State of the State in Autism:
description
Transcript of State of the State in Autism:
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State of the State in Autism:Analysis of the Autism Numbers and the ‘Autism Problem’ from a National and Virginia Perspective
Carol Schall, PhDExecutive Director, Virginia Autism Resource [email protected]
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Helpful Web Sites on Autism
Learn the Signs - Act Early: http://
www.cdc.gov/ncbddd/autism/actearly/default.htm
First Words Project: http://firstwords.fsu.edu
National Institutes of Health Article on Autism: http://www.nimh.nih.gov/publicat/autism.cfm
Autism Education Network: www.autismeducation.net
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Helpful Web Sites on Autism
The Organization for Autism Research http://www.researchautism.org/
Autism Speaks http://www.autismspeaks.org/
Cure Autism Now http://www.cureautismnow.org/
Community Report from the Autism and Developmental Disabilities Network www.cdc.gov/mmwr/mmwr_ss
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What is autism?
Lifelong neurological disability that can profoundly impact how the individual interacts with the world.
Impacts how the person communicates, interacts with others and processes sensory information.
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AutismAutism
Asperger’sAsperger’sSyndromeSyndrome
Pervasive Pervasive Developmental Developmental Disorder-NOSDisorder-NOS
Pervasive Developmental Disorders- Pervasive Developmental Disorders- The Autism SpectrumThe Autism Spectrum
Childhood Childhood Disintegrative Disintegrative DisorderDisorder
Rett’sRett’s
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Why should we diagnose early? Of 1,000 children in your locality between the ages of
birth to 3, how many should you expect to have autism? 4 to 7
The symptoms of autism are present from the first year of life.
What is the average age for diagnosis in the U.S.? 3 1/2 years
Average age of diagnosis in Virginia? 6 to 7 years old
When does intervention for children with autism have the greatest impact? When it begins before 3 1/2 years
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Incidence
From 1990 to 2004, the incidence of autism has increased by 989%
This Data does not include all forms of autism, only those with primary diagnosis
We can now diagnose Autism Spectrum Disorders confidently at age 2 and are working hard on the characteristics of autism between age 1 and 2.
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It is plausible that children with ASD could represent 1% of school age children
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Incidence
From 1990 to 2004, the incidence of autism has increased by 989%
This Data does not include all forms of autism, only those with primary diagnosis
We can now diagnose Autism Spectrum Disorders confidently at age 2 and are working hard on the characteristics of autism between age 1 and 2.
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VA Department of Education Incidence Data
480 547 622699 808
91811521333
15211953
22232702
3350
3966
4751
0500
1000
1500
2000
2500
30003500
4000
4500
5000
1990 1992 1994 1996 1998 2000 2002 2004
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What is driving the increase?
Better Diagnosis More Awareness
Widening the Spectrum Added Asperger’s Syndrome in 1994
Diagnostic Substitution People are now dx’ed with ASD were
previously dx’ed with other disabilitiesMore Autism?
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Number of Students by Age for 1997 to 2004 (Data for Birth to 2 not available before 2002)
0
100
200
300
400
500
0 2 4 6 8 10 12 14 16 18 20 22+
19971998199920002001200220032004
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Number of Students by Age for 1997 to 2004 (Data for Birth to 2 not available before 2002)
0
100
200
300
400
0 2 4 6 8 10 12 14 16 18 20 22+
19971998199920002001200220032004
170
325
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Number of Students by Age for 1997 and 2004 (Data for Birth to 2 not available before 2002)
0
200
400
600
0 2 4 6 8 10 12 14 16 18 20 22+
19972004
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Autism in Relationship to all of Special Education -- Total in Special Education = 175,577 (2004, VADOE)
MR SD
HI SLI
VI ED
OI OHI
SLD DB
MD AUT
TBI DD
AUTISM,
2.7%
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What is driving the increase?
Better Diagnosis More Awareness
Widening the Spectrum Added Asperger’s Syndrome in 1994
Diagnostic Substitution People are now dx’ed with ASD were
previously dx’ed with other disabilitiesMore Autism?
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Challenges of Early Diagnosis of Autism in Virginia
In 1997, there were 11, 3 year olds with autism counted in child count
In 2004, there were 416, 10 year olds with autism counted in child count
In 1997, we missed 405, 3 year old children who would later be diagnosed and eligible for services as individuals with autism.
That represents 97% of the children who were later eligible under the category, autism.
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Just How Many Children with ASD should we expect?
Number of school children in Virginia, 2002 - 1,445,585
Incidence of autism - 4 to 7 in 1,0005,782 to 10,119Actual number of individuals with
Autism in 2002 - 3350 (primary dx only!)
43% to 63% under diagnosed in Virginia
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Challenges of Autism in Virginia
Autism is emerging as the 5th disability when considering those who have cognitive, learning, behavioral, or sensory motor disabilities
The state workforce of service providers receive scant (if any) training in the unique profile and support needs of persons with Autism
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Estimate of the Current Level of Services by Ages
School Age
Early Childhood
Adults
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The State of the StateThe State of the StateChallenges:No statewide system existsLack of a central state (public sector)
“home” for autism, i.e., DD agencyLack therefore of central responsibility
and coordination of policy and services across the lifespan for a person with autism
Complicated further by the Virginia “model” for strong local control
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State of the StateState of the State
Opportunities:Strong interest, energy, need and
expertise exists throughout the stateSeveral examples of quality programming
exist in the stateA number of coordinating initiatives
already underway in the stateAutism is “on the radar screen”, locally,
statewide and nationally like never before
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System Building ApproachesSystem Building ApproachesMicro system needs:Person with autismFamily• Mezzo system needs:Service providersBoth individuals and organizations• Macro system needs:State systemsAcademic, service and government
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In GeneralIn GeneralMicro:Assess, evaluate individuals with autismGuide, support families• Mezzo:Training for schools, other agencies, etc.Sponsored workshops for a variety of
audiences• Macro:State agency alliances
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In Virginia -- Micro Services
Early Childhood Local Coordinating Councils Established Medical Assessments School Age Local School Districts VARC, CAS
Adult DMHMRSAS and DMAS VARC, CAS
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In Virginia -- Mezzo Services
Early Childhood Part - C Office VARC, CAS
School Age DOE T-TAC’s, VARC, CAS
Adults DMHMRSAS VARC, CAS
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In Virginia -- Macro Services Early Childhood
Part-C Autism Initiative VARC, CAS The Virginia Autism Council
School Age DOE, SSEAC, T-TAC Autism Priority Project VARC, CAS The Virginia Autism Council
Adult DMHMRSAS, DMAS VARC, CAS The Virginia Autism Council
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The Virginia Autism Council
The Virginia Autism Council is a state-supported council of autism experts seeking to define needed skill competencies and to advance higher education, training and educational opportunities for personnel and caregivers supporting individuals with autism. This website is Virginia's clearinghouse on best practices and research-based education and training opportunities to advance personnel development and knowledge regarding autism in Virginia.
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The Virginia Autism Council Mission
The Virginia Autism Council envisions individuals with autism fully participating in every aspect of society. The Virginia Autism Council's mission is to provide leadership and coordination for state agencies and service providers and to increase knowledge and understanding of autism in the wider community in order to maximize outcomes for people with autism.
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The Virginia Autism Council
The Virginia Autism Council exists to:
Gather, synthesize and disseminate knowledge on behalf of citizens with autism;
Develop best practice tools that serve as catalysts and that promote exemplary training and services;
Promote the interests of citizens with autism and those who are affected by autism;
Identify and address gaps in the system structure related to autism.
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In This Context . . .
The Virginia Autism Council and the Skill Competencies
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The Web Site for the Full Document
http://www.autismtrainingva.org/documents/Final_Competencies.doc
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How it was developed
A highly experienced statewide committee came to agreement on best practice and competence
We sent this document out to statewide and national experts
We also submitted this to statewide consultant committees to review and provide feedback
We then revised the document based on the feedback we received
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People who participated in the development of the competencies
Carol Schall, Linda Oggel, Sue Palko, Janet Hill, Cherie Stierer, Patty Hawkins, Brenda Fogus, Leslie Daniel, Rosemarie McGuinnes, Elin Doval, Karen Durst, Sally Chappel, John Richmond, and Mark Diorio
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Statewide and National Experts who provided feedback
Pasquale J. Accardo, M.D, Virginia Commonwealth University
Barbara Becker-Cottrill, Ed.D., Marshall University Glen Dunlap, Ph.D, University of South Florida Kathleen Gould, Ph.D., Illinois Autism/PDD Training and
Technical Assistance Project Fred Orelove, Ph.D. Virginia Commonwealth University Cathy Pratt, Ph.D., Indiana University Barry M. Prizant, Ph.D. CCC-SLP, Childhood Communication
Services Johannes Rojahn, Ph.D., George Mason University Brenda C. Seal, Ph.D., James Madison University Brenda Smith-Myles, Ph.D., University of Kansas Martha Snell, Ph.D., University of Virginia
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Who was on the statewide committees?
Bradford Hulcher, Parent of a person with ASD; Jo Read, Ph.D., Director of Special Education; Jessica Philips, BCBA; Rachel Reynolds, SLP; Kate Besley, Public School Counselor; Amy B. Petin, Special Education Teacher; Jody Davieds, BCBA; Staci Carr, Executive Director, Private Agency; Amy McCarty, Instructional Assistant; John Rosch, Transition Specialist; Andrew Yusi; Sheri Leddy, Special Education Coordinator; Judy Ericksen, Occupational Therapist; Roger Younker, Staff Development Specialist, Mental Retardation Services; Tracey Bosanoe, Special Education Teacher; Cheryl Mendis, Autism Teacher; Nancy T. Harlan, Speech-Language Pathologist; MinnieTom H. Myer, Parent of Person with ASD; Bobbi, Bartley, Occupational Therapist; Marcia Kennedy, Behavioral Consultant; Amy Schwiteboer, Transition Representative; Greg Jacob, Principal; Karen Jackson, Parent of a person with ASD; Kay Oliver, Parent of a person with ASD; Ron Bowers, Autism Teacher; Jessica Herd, Mental Retardation Case Manager; Terry Escobar, BCBA; Betty Bradshaw, General Education Teacher; Carol Wickersham, Special Education Supervisor; Sara Ingram, Program Director at Developmental Disabilities Center; Teresa Lyons, Disability Services Coordinator; Shirl Light, Parent of a person with ASD; Barbara Shult, Special Education Region Coordinator; Elisabeth T. Bivens, Disability Services Coordinator; Julia Artrip, Parent of a person with ASD; and Elizabeth Brammer, Director of Early Childhood Intervention Services.
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Who should have these competencies?
Paraprofessionals: refers to anyone directly supporting infants, children, or adults in a non-professional capacity.
Professional: refers to direct service professional staff within their first-to-third years of practice. These might be new teachers, counselors, psychologists, therapists, and others, as well as people experienced in their professions, but who have limited knowledge of ASD.
Master Professional: refers to direct service professionals who have worked within their domain and with people with ASD for more than three years.
Advanced Degree, Program Developer, or Specialist: refers to those individuals who have pursued additional certification or degrees (for example Sensory Integration Certification, Board Certified Behavior Analyst, etc.) and /or those who have extensive experience and training pertinent to supporting people with ASD.
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How can we use the competencies?
Assist providers in identifying their areas of need for professional development;
Guide development of a program that would strictly address the needs of people who plan on working with children and adults with autism.;
Guide the development of university-based classes to augment existing programs;
Serve as background to incorporate into existing programmatic instruction if universities or others preparing paraprofessionals or professionals consider additional program or class development not practical; and
Guide training and staff development for direct service staff who serve individuals with autism spectrum disorders.
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What is in the Skill Competencies?
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Competency Areas
General Autism: addresses basic information regarding what the diagnosis of ASD means.
Individualization and Support Strategies: addresses planning for appropriate assessment and program planning for individuals with an ASD.
Communication: focuses on one of the primary diagnostic areas of need for ASD.
Social Skills: focuses on one of the primary diagnostic areas of need for ASD.
Behavior: focuses on determining messages communicated by behaviors and developing positive plans to teach new skills.
Sensory Motor Development: addresses the need for some individuals with an ASD to have sensory motor supports.
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Sample Competencies
1.1K Understands the characteristics and diagnosis of autism as defined by the most recent version of the Diagnostic and Statistical Manual and definition/description of the Virginia Department of Education.
1.1.1S Lists and explains the characteristics of autism (Communication, sensory responses and needs, stereotypical behavior, socialization and social skill development).
1.1.2S Describes typical child development (for example, communication, sensory responses, and needs, cognitive, behavior, and social skill development).
1.1.3S Describes potential courses of development and outcomes in individuals with ASD from infancy to adulthood. (Joint attention, imitation, failure to use gestures, failure to use symbols).
1.1.4S Describes the basic differences within Pervasive Developmental Disorders: i.e., Autism, Pervasive Developmental Disorder- Not Otherwise Specified (PDD-NOS), Asperger Disorder, Retts Disorder, and Childhood Disintegrative Disorder (CDD).
1.1.5S Describes the current understanding of etiology and prevalence of ASD.
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Knowledge Areas in General Autism
1.1K Understands the characteristics and diagnosis of autism as defined by the most recent version of the Diagnostic and Statistical Manual and definition/description of the Virginia Department of Education.
1.2K Understands the implications of the above characteristics and their impact on the individualized program.
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Knowledge Areas in General Autism
1.3K Understands the impact of common medical issues for persons with autism (for example: seizure disorders, chronic otitis media, chronic constipation or diarrhea, eating and sleep issues, use of psychotropic medications, etc.).
1.4K Understands the implications of ‘dual’ diagnoses (autism and any other diagnosis from the latest version of the Diagnostic and Statistical Manual of Mental Disorders) and co-morbidity.
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Knowledge Areas in Individualization and Support Strategies
2.1K Understands how to assess an individual’s strengths and weaknesses and develop an individualized program using evidence-based and promising practices
2.2K Understands and implements intervention activities to support the individual’s goals and objectives.
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Knowledge Areas in Communication
3.1K Understands components of communication (including form, semantics, pragmatics, and processing and its impact on the day-to-day experience of an individual with autism.
3.2K Understands a variety of strategies to increase an individual’s communication abilities.
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Knowledge Areas in Social Skills
4.1K Understands social skill development and the unique social skill deficits and challenges associated with ASD, including but not limited to: relationship development and maintenance, play/recreation, non-verbal interaction, functional imitation, emotional expression, emotional understanding, self-advocacy, work, and/or the role of challenging behaviors versus social skill deficits.
4.2K Understands the importance of social relatedness and the need for social interaction, social rules, and age appropriate leisure activities.
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Knowledge Areas in Behavior
5.1K-Understands factors that influence behavior and the components of behavior analysis (antecedents, behavior, and consequences).
5.2K Understands how to evaluate the effectiveness of a behavior plan reliably and effectively.
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Knowledge Areas in Sensory Motor Development
6.1K Understands the sensory systems, sensory processing, and sensory motor development.
6.2K Understands the implications or influences of sensory processing when developing the complete program
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Resources as a result of the competencies!
The Virginia Autism Council’s web site www.autismtrainingva.org Access to web course – Fundamentals of
Autism ($50.00, 9 clock hour course offered through GMU once monthly)
Statewide training calendar Tuition reimbursement program --
$300.00 per course that qualifies based on the competencies
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University Programs! Longwood University Courses
Dr. R. Mathews, 395 2532, E - mail: [email protected]
James Madison University Brenda Fogus, Dept of Exceptional Education, JMU, 540
568-2877, [email protected] Radford University
Dr. Leslie Daniels [email protected] Regent University
[email protected] Virginia Commonwealth University
Dr. Carol Schall, [email protected] Dawn Hendricks, [email protected]
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The VCU Courses
Course 1 -- Understanding Autism Spectrum Disorders
Course 2 -- Assessment, Curriculum, and Teaching Methods for Autism Spectrum Disorders
Course 3 -- Supporting Behavior and Social Skills for Autism Spectrum Disorders
Course 4 -- Instructional Design and Practicum Experience for Autism Spectrum Disorders
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The purpose of life is to love, work and play well.
Sigmund Freud