Nicole, Author at Autism Research Institute https://autism.org/author/nicoleautism-com/ Advancing Autism Research and Education Sun, 28 Apr 2024 20:39:12 +0000 en-US hourly 1 https://wordpress.org/?v=6.5.3 What Viewers Say About ARI Webinars https://autism.org/what-viewers-say-about-ari-webinars/ Wed, 10 Apr 2024 18:18:03 +0000 https://last-drum.flywheelsites.com/?p=5940 We asked recent attendees to share their thoughts about our webinars and this is what they said. ARI hosts live webinars multiple times each month featuring top researchers and treatment professionals. ARI webinars, both live and recorded, offer real-time, captioned translation support in more than 20 languages. ARI also offers clinical webinars,

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We asked recent attendees to share their thoughts about our webinars and this is what they said.

ARI hosts live webinars multiple times each month featuring top researchers and treatment professionals.

ARI webinars, both live and recorded, offer real-time, captioned translation support in more than 20 languages. ARI also offers clinical webinars, aimed at guiding healthcare providers worldwide. All webinars are offered with live Q&A and simultaneous language translation options.

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

Participants have tuned in for more than 1 million viewings – and counting. See all pre-recorded and upcoming talks at www.autism.org/webinars

Back To All Webinars

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]]> Study shows impact of inflammation on the developing brain https://autism.org/study-shows-impact-of-inflammation-on-the-developing-brain/ Thu, 18 Jan 2024 14:07:23 +0000 https://kaput-rooftop.flywheelsites.com/?p=17629 Inflammation of the brain during early development is strongly linked to autism spectrum disorders (ASD), and a new study points to specific brain cells that appear to be impacted to the greatest degree. Seth Ament and colleagues studied postmortem brain tissues from 17 children who died when they were between one and five

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Inflammation of the brain during early development is strongly linked to autism spectrum disorders (ASD), and a new study points to specific brain cells that appear to be impacted to the greatest degree.

Seth Ament and colleagues studied postmortem brain tissues from 17 children who died when they were between one and five years of age. Eight of the children died as a result of conditions involving inflammation, and nine died as a result of accidents. The donors were similar in age, gender, ethnicity, and time since death, and none had been diagnosed with a neurological disorder prior to death.

brain scan, brain image, autism

The researchers used a technology called single-cell genomics to look at the effects of inflammation on the cellular level. They discovered that inflammation in early childhood prevents two specific types of neurons in the cerebellum, the Golgi and Purkinje neurons, from maturing fully. The cerebellum is a brain region involved in motor function and cognitive skills including language, social skills, and emotional regulation. Multiple studies have linked abnormalities of this region to ASD.

Ament says, “We looked at the cerebellum because it is one of the first brain regions to begin developing and one of the last to reach its maturity, but it remains understudied.” He adds, “The gene expression in the cerebella of children with inflammation were remarkably consistent.”

Ament notes, “During development, Purkinje neurons form synapses connecting the cerebellum to other brain regions involved in cognition or emotional control, while Golgi neurons coordinate communication between cells within the cerebellum. Disruption of either of these developmental processes could explain how inflammation contributes to conditions like ASD and schizophrenia.”

This article originally appeared in Autism Research Review International, Vol. 37, No.4, 2023

Past issues of Autism Research Review International are available online at 

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]]> New research points to alterations in BPA excretion pathway in children with autism, ADHD https://autism.org/new-research-points-to-alterations-in-bpa-excretion-pathway-in-children-with-autism-adhd/ Wed, 17 Jan 2024 13:26:50 +0000 https://kaput-rooftop.flywheelsites.com/?p=17623 Children with autism spectrum disorders (ASD) may have a reduced ability to detoxify the chemical bisphenol A (BPA), according to new research. BPA is an industrial “plasticizer” used in plastic water bottles, food can linings, water supply pipelines, and other applications. BPA can affect the developing brain, and previous research has suggested a

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Children with autism spectrum disorders (ASD) may have a reduced ability to detoxify the chemical bisphenol A (BPA), according to new research.

BPA is an industrial “plasticizer” used in plastic water bottles, food can linings, water supply pipelines, and other applications. BPA can affect the developing brain, and previous research has suggested a link between prenatal exposure to BPA and autistic symptoms in young children.

In the new study, T. Peter Stein and colleagues investigated the efficiency of glucuronidation—a process that removes toxins from the body—in 66 children with ASD, 46 children with attention-deficit/hyperactivity disorder (ADHD), and 37 controls. Performing multiple mass spectrometric analyses on urine samples from the children, they studied the efficacy of glucuronidation in 12 different pathways, including those for BPA and metabolites of another plasticizer (DEHP).

The researchers report that the three groups were metabolically different from each other. “Of the 12 pathways examined,” they say, “only the BPA and DEHP pathways discriminated between the three groups. Glucuronidation efficiencies for BPA were reduced by 11 percent for ASD and 17 percent for ADHD compared to controls.” DEHP showed similar trends, but these were not significant.

The researchers say, “How important plasticizer-originated neurodevelopmental disorder is in the overall occurrence of these disorders is not known, but it must account for a significant proportion or it would not have been so easy to detect in a metabolic study of moderate size such as this study.”

This article originally appeared in Autism Research Review International, Vol. 37, No. 4, 2023

Past issues of Autism Research Review International are available online at 

  • autism genetics and environmental factors

Editorial – Genetics, the Environment & Autism

June 3rd, 2019|News|

The word “genetics” tends to spark different reactions by parents and professionals within the autism community, ranging from interest to indifference or even annoyance. These days the media seems to report a

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]]> Visiting ARI’s National Autism History Museum https://autism.org/visiting-aris-national-autism-history-museum/ Fri, 15 Sep 2023 17:40:19 +0000 https://last-drum.flywheelsites.com/?p=16656 Dr. Rimland's Vision | Why an Autism History Museum? | What to Expect | Hours The Autism Research Institute (ARI) is proud to announce the opening of the National Autism History Museum. This groundbreaking museum offers an engaging and comprehensive look at the prolific history of autism research and discovery. It showcases significant scientific

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Dr. Rimland’s Vision | Why an Autism History Museum? | What to Expect | Hours

The Autism Research Institute (ARI) is proud to announce the opening of the National Autism History Museum. This groundbreaking museum offers an engaging and comprehensive look at the prolific history of autism research and discovery. It showcases significant scientific breakthroughs and milestones over the last century that fundamentally changed how we understand and treat autism. This includes interactive exhibits, lesser-known yet significant facts, and a growing collection of historical artifacts. As such, the museum promises to be a valuable resource for anyone interested in autism, its history, and its impact on our society.

Watch a 5-minute virtual tour of the museum.

Since its founding in 1967, ARI has driven and documented significant paradigm shifts in autism research and understanding. By drawing on his expertise and other leaders in the field, Dr. Stephen M. Edelson, Executive Director of ARI, set out to display the rich history of autism diagnosis, treatment, and acceptance. Pivotal historical events were laid out in a timeline based on his more than 45 years of experience in the field. Dr. Bernard Rimland collected many of the artifacts on display during his pioneering career in autism research. Researchers who have participated in groundbreaking studies worldwide have generously donated other artifacts to the museum. As we collect historical artifacts like original research papers, laboratory equipment, and clinical records, the museum will develop a repository, ensuring their preservation and accessibility to future generations.

Displays and stories on exhibit at the museum aim to remind guests how far we have come since the first description of autism in 1925. By realizing how things have changed and what it took to drive those changes, guests may leave with a better understanding of how we got here and where we might be going. The key is to open people’s minds to understanding the past and using that to understand our future.

“They often say you have to know the past to understand the future. So I think [this museum] could give people some insight into the direction this is all going.”

Dr. Stephen M. Edelson, Interview, 2023

What to expect

The four-room museum is located in the Kensington district in San Diego, California, adjacent to ARI’s main office. Items on display include artifacts from pivotal research discoveries and information about essential leaders and social changes. One such artifact is the very first issue of the Journal of Autism and Childhood Schizophrenia. Guests can learn that Dr. Leo Kanner was the first journal editor and that it was later renamed the Journal of Autism and Developmental Disorders, which remains a leading source for research and clinical insights. QR codes are also available throughout the museum, providing more detailed information about people and discoveries on display via audio and video recordings.

At the wall describing autistic savants, visitors can watch a video of Mark Rimland, an autistic adult, as he explains his remarkable ability in calendar memory. As visitors view an original and still sealed VHS tape of Rain Man, they can learn how Dr. Rimland’s input on the movie script changed Dustin Hoffman’s character from someone intellectually challenged to having autism.

The museum aims to be as interactive as possible. Aside from QR codes and audio tours, it also provides books to touch and read. Other interactive displays include the galley proof of Dr. Temple Grandin’s most famous book, Thinking in Pictures, and timeline banners that map major historical events from the first description by a Ukrainian clinical researcher in 1925.

Several researchers involved in landmark studies have agreed to send related artifacts to exhibit in the museum. The museum has already received a monitor from Dr. Beth Mallow’s classic sleep study and is planning to receive brain tissue slides from Drs. Thomas Kemper and Margaret Bauman’s pioneering research documenting structural impairment.ARI is in contact with researchers across the globe, and the museum is set to receive many more artifacts!

“With the artifacts that we’ll be collecting over the years, it’s going to turn into something really special.”

Dr. Stephen M. Edelson, Interview, 2023

Plans for the Future

In an effort to increase accessibility and inspire collaboration, ARI is considering the creation of traveling museums. These smaller pop-up locations would offer condensed timelines of autism research, trivia boards, interesting artifacts, and classic books on the subject.

Historical insights and items displayed in the museum will be periodically highlighted in the Autism Research Review International. As more artifacts arrive from researchers across the globe, the displays and information will evolve to more clearly reflect the diversity and collaboration innate to autism research and advocacy. The National Autism History Museum is honored and excited to advance autism understanding and acceptance further. As more artifacts are preserved, and stories are told, our shared future will become more evident.

“The future of autism is about building a more inclusive, accepting society that values diversity and recognizes the strengths and abilities of people with autism.” 

Dr. Bernard Rimland, National Autism Conference, 2002

Visitor Information

Hours: Monday-Thursday, 10 a.m. to 12 Noon or by appointment. 

To schedule a visit:

email – NationalAutismHistoryMuseum@autism.org
or call – (619) 537-9211

Address

4186 Adams Ave,
San Diego, CA 92116

Open in Google Maps

ARI’s Global Networks

July 1st, 2022|News|

ARI and Autism Research  The Autism Research Institute (ARI) was established in 1967 and is the oldest autism research organization in the world. Its founder, Dr. Bernard Rimland, was a pioneering researcher

ARI’s Accomplishments in 2021

November 18th, 2021|News|

For more than five decades, we have been challenging the traditional view of autism as an untreatable disorder and have advanced research to improve the health and well-being of people on the autism

ARI’s Accomplishments in 2020

August 18th, 2021|News|

The Covid-19 pandemic upended many lives, and the need to provide meaningful support while sustaining research has been as important as ever.  While the causes of ASD remain unclear, recent scientific advances challenge

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]]> Sexual Victimization in Autism https://autism.org/sexual-victimization-in-autism/ Thu, 24 Aug 2023 03:22:42 +0000 https://last-drum.flywheelsites.com/?p=16938 In this article: Chronic maltreatment and sexual victimization Trauma and quality of life Risk Factors What can we do? A safer future Resources Despite evidence to the contrary, misperceptions of autistic individuals as disinterested in, or incapable of, intimate romantic relationships persisted for decades. Over the past ten years, personal accounts,

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In this article:

Despite evidence to the contrary, misperceptions of autistic individuals as disinterested in, or incapable of, intimate romantic relationships persisted for decades. Over the past ten years, personal accounts, media representations, and emerging research have changed our understanding of autism, effectively debunking the marginalizing belief that all autistic people prefer to be single. Contemporary research underscores that autistic people desire and pursue intimate romantic relationships no differently than the general population. However, due to past misconceptions of autistic sexuality, little attention has been given to sexual education and safety for autistic individuals and their families. A lack of personal and clinical education combined with communication and social differences leaves many autistic people prone to abuse and maltreatment. Traumatic experiences like sexual victimization during childhood can have lifelong effects on mental health and quality of life. Research on the intersection of sexual victimization, trauma, and autism is in its infancy. Still, more must be done to educate and safeguard autistic people, especially children. Effective education and treatment programs must be collaborative, individually based, and support autistic sexuality.

“We need to think about sexuality as biological. If you are a human, you have sexuality. Someone’s autism diagnosis does not preclude that… If you are a human, if you have a body, you are a sexual being. There is a tendency to see someone with autism, and particularly profound autism, as childlike. And then [they think] that they shouldn’t be having sexual thoughts or sexual behaviors [and view them as] kind of deviant… So, I think that is the first myth or the first reeducation that is needed.”

Amanda Tami, LPC, BCBA (Interview, August 2023)

Chronic maltreatment and sexual victimization

The majority of research literature to date has focused on the risk factors and prevalence of bullying in autistic youth. However, recent findings highlight the range of victimization experienced by autistic individuals across their lifetime (Libster et al., 2022; Hwang et al., 2017; Twyman et al., 2010; Holfeld et al., 2019). A 2016 study found that almost 89% of participants (N=262) experienced at least one victimization in their childhood. Further, 92% had experienced poly-victimization within the last year, where the type of maltreatment varied across incidents (Pfeffer et al.). Common types of victimization experienced by autistic children and adults include bullying, abuse, and assault (Rumball, 2018). Chronic maltreatment, especially interpersonal maltreatment (maltreatment by familiar others) frequently carries into adulthood  (Pearson et al., 2022; Gibbs et al., 2022). Autistic adults experience more interpersonal maltreatment  than non-autistic adults and the pooled prevalence rate for poly-victimization across the lifetime in autism is 84% (Weiss & Fardella, 2018; Thrundle et al., 2022). It is critical to note that victimization is more common among autistic girls and women than autistic men and the neurotypical population (Dike et al., 2022; Roberts et al., 2015; Sedgewick et al., 2016; 2019). 

Know the Signs

Reports of sexual abuse from children must be taken seriously. However, self-reporting of abuse does not always occur. Therefore, it is important to understand the warning signs of sexual abuse. Common behaviors in autistic children and teens who have been abused include the novel presentation or increase of:

  • Nightmares and/or other sleep difficulties
  • Depression and anxiety
  • Withdrawn behavior
  • Meltdowns and/or stimming
  • Self-injurious behavior
  • Stereotypical and/or repetitive behaviors
  • Overtly sexual behaviors
  • Change in eating habits or behaviors
  • Refusing to change clothes for gym class
  • Improper hygiene

Sexual victimization of autistic youth is of particular concern. Current research on the prevalence of sexual victimization clearly shows that autistic individuals, especially those with profound disabilities, are at greater risk for unwanted sexual contact, violence, and victimization (Brown et al., 2017). Autistic youth are three to four times more likely than non-autistic youth to experience sexual victimization, and between 40% and 50% of autistic adults report experiences of sexual abuse during childhood (Thrundle et al., 2022; Gibbs et al., 2021; Gotby et al., 2018; Weiss & Fardella, 2018). Similarly, autistic adults report a higher prevalence of sexual harassment and abuse than the neurotypical population (Gibbs et al., 2021). A 2022 investigation into violence experienced by autistic adults found that 75.4% of participants (N=110) reported sexual harassment, and almost 60% reported experiences of sexual violence compared to 56.4% and 28.2% reported by non-autistic participants (Gibbs et al.). Like the general population, girls, women, and female-presenting autistic individuals are at higher risk for experiencing sexual victimization and violence (Dike et al., 2022). An online survey found that as many as nine autistic women out of every ten have experienced sexual violence, where 75% of study participants (N=225) reported that their first experience occurred during childhood or adolescence (Cazalis et al., 2022). 

“I can think of a lot of female Autistics who adapt who they are, and morph into a situation to blend in… And when you’re younger, again, more often amongst girls, they watch other young people and try to copy and learn how to be in the world that we’re all part of. But when you’re trying really hard to fit in with your peers, you tend to go along with things that you probably wouldn’t do otherwise. And all of those things open doors to disaster.”

Dr. Wenn Lawson, autistic author, professor, and advocate (Interview, August 2023)

Trauma and quality of life

Aggression and victimization are often experienced as traumatic events that can predispose individuals to long-term psychiatric and physical difficulties. Research literature asserts a link between childhood victimization and co-occurring mental health problems across the lifetime (Juntilla et al., 2023; Adams et al., 2016).  In fact, adverse childhood experiences, especially sexual abuse, can fundamentally shift the developmental trajectory of biological, behavioral, and psychological processes throughout the lifespan (Sachs-Ericsson et al., 2015; Kerns et al., 2015). Co-occurring mental health conditions in autism are frequently attributed to physical and environmental factors. However, the high prevalence of sexual victimization and trauma in this population prompts another avenue of investigation into underlying mental health conditions. 

Research clearly shows that autistic people experience mental health problems, including anxiety, depression, and post-traumatic stress disorder (PTSD), more frequently than their non-autistic counterparts (Ng-Cordell et al., 2022; Haruvi-Lamdan et al., 2020). A 2016 found a statistically significant relation between the presence of trauma and mood symptomatology, where almost 90% of youth with clinical-level psychiatric symptoms had experienced at least one trauma (Taylor & Gotham, 2016). Similarly, a 2020 study found that 32% of autistic participants had co-occurring PTSD symptoms compared to 4% in the non-autistic group. Autistic females were also more likely to experience PTSD and reported more negative life events than neurotypical adults (female or male) (Haruvi-Lamdan et al., 2020). Trauma-related disorders significantly impact overall quality of life (Jaoude et al., 2015; Hassan et al., 2017). Victimization and subsequent trauma symptomologies in autism are specifically associated with anxiety, social isolation, a lack of trust in oneself and others, a loss of self-worth and acceptance, increased severity of core autism traits, and mental health difficulties (Hoover, 2015; Pearson et al., 2022; Haruvi-Lamdan et al., 2018; Fuld, 2018; Sachs-Ericsson et al., 2015).

“These experiences don’t go away. They live in our subconscious and they are often triggered by the proximity of another person in an intimate relationship. Like I have [experienced] with my wife, who I absolutely adore. But feeling cornered or closed in, or any of those sorts of feelings can trigger me to feel really uncomfortable… All the sensory things that go along with somebody being close to you, with someone’s breath on top, you know, breathing on you, and it’s pretty uncomfortable if you’ve been exposed to sexual abuse.”

Dr. Wenn Lawson, autistic author, professor, and advocate (Interview, August 2023)

Suicide rates in autism range from 11% – 66% and significantly more premature deaths are caused by suicide in autism than in the general population (Hedley & Uljarević, 2018; Kõlves et al., 2021; Kirby et al., 2019).Trauma derived from sexual abuse during childhood is a significant and specific risk factor for suicidal ideation in adulthood (Bahk et al., 2017). Feelings of shame and guilt rooted in sexual abuse have been implicated in suicide risk and some therapies proactively address these targets to decrease depressive and suicidal symptoms in trauma survivors (Olliver et al., 2022; Kealy et al., 2017; Sekowski et al., 2020; Alix et al., 2017). The high rates of sexual victimization, trauma, and suicidality in autism merit specific and immediate investigation into their intersection. To allow comprehensive investigation and intervention development, deliberate action must be taken to remove the shame and guilt that surround these topics. 

“I would say decreasing the shame around [sex] is the most important thing we can do. [We need to] make it something that is okay to talk about. [That] requires teaching kids how and with whom to talk about it appropriately. If we can make it something that’s okay to talk about, to ask questions about, to notice – ‘Oh, I see that this thing is happening. What is that?’ – Then that provides the opportunity for education. For fewer high risk situations, for asking for help when it’s needed, and for reporting when something terrible does happen.”

Amanda Tami, LPC, BCBA (Interview, August 2023)

Risk Factors

Sexual knowledge and education

Lack of sexual knowledge is a significant predictor of sexual victimization, but actual knowledge partially mediates that risk (Joyal et al., 2021; Chianese et al., 2021; Brown-La. voie et al., 2014) For example, a 2021 study on psychosexual knowledge and education found that autistic adults had less sex-related knowledge and higher rates of victimization compared with neurotypical respondents (Chianese et al., 2021). Research also shows that autistic adults and caregivers universally report dissatisfaction with the sexual education provided by schools due to a lack of autism accommodations in the content and teaching style (Hannah & Stagg, 2016; Barnett & Maticka-Tyndale, 2015; Lehan-Mackin et al., 2016). In most cases, primary responsibility for sexual education falls to parents and caregivers who lack professional materials and support and may feel uncomfortable discussing such topics (Lehan Mackin et al., 2016; Kenny et al., 2020). A 2019 literature review found that caregivers of autistic children frequently omit critical information about relationships and sexual health, like how to decline unwanted sex, not pressure others to have sex and correct condom usage (Solomon et al.; Holmes & Himle, 2014; Mehzabin & Stokes, 2011; Hénault, 2006). Compoundingly, more than half of healthcare providers note that their lack of training and access to accurate information hinders providing sufficient psychosexual education to autistic patients (Holmes et al., 2014: Volkmar et al., 2006). 

“For a lot of people, there is no good sex education. And then you add an autism diagnosis to that and [they need to consider] how you teach someone, potentially with communication challenges, something that you’re not allowed to talk about, in a way that they will understand… For all people, I think that first and foremost, consent needs to be addressed.”

Amanda Tami, LPC, BCBA (Interview, August 2023)

Due to this lack of social support and education, many autistic individuals turn to the internet for information about relationships and sexual interactions (Chianese et al., 2021). Internet sources are not always verifiable, and many sites promote unrealistic and sometimes unsafe conceptions of what intimacy, romance, and sexual interactions look like (Solomon et al., 2019; Pecora et al., 2016). Without complete sexual knowledge and social understanding, autistic individuals may not understand that what they see online is not acceptable or safe in real life (Hooley et al., 2020; Weiss & Fardella, 2018; Latvala et al., 2022). Rates of sexual perpetration by autistic individuals are similar to the non-autistic population (Young & Cocallis, 2023; Weiss & Fardella, 2018; Dewinter et al., 2016). However, the intersection of sexual knowledge, victimization, and perpetration is complex. For example, parent-report studies consistently record autistic children as less experienced in typical sexual behaviors while simultaneously displaying inappropriate sexualized behaviors. These may include allowing or seeking physical contact with family members/friends, touching themselves or others inappropriately, and intrusive dating behaviors that can be interpreted as stalking (Dekker et al., 2017; Ginevra et al., 2017; Stokes et al., 2007; 2005).

[We often] try to find the things we can relate to on the internet that we might not be able to find in everyday life connecting to other people… So [if someone is really] into My Little Pony, they will type into a search engine something about horses, ponies, anything to do with riding. And very quickly things to do with pornography will come up. And unfortunately, that means that they watched things which are pretty scary… modern day porn is pretty aggressive and misogynistic and does not talk about consent and respect or any of those things. And then they think, ‘Oh, well, this is what you have to do’ and may attempt to do that on somebody else, which can get them into a lot of trouble.”

Dr. Wenn Lawson, autistic author, professor, and advocate (Interview, August 2023)

Perpetrators of sexual victimization are often related to or trusted by autistic individuals, making it especially difficult for the victim to recognize abuse or manipulation (Pearson et al., 2022). Up to 50% of affected children are abused by someone the family trusts and instances have been recorded within sports teams, religious institutions, hospitals, and other places and organizations generally trusted by parents and caregivers (Indiana Center for Prevention, 2022; Blakemore et al., 2017; Daniels-White et al., 2023). There is a glaring need for autism-specific education around consent, self-awareness and relationship skills. To best protect autistic children, such education must take place at every level, from individuals and families to clinicians and hospitals. 

“The sex education [programs] … might tell you how to not get pregnant… but that is not teaching you consent, respect, mutuality. It’s not teaching you how precious and beautiful a relationship could be. And it’s certainly not teaching in the way that autistic young people learn.”

Dr. Wenn Lawson, autistic author, professor, and advocate (Interview, August 2023)

Given the rate of sexual victimization, lack of education, and vulnerability of many autistic children and adolescents, caregivers and practitioners strongly assert the need for autism-specific sex education curricula and safety guidelines ( Barnett & Maticka-Tyndale, 2015; Lehan-Mackin et al., 2016). This is especially important for autistic individuals with profound disabilities and their families. The discussion of sexual victimization in autism is still in its infancy and there is much to be done to safeguard this population. Members of the autism community must continue to build acceptance and understanding around autistic sexuality and call more attention to the social and educational constructs that make this population vulnerable to abuse. As investigations into experiences of sexual victimization in autism continue, we will be able to create specific education and support programs for individuals, families, schools and practitioners. 

“A rewrite on how we work with traumatized young people, especially autistic young people is really important… One in thirty-eight kids will be somewhere on the spectrum. There are many more of us now. And yet the world’s education systems and traditional ways of relating in a society haven’t changed. They’re not keeping up with what the young people actually need. So that’s pretty scary.”

Dr. Wenn Lawson, autistic author, professor, and advocate (Interview, August 2023) 

Communication, assessments and treatments

The presence and severity of autism traits, such as emotion regulation, cognitive flexibility, and communication difficulties, are significant predictors of sexual victimization and violence (Forrest et al., 2020; Junttila et al., 2023; Liu et al., 2021; Roberts et al., 2015; Libster et al., 2022). Non-verbal individuals and those with intellectual or profound disabilities are especially vulnerable as they may not be able to deny consent or report their abuse to a trusted person (Harrell, 2016; Tomsa et al., 2021). Many autistic individuals, especially girls, are highly socially motivated but lack social understanding and/or experience communication differences (Sedgewick et al., 2016). Autistic children and youth often comply with unreasonable requests from others due to a fear of confrontation, a lack of understanding of social boundaries, or an inability to recognize victimization (Haruvi-Lamdan et al., 2020; Pearson et al., 2022). These characteristics cause sexual offenders to view autistic and disabled children as vulnerable and purposefully target them (Edelson, 2010; Libster et al., 2022). 

“As kids we’re taught to do as we’re told. We’re taught that the adults in the room are the people who know best… and therefore when we’re possibly asked to do something we’re not comfortable with, how do we know? It’s really hard. And I know that this certainly happened to me as a child. I’ve written about this… I did not know what was okay, and what was not at a very young age. And I’m sure that’s true for all kids. But I think it’s particularly true in autism.” 

Dr. Wenn Lawson, autistic author, professor, and advocate (Interview, August 2023)

It is important to note that mental health and trauma-related conditions like anxiety, PTSD, and suicidality in autistic individuals often present differently to clinical guidelines for the general population (Ng-Cordell et al., 2022; Kildahl et al., 2019). In a recent investigation into clinicians’ experiences participants noted that they must specifically look for PTSD in autistic patients and that multidimensional individualized assessment strategies are often required (Kildahl et al., 2020). Presentation of anxiety, PTSD, and other trauma-related symptoms has not been explicitly described for the autistic population (Kidahl et al., 2019; Taylor & Gotham, 2016). Consequently, classic behavioral evaluations generally exclude contextual factors like trauma, socioeconomic status or family relationships. Due to this lack of clear symptomatology and context, trauma-related behaviors in autistic children and adults often go undetected, and in many cases are misattributed to autism traits (Edelson, 2010; Kildahl et al., 2019; Ng-Cordell et al., 2022; Gibbs et al., 2021). Contemporary researchers assert the need for further investigation into the presentation of trauma in autism and vigorous information dissemination across the autism community. Only then can we create effective trauma assessments, treatments, and sexual safety considerations specific to autism (Dike et al., 2022; Edelson, 2010; Pearson et al., 2022; Cazalis et al., 2022). 

“A neurodivergent person is constantly in a neurotypical world and trying to get by in ways that are not comfortable or natural for them. Trauma is a subjective, intense experience of perceived threat, distress, or lack of safety, and an autistic person’s experience of this neurotypical world might be full of perceived threat, distress, or lack of safety, making the autistic person more vulnerable to trauma. There is a huge need for mental health treatment accessibility for autistic individuals.”

Amanda Tami, LPC, BCBA (Interview, August 2023)

What can we do?

Education and advocacy

The creation of autism-specific sexual education programs is paramount to protecting against victimization. A 2023 systematic review found ten publications that describe good practices for psychosexual education in autism. However, no interventions successfully increased psychosexual knowledge and promoted appropriate sexual behaviors (Ragaglia et al.). Extant literature highlights that sexual education must be tailored to each individual’s developmental and cognitive level (Ballan & Freyer, 2017; Hooley et al., 2020; Hartmann et al., 2019). For example, individuals with profound disabilities may need specific education about how to meet their own sexual needs as well as biological and safety information (A. Tami, interview, August 2023). Contemporary studies underscore that sexual education for autism must move beyond knowledge-based approaches to include skill-building, safety plans, educator and parent support, and ongoing conversations based on the experiences of autistic individuals (Davies et al., 2021). 

“It’s not enough to teach stranger danger… We need a full, comprehensive sex education, not just by schools and by parents and society, but by everyone within our lives to help us understand that fuller picture… [and some] may think that giving you that kind of education is going to make you more vulnerable. That’s a mistake, a big mistake… Being able to talk about something and share it with another person is vital. And these are not things that we’re taught.”

Dr. Wenn Lawson, autistic author, professor, and advocate (Interview, August 2023)

In alignment with best clinical practices, autistic adults assert the need for sexual information to be presented in a straightforward, factual manner, accompanied by visual support and social skills training (Solomon et al., 2019). Content presented can include biological information, situational preparedness (in both physical and digital spaces), self-advocacy, social boundary literacy and information on sexual misconduct and the laws of the land (Pearson et al., 2022; Henault et al., 2014; W. Lawson, interview, August 2023).Topics of sex education and safety may feel uncomfortable or contrary to personal beliefs of some parents and caregivers. In many cases caregivers do not have the proper materials or support to provide such education (Lehan Mackin et al., 2016; Kenny et al., 2020). It is therefore imperative that autism-specific sex education programs are collaborative efforts between autistic individuals, caregivers, families, teachers, and practitioners. Some school-based education programs include parent/caregiver training, and parent-mediated sexual education programs for autistic youth have seen promising preliminary results (Shakuri & Alzahrani, 2023; Pugliese et al., 2020). As awareness around this topic continues to grow it is important to listen and adapt to the experiences of autistic children and youth. Comprehensive curricula and safety protocols will only be effective if they are based on the lived experiences of survivors (Solomon et al., 2019).

“I think that regardless of age, I mean probably especially young kids and probably especially for profoundly impacted individuals at any age – what an autistic person says is not taken seriously enough.” 

Amanda Tami, LPC, BCBA (Interview, August 2023)

Autism-specific trauma assessments and treatments

Trauma presentations in autism are still being described as this field of research is relatively young. In many cases trauma presents similarly to core autism traits like rumination, emotional regulation, avoidance, repetitive play or speech, and social withdrawal (Hill et al., 2004; Mazefsky & White, 2014; Seligowski et al., 2015; Hetzel‐Riggin & Meads, 2016; Kroncke et al., 2016). Autism characteristics like sensory over-stimulation determine which experiences are particularly traumatic and the impact and intensity of trauma-related symptoms (Haruvi-Lamdan et al., 2018). Individuals who meet criteria for both autism and PTSD have documented a regression in language and social skills, distractibility, sleep challenges, and increased aggression and agitation (Mehtar & Mukaddes, 2011). 

“In my clinical experience, the symptoms [of trauma in autism] are much more somatic… It’s all happening in their body instead of having thoughts about it, or even being able to identify feelings that go with it…  Somatic flashbacks are really common because of how their nervous system regulates, it’s very easy to get into this overwhelm state… So when someone has experienced something traumatic… [there is often an] increase in dysregulation and meltdowns… [and maybe] new triggers or behaviors that weren’t present before.”

Amanda Tami, LPC, BCBA (Interview, August 2023)

Researchers and clinicians assert the pressing need for autism-specific behavioral and psychopathological assessments that account for trauma history and other contextual factors (Hoover, 2015; Ng-Cordell et al., 2022; Taylor & Gotham, 2016; Fuld, 2018). Self-reports and other documentation of autistic lived experiences are vital in creating effective evaluations and diagnostic criteria. This is especially true of autistic children and youth whose self-reports capture lived experiences in ways parent-reports cannot (Adams et al., 2014; Hoover, 2015). In 2019, Hoover and Romero published an interactive web-based trauma self-report measure for autistic children. User satisfaction was high and the measure was sensitive to reports of bullying and teasing. However trauma derived from sexual abuse was not explicitly assessed. As self-reports and assessments evolve to consider autistic lived experiences and encompass critical risk factors, treatment goals and strategies beyond standard behavioral approaches will follow (Michna et al., 2022; Fuld, 2018).

Trauma-Focused Cognitive Behavioral Therapy (TF-CBT) is the most commonly investigated evidence-based trauma treatment strategy (Salloum et al., 2015; Diehle et al., 2015; Scheeringa et al., 2011). Autism-specific TF-CBT incorporates treatment goals related with core autism traits as well as trauma-associated targeting (Peterson et al., 2019). Recently published FT-CBT frameworks for autism include components of psychoeducation, coping skills, relaxation, affect regulation, cognitive coping and processing, trauma narrative, in-vivo exposure, and safety plans for the future (Romney & Garcia, 2021; Stack & Lucyshyn, 2018). Another intervention being used for trauma-related conditions in autism is Eye Movement Desensitization and Reprocessing (EMDR) (Lobregt-van Buuren, 2018; Fisher et al., 2023). Practitioners and researchers highlight the need for autism-specific EMDR strategies built on an understanding of autism as well as individuals’ strengths, needs and preferences (Fisher et al., 2022;  Diest et al., 2023; Lobregt-van Buuren et al., 2019). 

Acceptance and Commitment Therapy (ACT) is another promising treatment for trauma in autism. Preliminary investigation into the usefulness of ACT in autism show decreases in stress, anxiety, and mental health problems, and an increase in overall quality of life (Pahnke et al., 2014; Juvin et al., 2021; Byrne & O’Mahony, 2020). ACT was found to effectively treat PTSD in neurotypical youth, but autism-specific trauma-informed ACT treatments have yet to be investigated (Woidneck et al. 2014). Although preliminary results from autism trauma treatment strategies are promising, a critical need remains for autism-specific trauma intervention adaptations. Future research aims should include developing measurement instruments for trauma and validating modified trauma interventions specific to autism (Peterson et al., 2019). Intervention decisions should be made on an individual basis and in collaboration with families and practitioners.

In Acceptance and Commitment Therapy you start from where you are and you accept who you are, and then work towards the goals that you decide upon the way you want to go. Just changing what we think and, as in CBT, that impacts on behavior… But [CBT]’s got a judgment aspect to it. And if you’re a survivor of trauma and you’re at risk of being re-traumatized by various triggers, the last thing you really need are more pointers of what you’re not doing right.”

Dr. Wenn Lawson, autistic author, professor, and advocate (Interview, August 2023)

A safer future

In order to effectively protect not only autistic children, but all young and disabled people from sexual victimization, our society must reassess how we view and discuss sexuality. By removing the taboo surrounding sex, the shame and guilt associated with it will dissipate. This would allow a more open and honest dialogue about sexual education and safety on an individual and societal level. Evidence of sexual victimization in autism is discomforting and the autism community must adapt practices, materials, and prejudices accordingly. The future of autism-specific trauma treatment and education depends on collaboration and information sharing. It is critical that clinicians, families and schools receive updated information and educational support as research and investigation continue. Given the prevalence of sexual victimization, trauma, and suicidality in autism, sexual education should be considered as fundamental in every level of assessment and treatment. Successful safety plans would require all parties to have an understanding of the risks and prevention guidelines for sexual victimization. 

“In our role [as clinicians] today, with access to the internet and pornography… I’ve had several patients who watch violent things online… And that’s the kind of thing that they like. And so…it’s not my place to say, ‘you can’t watch these things’, but [I need] to educate them to know that that’s not real life. And that cannot be real life and you cannot act out what you’re seeing by yourself or with a partner. This is not real life. It’s not safe.”

Amanda Tami, LPC, BCBA (Interview, August 2023)

Since ARI’s founding over sixty years ago, perceptions and understandings of autism have continued to evolve. Where in the past autism was strictly a deficit, today it is seen more as a difference. Acknowledging and accepting autistic sexuality is a necessary step toward effective care and comprehensive treatments. Measurement tools and interventions must account for sexuality, vulnerability, and other contextual factors to properly assess trauma and safety for this population. Sexual victimization and its implications in autism are increasingly being discussed in both research and practice. Family supports, online courses, and books are available and some practices, like ABA, hold annual conferences to discuss these pressing issues. 

“I am quite excited that finally, rather than autism being seen as deficits, a disorder, everything that’s “wrong”… finally, people are beginning to see, ‘Oh, maybe it’s because they learn differently.’ And if we adjust how we teach, it’s not so much of a disorder, because it’s going to be personalized for them, and they’re going to be okay. I’m seeing people form relationships, I’m seeing people get jobs, which has been huge because unemployment is a much bigger problem in autism than in any other group of people. So yes, I have great hope that things are changing, and will continue to do so.

Dr. Wenn Lawson, autistic author, professor, and advocate (Interview, August 2023)

Resources

RAINN (Rape, Abuse, & Incest National Network) – The largest anti-sexual violence organization in the U.S. They operate the National Sexual Assault Hotline and implement programs to prevent sexual violence, help survivors, and ensure perpetrators are brought to justice. 

National Sexual Assault Hotline (24/7): 800 – 656 – 4673

Sex Ed for Self-Advocates – A sexuality and sex education resource written specifically for autistic people ages 15 and older.

Raising Children – Resources for recognizing and responding to sexual abuse in autistic children and youth, keeping autistic children and teenagers safe, and sexual behaviors in autistic children and teens. 

Porn Is Not the Norm – “Supporting autistic young people and their communities to safely navigate pornography’s influence.”

Curtin University Free Online Course – A free online course that teaches self-advocacy and self-care using a strengths-based approach.

The Autism Spectrum, Sexuality and the Law – “What every parent and professional needs to know.” Book by Isabelle Henault, Nick Dubin, and Dr Anthony Attwood, Jessica Kingsley Publishers.

California Sibling Leadership Network – “A community for adult siblings of people with intellectual and developmental disabilities in California.”

Sexual Violence and the Disability Community Discussion Guide – Conversations around sexual violence that use justice frameworks to center the intersection of gender and disability violence.

SexABA Annual Conference – Annual conference on sexual behavior, sexuality, and gender through a lens of neurodiversity affirmation, harm reduction, and human rights.

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Mehtar, M., & Mukaddes, N. M. (2011). Posttraumatic Stress Disorder in individuals with diagnosis of Autistic Spectrum Disorders. Research in Autism Spectrum Disorders, 5(1), 539–546. https://doi.org/10.1016/j.rasd.2010.06.020

Mehzabin, P., & Stokes, M. A. (2011). Self-assessed sexuality in young adults with High-Functioning Autism. Research in Autism Spectrum Disorders, 5(1), 614–621. https://doi.org/10.1016/j.rasd.2010.07.006

Michna, G. A., Trudel, S. M., Bray, M. A., Reinhardt, J., Dirsmith, J., Theodore, L., Zhou, Z., Patel, I., Jones, P., & Gilbert, M. L. (2023). Best practices and emerging trends in assessment of trauma in students with autism spectrum disorder. Psychology in the Schools, 60(2), 479–494. https://doi.org/10.1002/pits.22769

Ng-Cordell, E., Wardell, V., Stewardson, C., & Kerns, C. M. (2022). Anxiety and Trauma-Related Disorders in Children on the Autism Spectrum. Current Psychiatry Reports, 24(3), 171–180. https://doi.org/10.1007/s11920-022-01331-6

Ohlsson Gotby, V., Lichtenstein, P., Långström, N., & Pettersson, E. (2018). Childhood neurodevelopmental disorders and risk of coercive sexual victimization in childhood and adolescence – a population-based prospective twin study. Journal of Child Psychology and Psychiatry, 59(9), 957–965. https://doi.org/10.1111/jcpp.12884

Ollivier, F., Soubelet, A., Duhem, S., & Thümmler, S. (2022). Shame and guilt in the suicidality related to traumatic events: A systematic literature review. Frontiers in Psychiatry, 13. https://www.frontiersin.org/articles/10.3389/fpsyt.2022.951632

Pahnke, J., Lundgren, T., Hursti, T., & Hirvikoski, T. (2014). Outcomes of an acceptance and commitment therapy-based skills training group for students with high-functioning autism spectrum disorder: A quasi-experimental pilot study. Autism, 18(8), 953–964. https://doi.org/10.1177/1362361313501091

Pearson, A., Rees, J., & Forster, S. (2022). “This Was Just How This Friendship Worked”: Experiences of Interpersonal Victimization Among Autistic Adults. Autism in Adulthood, 4(2), 141–150. https://doi.org/10.1089/aut.2021.0035

Pecora, L. A., Hooley, M., Sperry, L., Mesibov, G. B., & Stokes, M. A. (2020). Sexuality and gender issues in individuals with autism spectrum disorder. Child and Adolescent Psychiatric Clinics of North America, 29(3), 543–556. https://doi.org/10.1016/j.chc.2020.02.007

Pecora, L. A., Mesibov, G. B., & Stokes, M. A. (2016). Sexuality in High-Functioning Autism: A Systematic Review and Meta-analysis. Journal of Autism and Developmental Disorders, 46(11), 3519–3556. https://doi.org/10.1007/s10803-016-2892-4

Peterson, J. L., Earl, R. K., Fox, E. A., Ma, R., Haidar, G., Pepper, M., Berliner, L., Wallace, A. S., & Bernier, R. A. (2019a). Trauma and Autism Spectrum Disorder: Review, Proposed Treatment Adaptations and Future Directions. Journal of Child & Adolescent Trauma, 12(4), 529–547. https://doi.org/10.1007/s40653-019-00253-5

Peterson, J. L., Earl, R. K., Fox, E. A., Ma, R., Haidar, G., Pepper, M., Berliner, L., Wallace, A. S., & Bernier, R. A. (2019b). Trauma and Autism Spectrum Disorder: Review, Proposed Treatment Adaptations and Future Directions. Journal of Child & Adolescent Trauma, 12(4), 529–547. https://doi.org/10.1007/s40653-019-00253-5

Pfeffer, R. D. (2016). Childhood Victimization in a National Sample of Youth with Autism Spectrum Disorders. Journal of Policy and Practice in Intellectual Disabilities, 13(4), 311–319. https://doi.org/10.1111/jppi.12203

Pugliese, C. E., Ratto, A. B., Granader, Y., Dudley, K. M., Bowen, A., Baker, C., & Anthony, L. G. (2020). Feasibility and preliminary efficacy of a parent-mediated sexual education curriculum for youth with autism spectrum disorders. Autism, 24(1), 64–79. https://doi.org/10.1177/1362361319842978

Ragaglia, B., Caputi, M., & Bulgarelli, D. (2023). Psychosexual Education Interventions for Autistic Youth and Adults—A Systematic Review. Education Sciences, 13(3), Article 3. https://doi.org/10.3390/educsci13030224

Roberts, A. L., Koenen, K. C., Lyall, K., Robinson, E. B., & Weisskopf, M. G. (2015). Association of autistic traits in adulthood with childhood abuse, interpersonal victimization, and posttraumatic stress. Child Abuse & Neglect, 45, 135–142. https://doi.org/10.1016/j.chiabu.2015.04.010

Romney, J. S., & Garcia, M. (2021). TF-CBT Informed Teletherapy for Children with Autism and their Families. Journal of Child & Adolescent Trauma, 14(3), 415–424. https://doi.org/10.1007/s40653-021-00354-0

Ronis, S. T., Byers, E. S., Brotto, L. A., & Nichols, S. (2021). Beyond the Label: Asexual Identity Among Individuals on the High-Functioning Autism Spectrum. Archives of Sexual Behavior, 50(8), 3831–3842. https://doi.org/10.1007/s10508-021-01969-y

Rumball, F. (2019). A Systematic Review of the Assessment and Treatment of Posttraumatic Stress Disorder in Individuals with Autism Spectrum Disorders. Review Journal of Autism and Developmental Disorders, 6(3), 294–324. https://doi.org/10.1007/s40489-018-0133-9

Sachs-Ericsson, N. J., Rushing, N. C., Stanley, I. H., & Sheffler, J. (2016). In my end is my beginning: Developmental trajectories of adverse childhood experiences to late-life suicide. Aging & Mental Health, 20(2), 139–165. https://doi.org/10.1080/13607863.2015.1063107

Salloum, A., Wang, W., Robst, J., Murphy, T. K., Scheeringa, M. S., Cohen, J. A., & Storch, E. A. (2016). Stepped care versus standard trauma-focused cognitive behavioral therapy for young children. Journal of Child Psychology and Psychiatry, 57(5), 614–622. https://doi.org/10.1111/jcpp.12471

SAMHSA’s Concept of Trauma and Guidance for a Trauma-Informed Approach | SAMHSA Publications and Digital Products. (n.d.). Retrieved July 11, 2023, from https://store.samhsa.gov/product/SAMHSA-s-Concept-of-Trauma-and-Guidance-for-a-Trauma-Informed-Approach/SMA14-4884

Scheeringa, M. S., Weems, C. F., Cohen, J. A., Amaya-Jackson, L., & Guthrie, D. (2011). Trauma-focused cognitive-behavioral therapy for posttraumatic stress disorder in three-through six year-old children: A randomized clinical trial. Journal of Child Psychology and Psychiatry, 52(8), 853–860. https://doi.org/10.1111/j.1469-7610.2010.02354.x

Sedgewick, F., Hill, V., & Pellicano, E. (2019). ‘It’s different for girls’: Gender differences in the friendships and conflict of autistic and neurotypical adolescents. Autism, 23(5), 1119–1132. https://doi.org/10.1177/1362361318794930

Sedgewick, F., Hill, V., Yates, R., Pickering, L., & Pellicano, E. (2016). Gender Differences in the Social Motivation and Friendship Experiences of Autistic and Non-autistic Adolescents. Journal of Autism and Developmental Disorders, 46(4), 1297–1306. https://doi.org/10.1007/s10803-015-2669-1

Sekowski, M., Gambin, M., Cudo, A., Wozniak-Prus, M., Penner, F., Fonagy, P., & Sharp, C. (2020). The relations between childhood maltreatment, shame, guilt, depression and suicidal ideation in inpatient adolescents. Journal of Affective Disorders, 276, 667–677. https://doi.org/10.1016/j.jad.2020.07.056

Seligowski, A. V., Lee, D. J., Bardeen, J. R., & Orcutt, H. K. (2015). Emotion Regulation and Posttraumatic Stress Symptoms: A Meta-Analysis. Cognitive Behaviour Therapy, 44(2), 87–102. https://doi.org/10.1080/16506073.2014.980753

Shakuri, M. A., & Alzahrani, H. M. (2023). Challenges of sex education for adolescents with autism spectrum disorder from the Saudi family’s perspective. Frontiers in Education, 8. https://www.frontiersin.org/articles/10.3389/feduc.2023.1150531

Solomon, D., Pantalone, D. W., & Faja, S. (2019). Autism and Adult Sex Education: A Literature Review using the Information-Motivation-Behavioral Skills Framework. Sexuality and Disability, 37(3), 339–351. https://doi.org/10.1007/s11195-019-09591-6

Stack, A., & Lucyshyn, J. (2019). Autism Spectrum Disorder and the Experience of Traumatic Events: Review of the Current Literature to Inform Modifications to a Treatment Model for Children with Autism. Journal of Autism and Developmental Disorders, 49(4), 1613–1625. https://doi.org/10.1007/s10803-018-3854-9

Stokes, M. A., & Kaur, A. (2005). High-functioning autism and sexuality: A parental perspective. Autism, 9(3), 266–289. https://doi.org/10.1177/1362361305053258

Taylor, J. L., & Gotham, K. O. (2016). Cumulative life events, traumatic experiences, and psychiatric symptomatology in transition-aged youth with autism spectrum disorder. Journal of Neurodevelopmental Disorders, 8(1), 28. https://doi.org/10.1186/s11689-016-9160-y

Tomsa, R., Gutu, S., Cojocaru, D., Gutiérrez-Bermejo, B., Flores, N., & Jenaro, C. (2021). Prevalence of Sexual Abuse in Adults with Intellectual Disability: Systematic Review and Meta-Analysis. International Journal of Environmental Research and Public Health, 18(4), 1980. https://doi.org/10.3390/ijerph18041980

Transgender: Gender Dysphoria and Ensuring Mental Health. (2021, October 10). Cleveland Clinic. https://my.clevelandclinic.org/health/articles/21963-transgender-ensuring-mental-health

Trundle, G., Jones, K. A., Ropar, D., & Egan, V. (2022). Prevalence of Victimisation in Autistic Individuals: A Systematic Review and Meta-Analysis. Trauma, Violence, & Abuse, 15248380221093688. https://doi.org/10.1177/15248380221093689

Twyman, K. A., Saylor, C. F., Saia, D., Macias, M. M., Taylor, L. A., & Spratt, E. (2010). Bullying and Ostracism Experiences in Children With Special Health Care Needs. Journal of Developmental & Behavioral Pediatrics, 31(1), 1. https://doi.org/10.1097/DBP.0b013e3181c828c8

Volkmar, F. R., Wiesner, L. A., & Westphal, A. (2006). Healthcare issues for children on the autism spectrum. Current Opinion in Psychiatry, 19(4), 361. https://doi.org/10.1097/01.yco.0000228754.64743.66

Weiss, J. A., & Fardella, M. A. (2018). Victimization and Perpetration Experiences of Adults With Autism. Frontiers in Psychiatry, 9. https://www.frontiersin.org/articles/10.3389/fpsyt.2018.00203

Woidneck, M. R., Morrison, K. L., & Twohig, M. P. (2014). Acceptance and Commitment Therapy for the Treatment of Posttraumatic Stress Among Adolescents. Behavior Modification, 38(4), 451–476. https://doi.org/10.1177/0145445513510527

Young, S., & Cocallis, K. (2023). A Systematic Review of the Relationship Between Neurodiversity and Psychosexual Functioning in Individuals with Autism Spectrum Disorder (ASD) or Attention-Deficit/Hyperactivity Disorder (ADHD). Neuropsychiatric Disease and Treatment, 19, 1379–1395. https://doi.org/10.2147/NDT.S319980

Wellbeing Wins: Integrating Positive Psychology into the Autism Community

September 25th, 2024|Adults on the Spectrum, Anxiety, Anxiety, Back to School, depression, Executive Function, Health, Neurological, Self Care, Sleep Issues, Social Skills, Webinar|

Free webinar at 1 p.m. Eastern time (US), Wednesday, September 25, 2024 About the speaker: Patricia Wright, PhD, MPH, is Executive Director of Proof Positive: Autism Wellbeing Alliance.

Sexual Victimization in Autism

August 23rd, 2023|News|

In this article: Chronic maltreatment and sexual victimization Trauma and quality of life Risk Factors What can we do? A safer future Resources Despite evidence to the contrary, misperceptions of autistic

Gender Discomfort and Autism

June 16th, 2023|News|

"I think society has an expectation where you have to be male or female, or you can be somewhere in between [...]. But they don't get that, actually, there are many genders and

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]]> Autism Mental Health Resources https://autism.org/mental-health-autism/ Mon, 24 Apr 2023 09:59:11 +0000 https://last-drum.flywheelsites.com/?p=16280 The prevalence of mental health conditions like anxiety, depression, AD/HD, OCD, and suicidality is significantly higher among autistic individuals than in the non-autistic population. Co-occurring mental issues in autism have been associated with imbalances in the gut microbiome, sensory processing difficulties, chronic inflammation, and autonomic nervous system dysregulation. Our list of resources covers

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The prevalence of mental health conditions like anxiety, depression, AD/HD, OCD, and suicidality is significantly higher among autistic individuals than in the non-autistic population. Co-occurring mental issues in autism have been associated with imbalances in the gut microbiome, sensory processing difficulties, chronic inflammation, and autonomic nervous system dysregulation. Our list of resources covers contemporary research on drivers of mental illness and advice for navigating mental health difficulties in autism.

Articles on Mental Health & Autism

Paper on desk titled

Gastrointestinal and internalizing behaviors may be “bidirectional” in autistic children, teens

This article originally appeared in Autism Research Review International, Vol. 36, No. 2, 2022, and discusses the relationship between gastrointestinal (GI) issues and internalizing behaviors in autistic individuals. It notes that many autistic people experience GI issues such as constipation, diarrhea, and abdominal pain which may contribute to internalizing behaviors such as anxiety and depression. The authors highlight the importance of identifying and treating GI issues in autistic patients, as this may improve their overall well-being and reduce the severity of internalizing behaviors. The article also emphasizes the need for continued research to understand further the relationship between GI issues and internalizing behaviors in individuals with ASD.

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Meltdowns & Calming Techniques in Autism

Many autistic individuals experience meltdowns due to various triggers, such as difficulties with sensory processing, mental health issues, or physical discomfort. This article discusses several strategies for calming individuals during a meltdown, such as using sensory input or distraction techniques. The author emphasizes the importance of understanding individual needs and triggers in treatment planning and highlights proactive measures for preventing meltdowns, such as creating a sensory-friendly environment. Overall, the article provides practical guidance for autistic individuals and caregivers in managing meltdowns and promoting a sense of calm. All information presented in this article was gathered from ARI resources listed within the text.

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Webinars from ARI on Mental Health & Autism

attending a webinar

How the Autonomic Nervous System May Govern Anxiety in Autism

Amanda Tami, LPC, BCBA, discusses the importance of self-care for adult caregivers supporting people with special needs, including autism. She provides context for mental health in the US and highlights the importance of self-care in the modern world. The speaker outlines factors that affect mental health, discusses burnout compared to depression, and describes issues with the way society views and idealizes self-care. Tami reframes self-care using five key aspects to create more accessible and realistic expectations for adult caregivers. She emphasizes short personalized self-care routines that can be done alongside other responsibilities and notes the trial and error of discovering what works. Throughout the presentation, Tami highlights community support and socialization. She provides references and resources before the Q & A.

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Parents and Caregivers: The Importance of Self-Care

Amanda Tami, LPC, BCBA, discusses the importance of self-care for adult caregivers supporting people with special needs, including autism. She provides context for mental health in the US and highlights the importance of self-care in the modern world. The speaker outlines factors that affect mental health, discusses burnout compared to depression, and describes issues with the way society views and idealizes self-care. Tami reframes self-care using five key aspects to create more accessible and realistic expectations for adult caregivers. She emphasizes short personalized self-care routines that can be done alongside other responsibilities and notes the trial and error of discovering what works. Throughout the presentation, Tami highlights community support and socialization.

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Nutritional Strategies for Regulating Mood in ASD – Q&A

Vicky Kobliner answers questions about nutritional strategies for regulating mood in autism. She covers constipation, hydration, food sensitivities, inflammation, vitamin D, food-chaining, and much more. The speaker discusses general information on these topics and asserts that her suggestions do not replace individualized professional medical advice.

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Prenatal stress and Neurodevelopment

Dr. Beversdorf discusses prenatal stress and its implication in autism etiology. He provides a brief history of autism heredity, epigenetics, and the role of serotonin. The speaker details current understandings of the association between prenatal stress and autism. Beversdorf discusses recent research on the impact of SERT, prenatal stress, and other epigenetic factors. Clinical studies are provided alongside rodent models. 

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Children, Anxiety, and ASD in the Pandemic Era – Live Q&A

Dr. Moskowitz discusses coping with anxiety related to COVID. She briefly overviews anxiety and how cognitive behavioral therapy (CBT) can be used to treat it. The speaker outlines five major aspects of CBT and how they can be modified for autism. Moskowitz reiterates the importance of understanding anxiety instead of fearing it. During the live Q&A, she discusses how to talk to kids about COVID anxieties and provides tips for tackling medical phobias and readjusting after COVID.

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Stress & Anxiety Reduction

Dr. Amy Keefer dives into common co-occurring psychiatric conditions in autism. Previous projects, she explains, have investigated correlates of anxiety and predictors of response to anxiety treatment in autistic youth. Keefer outlines contemporary collaborations and research on the mechanisms underlying anxiety in autism. She asserts the potential and need for developing novel, empirically validated treatments for emotional dysregulation. This page also includes an interview with Dr. June Groden on anxiety and autism.

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Continuing Medical Education on Mental Health & Autism

Psychiatric Issues and Autism Spectrum Disorder

The Psychiatric Issues and Autism Spectrum Disorder webcast will recognize different approaches that have been used to establish that there are genetic factors that are relevant to the causation of Autism Spectrum Disorders (ASDs).

Faculty: Robert Hendren, DO, the University of California, San Francisco Medical Center; Charles Henry, MD, Columbia University Department of Psychiatry; Agnes Whitaker, MD, Columbia University Department of Psychiatry

Facilitated by Marvin Natowicz, MD, Ph.D., Cleveland Clinic

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Anxiety in Autistic Individuals: Part One

Anxiety in Individuals with Autism: Part One provides expert insight into underlying anxiety disorders associated with autism. Increased understanding of autistic children and adults should be improved by virtue of educating about etiologies associated with this complex disorder.
The webcast features expert faculty member Lauren Moskowitz, Ph.D., of St. John’s University, and is moderated by Marvin Natowicz, MD, Ph.D., Cleveland Clinic.

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Providing Compassionate Care for Autistic Individuals

This webcast provides expert insight into how autistic people may experience medical and dental treatments and how that may differ from the experiences of others. Autistic author and speaker Dr. Temple Grandin describes communication strategies that may be helpful in clinical settings and how to find professional healthcare support for autism. The overall well-being of autistic adults will improve as autistic-lived experiences are increasingly recorded and assessed.

Visit https://www.ccfcme.org/autismvideo to claim CME credit or learn more about the Innovations in Surgery series.

The compassionate care webcast features Dr. Temple Grandin of Colorado University and commentary by Activity Director Dr. Marvin Natowicz.

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More Resources From Our Friends at AIDE Canada

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Wellbeing Wins: Integrating Positive Psychology into the Autism Community

September 25th, 2024|Adults on the Spectrum, Anxiety, Anxiety, Back to School, depression, Executive Function, Health, Neurological, Self Care, Sleep Issues, Social Skills, Webinar|

Free webinar at 1 p.m. Eastern time (US), Wednesday, September 25, 2024 About the speaker: Patricia Wright, PhD, MPH, is Executive Director of Proof Positive: Autism Wellbeing Alliance.

Gender Discomfort and Autism

June 16th, 2023|News|

"I think society has an expectation where you have to be male or female, or you can be somewhere in between [...]. But they don't get that, actually, there are many genders and

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]]> Immune Function in Autism https://autism.org/immune-function-in-autism/ Sun, 16 Apr 2023 15:48:09 +0000 https://last-drum.flywheelsites.com/?p=16259 Immune system dysregulation is linked to various conditions that co-occur with autism. These include chronic inflammation, GI problems, autoimmune diseases, and mental health issues. For many autistic individuals, immune dysregulation can impact daily living, well-being, and overall quality of life. This list of resources covers contemporary research on the drivers of immune dysregulation

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Immune system dysregulation is linked to various conditions that co-occur with autism. These include chronic inflammation, GI problems, autoimmune diseases, and mental health issues. For many autistic individuals, immune dysregulation can impact daily living, well-being, and overall quality of life. This list of resources covers contemporary research on the drivers of immune dysregulation and nutritional treatment strategies for immune dysfunction in autism.

Immune Function & Autism

This information page outlines the connection between the immune system and autism. It details antibody classes and health problems associated with immune system dysregulation in autism. Conclusions about when to evaluate autistic patients for immunodeficiency and food allergies are presented. Resources on the page include a recorded symposium on biomarkers and autism and a list of published studies on the immune system and autism.

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Webinars Related to Immune Function in Autism

Immunological Issues in ASD – Gestational Influences

Judy Van de Water, Ph.D., discusses immunological dysregulation during gestation. She examines the etiology of autism and explores the interplay of genetic markers and environmental factors by examining correlations in infections, gestational immune system dysregulation, and autoimmune and autism diagnosis. Van de Water outlines studies on early markers in autism (EMA), maternal autoantibody-related autism (MAR), and intracellular MAR staining, demonstrating the significance of maternal antibodies both as biomarkers and developmental contributors. She highlights the findings and emphasizes their value in future research, screening, treatments, and prevention before opening to questions.

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Gluten-free/casein-free diets – research updates

Director of the Nutrition Clinic at the Johnson Center for Child Health and Development, Kelly Barnhill, MBA, CN, CCN, discusses gluten-free and casein-free diets (GFCF) in autism. She details research history, present findings, and future exploration pathways. Barnhill outlines multiple case studies and discusses what we do and do not know about GFCF diets. She presents nutrition concerns and practicalities associated with GFCF diets and advises listeners to seek medical support for such changes.

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Systemic Inflammatory & Autoimmune Diseases—PANS

Jennifer Frankovich MD MS, clinical professor at Stanford University/Lucile Packard Children’s Hospital, discusses the co-occurrence of systemic inflammatory and autoimmune diseases – including the overlap between pediatric acute-onset neuropsychiatric syndrome (PANS) and autism. She outlines the presentation of classic rheumatologic diseases noting the prevalence of mental health symptoms and provides clinical criteria for PANS. Frankovich discusses PANS as a relapsing/remitting condition and explores the clinical management options, citing recent studies on steroid use. She concludes by reemphasizing the association of psychiatric symptoms with autoimmune and rheumatologic diseases and states the importance of post-flare rehabilitation before opening the floor to questions.

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Eating Well for Immune Health

Alan Gutierrez, MS, RD, LD, presents on optimizing immunity with nutrition and lifestyle. The speaker outlines the dangers of flu season and provides a brief overview of the immune system and its functions. He describes the GI tract as an extension of our external environment, underscoring its significance in immune response and stability. Gutierrez advises on nutrient-rich foods, their benefits to the immune system, and how to prepare them for optimal nutrient intake. He discusses critical vitamins and urges viewers to use caution and consult a practitioner before adding supplements to one’s diet. The speaker touches on the importance of lifestyle in long-term immune health, especially sleep, hygiene, physical activity, and stress. Gutierrez provides suggestions for stress management and summarizes the presentation in five action items.

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Evidence Supporting a Nutritional Approach for ASD and Comorbid Conditions

Dr. Viki Koblinor dives into evidence-based approaches for nutrition in autism, PANS/PANDAS, and POTS. She describes nutritional biochemistry and which nutrients are vital to proper gut and overall body function. The speaker discusses a 2018 study that employed holistic nutrition-based treatment strategies over 12 months. Koblinor underscores the gut-brain communication pathway and outlines what a nutrient-rich, healing diet looks like. She touches on PANS/PANDAS and POTS, noting that nutritional treatments and strategies greatly resemble those she discussed for autism. The presenter highlights inflammation as a driver for many behaviors and presentations of autism, PANS/PANDAS, and POTS. Koblinor underscores the importance of balance in a healthy diet before the Q & A session.

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Ehlers-Danlos Syndrome and Other Hypermobility Spectrum Disorders in Families with Autism

Dr. Casanova dives into Ehlers-Danlos (EDS) and related hypermobility syndromes in this webinar. She describes EDS with a focus on the joint hypermobility spectrum. The presenter highlights that this field of study is in its infancy and that much more research is needed. She outlines recent findings that have shed light on the roles collagen fibers play within the body and the brain. Casanova discusses the co-occurrence of EDS and autism and other hypermobility syndrome disorders and wonders what other roles collagens play in the body. She outlines future research aims and closes with a question-and-answer session.

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PANS/PANDAS – Research Updates

Susan Swedo, M.D. discusses research findings on causes, symptoms, and treatments for PANS/PANDAS. She highlights the differences in syndromes and diseases and discusses the diagnosis and clinical presentation of PANS/PANDAS, asserting that comorbidities are the rule, not the exception. Dr. Swedo also details the disease pathway and historical links of OCD and Sydenham Chorea to PANDAS and affirms its recognition as a form of autoimmune encephalitis.

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Research Updates on Maternal Autoantibodies and ASD

Judy Van de Water, Ph.D., discusses current machine learning research used to identify several patterns of maternal autoantibodies associated with the diagnosis and severity of autism. She outlines the history of autoantibody research related to autism, defines a new subtype, and details animal model development. Van de Water discusses commonalities across presented models and findings, highlighting the potential for biomarkers and preclinical studies. She summarizes significant findings and research themes before opening the question and answer session.

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Help ARI improve the quality of life of autistic individuals

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  • PANS/PANDAS, autism

PANS/PANDAS in Children with Autism

August 26th, 2020|Health, News, PANS/PANDAS|

The information below is from the 2019 ARI webinar, PANS/PANDAS - Research Updates In rare cases, some children may experience the sudden onset of Obsessive-Compulsive Disorder or eating disorders. This pediatric acute-onset

  • serotonin

Gastrointestinal Issues and Autism Spectrum Disorders: Serotonin as a Potential Brain-Gut Link

November 18th, 2014|Gastrointestinal, Gastrointestinal, Health, Immune Issues, Nutrition, Webinar|

Handouts are online at: https://www.ariconference.com/webinars/margolis.pdf Free certificates of participation are available online following successful completion of a brief knowledge quiz at: https://www.classmarker.com/online-test/login/ Kara Gross Margolis is a pediatric gastroenterologist whose clinical subspecialty

The post Immune Function in Autism appeared first on Autism Research Institute.

]]> Sensory Processing Resources https://autism.org/sensory-processing-resources/ Tue, 04 Apr 2023 13:46:32 +0000 https://last-drum.flywheelsites.com/?p=16248 Sensory processing issues are a common challenge for autistic individuals. These difficulties can include heightened sensitivity to certain stimuli, such as sounds or textures, and difficulty processing and integrating sensory information from different sources. For many autistic people, sensory processing issues can significantly impact daily life. This resource list provides a selection of

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Sensory processing issues are a common challenge for autistic individuals. These difficulties can include heightened sensitivity to certain stimuli, such as sounds or textures, and difficulty processing and integrating sensory information from different sources. For many autistic people, sensory processing issues can significantly impact daily life. This resource list provides a selection of helpful webinars and articles that can provide support strategies for individuals with sensory processing issues.

Handsome young man covering his ears, stressed or unhappy because of too much noise. Indoors shot

Sensory Processing Articles

Sensory Integration in Autism Spectrum Disorders

This article provides a detailed overview of sensory processing issues in autistic individuals. It explores different ways the brain processes sensory information and how those processes can be disrupted in autistic individuals. Information on the signs and symptoms of sensory processing issues and strategies for managing these challenges are discussed. The author emphasizes the importance of early intervention and provides resources for families and professionals to help support individuals with sensory processing issues.

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Auditory Processing Problems in ASD

ARI’s executive director, Dr. Stephen M. Edelson, explores the complex relationship between auditory processing and autism in this article. He discusses how autistic individuals may experience difficulties processing auditory information and how this can impact their daily lives. The article provides information on the different types of auditory processing challenges in autistic individuals, including difficulty with sound discrimination, speech perception, and auditory memory. Edelson also discusses the importance of early identification and intervention for auditory processing issues in autism and provides strategies for managing these challenges.

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Aide Canada: Sensory & Motor Strategies Collection

AIDE Canada and its partners have collaborated on this collection regarding sensory and motor strategies. It includes a toolkit, articles, library resources, and webinars.

See the Resources

Sensory Processing Expert Webinars

The majority of the webinars listed below have been time-stamped and transcribed into concise written summaries, which can be easily accessed on the same page.

attending a webinar

Pain, Sensory Issues, and Autism

Register now for our free upcoming webinar on August 30, 2023, where Dr. Tami Bar-Shalita, Dr. Yelena Granovsky, and Dr. Eynat Gal will delve into the topics of sensory issues, pain behavior, and neurophysiology related to autism. The presenters will provide a comprehensive review of both quantitative and qualitative studies in this field.

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Brain & Sensory Processing Differences Across the Lifespan (Series Part 1)

In part one of this webinar series, Fakhri Shafai, Ph.D., M.Ed., discusses sensory differences experienced by individuals with autism across the lifespan. She describes atypical neuronal migration and synaptic pruning and outlines how such differences in brain development lead to sensory issues in autism. Dr. Shafai uses relatable analogies to discuss complex topics and highlights the lack of adult sensory symptom studies across the field. She defines crucial brain regions, the eight sensory systems, and current limitations to the discourse. Before opening the floor to questions, Shafai touches on future directions for research and resources and provides practical examples of sensory toolkits and programs.

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Sensory-Friendly Strategies for Home (Series Part 2)

In part two of this webinar series, Moira Peña, BScOT, MOT, OT Reg (Ont.), discusses sensory processing strategies for home. She describes how atypical sensory processing affects lived experiences of autistic individuals and outlines three sensory profiles. Peña dives into the sensory diet approach noting short- and long-term goals and the importance of the “power senses.” She provides examples of strategic sensory schedules and environmental adaptations and emphasizes the importance of co-regulating and leisure activities. Peña celebrates individual differences in autism and suggests that productive failures are part of the process. She provides more resources and tools before opening the question-and-answer session.

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Live Q&A: Sensory Strategies at Home (Series Part 3)

Moira Peña, BScOT, MOT, OT, Reg. (Ont.), answers questions about sensory strategies for home. This recorded live question and answer session was a follow-up to our two-part series on brain and sensory processing differences and sensory strategies for home.

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Autismo y el Procesamiento Sensorial: Estrategias Prácticas para Usar en Casa

Our talk Sensory-Friendly Strategies for Home by Moira Peña, BScOT, MOT, OT Reg (Ont.), is available fully in Spanish.

Moira Peña, BScOT, MOT, OT Reg (Ont.), habla de estrategias de procesamiento sensorial para casa. Describe cómo el procesamiento sensorial atípico afecta a las experiencias vividas por las personas con autismo y esboza tres perfiles sensoriales. Peña se sumerge en el enfoque de la dieta sensorial señalando los objetivos a corto y largo plazo y la importancia de los “sentidos de poder”. Proporciona ejemplos de horarios sensoriales estratégicos y adaptaciones ambientales y hace hincapié en la importancia de la corregulación y las actividades de ocio. Peña celebra las diferencias individuales en el autismo y sugiere que los fracasos productivos forman parte del proceso. Proporciona más recursos y herramientas antes de abrir la sesión de preguntas y respuestas.

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Auditory Processing and Autism Spectrum Disorders

Sophie Schwartz, Ph.D., discusses auditory processing disorders (ADPs) in autistic individuals. She defines ADPs and highlights their impact on language acquisition and quality of life. Schwartz outlines her recent research at Boston University and affirms that atypical responses to sound correspond with biological differences in the brain and are not behavioral problems. She discusses current diagnosis and treatment options and outlines future research avenues before closing with a question and answer session.

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Autism and Eating-Related Behaviors

Gregory Wallace, Ph.D., discusses eating-related behaviors in autism. He examines potential drivers of food neophobia and presents novel studies on the cognitive/behavioral correlates of eating in the absence of hunger (EAH). Wallace defines selective overeating as a new subtype of autism and details recent studies on taste perception and cortical taste pathways in ASD compared to typically developing groups. The presenter highlights limitations to current research and the need for longitudinal studies. Wallace closes with a Q&A discussing picky eating, GI difficulties, ASD and anorexia, and more.

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Hippotherapy for Autism Spectrum Disorders

Founder and COO of Taking the Lead, Chelsea Whitaker, OTR/L, discusses hippotherapy and how this distinct practice can help autistic individuals and other disabilities. She describes how working with the natural movement of horses enables clients to build self-confidence, gain independence and reach their goals. Whitaker provides video examples of therapy exercises and outlines how they can improve communication, physical strength, and focus. She closes with a question & answer session where she discusses training, extant research, and more.

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Sensory Features: Research and Evidence

Dr. Roseann Schaaf discusses the sensory challenges commonly experienced by autistic individuals, as well as evidence-based strategies for addressing these challenges.

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Supporting Sensory Needs

Lindsey Biel, MA, OTR/L, describes the complexities of sensory systems, how they impact daily activities and learning, and the importance of positive sensory support. She outlines the sensory systems, noting differences in lived experiences for autistic persons, and discusses support techniques based on sensory understanding. Biel emphasizes the nature of stimming and sensory meltdowns and prescribes sensory diets/programming techniques. She concludes with ideas and links for supportive sensory activities, clothing, resources, and more.

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Sensory Processing Research Funded by ARI

Adam Naples, PhD
Yale University

Up to seventy percent of autistic people experience sensitivity to sounds. Autistic adults report that these symptoms worsen with stress and anxiety and can interfere with school, work, and other activities. However, despite the common report of these symptoms, there is no understanding of the mechanisms, nor are there effective ways to measure these symptoms.

Importantly, most measurement of these symptoms in autism relies on retrospective questionnaires. These measures require participants to “average” their symptoms over some time period in the past, possibly their entire lives. Such measures are well known to have “peak and end” biases in which people recall the most memorable and distressing experiences and the experiences that were most recent. This means that these questionnaires are not able to accurately capture the day-to-day lived experience of people with autism.

In this study we take the first step towards measuring the personal timing of auditory sensitivities, and their relationship with symptom report using an innovative approach. We measure auditory sensitivity using daily symptom self-reports and brief experimental auditory tasks delivered remotely over the internet. Participants will complete established self-report measures of sensory sensitivity and then will receive daily text-message or email reminders that will link to individualized questionnaires assessing sensory symptoms for that specific day. Additionally, participants will complete a brief tone detection task delivered via headphones on their computer or mobile device that will measure in-the-moment auditory perception.

The long-term goals of this study are to gain an understanding of the stability of auditory sensitivities to support subsequent mechanistic research. Currently there are no mechanistic biomarkers for auditory sensitivities in autism despite many successes in identifying group-level differences. Most research as assumed that auditory sensitivity symptoms are stable, over time, within an individual. However, if this assumption is invalid, then research that seeks to understand biological mechanisms will need to measure those symptoms at just the right time to find a brain-behavior linkage. This problem is exacerbated in autism because increased sensory sensitives are associated with avoidance of work and school. Consequently, autistic people may be less likely to participate in a research protocol on days when their symptoms are particularly distressing.

Autistic adults often report that these symptoms vary in intensity and frequency, however, there is no research that investigates if, how, or when these symptoms might vary. In this study, by determining how these sensitivities fluctuate over time, we gain a better understanding of the psychometric properties of auditory sensitivities, which provides insight into potential mechanisms. Furthermore, understanding the variability of symptom expression and auditory perception is critical information for developing and implementing successful in-person research studies.

Jennifer Wagner, PhD
CUNY College of Staten Island

Autism spectrum disorder (ASD) is characterized by social-communicative challenges and restricted interests and repetitive behaviors (RRB), and research has suggested that difficulty regulating stress might underlie some of these associated characteristics. In line with this, studies have examined two key stress systems in ASD, the autonomic nervous system (ANS) and the hypothalamic-pituitary-adrenal axis (HPAA), and results show that social communication and RRB can be predicted by these systems. No known studies, however, have looked at the interacting patterns of ANS and HPAA activity as they align with sensory processing difficulties that are common in ASD and also vary widely in the general population.  The current study will establish a novel protocol for home-based measurement of biomarkers related to the ANS and HPAA stress systems in children with and without ASD, utilizing a) pupillometry to collect markers of both parasympathetic and sympathetic autonomic function (through the constriction phase and the re-dilation phase of the pupil light reflex, respectively) and b) diurnal cortisol to examine HPAA axis integrity. These biomarkers will be examined alongside measures of autistic traits and sensory processing, and patterns of ANS and HPAA function will be used to explore variations in behavioral characteristics.

Vanessa Troiani, PhD and Antoinette Dicriscio, PhD

Numerous studies have identified atypical visual attention and perception within Autism Spectrum Disorders (ASD), yet there is relatively little research on eye morphology, clinical measures of vision, and/or ocular function in these individuals. A few small studies have noted increased prevalence of refractive errors and optic nerve abnormalities in those with ASD, suggesting that atypical visual processing and perception may be driven, in part, by abnormal morphology and function in the eye and retina. In order to dramatically improve our understanding of atypical vision in ASD, we will leverage existing clinical optometry and ophthalmologic records to characterize abnormal eye and retinal features associated with ASD. Critically, the use of existing data from electronic health records will enable characterization of ocular function in a large sample that includes both low and high functioning individuals. Additionally, we will recruit a subsample of individuals seeking an ASD diagnosis at our neurodevelopmental clinic in order to assess the relationship between functional visual metrics, ocular anomalies, and their association with core diagnostic traits of ASD. Understanding differences in eye-level metrics in individuals with ASD will lay the groundwork for understanding the link between eye function and social, cognitive, and perceptual skills.

Albert Yonas, Ph.D. and Sherryse Corrow, M.A.
University of Minnesota

Gaze avoidance, and particularly fixation on the internal features of a face such as eyes, is a diagnostic criterion for Autism Spectrum Disorder (ASD); it is believed to contribute to the development of social deficits. The Visual Perception Lab at the University of Minnesota is exploring one technique to increase attention to faces, the Hane Face Window. This window, developed by Ruth Elaine Hane, occludes all parts of the face with the exception of the eyes, nose and mouth, increasing the likelihood that viewers will fixate on the internal features of faces. Wilson (2010) argues that Hane Face Window may reduce social relevance and the social fear evoked by a face. The laboratory is currently testing the hypothesis that the Hane Face Window will increase the ability of children with ASD to fixate on the internal features of faces, as compared with a control group of typically developing children (ages 7-14). Furthermore this change in attention will improve the ability to recognize a face and perceive the direction of gaze and infer where the individual’s attention is focused. Following gaze is one component of joint attention in which children with ASD are deficient. In the study, performance is assessed in a face recognition task and in a gaze-following task in which a face is presented with the Hane Face Window without the window. In addition, an eye tracker is being used to collect information on whether the Hane Face Window will increase the number and duration of fixations on the eyes and central region of the face.

Estate M. Sokhadze, Ph.D., Manuel Casanova, M.D., and Allan Tasman, M.D.
University of Louisville

The proposed study aims to understand the abnormal neural and functional mechanisms underlying sound-processing distortion in autism by incorporating neurophysiologic and behavioral studies, and measurements of auditory attention in several different auditory tests. The study will use Berard’s technique of auditory integration training (AIT) to improve sound integration in children with autism. It is proposed that exposure to 20 thirty-minute AIT sessions (total 10 hours) will result in better performance on auditory attention and perception tasks, and will lower anxiety as indexed by a profile of post-AIT autonomic measures.

We propose to test 30 children with autism in task using auditory stimuli in perception and attentional tests. These behavioral and  psychophysiologic studies will be carried out by using electroencephalogram (EEG), and dense array even-related potentials (ERP).  During AIT or during auditory tests autonomic measures (HR, HRV, skin conductance, respiration, skin temperature) can also be monitored.  The behavioral studies in EEG/ERP test mode will be carried out by using equipment that measures both reaction time and accuracy in high functioning autism participants.  The measurement of attention and perception  will be carried out using different modifications of auditory  tests in low-functioning individuals (capable to tolerate EEG recording), in particular these auditory tests will not require any motor responses.. The results of the proposed study will aid in our understanding of specific neurocognitive deficits associated with developmental abnormalities within cortical circuitry related to hearing and sound processing, test whether performing AIT course may enhance auditory integration process and thereby contribute to understanding the brain substrates of dysfunctions typical for autism, and result in behavioral improvements.

Chris Bentley, Fraser Center, Minneapolis, MN

Research grant to conduct a pilot study on the efficacy of the Hane Face Window.  The Hane Face Window is designed to improve visual processing of faces as well as reduce stre

Estate Sokhadze, Ph.D., University of Louisville, Louisville, KY

The proposed study aims to understand the neural and functional mechanisms underlying visual distortion in autism by incorporating neurophysiologic studies, behavioral studies, and measurements of sustained attention and spatial attention. The study will use ambient prism lenses shown to improve ambient vision in children with autism. It is proposed that wearing ambient lenses and performing daily visuomotor exercises for six months will result in better performance on attention and perception tasks and will lower anxiety as indexed by a profile of autonomic measures.

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Effective Coping Strategies for Sensory Differences and Executive Function

January 30th, 2024|Adults on the Spectrum, Anxiety, Autism Spectrum Disorders, Self Care, Sensory, Social Skills, Ways to Help, Webinar|

Drs. Greg Wallace and Goldie McQuaid share their research on strategies autistic adults develop to compensate for non-social challenges they experience, including sensory sensitivities and executive function differences. Handouts are

The post Sensory Processing Resources appeared first on Autism Research Institute.

]]> Resources on the Gut-Brain Connection in Autism https://autism.org/resources-on-the-gut-brain-connection-in-autism/ Sat, 01 Apr 2023 20:07:16 +0000 https://last-drum.flywheelsites.com/?p=16193 Gastrointestinal conditions like constipation, abdominal pain, and GERD often co-occur with autism and can significantly impact daily living and quality of life for autistic people. Contemporary research suggests the gut-brain communication pathway is integral in the development and presentation of autism and GI conditions. The following articles and webinars provide information on current

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Gastrointestinal conditions like constipation, abdominal pain, and GERD often co-occur with autism and can significantly impact daily living and quality of life for autistic people. Contemporary research suggests the gut-brain communication pathway is integral in the development and presentation of autism and GI conditions. The following articles and webinars provide information on current research and theories explaining the interplay of GI conditions and autism and offer suggestions for supporting a healthy gut.

Gut-Brain Connection Articles

Nutrition and the Gut-Brain Connection

This article discusses the importance of nutrition and outlines research on the gut-brain connection in autism. It considers how imbalances in gut microbiota can affect brain function and behavior and how nutritional interventions can help address these disproportions. The article also highlights the importance of a balanced diet with essential nutrients such as vitamins, minerals, and amino acids. It emphasizes the need for individualized treatment plans that consider each person’s unique nutritional needs and challenges.

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Gastrointestinal Problems Common in Autism Linked to Gene Mutation that Affects Behavior

This article outlines a study conducted by Dr. Kara Gross Margolis and colleagues that found a link between gastrointestinal problems in autism and a specific gene mutation that affects behavior. The study, conducted at Baylor College of Medicine, found that the RERE gene mutation is associated with an increased risk of gastrointestinal problems in individuals with autism. The article explains that the RERE gene plays a role in the development of the nervous system and can affect behavior, including social interaction and communication. The researchers suggest that the link between gene mutation and gastrointestinal problems may be due to disruptions in the communication between the gut and the brain. Overall, the study provides valuable insights into the complex relationship between genetics, behavior, and gastrointestinal problems in autism.

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Continuing Medical Education

Gastrointestinal Issues in Autism Spectrum Disorders

This CME video was co-produced with the Cleveland Clinic.

Gastrointestinal issues such as abdominal pain, constipation, and GERD commonly co-occur in autism. This webinar investigates the recognition and diagnostic evaluation of gastrointestinal problems in autistic individuals, including their frequent presentation with behavioral manifestations.
This video is designed for a primary audience of family practice physicians, internists, pediatricians, neurologists, medical geneticists, behavioral medicine experts, nurses, pharmacists, and allied health practitioners.
This presentation will help you:
  1. Recognize the varied manifestations and diagnostic evaluation of diverse gastrointestinal conditions commonly co-occur in autistic individuals.
  2. Identify barriers to the assessment and adequate clinical care of GI concerns for autistic people.
  3. Recognize critical gaps in our clinical understanding and practices pertaining to GI issues and autism.

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Gut-Brain Webinars from ARI

Autism and Pica

Dean Alexander, Ph.D., discusses pica, the ingestion of non-food substances, which has received insufficient attention as a common, sometimes lethal, form of self-injurious behavior. Behavioral approaches to treatment, more often than not, fall short. Biological intervention, if supported, may hold out new promise.

This is a joint presentation by ARI and the World Autism Organisation.

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Gastrointestinal Issues and Autism Spectrum Disorders: Serotonin as a Potential Brain-Gut Link

In this webinar, Dr. Kara Gross Margolis discusses research on the association between gastrointestinal problems and challenging behaviors in children with autism. Her basic and translational research focuses on the relationship between intestinal serotonin, gut dysfunction, and the potential role of serotonin as a gut-brain link in autism.

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Cross Talk Between Gut & Brain in ASD: Do They Understand Each Other?

Dr. Fasano considers the interplay of environmental factors and the gut microbiome in autism presentation and pathogenesis. He explains intestinal permeability and highlights the role that environmental factors like gluten play in the leaky gut theory. The speaker considers the complexity of the microbiome genome compared to the human genome and describes contemporary theories explaining the co-occurrence of GI conditions in autism. Fasano underscores the need for personalized medical care and cross-discipline investigation before the Q&A.

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The Role of Neurotransmitters in GI Disorders Related to Autism

Kara Gross Margolis, MD, explores recent studies surrounding the role of serotonin and the more extensive gut microbiome in gastrointestinal (GI) and inflammatory conditions related to autism. She presents case studies highlighting the different presentations of GI issues in individuals with autism and how those behaviors relate to the gut-brain links. Margolis outlines research on fecal transplant, multi-omics of brain-gut-microbiome disease, correlated bacterial communities, serotonin reuptake transporters (SERT), and new longitudinal pilot studies. She notes limitations and key findings for each study and discusses their impact on current and future research avenues. She concludes by recognizing ongoing serotonin drug development before the question and answer session.

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Co-occurring Medical Conditions in Autism

In this brief overview, neurologist Margaret Bauman, MD, summarizes symptoms and signs of medical comorbidities that frequently occur but may go unrecognized in patients diagnosed with ASD, including seizures, sleep issues, hormonal issues, urinary problems, and gastrointestinal disorders. While the underlying cause of autism spectrum disorder (ASD) is generally unknown, scientists suspect that it is a multifactorial condition affecting multiple body systems.

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Research finds GI issues coincide with challenging behaviors in ASD

Dr. Ferguson discusses current research indicating that GI issues coincide with behavior problems in autism. He explains how the autonomic nervous system drives stress response and details its relationship with GI functionality. The speaker describes five studies investigating different aspects of Gi issues, anxiety, stress, and problem behaviors in autism. Ferguson touches on pharmacological, vagal, and behavioral treatment strategies before the Q&A.

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  • autism comorbidities

Co-Occurring Conditions and Autism

January 10th, 2022|News, Uncategorized|

Research suggests that individuals with autism experience some conditions―including underlying medical issues, neurodevelopmental differences, and mental health issues―more frequently than the general population. Learning about these potential medical needs can help you

The post Resources on the Gut-Brain Connection in Autism appeared first on Autism Research Institute.

]]> Stress and Anxiety Reduction with June Groden, Ph.D https://autism.org/stress-and-anxiety-reduction-with-june-groden-ph-d/ Tue, 21 Mar 2023 13:56:46 +0000 https://last-drum.flywheelsites.com/?p=16300 Interview with June Groden, Ph.D. Dr. June Groden is considered one of the pioneers in the field of autism and developmental disabilities. Her primary areas of interest are stress and anxiety and procedures to reduce stress. She has focused on the development of relaxation and imagery-based procedures for a population with autism and

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Interview with June Groden, Ph.D.

Dr. June Groden is considered one of the pioneers in the field of autism and developmental disabilities. Her primary areas of interest are stress and anxiety and procedures to reduce stress. She has focused on the development of relaxation and imagery-based procedures for a population with autism and developmental disabilities. Dr. Groden is the Director of the Groden Center in Providence, Rhode Island.

The Groden Center provides community-based evaluative, therapeutic, educational, and vocational programs for children and adults who have or are at risk for moderate to severe behavioral/emotional problems, including autism. Dr. Stephen M. Edelson (SE) interviewed Dr. June Groden (JG) on November 13, 1996.

SE: Could you tell us a little bit about your background?

JG: I have a bachelor’s degree in business administration, a master of education and a master of arts in psychology and a Ph.D. in psychology. The combination of education and psychology is helpful in combining both the academic and behavioral programs since behavioral problems are often affected by the appropriate curriculum or vocational programs. My interest in stress reduction arose from the work I had done earlier in self-management and self-control, and I felt that it was important to look at inner behavior in addition to overt behavior. I had studied the work of Joseph Cautela, Ph.D. at Boston College and went to study with him for the specific purpose of adapting the procedures he developed which he labeled as Covert Conditioning to use with the population with autism and developmental disabilities. We are still working together to continually refine and expand these procedures. He is the co-author of the Relaxation Manual and has been part of developing the videos, Breaking the Barriers: I and II which feature the relaxation and imagery procedures.

SE: Since you are considered an expert in the areas of relaxation and visual imagery, could you describe your work so our readers will have a better idea of what is involved and what they might expect?

JG: The relaxation program that we use involves progressive relaxation developed by Edmund Jacobson. Basically, this program involves teaching consumers how to discriminate between tense muscles and relaxed muscles. Children and adults are taught the relaxation procedure, usually in a one-to-one teaching session lasting for as long as the participant can maintain attention. This usually ranges from a few minutes to twenty minutes. The practice session is a regularly scheduled event built into the person’s schedule. The person learns to tighten and relax the arms, hands, and legs, and to do deep breathing in a sitting position. The child or adult is then taught relaxing without tensing. Finally, the person is taught to tighten and relax all remaining muscle groups of the body.

After the person has mastered the relaxation procedure, we administer a stress survey which I have developed and which helps to identify stressful situations. Once these stressful situations have been pinpointed, the client can then use coping strategies, such as relaxation or imagery to reduce their stress. The relaxation program can also be used to develop self-control by the individual learning to make a relaxation response in place of the typical maladaptive behavior he or she exhibits during stressful situations.

The imagery programs utilize visual imagery and/or a procedure we call picture rehearsal. After conducting a functional analyses of behavior (this is described in our book Understanding Challenging Behavior), a script is written which utilizes the information from the analyses. For procedure rehearsal programs, line drawings or photographs depict the antecedent event, the targeted behavior and the consequences. For visual imagery alone, just the script is read without the pictures. Often relaxation is incorporated into the scene. An example of a scene which targets bedtime behavior might be: “You are watching TV and mother says, It’s time to go to bed. You take a deep breath and relax and say okay, I will get into my pajamas. You feel proud you were so cooperative. Now imagine your mother reading your favorite book before you get in bed.” The mother, therapist or teacher describes the scene first and then the child or adolescent repeats it either verbally or by pointing to each picture.

SE: During a recent lecture of yours, you mentioned that imagining a reward could be as effective as actually receiving the reward. I thought this was a very interesting concept, and it could be an extremely important behavioral tool.

JG: There is some evidence to suggest that at times the effects of observable behavior and imagined behavior can be similar. Studies by K.D. Brownell, D. H. Barlow and A.E. Kazdin support this. We have also observed our children and adults smiling when they imagine a reinforcer or swallowing when they imagine eating a favorite food. It has a great impact on the use of imagining for therapy since it is possible to create many different situations, places and reinforcers without actually being there.

SE: Could you describe a couple of individuals who benefited from your program?

JG: There is a person in our adult program who had lived in a state hospital where he had a two-on-one staff ratio around the clock. He was also receiving a very heavy dosage of medication. When he arrived at our program, he could not even be in a room with other people. He had to be placed alone because he was extremely aggressive. We started working with him, one-on-one or two-on-one; and we started teaching him relaxation as a way to control himself. At first, he did not want to use relaxation with a staff person, so we recorded the relaxation procedure on an audiotape. He would listen to the tape but he would often break the tape. Over time, he started using the tapes and doing the relaxation procedure. We then started to identify situations for him in which he was anxious so he could learn to relax himself using the relaxation procedure.

We also identified situations that were antecedent to some of his tantrums. We did a thorough functional analysis of his behavior, and we were able to determine precursors to situations in which he would become aggressive. We then developed several imagery scenes which we put on index cards. It is the procedure I just described called picture rehearsal. We used the cards to rehearse more appropriate behavior. We were also able to get him involved in a vocational training program and an academic program. In about six months he reduced his aggressive behaviors, and we then transferred him to the adult vocational program. Now, seven years later, he is in a group home where he has a separate apartment. He has a job and uses public transportation independently. Although he is doing very well, he still has a few episodes where he may break items, usually his own; but his aggression has not been towards other people or himself. He has changed dramatically and people who knew him at the institution and meet him now cannot believe the difference. This case is more fully described in the Covert Conditioning Casebook (Cautela & Kearney, 1993). Reprints are available from me.

In another case, we worked with a 3-year old boy who was diagnosed as having autism. He did not interact with other children, and he had very little language at that time. We started working with him in a regular nursery school. I was the consultant on this case, and he had a teacher aide who worked with him one-on-one in addition to the other teaching staff. The main part of the program was teaching him the relaxation procedure and using picture rehearsal. We also taught his parents the relaxation procedure, and they were able to use this procedure with him at home. After a short time, every time he became anxious, the staff member cued him and he was able to relax immediately. We also identified situations which caused him to become anxious and incorporated these events into the picture rehearsal program. The picture rehearsal scenes identified events that made him uncomfortable and illustrated how to behave and act more appropriately. We worked with him from preschool through kindergarten and first grade. When he got into first grade, the teacher thought the relaxation procedure was very helpful and requested it be taught to the entire class. When he continued into the second grade, that class also performed the relaxation procedure everyday. Eventually, he started developing his own imagery scenes; and by the third grade, he was doing so well that we began reducing the amount of time he spent with his aide. By fifth grade he did not need special services any more. He is now in a regular high school, and he is the junior class president. This is a real success story, and I do not think anybody would be able to pick him out as having autism.

Let me describe another case. We had a person in our program who was very disruptive. She would yell out in class, and she would throw things and get very upset. When she came into our program, we started using imagery to reduce her disruptive behavior. She would rehearse scenes on how to wait and how to act more appropriately. She also practiced relaxation. Within one year, we were able to reduce her aggression and her tantrums. In the second year, we started working on additional appropriate social behavior, such as learning how to interact with other people and how to be more assertive in her responses instead of screaming or yelling. Within a short time, she was able to handle these situations in a more appropriate manner. We then started teaching her how to go into stores and learn what to say to strangers so that her mother could feel safe when taking her into the community. Overall, she did very nicely; and now she is back in a public school.

SE: Often people cannot imagine how a relaxation or an imagery program can be used to teach individuals who are very low functioning. What are your experiences with these issues?

JG: It is assumed that because of their cognitive deficits, this population is not able to benefit from procedures that are used frequently with a non-handicapped population. This misconception is particularly the case concerning the use of relaxation and imagery-based procedures. Some people with intellectual disabilities are able to learn the relaxation response, and we have been very successful for over 20 years in teaching relaxation and using picture rehearsal with these individuals. We had one boy, who comes to mind, who spoke with just a few words and could point to a few pictures. It took many years to teach him independent living skills, such as shoe tying and dressing, but he was able to participate in the relaxation program. If you cue him to relax, he knows exactly what to do. The training took about five or six years, until he was able to do the breathing correctly and to relax all parts of his body.

SE: Could one assume that the best candidates for your program are those who suffer from anxiety and stress?

JG: I feel that everybody, to some extent, has stress or anxiety in their life. It is the way that we cope with the stress and anxiety that makes the difference. We focus on teaching coping strategies that are beneficial and increase the well-being of the individuals we serve.

SE: Since autistic individuals typically have communication problems, I would assume that they are more likely to experience stress in their life than those individuals with good communication skills.

JG: Yes. In the literature, stress is often associated with not being able to assert oneself and not being able to say what one wants. This, of course, applies particularly to people with autism.

SE: Can you describe the relaxation procedure in more detail?

JG: When working with individuals with autism using progressive relaxation, I suggest starting with gross motor areas because it is easier for them to learn to tense and relax these muscle groups rather then starting at the head and working down the body. First, we tighten and we relax each arm individually, and then the same for each leg individually. Because many people with autism exhibit stereotypic behavior, I have them concentrate on tightening and relaxing each hand because we want them to know what if feels like to have their hands relaxed. Then, when they are engaging in stereotypic behaviors, we can say “relax your hand,” and they understand what that means. After the arms, legs and hands, we start deep breathing exercises. We teach them to inhale and exhale. Also, I teach them to associate a meaningful calming word, such as peace or a religious word or the word “relax” as they exhale. The word then becomes associated with a relaxed feeling.

SE: Changing the topic slightly, and this is a question I often ask during my interviews, ‘when you come across a family with a newly diagnosed child, what recommendations do you give them?’

JG: I usually tell them to get involved in a program. If the child is young, they should be in an early intervention program. If they are older, the family should find a consultant with expertise in the field of autism to go into the classroom and set up a program that is appropriate for the child and act as an interpreter to the teacher and staff. I also feel that parents should receive counseling and education on how to handle a child or adult with autism, what to look for, what kinds of problems might occur, and what they should do about them. We emphasize parent teaching at our program, so that parents learn how to handle some of the problems when their children are young. We also inform them of resources available to them, and we tell them about the kinds of assessments they should have for their children. This is all very individualized because there is such a wide variation of problems since autism is a spectrum disorder. We try then to determine what is appropriate for that particular person.

SE: What do you think about teaching a child in a home situation?

JG: I feel that it is very good for parents to learn what to do and to work with their children at home and for the children to have home services. I also think that children should be part of a school program. These children should have the opportunity to be with other children, to be with their peers and to learn to have social relationships. For very young children, Lovaas has found it effective to do intensive applied behavioral analysis for 40 hours per week at home. We provide this type of home program but also supplement the discrete trial format with self-control procedures using relaxation and imagery. We introduce academics at an early age, using direct instruction, incidental teaching and communication training. We also have these services provided in preschools and classrooms with typical peers.

SE: You mentioned that you developed a stress survey. Can you describe this survey in more detail?

JG: Yes. We felt that there was a need for a good assessment tool to measure stress with people with special needs. I first used an open-ended questionnaire and asked a number of people within our system and other staff, parents, and persons with autism to tell us what they felt were significant stressors for people with autism. We then placed these responses into a number of categories. By a statistical analysis, called principal component analysis, we divided the stressors into categories. This questionnaire also provides us with a stress profile, and this information helps us to develop imagery scenes and other programs to reduce stress. People can obtain a copy of the stress survey by writing to our Center.

SE: Could you tell us a little bit about your Center?

JG: We have a very large continuum of services that are flexible and personalized. They were developed in response to the needs in our area. We first started with a 6-day extended hour school-based program. Since some parents could no longer keep the children in their own homes, or some parents were not able to care for their children because of other issues, we started residential programs which include apartments, group homes, as well as what we call ‘professional family living arrangements’ (PFLA). Basically, we want young children to be part of a family, so we train foster families and call them ‘professional families.’ We give them the extra training on how to handle children with special needs, and place some children with these families for a period of time. Sometimes the children need only a short period of time and then they return to their natural families while others remain at their PFLA for extended periods. We also have home-based services for early intervention, in which we send therapists and supervisors to work up to 40 hours in homes; and we also set up programs for children in their own home schools. Using an applied behavioral analysis approach, they receive intensive services but they are still part of a regular classroom. We also serve individuals with special needs through adulthood. We have vocational programs, and all of our vocational services are located in the natural community, such as hospitals, food banks, etc. Our supported employment program has job coaches or natural supports. In addition, we have parent programs, offer consultation services to schools and to other programs. We provide training workshops to disseminate our procedures.

SE: Do you offer workshops at your Center?

JG: We do workshops outside of our Center like the one you attended in Portland. However, we are thinking about establishing a training center at our institute where people can come for a week or two to receive training. We have had many requests from people who want this type of training and are interested in our relaxation and imagery procedures and our assessment procedures, which include the functional analysis of behavior.

To learn more about the Groden Center, visit their website.

Wellbeing Wins: Integrating Positive Psychology into the Autism Community

September 25th, 2024|Adults on the Spectrum, Anxiety, Anxiety, Back to School, depression, Executive Function, Health, Neurological, Self Care, Sleep Issues, Social Skills, Webinar|

Free webinar at 1 p.m. Eastern time (US), Wednesday, September 25, 2024 About the speaker: Patricia Wright, PhD, MPH, is Executive Director of Proof Positive: Autism Wellbeing Alliance.

Sexual Victimization in Autism

August 23rd, 2023|News|

In this article: Chronic maltreatment and sexual victimization Trauma and quality of life Risk Factors What can we do? A safer future Resources Despite evidence to the contrary, misperceptions of autistic

The post Stress and Anxiety Reduction with June Groden, Ph.D appeared first on Autism Research Institute.

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