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Ashley Van Dyke and Stefan de Nocker Film 4th Annual Golf Tourney Video
Tournament Producer Daphne Plump, Ran the Director of Videography,Tournament Director, Stefan de Nocker, Race Car Driver/Tournament Co-Spokesperson Ashley Van Dyke, (Not Shown/Taking Picture) Suset Garcia, Video Photographer, Michelle Gorohovski - VIdeo Assistant, Aenid Reyes - VIdeo Assistant
CARD Brings Experts Together for an East Coast Autism Conference
The Center for Autism and Related Disorders, Inc. (CARD) will host a one day, comprehensive CARD Rochester Autism Conference on October 28, 2009 at The Country Party House located at 321 East Linden in Rochester, New York.
“CARD has brought together six of its leading autism experts to present workshops which will deliver the most effective autism interventions, the latest in autism research and information on the most successful autism curricula to date,” says CARD Rochester Managing Supervisor Denise Rhine, MS Ed, BCBA. “We are confident that both professionals and parents will greatly benefit from this intensive conference.”
The CARD Rochester Autism Conference is designed for Board Certified Behavior Analysts (BCBAs), Board Certified Associate Behavior Analysts (BCaBAs), parents, caregivers, students, and professionals (including teachers, social workers, speech and language pathologists, and others).
The conference begins with a keynote address by world renowned autism expert, Dr. Doreen Granpeesheh and ends with a screening of RECOVERED: Journeys Through the Autism Spectrum and Back, an award-winning documentary of four children who recovered from autism.
For more information about the conference, visit www.centerforautism.com/autism_conference. Registration deadline is October 23, 2009.
About the Center for Autism and Related Disorders, Inc. (CARD):
The Center for Autism and Related Disorders, Inc. (CARD) maintains a reputation as one of the world’s largest and most experienced organizations effectively treating children with autism, Asperger’s Syndrome, PDD-NOS, and related disorders. Following the principles of Applied Behavior Analysis (ABA), CARD develops individualized treatment plans for each child. CARD provides services around the globe. For more information about CARD, visit www.centerforautism.com.
ATTN Autism Advocate: We Need Your Help Right Now...
...to Ensure Congress Ends Autism Insurance Discrimination
Dear Autism Advocate,
After a short August recess, Autism Votes is back and we need your help RIGHT NOW to ensure Congress ends autism insurance discrimination! In a few hours, the Senate Finance Committee will vote on an amendment to the Committee's version of the health care reform bill (the America's Healthy Future Act of 2009) introduced by Senator Robert Menendez (D-NJ) specifying that the basic benefits package must provide coverage of behavioral health treatments.
If passed, this amendment will be a major step forward towards ending autism insurance discrimination from coast to coast. The good news is the Chair of the Committee, Senator Max Baucus (D-MT) supports this amendment! We need your help RIGHT NOW to ensure that the members of the Senate Finance Committee support Sen. Menendez's amendment and make sure that individuals with autism do not fall through the cracks during this great debate over health care.
Bottom line: any health care reform bill that does not end autism insurance discrimination is unacceptable!
Working together we can effectively end autism insurance discrimination for all the children from coast to coast! For more information, visit our website at www.autismvotes.org.
Sincerely,
Shelley Hendrix
Director of State Advocacy Relations
Government Relations Autism Speaks
Dear Autism Advocate,
After a short August recess, Autism Votes is back and we need your help RIGHT NOW to ensure Congress ends autism insurance discrimination! In a few hours, the Senate Finance Committee will vote on an amendment to the Committee's version of the health care reform bill (the America's Healthy Future Act of 2009) introduced by Senator Robert Menendez (D-NJ) specifying that the basic benefits package must provide coverage of behavioral health treatments.
If passed, this amendment will be a major step forward towards ending autism insurance discrimination from coast to coast. The good news is the Chair of the Committee, Senator Max Baucus (D-MT) supports this amendment! We need your help RIGHT NOW to ensure that the members of the Senate Finance Committee support Sen. Menendez's amendment and make sure that individuals with autism do not fall through the cracks during this great debate over health care.
Bottom line: any health care reform bill that does not end autism insurance discrimination is unacceptable!
Working together we can effectively end autism insurance discrimination for all the children from coast to coast! For more information, visit our website at www.autismvotes.org.
Sincerely,
Shelley Hendrix
Director of State Advocacy Relations
Government Relations Autism Speaks
1. SENATOR BAUCUS, CHAIR OF THE SENATE FINANCE COMMITTEE SUPPORTS THE AMENDMENT! CALL SENATOR BAUCUS AND THANK HIM FOR HIS SUPPORT.
Sen. Max Baucus (D-MT) (Chairman) - (202) 224-4515
2. CALL THE MEMBERS OF THE SENATE FINANCE COMMITTEE LISTED BELOW AND TELL THEM TO SUPPORT THE MENENDEZ AMENDMENT FOR INCLUSION OF BEHAVIORAL HEALTH TREATMENTS!
Sen. John D. Rockefeller IV - (202) 224-6472
Sen. Jeff Bingaman - (202) 224-5521
Sen. John Kerry - (202) 224-2742
Sen. Ron Wyden - (202) 224-5244
Sen. Charles Schumer - (202) 224-6542
Sen. Debbie Stabenow - (202) 224-4822
Sen. Maria Cantwell (202) 244-3441
Sen. Bill Nelson - (202) 244-5274
Sen. Thomas Carper - (202) 224-2441
Not sure of what to say? Say this:
"Hi, my name is __________ and I live in (City, State). I would like to let Senator (name) know that I believe that any healthcare reform bill that does not end autism insurance discrimination is unacceptable and that I would like him/her to support the amendment put forth by Senator Menendez that seeks to end autism insurance discrimination. Thank you so much."
2. FORWARD THIS TO EVERYONE YOU KNOW THAT CAN HELP MAKE THESE PHONE CALLS. Grandparents, aunts, uncles, therapists, teachers, coworkers and neighbors - anyone who has ever said that they wished there was something they could do to help your child with autism. They can do this. They can help you end autism insurance discrimination so that you can get your child the therapy and treatment that they need.
CARD Receives $15K Grant for Social Skills Groups
“The CARD Fresno office is honored to accept this gracious grant from FEAT, “says Sarah Cho, MSW, BCABA. “We are excited to bring an advanced level Social Skills curriculum to as many children and adolescents in the Central Valley. Our thanks and gratitude goes out to FEAT for making this opportunity possible for individuals who need this intervention and their families.”The Center for Autism and Related Disorders, Inc. (CARD) is awarded a $15-thousand dollar grant by the Families for Effective Autism Treatment (FEAT) Fresno-Madera County chapter. The grant will fund a Social Skills program for individuals with autism
ages six to 21 who reside in the Central Valley.
The Social Skills program will begin in January 2010 at the CARD office located at 4928 E. Clinton Way, Suite 105, in Fresno, California. 12 week sessions will run during the Fall, Winter and Summer from 4:00-5:30 pm. A maximum of ten students will be placed in each group, based on age and skills. Program tuition will be determined with grant assistance. “Individuals must meet specific inclusion criterion to be part of the social skills group,” says Cho.
Eligibility requirements:
Between the age of 6 – 21 years old Diagnosis of Autism, PDD-NOS, Asperger’s and/or other developmental disorder with the following skill set:
Vocal Speech
Ability to answer questions, make reciprocal statements and questions
Request and comment with eye contact
Compliance with Adults
Ability to play simple games such as tag, hide ‘n seek
Focus Areas:
Cognition (Meta and Social)
Children with autism are frequently described as having a “theory of mind” deficit, or as having “mind blindness” (Baron-Cohen 1995). “Social-cognition,” or “theory of mind,” refers to our seemingly innate human ability to “mind read,” or to make inferences about what we and others might feel, want, know, like or prefer, think, believe, and intend. Further, we use these inferred mental states as a means for determining appropriate responses to others. For example, we tell people about things they do not already know, and we respond to others according to their intentions, not their actual behavior, as in not yelling at or hitting someone who has accidentally bumped into you in a crowded hallway. Numerous studies have indicated that children with autism have deficits in using “mentalistic” language, and inferring the mental states of others.
Based on developmental norms of social-cognitive skills in typically developing children, the CARD Social-Cognitive Curriculum seeks to break down each “skill” into its own systematic and comprehensive program. As such, Supervisors seeking to improve the social-cognitive skills of their clients have a sequential format, beginning with the earliest skills to emerge, such as Emotions and Desires, shifting to more complex skills based on differing informational and belief states, such as Knowing, Thinking, and Beliefs, then progressing to more advanced skills based on pretense, such as False-Beliefs, Deception, and Intentions.
The teaching of each skill follows a general procedure across programs, beginning with the child identifying his own perspective, moving to the identification of others’ perspectives, then finally, rehearsal and application of appropriate social responses depending on others’ perspectives.
Language Pragmatics
Until this point, the child should have learned many essential components of communicative competence including requesting, commenting, reciprocating social statements, talking about past and future events, etc. Language pragmatics brings together all previously learned conversational skills to teach the child to engage in age-appropriate conversations. Specifically, language pragmatics is the practical ability to use language to communicate with others in a social context. Pragmatic language involves not only what is said, but also why and for what purpose something is said.
The following are important skill sets that will be taught in the language pragmatic component of the Social Skills Group. Language pragmatics is a central feature of the child’s overall CARD program and is crucial to the child’s success in the social environment.
Message
Topic Selection Topic Maintenance Topic Content Topic Shifting Topic Clarification (explaining what you mean when someone is confused) Topic Termination (ending a conversation)
Function of Communication
Requesting Asking Questions Commenting Pleasantries
Nonverbal Language
Facial, Expression, Gestures, Body Language, Eye Contact
Prosody
Question Inflection, Emotional, Prosody
Non-Literal Language
Sarcasm , Figures of Speech
Social Skills
The CARD Socialization / Social Behavior Curriculum is a collection of programs, procedures, activities, and ideas which may be used to address one of our clients’ most pervasive areas of deficit: social skills. The Socialization / Social Behavior Curriculum are specifically designed to be implemented in the social environment, such as the CARD Social Group. Further, it is this portion of the Curriculum that more closely resembles more “traditional” social-skills curricula, teaching specific social targets such as “Apologizing” or “Initiating Play.”
The CARD Socialization / Social Behavior Curriculum is divided into 2 subsections: 1) Fundamental Procedures, and 2) Specific Skills. The fundamental procedures are those programs which may be considered “pivotal” for teaching the specific skills, and include Social Play (procedures for play-dates), Community Social Behavior (procedures for parent-training and generalization), and Following Rules (procedures for developing rule-governed behavior) and Social Stories (adapted from Carol Gray). It is these fundamental procedures (rules, play-dates, etc.) that are then used to teach the specific skills, such as Sharing and Turn-Taking or Levels of Friendship.
Baseline Measures:
Standardized Social Skills Assessment
Clinical observation with peer for skill check-off list
Post-Treatment Measures:
Standardized Social Skills Assessment
Clinical observation with peer for skill check-of list
Data Collection:
Weekly data collection on targeted skills
Average of 90-100% on targeted skill needed across two social groups for mastery criterion
Summary of skills introduced, emerging and mastered will be provided at end of session with graduation recommendations
Skill Levels:
Social Group Levels One through Five
Level 1 – Beginning Social Skills
Level 2 – Beginning/Intermediate Social Skills
Level 3 – Intermediate Social Skills
Level 4 – Intermediate/Advanced Social Skills
Level 5 – Advanced Social Skills
Questions regarding the Social Skills program should be directed to Angie Mitchell at a.mitchell@centerforautism.com or (559) 255-5900
Center for Autism and Related Disorders' Research Study Finds Chewing Gum an Effective Treatment for Rumination for Children with Autism
According to new research conducted by the Center for Autism and Related Disorders, Inc. (CARD), the “Chewing Gum as a Treatment for Rumination in a Child with Autism” study reveals the challenging behavior of rumination can be treated effectively by using chewing gum as a replacement behavior. The study is published in the current issue of the Journal of Applied Behavior Analysis.
Rumination involves regurgitation of previously ingested food, re-chewing the food, and re-swallowing it. The study examined a child with autism who displayed chronic rumination for approximately one year, resulting in the decay and subsequent removal of several teeth. After several treatments failed, including thickened liquids and starch satiation, the child was taught to chew gum. His rumination decreased significantly when gum was made available.
“The key findings of this research study are significant for both parents and practitioners,” says researcher Denise Rhine, MS ED, BCBA. “The findings suggest that access to chewing gum may be an effective and practical treatment for rumination in some individuals with autism.”
The complete “Chewing Gum as a Treatment for Rumination in a Child with Autism” study is published in the summer 2009 Edition of the Journal of Applied Behavior Analysis, pages 381-385. The study is also located online at http://seab.envmed.rochester.edu/jaba/toc/cur/jabacurrent.php.
Questions regarding this study should be directed to Dr. Jonathan Tarbox, CARD Director of Research at j.tarbox@centerforautism.com or 818.345.2345.
About the Center for Autism and Related Disorders, Inc. (CARD):
CARD is committed to science as the most objective and reliable approach to evaluating treatment for autism. CARD’s mission is to conduct empirical research on the assessment and treatment of autism and to disseminate CARD’s research findings and derived technology through publication and education of professionals and the public. While the primary focus of CARD’s research is ABA-based methods of assessment and treatment, CARD’s overall approach to research includes any topic which may hold promise for producing information that could improve the lives of individuals with autism.
In addition, CARD maintains a reputation as one of the world’s largest and most experienced organizations effectively treating children with autism, Asperger’s Syndrome, PDD-NOS, and related disorders. Following the principles of Applied Behavior Analysis (ABA), CARD develops individualized treatment plans for children worldwide. For more information about CARD, visit www.centerforautism.com.
In addition, CARD maintains a reputation as one of the world’s largest and most experienced organizations effectively treating children with autism, Asperger’s Syndrome, PDD-NOS, and related disorders. Following the principles of Applied Behavior Analysis (ABA), CARD develops individualized treatment plans for children worldwide. For more information about CARD, visit www.centerforautism.com.
CARD Research Director Discusses Autism on NPR, North Dakota
Click here to listen to the interview.For news CARD Interviews - click here - or visit www.centerforautism.com.
CARD Research Expert to Speak on Autism in Grand Forks, North Dakota
As written by The Jamestown Sun newspaper
Jonathan Tarbox, the director of research and development at the Center for Autism and Related Disorders, will present a two-day conference on Sept. 29-30 in Grand Forks. “Challenging Behaviors: Interventions and Curriculum” will begin at 8:30 a.m. each day at the South Ballroom of the Memorial Student Union at the University of North Dakota.
Jonathan Tarbox, the director of research and development at the Center for Autism and Related Disorders, will present a two-day conference on Sept. 29-30 in Grand Forks, North Dakota.
“Challenging Behaviors: Interventions and Curriculum” will begin at 8:30 a.m. each day at the South Ballroom of the Memorial Student Union at the University of North Dakota.
Tarbox will help conference at-tendees learn about ap-plied behavior analysis and how this approach can help individuals with disabilities, their families, and professionals who work with children and adults with autism. Many of the studies and philosophies of ABA focus on behavior and what interventions and applications can alter behavior.
Tarbox has published articles in peer-reviewed journals, book chapters in behavioral psychology texts and articles in popular media. He serves on the board of editors for The Analysis of Verbal Behavior, the Governmental Affairs Committee of the Practice Board of the Association for Behavior Analysis International and the Board of Advisors for the Chicago School for Professional Psychology—Los Angeles Campus. He also chairs the Research Development Committee of the California State University and the Northridge Applied Behavior Analysis Consortium, and is the President-Elect of the Nevada Association for Behavior Analysis.
CARD is a nationally-renowned organization created in 1990 to meet the needs of individuals through the age of 21. Its programs support children as they learn to communicate, develop friendships, and lead happy, healthy lives.
“Challenging Behaviors: Interventions and Curriculum” is the third of three conferences ACC is hosting about autism in 2009. To register, or for more information about this and other conferences offered by the Anne Carlsen Center, contact ACC Employee and Outreach Training Specialist Julie Hoeckle at 1-800-568-5175. More information, including a conference brochure, is available at www.annecenter.org.
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