Issue 26 August 2001

Reaching Potentials, Inc.2875 S Congress Ave., #HDelray Beach, FL 33445

Ph: 561-274-3900Fax: 561-274-3932

Ph: 954-321-7393Fax: 954-321-1019

P.O. Box 1004Fredericksburg, VA 22402-1004

Ph: 540-972-5481Fax: 540-972-1370

E-Mail: RPforAutism@aol.comhttp://www.reachingpotentials.org

Board of DirectorsL. H. Colvin

Angela GuarneriCynthia Kleinfield-Hayes

Danette M. Marks

Professional Advisory BoardWendy Bellack

(Family Network on Disabilities)Susan Johnson Conlin, M.Ed.Edward C. Fenske, MA, Ed.S.(Princeton Child Development Institute)

Sandra L. Harris, Ph.D.(Rutgers, The State University of New Jersey)

Robin Parker, SLPD, CCC(Nova Southeastern University)Roberto Tuchman, M.D.

(Miami Children's Hospital Dan Marino Center)

Jack Scott, Ph.D., CBA/e/fl(Florida Atlantic University)

Staff

Jean Hays Bachrach, MA, CCC/SLP, BCBAMapy Chavez Brown, M.Ed, BCABA

Pamela Gorski, BSRebekah Houck, BA , BCABA

Barbara Jamison, BAShawna Kingsley

Lori MangenyCathy Opel, BA

Christine Passaretti, M.EdCynthia Quenet, MA

Lisa J. Shavelson, BAPatty Thomas-Shutt, Ph.D.

Continues on Page 3

2 Clinical Director’s Corner3 Early Intervention Key to Educating Children with Autism8 RP Training Calendar 9 ESEA Reauthorization 10 Poker Face Kids12 Adults with Aspergers 15 Research Abstracts19 Conferences

Inside This Issue

The Autism Awareness Ribbon

The puzzle pattern of this ribbon reflects the mystery and

complexity of autism. The different colors and shapes

represent the diversity of people and families living with this

disorder. The brightness of this ribbon signals hope – hope

through research and increasing awareness in people like you.

To make your own ribbons, all you need is the ribbon, scissors, glue or better yet a glue-gun and the pin fastener. If you really want to get creative you can glue a puzzle piece to the center of the ribbon. Jo-Ann Fabrics, a national chain, carries the ribbon. It is fairly easy to make them yourself. Cut a 6” piece of ribbon, fold it in half length-wise, glue it. Shape it in the ribbon, glue some more. Glue the pin fastener to the other side and you are in business. Presently there isn’t anyone that actually manufactures the (completed) ribbons.

Reaching Out 2

Generalization

As implementers of ABA with children who have autism, we are responsible for ensuring the generalization of skills we have taught. In the same way we use our science carefully to help children with Autism acquire important skills, we must strive as carefully to use the science to help in the generalization of them. But just what is “generalization”? Stokes and Baer (1977) define generalization as: “The occurrence of relevant behavior under different non-training conditions across trainers, people, settings, materials, behavior and time”.

One kind of generalization is Stimulus Generalization. This occurs when a behavior becomes more likely in the presence of one situation as a result of having been reinforced in the presence of another situation. For example, a child learns that several pictures of four-legged animals are “dogs”. Then without any further teaching the child is able to correctly identify any representation of a “dog”. Another example would be that a child learns to “clap hands” as a one step command and then claps hands during the song “If You’re Happy and You Know it…” Hints to help achieve this type of generalization include:

Use a variety of trainers Use a variety of materials Teach in various situations and in the target situation Teach at a variety of time periods Introduce contingencies that are used in the natural environment

Another kind of generalization is Response Generalization. This occurs when a behavior becomes more likely in the presence of a stimulus or situation as a result of a similar type behavior having strengthened in the presence of that situation. Examples of Response Generalization include:

Frequency – how many times is the behavior performed Duration – how long can the behavior be performed Intensity – how strong is the behavior exhibited Latency – how long does it take for the behavior to start after it is signaled

These can all be addressed as a part of generalizing a child’s responses.

Some other guidelines for generalization are: Choose useful and meaningful behaviors to teach Vary the training conditions Establish the target behavior in as many situations as possible Reduce the frequency of reinforcement until it resembles reinforcement in the

natural environment Make sure the natural environment has sufficient reinforcement for

maintaining the behavior Use incidental teaching methods as part of your ABA program Utilize written plans for generalization and take data Plan your desired generalization outcome before you begin teaching any given

skill Teach sufficient examples of targets

Parents can provide many opportunities for generalization because they are with the child 24 hours a day. Even if you feel uncomfortable at “the table” with your child, remember that a child’s most important classroom is the world around him or her! Work with your Behavior Analyst or consultant to make sure that Generalization becomes an organized and well implemented part of your home program!

CLINICAL DIRECTOR’S CORNER

BY: JEAN HAYS BACHRACH, MA, CCC-SLP, CBA/E/FLJOIN THE STAFF

ATREACHING

POTENTIALS

Reaching Potentials Is Currently Seeking

Applicants Interested In Working With Individuals With

Autism And Related Disorders In

Implementation Of Applied Behavior

Analysis Programming.

Candidates Must Be Available To Travel

And Must Have Their Own Reliable

Transportation. Part-Time And Full-

Time Positions Available.

We Offer Training, A Competitive

Compensation Package Including Benefits,

Ongoing Professional Development, And The

Opportunity To Become Part Of A Highly Respected

Team of Professionals.

Interested candidates should forward a

current resume/vita, together with salary history to: Pamela Gorski, Executive

Director, Reaching Potentials, Inc. 2875 S.

Congress Avenue, Suite H, Delray Beach,

FL 33445. (Confidential

submission may be sent via facsimile to

561-274-3932 or e-mail to

RPforAutism@aol.com.)

Reaching Out 3

     The National Institutes of Health and the U.S. Department of Education should promote routine early screenings of children for autistic spectrum disorders, much like they are promoted for vision and hearing problems, says a new report from the National Research Council of the National Academies. Early diagnosis is important because prompt educational intervention is the key to greater progress in children's mastery of fundamental communication, social, and cognitive skills.

"As soon as children are recognized as having any autistic spectrum disorder, they should receive intensive intervention," said Catherine Lord, chair of the committee that wrote the report, and professor of psychiatry, University of Chicago. "These efforts should be systematically planned, tailored to the needs and strengths of individual children and their families, and regularly evaluated."

Experienced professionals can reliably diagnose 2-year-olds with autism, which is best characterized as a spectrum of complex developmental disorders that result in problems communicating or interacting with others. The disorders vary, however, with respect to when

Early Intervention Is Key To Educating Children With AutismGovernment CoordinationNeeded At All Levels

National Academy of Sciences Press Release06/19/01

We welcome your submissions of items of interest for inclusion in our newsletter. Please mail to:Reaching Potentials, 2875 S. Congress Avenue, Suite H, Delray Beach, FL 33445Or you may send via facsimile to 561-274-3932 or 954-321-1019 or e-mail to RPforAutism@aol.com

Co-editors:Pamela GorskiLisa J. Shavelson

Our apologies for not including Spanish articles in this issue……please watch for our next issue.

If you would like to place an advertisement in our newsletter, please submit your request IN WRITING to:

Pamela GorskiReaching Potentials, Inc.2875 S. Congress Avenue, Suite HDelray Beach, FL 33445Fax: 561-274-3932

symptoms begin to appear in children, the severity of symptoms, and the presence of other disabilities, such as mental retardation or severe language impairment. The committee did not examine the causes of autism, but pointed out that the reported incidence has increased considerably over the past 20 years. Nationally, autistic spectrum disorders may affect as many as one in 500 people, making the conditions more common than childhood cancer or Down syndrome.

Education at school, home, and in community settings is the primary treatment for autistic spectrum disorders, which include autism; "pervasive developmental disorder-not otherwise specified"; Asperger's disorder; and childhood disintegrative disorder. But what now exists across the country is a mixed bag of intervention measures, the report says. Government coordination is needed at all levels to successfully implement existing policies and generate more useful education strategies for children with such disorders within their first decade of life. Although significant scientific evidence confirms the value of many specific therapeutic techniques and of comprehensive treatment approaches, more rigorous studies also are needed to identify which methods are most valuable for various groups of children. Scientists should explore possible links between particular techniques, child and family characteristics, and the outcomes of treatment.

The report offers a comprehensive assessment of the science base regarding

Reaching Out 4

educational interventions for young children with these disorders. At a minimum, services -- which are required by the federal Individuals with Disabilities Education Act -- should be provided for 25 hours every week year-round, it says. The individual needs of children and their families should factor into decisions about how that time is spent. Moreover, parental involvement should be encouraged and supported. Educators should present parents with useful information as well as opportunities to learn techniques that would help them teach their own children new skills and coping strategies.

Given the incidence of autistic spectrum disorders in young children and the often considerable effort required to help them, policy-makers, educators, and advocates at all levels should come together to ensure that educational services not only meet certain minimum standards, but also result in measurable progress toward meaningful goals, the committee added. As a start, federal agencies involved in autism initiatives should form a joint task force to scientifically evaluate a variety of intervention and treatment approaches. At the state level, authorities should encourage service providers to coordinate their work, as well as monitor their progress. Additionally, school districts and agencies that serve toddlers should designate independent ombudsmen who are knowledgeable about autism and would support families as they went through the process of obtaining special education for their children. Both state and federal policy-makers should develop coordinated and systematic strategies to help local school districts and parents pay for intervention programs, which can be costly.

Parents and educators typically face immense and unique challenges in socializing and instructing children with autistic spectrum disorders. To improve professional-development opportunities for teachers in this field, relevant state and federal agencies should set aside extra funds over the next five years to

NOTEAny resources listed in this newsletter or distributed through monthly meetings or training workshops are given on an information only basis. Publication of any treatments, opinions, publications, products or services by individuals or organizations does not indicate an endorsement by Reaching Potentials, Inc.

train those who work with or are accountable to such children and their families, the report says. The proposed funding measures should be part of an overarching effort to coordinate services under the current umbrella of special education.

The study was sponsored by the U.S. Department of Education. The National Research Council is the principal operating arm of the National Academy of Sciences and the National Academy of Engineering. It is a private, nonprofit institution that provides independent advice on science and technology issues under a congressional charter.

Book Review

Educating Childrenwith Autism

Continued, page 4

Children are the messages we will send to a time we will

never see.

Neil Postman

Reaching Potentials is

proud to announce the expansion of our Outreach

Services Program into

Central Florida and the State of Virginia. If

you reside in this area and

are interested in

ongoing support for your early

intervention ABA program,

please contact our

office for additional

information.561.274.3900

Reaching Out 5

Children with autism present educators with

one of their most difficult challenges. Through a

comprehensive examination of the scientific knowledge underlying educational practices,

programs and strategies, Educating

Children with Autism

presents valuable

information for parents,

administrators, advocates,

researchers and policy makers.

Catherine Lord and James P. McGee, Editors, Committee on EducationalInverventions for Children with Autism, National Research Council300 pages (approximate), 6 x 9, 2001.

[This information provided by the publisher's press release.]http://www.nap.edu/catalog/10017.html

Autism is a word most of us are familiar with. But do we really knowwhat it means? Children with autism are challenged by the most essential human behaviors. They have difficulty interacting with other people-often failing to see people as people rather than simply objects in their environment. They cannot easily communicate ideas and feelings, have great troubleimagining what others think or feel, and in some cases spend their livesspeechless. They frequently find it hard to make friends or even bond with family members. Their behavior can seem bizarre. Education is the primary form of treatment for this mysterious condition. This means that we place important responsibilities on schools,teachers and children's parents, as well as the other professionals who work with children with autism. With the passage of the Individuals with Disabilities Education Act of 1975, we accepted responsibility for educating children who face special challenges like autism. While we have since amassed a substantial body of research, researchers have not adequately communicated with one another, and their findings have not been integrated into a proven curriculum. Educating Children with Autism outlines an interdisciplinary approach to education for children with autism. The committee explores

what makes education effective for the child with autism and identifies specificcharacteristics of programs that work. Recommendations are offered for choosing educational content and strategies, introducing interaction with other children, and other key areas. This book examines some fundamental issues, including: How children's specific diagnoses should

affect educational assessment and planning

How we can support the families of children with autism

Features of effective instructional and comprehensive programs and strategies

How we can better prepare teachers, school staffs, professionals, and parents to educate children with autism

What policies at the federal, state, and local levels will best ensure appropriate education, examining strategies and resources needed to address the rights of children with autism to appropriate education.

Children with autism present educators with one of their most difficult challenges. Through a comprehensive examination of the scientific knowledge underlying educational practices, programs, and strategies, Educating Children with Autism presents valuable information for parents,administrators, advocates, researchers, and policy makers* * *

Something which we think is impossible now will not be impossible in another decade.Constance Baker Motley – First Black American Woman Federal Judge

Reaching Out 6

Most of the doctors and

scientists who spoke at the

hearing presented

evidence that showed at least a

correlation between vaccines

containingmercury and the

incidence of neurological

disease

Fears Raised Over Preservative In Vaccines

By: Kimberly Atkins, Boston Globe.

Lyn Redwood, a registered nurse, thought she was doing the right thingwhen she took her healthy son, Will, to get vaccinated for measles and other childhood diseases. But soon afterward, she saw a change in her 1-year-old.

He lost speech, the Atlanta resident said of her son, now 7. Helost the ability to make eye contact.

It was only after her son was diagnosed with a form of autism that she found a Food and Drug Administration study warning that a preservative used in some vaccines may have exposed children to levels of mercury higher than recommended under federal guidelines. A check of her son's vaccine records confirmed her fears: The vaccines contained the toxic ingredient, called thimerosal.

My son had 125 times the allowable exposure in one day, she said,referring to the maximum daily dosage for mercury exposure recommended by the Environmental Protection Agency.

Redwood was one of more than a dozen parents of autistic children from around the country who yesterday urged a committee from the Institute of Medicine to oppose the use of any mercury compound as a preservative in vaccines. The panel, a branch of the National Academy of Science, gathered at the Charles Hotel in Cambridge to hear scientific testimony on the link between mercury in vaccines and neurological problems in children.

Dangerous side effects from children's vaccines have long been asensitive subject for public health officials - and a parent's nightmare.While vaccinations are responsible for the virtual elimination of suchcrippling diseases as polio, in rare cases vaccinations themselves can cause severe, even life-threatening reactions.

The form of mercury in vaccines and other medical products, thimerosal, has been used as a preservative since the 1930s. Though mercury has long been known to be a neurotoxin, vaccine makers and federal officials alike argued that it was harmless in the small doses found in vaccines.

However, mercury in vaccines has been an issue of growing debate in recent years as anecdotal evidence increasingly shows that some children develop autism after receiving vaccinations for mumps, measles, and rubella as well as hepatitis B. Though its causes are not well understood, the effects of autism are quite clear: Sufferers have great difficulty in social interactions and some can't even speak.

As a result, children's vaccines became part of the broader controversy over mercury pollution in the environment. Because mercury is so toxic, governments have pledged to virtually eliminate mercury emissions from power plants and other sources, and states have warned children and young women to limit consumption of freshwater fish because of their mercury content.

Reaching Out 7

Against that backdrop, the US Public Health Service has recommendedthat the use of thimerosal should be reduced or eliminated from vaccines assoon as possible to minimize the exposure of infants and young children tomercury, said Dr. Bernard Schwetz, the agency's acting principal deputycommissioner.

In addition, the Centers for Disease Control and the NationalInstitutes of Health have formed a scientific committee to study the healtheffects of thimerosal more closely and recommend what more should be done tolimit exposure.

Parents research the best car seat to put their children in, saidRedwood, president of the Coalition for Sensible Action for EndingMercury-Induced Neurological Disorders. I want parents to know that theyhave to research vaccines, too.

Over the past year, the FDA has approved several thimerosal-free forms ofchildhood vaccines, including a hepatitis B vaccine. In March, for example,the FDA approved a low-thimerosal version of Tripedia, a vaccine againstdiphtheria, tetanus toxoids, and acellular pertussis.

Now, all routinely recommended pediatric vaccines will be availableas either completely thimerosal-free or without any significant amounts ofthimerosal, Schwetz said at the time.

But many other products contain the preservative - includingchildren's nasal drops, ear drops, and flu vaccines, said Dr. Jane M.El-Dahr, head of the Pediatric Allergy, Immunity, and Rheumatology Sectionat Tulane University Health Science Center, who was a speaker at yesterday'shearing. These products are sitting on the shelves in drugstores, El-Dahrsaid.

Sallie Bernard, executive director of Safe Minds, said that althoughthe FDA moved in the right direction by phasing out thimerosal in children'svaccines, parents still need to beware, because it will take up to a yearfor current stocks of vaccines with mercury to be used up.

She also said that a strong statement from the committee can havefar-reaching application. It's still in tetanus shots, she said ofthimerosal. It's still in many vaccines given to the elderly, to children,groups that are at greatest risk of developing neurological problems.

Most of the doctors and scientists who spoke at the hearing presentedevidence that showed at least a correlation between vaccines containingmercury and the incidence of neurological disease. But since the sample ofautistic children in most of the studies was so small, and because of ageneral lack of data, most specialists recommended more tests toconclusively determine a scientific link.

© Copyright 2001 Globe Newspaper Company.

Editors Note: For additional information on this hearing, vaccine controversy and the causal relationship between autism and cumulative infant vaccinations, see article “Headline Draws Questionable Conclusion”. The headline reads, "Study Shows No Link Between Vaccine And Autism.". Some believe that the study quoted does not definitively reach this conclusion. Available at: http://autism.about.com/library/weekly/aa030901a.htm. Additional information regarding the controversy and childhood vaccines is contained in a recent Consumer Report article which is available at: http://www.consumerreports.org/main/detail.jsp?CONTENT%3C%3Ecnt_id=90487&FOLDER%3C%3Efolder_id=21135&bmUID=994796022437

MERCURYFREE

VACCINE UPDATE

In a recent newsletter, Birth Defect Research for Children reported on possible health problems due to childhood vaccinations containing mercury.

The National Vaccination Information Center reports that every mandated childhood vaccine is now available in single dose, mercury-free form. The easiest way to make sure your doctor is giving your child a mercury-freevaccination is to check to see if the vaccination comes from a single dose vial. Thimerosal is added to multiple dose vials as a preservative butsingle dose vials are preservative-free.

National Vaccine Information Center http://www.909shot.com

Vaccine preservative….continued from previous page

Reaching Out 8

REACHING POTENTIALS TRAINING CALENDARAUGUST – NOVEMBER 2001

BEGINNING DISCRETE TRIAL TRAINING SERIES (Florida):

August Track:August 17 Overview of Behavioral Programming $25.00 6:30 p - 9:30 pAugust 18 & 19 Beginning Discrete Trial Training $150.00 9:00 a - 4:00 p

(Two Day Workshop)(Required Textbook: A Work in Progress by Ron Leaf & John McEachin)

October Track:October 5 Overview of Behavioral Programming $25.00 6:30 p - 9:30 pOctober 6 & 7 Beginning Discrete Trial Training $150.00 9:00 a - 4:00 p

(Two Day Workshop)(Required Textbook: A Work in Progress by Ron Leaf & John McEachin)

November Track:November 2 Overview of Behavioral Programming $25.00 6:30 p - 9:30 pNovember 3 & 4 Beginning Discrete Trial Training $150.00 9:00 a - 4:00 p

(Two Day Workshop)(Required Textbook: A Work in Progress by Ron Leaf & John McEachin)

(All classes above are to be held at our DELRAY OFFICE – Advance Registration Required)(Call Reaching Potentials @ 561-274-3900 or 954-321-7393 one week prior to class date to confirm time and location)

Beginning Discrete Trial Training Workshop carries required prerequisite of Overview of Behavioral Programming class

INTERMEDIATE & ADVANCED TRAINING (Florida): (Presenter: Jean Hays Bachrach, MA, CCC/SLP, BCBA)

August 18 Shadowing in the Classroom $45.00 9:00am – 1:00pm

NOTE: This will be held at an outside location – call for space availability and to confirm location/directions.

BEGINNING DISCRETE TRIAL TRAINING SERIES (Virginia):

August Track:August 25 & 26 Beginning Discrete Trial Training $150.00 9:00 a - 4:00 p

(Two Day Workshop)(Required Textbook: A Work in Progress by Ron Leaf & John McEachin)

This workshop will be held at the Holiday Inn Select, Fredericksburg, VA. Advance registrations required; please mail to Reaching Potentials, Inc., PO Box 1004, Fredericksburg, VA 22402. One additional workshop is anticipated for the fall schedule but specific date is not yet established. For additional information, please call 540-972-5481 or fax 540-972-1370.

AASA Statement Regarding Special Education in ESEA

U.S. Newswire July 19, 2000

ARLINGTON, Va., July 19 /U.S. Newswire/ -- The following is a statement by Dr. Paul Houston, executive director of the American Association of School Administrators, regarding full funding for special education in the Elementary and Secondary Education Act:

As Congress contemplates federal accountability standards for education, the nation's school districts continue to grapple with the rising cost of special education. There have been two landmark education bills in the last 35 years: the Elementary and Secondary Education Act in 1965 and the Education for all Handicapped Children Act in 1975. Congress can designate 2001 as another landmark year in education reform by including full funding for special education in the ESEA reauthorization. Congress cannot add an additional layer of accountability on local schools while it shirks its responsibility to defray the cost of special education.

Since 1975 Congress has danced around its promise to fund the federal government's share of special education costs. In the coming year local school districts will receive $11 billion less in special education funding than they were promised. Lack of adequate federal support for special education denies all children an optimal education as districts divert local funds from building maintenance and construction, reducing class sizes and professional development. Rural, suburban and urban superintendents have been forced to implement one of the nation's largest unfunded mandates while Congress refuses to pay its full share.

The Bush administration calls the Harkin-Hagel proposal to fully fund special education "costly and unwarranted." Yet during his presidential campaign, then-Governor Bush said he "fought for full funding of the special education program" and agreed that special education is "one of the largest unfunded mandates." The president must now urge House and Senate conferees to include mandatory full funding in the final ESEA bill.  

Reaching Out 9

Reaching Out 10

Poker-Faced KidsSufferers Have Trouble Reading Emotions

ABC NEWSJuly 12, 2001

Asa Varrette does not look disabled, but the 7-year-old is profoundly different from other children.

He writes stories — and that's about it. The young boy does not want to watch TV, eat food or play with toys, and he expresses no emotion or enthusiasm, unless it is connected to his stories. "I'm going to add to the words as much as I add to the pictures," he said, while working on one story. He will often stay up late into the night writing, and completes about one book a day.

Asa is not alone in his fixation. Another boy who was diagnosed with Asperger's focuses strictly on appliances, and another who concentrates on trains 24 hours a day. And yet another child obsesses over game shows.

These children have what is called Asperger's Syndrome.

It was named for pediatrician Hans Asperger, who in 1944, observed a small group of boys who displayed unusual behaviors, both linguistically and socially. But his doctoral thesis is on the subject went largely ignored until the early 1980s.

It was first included in the Diagnostic and Statistic Manual, a bible for mental-health professionals, in 1994.

An estimated one in several thousand children suffer from it, to varying degrees.

Can Only Process Abstract

Asperger's Syndrome is a brain disorder in which sufferers are able to process only abstract objects, not people or emotion. Asa is now consumed with the idea of making his stories into animated movies.

As a baby, Asa seemed intellectually gifted. At only 8 months old, he could recognize letters of the alphabet. And his father, Philip Jimenez-Snyder, remembers that at age 1, Asa was unusually interested in street signs.

"He would stop and I would have to stand there — sometimes for 20 minutes, while he pointed to each letter and you know, name each letter," Snyder said.

"We thought he was just really bright, until the whole playground [age] started when you first bring your child and they are old enough to start interacting and they just don't," said Lise Varrette, the boy's mother.

Smart, but Socially Clueless

Dr. Fred Volkmar, a child psychiatrist and head of Yale University's Child Studies Center, helped put Asperger's Syndrome on the psychiatric map less than 10 years ago. He tried to sum up the nature of the disorder and its impact in a short sentence

"I would say [these are] children with amazingly good verbal skills who socially are essentially totally clueless," Volkmar said. "And every time you try to have a conversation with them the topic inevitably will come back to their area of special interest."

Asa was energetic and seemed sociable as long as he was talking about the characters in his book.

"It really has to look like it's not made of paper," Asa said, describing his drawing of one of the characters in his book. "I want him to be as tall as me in the movie."

But when Johnson tried to ask him about his school, Asa fell silent and released a big sigh.

Therapists are groping for ways to help Asperger's kids. Asa has attended a program run by the New York League for Early Learning for the last two years. Academics are not a problem, but the boys in his program struggle to learn the basic social rules of life, such as how to look at people's faces and how to listen when they talk.

Alone in a Crowd

Even with constant support, Asa has problems in group activities. As a group of kids danced, he stood alone and still.

At Yale, Volkmar and his team of researchers are trying to unscramble the brains of children like Asa.

"When they look at faces the part of the brain they use to look at faces is the part of the brain that the rest of us use to look at objects," Volkmar said.

In the area of the brain used to process faces and emotion, the Asperger's patient's brain shows no activity at all.

At Yale, doctors ran an experiment in which a child with Asperger's looked at an emotional movie scene, as the small camera he wore tracked his eye movements. The child's eyes went exclusively to the speaker's mouth, obviously making it difficult to interpret the meaning of the scene.

As for Asa, two years of daily work have made it possible, for the first time, for an ordinary miracle in his life: he has a friend.

Reaching Out

We've probably all read the stories about famous people who possibly had Asperger's Syndrome, but were undiagnosed. The names mentioned range from Albert Einstein to Thomas Jefferson. These people lived or became adults before the diagnosis of Asperger's Syndrome or High Functioning Autism even existed, so no one can tell for sure if they had this condition or not, but they shared common characteristics with adults who have been diagnosed with Asperger's Syndrome today.

What are these common characteristics? How can a person tell if they might be an undiagnosed Aspie, a term many Asperger's patients use to refer to themselves? Is there help for the adult who carries an Asperger's diagnosis? These are three burning questions in the minds of a large number of individuals.

The Cambridge Lifespan Asperger Syndrome Service(CLASS), an organization in the United Kingdom that works with adult (age 18 or older) Asperger's patients has developed a simple ten question checklist to help identify those individuals who fit the common characteristics of Asperger's patients.

I find social situations confusing.

I find it hard to make small talk.

I did not enjoy imaginative story-writing at school.

I am good at picking up details and facts.

I find it hard to work out what other people are thinking and feeling.

I can focus on certain things for very long periods.

People often say I was rude even when this was not intended.

I have unusually strong, narrow interests.

I do certain things in an inflexible, repetitive way.

I have always had difficulty making friends.

Does meeting all of these descriptions mean that the individual has undiagnosed Asperger's Syndrome? No, it simply means that they share characteristics with others who are classified as Asperger's patients. Are these questions diagnostic in nature?

Again, the answer is No. The questions themselves might be used to rule out Asperger's, but they do not lead to a diagnosis. They are simply indicators of similarities.

Is there help for the adult with an Asperger's diagnosis? Yes, help is available in the following forms.

Relevant information on Asperger's Syndrome

Adults With Asperger'sRecognizing the Signs

http://autism.about.com/library/weekly/aa062701a.htm

6/27/01

12

Reaching Out

Social support groups for the patient and his/her family

Advice to employers, family members and care givers

Sheltered employment opportunities if they are appropriate

Social skills training to help develop necessary life skills

Advice on disability benefits through public or private programs

For many adults with Asperger's, the condition is not a disability, according to the rules that agencies such as Social Security use to determine disability. According to Social Security's definition, a disability must prevent ANY "substantial gainful activity (SGA)." This is currently defined by law as income over $700 per month. Many Asperger's individuals are able to earn more than this, not in sheltered workshop settings, but in the nationwide economy in general. As a result, Social Security looks at each case on an individual basis, based on such things as the individual's ability to do work related activity. A close look at the common characteristics listing above will show that unless they are severely limiting to the individual, none of the characteristics would prevent some types of gainful employment.According to the DSM-IV, which provides the diagnostic criteria for almost, if not all, psychological conditions, Asperger's Syndrome is diagnosed by the presence of the following behavioral characteristics.

(A)Qualitative impairment in social interaction, as manifested by at least two of the following:marked impairment in the use of multiple nonverbal behaviors such as eye-to-eye gaze, facial expression, body postures, and gestures to regulate social interactionfailure to develop peer relationships appropriate to developmental level a lack of spontaneous seeking to share enjoyment, interests, or achievements with other people(e.g., by a lack of showing, bringing, or pointing out objects of interest to other people)lack of social or emotional reciprocity.(B)Restricted repetitive and stereotyped patterns of behavior, interests, and activities, as manifested by at least one of the following:encompassing preoccupation with one or more stereotyped and restricted patterns of interest that is abnormal either in intensity or focusapparently inflexible adherence to specific, non-functional routines or rituals stereotyped and repetitive motor mannerisms (e.g., hand or finger flapping or twisting, or complex whole-body movements)persistent preoccupation with parts of objects (C)The disturbance causes clinically significant impairment in social, occupational, or other important areas of

Understand and

be confident that each of us can make a

difference by

caring and

acting in small as well as

big ways.

Marian Wright Edelman

13

Reaching Out

Acquire Knowledge.

It enables its possessor to

distinguish right from wrong; it

lights the way to heaven, it is our

friend in the desert, our society in

solitude, or compassion

when friendless; it guides us to happiness; it sustains us in misery; it is an

ornament amongst friends,

and an armor against enemies.

Prophet Muhammad,

Hadith

functioning.(D)There is no clinically significant general delay in language (e.g., single words used by age 2 years, communicative phrases used by age 3 years)(E)There is no clinically significant delay in cognitive development or in the development of age-appropriate self-help skills, adaptive behavior (other than in social interaction), and curiosity about the environment in childhood.(F)Criteria are not met for another specific Pervasive Developmental Disorder or Schizophrenia

These are the some of the same criteria needed for a diagnosis of Autism, with one major exception. Autism's criteria includes the presence of language delays. With Asperger's Syndrome, these delays are usually not present. As a result, the ability to work is not limited by the inability to communicate effectively, and this makes it much harder to obtain disability benefits.For the adult with Asperger's Syndrome, a strong support system, educational and vocational training opportunities, and social skills training appear to offer the best chance for a successful integration into society and the work environment. Programs such as the CLASS program offer an excellent opportunity to make this integration possible. Once this integration takes place, the adult Asperger's patient can make a successful transition into life's mainstream.

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RESEARCH ABSTRACTSMotion and Emotion: Face Processing By Young Autistic ChildrenMotion and emotion: a novel approach to the study of face processing by young autistic children.

http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?cmd=Retrieve&db=PubMed&list_uids=11439752&dopt=Abstract

1: J Autism Dev Disord 2001 Feb;31(1):37-45Gepner B, Deruelle C, Grynfeltt S.Child Psychiatry Department, Montperrin Hospital, Aix en Provence, France.Gepner@club-internet.fr

The specificity of facial processing impairment in autistic children, particularly in the domain of emotion, is still debated. The aim of our study was to assess the influence of motion on facial xpression recognition in young autistic children. Thirteen autistic children (M age: 69.38 months)were matched for gender and developmental level with a control group of 13 normal children (M age: 40.53 months). They were compared on their abilityto match videotaped "still," "dynamic," and "strobe" emotional and nonemotional facial expressions with photographs. Results indicate that children with autism do not perform significantly worse than their controls in any of our experimental conditions. Compared to previous studies showing lower performance inautistic than in control children when presented with static faces, our data suggest that slow dynamic presentations facilitate facial expressionrecognition by autistic children. This result could be of interest to parents and specialists involvedin education and reeducation of these children. PMID: 11439752 [PubMed - in process]*** *

Inferential Language In High-Function Autistic KidsInferential language in high-function children with autism.

http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?cmd=Retrieve&db=PubMed&list_uids=11439753&dopt=Abstract <-- Address ends here.1: J Autism Dev Disord 2001 Feb;31(1):47-54 BooksDennis M, Lazenby AL, Lockyer L.Department of Psychology Research, Hospital for Sick Children, 555University Avenue, Toronto, Ontario M5G 1X8, Canada. mdennis@sickkids.on.ca

Despite average verbal intelligence, high-function children with autism have social comprehension deficits that are expressed by how they use and understand language. In this paper, we explored the general hypothesis that high-function children with autism make some, but not all, of the pragmatic inferences necessary for successful communication, even when they have the ability to perform noninferential language tasks. We contrasted the ability of 8 high-function children with autism (each with Verbal IQ > 70) and typically developing children to use and understand: pragmatic inferences about given or presupposed knowledge inmental state words; pragmatic inferences about new or implied knowledge in mental state words; bridging inferences essential for coherence; elaborativeinferences involved in enriching a communication by means of figurative language; and the intentional inferences involved in speech acts. High-function children with autism could define words and identify multiplemeanings for ambiguous words. In understanding words for mental states, they made inferences from mental state verbs to given or presupposed knowledge. However, they failed to infer what mental state verbs implied in context; to make inferencesabout social scripts; to understand metaphor; and to produce speech acts, all of which are inferences that are the basis of successful social communication because they elaborate meaning or convey intentions. PMID: 11439753 [PubMed - in process]* * *

Measuring Autism - The Autism-Spectrum QuotientThe autism-spectrum quotient (AQ): evidence from Asperger syndrome/high-functioning autism, males and females, scientists and mathematicians.

http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?cmd=Retrieve&db=PubMed&list_uids=11439754&dopt=Abstract

1: J Autism Dev Disord 2001 Feb;31(1):5-17 BooksBaron-Cohen S, Wheelwright S, Skinner R, Martin J, Clubley E.Departments of Experimental Psychology and Psychiatry, University ofCambridge, Downing Street, Cambridge, CB2 3EB, United Kingdom.

Currently there are no brief, self-administered instruments for measuring the degree to which an adult with normal intelligence has the traits associated with the autistic spectrum. In this paper, we report on a new instrument to assess this: the Autism-Spectrum Quotient (AQ). Individuals score in the range 0-50. Four groups of subjects were assessed: Group 1: 58 adults with Asperger syndrome (AS) or high-functioning autism (HFA); Group 2: 174 randomly selected controls. Group 3: 840 students in Cambridge University; and Group 4: 16 winners of the UK Mathematics Olympiad. The adults with AS/HFA had a mean

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Research Abstracts – continued from page 15

AQ score of 35.8 (SD = 6.5), significantly higher than Group 2 controls (M = 16.4, SD = 6.3). 80% of the adults with AS/HFA scored 32+, versus 2% of controls. Among the controls, men scored slightly but significantly higher than women. No women scored extremely highly (AQ score34+) whereas 4% of men did so. Twice as many men (40%) as women (21%) scored at intermediate levels (AQ score 20+). Among the AS/HFA group, male and female scores did notdiffer significantly. The students in Cambridge University did not differ from the randomly selected control group, but scientists (including mathematicians) scored significantly higher than both humanities and social sciences students, confirming an earlier study that autistic conditions areassociated with scientific skills. Within the sciences, mathematicians scored highest. This was replicated in Group 4, the Mathematics Olympiad winners scoringsignificantly higher than the male Cambridge humanities students. 6% of the student sample scored 32+ on the AQ. On interview, 11 out of 11 of these met three or more DSM-IV criteria for AS/HFA, and all were studying sciences/mathematics, and 7 of the 11 met threshold on these criteria. Test-retest and interrater reliability of the AQ was good. The AQ is thus a valuable instrument for rapidly quantifying where any given individual is situated on the continuum from autism to normality. Itspotential for screening for autism spectrum conditions in adults of normal intelligence remains to be fully explored. PMID: 11439754 [PubMed - in process]* * *

Functional Play and Children with AutismTaking a closer look at functional play in children with autism.

http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?cmd=Retrieve&db=PubMed&list_uids=11439756&dopt=Abstract

1: J Autism Dev Disord 2001 Feb;31(1):67-77 BooksWilliams E, Reddy V, Costall A.Department of Psychology, University of Portsmouth, Portsmouth, PO1 2DY,United Kingdom. e.williams@wkac.ac.uk

Research evidence indicates that children with autism may experience problems with functional play, in addition to their well-documented deficits in symbolic play. However, as a result of the tendency of previous studies to group all functional play into a single category, the precise nature andextent of this deficit remains unclear.

The present study undertook a more refined analysis of such play, subtyping the functional acts into various categories, in terms of the developmental progression suggested by research with typical infants. The functional play of children with autism was compared to that ofdevelopmentally matched children with Down syndrome and typical infants. Although there were no group differences in overall measures of the proportion of total play time spent in functional play and in the number of functional acts performed, a closer analysis of the composition of this playdid reveal striking, qualitative differences. The functional play of the autism group was less elaborated, less varied, and less integrated than that of the controls. The implications of these findings are explored in relation to current theoretical models of autism and in relation to the role of other people in mediating the appropriate use of objects. PMID: 11439756 [PubMed - in process]* * *

Autism and Asperger Disorder And Movement AbnormalitiesMovement preparation in high-functioning autism and Asperger disorder: a serial choice reaction time task involving motor reprogramming.

http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?cmd=Retrieve&db=PubMed&list_uids=11439757&dopt=Abstract

1: J Autism Dev Disord 2001 Feb;31(1):79-88 BooksRinehart NJ, Bradshaw JL, Brereton AV, Tonge BJ.Neuropsychology Research Unit, Department of Psychology, Monash University,Clayton, Victoria, Australia, 3168. Nicole.Rinehart@sci.monash.edu.au

Autism and Asperger disorder have long been associated with movementabnormalities, although the neurobehavioural details of these abnormalitiesremain poorly defined. Clumsiness has traditionally been associated with Asperger disorderbut not autism, although this is controversial. Others have suggested thatboth groups demonstrate a similar global motor delay. In this study we aimedto determine whether movement preparation or movement execution was atypicalin these disorders and to describe any differences between autism andAsperger disorder. A simple motor reprogramming task was employed. The results indicatedthat individuals with autism and Asperger disorder have atypical movement

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Research Abstracts …….. continued from page 16

preparation with an intact ability to execute movement. An atypical deficitin motor preparation was found in Asperger disorder, whereas movement preparation was characterized by a "lack of anticipation" in autism. The differences in movement preparation profiles in these disorders were suggested to reflect differential involvement of the fronto-striatalregion, in particular the supplementary motor area and anterior cingulate. PMID: 11439757 [PubMed - in process]* * *

Genetic Study Autism, Mental RetardationA family genetic study of autism associated with profound mentalretardation.

http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?cmd=Retrieve&db=PubMed&list_uids=11439758&dopt=Abstract <-- Address ends here.

1: J Autism Dev Disord 2001 Feb;31(1):89-96 BooksStarr E, Berument SK, Pickles A, Tomlins M, Bailey A, Papanikolaou K, Rutter M.Medical Research Council Child Psychiatry Unit, Institute of Psychiatry, London, United Kingdom.

We sought to determine if the family loading for either the broader autism phenotype or for cognitive impairment differed according to whether or not autism was accompanied by severe mental retardation. The sample comprised 47 probands with autism meeting ICD-10 criteria, as assessed bythe Autism Diagnostic Interview and the Autism Diagnostic Observation Schedule. Family history interview and findings were compared with those for the higher IQ autism and Down syndrome samples in the Bolton et al. (1994)study. The familial loading for autism and for the broader phenotype was closely comparable to that in the study of higher IQ autism, and different from that for Down syndrome. The family loading for scholastic achievement difficulties was slightly, but significantly, higher when autism was accompanied by severe retardation. PMID: 11439758 [PubMed - in process]* * *

Macrographia In High-Functioning Autistic AdultsBrief report: macrographia in high-functioning adults with autism spectrum disorder.

http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?cmd=Retrieve&db=PubMed&list_uids=11439759&dopt=Abstract

1: J Autism Dev Disord 2001 Feb;31(1):97-101 BooksBeversdorf DQ, Anderson JM, Manning SE, Anderson SL, Nordgren RE, FelopulosGJ, Bauman ML.Department of Neurology, Ohio State University Medical Center, 1654 Upham Drive, Columbus, Ohio 43210, USA. beversdorf.2@osu.edu

The initial description of Asperger syndrome commented on the poor handwriting and motor coordination difficulties of individuals with this condition. Early descriptions of autism do not remark upon such difficulties. Recent evidence, however, suggests that individuals with both conditions have a similar motor control impairment. Handwriting has not been formally assessed in this context. Our study compared handwriting size between individuals with autism spectrum disorder and age- and IQ-matched control subjects. Macrographia was observed among subjects with autism spectrum disorder which remained statistically significant when covaried with educational level. This finding may correlate with the anatomical abnormalities present in the cerebellum of individuals with autism spectrum disorder.PMID: 11439759 [PubMed - in process]* * *

A Growth Spurt In Children's Health Laws

http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?cmd=Retrieve&db=PubMed&list_uids=11445532&dopt=Abstract

1: Environ Health Perspect 2001 Jun;109(6):A270-3Schmidt CW.

Policy makers have been busy in the wake of Executive Order 13045, which in 1997 mandated federal agencies to specifically consider children in the development of environmental standards and regulations. Since summer 2000, a host of legislative initiatives have taken flight, pushing forward an unprecedented agenda for reducing environmental threats to the young. The largest epidemiology study ever attempted of environmental exposures and their effects on children is now under way, and government agencies addressing programs from health to housing are working together on coordinated research strategies. The need is urgent; levels of several pediatric illnesses with suspected links to the environment, such as asthma and autism, are growing throughout the United States. These illnesses and others are the subject of special research and policy initiatives spearheaded by the President's Task Force on Environmental Health Risks and Safety Risks to Children. PMID: 11445532 [PubMed - in process]

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COMPUTER RESOURCES

WEBSITES

Reaching Potentials Website:http://www.reachingpotentials.org

Hyperlexia Parents Group:http://www.iac.net/~whaley/gordy.html

General Autism Information:http://pages.prodigy.com/MI/dporcari.htmlhttp://web.syr.edu/~jmwobus/autism/http://134.68.79.12/AIA.html

Advocacy:http://www.wrightslaw.comhttp://www.Myerslaw.com

Autism & Lovaas Type Programs:http://web.syr.edu/~jmwobus/autism/lovaas/

Autism Frequently Asked Questions:http://web/syr.edu/~jmwobus/autism/autism.faq

ASA Website:http://www.autism-society.org

NICHY Website:http://www.nichcy.org

Asperger's Disorder HomePage:http://www.unmed.edu:8000/pub/o/ozbayrak/asperger.html

Asperger's Syndrome Resources Page:http://www.udel.edu/bkirby/asperger/

TEACCH Homepage:http://www.unc.edu.dept/teacch

Autism & Brain Development Research Lab:http://nodulus.externucsd.edu/

National Institute of Health:http://www.nih.gov/

National Alliance Autism Research:http://www.naar.org

CAN (Cure Autism Now) Website:http://www.canfoundation.orghttp://www.hbdi.org

NIH Grants & Contracts:http://www.nih.gov/grants/

Autism Network International:http://www.students.uiuc.edu/~bordner/ani.html

Autism Network International:http://www.students.uiuc.edu/~bordner/ani.html

Future Horizons Autism Homepage:http://www.onramp.net/autism

Insurance Appeal:http://web.syr.edu/~jmwobus/autism/lovaas/appeal.txt

Association for Behavior Analysis:http://www.wmich.edu/aba/

The Recovery Zone:http://pages.prodigy.net/damianporcari/recovery.htm

The ME-List: (a parent ABA mail list)rallen@iupui.edu(E-mail Ruth Allen & ask to be put on mailing list)

Family Network on Disabilities:http://www.fndfl.org

Edlaw, Inc.:http://www.access.digex.net/~edlawinc/

General Resource for Exploring the Web:http://www.medlib.iupui.edu/Oc:/jumpoff.html

Abstracts of Journal of Applied Behavior Analysis:http://www.envmed.rochester.edu/wwwrap/behavior/jaba/jabahome.htm

Univ. of So. FL - ABA Website:http://www.coedu.usf.edu/behavior/behavior.html

NEWSGROUPS:

Dads with Disabled Children:Listserv@dadvocate@ukcc.edu

(St. Johns) Autism & Developmental Disabilities:listserv@maelstrom.stjohns.edu

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Upcoming Events / Conferences

PECS 2-Day Training WorkshopBaton Rouge, LouisianaAugust 9-10, 2001For more information, go to www.pecs.com or e-mail sfleming@mail.doe.state.la.us

Auditory Integration Training Ten-day Training session for individuals with auditory processing challenges, hypersensitivity to sound, Autism, PDD, Dyslexia, Learning Disabilities, Behavior Challenges, and Language deficits.August 10-19, 2001 Richmond, VAFor more information, go to CCICUTO@cs.com

Autism Leadership Conference and Policy SummitWashington, DCAugust 11-12, 2001For more information, call 304.947.5639 or go to www.asperger.gorDr. Ross. Greene; Dr. Brenda Myles ;Diane Adreon ; Dr. Peter Gerhardt; Dr. Julia Robertson ; Jack Southwick ; Dr. Julie Donnelly

High Functioning Autism and Asperger’s Syndrome: Practical Strategies for the ClassroomPrinceton, New JerseyAugust 15, 2001August 29, 2001For more information call 609.987.0099 or email info@edenservices.com

Practical Strategies for Autism and PDDPlano, TexasAugust 27, 2001For more information, call 972.233.5089 or email rsvp@specialchildren.org

AUTISM RESEARCH - THE CUTTING EDGE 2001September 8, 2001Ft. Lauderdale FloridaDr. Andrew Wakefield, Dr. Jeffrey Bradstreet For more information, call 954-506-5654 WWW.CASIQUEST.ORG or e-mail Autism@CasiQuest.org

Florida Association for Behavior Analysis2001 Annual ConferenceSeptember 19-21, 2001Daytona Beach, FL

Families for Change – March on WashingtonWashington, DCSeptember 14, 2001For more information, call 716.522.9185 or go to www.poweradvocates.org

Vaccines – The Risks, The Benefits, The ChoicesBaltimore, MarylandOctober 6-7, 2001For more information, call 440.268.0897 or 440.572.1136

The First Annual Gray Center ConferenceGrand Rapids, MichiganOctober 16-17, 2001With Carol Gray, Dr. Tony Attwood, Dr. Temple Grandin, Dr. Diane Twachtman-Cullen, Linda Hodgdon, and Dr. Liane Holliday Willey.For more information, go to www. Asw4autism.org or e-mail asw@asw4autism.org

Enhancing Communicative and Socioemotional Competence with Barry PrizantVirginia Beach, VirginiaNovember 29-30, 2001For more information, call 301.656.2190 or go to www.Barryprizant.com

Special Education Law Conference Alexandria, VADecember 1, 2001Is your child getting what they are entitled to under the ’99 IDEA regulations, ’99 IDEA appendix A, ’97 IDEA Amendments, Americans with Disabilities Act, Section 504 of the 1973 Rehabilitation Act & the Family Educational Rights of Privacy Act?For more information, go to www.reedmartin.com/alexandria.html or e-mail connie@westco.net

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Shadowing TrainingSat. August 18th 9:00a – 1:00p $50.00This training is being scheduled for Palm Beach County, FL location. Contact our office for specific details on location and space availability. Call us at 561-274-3900 or fax 561-274-3932

MISSION STATEMENTReaching Potentials is a private, non-profit organization, serving children with autism and their families. We partner with parents and the professional community to provide research-based services, including: Training, Early Intervention Programs, Transition Programs, Outreach and Replication. We believe that EVERY child with autism should have the opportunity to reach their potential.

Reaching OutReaching Potentials, Inc.P.O. Box 970161Boca Raton, FL 33498

Non-Profit OrgU.S. Postage PAIDBoca Raton, FLPermit No. 1634

Inside This Issue Early Intervention is the Key to

Educating Children with Autism Fears Raised Over Preservative in

Vaccine Reaching Potentials Training Calendar Adults with Aspergers Upcoming Conferences

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