Autism TreatmentAutism Information for Parents, Practitioners & Professionals…

Autism Information for Parents, Practitioners & Professionals…


Factors influencing the educational placement of students with autism spectrum disorders

Due to legal and therapeutic reasons, children with autism spectrum disorders (ASD) are often educated in general education settings. As such, it is important to understand the variables that might affect a student's placement in inclusive education settings, simultaneously considering student variables (e.g., disability label) and teacher variables (e.g., knowledge of autism). Investigators experimentally manipulated the cognitive ability and diagnostic label of a student with ASD, characteristics and asked first grade teachers to provide their opinion on the student's educational placement. Results suggested that cognitive ability, but not label, significantly impacted decision making. The results hold important implications for special education decision making as well as training for educators. Segall, MJ et. Al. (2014)
Res. Autism Spect. Disord. 8 (1): 31-43 [email protected]

**Efficacy of the stranger safety abduction-prevention program and parent-conducted in situ training

Using a control group design, we evaluated the effectiveness of the Stranger Safety DVD (The Safe Side, 2004) and parent training of abduction-prevention skills with 6- to 8-year-old children. Children in the training or control group who did not demonstrate the safety skills received in situ training from their parents. There was no significant difference in safety skills between the training and control groups after the training group viewed the DVD. Children in both groups scored significantly better after receiving in situ training, with no significant difference in performance between groups. Raymond G. Miltenberger* (2013) 46 (4): 817-820.
Journal of Applied Behavior Analysis 46, Issue 4, pages 817–820,

Time Trends Over 16 Years in Incidence-Rates of Autism Spectrum Disorders Across the Lifespan Based on Nationwide Danish Register Data.

This study investigated time trends and associated factors of incidence rates of diagnosed autism spectrum disorders (ASD) across the lifespan from 1995 to 2010, using data from the Danish Psychiatric Central Research Registry. First time diagnosis of childhood autism, atypical autism, Asperger's syndrome, or pervasive developmental disorder-unspecified (PDD-NOS) were identified, incidence rates were calculated, and data were fitted using non-linear least squares methods. A total of 14.997 patients were identified and incidence rates for ASD increased from 9.0 to 38.6 per 100,000 person years during the 16-year period. The increases were most pronounced in females, adolescents, adults, and patients with Asperger's syndrome and PDD-NOS. Jensen, CM, etal. ((2014) J Autism Dev Disord. Feb 20. [Epub ahead of print]

Neurobehavioural effects of developmental toxicity.

Neurodevelopmental disabilities, including autism, attention-deficit hyperactivity disorder, dyslexia, and other cognitive impairments, affect millions of children worldwide, and some diagnoses seem to be increasing in frequency. Industrial chemicals that injure the developing brain are among the known causes for this rise in prevalence. In 2006, we did a systematic review and identified five industrial chemicals as developmental neurotoxicants: lead, methylmercury, polychlorinated biphenyls, arsenic, and toluene. Since 2006, epidemiological studies have documented six additional developmental neurotoxicants-manganese, fluoride, chlorpyrifos, dichlorodiphenyltrichloroethane, tetrachloroethylene, and the polybrominated diphenyl ethers. We postulate that even more neurotoxicants remain undiscovered. To control the pandemic of developmental neurotoxicity, we propose a global prevention strategy. Untested chemicals should not be presumed to be safe to brain development, and chemicals in existing use and all new chemicals must therefore be tested for developmental neurotoxicity. To coordinate these efforts and to accelerate translation of science into prevention, we propose the urgent formation of a new international clearinghouse. Grandjean P, Landrigan PJ. (2014)
Lancet Neurol. 2014 Mar;13(3):330-338.

** There are some well conducted studies demonstrating effectiveness of several behavioral intervention strategies for improving child abduction safety as indicated by the following references:

Poche, C., Yoder, P., & Miltenberger, R (1988) Teaching self-protection to children using television techniques. JABA. 21: 253-261

Poche, C., Yoder, P., & Miltenberger, R. A preliminary evaluation of two behavioral skills training procedures for teaching abduction-prevention skills to schoolchildren.

Brigitte M. Johnson, Raymond G. Miltenberger, Peter Knudson, Kristin Egemo-Helm, Pamela Kelso, Candice Jostad, & Linda Langley(2006) JABA 39: 25-34

Poche, C., Brouwer, R., & Swearingen, M. (1981) Teaching self-protection to young children. JABA (14): 169-176

Ryan Bergstrom, Adel C. Najdowski, & Jonathan Tarbox (2012) Teaching children with autism to seek help when lost in public. (45) 191-195