Center for Autism and Related Disorders, Inc.

WE ARE MOVING!!

2011-01-20T14:59:00.000-08:00

We have made a brand new blog! Please come check us out here: http://blog.centerforautism.com.
We will no longer be posting to this blog. So don't forget to check us out at our new blog and make sure to subscribe to us for new postings!

CARD New York Hosts Free Weeklong Series to Help Parents Get Past Challenging Behaviors

2011-01-12T14:57:00.000-08:00

All workshops are designed for parents and practitioners of children with and without autism.

RSVP Required For Each Workshop:

A. BLAZAITIS @CENTERFORAUTISM.COM

or 914-833-1303

Tuesday, February 22, 2011
How to Administer Oral Medication
7pm - 9pm
Cost: Free
Center for Autism and Related Disorders, Inc.
1890 Palmer Avenue, Ste. 404
Larchmont, NY 10538

Learn

Potential obstacles to successful medication administration
How to change the environment to work more productively and
How to use reinforcement strategies most effectively

February 23, 2011
Moving Past Picky Eating
7pm - 9pm
Cost: Free
Center for Autism and Related Disorders (CARD)
1890 Palmer Avenue, Ste. 404
Larchmont, NY 10538

Learn:

Potential reasons for children not having wide diets
Proven methods for increasing acceptance, and
Watch videos of successful treatment in action

February 24, 2011
Effective Toilet Training at Every Age
7pm - 9pm
Cost: Free
Center for Autism and Related Disorders (CARD)
1890 Palmer Avenue, Ste. 404
Larchmont, NY 10538

Learn:

What is and isn't age appropriate to adjust your expectations
How taking a little data can be enormously beneficial in the long run, and
Step by step instructions on how to start training

February 25, 2011
Changing Challenging Behavior Starts with You
7pm - 9pm
Cost: Free
Center for Autism and Related Disorders (CARD)
1890 Palmer Avenue, Ste. 404
Larchmont, NY 10538

Learn:

How to use Functional Assessments to produce a working Behavior Plan
How the behavior of people in the environment can help and hinder progress, and
Effective methods to assess if your Behavior Plan is working as you expected

CARD’s Executive Director Dr. Doreen Granpeesheh Discusses Autism and Vaccines on FOX News Network’s “Fox and Friends”

2011-01-10T14:21:00.000-08:00

A 1998 controversial study linked vaccines and autism. Since then, thousands of parents grappled with the decision about whether or not to vaccinate their children. That study is now being debunked. Dr. Doreen discusses what parents need to know now about autism and vaccines.

Behind the Scenes: Sarah Cho, CARD Fresno Managing Supervisor on KSEE News

2011-01-07T12:31:00.000-08:00

Yesterday I had the exciting opportunity to speak with Alex Delgado at KSEE 24’s Central Valley Today Show. We discussed CARD’s upcoming insurance workshop which is being hosted at the CARD Fresno office on January 19^th. I so was pleased that a local TV show felt the same urgency that we feel to share information with the families that have children with Autism. I had never been interviewed before and wanted to say so much more than what time allowed.

Families affected by Autism feel stress on a completely different level than other families with typically developing children. Every milestone, every setback is felt a hundred times over. I am in awe of the parents who fight to get their children the services they need on top of all the other things they are completely each day. They are heroes for their children in my eyes.

It is my hope that insurance funding will help all of the families and children here in the Central Valley that have yet to receive intervention or have a continued need for intervention. It was my pleasure to speak on behalf of CARD and I hope that a lot of you were able to catch the show! Best regards, Sarah Cho

Autism Insurance Workshop

January 19th, 2011

6:30-8:304928

E. Clinton Way Fresno, CA
RSVP: a.mitchell@centerforautism.com

Commitment

2011-01-07T08:26:00.000-08:00

A NOTE FROM THE DOCS
Author: Jonathan Tarbox, PhD, BCBA-D, Director of Research and Development, Center for Autism and Related Disorders

I recently got an email from a woman (I’ll call her Betty) who shared her story with me. She and her husband legally adopted their granddaughter, who has autism. They live in a very rural area, where there are no applied behavior analytic (ABA) services available. They drive her 400 miles per week, so that she can get a few hours of ABA services, and they are doing whatever they can to cobble together something resembling a full-time, intensive ABA program. They are retired – they are supposed to be traveling and playing golf. They are supposed to be relaxing and reflecting on how much they have already accomplished and how they can now finally rest. But that’s not the hand they were dealt. Instead, they have been given the fight of their lives.

But what struck me so much about the email was not how difficult it is for them— I hear that from every family I work with. Autism is a challenge, no matter what your circumstance. What affected me was the matter-of-fact tone of commitment that came across in the message. And then what occurred to me is that they are simply doing a better job than most of us do, when given any challenge, in any culture, or in any walk of life. We all complain a lot, myself included.

Thankfully, many of us are fortunate enough to have the luxury of complaining about mundane things like annoying coworkers or our own feelings. Most of us do not realize how lucky we are. Even folks who have a child on the spectrum sometimes do not appreciate how lucky they are. The fact that we were born in a culture where individuals with autism are no longer locked away, and where we take it for granted that each child has the right to living as independently as possible, is pretty lucky, compared to many parts of the world. Some parents I work with were lucky enough to happen to live in a school district, state, or region where their child’s 30 hour-per-week ABA program is fully funded and their child gets therapy from some of the best clinicians in the country. Betty and her husband would give a limb to give their granddaughter a shot at that. It’s all relative, of course, but Betty’s email reminded me of something that I, and I believe most of us, would do well to remember. We are lucky to have what we have. But appreciating the positive is not enough. It’s what we do with what we have that really counts.

Betty and her husband’s behavior shows what really matters: the commitment to doing whatever it takes. Not thinking about doing it, wanting to do it, intending to do it, worrying about it, complaining about it, nor resenting it. But simply waking up every day and doing the behaviors that need to be done. So, hats off to Betty and her husband, and the thousands of other families of kids on the spectrum, who by simply doing what they do every day, are redefining the word commitment.

Sarah Cho To Speak At Autism Insurance Workshop

2011-01-06T09:22:00.000-08:00

Our very own Sarah Cho, Managing Supervisor, will be on KSEE 24 today between 11:00 am to 12:00 pm to discuss our insurance workshop that will be on January 19th from 6:30 pm – 8:30 pm. She will be going over “Is My Child’s Autism Treatment Funded by Insurance Providers?” This is a free, 2 hour workshop for parents of children with autism. The free workshop will address current California insurance funding issues related to autism treatments. Autism insurance reform laws have been enacted by 23 states. California is one of nine states with autism insurance reform bills pending introduction or endorsement.

Autism is a pervasive developmental disorder that is marked by the presence of impaired social interaction and communication in addition to a restricted repertoire of activities and interests. According to the Center for Disease Control Prevention, one in every 110 children is diagnosed with autism in America, making it more common than childhood cancer, juvenile diabetes and pediatric AIDS combined. For those of you, who are interested and unable to watch, please attend our insurance workshop on the 19th located at 4928 E. Clinton Way, Suite 105, Fresno, CA 93727 at 6:30 pm.

Autism Independence

2011-01-05T11:52:00.000-08:00

By Suzanne Oshinsky

After receiving my Bachelors of Fine Arts degree I was teaching art courses to students K-12. Depending on the school’s resources and the age of the students materials ranged from paper and pencils to video equipment.

In 2006 I was invited to teach an art course at a special education school at Mission PAU in the San Gabriel Valley. I met their regular instructor Phil prior to teaching the class and he informed me they were physically handicapped.

That was the extent of the limitations he told me about his students. The one other fact he said was that they were post high school. Ages ranging from 18-22, 22 being the oldest since services were terminated at that age.

Based off the description Phil had given me of his class I came prepared with a syllabi that would be appropriate with the older students.

What he had told me was very misleading, or maybe I was just uninformed with the vocabulary he was using. Their skill sets were varied. Some were autistic, some had down syndrome, some had dual diagnosis, others I can’t remember what their diagnosis were but they weren’t what I had imagined when he used the label physically handicapped. Some of these adults spoke, some could not, others were able to walk around the classroom and acquire items they wanted. I remember one who was confined to a wheelchair incapable of moving or talking on his own.

I was not prepared for this and had to abandon any ideas I had on what we were going to do. I look back on this and I imagine Phil wanted me come without any preconceived notions of what his students abilities were. I remember in our first meeting when we were discussing what his students interests were he bragged that they used the woodshop to make items. That is probably true of some his students but definitely not all, especially if they were unassisted.

Only after having stepped into Phil’s classroom to meet his students did I begin to think about the minor details he revealed about his class. The most obvious thing I overlooked was their age. It didn’t dawn on me to think about the fact that I wasn’t at a college or junior college teaching 18-22 years olds. What kind of student would still be in school at 18 years of age and not be in college?

The schooling that Phil’s students were receiving was something called transition services. Transition services are classes that help adults with disabilities become as independent as possible. Bob, Phil’s highest functioning student is somewhere on the autism spectrum. He would leave class everyday and go to work at his job for a few hours. It was a menial task but Bob enjoyed it, he liked the independence he had and would tell me about what he did there.

Of course most things parents read about autism is how to help your child. What do you do with your child once they are an adult? Most people who become parents think there is an expiration date to parenting, or at least the involvement lessons. Unfortunately that’s not the case with a child who has learning disabilities.

The hope we have for a child that has autism is recovery but that’s not always what happens. The best thing after that is providing them with tools that will help them have a fulfilling and meaningful life as the grow, which includes having as much independence as possible. My experience teaching in Phil's classroom taught me that the milestones were different for everyone, but it's meaning remained the same. Each skill learned is a step toward independence.

Challenging Behavior and Symptom Severity in Children with Autism Spectrum Disorders

2011-01-03T15:33:00.000-08:00

By Marlena N. Smith

In a recent study, CARD researchers Jina Jang, Dr. Dennis Dixon, Dr. Jonathan Tarbox, and Dr. Doreen Granpeesheh found a relationship between symptom severity and challenging behavior in children with autism spectrum disorders (ASD). Children with ASD are often reported to display challenging behavior (e.g., aggression, tantrums, self-injury, stereotypy, etc.); however, research examining the prevalence of challenging behavior in this population is limited. The purpose of the current study was to explore the incidence of challenging behavior and the relationship between symptom severity and challenging behavior in children with ASD receiving early intensive behavioral intervention (EIBI) services.

Participants included 84 children with ASD. The participants were evaluated using the Autism Spectrum Disorder – Diagnostic for Children (ASD–DC) to measure ASD symptom severity, and the Autism Spectrum Disorder – Behavior Problems for Children (ASD– BPC) to measure challenging behavior. Both instruments were completed via caregiver report.

The results revealed that 94 percent of the participants engaged in at least one type of challenging behavior. Challenging behaviors that were most commonly endorsed and reported as most severe included: repeated and unusual vocalizations, unusual play with objects, leaving the supervision of caregiver without permission, and repeated and unusual body movements. Furthermore, a relationship was identified between ASD symptom severity and challenging behavior, with the participants with greater symptom severity demonstrating a higher degree of challenging behavior.

Findings suggest that children with ASD demonstrate a high prevalence of challenging behavior, with repetitive and stereotypic behaviors being the most common. Furthermore, the results suggest a relationship between ASD symptom severity and challenging behavior. It is important to examine challenging behavior in children with ASD receiving EIBI services because challenging behaviors are likely to disrupt skill acquisition in such programs. Further research should explore the relationship between challenging behavior and EIBI outcomes in children with ASD.

References

Jang, J., Dixon, D. R., Tarbox, J., & Granpeesheh, D. (in press). Symptom severity and challenging behavior in children with ASD. Research in Autism Spectrum Disorders. doi:10.1016/j.rasd.2010.11.008

Defining Autism

2010-12-30T08:34:00.000-08:00

By:

Suzanne Oshinsky

Some common signs of autism are difficulty communicating, lack of social skills, and repetitive behavior. [1]

Remove the word autism from that sentence and those descriptions define most artists. There is an iconic, preconceived notion associated with artists labeled as genius. As they are consumed by their practice and their unique vision of the world, their artwork is the defining way for them to relate to others. Their medium is their voice. Their reality is experienced in a tunneled vision which allows them to focus on their craft.

Two of my favorite artists are Dan Graham and Vito Acconci. I've attended their lectures and have noticed that they speak in a way that lacks the social norm of a professional presentation–their language skills curt, their body language riddled with stereotypy. Prior to my job with CARD, however, I would have never used these words to define their behaviors.

Some defining characteristics of those with autism may appear to be idiosyncratic and out of control. To be an artist is to be dedicated to an interest. One repeats the same action over and over to get the balance and the look of the piece just right. The stacking of objects, the layering of paint strokes, etc is repeated indefinitely until it feels right. I want to emphasize the word FEEL. It’s not anything tangible or concrete that lets an artist know that the piece has reached completion. It’s a subjective feeling that the repetition in finessing it is over.

It is problematic thinking to believe that those who have difficulty communicating, lack of social skills, and repetitive behavior are autistic and not just exhibiting idiosyncratic quirks.

I say this only because many of my peers–people who I think are brilliant–have these common signs of autism. While these traits are subtle they are there none of the less.

I have heard people express the opinion that ABA therapy will destroy any individuality and uniqueness that their child possesses. I believed that as well until meeting a former client of CARD named Ethan during an interview for a documentary on autism. Ethan is now recovered, and when we spoke he was a funny, charismatic kid. While he was somewhat quirky, he exhibited none of the traits that would qualify him for a diagnosis of autism.

I wonder what the fine line is between autism and quirkiness.

[1] http://www.searo.who.int/LinkFiles/Mental_Health_and_Substance_Abuse_autism.pdf

http://thebeginner.eu/curious/389-autisms-big-break

http://www.ninds.nih.gov/disorders/autism/detail_autism.htm

Spreading Autism Awareness and Resources Around the World

2010-12-29T08:06:00.000-08:00

CARD Virginia Team

In 2010, we participated in over 120 events – the most ever in one year for CARD! These events (walks, seminars, festivals, workshops, conferences, community forums) allowed us to be a part of something bigger, join forces with parents and other professionals, all while allowing us to help raise autism awareness, get connected, and thus...form a greater bond with the community.

CARD Los Angeles Team

It was a packed year, indeed! But one that we would gladly do again. In fact, we plan to do just that! We already have more than 30 scheduled events for 2011. And as we move into a new direction, we're going to collectively stretch farther into the community and spread more autism awareness with a special message that recovery is possible.

CARD Chicago

We hope we will meet you at many of the events around the nation and across the globe. Here’s a list of events our autism experts will attend or host, as early as January 19th. Click here – http://www.centerforautism.com/autism_events and view the entire list of currently scheduled events.

At the end of January, CARD will attend the Florida Education Technology Conference (FETC), in Orlando. That’s where we will unveil Skills™, the one-of-a-kind, effective program for autism recovery.

Stay tuned to the CARD Blog for more details about Skills™ and this upcoming conference.

EXCITING things are happening, and we want you to be a part of them all. Stay tuned!

All the best,

Daphne Plump

CARD PR & Events Manager

Recovery from Autism: A Note From The Docs

2010-12-28T09:02:00.000-08:00

Written By:

Adel Najdowski, PhD, BCBA-D

Director and Co-Creator of SKILLS and Manager of Research and Development at the Center for Autism and Related Disorders

Recovery from autism is still a controversial topic and many in the autism field are still afraid to discuss it. We at CARD have seen recovery for decades and we make it happen for some of the children that we treat. We are not the only ones. Treatment providers all over the country who have been doing top-quality ABA treatment for children with autism, for a minimum of 30 hours per week, for two or more years, have been recovering children for years. Let me explain exactly what we at CARD mean when we say a child has recovered from autism. We mean that the child no longer displays clinically significant impairments related to autism. In other words, there is nothing left to treat, the child is doing just fine. But it’s not good enough to just take our word for it, so here is how we measure it.

There are three main pieces to how we measure recovery from autism: 1) the child scores in the average range or higher on valid standardized tests of intelligence, language, socialization, and daily living skills, 2) the child is earning passing grades in a regular education classroom, with no specialized supports, whatsoever, and 3) the child is evaluated by a medical doctor or psychologist who is an expert in diagnosing autism, and the clinician’s conclusion is that the child no longer qualifies for any diagnosis on the autism spectrum.

You may have noticed that we use the word recovery in some of the marketing and public relations materials for SKILLS and you might be wondering if we are saying that SKILLS is going to recover your child. We are not saying that, and there is currently no guarantee that any treatment in the world can recover your child from autism. SKILLS is the best quality multidisciplinary system in the world for designing and tracking progress in ABA programs. Top-quality early intensive ABA treatment is what brings about recovery in some portion of children with autism, so if your team is using SKILLS and your team is doing professional-quality ABA treatment, starting before the age of 5, with 30 or more hours per week of therapy, continuing for 2 or more years, your child may have a chance at recovery.

Any scientists listening might be wondering about the research. Every single published study on the outcomes of behavioral intervention for children with autism, that included a control group, that started treatment before the age of 5, implemented more than 25 hours per week of treatment, and that continued treatment for 2 or more years, reported that at least some of their participants achieved functioning in the average range on at least some of their outcome measures. In most of these studies, some percentage of the children achieved average functioning on all of the outcomes. More scientifically rigorous research is still needed on recovery from autism, and as we are writing this right now, it is currently underway here at CARD and at a few other centers, but the evidence currently available already strongly supports recovery.

Some people acknowledge that children with autism may be able to achieve completely non-impaired functioning but they must still have autism. But if the child no longer qualifies for the diagnosis and does not have any challenges left for us to treat (other than any other typically developing child might), then why do we still need to burden him with the label? There may well be something still amiss biologically or physiologically, but if there is no longer any clinically significant impairment in language, socialization, and stereotyped behavior, then the child no longer has autism, they have impaired physiology.

It’s also important to note that the majority of children with autism today will not recover, even if they receive the best possible treatment. Recovery is not the only meaningful outcome of treatment. The point of ABA treatment is to maximize the development of each child, so that each child reaches his or her highest possible learning potential, and for some children the highest possible potential is recovery from autism. Some of the children we have recovered are now living on their own and succeeding in college or in mainstream jobs. For children who do not recover, maximizing learning potential means learning skills that will make their day-to-day life more independent, fulfilling, and dignified. All outcomes are meaningful and legitimate, so long as each child with autism is given their best possible chance to learn the most they can, using scientifically proven treatment approaches.

Another issue that needs to be discussed is that, by recovering someone from autism, we are not removing their unique perspectives on life or their unique personality. We are simply teaching skills, we are giving tools, we are opening up options. It is then the child’s choice as to whether or not he wants to take them. We are not trying to make anyone “normal,” we don’t even believe in normal. We believe in learning skills that make you stronger and more independent.

Unfortunately right now, the research has not been done yet to allow us to predict exactly who will recover and who won’t. As long as we are able to start intensive treatment, and by intensive I mean 30 or more hours per week, before the age of 5 or so, we are shooting for recovery with every child. We know we won’t achieve it in every case, but the worst possible outcome is that the child learns lots of useful life skills. The fact that most children will still not recover from autism doesn’t mean they don’t deserve a shot at getting the best treatment possible and learning the most they can.

Pass the word along. Recovery is possible.

Paying Tribute to Dr. O. Ivar Lovaas

2010-12-27T14:34:00.000-08:00

By Marlena Smith

In a recent article published in the Journal of Autism and Developmental Disorders, Tristram Smith and Svein Eikeseth pay tribute to Dr. O. Ivar Lovaas, a pioneer of applied behavior analysis (ABA) treatment for autism spectrum disorders. Dr. Lovaas dedicated 40 years to autism research and his approach to ABA has transformed autism treatment.

Dr. Lovaas was a mentor to many including Dr. Doreen Granpeesheh, the founder and executive director of the Center for Autism and Related Disorders (CARD). Dr. Granpeesheh studied under Dr. Lovaas at UCLA, and she contributed to Dr. Lovaas’ 1987 study, which found early intensive ABA intervention to produce remarkable gains in children with autism.

Dr. Lovaas pasted away this year at the age of 83. His lifework has changed the lives of countless children with autism and their families. To read about Dr. Lovaas’ many contributions to the field of autism and ABA you can access Smith and Eikeseth’s tribute at http://www.springerlink.com/content/6872680371m64u1p/.

References

Smith, T., & Eikeseth, S. (2010). O. Ivar Lovaas: Pioneer of Applied Behavior Analysis and Intervention for Children with Autism. Journal of Autism and Developmental Disorders. doi:10.1007/s10803-010-1162-0

Do What You Love and Love What You Do

2010-12-22T08:48:00.000-08:00

Among my peers, I am a celebrated optimist. Wherever there is a negative opinion, I am there to turn it into a positive. So it was only natural after reading a somewhat depressing blog (http://behaviorjunkie.wordpress.com/2010/12/17/) by ‘Behavior Junkie’, that I would need to reply to it with a positive twist. The blog discusses the path that behavioral analysis is heading, and discusses the faults that he has witnessed in analysts. I am in no way criticizing this view, because it may be very valid from his perspective, instead I am giving my opinion based on my experiences.
There are plenty of downfalls we can see in a person’s ability as a behavior analyst. If they are young, they may lack experience. If they are experienced, they may be blinded by what they have witnessed or may be stuck using old methods that are no longer the most effective. If they are methodical, they may look at ABA treatment as a list of steps and procedures, where if the person is more emotional, they may use ABA too loosely. The truth is everyone is different, has a different personality, past, set of beliefs, and ultimately a different take on ABA. While the analysis itself is a precise application of behavior observation, reinforcement, and prompting, the analysis itself is likely to be subjected to the analysts’ personal qualities and experiences. Therefore no matter how alike ABA treatments seem to be there is always room for interpretation by the user. This diversity creates opportunity for growth and new findings in the field.
It is unnecessary to say that one needs to “adapt or die” because this view focuses on the career as an individual process, where with the help of co-workers, it can be a group activity. In this environment learning from others, and improving one’s skills is especially possible. I think the best advice for behavior analysts is for them to “do what you love and love what you do”. As cheesy as this sounds, I think it is exceedingly important to accept that we are more successful and give more of ourselves to the world when we are contributing something that is natural and enjoyable to us. If this is the lifestyle we choose and remember this passion, I can almost guarantee, that being humble and doing the job to the best of one’s ability will come as second nature. This does not mean that one does not need to work hard; instead this hard work will be beneficial to both the analyst and the families receiving the services. My suggestion is to take the Behavior Junkie’s advice as a caution to what behavior analysis can become if they do not continue to remember why they are doing what they do it in the first place: helping people is something they love to do, and behavior analysis is something they truly believe in. With that, I’ll leave you to enjoy a Happy Holidays full of family, happiness, and love.
Yours Truly,
Amanda Deering

Toys For Tots

2010-12-21T19:11:00.000-08:00

The US Marine Corps in Pasadena assigned Corporal David Carranza and Corporal Emmanuel Garcia to pick up toys generously donated by the public and our staff from the Center for Autism’s offices for Toys For Tots.

Daily News, Saturday, December 18, 2010, page A8

Please check out the video footage on our Face book page. Thank you for your service to all our Marines!

The toys the Marines collected will be distributed to less fortunate children in and around the San Fernando Valley in Southern California. We’re particularly excited as we reached our goal of collecting a combined total of $100,000 worth of toys from 18 of our stateside offices this year. A big thanks to the Marine Corps and CARD's own Nancy Plotkin and Danielle Vandermade for making this year's toy drive possible!

Selecting Toys this Holiday Season

2010-12-20T13:09:00.000-08:00

By Marlena Smith

There is no doubt that play is a crucial part of a child’s development. Through play a child can trigger his or her imagination and creativity, engage various senses, learn and practice new skills, and build relationships and social skills. Since children with autism often display a lack of spontaneous pretend play, selecting toys that promote constructive play can be challenging for parents.

While you are shopping for toys this holiday season, consider perusing the Toys “R” Us Toy Guide for Differently Abled Kids. For almost 20 years, Toys “R” Us has provided this free resource, which aids the selection of toys for children with disabilities. Using the guide, shoppers can identify toys that target a variety of skills including auditory, creativity, fine motor, gross motor, language, self-esteem, social, tactile, thinking, and visual skills. Furthermore, the digital version of the guide makes finding the right toy for each child simple by allowing shoppers to limit searches based on age range, gender, brand, theme, and price range. The guide also provides other valuable resources including tips for toy buying and safe playing for children with special needs.

This holiday season, select toys for your child that encourage constructive play, evoke imagination, and support development. To browse the electronic version of the Toys “R” Us Toy Guide for Differently Abled Kids click here.

Toys For Tots. We’re Raising Christmas Gifts!

2010-12-15T13:18:00.001-08:00

All CARD offices around the U.S. are on a mission to raise as many toys possible for Toys for Tots Foundation.

We have been campaigning all month long internally and have invited the public to join in.

Find your local drop-off Toys for Tots location and help bring a smile to a child’s face this holiday season.

Doctor's Sued Over 'Dangerous' Autism Treatment

2010-12-15T13:05:00.000-08:00

By Suzanne Oshinsky

The main thing that struck me after reading the article "Doctors Sued Over 'Dangerous' Autism Treatment" in the Chicago Breaking News was the difference in perspective over what is considered desperate and what is considered proactive when treating autism.

The delineating line seems to be fear or hope, depending on a person’s outlook in handling the diagnosis. While working on the Center for Autism and Related Disorders' (CARD) second documentary on autism, I interviewed many families, and found something in common with all of them. After receiving their pediatrician's diagnosis, regardless of whether their children were recovered or still in treatment, they all agreed that Applied Behavior Analysis (ABA) should be part of a multifaceted treatment plan. This meant figuring out what combinations of treatments were most effective, that each child is unique, and that there isn’t a blanket approach to treating autistic children. Since there isn’t a clear path to recovery there is an overwhelming amount of different treatments available that may or may not help. Deciding what treatments are worth and not worth trying is a difficult decision.

As with any part of parenting, whether the child is typical or a-typical, there should be unity in all decisions. It’s a difficult period because it requires constant communication and strength between the parental figures. Unfortunately, parents of children with autism have a high, 80% divorce rate. Part of that has to do with the fact that each parent must have the same conviction in treating the child.

It’s saddening to see in this article that two parents who love their child have such a staggering difference in opinion as to what is helpful or detrimental.

Again it seems like it has to do with outlook. The lens we use to see the world. What motivates a person, a parent; hope or despair?

CARD Update

2010-12-14T13:51:00.000-08:00

Pictured: Dr. Doreen Granpeesheh

Written By: Zuzana Korda, Traffic Coordinator, CARD

Public Relations & Events Manager Daphne Plump and I have spent the past week drafting a new press kit for CARD’s Founder and Executive Director Dr. Doreen Granpeesheh.

I organized the photoshoot, and Daphne and Chief Technology Officer / Multimedia Director Rob Pontello, managed it to a successful conclusion. The photos look great, Dr. Doreen is very pleased and we are all excited to send out Dr. Doreen’s Press Kit as a comprehensive media pitch to national and international Television, Radio, Newspaper and Online media.

I particularly enjoyed hiring headshot photographer Peter Michelena. With 10 years experience, he was a consummate professional and immediately showed us all the images he was taking.

We are planning a proactive media campaign to position Dr. Doreen as a leading spokesperson on autism and related disorders, as well as other psychological illnesses and conditions among all media audiences. We want her to be THE person to contact when a behavior expert is needed to comment on news items of interest.

Dr. Doreen will be vacationing in New Zealand and Australia, next week. I’m currently pitching the world renowned autism expert for TV, newspaper and radio shows in New Zealand and Australia between December 16th and December 22nd. We’ll keep you posted!

iPads. The New Behavior Therapist?

2010-12-13T13:13:00.000-08:00

When I first saw the iPad, I must admit, I thought it was a completely unnecessary and awkward-looking device. It wasn’t until I heard how helpful it was for children with autism and other communication disorders that I understood how useful this technology could be. This makes complete sense, too; the iPad, which is simple enough for children to use, is also very appealing to the young ones who love to feel ‘adult’ by using new technology. The 8-year-old kids I worked with at a summer camp loved bringing their phones and showing me how grown-up they were, even though they could only use it to play games. We all know how effective the learning-based computer games, such as Leap-Frog and Mavis Beacon, are at keeping children’s attention while teaching. So why not transfer this idea to a device that is portable, like the game-boys children are so fond of, and with a touch screen, which allows for a more engaging, personal connection with the skills being learned in the games?

Just like the infamous iPhone apps, there are many iPad apps that help teach skills, such as reading and spelling, which is helpful to all children, but there are also apps that teach skills specific to the development of children with autism. One of these apps, Grace, teaches children how to put sentences together using images. iCommunicate and Stories2Learn are two apps that allow families to put together a story for their children to learn how to perform certain activities, act in different situations, and answer social questions. The apps are verbally interactive, as well; iConverse teaches skills using a voice-recording device, text-to-speech engine, and built-in sentences. These are just a few of the skills that I am sure many parents of children with autism would find extremely useful to be able to teach their children. It is also a bonus that these apps are in a game-type format that kids find fun, a great reinforcement for learning.

I think one of the most important aspects of helping children with autism learn new skills is the inclusion of the family in the process. I know families who have children with autism can spend a lot of time driving to appointments and getting services, and that many activities that may seem simple, take much longer. I feel sympathy for these families and it seems to me that the iPad apps could be a great help. It gives the children a way to teach themselves these new skills and gives the ever-busy parents a bit of a break, while still allowing them to be a part of the process by creating these stories that the children learn. With its verbal, visual and physically interactive qualities, the iPad has the ability to help develop numerous skills using a variety of teaching methods. C.A.R.D. is also looking at using this technology with Skills, a program that assesses a child’s development and teaches hundreds of skills where needed. It seems to me that with the continued development of these apps, iPads could potentially take the place of behavior therapists. More information about these iPad apps can be found at: http://www.gadgetsdna.com/10-revolutionary-ipad-apps-to-help-autistic-children/5522/ and information about the Skills program can be found at: http://centerforautism.com/Services/CARD_SKILLS.asp

Holiday Traditions

2010-12-13T13:03:00.000-08:00

Holiday Traditions

By: Marlena N. Smith

Baking cookies is a time-honored tradition for many families during the holidays. When I was younger, my mom and I would bake cookies every Christmas Eve. Before going to bed, we would leave a plate of cookies and a tall glass of milk on the table for Santa. We would also leave a dish of cookies and a saucer of milk by the foot of the table for Rudolph.

For many families of children with autism, participating in such holiday traditions can be difficult, especially if the child follows a strict gluten-free casein-free (GFCF) diet. While baking without wheat and milk products can pose a challenge, there are many great GFCF recipes. The following recipe for spritz cookies is available at www.gfcfrecipes.com, which provides free GFCF recipes for dishes ranging from breakfast to dessert.

Spritz Cookies

Ingredients:

1 cup margarine

2/3 cup sugar
1 tsp vanilla
1 egg
2 1/4 cups rice flour blend (a mixture of rice flour, potato starch, and tapioca flour)
1/2 tsp salt

1/2 tsp xanthan gum

Directions: Preheat the oven to 400 degrees Fahrenheit. Beat the margarine and sugar in a large mixing bowl. Next, add the vanilla and egg, and blend well. In a different bowl, mix the rice flour blend, salt, and xanthan. Combine with the sugar mixture and beat at a low speed until the dough is well blended. Next, flatten the dough using a cookie press and use cookie cutters to create the desired holiday shapes (e.g., Christmas trees, candy canes, menorahs, dreidels, etc.). Place cookies 1 inch apart on an ungreased baking sheet and bake the cookies for 6 to 8 minutes or until edges are slightly browned.

Holiday traditions are such a great part of growing up. If your family participates in a fun holiday tradition, please share. Feel free to post any holiday traditions, recipes, activities, crafts, ext.

CARD Coming to Reno, NV

2010-12-13T09:48:00.001-08:00

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We are coming to Reno, Nevada in the beginning of 2011. Make sure to reserve your spot! Don't live in Reno, Nevada? Well then check out some of other locations. Don't miss out on this opportunity to get direct 1:1 therapy, parent training/skills, specialized outpatient services, and much, much more!

Center for Autism and Related Disorders Announces CARD eLearning, a Premier Online Training System for Behavior Therapists

2010-12-13T09:39:00.000-08:00

The Center for Autism and Related Disorders announces the launch of www.cardelearning.com, a new online tool for teaching practitioners and other caregivers effective techniques to treat children with autism.

Nationwide, December 13, 2010 The Center for Autism and Related Disorders, Inc. (CARD), the world’s largest provider of state-of-the-art early intensive behavioral intervention for children with autism, has launched CARD eLearning™ (www.cardelearning.com), the premier Applied Behavior Analysis (ABA) online educator for parents and practitioners working with individuals with autism.

The CARD eLearning™ program is a 40-hour online, self-guided training course designed to facilitate effective intervention for children with autism by equipping users with foundational knowledge in ABA. The curriculum consists of 9 video-based training modules such as: (1) Definitions of Autism Spectrum Disorders and Applied Behavior Analysis (ABA), (2) Skill Repertoire Building, and (3) Behavior Management.

The modules feature online note taking, quizzes, and a final exam with a certificate of course completion. CARD eLearning™, similar in content to a three-credit university survey course, should take users approximately 25-45 hours to complete, depending on personal knowledge and background.

“Users will acquire knowledge about teaching skills to children with autism using Applied Behavior Analysis (ABA) techniques,” says Dr. Doreen Granpeesheh, CARD Founder and Executive Director. “However, this program will not teach users how to design and direct a treatment plan for a child.”

Thea Davis, a Board Certified Behavior Analyst and graduate of CARD eLearning™, says: "In this world where so many children with autism are not receiving services, and BCBA's are overwhelmed and not able to meet the needs of the children waiting for services, it allows an alternative to the traditional lecture-style training for an ABA therapist.”

Preliminary research into the effectiveness of CARD eLearning™ was published in the 2010 volume of the peer-reviewed journal Research of Autism Spectrum Disorder. That study, titled “Evaluation of an eLearning Tool for Training Behavioral Therapists in Academic Knowledge of Applied Behavior Analysis,” was a randomized comparison of performance on a written test of knowledge of ABA principles and procedures for two groups of newly hired behavioral therapists. One group received traditional didactic training and the other received the eLearning program, followed by a brief discussion session.

Knowledge of ABA principles and procedures increased substantially for both groups, with the traditional didactic group achieving scores slightly higher than the eLearning group.

Practitioners can register to use the tool free of charge until January 01, 2011. Visitors can access the online educator at www.cardelearning.com.

MEDIA CONTACT – Daphne Plump – CARD Public Relations Manager – d.plump@centerforautism.com – 661.478.6512

ABA As A Way To Teach Executive Functions And Perspective Taking

2010-12-09T16:04:00.000-08:00

By Suzanne Oshinsky

In November the annual conference for the Missouri Association for Behavior Analysis (MOABA) was held. This year Dr. Jonathon Tarbox, who is the Director of Research and Development for Center for Autism and Related Disorders (CARD), was invited to give a speech. The focus of his speech was on the recent research and clinical practice conducted at CARD specifically within executive functions and perspective taking. In layman’s terms executive functions are the way in which the brain processes appropriate actions, plan, and filter through extraneous information. Perspective taking is being able to understand how another person feels or sees a situation.

Specifically Dr. Tarbox spoke how Applied Behavior Analysis (ABA) can be used to teach children with autism executive function skills so they are able to for instance self monitor, sustain attention, have better memory, plan, and have inhibition. He also spoke how ABA teaches perspective taking skills such as understanding others internal thoughts like emotions, preferences, intentions, and desires.

Its interesting to think that its possible to use ABA to help children with autism do better with skills that seem abstract. I think even people who are neuro-typical have difficulty with these tasks especially with perspective taking.

Relating and perceiving one another relies on being able to read subtle cues in a persons body langue and facial expressions. With a world that is continually becoming more dependent on things like facebook, texting, and etc as a way to interface with one another the moments we have to practice these skills interpersonally diminish. If anything it seems like most people in the future will need these kinds of lessons to refresh our memory in how to relate with one another on a person to person level without the screen as a way to mediate our interactions with one another.

Social Skills for Kids

2010-12-09T12:26:00.001-08:00

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Check out our Social Skills for Kids therapy, specifically designed for children 6-12 that have autism or a related disorder.

Fresno, CA Autism Insurance Workshop January 19, 2011

2010-12-09T12:22:00.000-08:00

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Check out our upcoming FREE insurance Funding workshop. A two-hour workshop designed for parents of children with autism and related disorders.

Differences between Maternal and Paternal Report of Autism Symptom Severity

2010-12-07T09:49:00.000-08:00

By: Marlena N. Smith

In a recent study, Matson, Hess, Kozlowski, and Neal identified differences between maternal and paternal report of symptom severity in children with autism spectrum disorders (ASD). Clinicians often use assessments to assist in diagnosing ASD. Furthermore, many assessments depend on caregiver report and may be completed by either or both parents. The purpose of this study was to compare maternal and paternal ratings of ASD symptom severity in children with ASD and children with typical development.

Participants included 16 children with ASD and 23 children with typical development, ages 3 to 13 years. Parental report of ASD symptom severity was evaluated for each participant based on their mother’s and father’s individual ratings on the Autism Spectrum Disorder–Diagnostic for Children (ASD-DC).

For both the participants with ASD and the participants with typical development, mothers were found to report more ASD symptoms than fathers. While mothers’ and fathers’ ratings were similar for the participants with typical development, mothers reported significantly more ASD symptoms than fathers for the participants with ASD. Furthermore, parental agreement was stronger for items concerning more observable behaviors (e.g., socializes with others, participates in pretend play, and demonstrates aversion to change) and weaker for items concerning more abstract abilities (e.g., recognizes others’ emotions, and comprehends non-verbal cues).

Findings suggest that there are considerable differences between maternal and paternal report of symptom severity in children with ASD. This is important given that caregiver report is often used within ASD diagnosis and ASD research. Further evaluation of the differences between maternal and paternal report of ASD symptoms is warranted.

References

Matson, J. L., Hess, J. A., Kozlowski, A. M., & Neal, D. (2010). An examination of differences in symptom endorsements of autism spectrum disorders: A comparison between mothers and fathers. Developmental Neurorehabilitation. doi:10.3109/17518423.2010.519759

2010-12-07T09:39:00.000-08:00

Vote twice a day to help ACT Today! win $50,000 from Pepsi Refresh to provide treatments for military children with autism! Vote at http://www.refresheverything.com/helpmilitaryautism and text 104466 to 73774. Thank you for voting

CARD Participates in the Marine Toys for Tots Campaign

2010-12-02T13:48:00.001-08:00

By Marlena Smith

This holiday season, the Center for Autism and Related Disorders, Inc. (CARD) has teamed up with the Marine Toys for Tots Foundation to collect toys for less fortunate children in the community. From now through December 17^th, all CARD office locations will be collecting new, unwrapped toys in their original packaging for boys and girls of all ages.

CARD also welcomes the public to participate. All those who are interested may bring new, unwrapped toys in their original packaging to any CARD location on Thursday December 2^nd and Friday December 10^th. On these dates, our offices will be open to collect public donations from 9 am to 5 pm.

Our goal is to collect $100,000 worth of toys across all our office locations. With your help we can achieve this goal and make this holiday season a little brighter for less fortunate children in our community.

For more information regarding the toy drive, please contact Maria Delgadillo at (818) 345-2345 x309 or email her at m.delgadillo@centerforautism.com.

Sleep, Routines, and Challenging Behavior in Children with Autism Spectrum Disorders

2010-12-01T17:08:00.000-08:00

By: Marlena N. Smith

In a recent study, Henderson, Barry, Bader, and Jordan identified correlations between sleep and challenging behavior in children with autism spectrum disorders (ASD). Sleep disturbances are common amongst children with ASD. Henderson et al. set out to investigate relationships between sleep, routines, and challenging behavior in children with ASD as compared to children with typical development.

Participants included 58 children with ASD and 57 children with typical development, ages 6 to 12 years. The participants were evaluated via caregiver report on measures of general routines, bedtime routines, sleep hygiene (i.e., bedtime routines, caffeine intake, daily naps, and sleep setting), sleep quality, and behavior.

Results revealed that both sleep quality and sleep hygiene were positively related to consistency of bedtime routines and negatively related to challenging behaviors in the participants with ASD. While lower consistency of routines correlated with greater degrees of challenging behavior in both the participants with ASD and typical development, only the participants with typical development demonstrated a correlation between greater consistency of routines and lower degrees of challenging behavior.

The findings support a relationship between sleep, routines, and challenging behavior in children with ASD. As many children with ASD experience sleep disturbances, this is an important area of research that warrants further investigation.

References

Henderson, J. A., Barry, T. D., Bader, S. H., & Jordan, S. S. (in press). The relation among sleep, routines, and externalizing behavior in children with an autism spectrum disorder. Research in Autism Spectrum Disorders. doi:10.1016/j.rasd.2010.09.003

Prenatal Exposure to Maternal Infection and Autism Spectrum Disorders

2010-11-22T11:04:00.000-08:00

By: Marlena N. Smith

In a recent study, Atladóttir et al. found correlations between prenatal exposure to maternal infection and the development of autism spectrum disorders (ASD) in children. It has been suggested that prenatal exposure to maternal infections may increase the risk of children developing ASD. Atladóttir et al. set out to investigate the relationship between maternal hospitalization for infection during pregnancy and development of ASD in children.

Data was collected from national registers for all children born in Denmark between 1980 and 2005. The study population included 1,612,342 children, 10,133 of whom had received ASD diagnoses. The data was analyzed based on maternal hospitalization for infection during pregnancy and ASD diagnoses in children.

The results revealed no overall correlation between ASD and maternal hospitalizations for any infections across the entire duration of pregnancy; however, findings did show ASD to be associated with maternal hospitalizations for viral infections during the first trimester, and maternal hospitalizations for bacterial infections during the second trimester.

Findings suggest that prenatal exposure to maternal viral infections within the first trimester and prenatal exposure to maternal bacterial infections within the second trimester may increase the risk of children developing ASD. Further research investigating the correlation between maternal infection during pregnancy and the development of ASD in children is warranted.

References

Atladóttir, H. Ó., Thorsen, P., Østergaard, L., Schendel, D. E., Lemcke, S., Abdallah, M., Parner, E. T. (2010). Maternal infection requiring hospitalization during pregnancy and autism spectrum disorders. Journal of Autism and Developmental Disorders, 40, 1423-1430. doi:10.1007/s10803-010-1006-y

Further Investigation of the Use of Behavioral Intervention to Improve Working Memory

2010-11-18T13:28:00.000-08:00

By: Marlena N. Smith

In a recent study, Lisa Baltruschat and other CARD researchers found evidence suggesting that behavioral intervention may improve working memory in children with autism spectrum disorders (ASD). Many children with ASD exhibit deficits in areas of executive functioning including working memory, the ability to simultaneously store and process information. In a previous study, Lisa Baltruschat and other CARD researchers found positive reinforcement to be effective in improving counting span task performance in three children with ASD. The purpose of the current study was to investigate the use of positive reinforcement in improving performance on complex span tasks, a more involved measure of working memory.

Participants included three children with ASD, ages 6 to 8 years. Working memory was assessed via complex span tasks, in which participants were presented a series of flashcards each displaying a specific item. After each flashcard was presented, the participant was asked a distraction question regarding the item depicted on the flashcard. Once the entire series of flashcards had been presented, the participant was asked to recall each item displayed on the flashcards in order. During training, participants received positive reinforcement for correct responses and corrective feedback for incorrect responses.

All participants showed significant improvements in complex span tasks. In addition, skills generalized to novel stimuli and were maintained after treatment was completed.

This study is of the first to investigate the use of positive reinforcement in improving working memory in children with ASD. The findings suggest that behavioral intervention may be effective in improving complex span task performance in children with ASD. Further research exploring the use of behavioral intervention in improving skills related to other components of working memory and executive functioning, as well as investigating the application of such skills in the natural environment is warranted.

References

Baltruschat, L., Hasselhorn, M., Tarbox, J., Dixon, D. R., Najdowski, A. C., Mullins, R. D., & Gould, E. R. (in press). Further analysis of the effects of positive reinforcement on working memory in children with autism. Research in Autism Spectrum Disorders. doi:10.1016/j.rasd.2010.09.015

PRESS CONFERENCE - Center for Autism Releases the Findings of a 3 Year Study

2010-11-16T15:43:00.000-08:00

Center for Autism and Related Disorders and the U.S. Marines Join Forces to Help Children in Need to this Holiday Season

2010-11-16T13:07:00.000-08:00

The Center for Autism and Related Disorders, Inc. (CARD), considered the world’s largest organization effectively treating children with autism, has announced it has officially kicked off the Marines Toys for Tots toy drive for the holiday season. The event benefits less fortunate youngsters in the community. The toy drive will take place at CARD’s 20 stateside offices from November 10 through December 17, 2010.

"The Center for Autism and Related Disorders has been an integral part of the community for 20 years,” says CARD Founder and Executive Director Dr. Doreen Granpeesheh. “Participating in the toy drive gives CARD the opportunity to make a difference and bring some happiness to many children this holiday season."

CARD’s goal is to collect a combined total of $100,000 worth of toys.

CARD is asking the public to donate new and unwrapped toys that will be distributed to shelters throughout the city. CARD has designated two Drop-Off days on December 2^nd and December 10^th, from 9am to 5pm. Office locations are listed at www.centerforautism.com/About/CARD_Locations.asp.

For more information on donating toys, contact Maria Delgadillo, CARD Employee Relations Coordinator, at 818-345-2345 ext. 309 or email: m.delgadillo@centerforautism.com.

About the Center for Autism and Related Disorders, Inc. (CARD):

CARD, headquartered in Los Angeles, California, 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 every child. CARD has 22 treatment centers around the world. For more information about CARD, visit www.centerforautism.com.

About Marine Toys For Tots Foundation:
The objectives of Toys for Tots are to help less fortunate children throughout the United States experience the joy of Christmas; to play an active role in the development of one of our nation’s most valuable resources – our children; to unite all members of local communities in a common cause for three months each year during the annual toy collection and distribution campaign; and to contribute to better communities in the future.

Dr. Doreen Granpeesheh to Receive Winokur Research Award from the American Academy of Clinical Psychiatrists

2010-11-16T10:17:00.000-08:00

The Center for Autism and Related Disorders, Inc. (CARD), the world's largest provider of top-quality behavioral intervention services to children with autism, has announced Founder and Executive Director Doreen Granpeesheh, PhD, BCBA-D, has been awarded the 2011 American Academy of Clinical Psychiatrists (AACP) Winokur Award for her research article, "Retrospective Analysis of Clinical Records in 38 Cases of Recovery from Autism," which was published in the August 2009 Annals of Clinical Psychiatry. The award will be presented at the AACP Annual CME Conference to be held at the McCormick Place Hotel in Chicago on April 15-17, 2011.

Dr. Doreen Granpeesheh with Derek Song (recovered from autism, using the CARD curriculum).

"I am honored to receive this award," says Dr. Granpeesheh. "This study is the first step in a line of research we (CARD) are doing that will further document recovery, identify variables that support and prevent it, as well as improving the effectiveness of Applied Behavior Analysis (ABA) treatment so that a greater percentage of children can recover."

Dr. Granpeesheh led the CARD research team on the first study ever to document recovery in a large group of children with autism. "Retrospective Analysis of Clinical Records in 38 Cases of Recovery from Autism" study found that some children with autism who receive early intensive behavioral intervention recover from the disorder, achieving functioning levels that are indistinguishable from typically developing peers.

The researchers, Doreen Granpeesheh, PhD, BCBA‐D, Jonathan Tarbox, PhD, BCBA‐D, Dennis R. Dixon, PhD, and collaborators Edward Carr, PhD, and Martha Herbert, MD, PhD, summarized the outcomes of children with autism who achieved IQ scores in the average range, significant increases in adaptive skills, and later lost their Autism Spectrum Disorder (ASD) diagnosis.

Study participants' average age at intake was 3 years, 4 months, and each received intensive behavioral intervention from CARD for a minimum of 12 months. Average IQ was 83.6 at intake and 107.9 at discharge. Average adaptive skills were 68.04 at intake and 88.87 at discharge. Senior clinical staff involved with the treatment of the research participants also reported that the children achieved age‐appropriate functioning in school and other areas, and no longer required support of any kind after discharge.

"Children have been recovering from autism through ABA treatment for decades now, but this is the first study to document it in a relatively large group of children," says Dr. Jonathan Tarbox, CARD Research Director. "Several of the participants in this study are actually in college right now. It's really amazing to see. Many people in mainstream society are unaware that recovery from autism exists and many still try to deny it. But the fact of the matter is that recovery exists and people working in top-quality ABA programs have seen it for years."

"It's important to keep in mind that this study was just a retrospective review of whatever data were already present in the charts of clients who achieved recovery, so we were very limited as far as what data we could get. For our current and future research projects related to recovery, our definition of recovery is the most rigorous that has been proposed in the field and includes:

1. Loss of eligibility for an ASD diagnosis according to the DSM and the ADOS

2. Score in the average or above‐average range (one standard deviation below the mean or higher) on standardized tests of intelligence, language, socialization and generalized adaptive functioning

3. Achieve passing grades in a regular education placement, without specialized support of any kind

Dr. Granpeesheh will be presented with the Winokur Award at the AACP Annual CME Conference, to be held at the McCormick Place Hotel in Chicago on April 15-17, 2011.

About Dr. Doreen Granpeesheh:
Dr. Granpeesheh has dedicated over thirty years to helping individuals with autism lead healthy, productive lives. Dr. Granpeesheh began her studies in autism as an undergraduate student at UCLA. While completing her graduate degree there, she worked with Dr. Ivar Lovaas on the world-renowned outcome study published in 1987 which showed a recovery rate of close to 50% among the study's research participants. She earned a PhD in Psychology from UCLA in 1990.

Dr. Granpeesheh is licensed by the Medical Board of California, the Texas, Virginia and Arizona State Boards of Psychologists, and the Dubai Healthcare City. She earned a Certificate of Professional Qualification in Psychology from the Association of State and Provincial Psychology Boards and is a Board Certified Behavior Analyst.

She is an active member of many boards whose mission is to advance the treatment of autism. She is on the Scientific Advisory Boards of the Autism File Magazine, Autism 360 and the 4A Healing Foundation. Dr. Granpeesheh is on the Practice Board of the Association for Behavior Analysis International, the Board of Directors of InCept and is a member of the Autism Human Rights and Discrimination Initiative steering committee, the North Los Angeles County Task Force of the Senate Select Committee on Autism, and the Oversight Committee of the Department of Developmental Disabilities for the State of Arizona. She also is the founding member and President of Autism Care and Treatment Today (ACT Today!), a nonprofit organization that helps families access effective treatment.

Dr. Granpeesheh is known throughout the world as an expert in the field of autism research and treatment. Specific areas of expertise and research include curriculum development from early intervention through the early stages of adulthood, diagnostic, developmental and behavioral assessment, higher order skill acquisition, long term outcomes, and the effects of medical interventions in conjunction with behavioral programs. She has trained thousands of professionals and families on her treatment techniques and curriculum, leading to a faster dissemination of quality treatment information.

Dr. Granpeesheh has not only helped tens of thousands of families, but has successfully helped many children and young adults attain their highest potential, giving further merit to the notion that autism is treatable and that affected individuals can lead independent, meaningful lives.

About the George Winokur Research Winokur Award:
The American Academy of Clinical Psychiatrists (AACP) established its Clinical Research Award in 1979. Winners are selected annually from original research published during the calendar year. The Awards are given at the next Academy conference. Judging is conducted by the Academy's Research Award Committee and all decisions are final.

Press Conference / CARD's New Study Reveals Children Recover from Autism

2010-11-13T10:08:00.000-08:00

Photography by Holly Baumann