Meet Dominik

I have been working with individuals with autism for 20 years and have met many interesting and exciting people along the way. In this blog, I have someone that I would like to introduce to you that I believe is an extraordinary person. His name is Dominik and he is 14-years-old. Dominik has diagnoses of autism and apraxia and is essentially non-verbal with his spoken language, but is definitely NOT non-verbal when using other means to communicate aside from the spoken word. Upon meeting Dominik, you may assume that he has limited communication skills, but since we presume competence when working with our clients, I learned that the opposite it true. Dominik has a passion for writing and using language to communicate his vast interests. One of the ways he has learned to do this is through an augmentative communication application called “Speak for Yourself (SFY).” SFY runs as a communication device on the iPad and uses synthetic speech to aid individuals with their expressive language output. It is based on core vocabulary and allows the person to communicate using generative language. Dominik has learned to use the augmentative communication system to express his wants and needs, feelings, hold conversations with others, and to communicate his expansive knowledge and interests in a variety of topics. Our conversations using AAC have ranged from the etiology of autism to future careers. Dominik thinks that vaccines “are the culprit of autism” and wants to be “a neurologist” when he is older. When Dominik communicates using AAC, he let us into his amazing world of thought. Not only does he use SFY; he can type on a computer keyboard, write with facilitated assistance, and is now starting to use verbal speech as AAC has been a bridge to developing spoken language for him.

I told Dominik that I was going to write a blog about his AAC use and the amazing progress he has made in just a few short months. He was very excited about the opportunity! I asked him if there was anything that he would like to share with the readers and this is what he said:

“I would like to thank you for the opportunity of participating in this blog and having my “voice” heard. It may sound ironic since my oral language skills are almost nonexistent. The various specialists have called my condition apraxia of speech, but I call it “being mute!”

Dominik and Dr. Rosin, having a conversation using AAC

I obviously can’t represent everyone who is autistic and has apraxia of speech, but I think it is reasonable to conclude that there are other individuals similar to me, with similar issues and struggles. The daily struggles of trying to produce the words and the inability to do it successfully represent a great source of frustration and can lead to the lack of self-esteem, both of which have occurred in my case. My refuge has been a written word, and lately the synthetic speech app I have installed on my I-pad. When I was diagnosed with autism almost 12 years ago, there were essentially no programs or apps like the ones we have nowadays and the one I use currently. With the further advancement of technology, I believe that even more sophisticated apps will be developed in the near future!

I truly hope that society will become even more understanding and successful in helping us, the individuals with autism and apraxia of speech, in all aspects of our lives, but the speech in particular, since that is a hallmark of our disorder and the stigma we carry. People with autism and apraxia may not have a loud voice in decibels, but those who are willing to give us a chance may realize that our inner voice is worth listening!”

Dominik has shared two of his writings with me and would like to share them with you too. Please click on the links below to read two essays that he wrote for school.

“Happy and Crabby at the Same Time”  By Dominik Knez

Click here to read.

“Triple Epiphany”  By Dominik Knez

Click here to read.

Contact Sheryl:

srosin@palmbeachsls.com

www.palmbeachsls.com

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Thelma Atha, M.Ed, CAS; Director of Counseling Department & Learning Support Specialist at Lincoln International Academy in Managua, Nicaragua; Private practice in Managua, Nicaragua focused on Sensory Integration Therapy, TEACCH, and Behavior Modification Therapy.

Country: Managua, Nicaragua

School/ Organizations/Center: Lincoln International Academy, Managua, Nicaragua

1) How has earning the Certified Autism Specialist been meaningful and satisfying?

I began learning about ASD 9 years ago when I suspected my youngest son may be autistic.  Six months later, in Californian, he was diagnosed with autism and I was told he might not ever become verbal.  A year and a half after Raphael’s diagnosis, my husband´s work in the U.S. Navy took us to El Salvador. While in El Salvador I began formal studies on autism, SP, and ABA in order to better help my son.  Shortly after, I began to get invited to schools to talk about ASD and families began contacting me.    Suddenly, I found myself becoming an advocate for children with ASD. After much hard work, I am happy to report that, today, my son is verbal and high functioning. We face challenges every single day, but I am blessed to have had the opportunity to become a Certified Autism Specialist and to learn different ways to help my son and other children with ASD and their families.  In 2013, we moved to Managua, Nicaragua and in 2015 I earned my designation as a CAS. It has been truly meaningful to me as I can now better help children with ASD. Living in a third world country, where people are just beginning to learn about ASD, means a lack of sufficient resources.  There are very few service providers for children with ASD, so my experience and the training I received while becoming a CAS is very important as we work to fill the gaps in services and assistance for people with ASD in this region of the world.

2) How has the CAS credential affected your professional growth?

The CAS credential has very positively impacted my professional growth! Having these credentials enhances the credibility of all my efforts to advocate for people with ASD and improves the services I provide for students, clients and parents. Also, being a parent of a child with ASD, gives me additional sensitivity and awareness on a professional and personal level which helps build better cooperation with those I work with.   This certification has made me grow in many other ways. My work as Director of Counseling and Learning Support Specialist for Lincoln International Academy and the work I do to support students from other schools, provide private therapies, and help support people and families with ASD has benefited greatly from all I learned while earning my CAS designation.

In 2015, I had the opportunity to give a TEDx talk on Autism, highlighting my personal experiences as a mother and my professional experiences as an advocate for people with ASD. One of the things I mentioned in my TEDx was my CAS designation. My TEDx talk has spread beyond borders. Since then, families and organizations from many countries have contacted me. I truly believe that CAS has given me much more credibility as a professional which in turn makes my work as an advocate for people with ASD much more effective. (TEDx link: https://www.youtube.com/watch?v=8IZs3wN4x_0)

3) How has your CAS credential been a benefit to your employer?

It has been a huge benefit for my employer. We have started a well-structured inclusion program to place students with ASD in the regular classroom to the maximum extent possible and continue to work to increase our capabilities to serve the members of our community with ASD.  Parents of children with ASD now seek admissions at Lincoln International Academy because they are confident they will be in a place where there is someone that truly understands their children’s needs.

4) How do you like to be recognized, acknowledged and rewarded for a job well done?

I know first hand how difficult it can be to get support, access to therapies, and better educational opportunities for children with ASD, so assisting parents and their children is all the reward I need.  Hearing: “I know you understand,” “thank you for giving our child a chance”, etc., is acknowledgement enough.

5) What is your greatest challenge or roadblock?

I find the biggest challenge is to work with people who do not understand ASD.  That was the main motivation I had in giving my TEDx talk, educating as many people as possible about the challenges faced by individuals with ASD and their families.

6) What makes you feel like a valuable contributor?

The fact that I am not only a professional on the field but also a mother of a child with ASD who now has the amazing opportunity to work with other children with ASD is what makes me a valuable contributor.

7) What do you enjoy most about your job?

I enjoy many aspects about my job. Most of al,l I enjoy working with parents and their children, providing the emotional support that they need to be able to stay strong and positive every day while facing the challenges associated with ASD.

The post Featured Autism Specialist: Thelma Atha appeared first on Certified Autism Specialist.

Elayne’s daughter, Miss Heidi Pearson.

With temperatures over 100 degrees in much of the United States, most families are challenged simply keeping everyone comfortable, hydrated, and content.  Then, if you add into a household the mix of individuals affected by autism, with their tendencies to be overly-sensitive to temperatures, frustration when routine is disrupted, and struggles with impulsivity—August can be a very tricky month for everyone.  This was too true for our family when Heidi and her three older sister were growing up.  With her dual-diagnosis of Down syndrome and autism, she was cute as a pixie, but often kept us on high-alert, (or “Heidi-alert”). I recall countless summer vacations, where it sure didn’t feel like a vacation.

The initial elation of feeling free from school, schedules, sports, and stuff was a delicious feast of freedom. Fast forward with too much free time, the summer heat rising in our house, creating the perfect storm for teasing, tag-a-longs, tantrums, and tempers rising with the temperatures — and now I admit I hated August at times. But we never gave up. With no central air conditioning in our home, it wasn’t easy, but we used tried-and-true methods to beat the heat.

My advice? Keep it UP!

GET UP – If you’re doing yardwork, exercising your child’s therapy dog, or even playing outside, get up earlier to beat the blaze. Roofers and road crews know this is vital.

DRESS UP – Clothing which is lighter in color and weave are usually more comfortable. Cotton, for instance, is cooler than a tight polyester knit. When Heidi attended middle school she had a couple of favorite outfits she insisted on wearing — whether it was freezing cold or boiling hot — so I tried to explain things and “creatively” help her adapt her clothing choices.

READ UP – Remember nature’s way to detoxify our body is through perspiration, so don’t be afraid to really sweat, it’s actually very good for us. Countless individuals with autism test abnormally high in chemicals, toxins, and heavy metals in their systems, and have experienced improved health and less anxiety with gradual natural detoxification methods, including far infrared sauna treatments.

SWAP UP – The last thing we need is to add more to our liver’s chemical burden so switch strong anti-perspirants for a good deodorant (which neutralizes odor but won’t clog your pores). There are also herbal capsules (like parsley) which safely help reduce body odor.

LOCK UP – Generally exterior doors are more open in the summertime, and people are less apt to be alert for elopement within the autism population. So if you’re at an indoor/outdoor gathering at the home of friends/family, encourage everyone please help keep an eye out for this special risk, or take turns with specific shifts to avoid a scary scenario.

PARTNER UP – If impulsively running off/wandering is common, tell this tendency to law enforcement and trusted neighbors requesting them to be a part of your “neighborhood watch group” and share phone numbers, etc.

LINK UP – A helpful tool for parents of loved ones who have communication challenges is purchasing a sturdy safety ID bracelet. Remember, it does no good if it’s not worn, so link that clasp everyday so this becomes routine. If you have a “night wonderer” I recommend leaving it on all the time, and do interventions like deadbolt locks installed out of reach.

DRINK UP – Getting hydrated is a chore for most families, but wise parents try to explain why, then insist that this needs to be done — before going out in the summer heat.

ADD UP – To help “boring” water go down a little easier, add natural flavors to give refreshing variety like lemon, lime, or a few drops of other citrus fruit. Personally, I love peppermint leaves in my ice cubes or honey in warm water.

COOK UP – You can avoid heating up the kitchen and house by opting for menus which are cooked outside. Go for it, but remember, eating meat usually causes people to feel hotter afterwards.

PASS UP – Overly spicy or salty foods like nuts, jerky, chips and salsa contribute to thirst and should be served minimally during really hot spells.

EAT UP – Foods such as cucumber, watermelon, and berries are naturally hydrating and refreshing, so try to buy or grow them for a win/win.

BLOCK UP – Depending on the direction of the sun, buy or create a large sheet of cardboard to place on windowsills to insulate your home from the heat. Some families purchase insulated curtains for better darkness and heat control, while others use aluminum foil or an emergency solar blanket to block out all the light.  We wanted the option for sunshine, so I covered our cardboard inserts with cute contact paper, and used them only when needed.

EASE UP – If the heat is extreme, yet you have activities or chores that require a lot of exertion, consider bumping them to later or earlier times. If it must be done, ease up a bit, nothing is generally worth getting heat exhaustion or heat stroke over.

PLAY UP – August is a great month to turn on the lawn sprinklers or fill a little pool and let everyone be a kid.  Even going through the hottest part of the day in damp clothes, or a wet bandana or ball cap is a free and easy tip.

OPEN UP – In the evenings a cross-ventilation from open windows is a tried-and-true method to help cool down the house. (Just be sure and close them in the morning to retain the benefits.)

LATCH UP – Opening the windows for a breeze is great, but with loved ones affected by autism or precious pets, you’ll sleep better knowing there’s a screen safety secured in each window.

STORE UP – What’s the most vital emergency item to store at home? Water. Think about washing wounds without water, swallowing medications, or helping service animals survive a disaster. Please learn how to safely store water today, you’ll be grateful you did.

Best wishes for your summer! Oh, keep your CHIN UP, too!

~ By Elayne Pearson, Special Needs Safety/Preparedness Specialist

Email ways you “beat the heat” at hiddentreasuresofhealth@yahoo.com or www.hiddentreasuresofhealth.com

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Once again, we are at the time of year that brings about so many mixed emotions for professionals in the education field; The beginning of a new school year. The smell of fresh markers, the sight of a completely clean classroom, a desk without piles of paperwork are all soon to be fleeting things as the momentum of the school year kicks things into high gear. For some educators who are taking on new positions or responsibilities this year, there may we waves of apprehension wondering how everything will manage to get done on time. Others who have been in the field for a while may wonder how they can incorporate new ideas into their lesson plans to keep students interested. There are so many different situations going on and everyone is different.

It is in the cold December months that people sit around making resolutions about the next calendar year and things they wish to accomplish. These New Year’s Resolutions are sometimes the only time of year people sit down to analyze their behaviors and make a plan to change things. Since the beginning of the school year is also a new beginning, it is the perfect time to resolve to make some changes for the betterment of yourself and your professional development. Just like resolutions, it is the small steps we take that make the larger change to our lives. Below is a list of examples of resolutions provided by professionals who work in the education field in various ways.

1. Take the time to read one piece of material relevant to the professional development of my classroom or job a month. Things move so quickly in the school year, we can sometime blink and it’s winter break. Making the commitment to actively learn more about techniques to improve your professional skills while still in the classroom is beneficial for two reasons. One reason is you may make a stronger connection to the material while you are seeing things firsthand in your job environment. The second reason is you are able to directly apply the work you are learning about to your life without much of a delay. Try looking up books, articles, blogs, or even look at how a certificate program may benefit your career development. There are lots of different resources out there any your place of work may even provide some if you ask.

2. Set a daily deadline to finish work by that specific time each night. It’s important to unplug and set boundaries separating your work/home life. It is possible to get so involved with paperwork or lesson plans that you work through dinner or stay up so late that work bumps into bedtime. Setting a time to put away the work allows you to relax more and take care of the things you need to take care of in your personal life.

3. Resolve to not be so hard on yourself. Everyone makes mistakes and it is rare for things to be completely “perfect” even when we work really hard on it. It’s important to learn how to take a step back and look at what worked and what didn’t work so we can learn from the experiences. The next time you try, you may end up with completely different results.

4. Resolve to not bring your home life to work. Along the same lines of creating boundaries at home, it is important to create boundaries at work. This applies to both the setting directly working with students such as a classroom or in interacting with your colleagues. There are times and places to address your personal life with work friends, but it should never impact your job performance or work relationships. Try to take a few moments before going into work to breathe deeply and cleanse your mind for the day. It’s not that you are avoiding your personal life, it’s that your job and the people you support need your full attention.

5. Take the time to look ahead at the future. Summertime is often the time when people give serious reconsidering to their employment options and their career paths. However, if we spend the time to think about what do we want out of our careers during the school year there are many more resources we can utilize. Perhaps scheduling a conversation with the head of a department or your professional mentor can help open your eyes to new job opportunities. You will never know what is out there until you begin to look for new opportunities.

6. Understand fully that changes in our students do not happen overnight and there are occasional setbacks. This one is the most important one what talking to my peers in the education field. It can be discouraging when no tangible progress is made for a student, especially when there is a need to document the progress for official records. Change takes time and there are so many factors out of our control as we work to help students become their personal best. There are also occasions when even with the best support, there are regressions in skills or behaviors. Take a second to see if there is something wrong with the support or if there may be another reason for this temporary setback.

You may only have one or two resolutions when you make your own, but they should be tailored to you and what you want to get out of the school year. Look back on what some of the events of the last school year that left an impact on you. Were there some challenges you wish you had handled differently? Was there a professional success you wish to obtain more often? Take the time, before the school year kicks into high speed, to look at where you want to be at the end of school year. Just like we see in our settings, change can happen for anyone if we provide the proper supports. Reach out to your colleagues or superiors to let them know you have some professional goals you want to achieve this year and you may be pleasantly surprised with the support you receive.

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By Lois Jean Brady, Author of Apps for Autism – www.itherapyllc.com

If you take my glasses away – I can’t read

If you encourage me – I still can’t read

If you give me a verbal model, I know what to say – but I still can’t read

If you give me cues or prompts, I have an idea of what to say – but I still can’t read

If you offer chips and skittles (reinforcers), I still won’t be able to read

If you test me, I will fail and be labeled illiterate or, worse, cognitively delayed

I may referred to resource or special education

If you give me my glasses

I can read!

Same is true for all assistive technology —

Glasses, hearing aids, wheelchairs, and, yes, iPads are essential pieces of equipment that are used to increase, maintain or improve abilities. For individuals on the autism spectrum technology has become essential for communication.  The phrase, “I can finally see how smart he/she is,” has become a common revalation for parents and educators alike. The iPad is not only a means to communicate, but teaches literacy and many crucial academic skills like math and science.

“What we’re finding is that a lot of these people (nonverbal) have a good brain hidden inside, and technology allows them to express themselves… and I think that’s wonderful.”

-Dr. Temple Grandin

Research has shown that using iPads can increase communication, (Kasari, Kaiser, Landa, 2013) academic responding (Hart & Whalon, 2012), behavior  ( Neely,  Rispoli, Camargo, Davis,  Boles), social interactions (Hourcade, Williams, Miller, Huebner, Liang, 2013), and enhance learning opportunities for students with disabilities, (Cumming).

Since its release in April 2010, the iPad has quickly become one of the most effective, motivating, indispensible learning tools ever for those on the autism spectrum — and just about everyone else!  In the past few years, we have seen an explosion in what mobile technology has to offer for the special needs population. Apple has incorporated terrific accessibility features, developers have created a plethora of fantastic apps, and companies are producing accessories to meet the needs of every user. But, the most impressive of all, is the way this technology is opening new possibilities for the special needs population: many users are showing capabilities that defy our expectations. Non-verbal individuals are communicating; some are writing blogs, even books! Students who would not touch a pencil began tracing letters on apps and can now write not only letters and words, but sentences! Others are developing speech, becoming literate, acquiring social skills, and just plain excited to learn. As a matter-of-fact, many are using educational apps as reinforcers: they are essentially working to “work.” The iPad is so appealing, I have not had to open a bag of Skittles or chips in years — these are boring, compared to a new app. It has truly been an exciting few years.

Please keep all assistive devices well within reach of the individuals who rely on technology to communicate and learn.
Hart, J., and Whalon, J., (2012). Education and Training in Autism and Developmental Disabilities Vol. 47, No. 4, Special Conference Issue Research to Practice pp. 438-446Cumming, T., School of Education, University of New South Wales, rm 129 John Goodsell Building, Sydney, New South Wales 2052, Australia

Hourcade, J., Williams, S.,  Miller, E., Huebner, K., Liang, L., (2013). Proceedings of the SIGCHI Conference on Human Factors in Computing Systems Pages 3197-3206,New York, NY, USA

Kasari, C., Kaiser, A., & Landa, R. (2013, November 12). IPads help late-speaking children with autism develop language. Retrieved August 2, 2016, from http://news.vanderbilt.edu/2013/11/ipads-autism-language

Kasari, C, Kaiser, A., & Landa, R. (2009). Developmental and Augmented Intervention for Facilitating Expressive Language. Sponsored by Autism Speaks, Grant 5666.

Murphy, S.A. (2005). An experimental design for the development of adaptive treatment strategies. Statistics in Medicine, 24, 1455-1481.

Neely, L.,  Rispoli, M.,  Camargo, S.,  Davis, H.,  Boles, M., (2012). Texas A&M University, United States Received 2 October 2012, Revised 12 December 2012, Accepted 14 December 2012

Schlosser, R., Wendt, O (2008). Effects of augmentative and alternative communication intervention on speech production in children with autism:  A systematic review. American Journal of Speech-Language Pathology, 17 , 212–230.

The post I Can’t Read Without My Glasses (an analogy) appeared first on Certified Autism Specialist.

The post 15 Behavior Strategies for Children on the Autism Spectrum appeared first on Certified Autism Specialist.

For many professionals in the educational fields, the countdown to summertime has been going on for months. As the students yearn to be outside the classrooms, so do the educators long for a respite. However, when the classrooms are all packed up sometimes that’s the best opportunity to get some more work done. During the school year, it is difficult if not impossible to keep up to date on the newest books or educational tools while still maintaining the day to day operations. The free time allowed during the summer months can offer valuable time to reflect on the past year, prepare for the upcoming school year, and work on improving their skills working with disability community.

Summertime is the perfect time to learn more about different aspects of the disability in order to be better prepared when the school year arrives in just a few short months. By learning new techniques and strategies in advance there is time to actively prepare for new situations in the upcoming school year. Perhaps there was a situation this past school year that was challenging for your or the students? Were there tools you think could have better helped address a difficulty a student faced? Some teachers at higher levels of education may want to become familiar with transition planning as well.

Although people may think beach reading choices should be light, there are many different book options about various aspects of disability you can read at a leisurely pace. There are many autobiographies of people with various disabilities available at most book stores or online. By learning about disabilities straight from the people who have lived these lives, it is supporting their messages and learning what supports work directly from those who have benefited from supports. There are also books written by educators for educator about universal design for learning or other teaching styles. The premised behind universal design for learning is to teach students in different ways depending on how they learn best. As an educator, you have probably seen the supports used to help students with disabilities also be effectively used by students without disabilities.

In this interconnected age, many people have turned to blogs to discuss their triumphs and tribulations. There are blogs run by parents, educators, professionals, and self advocates who all discuss similar issues with different perspectives. Some of these blog entries are hosted on websites to make navigating between topics or authors easy to do. Once you begin looking up blogs, often you will find similar ones endorsed by the writer and can lead you to discover this whole online disability community.

One of the greatest advancements we have had to the disability field in the past few years is the diversity and accessibility of applications (apps). Before, there were very few applications to serve the disability population and they were pricy or difficult to use. Now, there are apps for hundreds of different purposes and many able to be used right on a call phone. This allows teachers and students to have specific tools right at the tip of their fingers. With how many different apps there are on the different platforms, it can take time to find ones specifically addressing a need you may have in your classroom.

The slow pace of summer also allows you the chance to become a student again by taking opportunities to increase your knowledge in a classroom setting. There are many online programs, such as the Certified Autism Specialist, which can both teach you new skills and increase your professional appeal. Many large organizations offer free or low priced webinars on specific topics lead by professionals in the field. Most offer certificates of completion however some also offer Graduate Credits or CEUs which your teaching program may require you to obtain. Becoming a student again also allows educators the opportunity to explore new topics under the leadership of other professionals in the field. If you have ever been interested in some topics such as music therapy, summer months are perfect to explore these different avenues.

There are many national and local disability conferences which operate during the summer months as the target audience, educators and professionals, have the time off. These conferences range from one day to multi-day events with many different speakers. The amount of information you will obtain at these events is mind-blowing and everyone should bring a notebook to take notes as you’ll be processing all the information long after you leave the conference. Many conferences also have a vendor area where you can meet and explore different products or local companies which you may find beneficial in your practice. These events are also wonderful places to network and meet with other peers in your community who are doing similar work. There are so many useful strategies, techniques, and supports to be shared with each other at these events.

Summer is also the perfect time to begin establishing reusable worksheets or other material for your classroom settings. Visual schedules take time and energy to construct, especially if they are being made for multiple children. Support for children with disabilities can also be beneficial to those without disabilities. By creating material for all children to use to support themselves in the classroom, it doesn’t single any one student out and may help those children who have not yet received formal diagnosis. Doing some of these tasks ahead of time can prevent educators from being overwhelmed the week before school goes back in session as they rush to complete things.

Overall, there are many different ways educators can use the summer months to get a jump on the next school year. Exploring different supports, learning new skills through courses or conferences, and reading about different disabilities are just a few of the many ways. Everyone’s teaching style is different and as such, it’s important to find tools or teaching methods that compliment your techniques. Make sure you reach out to those people in your departments who may have suggestions on local resources or opportunities specific for you. Most importantly, don’t forget to relax and try to enjoy your summer months.

Links to Great Summer Resources:

Education World

Do2Learn

TeacherVision

The post Using Summer to Advance your Skills appeared first on Certified Autism Specialist.

Dr. Melanie Bolt

IBCCES is excited to introduce new Executive Director Dr. Melanie Bolt to the global community of autism specialists. As Executive Director of IBCCES, Dr. Bolt draws on her expertise in educational research and evaluation to unite people, processes, and productivity for the purpose of providing autism training and certification for professionals who work in the fields of healthcare and education. Her goal is to better-equip teachers, paraprofessionals, therapists and other healthcare professionals to successfully address the needs of individuals with Autism Spectrum Disorder.

Dr. Bolt obtained the bachelor’s and master’s degree from the University of Southern Mississippi (1994) and Texas Christian University (1997), respectively. The doctorate degree was subsequently conferred on her in the area of Educational Research and Evaluation from Virginia Tech (2003).

During her early career, Dr. Bolt studied overseas and taught lower school students in Redhill, England as well as taught middle grades in the Dallas/Ft. Worth area. Her classroom experience informed her early research of teachers’ roles and responsibilities in light of Deweyan educational philosophy. This focus lay the foundation for Dr. Bolt’s study of educational issues by applying quantitative and qualitative approaches to inquiry. Given this line of research she discussed the need for a broader public discourse on high-stakes accountability-based school initiatives and underscored teachers’ perspectives. The domains of interest included (1) the adequacy of curriculum and the diversity of teachers’ instructional strategies, (2) the quality of student learning, (3) teachers’ sense of professional autonomy and level of teacher tension, and (4) school quality.

At Virginia Tech, Dr. Bolt conducted program evaluations on behalf of the University as well as taught doctoral level courses for educational leaders and students of diverse graduate program areas. More recently, Dr. Bolt served as Director of Assessment and Project Manager of Project Proficere, a statewide federally-funded grant to develop sophisticated computer-based assessments for World Languages—including French, German, Latin, Italian, and American Sign Language. In this capacity she managed Florida’s statewide processes and outcomes pertaining to developing partnerships, recruiting World Languages teachers; presenting statewide training sessions and evaluating teachers’ workflow. Also, Dr. Bolt managed the State’s electronic test-item repository for WL, conducted pilot-testing and statewide field-testing as well as led panel presentations at professional conferences that supported the effort of developing sound assessments for students of World Languages.

Dr. Bolt is excited for her new journey within the IBCCES community, and welcomes insight from the autism community on what we are doing well and how we can improve. To reach Dr. Bolt, please email melanie@ibcces.org.

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By Rachel Wise, CAS

As a school psychologist, I often hear parents asking what happened to the Asperger’s diagnosis? Asperger’s still exists, it just falls under a different name.

In the Diagnostic and Statistical Manual of Mental Disorders, Fourth Edition (DSM-4), there were four separate diagnoses all related to autism, which fell under a broader category called Pervasive Developmental Disorder (PDD). These four separate diagnoses included autistic disorder, Asperger’s disorder (also referred to as Asperger’s Syndrome), childhood disintegrative disorder, and pervasive developmental disorder, not otherwise specified (PDD, NOS).

Note – I am not a fan of the word “disorder” to describe autism, but since that is how it is referred to in the DSM, it is referred to in that way so there is no mix-up as to what I am talking about.

A big change came with the fifth edition of the DSM, which went into effect in May 2013. All “disorders” related to autism were put under one category, Autism Spectrum Disorder (ASD), and the four separate individual diagnoses were removed. According to autism.com, “these changes were based on research, analysis, and expert opinion. The revisions had been made with the hope that the diagnosis of autism spectrum disorders will be more specific, reliable, and valid.” All individual’s who previously had a diagnosis of Asperger’s, childhood disintegrative disorder, or PDD, NOS are now considered to have autism spectrum disorder according to the DSM-5. They have not lost their diagnosis, it just has a new name.

Fred Volkmar, M.D., director of the Child Study Center at Yale University School of Medicine and editor-in-chief of the Journal of Autism & Developmental Disorders noted that “The diagnostic criteria to put an individual on the spectrum has become more restrictive, so a fair chunk of people who would have been diagnosed before the change, now won’t get diagnosed.” That is a concern for many because without a diagnosis, it will be difficult to get services that may be needed to improve independence, behavior, or social skills. Dr. Volkmar estimates that up to 75 percent of children who would have qualified for an Asperger’s or PDD, NOS diagnosis, would not qualify under ASD.

The DSM-5, however, contains a new diagnosis, called Social Communication (Pragmatic) Disorder. Some children who would have met diagnostic criteria under Asperger’s Syndrome or PDD, NOS if they had been evaluated prior to May 2013, may now fall under Social Communication (Pragmatic) Disorder. These individuals may be able to obtain services under this new diagnosis. According to Dr. Michael Rosenthal, Ph.D., a pediatric neuropsychologist who specializes in autism  “A diagnosis of Social Communication Disorder may even include some children who weren’t getting diagnosed before.”

Listed below includes criteria for autistic disorder, Asperger’s Syndrome, childhood disintegrative disorder, and PDD, NOS from the DSM-4, followed by the DSM-5 criteria for autism spectrum disorder and social communication disorder. (According to the American Psychiatric Association, the DSM is the most widely accepted system used by clinicians to determine diagnoses).

This article is not meant to assist in diagnosis. For concerns that you or your child may need support for autism or a related disorder, please consult with a trusted or certified health professional. Professionals who can evaluate for ASD outside of school are psychologists, developmental pediatricians, psychiatrists and neurologists. School psychologists can also evaluate for autism; however, a school psychologist’s determination of autism is an educational classification, and it is based on theIndividuals with Disabilities Education Act (IDEA) definition rather than the DSM definition. An educational classification is not the same as a medical diagnosis of ASD from a private evaluator. Autism, as defined by IDEA refers to “a developmental disability significantly affecting verbal and nonverbal communication and social interaction, generally evident before age three, that adversely affects a child’s educational performance. IDEA does not now, and never has broken up autism into different categories, as the DSM-4 did.

(Fact: An in school evaluation is only completed to determine what type of supports the school can provide the student, such as an Individualized Education Program or a 504 Plan. A medical diagnosis of Autism Spectrum Disorder, given by a private evaluator, can lead to behavior/social skills support if deemed necessary. Services would be delivered by an outside provider and could take place within the home, school and/or community. The common name for this type of support is referred to as wrap-around services or Behavioral Health Rehabilitation Services (BHRS). You can do an online search for providers in your area if you are interested in behavior/social skills support for you or your child. You may also check with your insurance company or ask your child’s school for a recommendation.)

DIAGNOSTIC CRITERIA FOR AUTISM & RELATED DIAGNOSES (DSM-4 AND DSM-5)

(I) A total of six (or more) items from (A), (B), and (C), with at least two from (A), and one each from (B) and (C)

(A) qualitative impairment in social interaction, as manifested by at least two of the following:
1. marked impairments in the use of multiple nonverbal behaviors such as eye-to-eye gaze, facial expression, body posture, and gestures to regulate social interaction
2. failure to develop peer relationships appropriate to developmental level
3. 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)
4. lack of social or emotional reciprocity ( note: in the description, it gives the following as examples: not actively participating in simple social play or games, preferring solitary activities, or involving others in activities only as tools or “mechanical” aids )

(B) qualitative impairments in communication as manifested by at least one of the following:
1. delay in, or total lack of, the development of spoken language (not accompanied by an attempt to compensate through alternative modes of communication such as gesture or mime)
2. in individuals with adequate speech, marked impairment in the ability to initiate or sustain a conversation with others
3. stereotyped and repetitive use of language or idiosyncratic language
4. lack of varied, spontaneous make-believe play or social imitative play appropriate to developmental level

(C) restricted repetitive and stereotyped patterns of behavior, interests and activities, as manifested by at least two of the following:
1. encompassing preoccupation with one or more stereotyped and restricted patterns of interest that is abnormal either in intensity or focus
2. apparently inflexible adherence to specific, nonfunctional routines or rituals
3. stereotyped and repetitive motor mannerisms (e.g hand or finger flapping or twisting, or complex whole-body movements)
4. persistent preoccupation with parts of objects

(II) Delays or abnormal functioning in at least one of the following areas, with onset prior to age 3 years:

(A) social interaction

(B) language as used in social communication

(C) symbolic or imaginative play

(III) The disturbance is not better accounted for by Rett’s Disorder or Childhood Disintegrative Disorder.

ASPERGER’S SYNDROME

(I) Qualitative impairment in social interaction, as manifested by at least two of the following:

(A) marked impairments in the use of multiple nonverbal behaviors such as eye-to-eye gaze, facial expression, body posture, and gestures to regulate social interaction

(B) language as used in social communication

(C) a lack of spontaneous seeking to share enjoyment, interest or achievements with other people, (e.g.. by a lack of showing, bringing, or pointing out objects of interest to other people)

(D) lack of social or emotional reciprocity

(II) Restricted repetitive & stereotyped patterns of behavior, interests and activities, as manifested by at least one of the following:

(A) encompassing preoccupation with one or more stereotyped and restricted patterns of interest that is abnormal either in intensity or focus

(B) apparently inflexible adherence to specific, nonfunctional routines or rituals

(C) stereotyped and repetitive motor mannerisms (e.g. hand or finger flapping or twisting, or complex whole-body movements)

(D) persistent preoccupation with parts of objects

(III) The disturbance causes clinically significant impairments in social, occupational, or other important areas of functioning.

(IV) 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)

(V) 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.

(VI) Criteria are not met for another specific Pervasive Developmental Disorder or Schizophrenia.”

CHILDHOOD DESINTEGRATIVE DISORDER

(A) Apparently normal development for at least the first 2 years after birth as manifested by the presence of age-appropriate verbal and nonverbal communication, social relationships, play, and adaptive behavior.

(B) Clinically significant loss of previously acquired skills (before age 10 years) in at least two of the following areas:

1. Expressive or receptive language.
2. Social skills or adaptive behavior.
3. Bowel or bladder control.
4. Play.
5. Motor skills.

(C) Abnormalities of functioning in at least two of the following areas:

1. Qualitative impairment in social interaction (e.g. impairment in nonverbal behaviors, failure to develop peer relationships, lack of social or emotional reciprocity).
2. Qualitative impairments in communication (e.g. delay or lack of spoken language, inability to initiate or sustain a conversation, stereotyped and repetitive use of language, lack of varied make-believe play).
3. Restricted, repetitive, and stereotyped patterns of behavior, interests, and activities, including motor stereotypies and mannerisms.

(D) The disturbance is not better accounted for by another specific Pervasive Developmental Disorder or by Schizophrenia.

PERVASIVE DEVELOPMENTAL DISORDER, NOS

This category should be used when there is a severe and pervasive impairment in the development of reciprocal social interaction or verbal and nonverbal communication skills, or when stereotyped behavior, interests, and activities are present, but the criteria are not met for a specific pervasive developmental disorder, schizophrenia, schizotypal personality disorder, or avoidant personality disorder. For example, this category includes “atypical autism” –presentations that do not meet the criteria for autistic disorder because of late age of onset, atypical symptomatology, or subthreshold symptomatology, or all of these.

DSM-5

AUTISM SPECTRUM DISORDER (ASD)

• Persistent deficits in social communication and social interaction across multiple contexts, as manifested by the following, currently or by history (examples are illustrative, not exhaustive; see text):
  1. Deficits in social-emotional reciprocity, ranging, for example, from abnormal social approach and failure of normal back-and-forth conversation; to reduced sharing of interests, emotions, or affect; to failure to initiate or respond to social interactions.
  2. Deficits in nonverbal communicative behaviors used for social interaction, ranging, for example, from poorly integrated verbal and nonverbal communication; to abnormalities in eye contact and body language or deficits in understanding and use of gestures; to a total lack of facial expressions and nonverbal communication.
  3. Deficits in developing, maintaining, and understand relationships, ranging, for example, from difficulties adjusting behavior to suit various social contexts; to difficulties in sharing imaginative play or in making friends; to absence of interest in peers.

2. Restricted, repetitive patterns of behavior, interests, or activities, as manifested by at least two of the following, currently or by history (examples are illustrative, not exhaustive; see text):
   1. Stereotyped or repetitive motor movements, use of objects, or speech (e.g., simple motor stereotypes, lining up toys or flipping objects, echolalia, idiosyncratic phrases).
   2. Insistence on sameness, inflexible adherence to routines, or ritualized patterns of verbal or nonverbal behavior (e.g., extreme distress at small changes, difficulties with transitions, rigid thinking patterns, greeting rituals, need to take same route or eat same food every day).
   3. Highly restricted, fixated interests that are abnormal in intensity or focus (e.g., strong attachment to or preoccupation with unusual objects, excessively circumscribed or perseverative interests).
   4. Hyper- or hyporeactivity to sensory input or unusual interest in sensory aspects of the environment (e.g. apparent indifference to pain/temperature, adverse response to specific sounds or textures, excessive smelling or touching of objects, visual fascination with lights or movement).

3. Symptoms must be present in the early developmental period (but may not become fully manifest until social demands exceed limited capacities, or may be masked by learned strategies in later life).
4. Symptoms cause clinically significant impairment in social, occupational, or other important areas of current functioning.
5. These disturbances are not better explained by intellectual disability (intellectual developmental disorder) or global developmental delay. Intellectual disability and autism spectrum disorder frequently co-occur; to make comorbid diagnoses of autism spectrum disorder and intellectual disability, social communication should be below that expected for general developmental level.

In the DSM-5, autism spectrum disorder is classified on three separate levels based on the level of severity. Here is a summary of each level described by North Shore Pediatric Therapy.

Level 1: “Requiring support”

Individuals with level 1 autism spectrum disorder experience deficits in social communication which causes noticeable impairments when supports are not present. These individuals often find it difficult to initiate social interactions and demonstrate atypical or unsuccessful responses to social advances of others. Individuals may appear to have a decreased interest in social interactions. Individuals will often experience the following behaviors:

• Inflexibility in behavior which causes significant interference with functioning in one or more contexts
• Difficulty switching between activities
• Problems with organization and planning which hinder independence

Level 2: “Requiring substantial support”

Individuals with level 2 autism spectrum disorder experience marked deficits in verbal and nonverbal social communication skills. Their social impairments are apparent even with supports in place. These individuals rarely initiate social interactions and experience reduced or abnormal responses to social advances of others. Individuals will often experience the following behaviors:

• Inflexibility of behavior
• Difficulty coping with change
• Restricted/repetitive behaviors which are obvious to the causal observer and interfere with functioning in a variety of contexts
• Some distress/difficulty in changing focus or action

Level 3: “Requiring very substantial support”

Individuals with level 3 autism spectrum disorder experience severe deficits in verbal and nonverbal social communication skills which cause severe impairments in functioning, very limited initiation of social interaction, and minimal response to social advances of others. Individuals will often experience the following behaviors:

• Inflexibility in behavior
• Extreme difficulty coping with change
• Restrictive/repetitive behaviors which interfere with functioning
• Great distress/difficulty in changing focus or action

A parent once asked me an interesting question. She said “can people with autism move up in levels as they improve their skills?” There is not a definitive answer to this question. This is how I responded based on personal experience and observation: The severity of symptoms determine the level. A child could potentially move to a different level if symptoms are determined to be more or less severe. From my experience, symptoms are pretty consistent over time. Everyone is different though and you cannot predict the progress an individual can make. Focusing on an individual’s strengths, helping him/her build those strengths, and providing activities and tasks that help the individual feel successful, will help him/her reach his/her full potential. Also certain symptoms may be more or less noticeable depending on the environment, activity, etc. It is also important to keep in mind that the determination of levels is somewhat subjective (based on rating scales, observations, etc.) so one evaluator might say level 1, where another might say level 2. I would love to hear other’s opinions about the levels of Autism Spectrum Disorder so feel free to comment below.

SOCIAL COMMUNICATION DISORDER

1. Persistent difficulties in the social use of verbal and nonverbal communication as manifested by all of the following:

• Deficits in using communication for social purposes, such as greeting and sharing information, in a manner that is appropriate for the social context.
• Impairment of the ability to change communication to match context or the needs of the listener, such as speaking differently in a classroom than on a playground, talking differently to a child than to an adult, and avoiding use of overly formal language.
• Difficulties following rules for conversation and storytelling, such as taking turns in conversation, rephrasing when misunderstood, and knowing how to use verbal and nonverbal signals to regulate interaction.
• Difficulty understanding what is not explicitly stated (e.g., making inferences) and nonliteral or ambiguous meaning of language (e.g., idioms, humor, metaphors, multiple meanings that depend on the context for interpretation).

2. The deficits result in functional limitations in effective communication, social participation, social relationships, academic achievement, or occupational performance, individually or in combination.

3. The onset of symptoms is in the early developmental period.

4. The symptoms are not better accounted for by another mental disorder and is not due to a general medical or neurological condition, or to low abilities in the domains of word structure and grammar, and are not better explained by autism spectrum disorder, intellectual disability, or global developmental delay.

Do you want to enhance your knowledge and career opportunities in the field of autism? Become a Certified Autism Specialist. Educationandbehavior.com is approved by the International Board of Credentialing and Continuing Education Standards. You will receive 20% off of your Autism Certification with the partner code educationandbehavior at www.ibcces.org.

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The International Board of Credentialing & Continuing Education Standards (IBCCES) is recognizing outstanding professionals that dedicate their lives to autism during Autism Awareness Month. Throughout April, the IBCCES will feature these individuals through their Members Site for Certified Autism Specialists to recognize each day. Each week, the Outstanding Autism Specialists will additionally be featured on the IBCCES News Blog for recognition worldwide. IBCCES has selectively chosen these individuals based on their background, qualifications, achievements, and continuous work in the field of autism.

IBCCES offers four levels of autism certification for professionals that work with individuals with autism. The Certified Autism Specialist is the flagship certification developed in 2001. Programs are available at both the Masters and non-Masters level that include online, position-specific autism training through IBCCES University. IBCCES additionally launched ABA-specific online training and advanced certification early this year. ABA, or Applied Behavioral Analysis, application of behavioral principles, to everyday situations, that will, over time, increase or decrease targeted behaviors.

IBCCES recognizes April as Autism Awareness Month in the United States, and World Autism Awareness day on April 2nd. With the rate of autism diagnosis rapidly increasing worldwide, the need for credentialed and licensed autism-related service providers continues to grow every year. Autism, commonly known as ASD, is a neurodevelopmental disorder with a wide range of symptoms and impairment levels. According to a study released this year by the Center for Disease Control, 1 in 68 children in the US have been diagnosed with ASD. It is five times more common among boys than girls, and there are currently over 10,000 job openings available for educators and educators with training and certification in the field of Autism.

For more information, contact kristin@ibcces.org.

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