CenterPoint: The Newsletter of The University of Maine Center for Community Inclusion and Disability Studies

Conference attendees evaluating resources
Conference attendees evaluate available resources
at the Developmental Approaches for Young Children
on the Autism Spectrum conference on June 30,
at the Bangor Civic Center, Bangor, Maine.

Intervention Methods Subject of Autism Conference

Read through the abundance of newspaper, magazine, and journal articles on the subject of autism, both in print and on-line, and it is easy to quickly identify the common thread of strong emotions that wends its way through the sentiments of parents of children with autism and researchers of the disorder. Stress, frustration, fear, and confusion are abundant when dealing with the daily reality of living with autism spectrum disorders (ASD) and in searching for answers to the causes and treatment.

As recently as a decade ago, autism was a little known and rarely diagnosed developmental disorder. Today, increased recognition of the indicators and expansion of the definition of autism, itself, is resulting in a seemingly exponential increase in diagnoses.

“A few years ago, cases of diagnosed autism were one in 5,000 children,” according to Martie Kendrick, a research associate at the Center for Community Inclusion and Disability Studies (CCIDS). “Now, one in 166 kids has a diagnosis in the autism spectrum.”¹

While recent attention from the popular media has contributed to a growing public awareness of autism and ASD, categorization of the amplified rate of diagnoses as a “hidden epidemic” has done little to lift the veil of mystery shrouding the disorder. Not surprisingly, the controversy surrounding autism remains both emotionally and politically charged as parents and researchers alike, search for answers.

“It’s an emotionally charged issue and families are getting a lot of mixed messages,” said Kendrick. Contributing to the controversy and confusion are questions about the cause of autism, as well as the best methods to treat children receiving a diagnosis.

According to the National Institute on Mental Health, (1997, ¶ 83) “Professionals have found that many children with autism learn best in an environment that builds on their skills and interests while accommodating their special needs. Programs employing a developmental approach provide consistency and structure along with appropriate levels of stimulation.”

“Treatment for autism falls within a variety of modalities,” said Kendrick, herself the mother of an adult child with autism. “Of the number of treatment approaches that have evolved, Applied Behavior Analysis (ABA) is one of the few that have received extensive research.” According to Kendrick, in Maine, most families are directed to ABA therapies and are not provided much additional information about other intervention options.

“One reason for this may be that Maine has very few therapists trained in other approaches to treating autism,” said Kendrick. “As a result, service providers hesitate to offer information about these treatments to families, fearing they may create an impossible-to-fill demand, ultimately leading to more disappointment and frustration for families.”

Though widely acknowledged as the best-known and most scientifically tested treatment approach, ABA is not the only treatment approach to demonstrate effectiveness.

According to the National Research Council of the National Academies, (2001, ¶ 4) “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 therefore explore possible links between particular techniques, child and family characteristics, and the outcomes of treatment.”

According to Kendrick, “This is especially important because research demonstrates clearly that one approach is not equally effective for all children.”

Citing the National Academies’ position, Kendrick focused her own recent academic work to complete a Masters of Education in Special Education with a Specialization in Early Intervention at The University of Maine, on raising awareness of alternative treatment options for parents, and early childhood and early intervention professionals.

“This project was conceived largely because of the limited awareness of autism treatment approaches in the state of Maine, leading to confusion and frustration on the part of both professionals and families with young children with autism,” said Kendrick. “Since parents depend on early intervention professionals to inform them of the potential treatment options, it is essential these individuals be aware of the available options and have knowledge or training about resources to provide these.”

In order to expand familiarity with alternative developmental treatment approaches in the state, Kendrick worked with her colleagues at CCIDS to organize the recent conference Developmental Approaches for Young Children on the Autism Spectrum, staged at the Bangor Auditorium. The conference, attended by approximately 275 parents, teachers, and professionals in the field of child development, featured the nationally known researcher and specialist, Dr. Barry Prizant as the keynote speaker. Conference organizers chose Prizant based on his inclusive treatment approach.

“[Prizant’s] approach is individualized and developmental,” said Kendrick. “He believes in looking at the individual’s diagnosis and customizing treatment approaches or melding treatment approaches that will work best to address the individual’s needs. We felt that Barry would create a good bridge between the various professional perspectives regarding autism treatment approaches.”

Based on a survey conducted by Kendrick of early childhood and intervention professionals and parent organizations, five developmental treatment methods were chosen for presentation at the June 2005 conference. The SCERTS model (Social Communication, Emotional Regulation and Transactional Supports), developed by Prizant, was the treatment approach most requested by respondents. Other approaches included the Denver Model, DIR (Developmental, Individual Differences, Relationship-based), Incidental Teaching, and TEACCH (Treatment Education of Autistic and Related Communication Handicapped Children).

These five models were chosen for presentation because they garnered the most interest by survey respondents, are evidence-based, and flexible enough to be implemented compatibly with other interventions, according to Kendrick.

“All materials presented by speakers at the conference, including PowerPoint presentations and handouts, are posted as fully-accessible documents that visitors to our web site can download,” according to Alan Parks, coordinator of Dissemination and Technology. “The site includes the presenters’ biographies and descriptions of each of the models presented at the conference.”

The conference materials can be accessed on-line at www.ccids.umaine.edu/autism.

According to Director Lu Zeph, CCIDS plans to follow-up the conference with additional educational opportunities on one or more developmental models in the coming year. Information about future events will also be posted on the Center’s website.

Clearly, there is no easy answer to the treatment of autism and autism spectrum disorders, but the ultimate goal of the conference, said organizers, was not to provide answers but to provide information about the range of current research and treatment methods available. Inviting expert speakers to Maine to lecture on each of the five developmental approaches helped build the capacity of parents, guardians, teachers, childcare providers, and intervention specialists, to explore and understand that more options exist for children diagnosed with autism and ASD, said organizers.

“When my son was young, there weren’t any treatment options for him or the family,” said Kendrick of her push to organize the conference. “That’s what drives my passion now.”

National Institute of Mental Health. (1997). Autism [Electronic version]. Washington, D.C.: National Institute of Mental Health. (NIH Publication No. 97-4023)


In This Issue Fall/Winter 2005 Volume 1 • Issue 2 Professors Receive Allan Meyers Award Director’s Corner UM Students Receive National Award Center Updates Acronym Prevention Center of Excellence $2.9M Reading Program Grant Director Named AUCD President New Leadership for CAC Search Tool Facilitates Access to MEC Training Grant to Increase Access to Volunteer Opportunities Intervention Methods Subject of Conference Screening Instrument Under Development Co-Instructional Model Developed by CCIDS Center Staff Star in New Video Guest Column: CAC Member Tours South Africa Brain Research Informs Best Practice Partnership for EC Health Formed Presentations & Publications CenterPoint Home	Center Home \| UMaine Home \| CenterPoint Home Conference attendees evaluate available resources at the Developmental Approaches for Young Children on the Autism Spectrum conference on June 30, at the Bangor Civic Center, Bangor, Maine. Intervention Methods Subject of Autism Conference Read through the abundance of newspaper, magazine, and journal articles on the subject of autism, both in print and on-line, and it is easy to quickly identify the common thread of strong emotions that wends its way through the sentiments of parents of children with autism and researchers of the disorder. Stress, frustration, fear, and confusion are abundant when dealing with the daily reality of living with autism spectrum disorders (ASD) and in searching for answers to the causes and treatment. As recently as a decade ago, autism was a little known and rarely diagnosed developmental disorder. Today, increased recognition of the indicators and expansion of the definition of autism, itself, is resulting in a seemingly exponential increase in diagnoses. “A few years ago, cases of diagnosed autism were one in 5,000 children,” according to Martie Kendrick, a research associate at the Center for Community Inclusion and Disability Studies (CCIDS). “Now, one in 166 kids has a diagnosis in the autism spectrum.”¹ While recent attention from the popular media has contributed to a growing public awareness of autism and ASD, categorization of the amplified rate of diagnoses as a “hidden epidemic” has done little to lift the veil of mystery shrouding the disorder. Not surprisingly, the controversy surrounding autism remains both emotionally and politically charged as parents and researchers alike, search for answers. “It’s an emotionally charged issue and families are getting a lot of mixed messages,” said Kendrick. Contributing to the controversy and confusion are questions about the cause of autism, as well as the best methods to treat children receiving a diagnosis. According to the National Institute on Mental Health, (1997, ¶ 83) “Professionals have found that many children with autism learn best in an environment that builds on their skills and interests while accommodating their special needs. Programs employing a developmental approach provide consistency and structure along with appropriate levels of stimulation.” “Treatment for autism falls within a variety of modalities,” said Kendrick, herself the mother of an adult child with autism. “Of the number of treatment approaches that have evolved, Applied Behavior Analysis (ABA) is one of the few that have received extensive research.” According to Kendrick, in Maine, most families are directed to ABA therapies and are not provided much additional information about other intervention options. “One reason for this may be that Maine has very few therapists trained in other approaches to treating autism,” said Kendrick. “As a result, service providers hesitate to offer information about these treatments to families, fearing they may create an impossible-to-fill demand, ultimately leading to more disappointment and frustration for families.” Though widely acknowledged as the best-known and most scientifically tested treatment approach, ABA is not the only treatment approach to demonstrate effectiveness. According to the National Research Council of the National Academies, (2001, ¶ 4) “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 therefore explore possible links between particular techniques, child and family characteristics, and the outcomes of treatment.” According to Kendrick, “This is especially important because research demonstrates clearly that one approach is not equally effective for all children.” Citing the National Academies’ position, Kendrick focused her own recent academic work to complete a Masters of Education in Special Education with a Specialization in Early Intervention at The University of Maine, on raising awareness of alternative treatment options for parents, and early childhood and early intervention professionals. “This project was conceived largely because of the limited awareness of autism treatment approaches in the state of Maine, leading to confusion and frustration on the part of both professionals and families with young children with autism,” said Kendrick. “Since parents depend on early intervention professionals to inform them of the potential treatment options, it is essential these individuals be aware of the available options and have knowledge or training about resources to provide these.” In order to expand familiarity with alternative developmental treatment approaches in the state, Kendrick worked with her colleagues at CCIDS to organize the recent conference Developmental Approaches for Young Children on the Autism Spectrum, staged at the Bangor Auditorium. The conference, attended by approximately 275 parents, teachers, and professionals in the field of child development, featured the nationally known researcher and specialist, Dr. Barry Prizant as the keynote speaker. Conference organizers chose Prizant based on his inclusive treatment approach. “[Prizant’s] approach is individualized and developmental,” said Kendrick. “He believes in looking at the individual’s diagnosis and customizing treatment approaches or melding treatment approaches that will work best to address the individual’s needs. We felt that Barry would create a good bridge between the various professional perspectives regarding autism treatment approaches.” Based on a survey conducted by Kendrick of early childhood and intervention professionals and parent organizations, five developmental treatment methods were chosen for presentation at the June 2005 conference. The SCERTS model (Social Communication, Emotional Regulation and Transactional Supports), developed by Prizant, was the treatment approach most requested by respondents. Other approaches included the Denver Model, DIR (Developmental, Individual Differences, Relationship-based), Incidental Teaching, and TEACCH (Treatment Education of Autistic and Related Communication Handicapped Children). These five models were chosen for presentation because they garnered the most interest by survey respondents, are evidence-based, and flexible enough to be implemented compatibly with other interventions, according to Kendrick. “All materials presented by speakers at the conference, including PowerPoint presentations and handouts, are posted as fully-accessible documents that visitors to our web site can download,” according to Alan Parks, coordinator of Dissemination and Technology. “The site includes the presenters’ biographies and descriptions of each of the models presented at the conference.” The conference materials can be accessed on-line at www.ccids.umaine.edu/autism. According to Director Lu Zeph, CCIDS plans to follow-up the conference with additional educational opportunities on one or more developmental models in the coming year. Information about future events will also be posted on the Center’s website. Clearly, there is no easy answer to the treatment of autism and autism spectrum disorders, but the ultimate goal of the conference, said organizers, was not to provide answers but to provide information about the range of current research and treatment methods available. Inviting expert speakers to Maine to lecture on each of the five developmental approaches helped build the capacity of parents, guardians, teachers, childcare providers, and intervention specialists, to explore and understand that more options exist for children diagnosed with autism and ASD, said organizers. “When my son was young, there weren’t any treatment options for him or the family,” said Kendrick of her push to organize the conference. “That’s what drives my passion now.” — Kimberly Sawtelle ¹ Statistical figures on the prevalence of ASD in American society range from 1:166 births to 1:500 births. See the Autism Society of American web site at http://www.autism-society.org/site/PageServer?pagename=FactsStats and the National Academies web site at http://www4.nationalacademies.org/news.nsf/isbn/0309075777?OpenDocument for more information. References The National Academies. (June 2001). Early Intervention is Key to Educating Children with Autism. Retrieved October 6, 2005, from National Academy of Science Web site: http://www4.nationalacademies.org/news.nsf/isbn/0309075777?OpenDocument National Institute of Mental Health. (1997). Autism [Electronic version]. Washington, D.C.: National Institute of Mental Health. (NIH Publication No. 97-4023)

CENTERPOINT: The Newsletter of The University of Maine Center for Community Inclusion and Disability Studies, Maine’s University Center for Excellence in Developmental Disabilities Education, Research, and Service

In This Issue

Intervention Methods Subject of Autism Conference