Significance of facial processing in autism re-evaluated

THE idea that those with autism find faces harder to process than other visual stimuli has been challenged in a study by the University of Western Australia.

Research published in the Journal of Experimental Child Psychology, assessed face selectivity and face-processing difficulties in children and adolescents with and without autism.

The team examined discrimination of, and memory for, faces, cars, and inverted faces.

Overall, typically developing children and adolescents without autism performed better than young people with autism.

However, all participants performed significantly worse with identifying pictures of inverted faces compared to upright faces and cars.

Crucially, children and adolescents with autism found cars to be just as difficult to remember as upright faces.

Previous studies have suggested that face perception is selectively, or disproportionately, affected in autism, and this is attributed to reduced social interest and motivation.

Read more here.




5 Tips & Tricks Using "High Tech" Visual Supports to Improve Behavior in the Classroom.

View the archived webinar here.



Is There a Connection between Autism and Bipolar Disorder?

For those of you not familiar with bipolar disorder, it’s a mood disorder once known as “manic depression.” Persons with bipolar disorder alternate between a frenzied state known as mania and episodes of depression. While some individuals experience only the manic episodes, many affected individuals rapidly alternate between these two states and experience great irritability.

As with other psychiatric disorders, studies suggest that bipolar disorder may be relatively common among children and adults with autism. Some studies have found that as many as 27 percent of those with autism also have symptoms of bipolar disorder. By contrast, its prevalence in the general population is around 4 percent.

However, we believe that bipolar disorder is mistakenly over-diagnosed in those with autism. In part this is because some of their symptoms can overlap.





MSHA Summer Instutute - Missoula

The Summer Institute this year will be a cooperative learning opportunity with CSPD region 5. The program for this year is Technology in schools with a focus on the Common Core.
For the MSHA portion, we will have Greg Sutton and his sister, the CEO and lead therapist for Tiny Eye therapies in Canada, present to us about setting up a teletherapy practice.
The dates for Summer Institute will be August 7-9.
If you want to attend all three days, please go to the CSPD region 5 website http://www.wmcspd.org/ and register.
Also, there will be a possibility to attend via internet. Details will be coming.

Leading the Way: Autism-Friendly Youth Organizations


Unfortunately, boys and girls with autism often face barriers to participating fully in youth community organizations. And so with help from respected experts in the field of autism and special education, experienced parents and caregivers, we have createdLeading the Way: Autism-Friendly Youth Organizations, a guide for organizations to ensure that youth with autism have the same formative experiences through community programs that are available to their typical peers.

The purpose of this guide is to better prepare community organizations to serve youth and families with autism. The information will help organizations learn to integrate youth with autism into existing programs, communicate with parents, and train their staff.

Click here to download Leading the Way: Autism-Friendly Youth Organizations Guide. You can also download individual sections at the links below:

Introduction
About Autism: What You Need to Know
Inclusion: Leading the Way in Access for Everyone
Getting Started: Leading the Way to an Autism-Friendly Inclusive Environment
People and Places: Creating an Environment for Success
Strategies for Success: Supporting Learning and Growth in Youth with Autism


Seven Ways to Help a Picky Eater with Autism

If you have a picky eater with autism, know that you’re not alone. A recent review of scientific studies found that children with autism are five times more likely to have mealtime challenges such as extremely narrow food selections, ritualistic eating behaviors (e.g. no foods can touch) and meal-related tantrums.

Meanwhile, the lead researcher of this new project – psychologist Emily Kuschner, PhD, of the Children’s Hospital of Philadelphia (CHOP) – recommends the following strategies to gently expand the diet of picky eaters with autism. (CHOP is a member of Autism Speaks Autism Treatment Network.)

#1 Rule Out Medical Problems

If your child is clamping her lips shut when offered a certain food, it may be that she knows it will make her stomach hurt. Gastrointestinal distress is common among children with autism, many of whom can’t easily describe their distress. Your child’s doctor can help you figure out if this is the case and how to deal with it.

#2 Stay Calm


Click here to read more.








Comment on: A Danish population-based twin study on autism spectrum disorders.

There has been much discussion of twin studies in autism research for a long time. The reason is that if is found that “identical” (monozygotic) twins are often both autistic, that points to genetics as a major influence on the development of autism. For many years it was thought that this rate, the concordance, was about 90%. In other words, if one child is autistic, 90% of the time the other child is autistic. This was based on a number of older, small studies. More recently, a relatively large study showed a lower concordance: about 77% for ASD and 60% for autism. From this the authors claimed that the genetic contribution to autism risk was lower than previously thought, and that the environmental contribution was higher (about 55% environmental contribution).

A study just out from Denmark claims a concordance more in line with the older studies–95%. In A Danish population-based twin study on autism spectrum disorders., the authors write:

Read more here.




Study: Nearly 1 In 3 With Autism Socially Isolated

Young adults with autism are often left out socially, with new research finding they are less likely to receive phone calls and invites from friends than even those with other types of developmental disabilities.

Nearly 40 percent of young adults with autism never saw friends and half were not receiving any phone calls or being invited to activities, according to research published recently in the Journal of Autism and Developmental Disorders. Strikingly, researchers said that 28 percent had no social contact at all.

Read more here.



Autistic Children See Motion More Readily

Children with autism see simple movement twice as quickly as other children their age, according to a new study.

Scientists think this this hypersensitivity to motion may provide clues to what causes the disorder.

The findings may explain why some people suffering with autism are sensitive to bright lights and loud noises.

‘We think of autism as a social disorder because children with this condition often struggle with social interactions, but what we sometimes neglect is that almost everything we know about the world comes from our senses.

'Abnormalities in how a person sees or hears can have a profound effect on social communication,' says Duje Tadin, one of the lead authors on the study and an assistant professor of brain and cognitive sciences at the University of Rochester.



Read more: http://www.dailymail.co.uk/health/article-2321831/Autistic-children-movement-TWICE-quickly-other.html#ixzz2Su61xW79




STAR Autism Summer Institute - Portland, Oregon

Dates: Monday - Thursday, June 17 - 20, 2013

Time: 8:00 am - 4:00 pm

Location: Lewis & Clark College

Course Description: The STAR Autism Summer Institute will provide participants with techniques needed to teach children with autism using the applied behavioral analysis instructional techniques. Students will learn to implement these techniques within the framework of The STAR Program. Coursework will include lecture, demonstration, practice and extensive video. In past years, coursework has also included modeling of programs with children.

Participants will need to purchase the STAR Program Manual, available on the first day of class or found here.

Fee Schedule:

CEUs only (28 hours or 2.8 CEUs) - $550


More information can be found here.

Using Visuals in Daily Routines

Using Visuals in Daily Routines

May 15, 2013: 1:00 PM Pacific

Meeting space is limited. Sign up early!

This free 1-hour webinar will provide information and ideas for using visuals within daily routines. We will discuss how visuals can increase independence, how visual systems can be implemented across routines, and different types of visual systems that can be used.


Register here.

Visual Schedules

Visual Schedules

Students with Autism Spectrum Disorders (ASD) and other developmental delays learn more easily, express more interest, have fewer behavior problems and demonstrate increasing independence within consistent routines.Visual schedules can assist students in understanding these routines, such as the transition routine.

Visual schedules can supplement natural environmental cues so that students understand the sequence of events when it is time to transition to a new activity. Schedules can answer important questions such as: Where am I going?, For how long?, What do I do next?. It tells the student “what to do” by focusing the student’s attention on the necessary information needed to move through their day.

Students should be provided with a visual schedule appropriate to their functioning level and should be expected to use their schedules independently. Learning to follow visual information independently teaches students to access important information for themselves, instead of relying on constant adult directions. This life skill can later translate into skills such as: following a GPS, written directions or a map, and signs at an airport or on the street. Whether beginning with object, photo, drawing or word schedules, visual schedules for transitions are easy to create and use within the school setting and more importantly, they work!

Here are a few tips for creating and using visual schedules with students:

1. Use a "check schedule" icon as an easy and effective way to remind the student to check their schedule.


Read more here.

Rarer With Girls - An Autism Parent Blog

Southeastern Washington Autism Conference with Carol Gray

August 13 and 14, 2013

FInd the registration and more information here.



Babies born weighing more than 9lb 14oz or under 5lb 5oz have a higher of developing autism




Babies born either very small or very large have a higher risk of developing autism, according to the largest ever study into the issue.

Researchers found that bigger babies - those born weighing over 9lb 14oz (4.5kg) - showed a higher incidence of autism, as did smaller infants who were born weighing less than 2.5kg or 5lb 5oz.

It is the first time that a clear link has been made between babies who grow to above average size at birth and risk of Autism Spectrum Disorder (ASD).



Read more: http://www.dailymail.co.uk/health/article-2317654/Babies-born-weighing-9lb-14oz-5lb-5oz-higher-developing-autism.html#ixzz2S4jelpjc



Girls With Autism May Need Different Treatments Than Boys

In the latest autism research, the first study compared visual scanning patterns in boys and girls with autism spectrum disorders. Scanning patterns were also collected for typically developing children.

"We used eye-tracking technology while the participants in these studies watched videotapes of social scenes that presented naturalistic stimuli," said study co-author Ami Klin, director of the Marcus Autism Center, in Atlanta.

The study, which was led by Klin's student, Jennifer Moriuchi, included 116 school-aged children with autism spectrum disorders. Eighty-one were boys and 35 were girls. The children with autism had varying degrees of social disability. The study also included 36 typically developing children.

"On a surface level, it appears that boys and girls with autism appear to spend equal time learning from the eyes. They did look less than other children," Klin said. But, when the researchers correlated the youngsters' eye tracking with their level of disability, a much different picture emerged.

"In boys, the more they looked at the eyes, the less socially disabled they are. In girls, the more they looked at the eyes, the more disabled they are," said Klin, chief of the division of autism and related disorders at Emory University School of Medicine and Children's Healthcare of Atlanta.

"What the study is suggesting is that we should not automatically assume that boys and girls learn about the world in the same way," Klin said, adding, "we have to take gender as a mediating factor."

Dawson said "the study found that there are differences in the way girls and boys look at the eyes, so there may be differences in the way autism is manifested in girls than in boys." She noted that an important criterion right now for diagnosing autism is a lack of eye contact and using the eyes for social cues.

The second study looked at the genetics involved in autism, and potential differences in boys and girls. Yale University researchers analyzed samples from 2,326 families. Included in those samples were those of 2,017 boys and 309 girls with an autism spectrum disorder.

The Yale team found differences between the boys' and girls' genetic samples.

"The fact that autism does affect boys so much more frequently has been staring us in the face for decades. There's been a hypothesis that there's something in the extra X chromosome that girls have that may be protective," Dawson explained. "The idea is that if you have this protective mechanism in place you may need more risk factors to overwhelm that protective effect and cause autism, and that's exactly what they found."

"To develop autism in a girl requires more genetic mutations," Dawson said. The type of mutations they found are called "de novo" mutations, she added. This means that the genetic change occurs in the sperm or the egg. It isn't a gene that's passed down from the parents.

Read more here.





Lyme disease, autism link cast into doubt

Since 2008, when a group of physicians drew a hypothetical link between Lyme disease and autism, a growing number of patient activists have embraced the belief that the hallmark neuropsychiatric symptoms of autism may spring from the body's immune response to the bite of a deer tick carrying the bacterium Borrelia burgdorferi.

But a research letter published Tuesday in the Journal of theAmerican Medical Assn. casts doubt on the link.

A group of researchers and clinicians from Weill Cornell Medical College and Columbia University Medical Center acquired blood samples and medical records of 120 children -- 70 of them diagnosed with autism and the rest unaffected siblings or healthy controls -- recruited primarily from the northeastern and western United States, where Lyme disease infection is relatively high. They tested that blood for signs of exposure to B burgdorferi.

Among the 70 patients with autism, one had positive antibodies to the bacterium, suggesting that child had probably been exposed to the bacterium that causes Lyme disease. The rate of exposure to B burgdorferi was higher among the study's 50 children unaffected by autism: four tested positive for antibodies to the pathogen.

Though a seemingly small group, a statistically significant finding in that sample size would give relatively high confidence that, were a relationship to exist, it would have been picked up.

The researchers acknowledged that this data did not address whether perhaps Lyme disease "may cause autism-like behavioral deficits in some cases." But they said the findings "effectively rule out" the suggestion that children with autism are themselves disproportionately infected by or exposed to the bacterium that causes Lyme disease.

Read more here.




The reality of finding a job with autism

Smiling is something 30-year-old Sarah Still constantly has to remind herself to do, especially when she is going into a job interview.

Still has Asperger's, a high-functioning form of autism. For the past 10 years, she has experienced the highs and lows of being on the autism spectrum while trying to work in professional settings.

It is not as though Still cannot get a job -- in fact, her resume is full of them, ranging from room attendant at Yellowstone National Park to receptionist at a massage parlor. It's keeping the jobs that has been the issue.

"Some days it is really hard to function ... things like fluorescent lighting can even bring my systems down," she said, meaning the lighting depresses her mood easily.


CNN Explains: Asperger's

World Autism Awareness Day

Still is not alone. The Centers for Disease Control and Prevention says as many as one in 50 children are diagnosed with autism spectrum disorders.

Many of those children will grow up and eventually try to enter the work force.


Read more here.




It’s All in the Translation–Translating Student Skills into Potential Job Tasks

Tuesday, May 21, 2013 1:00 PM - 2:30 PM MDT


As we are gathering information about a student’s interests, strengths and skills, how do we translate that information into what the student could do for tasks on the job? Many times we get stuck on the one task we witness a student perform well and then only visualize them doing that task in a new location. How do we identify new and challenging tasks the student could do in addition to what they have already tried?

This webinar will provide the audience with strategies for observing student performance, capturing descriptive information, identifying skills and abilities and then translating this information into ideas of additional job tasks that they could perform for employers.





Autism Conference - Billings

August 1-2, 2013

8:30am—4:00pm on the main campus at MSUB (in the Library)

Studies indicate that 1 in every 50 children born in the United States will be diagnosed with Autism Spectrum Disorder.

Early Bird Conference Fee: $125 After July 1, the fee will be $150

(Conference Fee includes breakfast and lunch both days)

Day 1: VIP Speaker, Dr. Peter Gerhardt
Bridges to Adulthood: Preparing Individuals with Autism for Adult Lives of

Competence, Dignity, and Community Inclusion

Day 2: Breakout sessions for parents, educators, and other professionals
This includes the Parent Panel, which is one of the most useful sessions, hearing from local parents with children who have just been diagnosed with ASD as well as those who have been living with their diagnoses for many years. Their stories will inspire, educate and bring us closer as a group as we continue to act to improve the lives of individuals with autism.

More information and registration can be found here.