HEDCO Autism Research and Training - HART Center

05/14/2022

❤Recent publication from our UO Special Education ABA faculty-student research group❤

A recently graduated member (Dr. Becky Crowe, BCBA), 2 current members (Qi Wei, M.S., & Dr. Wendy Machalicek, BCBA-D), and collaborators (Dr. Christine Drew, BCBA-D & Dr. Jay Ganz, BCBA-D) published a HUGE review of 84 literature reviews of augmentative and alternative communication (AAC) for individuals with an intellectual and developmental disability, including autistic individuals.

The findings of this paper are important, because they will guide future research in AAC where gaps in the literature are identified.

This paper is freely available at 10.1007/s10882-021-09790-0

05/04/2022

Do you have a child up to age two? Come pick up your free Baby Bag! Drop by any Eugene Public Library location to get a tote filled with a colorful bilingual board book, plush puppet, musical toy, and more, now and while supplies last. All to help your little one develop crucial early literacy skills in fun, easy ways. As the slogan says, "babies need words every day: talk, read, sing, play!"
En español: https://www.facebook.com/EugLibrary/posts/5016651385036537
Parenting Now 90by30 LaneKids Kids In Transition to School Early Childhood CARES Daisy CHAIN Lane Education Service District United Way of Lane County

05/04/2022

05/03/2022

A member of our UO Special Education ABA Research Group-Stephanie St. Joseph (a nationally certified school psychologist) recently completed a study funded by the Organization for Autism Research. This pilot helped shape her dissertation study, which is currently underway.

TITLE: Modifying Cognitive-Behavioral Therapy to Address Anxiety in Autistic Children

RESEARCHERS: Stephanie St. Joseph (Special Education Doctoral Candidate) & Wendy Machalicek

Community Abstract

WHY
Children who are diagnosed with an autism spectrum disorder (ASD) overwhelmingly have co-occuring anxiety. However, little research has been done to address anxiety in this population. This study demonstrates the effects of a modified cognitive-behavioral therapy program to address anxiety in children with autism. The intervention was delivered via telepractice. Findings inform development of future interventions to address anxiety in autistic children.

WHAT
The changing criterion design study explored the effects of a modified cognitive-behavioral therapy curriculum (Coping Cat) to address anxiety in autistic children. Three participants with varying backgrounds who were between the ages of 7-13 years old participated in this intervention via telehealth. Data were collected for avoidant behaviors related to anxiety specific to each child. Pre/post-tests were also conducted to determine if the intervention resulted in a change of avoidant behaviors.

IMPORTANT FINDINGS
The modified cognitive-behavioral therapy curriculum did reduce avoidant behaviors in autistic children. Children were also better able to verbally express their thoughts and feelings. The child participants and their parents reported the program was helpful for their daily lives. This is important because it demonstrates that interventions can positively address avoidant behaviors related to anxiety in autistic children who are verbally fluent. While measuring anxiety behaviorally can be difficult, it is important that anxiety is addressed in autistic children.

05/03/2022

There are 28 well-described evidence-based practices (EBPs) to improve outcomes for autistic students. But, schools can struggle to systematically implement these interventions for a variety of reasons.

05/03/2022

A recent study from the UO faculty-student ABA research group (PI, Machalicek)!

TITLE: Interventions Supporting Health-Related Routines for Children with Intellectual and Developmental Disabilities: A Systematic Literature Review

AUTHORS: Stephanie St. Joseph (Special Education Doctoral Candidate) & Wendy Machalicek

Publication link: https://doi.org/10.1002/bin.1851

WHY
Persons with intellectual and developmental disability (IDD) and autistic individuals often fail to obtain adequate access to healthcare for preventative visits, diagnosis and treatment of illnesses and chronic disease. Difficulties with independently participating in practical skills, self-hygiene, and health care encounters can exacerbate health concerns. For example, higher number of decayed, missing or filled teeth than neurotypical peers and therefore a need for more restorative dental treatment. But, individuals with IDD and autistic individuals have reported difficulty with healthcare encounters such as physical examination of the ears, throat, and ge****ls, blood pressure measurement, blood draws, injections, and transitions from one room to another. These challenges can impact access to healthcare.

WHAT
We reviewed and critically evaluated published studies on interventions to increase successful participation in medical and hygiene procedures and routines for children with IDD and autistic children.

IMPORTANT REVIEW FINDINGS
25 studies were identified including 340 children from 2-21 years of age with IDD or autistic.

Dental or medical examinations, blood draws, toothbrushing, and handwashing were the most often targeted and ABA-based intervention packages using positive reinforcement, video modeling, shaping, and stimulus fading had strong treatment effects.

Although children were included up to the age of 21 years old, the majority of the studies focused on early childhood and failed to reflect the various needs for interventions by different age ranges.

PRACTICE IMPLICATIONS
Compliance is a necessity to access healthcare, but consent for procedures should be obtained, accommodations and adaptations and breaks provided as needed. Functional communication training (FCT) interventions offer a model for breaks.

The child’s emotional or psychological state and typically includes depressive symptoms, anxiety symptoms, and somatic complaints should be assessed.

Healthcare providers need individualized professional development that includes implementing behavioral interventions, modifying the environment, increased collaboration with families and other care providers, providing longer appointments and decreased time in the waiting room.

05/01/2022

In the coming weeks, we'll be posting some of the recent or ongoing research findings coming out of the UO Special Education research group focused on ABA (PI, Machalicek).

Our doctoral students are leading studies that have meaningful impacts on interventions for autistic children, their caregivers, and families.

Click on the photos to take a peek at the findings from Qi Wei's (doctoral student, Special Education) dissertation study with Chinese American parent-child dyads. It's the 1rst study to look at this important issue with this population.

04/30/2022

For those interested in the scientific support of ABA for the assessment and intervention to support autistic children, those with an intellectual or developmental disability, and those who engage in behavior that harms self or others (e.g. aggression, elopement, self-injury)...

ABA-based procedures are supported by the following scientific and professional agencies, federal agencies. A variety of consumers of ABA and services for these populations have participated in task forces to produce these statements.

https://www.kennedykrieger.org/patient-care/centers-and-programs/neurobehavioral-unit-nbu/applied-behavior-analysis/scientific-professional-and-government-organizations-position-on-the-aba-from-the-neurobehavioral-unit-nbu

SUPPORT OF ABA
American Association on Intellectual and Developmental Disabilities
American Academy of Child and Adolescent Psychiatry
American Academy of Pediatrics Council on Children with Disabilities and Section on Developmental and Behavioral Pediatrics
Organization for Autism Research
National Autism Center's National Standards Report
The National Professional Development Center on Autism Spectrum Disorders
The Association for Science in Autism Treatment

Centers for Disease Control
National Institute of Mental Health
National Institute of Child Health and Human Development
Surgeon General of the United States

Further, all states require insurance coverage of autism services, which includes ABA.

Based on the empirical evidence, many scientific, government, and professional agencies and organizations have concluded that ABA-based procedures represent best practices for individuals with autism and intellectual disability.

04/30/2022

If you want to hear an Autistic adult’s perspective on ABA, by someone who is currently in ABA therapy…

Check out the Adulting on the Spectrum podcast episode, Hosts are both Autistic as well.

https://soundcloud.com/user-252693680-290349316/my-experience-with-aba-as-an-autistic-adult?utm_source=clipboard&utm_medium=text&utm_campaign=social_sharing

Chloe is a young adult currently in ABA therapy. She talked to the hosts about her ABA experience, her favorite fidget toys, and autism from her perspective.

Chloe is one of the co-authors of "My Interception Workbook for Teens, Adolescents and Adults https://www.kelly-mahler.com/product/my-interoception-workbook-a-guide-for-adolescents-teens-and-young-adults/"

She also serves on the Arc of the United States National Board, and the Ohio Center for Autism and Low Incidence also known as OCALI, advisory board. Chloe works as a teacher's aide at an autism school three days a week when Chloe is not presenting or working, she enjoys spending time with her friends & family, participating in adaptive ice skating, and dog agility for individuals with autism.

Hosts, Andrew Komarow and Eileen Lamb, speak with Chloe Rothschild. Chloe is a young adult with autism who is on a mission to advocate and teach others about autism from her perspective. Chloe is one

04/30/2022

Important reminders about the vast heterogeneity of autism by an Autistic mother of an Autistic child. Eileen@theautismcafe.com

When it comes to autism, no two autistics are alike.

Some can communicate, others can’t, and will never be able to.

Some can talk, but prefer to communicate nonverbally.

Some love to talk, while others are quiet.

Some prefer identity-first language, and others use person-first.

Some will live independently, and others require 24/7 care for life.

Some like the puzzle piece symbol, others don’t.

Some have an impressive “splinter skill”, but most do not.

When it comes to autism, we all have different abilities and varied opinions.

There isn’t a single autistic voice, and there’s not a single form of autism. If you’re looking to learn more about autism, have conversations with an autistic person, and then another, and then another.

But remember, some people with autism cannot communicate, whether verbal or otherwise, so to get to know them, you might have to talk to the people closest to them, those who care for them and often will for their entire life.

Quote on the letter board by Dr. Stephen Shore.