation as a therapeutic strategy; using language contingent on activities; and the introduction of flexibility into play and social exchanges.PMID: 11777254 [PubMed - in process]

Outcome Of Early Intensive ABA For ASD Kids In A Community Setting Outcome survey of early intensive behavioral intervention for young children with autism in a community setting

http://www.ncbi.nlm.nih.gov/entrezBoyd RD, Corley MJ.Golden Gate Regional Center, San Francisco, CA, USA.

This article presents findings from an outcome survey of the effects of early intensive behavioral intervention (EIBI) for young children with autism in a community setting. Results from both individual case reviews and parent questionnaires are presented, with the data failing to support any instances of 'recovery' while still yielding a high degree of parental satisfaction with the treatment.

Moreover, a follow-up inquiry into the type of services each child was receiving in his or her post-EIBI setting documents continued dependence on extensive educational and related developmental services, suggesting that the promise of future treatment sparing did not materialize. Limitations of the survey in evaluating community-based EIBI services are discussed along with the need for further research designed to document the effectiveness of services provided to young children with ASD in the community.PMID: 11777258 [PubMed - in process]

Predictors of Treatment Outcome In ASD Kids: Retrospective Study Predictors of treatment outcome in young children with autism: a retrospective study

http://www.ncbi.nlm.nih.gov/entrezGabriels RL, Hill DE, Pierce RA, Rogers SJ, Wehner B.University of Colorado Health Sciences, Denver 80262, USA. robin.gabriels@uchsc.edu

This study examined predictors of developmental outcomes in 17 children diagnosed with autism or PDD-NOS, who received generic treatment over a mean period of 37 months. Pre-treatment evaluations occurred at a mean age of 31 months with follow-up evaluations at a mean age of 69 months. Significantly different developmental trajectories were observed among the participants at follow-up, separating the participants into two distinct groups (high and low outcome). However, groups did not differ significantly in treatment intensity or other outcome prediction measures. Pre-treatment developmental intelligence levels between the two groups approached significance. The results raise questions regarding the effect of treatment intensity and type, family stress factors, and intelligence ability in very early childhood on outcome.PMID: 11777257 [PubMed - in process]

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Predicting spoken language level in children with autism spectrum disorders

http://www.ncbi.nlm.nih.gov/entrezStone WL, Yoder PJ. Vanderbilt University, Nashville, TN, USA. Wendy.Stone@mcmail.vanderbilt.edu

Thirty-five children who received an autism spectrum diagnosis at the age of 2 years (24 with autism, 11 with PDD-NOS) were re-evaluated 2 years later to examine factors related to the development of spoken language. Child variables (play level, motor imitation ability and joint attention) and environmental variables (socioeconomic status and hours of speech/language therapy between ages 2 and 3) were used to predict an aggregate measure of language outcome at age 4. After controlling for age 2 language skills, the only significant predictors were motor imitation and number ofhours of speech/language therapy. Implications of these results for understanding the earlydevelopmental course of autism spectrum disorders and the effects of intervention are discussed.PMID: 11777253 [PubMed - in process]

Classical Eyeblink Conditioning: Clinical Models And Applications

http://www.ncbi.nlm.nih.gov/entrezSteinmetz JE, Tracy JA, Green JT. Department of Psychology, Indiana University, Bloomington 47405, USA.steinmet@indiana.edu In this paper, we argue that the main reason that classical eye blink conditioning has proven so useful when applied to clinical situations, is that a great deal of information is known about the behavioral and neural correlates of this form of associative learning. Presented here is a summaryof three lines of research that have used classical eye blink conditioning to study three different clinical conditions; autism, fetal alcohol syndrome, and obsessive-compulsive disorder.

While seemingly very different clinical conditions, classical eye blinking conditioning has proven very useful for advancing our understanding of these clinical pathologies and the neural conditions that may underlie them.PMID: 11777017 [PubMed - in process]

Use of Multimedia & Therapist-Instructed Training For ASD Kids Effectiveness of a multimedia programme and therapist-instructed training for children with autism.

http://www.ncbi.nlm.nih.gov/entrezWong SK, Tam SF. Department of Rehabilitation Sciences, The Hong Kong Polytechnic University, Hung Hom, Kowloon.

The present study aimed to evaluate the effectiveness of an interactive multimedia training programme and a conventional therapist-instructed training in improving the learning behaviours of children with autism. A multiple-subject, single case-study time-series research design was adopted in the study. Six children with autism, aged 2 years 4 months to 2 years 10 months, were recruited by convenience sampling. They attended a 12-session training programme on basic concepts (e.g. colours, shapes) that was presented as an interactive multimedia trainingprogramme and also as a conventional, therapist-led training programme. The attending behaviours and appropriate responses of the subjects were videotaped for further analysis. Participants who attended the conventional therapist-instructed training programme generally showedimprovement in attending behaviours and response rates; participants attending the multimedia programme also showed improvement in their attending behaviours and response rates. The results support the hypothesis that both training programmes are effective in improving the attending behaviours and appropriate responses of children with autism. The authors suggest that, because children with autism respond differently to different training approaches, customized training programmes should be considered for individual children. The implications of the methodology and the potential impact of the present study on the training of children with autism are discussed. PMID: 11775031 [PubMed - in process]

RESEARCH ABSTRACTS(continued)

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RESEARCH ABSTRACTS(continued)

Autism and Gastrointestinal Symptoms

http://click.topica.com/maaanQbaaSmaPa4vA7xb/ds=12010627&dopt=Abstract <- - address ends here. Horvath K, Perman JA.Department of Pediatrics, University of Maryland School of Medicine, 22 South Greene Street, N5W70, Box 140, Baltimore, MD 21201-1595, USA. E-mail: khorvath@umaryland.edu

Autism is a collection of behavioral symptoms characterized by dysfunction in social interaction and communication in affected children. It is typically associated with restrictive, repetitive, and stereotypicbehavior and manifests within the first 3 years of life. The cause of this disorder is not known. Over the past decade, a significant upswing in research has occurred to examine the biologic basis of autism. Recent clinical studies have revealed a high prevalence of gastrointestinal symptoms, inflammation, anddysfunction in children with autism. Mild to moderate degrees of inflammation were found in both the upper and lower intestinal tract. In addition, decreased sulfation capacity of the liver, pathologic intestinal permeability, increased secretory response to intravenous secretin injection, and decreased digestive enzyme activities were reported in many children with autism. Treatment of digestive problems appears to have positive effects on autistic behavior. These new observations represent only a piece of the unsolved autism "puzzle" and should stimulate more research into thebrain-gut connection. PMID: 12010627 [PubMed - in process]

Pregnancy and Birth Complications In Autism"Pregnancy and birth complications in autism and liability to the broader autism phenotype."

http://click.topica.com/maaanQbaaSmaPa4vA7xb/ds=12014790&dopt=Abstract <- - address ends here.Zwaigenbaum L, Szatmari P, Jones MB, Bryson SE, MacLean JE, Mahoney WJ, Bartolucci G, Tuff L. Department of Paediatrics, McMasterUniversity, Hamilton, Ontario, Canada. zwaigenb@mcmaster.ca

OBJECTIVE: To understand better the relationship between pregnancy and birth complications and genetic factors in autism. METHOD: The sample included 78 children with an autism spectrum disorder and 88 unaffected siblings. A standardized interview was used to ask mothers about the pregnancy and birth of each child, and an overallindex reflecting freedom from complications (termed "optimality") was determined. The presence of autism-like traits (termed the "broader autism phenotype") in second- and third-degree relatives was ascertained by reportsfrom multiple informants. The pro-. portion of relatives with the broader autism phenotype, corrected for degree of relation, was used as an index of family loading. RESULTS: Children with autism spectrum disorders have lower optimality (higher rates of complications) than unaffected siblings. High family loading for the broader autism phenotype is associated with higher rates ofcomplications in unaffected siblings. Family loading was not significantly associated with complications in affected siblings in this sample. Overall, these findings argue against complications being a direct cause of autism,as one would expect to find the most complications in sporadic cases (i.e., in children without a positive family history). CONCLUSION: Increased rates of birth and pregnancy complications are likely secondary to familial factors associated with autism. PMID: 12014790 [PubMed - in process]* * *

Actress Julia Roberts, Rett Syndrome Families Ask Congress to IncreaseResearch Funding for Neurological Disorders to $15.5 Million

http://www.prnewswire.com/cgi-bin/stories.pl?ACCT=104&STORY=/www/story/05-09-2002/0001724767&EDATE=

Rett Syndrome Gene Linked to Disorders Afflicting Millions From Autism to Schizophrenia

PRNewswire - A small army of parents and friends of patients with Rett Syndrome, including actress Julia Roberts, swept into Washington, DC today to lobby their Representatives and testify before Congress about the need formore research on this debilitating neurological disorder that strikes young girls between the ages of six and eighteen months. The International Rett Syndrome Association (IRSA) is asking Congress for $15.5 million in fundingfor research on Rett Syndrome and related disorders in FY2003. (see above address for continuation of article)

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Upcoming Events / Conferences

May 5-8, 2002 - Tampa, FL23rd National Institute on Legal Issues ofEducating Individuals with Disabilities.http://www.lrp.com

May 17-19, 2002 - Kissimmee, FL The FAMILY C.A.F.E ConferenceHyatt Orlando877-533-4776 www.familycafe.net

June 17-21, 2002 – Harrisonburg, VAAutism Spectrum Disorder: A Better UnderstandingJames Madison UniversityHarrisonburg, VA3hr graduate or undergraduate classContact: Sally Chappel 540-568-8095chappesl@jmu.edu

July 29 – Aug 1 (& Oct 19) – Harrisonburg VATeaching Individuals with Autism & Asperger’s Syndrome3 hr graduate class offered in conjunction with the S Gail Mayfield InstituteJames Madison University (located at Shenandoah University, Winchester, VA)Contact: Sally Chappel 540-568-8095James Madison Universitychappesl@jmu.edu

August 3, 2002 – Plainview NYTeaching Independent Self-Help Skills to Children with Autism & Related DisabilitiesBobby Newman, PhD, BCBARegister by 7/6/02 $40.00 Residence Inn, Plainview NYhttp://elija.org/BobbyReg.html

August 21, 2002 – Plainview NYBrian Iwata, PhDA one day conference targeting analysis of Aggressive and Self-Injurious Behaviors and the current approaches to assessment and treatment.Location: Residence Inn, Plainview, NYFee: $100.00http://elija.org/IwataReg.html

August 22, 2002 – Plainview NYRick Kubina, PhDAdding Fluency-Based Procedures to Existing Intervention ProgramsLocation: Residence Inn – Plainview NYFee: $75.00http://elija.org/KubinaReg.html

August 26-27, 2002 - Norfolk, VA2-Day PECS Training WorkshopSusan Peterson, PhD., & Sarah Buswell888-732-7462 edimaio@pecs.com www.pecs.com

September 25-27, 2002 – Daytona Beach, FLFlorida Association for Behavior Analysis ConferenceAdam’s Mark Hotel – Daytona Beach, FLhttp://fabaworld.org

October 3-6, 2002 - Orlando, FL World Congress on Disability Orange County Convention Centerwww.vwcdexpo.com 877-923-3976

October 2-3, 2002 - Jacksonville, FL2-Day PECS Training WorkshopSarah Buswell & JoAnne Matteo, M.S., CCC/SLPedimaio@pecs.com www.pecs.com888-732-7462

Classified AdvertisementsMom with 3.5 year old boy looking for someone to act as a shadow in pre-school and assist with home behavior therapy. Interested candidates please call Durriya at 954-441-3787

Mom of 3 with a special needs child is looking to work in a home program mornings M-F. Masters in elementary education, shadowing experience and ABA coursework. Call Ellen Bloom 561-488-4067.

Shadow a sweet, intelligent 8 year old, 4th grade boy with a mild learning disability, in a special ed program at local private school. Some experience needed; salary negotiable. 5 days a week (8am - ?), beginning in the fall. Call Vicki (561) 995-8293

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COMPUTER RESOURCES

WEBSITES

Reaching Potentials Website:http://www.reachingpotentials.org

Hyperlexia Parents Group:http://www.iac.net/~whaley/gordy.html

General Autism Information:http://pages.prodigy.com/MI/dporcari.htmlhttp://web.syr.edu/~jmwobus/autism/http://134.68.79.12/AIA.html

Advocacy:http://www.wrightslaw.comhttp://www.Myerslaw.com

Autism & Lovaas Type Programs:http://web.syr.edu/~jmwobus/autism/lovaas/

Autism Frequently Asked Questions:http://web/syr.edu/~jmwobus/autism/autism.faq

ASA Website:http://www.autism-society.org

NICHY Website:http://www.nichcy.org

Asperger's Disorder HomePage:http://www.unmed.edu:8000/pub/o/ozbayrak/asperger.html

Asperger's Syndrome Resources Page:http://www.udel.edu/bkirby/asperger/

TEACCH Homepage:http://www.unc.edu.dept/teacch

Autism & Brain Development Research Lab:http://nodulus.externucsd.edu/

National Institute of Health:http://www.nih.gov/

National Alliance Autism Research:http://www.naar.org

CAN (Cure Autism Now) Website:http://www.canfoundation.orghttp://www.hbdi.org

NIH Grants & Contracts:http://www.nih.gov/grants/

Autism Network International:http://www.students.uiuc.edu/~bordner/ani.html

Autism Network International:http://www.students.uiuc.edu/~bordner/ani.html

Future Horizons Autism Homepage:http://www.onramp.net/autism

Insurance Appeal:http://web.syr.edu/~jmwobus/autism/lovaas/appeal.txt

Association for Behavior Analysis:http://www.wmich.edu/aba/

The Recovery Zone:http://pages.prodigy.net/damianporcari/recovery.htm

The ME-List: (a parent ABA mail list)rallen@iupui.edu(E-mail Ruth Allen & ask to be put on mailing list)

Family Network on Disabilities:http://www.fndfl.org

Edlaw, Inc.:http://www.access.digex.net/~edlawinc/

General Resource for Exploring the Web:http://www.medlib.iupui.edu/Oc:/jumpoff.html

Abstracts of Journal of Applied Behavior Analysis:http://www.envmed.rochester.edu/wwwrap/behavior/jaba/jabahome.htm

Univ. of So. FL - ABA Website:http://www.coedu.usf.edu/behavior/behavior.html

NEWSGROUPS:

Dads with Disabled Children:Listserv@dadvocate@ukcc.edu

(St. Johns) Autism & Developmental Disabilities:listserv@maelstrom.stjohns.edu

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Reaching Out

Reaching Potentials - Franklin Templeton Charity Fundraiser

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Reaching Out 32

Reaching Out

Reaching Potentials would like to extend our thanks to those who helped support the 2002 Templeton Third Annual Charity Event

Robert Risman

BBVA Banco Bilbao Vizcaya

Morgan Stanley

Dresdner Kleinwort Wasserstein

Instinet

Lehman Brothers

UBS AG

Thomas Fenn

SG Cowen Securities Corp

UBS AG

Morgan Stanley

Scott Marsh

Gravina Family Foundation

Banca IMI Securities Corp

Collins Stewart

Michael Burns

Cazenova, Inc.

Stephanie Spinner

Duncan Niederaurer

Steven Schneider

Tara Shea

Richard Jacklin

Melvyn Stafford

Scott Bacigalupo

Tim Hartigan

Carol Springer

Joel Levy

Solomon Smith Barner

Arlene Navalany

Holly McHatton

Thomas Stires

Dundee Securities Corp

ITG Canada Corp

George Medina

Antonio Docal

Annette Giraud Testa

Lawrence Oshin

Donald R Andrew, Jr

Helen Cho

Thomas Fenn

Nelson Faro

Scott Ackerman

Gregory Karlich

Michael John Conway

Jeffrey C Smith

Christine Giannetti

Raymond James & Associates

State Street Bank

Jeffries & Co., Inc

Alfa Capital Markets

Princeton Securities Group

JP Morgan

Julius Baer

Ted Sullivan

Toby McLennan

Ruth Rosley Libin

Peter Natoli

Ivan Kraiser

Christopher Pye

J Diego

Nabil Maasarani

James MG Hyde

Goldman Sachs & Co

Joseph Della Rosa

Thomas Lewis, Jr

David Perlin

John Lauto

Jacques Martin

Mona Baird

Kerry Hanifin

Robert Cohen

Renato Klarnet

Sean N Harte

Samantha Cherney

Robert D Weinberg

Ana Chapman

Alvard A Marangoni

Barclays Premier Banking

Nicr R Beech

Paschalis Economidis

Brian Murphy

Bengt Berggreen

Michael Petruccelli

Joseph Slama

Rochelle Stunson

William Ricker, Jr

Worldwide Truck Sales

Marshall Gordon

Kimberly Pastore

Inguar Ljungquist

Brien McMahon

JP Desrochers

Michele Bergeron

Jeremy Sparron

Gerald Raho

Janet Elinoff

Martha Franta

Robert Goldrich

David Walsh

Edward Geary

Adam Langston

Gordon James, III

Adele Rynkiewicz

Rhonda Fard

Cal Rains II

Stephen Schoenfeld

Jimmy Gambill

C Richard Fulmer, Jr

Mark Burton

William Stephson IV

Lisa Shub

JL Gulley, Jr

Opportunity Resources

Heinrich Gordon Hardcove

Creative Services Group INC.

Frederick R. Scarbrough

Aviation Legal Group, P.A.

Arthur J. Mirante III

Manny Santayana

Frank Wilke

Thomas A Thompson, Jr

Scott Marsh

Paul B Donoghue

Don H Lashbrook

Wolfgang Chincarini

Kevin Campion

Carlisle Wysong

C Richard Fulmer, Jr

Frank T Vicino, Jr

Donald Drew

Arthur J. Mirante III

Robert C Andrews

Farzin Azarm

Ari E Perlman

Christian Egan

Jimmy Gambill

Kevin S. O'Halloran

Pery Canan

Don M Lashbrook

Inguar Ljungquist

Stephen Schuenfeld

David J Memmitt

Wolfgang Chincarini

J Scott Leslie

Larry Colvin

Valores Finamex International

Mark Webb

Dowling & Partners Securities

ABN Amro Sec LLC

Darlene Pasquill

Alliance Capital Management

Eric L Lundt

James Cirenza

William Stephenson IV

David J Walsh

Gunilla Lindquist

Bryan J Cumming

Chris Ryan

Chuck Mercein

Michael Varano

Christopher Ryder

Christina Yi

Gail Weiss

Mary McDermott-Holland

Banco BBA Creditanstalt

Midwood Securities

J.B. Were and Son INC

Raymond James Ltd.

ING (U.S.) Financial Services

Rudolph Karl Glocker

Bank of America

Kari O. Kontu

Scott Leslie

Credit Suisse First Boston Corp.

Deutsche Bank

William McLaughlin

Bear Stearns and Co. INC

Andre Dore

Martin Moroney

James V McKillop

Patrick J Kelly

Elliot Bairn

Douglas Bixby

Adam Englander

Michael Zampardi

Thomas J O'Leary

Todd S Philcox

Terrence McCabe

Lorie Reischer

Bernard Ginnity

Brian Halloran

John Blundin

John M O'Neil, Jr

John R Gill

Thomas J Limerick

David Gildea

Jeffrey Binder

I Brenner

Andrew Edward Gerald

Brien McMahon

David Lewis

Santander Investment

Jeanne Hoffman

Manny Santayana

Enrico Gaglioti

Stephen Holowesko

Knight Trading Group, Inc.

JP Morgan

Merrill Lynch

John & Lisa Velazquez

Mat Gulley

Franklin Templeton

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Reaching Out

Reaching OutReaching Potentials, Inc.P.O. Box 970161Boca Raton, FL 33498

Non-Profit OrgU.S. Postage PAIDBoca Raton, FLPermit No. 1634

Inside This Issue Some Words on Verbal Behavior (p 1) Templeton 3rd Annual Charity Benefit (p 2) IDEA reforms being studied (p 9) Autism Figures Soar in America (p 11) RP Training Calendar (p 13) Insurance Coverage (p 20) How to Enjoy Disney World (p 15) Upcoming Events (p 28)

MISSION STATEMENT

Reaching Potentials is a private, non-profit organization, serving children with autism and their families. We partner with parents and the professional community to provide research-based services, including: Training, Early Intervention Programs, Transition Programs, Outreach and Replication. We believe that EVERY child with autism should have the opportunity to reach their potential.

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