Epilepsy And Autism May Be Linked, Researchers Say Read more athttp://www.medicaldaily.com/articles/15627/20130516/epilepsy-autism-brain-study-social-difficulties.htm#7vhDsX1vsks1Cc8S.99

For the first time ever, researchers believe there may be a link between the effects of epilepsy on the brain and some traits of autism, reports the Daily Mail. Adults with epilepsy demonstrate certain traits of autism and Asperger's syndrome, the paper says. Epileptic seizures disrupt the brain functions dealing with social interaction - including communication with others and repetitive interests - leading to some of the same social behaviors exhibited by people with autism spectrum disorders.

 Read more here. 

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Visual Schedules

Visual Schedules Students with Autism Spectrum Disorders (ASD) and other developmental delays learn more easily, express more interest, have fewer behavior problems and demonstrate increasing independence within consistent routines.Visual schedules can assist students in understanding these routines, such as the transition routine. Visual schedules can supplement natural environmental cues so that students understand the sequence of events when it is time to transition to a new activity. Schedules can answer important questions such as: Where am I going?, For how long?, What do I do next?. It tells the student “what to do” by focusing the student’s attention on the necessary information needed to move through their day. Students should be provided with a visual schedule appropriate to their functioning level and should be expected to use their schedules independently. Learning to follow visual information independently teaches students to access important information for themselves, instead of relying on constant adult directions. This life skill can later translate into skills such as: following a GPS, written directions or a map, and signs at an airport or on the street. Whether beginning with object, photo, drawing or word schedules, visual schedules for transitions are easy to create and use within the school setting and more importantly, they work! Here are a few tips for creating and using visual schedules with students: 1. Use a "check schedule" icon as an easy and effective way to remind the student to check their schedule.

 Read more here. 

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Girls With Autism May Need Different Treatments Than Boys

In the latest autism research, the first study compared visual scanning patterns in boys and girls with autism spectrum disorders. Scanning patterns were also collected for typically developing children. "We used eye-tracking technology while the participants in these studies watched videotapes of social scenes that presented naturalistic stimuli," said study co-author Ami Klin, director of the Marcus Autism Center, in Atlanta. The study, which was led by Klin's student, Jennifer Moriuchi, included 116 school-aged children with autism spectrum disorders. Eighty-one were boys and 35 were girls. The children with autism had varying degrees of social disability. The study also included 36 typically developing children. "On a surface level, it appears that boys and girls with autism appear to spend equal time learning from the eyes. They did look less than other children," Klin said. But, when the researchers correlated the youngsters' eye tracking with their level of disability, a much different picture emerged. "In boys, the more they looked at the eyes, the less socially disabled they are. In girls, the more they looked at the eyes, the more disabled they are," said Klin, chief of the division of autism and related disorders at Emory University School of Medicine and Children's Healthcare of Atlanta. "What the study is suggesting is that we should not automatically assume that boys and girls learn about the world in the same way," Klin said, adding, "we have to take gender as a mediating factor." Dawson said "the study found that there are differences in the way girls and boys look at the eyes, so there may be differences in the way autism is manifested in girls than in boys." She noted that an important criterion right now for diagnosing autism is a lack of eye contact and using the eyes for social cues. The second study looked at the genetics involved in autism, and potential differences in boys and girls. Yale University researchers analyzed samples from 2,326 families. Included in those samples were those of 2,017 boys and 309 girls with an autism spectrum disorder. The Yale team found differences between the boys' and girls' genetic samples. "The fact that autism does affect boys so much more frequently has been staring us in the face for decades. There's been a hypothesis that there's something in the extra X chromosome that girls have that may be protective," Dawson explained. "The idea is that if you have this protective mechanism in place you may need more risk factors to overwhelm that protective effect and cause autism, and that's exactly what they found." "To develop autism in a girl requires more genetic mutations," Dawson said. The type of mutations they found are called "de novo" mutations, she added. This means that the genetic change occurs in the sperm or the egg. It isn't a gene that's passed down from the parents.

 Read more here. 

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Autism Conference - Billings August 2013

August 1-2, 2013 8:30am—4:00pm on the main campus at MSUB (in the Library)

 VIP Speaker, Dr. Peter Gerhardt Bridges to Adulthood: Preparing Individuals with Autism for Adult Lives of Competence, Dignity, and Community Inclusion Day 2: Breakout sessions for parents, educators, and other professionals.

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Babies born weighing more than 9lb 14oz or under 5lb 5oz have a higherof developing autism

Babies born either very small or very large have a higher risk of developing autism, according to the largest ever study into the issue. Researchers found that bigger babies - those born weighing over 9lb 14oz (4.5kg) - showed a higher incidence of autism, as did smaller infants who were born weighing less than 2.5kg or 5lb 5oz. It is the first time that a clear link has been made between babies who grow to above average size at birth and risk of Autism Spectrum Disorder (ASD)

.Read more:  

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Group for Teenage Boys - Kalispell

Group for Teenage Boys - Kalispell What:Teenage boys with Asperger Disorder, Pervasive Development Disorder or who otherwise have high functioning autism are encouraged to attend weekly social meetings in Kalispell. Facilitated by Cindy Grossman, the group is open to males 14-18 years of age or enrolled in high school. Some of the topics the group will explore are living with a social-cognitive disorder, employment, bullying, conflict resolution, dating & relationships, teen social skills and mental health issues. There is a maximum of 8 participants in the group and an interview is required with the teen and involved parents to evaluate motivation, willingness and appropriateness for the group. Where:Eastside Brick building 723 5th Avenue EastKalispell, MT 59901 Contact: Cindy Grossman (406) 752-1237 or email grossmancindy@yahoo.com

Read here:

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10 Steps to Help your Teen with Autism Navigate Dating

What advice can you give parents on how we should talk about dating and intimacy with our teens who have autism?

Guest post by psychologist Lindsey Sterling, PhD, and doctoral student Siena Whitham - autism researchers and therapists with UCLA's Semel Institute for Neuroscience and Human Behavior. During a now-completed Autism Speaks predoctoral fellowship, Dr. Sterling deepened understanding of the physiology of anxiety in adolescents with autism. Such research helps advance the development of tailored therapies.

We're so glad to address this question, given how many teens and parents express interest. For many teens with autism, the issues of dating and sexuality come up later than one might expect. But every teen is different. Some are eager as young teens, while others don't appear interested until much later. Regardless, the physical changes that accompany adolescence make these issues relevant for most families.

Of course, dating tends to be an exciting but challenging part of any teen's life. However, some difficulties tend to be particularly relevant for teens with autism. None are insurmountable. Just keep them in mind while helping your teen navigate the dating process.

First, remember that your teen's social maturity may not be in line with his or her physical maturity. In other words, many teens with autism feel the physical desire for sexuality before they have the social competence for successful dating. It helps to remember that most teens learn the social rules of dating while socializing with their friends. Many teens with autism simply don't have as many social opportunities for learning these rules.

Also remember that the social signals involved in dating and flirting can be complex, inconsistent and subtle. Interpreting them presents a challenge for most everyone. It can be particularly difficult when autism interferes with the ability to read and respond to social signals. This can produce confusion in your teen and discomfort and frustration for the other person. When social cues are missed, your teen's dates may feel that their messages or feelings aren't being heard or validated

Read more here.

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Autism Journal Podcast on Adult Outcomes

Autism: The International Journal of Research and Practice invites Autism Speaks families, researchers and supporters to hear its latest podcast: “Outcomes in adults with autism spectrum disorders: a historical perspective.” The podcast features Julie Lounds Taylor, Ph.D., a special-education researcher at the Vanderbilt Kennedy Center, one of 17 Autism Speaks Autism Treatment Network (ATN) centers. Dr. Taylor is pursuing Autism Speaks-funded research on the factors that promote employment and independence in adults with autism. (Read about her study here.) In the podcast, Dr. Taylor discusses historical changes in how researchers and society have defined and supported successful outcomes for adults with autism spectrum disorder (ASD). The review article she co-authored is available.

 free download here.


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How iPads & Tablets Can Support Autistic Learning & Play

These iPads have been around for almost three years now, which is rather mind-boggling. Even though tablets no longer attract sideshow-level reactions with every mention, they are still wonderful tools for many autistic kids and adults, and exciting new approaches and apps keep emerging. I teach autism and iPads workshops all over the country (including a class at San Jose's Morgan Autism Center on February 9th); the following is a general outline of what I'll discuss, and my current take on iPads and autism.Tablets: Tools, Not Miracles My initial response to seeing my autistic son kick butt using an iPad was elation, because he was instantly able to learn and entertain himself independently. However, tablets are not for everyone. Evaluate tablets and apps before buying. Tablets encourage presuming competence by enabling visual and alternative communication and learning. Competence expressed and recognized increases self-confidence. Benefits: Accessibility and Convenience No cursor analogy -- direct touch screen Fine motor ease -- stylus/mouse not required (and switch accessories now available) So very portable (but invest in a good case, if fragility is a concern) Can replace backpacks -- and cupboards -- of activities App content is not static, contents updates are often free Benefits: Learning So much more than an AAC device! (Non-dedicated device status can be an issue, less so with Guided Access) Screen is big enough to be digital parallel to paper or books Keyboard and screen are in same space, don't have to move eyes from screen to keyboard Apps are organized, accessible, predictable framework Apps break learning down into discrete chunks, topic areas Learn without needing to read, including read-aloud books Learn independently or with support (but always supervised) Incidental learning opportunities abound Benefits: Social and Play iPads are cool, they attract other kids – including siblings Can support social skills, formally and informally Custom story apps allow preparing for transitions, routines, meeting new people – or re-experiencing said scenarios Face-blindness (common in autism): labeling and other photo-content apps can enable associating names and characteristics with people Independent leisure time: Learning activities, games, videos Best Practices Evaluate thoroughly before buying: Tablets are expensive, apps are expensive Get professional evaluation for AAC apps Different systems work for different users If long-term AAC use is expected, do not want to re-learn communication system Get fully informed before upgrading, e.g., iOS 6 deleted YouTube app Overuse and Abuse? What about reports like “Autistic Kids Obsess Over Screen Technology”? Autistic adults say “Yes, we’re visual and very focused, why not explore how to harness these traits productively.” Savvy iPad-using autistic kids can be experts, help other kids, mentor them. Makes me laugh, for kids like Leo, for whom independent is good! Valid concern for kids who crave screen time (evaluate screen time-limiting apps like Screen Time). Autism, iPads, and Apps Resources• iPad Apps for Autism spreadsheet – a collaborative effort with an SLP (Jordan Sadler) and an autistic adult (Corina Becker): 
www.squidalicious.com/2011/01/ipad-apps-for-autism-spreadsheet-of.html• My iPad Resource page: www.squidalicious.com/p/ipads-and-autism.html• Autistic Adult App Project: autisticapp.blogspot.com• Eric Saliers, Speech Language Pathologist: ericsailers.com • GeekSLP TV 
www.youtube.com/user/GeekSlp?feature=watch• IEAR: I Educational Apps Review: www.iear.org • Moms With Apps: momswithapps.com• Jordan Sadler, SLP: www.jordansadler.net• Smart Apps for Kids: www.smartappsforkids.com • Surprisingly Educational Apps: list.ly/list/1Ge-surprisingly-educational-apps?feature=mylist• Tech in Special Ed: techinspecialed.com
More here:

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Archived Webinar - Prevalence, Characteristics, and Health Care of School-AgedChildren with a Parent-Reported History of Autism Spectrum Disorder-ALook at Recent National Survey Data.

In this webinar, Dr. Blumberg presents data from the recently released 2011-2012 National Survey of Children's Health and the 2011 Survey of Pathways to Diagnosis and Services to help participants better understand the rise in prevalence estimates of parent-reported autism spectrum disorder.

This is a really interesting webinar and he wonderfully shows some of the factors which may (or may not) have influenced the 1/5- prevalence estimate. He also gets into the sub-data, including gender. (Doug says)

View it here.

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