Autism Research and Resources of Oregon (ARROAutism ...



Date: May 20, 2016 To:From: Autism Research and Resources of Oregon (ARROAutism)Re:ARROAutism Technologies Project Proposal – Funding RequestFunding Request $ 35,040 – Total, 2 year projectAutism Research and Resources of Oregon (ARROAutism) Mission Statement and United Way StatementARROAutism assists with Autism research projects in Oregon, develops resources to meet unmet needs for families and individuals with Autism in Oregon, and assists families and individuals with Autism to locate already existing resources that meet their needs. (See Appendix A) We receive no United Way Funding.ARROAutism Technologies Project DescriptionOregon has one of the highest incidences of Autism in the United States as seen in the educational census and prevalence charts in Appendix B – Oregon Charts. In contrast to this high incidence rate, parents and individuals on the spectrum both report that Oregon is lacking in sufficient resources. Our families and individuals also have problems finding and accessing those resources that do exist. These are resources that they need to meet the needs of their families and are outside the currently available public services. Families, caregivers (who are predominantly female – see Caregiver statistics references), and individuals frequently report feelings of frustration, confusion, isolation, depression, and being overwhelmed. These issues can lead to many additional difficulties throughout their daily lives.To help these families, caregivers, and individuals, and to address the issues of discoverability and access to resources, we propose a 24 month pilot technologies project. This project will use various technologies in order to provide access to a wide variety of references to resources, contact opportunities, and information to families and individuals with Autism. This project will include outreach to Oregon Autism families, caregivers, organizations, agencies, professionals, and projects dealing with Autism. Our project will encompass all areas of the state, including the more densely populated areas, but will place special emphasis on the geographically distant areas of Oregon. All families that include individuals with Autism, of all ages and Autism types (See Description of the types of Autism), have great difficulty finding accurate and useful resource information. They also have great difficulty getting access to appropriate agencies, professionals, and other resources. This difficulty is exacerbated when you consider the added problems of geography. The families, both extended and nuclear, with individuals/members with Autism in the eastern, southern, and coastal areas of Oregon have decreased access to information and assistance because of the typical scarcity of resources in rural areas. This distance can cause an increase in the feelings of isolation and desperation in families, caregivers, and individuals living with Autism. This is true of both the families with children and the families with adults (individuals 18 years or more). It is also true in the families with high functioning Autism and Asperger Syndrome, and the families of the individuals with the more classic nonverbal Autism. (See Appendix C)These feelings of profound loneliness, isolation and desperation can lead to families becoming dysfunctional, and can result in individuals with Autism and/or their siblings running away, being abandoned, assaulted, or even murdered. (See Appendix D)The most common way to give families with Autism the required information is to have them attend workshops and support groups. These support resources are not as readily available to many of the rural families of Oregon. Using a variety of current technologies we intend to bridge these issues and provide access to information and assistance for many families with Autism in Oregon.We propose that ARROAutism develop a Technologies Project system that will be accessible from all areas across the state of Oregon. It will include access via mobile technology as well as be touch screen friendly. It will be on a no cost/low cost fee system to those using it to encourage families and individuals to access it. Content will be developed with the cooperation of existing organizations and partners, including Autism Society of Oregon, Autistic Community Activity Program, Autism Research Institute, and other resources (See Appendix E). We will also seek out public resources, such as public libraries and county governmental agencies, to help increase access opportunities to resources.Workshops and support groups would be conducted by ARROAutism and streamed live, and/or made available in an archivable format for later viewing. An example of this would be moving our existing Medical Information Support Group onto an online format. Additionally, our streaming and archival services could be requested by other Autism hosting organizations or other entities.Other resources would also be developed including a managed, searchable online directory of local resources and services, and an online video conference access to assistance. Management of the online directory would be critical to ensure validity and accuracy of the information especially as providers and resources change over time. Many existing directories contain outdated or inaccurate information that is not often reviewed and updated.Technologies would be linked to our existing website, promoted through email, newsletters, social media, events, additional printed material, and direct mail. The resources we develop will ideally be provided at no cost, but some kind of fee for service, grants, and donations could be introduced to fund the ongoing project. Project Budget – $35,040 - Total project duration 2 yearsYear one - $19,320 Year two - $15,720Technologies Coordinator (Paid position) $12,000 annually ($1,000/month) The Technologies Coordinator will manage implementation and ongoing maintenance of online services and technologies, and will supervise project volunteers. This work will be done as an independent contractor. Coordinator and Volunteer Job DescriptionsTechnologies Coordinator Basic DescriptionTechnologies Coordinator will be responsible for developing a plan for the technological resources for the project, implementing the plan, ensuring ongoing maintenance and security of the system, and responding to reports of problems.Essential plan elements will include:development of a searchable online directory of local resources and services, management of that directory, security (to ensure privacy and limit chances of infection by malware or abuse of the system), creating an online archive of resources, and exploring other methods of providing assistance with an emphasis on mobile devices and rapid, easy access by people in remote parts of the state where internet access is often limited and/ or slow.VolunteersVolunteers will be gathering a list of resources, validating the resources to ensure eligibility and accuracy of the resources, and adding/removing resources from the searchable online directory of local resources and services across the project timeline.Project Budget: Duration: 24 monthsItem #Year One amountSubtotalsTotalsStaffTechnologies Project Coordinator$1,000X12$12,000$12,000Onetime Purchases1Webcam$ 1502Microphone$ 1503Headset/audio headphones$ 1504Network attached storage$1,2005Router$ 2506Video editing software – Cyberlink Power Director Suite$ 3007Computer - Laptop$2,000Year One - Onetime Purchase Subtotal $4,200Ongoing Expenses1High Speed Internet Access $100/moX12$1,2002Website hosting$10/moX12$ 1203Misc. Online expenses$50/moX12$ 6004Maintenance and Repair$50/moX12$ 6005Advertising$50/moX12$ 600Year One - Ongoing Expenses Subtotal $3,120$ 3,120Year One - Onetime Purchases Subtotal+$4,200$ 4,200Year One Total=$19,320Item #Year Two TotalsStaffTechnologies Coordinator$1,000X12$12,000$12,000Ongoing Expenses1High Speed Internet Access $100/moX12$1,2002Website hosting$10/moX12$ 1203Misc. Online expenses$50/moX12$ 6004Maintenance and Repair$50/moX12$ 6005Advertising$100/moX12$1,200Year Two - Ongoing Expenses Subtotal$3,720$ 3,720Year Two - Project Expenses Total$15,720Year One Total$19,320Year Two Total$15,720Project Total$35,040Project Timeline: Beginning at receipt of funding for 24 monthsPhase 1 – Pre-Project:Write project proposalPhase 2 – Received funding: Build infrastructure: Define which online company has the type of online services that are required for the project.Define audience / participantsDefine topicsDevelop a marketing and promotion scheduleDevelop list of possible resources events and pre-existing online videos, etc.Arrange high speed access to internetRecruit volunteers to test systemDevelop online surveys for families, individuals and agencies to assess quality of projectPhase 3 – Outreach and testing:Contact Oregon resources for development of those willing to participate in proposed project, such as Autism Society of Oregon and Project PACEDevelop Initial test groupPreliminary Phase 2 survey results reviewMake initial determination of quality of service gapsEndeavor to fix gaps.Review demographic dataReach out and expand test group, placing special emphasis on demographic groups that appear to be in need, but not participatingPhase 4 Begin survey analysis: Analyze survey resultsReview costsReview demographicsReview reachReview Survey ResultsForecast ongoing costsIdentify revenue opportunitiesPhase 5 – Project Report:Write Project ReportSubmit Project ReportStaff:ARROAutism Supervisor: Kathleen Henley – ARROAutism Executive Director – Parent of adult with Autism, VolunteerProject and Volunteer Coordinator: Dan Yedinak – IT Consultant, Parent of child with Autism, Autism Advocate, Eclat Technologically: Volunteers (3-6) – volunteers will be needed for resource directory information, and event work. VolunteersVolunteers will be gathering a list of resources, validating the resources to ensure eligibility and accuracy, and adding/removing resources from the directory.APPENDICES Table of ContentsAppendix AARRO Organization Informationpage 8Appendix BAutism Prevalence Chartspage 10Appendix CAutism Descriptionspage 15Appendix DNewspaper & Journal Articlespage 21Appendix EAutism Resourcespage 35APPENDIX AAutism Research and Resources of OregonOrganizational InformationARROAutism Mission StatementAutism Research and Resources of Oregon assists with Autism research projects in Oregon, develops resources to meet unmet needs for families and individuals with Autism in Oregon, and assists families and individuals with Autism to locate already existing resources that meet their needs. The main project of ARROAutism will be the development of the Oregon Autism Center where we will bring together a wide variety of organizations, agencies, professionals, and projects to provide the families and individuals with Autism in Oregon access to resources that encourage and promote their integration in their community, and improve their quality of life.2016 ARRO Board of DirectorsKathleen Henley, 4715 NE 13th Ave. Portland, Oregon 97211, cell 503-351-9255, Kathy@Kathy is the parent of a 34 year old son with Autism. She is a Research Coordinator at the Evergreen Center in Oregon City, Oregon. Kathy has belonged to the Autism Society of Oregon and the Autism Society of America. She worked in the Autistic Children’s Activity Program in Portland as the Executive Director from 1989 through 1999. Kathy is a founding Board member of ARRO and has been on the ARRO Board of Directors since 1999. Kathy serves as the President of the Board of Directors.Steve Edelson, Ph.D., Autism Research Institute, 4182 Adams Ave., San Diego CA 92116, cell 1-619-309-7625, smedelson@Dr. Edelson is the friend of an adult with Autism and is Director and researcher in Autism at the Autism Research Institute in San Diego CA. He has written many articles and books with Dr. Bernard Rimland on many aspects of Autism. Dr. Edelson is a founding Board member of ARRO and has been on the ARRO Board of Directors since 1999.John Henley, 4715 NE 13th Ave. Portland, Oregon 97211, cell: 503-351-0809Johnhenley.henley@John is the parent of a 34 year old son with Autism. He is a self-employed and is a senior Appraiser in the Appraisers Society of America. John serves as the Vice President and Secretary of the Board of Directors.See attached 501(c) (3) not for profit letter See attached IRS 990EZ documentAPPENDIX BChart of Oregon Autism Educational Census Growth from 1996 - 2015 3103368-2540Autism Prevalence, Public Schools state rankings for 8 year olds; for years 2006/7, 2008/9, 2009/10 – based on the Federal Education Census asReported by 2006/7 – Oregon #32008/9 – Oregon #22009/10 – Oregon #300Autism Prevalence, Public Schools state rankings for 8 year olds; for years 2006/7, 2008/9, 2009/10 – based on the Federal Education Census asReported by 2006/7 – Oregon #32008/9 – Oregon #22009/10 – Oregon #340005-63500031045152495100381002984500Oregon Developmental Disabilities Services (ODDS)Chart of County Developmental Disabilities Census 2014 - 2015072644The rate of increase in the adults with autism was 1.02%. The rate of increase in the children with autism was 2.18 %. The rate of increase for children was twice that of adults in one year. The rate of increase for children will eventually be demonstrated in the adults. The need for services will continue to increase based on the educational census numbers across time.00The rate of increase in the adults with autism was 1.02%. The rate of increase in the children with autism was 2.18 %. The rate of increase for children was twice that of adults in one year. The rate of increase for children will eventually be demonstrated in the adults. The need for services will continue to increase based on the educational census numbers across time.Population Census Map of Oregon by CountyCaregiver statistics referencesUpwards of 75% of caregivers are female: Clinic - Depression in women - understanding the gender gap: CDescription of the types of AutismAll individuals with Autism, no matter their age, are unique. There is no physical test of any kind that is definitive for Autism. Autism is diagnosed based on observed symptoms in three categories; communication, socialization, and behavior. These areas will vary in severity, vary over time, and will generally fall within 3 types: 1) non-verbal with severe symptoms; 2) high functioning verbal with some academic ability; and 3) Asperger Syndrome - high verbal ability and high functioning academic ability. Some of the individuals diagnosed with Autism have genetic foundations for their Autism, such as Retts Syndrome, Turner Syndrome or Fragile X syndrome, or some other chromosomal/genetic syndrome, but most have not been found to be genetically related. Some individuals have additional medical disorders such as seizures, metabolic, or immune disorders. The Oregon Department of Education (ODE) has written its own Autism criteria for Oregon students with Autism. Though based on the DSM criteria ODE criteria is written with educational descriptions. Oregon Department of Education eligibilityOAR 581-015-2130 Autism Spectrum Disorder Eligibility Criteria If a child is suspected of having an Autism spectrum disorder, the following evaluation must be conducted: (a) Developmental profile. A developmental profile that describes the child's historical and current characteristics that are associated with an Autism spectrum disorder, including: (A) Impairments in communication; (B) Impairments in social interaction; (C) Patterns of behavior, interests or activities that are restricted, repetitive, or stereotypic; and (D) Unusual responses to sensory experiences. (b) Observations: At least three observations of the child's behavior; at least one of which involves direct interactions with the child. The observations must occur in multiple environments, on at least two different days, and be completed by one or more licensed professionals knowledgeable about the behavioral characteristics of Autism spectrum disorder.(c) Communication assessment: An assessment of communication to address the communication characteristics of Autism spectrum disorder, including measures of language semantics and pragmatics completed by a speech and language pathologist licensed by the State Board of Examiners for Speech-Language Pathology and Audiology or the Teacher Standards and Practices Commission; (d) Medical or health assessment statement: A medical statement or a health assessment statement indicating whether there are any physical factors that may be affecting the child's educational performance;(e) Behavior rating tool. An assessment using an appropriate behavior rating tool or an alternative assessment instrument that identifies characteristics associated with an Autism spectrum disorder.(f) Other (A) Any additional assessments necessary to determine the impact of the suspected disability: (i) On the child's educational performance for a school-age child; or (ii) On the child's developmental progress for a preschool child; and (g) Any additional evaluations or assessments necessary to identify the child's educational needs. (2) To be eligible as a child with an Autism spectrum disorder, the child must meet all of the following minimum criteria: (a) The team must have documented evidence that the child demonstrates all of the characteristics listed under subsection (1)(a). Each of these characteristics must be: (A) Characteristic of an Autism spectrum disorder; (B) Inconsistent or discrepant with the child's development in other areas; and (C) Documented over time and/or intensity. (3) For a child to be eligible for special education services as a child with an Autism spectrum disorder, the eligibility team must also determine that: (a) The child's disability has an adverse impact on the child's educational performance; and (b) The child needs special education services as a result of the disability.(4) A child may not be eligible for special education services on the basis of an Autism spectrum disorder if the child's primary disability is an emotional disturbance under OAR 581-015-2145. However, a child with Autism spectrum disorder as a primary disability may also have an emotional disturbance as a secondary disability.Medical Diagnostic Criteria for Autism – DSM 5th edition American Psychiatry Association: Speaks is pleased to provide the full-text of the diagnostic criteria for Autism spectrum disorder (ASD) and the related diagnosis of social communication disorder (SCD), as they appear in the fifth edition of the?Diagnostic and Statistical Manual of Mental Disorders (DSM-5). As of May 2013, psychologists and psychiatrists will be using these criteria when evaluating individuals for these developmental disorders. For further context, please see our full DSM-5 coverage here.Social (Pragmatic) Communication Disorder 315.39 (F80.89)Diagnostic CriteriaA.?Persistent difficulties in the social use of verbal and nonverbal communication as manifested by all of the following:1.?Deficits in using communication for social purposes, such as greeting and sharing information, in a manner that is appropriate for the social context.2. Impairment of the ability to change communication to match context or the needs of the listener, such as speaking differently in a classroom than on the playground, talking differently to a child than to an adult, and avoiding use of overly formal language.3.?Difficulties following rules for conversation and storytelling, such as taking turns in conversation, rephrasing when misunderstood, and knowing how to use verbal and nonverbal signals to regulate interaction.4. Difficulties understanding what is not explicitly stated (e.g., making inferences) and nonliteral or ambiguous meanings of language (e.g., idioms, humor, metaphors, multiple meanings that depend on the context for interpretation).B. The deficits result in functional limitations in effective communication, social participation, social relationships, academic achievement, or occupational performance, individually or in combination.C. The onset of the symptoms is in the early developmental period (but deficits may not become fully manifest until social communication demands exceed limited capacities).D.?The symptoms are not attributable to another medical or neurological condition or to low abilities in the domains or word structure and grammar, and are not better explained by Autism spectrum disorder, intellectual disability (intellectual developmental disorder), global developmental delay, or another mental disorder.Autism Spectrum Disorder?????????? 299.00 (F84.0)Diagnostic CriteriaA.?Persistent deficits in social communication and social interaction across multiple contexts, as manifested by the following, currently or by history (examples are illustrative, not exhaustive, see text):1.?Deficits in social-emotional reciprocity, ranging, for example, from abnormal social approach and failure of normal back-and-forth conversation; to reduced sharing of interests, emotions, or affect; to failure to initiate or respond to social interactions.2.??Deficits in nonverbal communicative behaviors used for social interaction, ranging, for example, from poorly integrated verbal and nonverbal communication; to abnormalities in eye contact and body language or deficits in understanding and use of gestures; to a total lack of facial expressions and nonverbal communication.3.?Deficits in developing, maintaining, and understanding relationships, ranging, for example, from difficulties adjusting behavior to suit various social contexts; to difficulties in sharing imaginative play or in making friends; to absence of interest in peers.Specify current severity:Severity is based on social communication impairments and restricted repetitive patterns of behavior (see Table 2).B.?Restricted, repetitive patterns of behavior, interests, or activities, as manifested by at least two of the following, currently or by history (examples are illustrative, not exhaustive; see text):1.?Stereotyped or repetitive motor movements, use of objects, or speech (e.g., simple motor stereotypies, lining up toys or flipping objects, echolalia, idiosyncratic phrases).2.?Insistence on sameness, inflexible adherence to routines, or ritualized patterns or verbal nonverbal behavior (e.g., extreme distress at small changes, difficulties with transitions, rigid thinking patterns, greeting rituals, need to take same route or eat food every day).3.?Highly restricted, fixated interests that are abnormal in intensity or focus (e.g, strong attachment to or preoccupation with unusual objects, excessively circumscribed or perseverative interest).4.??Hyper- or hyporeactivity to sensory input or unusual interests in sensory aspects of the environment (e.g., apparent indifference to pain/temperature, adverse response to specific sounds or textures, excessive smelling or touching of objects, visual fascination with lights or movement).Specify current severity:Severity is based on social communication impairments and restricted, repetitive patterns of behavior (see Table 2).C.?Symptoms must be present in the early developmental period (but may not become fully manifest until social demands exceed limited capacities, or may be masked by learned strategies in later life).D.?Symptoms cause clinically significant impairment in social, occupational, or other important areas of current functioning.E.?These disturbances are not better explained by intellectual disability (intellectual developmental disorder) or global developmental delay. Intellectual disability and Autism spectrum disorder frequently co-occur; to make comorbid diagnoses of Autism spectrum disorder and intellectual disability, social communication should be below that expected for general developmental level.Note:?Individuals with a well-established DSM-IV diagnosis of autistic disorder, Asperger’s disorder, or pervasive developmental disorder not otherwise specified should be given the diagnosis of Autism spectrum disorder. Individuals who have marked deficits in social communication, but whose symptoms do not otherwise meet criteria for Autism spectrum disorder, should be evaluated for social (pragmatic) communication disorder.Specify if:With or without accompanying intellectual impairmentWith or without accompanying language impairmentAssociated with a known medical or genetic condition or environmental factor(Coding note: Use additional code to identify the associated medical or genetic condition.)Associated with another neurodevelopmental, mental, or behavioral disorder(Coding note: Use additional code[s] to identify the associated neurodevelopmental, mental, or behavioral disorder[s].)With catatonia (refer to the criteria for catatonia associated with another mental disorder, pp. 119-120, for definition)(Coding note: Use additional code 293.89 [F06.1] catatonia associated with Autism spectrum disorder to indicate the presence of the comorbid catatonia.)Table 2? Severity levels for Autism spectrum disorderSeverity levelSocial communicationRestricted, repetitive behaviorsLevel 3"Requiring very substantial support”Severe deficits in verbal and nonverbal social communication skills cause severe impairments in functioning, very limited initiation of social interactions, and minimal response to social overtures from others. For example, a person with few words of intelligible speech who rarely initiates interaction and, when he or she does, makes unusual approaches to meet needs only and responds to only very direct social approachesInflexibility of behavior, extreme difficulty coping with change, or other restricted/repetitive behaviors markedly interferes with functioning in all spheres. Great distress/difficulty changing focus or action.Level 2"Requiring substantial support”Marked deficits in verbal and nonverbal social communication skills; social impairments apparent even with supports in place; limited initiation of social interactions; and reduced or abnormal responses to social overtures from others. For example, a person who speaks simple sentences, whose interaction is limited to narrow special interests, and how has markedly odd nonverbal communication.Inflexibility of behavior, difficulty coping with change or other restricted/repetitive behaviors appears frequently enough to be obvious to the casual observer and interfere with functioning in a variety of contexts. Distress and/or difficulty changing focus or action.Level 1"Requiring support”Without supports in place, deficits in social communication cause noticeable impairments. Difficulty initiating social interactions, and clear examples of atypical or unsuccessful response to social overtures of others. May appear to have decreased interest in social interactions. For example, a person who is able to speak in full sentences and engages in communication but whose to-and-fro conversation with others fails, and whose attempts to make friends are odd and typically unsuccessful.Inflexibility of behavior causes significant interference with functioning in one or more contexts. Difficulty switching between activities. Problems of organization and planning hamper independence.APPENDIX DJournal article The perceptions and experiences of adolescent siblings who have a brother with autism spectrum disorder. Petalas MA, Hastings RP, Nash S, Reilly D, Dowey A., Journal of Intellectual & Developmental Disabilities 2012 Dec; 37(4):303-14.Autism Newspaper ArticlesWashington Post Your HealthAutism cases in U.S. jump to 1 in 45: Who gets the diagnosis, in 8 simple charts HYPERLINK "" By Ariana Eunjung Cha November 13 Five-year-old Alexander Prentice, of Burton, Mich., smiles as he searches for items at the bottom of a sand bin at Genesee Health System's new Children's Autism Center in 2014. (AP Photo/The Flint Journal, Jake May) The number of autism cases in the United States appeared?to?jump dramatically in 2014 according to new estimates released Friday, but researchers said?that changes in the format of the questionnaire likely affected the numbers.The report from the Centers for Disease Control and Prevention and National Center for Health Statistics shows that the prevalence of autism in children ages 3 to 17 went up about 80 percent from 2011-2013 to 2014. Instead of 1 in 80?(or 1.25 percent) children having autism -- a number that has alarmed public health officials in recent years and strained state and school system resources -- researchers now estimate that the prevalence is now 1 in 45 (or 2.24 percent).Lead author Benjamin Zablotsky, ?an epidemiologist at the NCHS, and his colleagues said that?in previous years some parents of children diagnosed with autism spectrum disorder likely reported it as a developmental disability instead of or in addition to autism because it was listed first. The new questionnaire flips the two categories, which researchers said made the autism estimates more similar to ones?from other sources.As might be expected from this change, the prevalence of other developmental disabilities declined significantly from 4.84 percent based on 2011-2013 data to 3.57 percent in 2014.[Neighbors file ‘extraordinary, unprecedented’ public nuisance lawsuit against autistic boy’s family]The prevalence of intellectual disability did not significantly change and remains at 1.1 percent and the prevalence of any three of the conditions was constant across all surveys.The high rates of autism among American children has been the source of much?debate in recent years, with some experts attributing it to overdiagnosis and others expressing concern about possible?environmental factors affecting children's brain development.“It’s not the year to year numbers that concern us. It’s the decade to decade. The fact that we have 1 in 45 children with a very serious neurological condition is a catastrophe by any measure,” said Jill Escher, president of the Autism Society of San Francisco.Michael Rosanoff, an epidemiologist who is the director for public health research for Autism Speaks, an advocacy group, said that the new number “is likely a more accurate representation of autism prevalence in the United States" than the 1 in 68 number."This means that 2 percent of children in the U.S. are living with autism," Rosanoff said in a statement. "The earlier they have access to care, services and treatment, the more likely they are to progress."The study also found that children diagnosed with autism had high rates of co-occurring conditions. Learning disabilities were the most common with 62.6 percent of children with autism also having LDs. Next highest was attention-deficit/hyperactivity disorder or ADHD with 42.8 percent of those with autism also having ADHD.[Mom: It's time to talk about autism and mental health]About 14 percent of those diagnosed need help with personal care, 9.1 percent reported they have trouble hearing and 7.3 percent that they have trouble seeing.Nearly 60 percent received special education or early intervention services.Below is a look at who is being diagnosed with autism.As in previous years, most of the children being diagnosed with autism are male, non-Hispanic white, living in large metropolitan areas, with two parents and with at least one parent with more than a high school education.[On Parenting: 5 tips for helping your child learn to be inclusive]Many more boys are?being diagnosed with autism than girls?but the gap is narrowing?somewhat. In 2011-2013 81.7 percent of all children diagnosed were male while 18.3 were female. In 2014, it was 75 percent male, 25 percent female.?Most of the children being diagnosed with autism were identified by their parents?as non-Hispanic white.More than two-thirds of children being diagnosed lived with two parents.Children being diagnosed represented a wide range of incomes.Most of the children being diagnosed had at least one parent with more than a high school education -- a phenomenon that experts have said could be due to the fact that they may be more likely to notice issues early on and seek medical help.More than half of children diagnosed live in large metropolitan statistical areas that include places like?New York, Los Angeles and Washington, D.C.The children being diagnosed are spread out all over the country.Mom throws son off Yaquina Bridge. 2014: Mom throws son off Yaquina Bridge*Michael Rollins and Sara Roth, Staff 2:04 p.m. PST December 19, 2014Jillian McCabe is accused of killing London McCabe by throwing him off the Yaquina Bay Bridge. (Photo: KGW)lefttopThis is an in depth look at the circumstances surrounding the time before and after a mother threw her son off of the Yaquina Bay Bridge. KGWNovember 5, 2014:NEWPORT, Ore. -- A Lincoln County woman was expected to appear in court Tuesday on accusations she murdered her son by throwing him off the Yaquina Bay Bridge in Newport Monday night.Authorities said 34-year-old Jillian McCabe called 911 at 6:25 p.m. to report what she did. She later told police that she heard voices in her head telling her to throw the boy off the bridge.When asked the nature of her emergency, she told the 911 dispatcher, "I just threw my son over the Yaquina Bay Bridge," according to a probable cause affidavit obtained by KGW Tuesday morning.She told the dispatcher her son London was gone in the water, and described him and his clothing in detail, then described herself as an officer approached her. She told several officers on the scene that she had thrown the boy into the water.One officer actually saw McCabe carrying him on the bridge, which he found odd considering the size of the boy.The drop from the bridge deck to the water below is 133 feet. The Coast Guard, Newport police and fire and the Lincoln County sheriff's office searched for a victim in the water around the bridge.About 10:30 p.m., the boy's body was located near the Embarcadero Resort to the east of the bridge. He was identified by a photo provided by his father Matt McCabe.Mom accused of throwing son off Yaquina Bay Bridge Jillian McCabe, who lives the Seal Rock area, was accused of aggravated murder, murder, first degree manslaughter, and second degree manslaughter. Her bail was set at $1 million and her first hearing was scheduled for November 12.Family members told KGW that Jillian struggled with mental health issues at times and when she got overwhelmed, she did try to get help. They said she applied for assistance from public and private providers, but was not able to get any.Jillian had recently created an online donation site for her son and husband. She said London was diagnosed with Autism and her husband, Matt McCabe, was struggling with multiple sclerosis. She lived in Hood River at the time, as first reported by NBC News."I love my husband and he has taken care of myself and my son for years and years and now it's time for me to take the helm," she said. "I am scared and I am reaching out. I hope I am not coming across trashy or over-reactionary. I must explore every avenue to take care of my family right now."The appeal for money ended eight months ago, after raising $6,831 toward a goal of $50,000.In this YouTube video below published October, 2013 with her husband by her side, McCabe sends out an appreciation to all who have helped her cope with a child with Autism and a husband with MS. "I can't take this on alone," she says, adding that it kept her "from pulling a Thelma and Louise. I said it."The video ends with her saying, "My son has a mom here, my son has a dad here, and that means a lot."London McCabe attended kindergarten at Crestview Heights Elementary in Waldport, according to school district officials. His bright blue eyes and grin stood out, under one of his favorite hats, in a recent school photo shared with KGW.After the boy's body was found, counselors were provided for law enforcement officers and rescue crews involved in the incident.*This newspaper story is about an Oregon child with Autism being thrown off a bridge on the Oregon coast by his mother. ARROAutism considers this kind of action to be the result of isolation and the resulting despair and dysfunction. This is what we want to prevent with this project. ARROAutism EditorThis is the resulting legal decision. finds missing* autistic boy standing in creekPosted: May 04, 2014 10:38 PM PDT Monday, May 5, 2014 1:38 AM EDT Updated: Jun 01, 2014 10:41 PM PDT Monday, June 2, 2014 1:41 AM EDT By Kimberly EitenRead more: story/25426393/k9-finds-missing-autistic-boy-standing-in-creek#ixzz3qvOpKcipPORTLAND, OR (KPTV) - Deputies said things could have been much worse for a missing autistic child if their K9 hadn't been able to track him down.They found that 8-year-old boy standing in the middle of a creek, surrounded by difficult terrain. Deputies said without their K9, they don't know how long he might have been there before someone found him."It was very thick. It was up to my waist at least with sticker bushes, downed trees and downed limbs," Deputy Danny Dipietro said.But it's exactly where Maverick's nose led him."I put Maverick down there, and he just took off," Dipietro said.Less than 20 minutes later, Maverick, Dipietro's K9, led him to the missing child who was knee-deep in Ward Creek playing in the water."I was worried that he was going to get swept away," he said.Washington County deputies said the boy is autistic. Just before 6 p.m. Sunday, he went missing from his home. They said if Maverick hadn't found him so quickly, he could have died in the water."He started shaking intensely. He was very cold," Dipietro said. "You could hear his teeth chattering."He should be OK. Dipietro said Maverick is the one to thank."Without Maverick, there would have been a really long delay probably in finding him," he said. "Maverick is the hero here, not me."Copyright 2014 KPTV-KPDX Broadcasting Corporation. All rights reserved.Read more: story/25426393/k9-finds-missing-autistic-boy-standing-in-creek#ixzz3qvMTdYYe*Wandering is a prevalent problem in Autism. This child was fortunate and was found alive. Some families and children with Autism are not so fortunate. Some children with Autism escape their homes unseen, find some water to play in, and accidentally drown.” ARROAutism EditorCouple sentenced in fire death of autistic son*By The Associated Press The Associated Press on February 17, 2008 at 2:37 PM, updated February 17, 2008 at 2:38 PM> blog.breakingnews/2008/02/couple_sentenced_in_fire_death.htmlALBANY, Ore. -- An Albany couple described as involved parents caring for their severely autistic son have been sentenced to six months in jail after they were convicted of criminally negligent homicide in the 19-year-old man's death. Relatives, friends and other witnesses spoke on behalf of Agnes and Nicolaas "Nico" DeGroot during a daylong sentencing hearing this month before Linn County Circuit Judge John McCormick. Christopher DeGroot died at a Portland hospital in May 2006 after suffering burns over 80 percent of his body during a fire at the family's apartment. His parents had been locking him in the apartment when they went out together to prevent him from wandering off. Judging by the pattern of burns Christopher sustained, police said the teenager was asleep on a couch at the time the fire broke out. Christopher was found in the corner of the living room, slumped over a rocking chair near the front window. The first pane of a double-pane window had been broken, and there was skin, blood and hair nearby. A neighbor reported hearing Christopher pounding on the wall from inside the apartment. The cause of the fire was never determined. Firefighters were surprised to find him still moaning, still alive, according to Albany police Detective Dawn Hietala. She said his parents were still at their horses' boarding facility in Tangent when Albany police reached them by phone. The DeGroots said they had already heard the news. Hietala testified that when the DeGroots arrived at their apartment she was "shocked" by their inquiries about their cats when they still had not seen their critically injured son. "There was more emotion from people who didn't even know Christopher than I saw from the parents," Hietala said. Dr. Daniel W. Close, a defense witness who is an expert in developmental disabilities and Autism, suggested the parents reacted in a way consistent with his more than 30 years experience with the parents of autistic children. He said both parents had learned to manage Christopher without escalating emotions as a coping mechanism. "It was this emotional detachment ... that the Albany police encountered during their investigation into the events surrounding the fire and Christopher's subsequent death," Close wrote in his evaluation of the couple and repeated at the sentencing. Dr. Clara Bozievich, a psychiatrist, noted in her evaluation of Agnes DeGroot that she is partially deaf, affecting the way she answers questions, possibly accounting for the way she responded to police. Family friend Jill Mejia testified that Agnes DeGroot was a strong advocate for Christopher, and Nico enjoyed teaching Christopher new skills. Nico DeGroot was on disability for a back injury and collected a small payment from the state for Christopher's care. Mejia said Christopher had "no sense of danger" and recalled a terrifying incident when the family was living in Washington state. Christopher ran away and made it all the way to Interstate 5 before his father and police could reach him. Police eventually had to stop traffic to get Christopher to safety. "Unfortunately, the efforts to manage Christopher's running away and behavioral challenges never reached the point where the DeGroots could feel comfortable that he was safe," Close wrote. Christopher's sister, Vicki Douglas, testified that her mother and stepfather agonized over whether or not to start using locks for Christopher's safety. After much consideration, she said they concluded the risk of fire was very remote and the potential for death or injury was much higher if Christopher were able to run into the street. They would lock the doors then watch him from the window to make sure he was safe. Later, they began leaving him for longer periods of time. The DeGroots had faced a murder charge in the death but reached a plea agreement last November for the lesser charge of criminally negligent homicide. -- The Associated Press*This appears to be a case of severe wandering combined with a profound lack of the sense of danger. Trying as much as they could to keep their son safe, the family did not have the level of staffing required to keep this young adult with Autism safe. ARROAutism EditorCrater Lake National Park?NewsRemembering a little boy lost*crater-lake-news/remembering-boy-lost.htmThe OregonianPortland, OregonNovember 23, 2006By MATTHEW PREUSCHCrater Lake - Samuel Boehlke's parents share their grief and what they're thankful for today.After a year of grief piled upon grief, including the loss of her son, there's one thing Kirsten Becker is still thankful for today. "For the gift," she said, "of Sam's life."Becker's 8-year-old boy, Samuel Boehlke, disappeared last month in Crater Lake National Park.This week Becker and Sammy's father, Kenneth Boehlke, spoke at length for the first time about losing their son and the difficulty of their first holiday season without him.?"The things that are special about Thanksgiving are the fact that it's a celebration of the warmth of home and hearth and the heart of the family," Becker said. "And this year the heart that held our family together is gone."The Portland couple, who divorced in 2005, kept out of the public eye after Sammy vanished into the woods north of Crater Lake while on a trip to the park with his father.?They're coming forward now in part to thank those involved in the search for their son, but also with recognition that people from across the country closely followed the search for Sammy and wanted to know more about him."When one child is lost it touches everyone," said Becker, 46, a manager at a Portland real estate investment company. "So this is not just a private tragedy, this is a community tragedy, and it touches everyone with a very heavy hand."Becker, who is working on a eulogy for a memorial planned for Saturday, said that at Thanksgiving dinner Sammy always declined mashed potatoes and salad, focusing on turkey and his grandmother's hot rolls. "He would devour them," Becker said.Sammy had a passionate personality, bordering on stubborn. His joys were as deep as his disappointments, Becker said. He also had a mild form of autism, which manifested itself in a fear of loud noises and bright lights.That complicated the work of the more than 200 search-and-rescue workers who arrived at Crater Lake after Sammy's disappearance on Oct.14 and couldn't use the customary air horns or whistles. The boy and his father had stopped to play on a cinder slope where Sammy saw some yellow he hoped might be gold. As darkness approached and his dad walked a short distance to the car so the two could return to their rented cabin near Diamond Lake, Sammy stayed on the slope, refusing to come down.Kenneth Boehlke chased up after him, he said, but Sammy, likely thinking it was a game, stayed 50 feet ahead."I never caught up with him, and at that point he disappeared over the top somewhere and I lost him," said Boehlke, 48.For a week, National Park Service searchers and others scoured the area with dogs, helicopters and heat-sensing cameras, but no trace of the boy was found. Intermittent searching continued until this month when snow started falling.During the search, the couple were cooped up in a duplex near park headquarters getting briefings twice daily from search commanders, but they weren't allowed to help because search managers didn't want dogs to be thrown off by their scent."I still would rather have gone," Boehlke said. "Basically you're just stuck there waiting."Becker said she's raised more than $6,000 in a fund set up at U.S. Bank that she will use to reimburse some of the expenses of volunteer searchers and hire a tracker next summer to continue the hunt. "I need evidence (of Sammy) for the final grieving process to occur," she said.Any money left over will go toward a scholarship to send children with disabilities to Portland Parks & Recreation summer camps, where Sammy was always happy, she said.For Becker, the loss of her son wasn't the only tragedy this year. The boy's disappearance came just a few months after the death of her father, Herman Becker, and a close friend. Her dog, Simba, and cat, Killer, also died.Still Becker laughs out loud as she describes an exuberant phone message that Sammy left her from school last June describing what a good day he was having earning smiley-face stickers from the teacher and playing with his friends."That message was important to me before he was lost," she said, "and now it's precious."Matthew Preusch: 541-382-2006; preusch@?*This is another case of wandering with a horrible result. ARROAutism EditorAPPENDIX EAutism ResourcesWebsites list:Autism Research Institute: Society of America: Network: Help Purchase A Building To Serve Kids With Autism: Grand Rapids, United States Autism Network - Helping Hands: Building an Autism Network Housing Network – Autism Job Club State University: Building Opportunities for Networking and Discovery (BOND) list:“Look me in the Eye”: John Elder Robison, Three Rivers Press, “Freaks, Geeks and Asperger’s syndrome”, Jackson, Luke, Jessica Kingsley Publishing, 2002 - “The Curious Incident of the Dog in the Night-time”, Haddon, Mark, Doubleday, 2003, “Thinking in Pictures”, Grandin, Temple, Vintage Books, 1995, “The Autistic Brain”, Temple Grandin, Future Horizons, Inc., “Born on a Blue Day”, Tammet, Daniel, Simon and Schuster, 2007, “Ten Things Every Child with Autism Wishes You Knew”, by Ellen Notbohm, Future Horizons, Inc., 2012, Autism Project: of learning to swim: TalksHow I learned to communicate my inner life with Asperger’s I’ve learned from my autistic brothers World needs all kinds of minds Tube10 Things Every Child With Autism Wishes You Knew Girl Expresses Unimaginable Intelligence Top 10 Famous People with Autism - How My Unstoppable Mother Proved the Experts Wrong: Chris Varney at TEDxMelbourne Barcellona: Autism and Bullying Minutes: Apps for Autism ................
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