firespringInt, Author at Autism Research Institute https://autism.org/author/firespringint/ Advancing Autism Research and Education Sun, 28 Apr 2024 20:05:58 +0000 en-US hourly 1 https://wordpress.org/?v=6.5.3 Editorial – Autism Research: Standing on the Shoulders of Giants https://autism.org/giants/ Mon, 18 Apr 2022 22:59:57 +0000 https://last-drum.flywheelsites.com/?p=3555 Isaac Newton once said, “If I have seen further it is by standing on the shoulders of giants.” In the same way, our achievements in the field of autism today stem from the work of early giants in the field—researchers who revolutionized our knowledge about autism and its treatment.

The post Editorial – Autism Research: Standing on the Shoulders of Giants appeared first on Autism Research Institute.

]]>

Isaac Newton once said, “If I have seen further it is by standing on the shoulders of giants.” In the same way, our achievements in the field of autism today stem from the work of early giants in the field—researchers who revolutionized our knowledge about autism and its treatment.

The early days of autism research

Many years passed between the first published paper on autism in 1943 and the start of active research 20 years later. Much of the early research was inspired by Dr. Bernard Rimland’s widely acclaimed 1964 book, Infantile Autism, in which he argued convincingly that autism was not a result of emotional neglect—the prevailing theory at the time—but instead had biological roots. In his book and later in a 1968 documentary film, The Invisible Wall, Dr. Rimland hypothesized that autism most likely resulted from the interplay of genetics, the environment, and neurology.

Prior to this time, parents often received counseling, while their children were taught play skills. Many researchers and therapists, inspired by Dr. Rimland’s revelations, began readjusting their focus. As a result, physicians and therapists began to treat these children using the same methods they used to treat children with other biologically-based disabilities such as developmental delays.

In these early days, doctors often prescribed strong medications for individuals with autism, such as Haldol, Mellaril, and Tegretol. Therapists frequently used strict behavioral techniques, often referred to as behavior modification, which included physical punishment.

A well-established medical center, UCLA’s Neuropsychiatric Institute, soon took a lead role in studying autism by incorporating both a biological/medical and a behavioral perspective. Because of disagreements on how best to treat challenging behaviors, the principal researcher, Dr. Ivar Lovaas, moved his laboratory to UCLA’s psychology department. About 10 years later, faculty members in the occupational therapy department at USC, including Jean Ayres and Lorna Jean King, began experimenting with various sensory interventions to treat vestibular and tactile sensitivities.

The work of these and other pioneers led to major advances over the next five decades in our understanding of biological, behavioral, and sensory issues in autism. For example:

  • Researchers in the biological/medical area uncovered impairments in several systems. These include structural deficits, biochemical imbalances, and abnormal chemical and electrical activity in the nervous system; immune and metabolic dysfunction; gastrointestinal impairment; and microbiome and nutritional deficiencies.
  • New versions of behavioral therapy emerged, with each emphasizing a different approach to fostering cognitive, communication, and social skills and reducing maladaptive behaviors. Some of these include Applied Behavior Analysis (ABA), Pivotal Response Training, Functional Communication, and Floortime.
  • Sensory therapy expanded to treat sensory-specific issues, such as deep pressure (e.g., Temple Grandin’s hug machine), hearing (e.g., auditory integration training/Tomatis), tactile (e.g., brushing), vestibular (e.g., controlled swinging), and vision (e.g., ambient prisms and tinted lenses).

The transitional years

During Dr. Rimland’s last year, I moved to San Diego and we began planning the future for the Autism Research Institute. We wanted ARI to maintain its leadership role in the autism research community, and much of our discussion centered on medical/biomedical, sensory, and behavioral issues. Prior to this time, he and I had accumulated much experience, both independently and working together, in all three of these areas.

In addition to bringing attention to genetics, epigenetics, and neurology, Dr. Rimland pioneered the biomedical approach with Drs. Sidney Baker and Jon Pangborn. He also conducted much of the early research on vitamins and minerals, such as vitamin B6 and magnesium. Furthermore, he wrote extensively on healthy nutrition and restricted diets.

Dr. Rimland also helped establish the Autism Society of America, an organization whose mission included informing parents about the benefits of behavioral therapy. In addition, he had much respect for Temple Grandin and learned from her personal experiences dealing with sensory issues. He even wrote the foreword to her first book, Emergence: Labeled Autistic, which was later made into a movie on HBO.

For my part, I had been incredibly fortunate to work with many leaders in the autism field. At UCLA, Dr. Lovaas sponsored my undergraduate honors thesis, which was later published. In my thesis, I hypothesized a relationship between biology and behavior. I also learned a great deal about sensory processing from Temple Grandin, who I had known since our days together in graduate school, and was mentored by several pioneers in sensory processing including Lorna Jean King (vestibular, deep pressure), Guy Berard (hearing), and Melvin Kaplan (vision). During this time, I published some of the early autism research on hearing, vision, and deep pressure.

Starting in the mid-1990s, Dr. Rimland and I worked closely together to raise awareness of the biomedical perspective. Along with volunteers and contractors, we organized annual and semi-annual conferences, published five editions of a book on biomedical treatment approaches and edited a book of success stories, in which six chapters were written by parents or grandparents who were also medical doctors. In addition, we posted online articles and videos, organized one to two think tanks a year, coordinated an active discussion group for scientists and physicians, and lectured on the biomedical perspective worldwide.

Given our interest in all three major domains—medical/biomedical, sensory, and behavioral—we soon realized that the next step was to encourage and support a multidisciplinary research agenda. In this way, integrating all three areas could spark a vibrant catalytic synergistic approach to understanding autism. Such a perspective could energize and expedite research on the underlying causes of autism and the most effective interventions.

Our first joint effort to bring the multidisciplinary perspective to the forefront had actually started 10 years earlier when we developed the Autism Treatment Evaluation Checklist (ATEC). The ATEC was one of the first, if not the first, multidisciplinary assessment tools for autism. This 77-item checklist was designed to evaluate medical/ biomedical, sensory, and behavioral issues as well as higher-level systems such as speech/ language/communication, sociability, and cognitive awareness.

Many researchers have commented on the ATEC’s usefulness and validity, and it has been employed in numerous research studies. More than 500,000 parents and professionals have completed the ATEC. The checklist is available for no charge online and has been translated into 20 different languages.

ARI today: continuing Dr. Rimland’s legacy

Over the past 12 years, ARI has made great strides in encouraging, integrating, and supporting medical/biomedical, sensory, and behavioral research. We began funding more cutting-edge exploratory research. We also began to offer online webinars for parents and professionals, which led to producing continuing medical education webcasts specifically developed for physicians. In addition, we have written numerous articles and editorials, edited books, and lectured on all three areas of research worldwide. We continue to maintain ARI’s scientific newsletter, published quarterly since 1986, and to organize innovative and cutting-edge think tanks that are attracting increasing numbers of researchers.

Not a single puzzle, but many

The image of a puzzle is often used to represent the many components of autism. Our goal is to put more pieces on the table and then to fit them together, either tightly or loosely. What makes this task so challenging is that many of these pieces belong to more than one picture because autism is a broad term that encompasses multiple subtypes. We are very hopeful that our current research into subtyping, an effort that builds and expands on decades of work done by giants in the field such as Dr. Rimland, will empower us to determine which pieces belong to which puzzles. As a result, we will be able to identify the most promising treatments and research avenues for each individual subtype—a breakthrough that we believe will once again revolutionize the field of autism.

This editorial also appears in Vol. 32, No. 4, 2018, of Autism Research Review International

Past issues of Autism Research Review International are available online at 

The post Editorial – Autism Research: Standing on the Shoulders of Giants appeared first on Autism Research Institute.

]]> Autism prevalence rises to 1 in 54 https://autism.org/autism-prevalence-1-in-54/ Fri, 27 Mar 2020 20:28:20 +0000 https://last-drum.flywheelsites.com/?p=3143 1 in 54: New prevalence numbers from the CDC underscore the need for autism research funding March 27, 2020 The Centers for Disease Control announced this week that autism affects 1 in 54 individuals under 21 living in the U.S. That's a 10% increase in prevalence from the previous

The post Autism prevalence rises to 1 in 54 appeared first on Autism Research Institute.

]]>

1 in 54: New prevalence numbers from the CDC underscore the need for autism research funding

is it autism?

March 27, 2020

The Centers for Disease Control announced this week that autism affects 1 in 54 individuals under 21 living in the U.S. That’s a 10% increase in prevalence from the previous rate of 1 in 59.

“This announcement once again underscores the urgent need to fund biological research on the cause of autism and potential treatments for people on the spectrum,” said the Autism Research Institute’s (ARI) Executive Director, Stephen M. Edelson, Ph.D.

Since 1995, ARI has called together experts to discuss emerging research on the biological aspects and medical co-morbidities associated with the disorder.

“Research over the past decade has repeatedly pointed out the complex heterogeneity of autism. Funding is urgently needed to support researchers and clinicians investigating autism spectrum disorders,” Edelson said.

You can help move research forward

You make a difference and help come up with information and solutions that have a direct impact on improving the health and well-being of people with autism. 

Participate in Research
Read about research ARI funds
Donate to Support Research

The post Autism prevalence rises to 1 in 54 appeared first on Autism Research Institute.

]]> Friends & Family: What to say https://autism.org/friends-and-family-what-to-say/ Sat, 06 Apr 2019 23:07:27 +0000 https://last-drum.flywheelsites.com/?p=3560 As a friend or a family member to a loved one who has recently received an autism diagnosis, it can be challenging to know the right way to be supportive. Here are 10 Things Parents with Loved Ones on the Autism Spectrum Would Love to Hear, written by the friends and family

The post Friends & Family: What to say appeared first on Autism Research Institute.

]]>

As a friend or a family member to a loved one who has recently received an autism diagnosis, it can be challenging to know the right way to be supportive. Here are 10 Things Parents with Loved Ones on the Autism Spectrum Would Love to Hear, written by the friends and family of someone with autism.

autism help friends and family

#1 Recieve the News with Respect

As a friend or family member or a loved one with autism, it is normal to want to know more about the diagnosis. It is important to know that questioning the diagnosis is usually more harmful than helpful.

People often say: “Maybe it’s a misdiagnosis – I’ve heard they are overdiagnosing things these days.”

Better to say: “He’s lucky to have an observant parent learning about his needs. Thanks for trusting me enough to share this – I am here for you.”

#2 Spend Time Together

Caregivers for someone with autism would love to have more free time, but typically this is not the case. You can help by spending time with them in ways that are flexible to their schedule.

People often say: “Are you getting enough time for yourself?”

Better to say: “Can you find time to catch a movie or have dinner out with me next week? If you can’t get out, can I come by?”

#3 Be Sensitive to Sensory and Developmental Needs

People with autism are often sensitive to sensory information (touch, smell, noise…). In addition, sometimes developmental delays can accompany autism (for example delayed speech). This is NOT the case for all people with autism and you can help your loved one by asking thoughtful questions to learn more about their needs.

People often say: “I got him this gift – I know it’s technically a little young for him, but I thought that it might be more his level.”

Better to say: Call ahead and ask what the child would like, or, when in doubt: gift card.

#4 Don’t Ask Questions About the Family’s Genetic Background

This is a deeply personal issue and with some disorders, it’s still unclear if they stem from genes, environment, or both. Listen only to what the parent volunteers.

People often say: “Do you know whose family it came from?”

Better to say: Nothing.

#5 Offer to Lend a Hand

It can mean the world to a caregiver’s busy schedule when a friend or family member offers to help out.

People often say: “Life doesn’t give us anything we can’t handle.”

Better to say: “So, when can I babysit?”

#6 Listen

As a friend or family member, it is natural for you to want to say the right thing – but it can be difficult to know exactly what the right thing is. One of the best things you can do to help a parent of someone with autism is to give them the space to talk and to be a good listener in response.

People often say: “This is an opportunity: You just didn’t land where you expected, but landed. You thought you were going one place, but just ended up in another place. Have you seen that wonderful poem, ‘Welcome to Holland?’“


Better to say: “I’m here if you want to talk.”

#7 Resist Passing Judgement

Recognize that communication – particularly the ability to understand language receptively – can be an issue in some disabilities. This can look very different from the outside; try to resist passing judgment.

People often say: “Maybe he just needs a little more discipline.”

Better to: Ask questions and listen.

#8 Learn the Facts About Autism – From Trustworthy Resources!

With the influx of information in the news and media about autism, there is a lot of noise and unreliable information. You can help by reading responsible research and presenting these facts, objectively, to your friend or family member affected by autism.

People often say: “It’s too bad you didn’t find out sooner. I’ve heard the prognosis isn’t as good if they don’t catch it early.”

Better to say: “Can I help by reading up on the current resources and research? I’d be interested in learning more and I’m happy to help fill out forms/laminate PECS/help with your laundry.”

#9 Be Inclusive

Families affected by autism often feel isolated, you can help by including them whenever possible

People often say: “I don’t know how you do it.”

Better to say: “So – when’s our next playdate?”

#10 Treat Them Normally

An autism diagnosis can be overwhelming, sometimes the best thing you can do to support a family affected by autism is to treat them normally!

People often say: “So how is “Junior” (child with special needs)?” Not asking about your other kids, family, etc.

Better to say: “I love your holiday cards/Facebook posts/email updates. What’s the latest?”

The post Friends & Family: What to say appeared first on Autism Research Institute.

]]> *Major meltdowns https://autism.org/major-meltdowns-factors-leading-to-emotion-dysregulation-in-individuals-with-asd/ Thu, 07 Mar 2019 19:56:40 +0000 https://last-drum.flywheelsites.com/?p=3440 03/07/2019 Presented by Amanda Tami, LPC, BCBA The Johnson Center for Child Health & Development Upcoming Webinar Amanda holds a master’s degree in counseling psychology and has completed a recertification program in Applied Behavior Analysis (ABA). In addition to being a Board Certified Behavior Analyst, Amanda is a Licensed Professional Counselor. She

The post *Major meltdowns appeared first on Autism Research Institute.

]]>

03/07/2019

Presented by Amanda Tami, LPC, BCBA
The Johnson Center for Child Health & Development

Upcoming Webinar

Amanda holds a master’s degree in counseling psychology and has completed a recertification program in Applied Behavior Analysis (ABA). In addition to being a Board Certified Behavior Analyst, Amanda is a Licensed Professional Counselor. She has experience working with both children and adults on the autism spectrum and other pervasive developmental disorders as both an ABA therapist and a counselor. Amanda is pleased to be able to share her experience and knowledge in the Johnson Center’s Behavioral Services program, giving her the opportunity to pursue her passion in helping children with special needs. She is as excited to help the children in the program and their families as she is about all that she learns from each one of them. Amanda comes from a unique position in her education and background to understand the challenges that clients and their families face – developmentally, behaviorally, emotionally, and systematically – to see the patterns and teach the skills needed to improve quality and functioning in all aspects of life.

The post *Major meltdowns appeared first on Autism Research Institute.

]]> *The Ketogenic Diet in ASD – Part 1 https://autism.org/the-ketogenic-diet-in-asd/ Thu, 28 Feb 2019 21:21:03 +0000 https://last-drum.flywheelsites.com/?p=2870 Kelly Barnhill, MBA, CN, CCN serves as the Nutrition Coordinator for ARI. She is also Director of the Nutrition Clinic and the Clinical Care Coordinator at the Johnson Center for Child Health and Development. In her private practice, Kelly focuses on building appropriate dietary and supplementation protocols for children with developmental delays and disorders,

The post *The Ketogenic Diet in ASD – Part 1 appeared first on Autism Research Institute.

]]>

Kelly Barnhill, MBA, CN, CCN serves as the Nutrition Coordinator for ARI. She is also Director of the Nutrition Clinic and the Clinical Care Coordinator at the Johnson Center for Child Health and Development. In her private practice, Kelly focuses on building appropriate dietary and supplementation protocols for children with developmental delays and disorders, siblings of affected children, and children with significant gastrointestinal disease. Kelly also has expertise in prenatal and infant nutrition. She practices in Austin, Texas.

The post *The Ketogenic Diet in ASD – Part 1 appeared first on Autism Research Institute.

]]> Blood Draw – What to Expect https://autism.org/blood-draw-autism-video/ Tue, 05 Feb 2019 20:30:57 +0000 https://last-drum.flywheelsites.com/?p=3147 Medical visits can be stressful for anyone and individuals with autism often face extra challenges during procedures, such as a blood draw, due to communication deficits and sensory issues. Individuals and caregivers can watch this video to preview and prepare. Developed by the Johnson Center for Child Health

The post Blood Draw – What to Expect appeared first on Autism Research Institute.

]]>

Medical visits can be stressful for anyone and individuals with autism often face extra challenges during procedures, such as a blood draw, due to communication deficits and sensory issues. Individuals and caregivers can watch this video to preview and prepare.

Developed by the Johnson Center for Child Health and Development

Here are some other resources to help your loved one prepare for their blood draw

Print and share the medical support series flyer

Printable “blood draw” social story from The Johnson Center

Medical Support Videos

The Complexities of Establishing Evidence-Based Interventions for Autism

February 21st, 2023|Assessment, Autism Spectrum Disorders, Early Intervention, Educational Therapies, Medical Care, Research, Webinar|

Giacomo Vivanti, Ph.D., dives into the complexities of establishing evidence-based autism interventions. He describes the ever-changing state of intervention literature, noting that autistic individuals still experience health inequalities. The speaker discusses four aspects

  • autism, autism holidays, autism holiday planning

Planning for the Holiday Season

November 1st, 2019|News, Parenting|

Autumn and the holiday season brings its joys - and potential challenges - for people with autism. Costumes, candy, disrupted routines, travel, house guests, and new foods and experiences abounding, it can

Optimizing Autism Treatment

September 18th, 2019|Health, News, Research|

Over the past half-century, two treatment approaches have dominated autism therapy. One is behavioral therapy (for instance, applied behavior analysis), while the other is traditional medical intervention relying largely on medications

Support Our Mission

Donate today

The post Blood Draw – What to Expect appeared first on Autism Research Institute.

]]> Aging and Autism https://autism.org/aging-and-autism/ Fri, 04 Jan 2019 18:59:43 +0000 https://last-drum.flywheelsites.com/?p=3347 Wenn Lawson, Ph.D., dives into aging and the autism spectrum. Speaking from personal and professional experiences, he discusses memory, movement, sensory profiling, language, and autonomy as they pertain to adults with autism. The presenter details differences in aging compared to the non-autistic population and highlights the need for universal accommodations within communities and

The post Aging and Autism appeared first on Autism Research Institute.

]]>

Wenn Lawson, Ph.D., dives into aging and the autism spectrum. Speaking from personal and professional experiences, he discusses memory, movement, sensory profiling, language, and autonomy as they pertain to adults with autism. The presenter details differences in aging compared to the non-autistic population and highlights the need for universal accommodations within communities and homes. Lawson underscores the usefulness of technology in socializing and provides suggestions on how to accommodate aging with autism in daily life.

Learn more about our speaker, Wenn Lawson, Ph.D., HERE
Free certificates of participation are available upon successful completion of a brief knowledge quiz HERE

In this webinar:

1:30 – Introduction
5:25 – Autistic characteristics in adults vs children
9:12 – Memory
11:00 – Key point: Language and communication
12:30 – Implications for memory
14:31 – Interoception
15:25 – Object permanence
15:40 – How to build new memories
17:55 – Autonomy
19:22 – Language ease
20:43 – Interoceptive movement
22:41 – Motor motivation
24:05 – Sensory profiling
26:02 – Example: Sensory issues
27:18 – Sensory accommodation
28:32 – Appropriate age expectations
30:14 – Universal design and interdependence
32:55 – When parents or caregivers leave
36:53 – How to create accommodations for aging in your life
39:06 – The art of communication
41:25 – Resource list
43:25 – Q & A

Lawson shares personal experiences as an adult with autism and describes how skewed perceptions of himself and his abilities have affected his life (1:30). He provides key differences between children and adults with autism (5:25), highlighting the lack of focus on adult diagnosis and treatment (5:00). The presenter discusses five critical insights about aging with autism: 

1. Memory

Lawson explains how the literality (seeing things in black & white terms) of autistic thought processes influences memory across time and its subsequent effects on the need for sameness and resistance to change (9:12). The presenter notes that brain plasticity decreases less with age in autistic adults compared to their non-autistic peers. Due to higher brain plasticity, Lawson states that autistic adults are more likely to read facial expressions but forget short-term projects and commitments (10:00). He explains how an inability to forget long-term routines or schedules can make change feel terminal and scary. Lawson recounts the day a friend helped him realize that people are allowed to change their minds and notes the importance of purposeful terminology in building understanding and adaptations to changes (12:30). 

2. Movement and mobility

The speaker describes interoceptive senses that keep track of physical characteristics like hunger, thirst, anxiety, and bladder and bowel connections (14:31). He underscores the importance of learning these connections and the positive effects they have on mental health, catatonia (22:15), and brain connectivity (20:43). Lawson also notes that mobility for autistic seniors is often overlooked. Many adults with autism are not as socially equipped as non-autistic individuals and lack motivation to get involved in their communities (17:55). The presenter suggests discovering and using individualized means for motivation (23:00) to build connections with self and with a community (18:34).  

3. Sensory profiling

Lawson discusses sensory capacity fluctuation across daily activities and the lifetime. Many adults with autism avoid social settings due to sensory limits and lack of sensory accommodations outside their homes (31:15). The speaker discusses sensory-friendly activities such as sensory movie theaters and sensory shopping hours. Although these can help, he states, it is more important to find ways to accommodate sensory needs instead of separating the community (25:10). He notes that he is not disabled in his world, only in the world outside (32:01). Lawson details universal design (31:15) and relates wheelchair accommodations to how we must accommodate autistic adults moving forward (26:06). 

“Having sensory issues understood and accommodated would make a world of difference to so many of us. I think it’s better to get used to seeing us using the things that help us accommodate to various settings, rather than create settings that are devoid of sensory stimuli [where] everyone treads lightly around us.” (27:18)

4. Language

The nature of autism, Lawson relays, dictates difficulties connecting thoughts and feelings in ways that allow sufficient “processing time” to maintain conversation speed and expression (11:32). As individuals age, the want for social connection often increases. However, many autistic adults avoid big groups and struggle to socialize due to communication difficulties. Therefore, the speaker asserts that we need to find and use communication techniques that assist autistic adults with social connection (19:22). Lawson underscores that just because an individual may not speak does not mean they cannot communicate well (11:00). He also highlights the need for communication studies and treatments in older populations (12:00).

5. Autonomy

The presenter describes autonomy as freedom from external control or influence. Autonomy leads to independence, which in turn leads to interdependence, or knowing how to request help, where to go, and how to use it (30:14). While autonomy may be the usual outcome of aging for the non-autistic population, it is not always the case in autism (17:55). Therefore, Lawson asserts that we must learn what autonomy looks like in autism and we should create tools for building autonomy that can be used by more of the population (18:25). 

Throughout the presentation, Lawson speaks to the importance of technology as a tool for building communication skills and connections to social understandings (16:10). The most important aspect of aging in autism, Lawson posits, is a community that is trained and understands autism (35:08). Personalities can impact social structures (32:55), and retirement is a massive change to routine and lifestyle (34:14), so it is imperative to have a community that cares. Lawson provides a list of questions for viewers that can help with aging and designing accommodations in their life and community (36:53). He also discusses the art of communication and provides unique topics to help with personal understanding and connection to aging (39:06). The speaker provides a resource list (41:25) before the question and answer session (43:25). 

Published: 01/04/2019

Psychologist, lecturer and author, Wenn Lawson, Ph.D. has run his own business for 22 yrs. At 2 yrs, he was misdiagnosed as intellectually disabled, at school of being incapable of doing as he was told, at 17 yrs misdiagnosed with schizophrenia; in and out of Mental Health Institutions; eventually age 42yrs, diagnosed with an autism spectrum condition (ASC), ADHD, dyspraxia and learning difficulties. Dr. Lawson is currently a Teaching Fellow with Birmingham University’s online Masters autism course. He resides on the Autism Open Access board and the board for SEAL(Community College in Warrnambool, Australia), & the ICAN board, South West (Australia). He is participant and advisor for Autism CRC, Australia and he has written numerous books (and papers) on ASC.

Back-to-School Resources

August 22nd, 2022|News|

Whether you’re a parent preparing a child for grade school or an adult transitioning into or out of college, the back-to-school season can present unique challenges for families and individuals with autism.

LGBTQIA+ and Autism

June 13th, 2022|News, Parenting|

Contemporary research on the intersection of autism, sexuality, and gender identity asserts that autistic individuals are more likely to identify as LGBTQIA+ than the neurotypical population. Similarly, the prevalence of autism is

The post Aging and Autism appeared first on Autism Research Institute.

]]> Transcranial magnetic stimulation (TMS) for ASD – Research Updates https://autism.org/transcranial-magnetic-stimulation-tms-for-asd-research-updates/ Thu, 06 Dec 2018 03:55:22 +0000 https://last-drum.flywheelsites.com/?p=3028 For more than 20 years, researchers have been studying TMS as a potential therapy for a number of neurological and psychiatric conditions. The U.S. Food and Drug Administration (FDA) has cleared the use of TMS for the treatment of depression in adults who haven’t been helped by medication. The use of TMS

The post Transcranial magnetic stimulation (TMS) for ASD – Research Updates appeared first on Autism Research Institute.

]]>

For more than 20 years, researchers have been studying TMS as a potential therapy for a number of neurological and psychiatric conditions. The U.S. Food and Drug Administration (FDA) has cleared the use of TMS for the treatment of depression in adults who haven’t been helped by medication. The use of TMS for autism is an emerging area of research.

Free certificates of participation are available upon successful completion of a brief knowledge quiz HERE

Want to learn more? Dr. Lindsay Oberman’s March 2018 presentation on TMS is available online HERE

Published: 12/05/2018

Dr. Casanova completed his residency training in neurology and then spent 3 years doing a fellowship in neuropathology at The Johns Hopkins Hospital. During his stay at the Johns Hopkins Hospital, Dr. Casanova was in-charge of Pediatric Neuropathology. He spent several years as Deputy Medical Examiner for Washington, D.C., where he gained valuable experience in the post-mortem examination of Sudden Infant Death Syndrome and child abuse. His expertise in the field was recognized by honorary appointments as a Scientific Expert for the Armed Forces Institute of Pathology and as a Professorial Lecturer for the Department of Forensic Science at George Washington University. Dr. Casanova spent 8 years helping to establish 2 of the most successful brain banks in this country: The Johns Hopkins Brain Resource Center (3 years) and the Brain Bank Unit of the Clinical Brains Disorders Branch at the National Institutes of Mental Health (5 years). Dr. Casanova is well published in a multitude of postmortem techniques including neuronal morphometry, immunocytochemistry, neurochemistry, and autoradiography. Dr. Casanova has had over twenty years of experience in the neurosciences. Although trained in the classical methods of neurology and neuropathology, his interest has gradually shifted towards the study of abnormalities of cortical circuitry. His research has focused on the cell minicolumn, a vertical unit of 80 to 100 neurons having a common latency of response to stimulation. Using computerized imaging analysis he has established the anatomical validity of the cell minicolumn. His earlier work has reported interhemispheric differences in the morphometry of minicolumns that could provide for the speciation of hominids. His most recent studies have investigated the presence of abnormalities of minicolumnar organization and lateralization in the brains of patients who exhibit language disturbances, including autism, Asperger’s syndrome, and dyslexia. He is internationally known for his work in autism.

The post Transcranial magnetic stimulation (TMS) for ASD – Research Updates appeared first on Autism Research Institute.

]]> *Support Beyond Schools https://autism.org/support-beyond-schools-2/ Thu, 15 Nov 2018 22:16:12 +0000 https://last-drum.flywheelsites.com/?p=3166 Complimentary Care and ASD: Considerations for Support Beyond ECI and School Services Presented by Anissa Ryland The Johnson Center for Child Health & Development If you would like a certificate of attendance, please visit https://www.classmarker.com/online-test/start/?quiz=aqf5beddf7eb1aa5 After successfully completing a short quiz, your certificate will be available to download. Published: 11/15/2018 Anissa

The post *Support Beyond Schools appeared first on Autism Research Institute.

]]>

Complimentary Care and ASD: Considerations for Support Beyond ECI and School Services

Presented by Anissa Ryland
The Johnson Center for Child Health & Development
If you would like a certificate of attendance, please visit https://www.classmarker.com/online-test/start/?quiz=aqf5beddf7eb1aa5
After successfully completing a short quiz, your certificate will be available to download.

Published: 11/15/2018

Anissa Ryland is the Executive Director for The Johnson Center for Child Health & Development in Austin, TX. Before working in the autism community, she worked with non-profit organizations in New Orleans, Washington, DC, and Dallas. Anissa is motivated by her experience as a mother of three children, one with autism, to assist families in accessing needed resources and to support the research that is crucial to answering important questions about developmental disorders..

The post *Support Beyond Schools appeared first on Autism Research Institute.

]]> Cognitive Enhancement Therapy for Adults https://autism.org/cognitive-enhancement-therapy-for-adults/ Wed, 07 Nov 2018 16:31:50 +0000 https://last-drum.flywheelsites.com/?p=3287 Learn about emerging research on the comparative effectiveness of CET versus EST for improving cognitive and behavioral outcomes, to examine the impact of CET on underlying neural mechanisms of cognitive enhancement, and to identify personal and neurobiological moderators of treatment response.

The post Cognitive Enhancement Therapy for Adults appeared first on Autism Research Institute.

]]>

Professor Shaun M. Eack P.h.D. discusses emerging research on the comparative outcomes of cognitive enhancement therapy (CET) versus enriched supportive therapy (EST). He describes the lack of research and interventions for autistic adults and explores the relationship between schizophrenia and autism. Eack examines the impact of CET on underlying neural mechanisms of cognitive enhancement and underscores the importance of continued research and support for adults with autism.

Learn more about our speaker, Professor Shaun M. Eack P.h.D., HERE
Free certificates of participation for viewers watching the playback will be available upon successful completion of a brief knowledge quiz. HERE

In this webinar:

1:20 – Adulthood outcomes
3:55 – Study – Employment rate
6:23 – Health care costs
7:16 – Lower life-expectancy
8:06 – Outcome contributions
8:35 – Illustration – Autism Cliff
9:44 – Lack of treatment studies
11:26 – Adult behavioral interventions
12:26 – Data on adolescents with autism
14:27 – Why CET
15:49 – Cognitive impairment in autistic adults
17:00 – Cognitive challenges
17:48 – Promise of cognitive remediation
20:50 – Cognitive Enhancement Therapy
23:01 – Neurocognitive training and example
26:32 – Social-cognitive training
28:10 – CET effects in schizophrenia
29:55 – Cognition in autism and schizophrenia
31:10 – Feasibility and acceptability
33:28 – Preliminary efficacy
34:52 – First clinical trial of CET in adults with autism
38:16 – Effects on cognition
39:55 – Neurocognition effect sizes by cognitive domain CET vs EST
40:42 – Social cognition effect sizes by cognitive domain CET vs EST
41:43 – Effects on employment
43:05 – Conclusions
44:10 – Preliminary MRI data
46:26 – Q & A

Eack discusses the lack of support and interventions for adults with autism (1:20). He highlights the excessive healthcare costs associated with autism in adulthood (6:23) and emphasizes that, despite such large expenditures, autistic individuals have a lower life expectancy on average than their non-autistic peers (7:16). The presenter uses the “Autism Cliff” illustration (8:35) to demonstrate the abrupt end of guaranteed schooling and services after ages 18 – 21. He notes that from 1965 to 2018, only 14 articles were published on effective interventions for autistic adults (11:26). While more data on adolescents with autism are available, most studies are based on single participants and cannot lend any general insights (12:26). Given this blatant lack of research and need for change, Eack discusses cognitive enhancement therapy (CET) and its potential use with autistic adults. 

Autism is a neurodevelopmental disorder that affects how the brain communicates with itself and, consequently, how it integrates and processes complex information (14:27). Challenges associated with cognitive impairment include processing speed, verbal learning, working memory, cognitive flexibility, and emotion management and perception (17:00). The speaker asserts that downstream behavioral and social effects of such cognitive difficulties can have a significant and lasting impact on relationships, employment, and life expectancy (15:49). Eack discusses various adulthood conditions related to cognitive challenges and outlines the success of cognitive remediation in treating multiple disorders (17:48). Based on such achievements, Eack and his team examined the feasibility and effectiveness of CET in autistic adults (20:10). 

The speaker asserts that by the time an individual with autism reaches adulthood, a prolonged intervention that includes sustained support will most likely produce meaningful changes and construct a good quality of life (22:31). He defines CET as a recovery-phase intervention for remediating neurocognitive and social-cognitive deficits (20:50). CET generally takes 18 months to complete and contains two components: 

Neurocognitive training (23:01) – Sequentially targets lower- to higher-order cognitive domains. The training is socially designed and assists in developing basic and generalized problem-solving strategies for daily use. 

Social-cognitive group therapy (26:32) – Coaches (not therapists) help individuals solve problems and build skills for themselves. Training is done in small groups (6-8 members) to encourage social abilities.

Eack explains how CET robustly improved cognitive domains beyond other supports and treatments in individuals with schizophrenia (28:10). He stresses the positive trickle-down effects of social and personal behavior, noting the neural and social-cognitive similarities between autism and schizophrenia (29:55). A recent pilot study found that, when appropriately adapted to the autistic population, individuals were satisfied with participation and outcomes of an 18-month CET program (31:10). The speaker describes a preliminary study on the efficacy of CET in autistic adults, which revealed that it is possible to address social-cognitive difficulties in this population. Further, results showed significant downstream effects on social adjustments and ability to function within the community (33:28). 

The presenter outlines inclusion criteria, study methods, and parameters for the first clinical trial of CET in adults with autism. Fifty-four participants were randomized into either a CET or enriched supportive therapy (EST) comparison and treated for 18 months (34:52). All individuals showed marked improvements in neuro- and social cognition, and CET had greater effect in both domains. The effect of CET was significantly more than that of EST on neurocognition but not on social cognition (38:16). The speaker states that results also showed that CET had the most advantageous effect on employment adjustment and the number of individuals employed (41:43). Therefore, he asserts that “treatments focusing on cognitive impairments may, in fact, have significant and very large downstream effects on employment and other important domains of adult functioning.” (42:05). 

Eack summarizes the presentation and clinical results, noting the promising potential of CET in improved cognition and downstream functionality (43:05). He discusses preliminary MRI data, which suggests that as these changes occur, corresponding neuroplastic changes also occur (44:10). The speaker asserts his belief that CET is a new therapeutic avenue for supporting adaptive functioning for adults living with autism. He also notes the effectiveness of EST and posits that the benefits of individual support for education and emotion management may, themselves, confer massive benefits to adults living with this condition (45:00). Eack provides details for the second clinical trial (44:53) before opening the question and answer session (46:45). 

Published: 11/07/2018

Shaun Eack, Ph.DDavid E. Epperson Professor Shaun M. Eack earned his Ph.D. in Social Work from the University of Pittsburgh. Eack’s primary interests include the development, implementation, and evaluation of psychosocial treatment methodologies to improve the care of people with schizophrenia and related disorders. He is also interested in the biopsychosocial factors that contribute to recovery and psychosocial outcomes among people with schizophrenia and related disorders, and how the elucidation of these factors can serve to aid novel treatment development efforts. In addition, Dr. Eack holds a broad interest in social work education and workforce development as they relate to the provision of care for persons with schizophrenia and other severe mental illnesses.

Back-to-School Resources

August 22nd, 2022|News|

Whether you’re a parent preparing a child for grade school or an adult transitioning into or out of college, the back-to-school season can present unique challenges for families and individuals with autism.

LGBTQIA+ and Autism

June 13th, 2022|News, Parenting|

Contemporary research on the intersection of autism, sexuality, and gender identity asserts that autistic individuals are more likely to identify as LGBTQIA+ than the neurotypical population. Similarly, the prevalence of autism is

The post Cognitive Enhancement Therapy for Adults appeared first on Autism Research Institute.

]]>