Newsletter - Reaching Potentials
Issue 28 May/June 2002
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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.
BEGINNING DISCRETE TRIAL TRAINING SERIES (Florida):
May Track:
May 3 Overview of Behavioral Programming $25.00 6:30 p - 9:30 p
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)
June Track:
June 7 Overview of Behavioral Programming $25.00 6:30 p - 9:30 p
June 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 p
August 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 p
September 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 p
October 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 p
November 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 – 5:00p
Sun 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.
(All classes above are to be held at our DELRAY OFFICE – Advance Registration Required)
(Call Reaching Potentials @ 561-274-3900 or 954-321-7393 one week prior to class date to confirm time and location)
Beginning Discrete Trial Training Workshop carries required prerequisite of Overview of Behavioral Programming class
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|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 |
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, FL
Fredericksburg, 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@.)
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RESEARCH ABSTRACTS
(continued)
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.
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)
❑ 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.
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...
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).
❑ 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:
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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 insurance provider to see if your child qualifies for this benefit!
REACHING POTENTIALS
FLORIDA TRAINING CALENDAR
May – December 2002
D I S N E Y, continued from page 15
Reaching Potentials, Inc.
2875 S Congress Ave., #H
Delray Beach, FL 33445
Ph: 561-274-3900
Fax: 561-274-3932
Ph: 954-321-7393
Fax: 954-321-1019
P.O. Box 1004
Fredericksburg, VA 22402-1004
Ph: 540-368-8087
E-Mail: RPforAutism@
Board of Directors
Lloyd H. Colvin
Nelson Faro
Angela Guarneri
Cynthia Kleinfield-Hayes
Danette M. Marks
Lisa Shub
John Velazquez
Gail Weiss
Professional Advisory Board
Wendy 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)
Staff
Jean Hays Bachrach, MA, CCC/SLP, BCBA
Mapy Chavez Brown, M.Ed, BCABA
Pamela Gorski, BS, BCABA
Rebekah Houck, BA , BCABA
Barbara Jamison, BA
Shawna Kingsley
Lori Mangeny
Samantha Mills, BA
Cathy Opel, BA
Christine Passaretti, M.Ed, BCBA
Jennifer Rava
Lisa J. Shavelson, BA.
Molly Tidwell, BS
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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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The Medicaid HCB Waiver
The Alternative to Institutionalization
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."
DISNEY……..continued from page 18
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See Page 30 for more photos from our event!
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COMPUTER RESOURCES
WEBSITES
Reaching Potentials Website:
Hyperlexia Parents Group:
General Autism Information:
Advocacy:
Autism & Lovaas Type Programs:
Autism Frequently Asked Questions:
ASA Website:
NICHY Website:
Asperger's Disorder HomePage:
Asperger's Syndrome Resources Page:
TEACCH Homepage:
Autism & Brain Development Research Lab:
National Institute of Health:
National Alliance Autism Research:
CAN (Cure Autism Now) Website:
NIH Grants & Contracts:
Autism Network International:
Autism Network International:
Future Horizons Autism Homepage:
Insurance Appeal:
Association for Behavior Analysis:
The Recovery Zone:
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:
Edlaw, Inc.:
General Resource for Exploring the Web:
Abstracts of Journal of Applied Behavior Analysis:
Univ. of So. FL - ABA Website:
NEWSGROUPS:
Dads with Disabled Children:
Listserv@dadvocate@ukcc.edu
(St. Johns) Autism & Developmental Disabilities:
listserv@maelstrom.stjohns.edu
RESEARCH ABSTRACTS
REACHING POTENTIALS
VIRGINIA TRAINING CALENDAR
May – December 2002
Reaching Potentials would like to extend our thanks to those who helped support the 2002 Templeton Third Annual Charity Event
D I S N E Y, continued from page 16
Reaching Out
Reaching Potentials, Inc.
P.O. Box 970161
Boca Raton, FL 33498
Non-Profit Org
U.S. Postage
PAID
Boca Raton, FL
Permit 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)
Help up promote Autism Awareness!
Mothers of children with disabilities worthy of praise
By Lori Borgman
Knight Ridder/Tribune News Service
Avail:
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.
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).
Another Tragedy in the Autism Community
Five Year Old Drowns in Florida Canal
2/14/02
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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I.D.E.A. Reforms Being Studied Nationwide
Proposed Revisions Worry Some Parents
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Reaching Potentials and
Franklin Templeton
hold Third Annual Charity Benefit
February 23, 2002
Reaching Potentials - Franklin Templeton
Charity Fundraiser
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2/24/02
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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Inside This Issue
Autistic Spectrum Disorders In Preschool Children.
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.
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]
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
Boyd 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
Gabriels 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]
Increasing Joint Attention, Play & Language Via Peer Play Increasing joint attention, play and language through peer supported play
Zercher C, Hunt P, Schuler A, Webster J.
San Francisco State University, CA, USA. craig.zercher@
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.
Salt 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@
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]
Predicting spoken language level in children with autism spectrum disorders
Stone 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 of
hours 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
Steinmetz 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 summary
of 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.
Wong 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 training
programme 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 showed
improvement 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]
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Ambas Partes en Acuerdo Sobre el Reporte de la IOM en Relación Con la Seguridad de Las Vacunas
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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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
EDUCATION IN THE NEWS
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Pregnancy and Birth Complications In Autism
"Pregnancy and birth complications in autism and liability to the broader autism phenotype."
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