Message From the President
Power Up: Join Us at OAR’s Applied Autism Research and Intervention Conference

Peter Gerhardt, Ed.D.

In Religious Meditations of Heresies, published in 1597, Sir Francis Bacon wrote that “knowledge is power.”  While this is certainly true for many aspects of our daily lives there are few life situations where it is more true than the act of raising (and educating) a child with autism.  That, in a nutshell, is the reason for OAR's 6th Annual Applied Autism Research and Intervention Conference: To provide parents, professionals, and adults on the spectrum with access to the latest research-based knowledge to increase their power to improve the lives of their loved ones, their students, their clients, and themselves.

I am very excited about this year’s Conference for a variety of reasons.  First, the OAR conference brings together some of the most respected researchers and practitioners in the field to offer attendees the very latest on autism research and intervention.  With speakers coming from as far away as Dublin, Ireland (Martina Boylan, M.Sc., BCBA) and as close by as George Washington University (Roy Richard Grinker, Ph.D.), this year’s conference lineup is among the most impressive we have had to date (and we have had some very impressive lineups).  Whether the speaker is a psychologist, physician, speech and language pathologist, teacher, or administrator, they all share a commitment to the promotion of research-based knowledge to better the lives of individuals on the spectrum and their families. 

Second, by focusing only on research-based knowledge and practice we are able to provide conference attendees with valid information in a comfortable and accessible format.  With 19 sessions, none longer than 70 minutes, spread across two days, conference attendees will, most certainly, come away better informed than they were when they first arrived. This is important as, whatever your role within the autism community may be, keeping up with the latest research, even within your area of interest or expertise, is an almost impossible task.  Just by way of example, between 2007 and 2008, there were just under 1,100 peer reviewed articles published with either “autism” or “Asperger” in the title (online search via APA-PsycNETtm, 9/18/08).  

While none of us have the time or resources to plow through such a large body of work, attendance at OAR's Conference provides you with the opportunity to access some of the latest research on such topics as sleep disorders, sexuality instruction, staff training, functional analysis, employment, and effective social skills instruction across just two days.  And if you miss one session because you are attending another, simply fill out the OAR Conference Feedback form and an audio recording of the entire conference will be mailed to you at no extra charge. 

Third, and you may not know this, but over the past six years, every speaker at every OAR Conference has waived his or her usual speaker’s fee and spoken at the conference pro bono. This they do in order to help support OAR as we work to provide research and resources to help the community today.  Further, the generosity of these many speakers allows us to keep our costs low so that the Conference remains one of the least expensive two-day autism conferences in the nation (yes, your registration fee includes lunch both days).

Last, if it takes a village to raise a child, then it takes a good three villages to raise a child on the autism spectrum.  The OAR Conference is an excellent opportunity to, in effect, expand your village by networking with other parents, professionals, or adults on the spectrum.  So, if you are able to join us on October 24 and 25, please take the opportunity to meet a few new people while you are here either during the breaks or by joining us Friday evening for the Meet the Speakers Reception immediately following the closing keynote.  In many ways, I find these networking opportunities to be as valuable as the presentations themselves so I hope you will avail yourself of this chance to network.

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Conference Schedule Change Results in More CEUs

On October 24-25, 2008, OAR will hold its Sixth Annual Autism Research and Intervention Conference in Arlington, VA. As in previous years, this conference has once again satisfied requirements to qualify for Continuing Education Units (CEUs) from both the American Speech-Language-Hearing Association (ASHA) and Behavior Analyst Certification Board (BACB).

OAR recently received confirmation that a total of 8 CEUs for Board-Certified Behavior Analysts (BCBA) and Board-Certified Associate Behavior Analysts (BCABA) will be offered. The presentations that qualify on Friday are those of: Philip Hineline, Ph.D., BCBA; Len Levin, Ph.D.; and Martina Boylan, M.Sc., BCBA. On Saturday, those presentations are from: Beth Glasberg, Ph.D., BCBA; Mary Jane Weiss, Ph.D., BCBA; Anne Holmes, M.S., CCC, BCBA; Suzanne Letso, M.A., BCBA; and Judy Palazzo, M.S., BCBA, as well as Peter Gerhardt, Ed.D.

It was discovered that many of these presentations were scheduled to occur simultaneously, thereby minimizing the total number of CEUs a BCBA could attain. It is for this reason that four presentations have been rescheduled.

On Friday, October 24, Dr. Len Levin's presentation "Training and Evaluating the Critical Treatment Skills of Interventionists in Home-Based, Intensive Behavioral Intervention Programs for Young Children with Autism” has been switched with Dr. Russell Kormann's presentation "Challenges Associated with Providing Effective Behavioral Support to Individuals with Developmental Disabilities and Severe Behaviors Living in Community Residential Settings.” Both of these presentations are located on Track 2 - Research to Practice, and will not affect Track 1 - OAR Sponsored Research.

On Saturday, October 25,Dr. Beth Glasberg'spresentation "Sensible Intervention for Seemingly Senseless Behaviors - A Functionally Based Approach to Reducing Problem Behaviors in Individuals with Autism” will be switched with Randy Horowitz's presentation "From School to Real Life: The Application of Behavioral Teaching Techniques in Natural Settings.” These are located on Track 3 - Life Outside the Classroom, and will not affect Track 4 - Social Skills/Adaptive Behavior.

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NEWS FROM OAR

OAR Announces Graduate Research Grant Winners

OAR recently announced the results of its fifth annual Graduate Research Grants Competition. After reviewing 11 proposals from graduate students across the country, OAR selected eight doctoral students conducting research related to autism and autism spectrum disorders as this year’s grant recipients. Doctoral students receive grants of $2,000 each bringing the total for this year’s awards to $16,000.

OAR introduced the program in the spring of 2004 to encourage applied autism research at the graduate level. Since the inaugural competition and including today’s awards, OAR has awarded $84,000 in research grants to 49 graduate researchers.

In evaluating the research proposals, two members of OAR’s Scientific Council reviewed and scored each proposal. The reviewers’ task was to identify the studies that best matched OAR’s research priorities and whose potential outcomes were most relevant for families.

The 2008 grant recipients are:

Jillian Bennett, University of Massachusetts Boston
The impact of family resources on the ability to access and receive early intensive specialized services for children with autism in Massachusetts

Katherine A. Meyer, Michigan State University
A sibling-implemented imitation intervention for young children with autism

Cheryl Ostryn, The Pennsylvania State University
Teaching non-vocal children with autism to ask a “Wh” question using a picture system

Ariane Schneider, Graduate Center of the City of New York (CUNY)
Comparing and combining accommodation and remediation interventions to improve the written language performance of children with Asperger syndrome

Tia Schultz, University of Missouri
A parent education program: Enhancing social competence in children with ASD and improving parent outcomes

Samara Pulver Tetenbaum, State University of New York Stony Brook
Barriers to effective family-based intervention in autism spectrum disorders

Dawn Volger-Elias, State University of New York University at Buffalo
A shared storybook reading intervention for preschoolers with autism spectrum disorders

Peggy J. Schafer Whitby, University of Central Florida
Investigation of the use of Solve It! To increase the percentage correct on mathematical word problems for middle school students with high functioning autism or Asperger Syndrome.

“The OAR graduate grants program is one of those rare win/win/win scenarios for all concerned,” said OAR President and Scientific Council Chairman Peter Gerhardt, Ed.D. “Young researchers are able to access financial support for some very worthwhile projects; OAR gets to promote bright, young professionals at the start of their careers; and ultimately the autism community gets to benefit from the research outcomes.”

In 2009, OAR hopes to expand the program and increase the total funding level to $25,000. For information on the 2009 Graduate Research Grants Program, please visit OAR’s Web site, www.researchautism.org or contact Alyssa Kruszyna, assistant director for research and programs at (703) 243-9717.

Pardon Our Dust: Guidebook Series Expansion Underway

In January 2003, OAR released Life Journey through Autism: A Parent’s Guide to Research. The immediate and overwhelming interest this publication generated served to confirm OAR’s belief that an easy-to-read guidebook series was in great need. With the first guide a great success, four additional guides soon followed: An Educator’s Guide to Autism, An Educator’s Guide to Asperger Syndrome, A Guide for Transition to Adulthood, and just last month, A Parent’s Guide to Assessment.

Demand for these guides has not diminished by any means. Within the past year alone, OAR has mailed out over 4,500 guidebooks to families and educators of individuals on the spectrum. Through the many comments OAR has received, the needs of the population have been made clear. It is with these in mind that OAR plans to add three new guidebooks to the Life Journey through Autism series in the next year and a half and introduce Spanish versions of the first four guides next month.

The next guide in line and already in the initial phases of production is A Guide to Housing and Residential Supports. This guide will target the needs of adolescent/adult autism population as they strive to maximize independence in community-based settings.

A Parent’s Guide to Healthcare, which will address issues ranging from basic health and hygiene to health-related subjects such as sexuality and safety, will follow A Guide to Housing and Residential Support.

The third new guide, Life Journey through Autism: A Guide for Military Families, will draw from several of the earlier guides OAR published. Military sources indicate that there are more than 13,000 military dependents--the majority young children--with some form of autism. Their families face all the emotions and challenges that accompany having a child diagnosed with autism, compounded by the realities of military service: war, extended family separation, frequent moves, varying access to specialized healthcare, and other stressors that complicate and often work against effective treatment for children with autism. This guide is intended to help these families in navigating these uncharted and difficult waters.

Thanks to a Family Services grant from Autism Speaks earlier this year, OAR has been able to translate the first four guidebooks in the Life Journey through Autism series into Spanish. Beginning next month, the first copies will begin rolling off the press and will be available in hard copy and on OAR’s Web site.

School-Community Partnership Produces Guide for Inclusion

In the January issue of The OARacle, we reported on an exciting partnership and pilot program between the Anne Arundel (Md.) Public Schools and the greater Baltimore and DC community that focused on inclusion of students with Asperger Syndrome and autism in the classroom.  The article entitled, How a Big Fat Binder is Changing Disability Awareness Education in One School System, described the pilot program. The test is now complete, and it produced "Building Bridges - A multidisciplinary team approach to supporting students with Asperger’s Syndrome and Autism in the classroom," a guide now available to anyone through the Anne Arundel Public Schools.

September 23, 2008

Anne Arundel County Public Schools, Maryland, is pleased to announce the newly copyrighted release of "Building Bridges - A multidisciplinary team approach to supporting students with Asperger’s Syndrome and Autism in the classroom."

This guide was developed by the school system in partnership with several community organizations, including the Anne Arundel County Chapter of the Autism Society of America. It provides a variety of materials to support the inclusion of students living with Autism Spectrum Disorders (ASD) in classroom settings.

Materials in the guide include information regarding ASD for educators, community members, parents, and peers. It also includes sample social skills lesson plans and activities, social skills group outlines, peer/classroom disability awareness and empathy trainings, and teacher resources.

The guide can be used by a variety of providers from grades K- 12 to support inclusion in multiple settings for students living with ASD. Providers who can implement the guide include Educators, Speech - Language Pathologists, Occupational Therapists, Social Workers, Psychologists, Guidance Counselors, Teacher Assistants, and community group leaders.

The new release will be offered at the Network of Autism Training and Technical Assistance Programs (NATTAP) conference in Columbus, Ohio from November 18 – 20, 2008.

At the conference two formats will be available for purchase: DVD format (which can be used to make multiple copies) and a printed binder. After the conference the guide will be available to purchase for personal use or through a licensure agreement providing the right to make a specific number of copies.

After the conference, the guide will be available to purchase via ‘storefront’ through a variety of licensure agreement options at www.aacps.org.

Supplemental materials for the guide are being developed, including a skills group data/tracking portfolio and a parent companion. These will be available for purchase as separate components.

For further information or if you have any questions, please contact Laura Phipps, Social Skills Specialist for Asperger’s Syndrome/HFA at Anne Arundel County Public Schools at Lphipps1@aacps.org.

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RESEARCH FEATURE
Evidence-Based Practice: Why It Makes Perfect Sense

By Samuel L. Odom, Ph.D.

A member of OAR’s Scientific Council, Dr. Odom is director of the Frank Porter Graham (FPG) Child Development Institute at the University of North Carolina at Chapel Hill where he also serves as a professor in the university’s school of education. His research has focused on the needs of people with developmental disabilities, and he is highly regarded nationally for his work with preschool children, peer social relationships, autism spectrum disorders, and preschool curricula that promote children's success when they enter elementary school. Dr. Odom is currently the principal investigator for research related to children’s school success, funded by the National Institute on Children’s Health and Human Development.

Samuel Odom, Ph.D.

Basing professional practices on scientific evidence of their effectiveness for individuals with autism spectrum disorders (ASD) and their families has been a major, even revolutionary, innovation in the field. While it would appear to make sense that one would use practices that have proven to be effective, professionals have sometimes opted for practices that are based on expert judgment, tradition, their own values, or theory. We have to go no further than the early work by an internationally acclaimed authority, Bruno Bettelheim, to document that practices advocated by the authorities, but with virtually no scientific evidence of efficacy, can have benign or even harmful effects.

Current contemporary examples abound. A report of one such example appeared in Lancet recently. Le Packing is a therapy practiced in France that “involves wrapping a child tightly in wet sheets that have been placed in the refrigerator for up to an hour. When children are encased in this damp cocoon—with only their head left free—-psychiatrically trained staff talk to them about their feelings (Spinney, 2007, p. 645).”

To guard against the use of unsubstantiated and perhaps risky practices, professionals in the human services field have adopted an approach originating in the field of evidence-based medicine, which proposes to base practices on evidence of efficacy. An active research literature on focused interventions for individuals with ASD, conducted over a more than 40-year period, has much to inform practitioners. Efforts are underway to harvest this vast source of knowledge about practices that are efficacious. For example, the National Standards Project has been conducting a massive evaluation and synthesis of the literature that is nearing completion and will be identifying the strength of evidence for focused intervention approaches (Wilchynski, 2007).

Other researchers have based textbooks on instructional and intervention practices on evidence gleaned from the literature (Hall, 2008), systematically employed standards for assembling sufficient evidence to document efficacious practice (Rogers & Vismara, 2008; Odom et al., 2003), conducted meta-analyses of focused intervention practices (Bellini & Akullian, 2007), and completed meta-evaluations of comprehensive treatment programs (Odom, Boyd, Hall, & Hume, 2008). So, the evidence is accumulating. It is not there yet for all intervention approaches, but the literature is moving quickly and focused interventions are going to be continually added to the list of evidenced-based practices (EBPs) as their evidence appears in the research literature.

Identifying EBPs for Children from Birth to Adulthood

But, what if one has to make a decision now about practices having sufficient evidence to be an EBP? Where should one look? The National Professional Development Center on Autism Spectrum Disorders (NPDC) (Odom, Hatton, Bodfish, Abbeduto, Tuchman-Ginsberg, Rogers, & Mundy, 2008) has conducted a review of the literature to identify EBPs that could be used in programs for individuals with ASD from birth to 22 years of age. Following criteria established by scholars in the field and professional organizations (Rogers & Vismara, 2008; Horner, Carr, Halle, McGee, Odom, & Wolery, 2005; Odom, Brantlinger, Gersten, Horner, & Thompson, 2004), a practice was identified as an EBP if a) two methodologically acceptable experimental or quasi-experimental studies, b) five acceptable single subject design studies, or c) a combination of group and single subject design studies documented clearly the efficacy of the intervention. From this review, 26 focused intervention approaches were identified. These practices are listed in Table 1. It should be noted that this is only one of a number of sources for locating EBPs. This is not the final or definitive list. As the literature grows, we expect this list to grow also.

But, proponents of the evidence-based medicine movement remind us that evidence-based practice is the integration of the best available research evidence with clinical expertise and patient values (Sackett & Rosenberg, 1996, p.71). Having practices identified and even specified in procedural guides is a start—it is a necessary, but not sufficient feature of the process. In the wider field of human services (i.e., education, mental health, drug prevention), there is a growing awareness and even conviction that sustainable implementation in real-world settings is the next step we have to take to optimize the lives of individuals in need. It is the step beyond evidence-based practice.

A science of implementation is rapidly emerging. For years, researchers in education, such as Michael Fullan (1991), have discussed the efforts required to move innovation into common practices. Taking a leap forward, Fixsen, Naoon, Blase, Friedman, and Wallace (2005) defined implementation science, in their comprehensive review of the literature, as a process for investigating features that support the practice of an activity or program of known dimensions. For our purposes, evidence-based focused interventions are the activities or programs of known dimensions; putting them into practices in the “real world” of classrooms, communities, and homes is the challenge.

From the literature on adoption of innovation in education (Fullen, 1991) and special education (Lieber et al., 2000), we know that there are some key influences that are necessary for change to occur. Recognizing that these influences operate both within and outside of the specific classroom or program context, implementation scientists (Durlak & DuPre, 2008; Fixsen et al., 2005) have adopted an ecological systems conceptual framework based on the work of Bronfenbrenner (1979). So, identifying EBPs and providing teachers and professionals with understandable information about the practices is a start. Other influences occurring outside the classroom are professional development, coaching to support use of practices, parents’ perceptions and beliefs about the practices, supportive administrative personnel who recognize and reward practitioners’ efforts, and policies within local and state agencies that advocate for the use of EBPs.

To promote the use of EBPs in special education programs for children and youth with ASD and their families, the Office of Special Education Programs has funded the NPDC to work with states to build capacity for providing professional development and support to teachers. Partners in this center are investigators and staff from the FPG Child Development Institute at the University of North Carolina at Chapel Hill, the Waisman Center at the University of Wisconsin, and the M.I.N.D. Institute at the University of California at Davis Medical School. In addition, the Ohio Center for Autism and Low Incidence (OCALI) is collaborating on the development of EBP materials.

Following an ecological systems conceptual framework noted previously, the NPDC begins its work at the state level by establishing teams of professionals who plan the organizational infrastructure necessary to support professional development in a sustainable way. The teams assist in identifying demonstration classrooms and programs in the state that can serve as models for practitioners in training. A primary set of tools for delivering information about EBPs to practitioners includes an online course on ASD and effective intervention and instructional approaches, instruments for assessing the quality of programs for individuals with ASD, a set of web-based modules providing procedural information about each of the EBPs with an implementation checklist, and an intensive, weeklong summer institute that provides information about EBPs. When the teachers return to their classrooms in the fall, they receive on-site coaching and feedback follows the summer institute. Over the course of the five-year grant, the NPDC will work with a total of 12 states. More information about the NPDC may be found on its website:  www.fpg.unc.edu/~autismpdC/.

Bellini, S., & Akullian, J. (2007). A meta-analysis of video modeling and video self-modeling interventions for children and adolescents with autism spectrum disorders. Exceptional Children, 73, 264-287.

Bronfenbrenner, U. (1979). The Ecology of Human Development: Experiments by Nature and Design. Cambridge, MA: Harvard University Press.

Durlak, J. A., & DuPre, E. P. (2008). Implementation matters:  A review of research on the influence of implementation on program outcomes and factors affecting implementation. American Journal of Community Psychology, 41, ¾, 327-350.

Fixsen, D., Naoom, S.F., Blase, D.A., Friedman, R.M., & Wallace, F. (2005).Implementation Research: A Synthesis of the Literature.Tampa, FL: University of South Florida, Louis de la Parte Florida Mental Health Institute, The National Implementation Research Network (FMHI Publication #231).

Hall, L. A. (2008). Autism Spectrum Disorders: From Theory to Practice. Upper Saddle River, NJ: Prentice Hall.

Horner, R., Carr, E., Halle, J., McGee, G., Odom, S., & Wolery, M. (2005). The use of single subject research to identify evidence-based practice in Special Education. Exceptional Children, 71, 165-180.

Lieber, J., Hanson, M. J., Beckman, P. J., Odom, S. L., Sandall, S. R., Schwartz, I. S., Horn, E., & Wolery, R. (2000). Key influences on the initiation and implementation of inclusive preschool programs. Exceptional Children, 67, 83-98.

Fullan, M. (1991). The New Meaning of Educational Change, 2nd ed. New York: Teachers College Press.

Odom, S. L., Boyd, B., Hall, L. A., & Hume, K. (2008). Meta-evaluation of Comprehensive Treatment Models for Children and Youth with Autism Spectrum Disorders. Manuscript submitted for publication.

Odom, S. L., Brantlinger, E., Gersten, R., Horner, R. D., Thompson, B., & Harris, K. (2004). Quality Indicators for Research in Special Education and Guidelines for Evidence-Based Practices: Executive Summary. Arlington, VA: Council for Exceptional Children Division for Research.

Odom, S. L., Brown, W. H., Frey, T., Karasu, N., Smith-Carter, L., & Strain, P. S. (2003). Evidence-based practices for young children with autism: Evidence from single subject design research. Focus on Autism and Other Developmental Disabilities, 18, 176-181.

Odom, S., Hatton, D., Bodfish, J., Abbeduto, L., Tuchman-Ginsberg, L., Rogers, S., & Mundy, P. (2008). National Professional Development Center on Autism Spectrum Disorders. Chapel Hill, NC: University of North Carolina, Madison, WI: University of Wisconsin, Sacramento, CA:  University of California at Davis Medical School. (www.fpg.unc.edu/~autismpdC/)

Rogers, S.J., & Vismara, L.A. (2008). Evidence-based comprehensive treatments for early autism. Journal of Child Clinical Psychology, 37(1), 8-38.

Sackett, D. L., & Rosenberg, W. M. C. (1996). Evidence-based medicine: What it is and what it isn't. British Medical Journal, 312 (7032), 71-72.

Spinney, L. (2007). Therapy for autistic children causes outcry in France. Lancet, 370, 645-646.

Wilchynski, S. (2007). National Standards Project. Randolph, MA: National Autism Center. (retrieved from www.nationalautismcenter.org/NSP%20flyer_rev9-06.pdf, August 13, 2008).

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FOCUS ON OAR RESEARCH
Engaging Children with ASD: Using Video Modeling and Peer Interaction to Increase Social Engagement

Scott Bellini, Ph.D.

An inability to function socially is one of the central features of autism and one that can greatly detract from the ability of people with autism to function successfully in society. From making friends and succeeding in school as a child to the ability to secure and hold a job as an adult, social functioning is a necessity. “Social skill deficits increase the likelihood of the individual experiencing social failure, peer rejection, and isolation leaving the individual vulnerable to developing anxiety, depression, and other forms of psychopathology,” writes OAR researcher Scott Bellini, Ph.D.

Dr. Bellini, who received a 2007 grant from OAR, is working on a project that may make a manualized treatment protocol available to parents and professionals across the country.

Project Scope

Dr. Bellini’s project will use a video self-modeling (VSM) procedure and a peer-mediated intervention with students with autism spectrum disorders (ASD) between 3 to 5 years of age at various school sites in Indiana.

VSM is a positive behavioral support strategy that integrates a powerful learning medium for children with ASD (visually cued instruction) with an effective intervention modality (modeling, coaching, and social problem solving). One of the features of VSM is that it can be used to target social behaviors in a naturalistic setting, says Dr. Bellini in his proposal.

Video modeling is a technique that involves demonstration of desired behaviors through active video representation of the behavior. A video modeling intervention typically involves an individual watching a video demonstration and then imitating the behavior of the model. Video modeling can be used with peers, adults, or self as a model (video self-modeling). Video self-modeling (VSM) is a specific application of video modeling that allows the individual to imitate targeted behaviors by observing her or himself successfully performing a behavior. VSM has been used across multiple disciplines and populations to teach a wide variety of skills including motor skills, social skills, communication, self-monitoring, functional skills, vocational skills, athletic skills, and emotional regulation.

In an earlier study, Dr. Bellini and two colleagues implemented a VSM intervention that led to rapid and substantial increases in unprompted social engagment with peers for two preschool aged children with ASD. In addition, he writes, “levels of social engagement were maintained after the VSM intervention was withdrawn.” The study was done in a natural seting—the child’s classroom—rather than in an existing classroom. Unfortunately, teachers noted that there were many instances during the day that the children with ASD attempted to engage peers, but were ignored or rejected by their non-disabled peers. They also noted that in some situations the children with ASD had few opportunities to respond because the other children rarely initiated with them.

Dr. Bellini and his colleagues hypothesized that social engagement would have increased even further had the research team implemented a peer training program. For this project, the VSM component will be accompanied by a Peer-Mediated Intervention (PMI), which can help facilitate interactions between young children with ASD (and other disabilities) and their non-disabled peers. As Dr. Bellini describes in his proposal, in PMI programs, non-disabled children in the class are selected and trained to be “peer buddies” for a child with ASD. As such, the non-disabled peers participate in the intervention by making social initiations or responding promptly and appropriately to the initiations of children with ASD during the course of their school day.

PMI allows children with ASD to perform social behaviors through direct social contact and by modeling the social behaviors of peers. PMI allowsfor the physical and social environment to be structured so as to promote successful social interactions. PMI can be used in naturalistic settings (classroom and playground), and also in structured settings (structured playgroups). For maximum effectiveness, PMI programs can be used in both settings. The use of peer mentors allows the teacher and other adults to act as facilitators, rather than participate as active playmates. The use of trained peer mentors may also facilitate generalization of skills by ensuring that newly acquired skills are performed and practiced with peers across natural settings.

How the Project Works

The researchers will collect classroom video footage of the children who are participating in the study. They anticipate that children with autism will demonstrate low frequencies of social initiations and responses. These initiations and responses will be captured on video, and edited into a collection of successful interactions to be shown to the child during the VSM intervention phase. Video feedforward will also be used. The feedforward technique of “hidden support” will be used to facilitate social initiations and responses. For instance, during the week of video recording, the child with ASD will be provided frequent prompting by teachers to facilitate both initiations to peers, and responses to the initiations of peers.

Each video segment will then be edited to portray the child as fluent and competent in social interactions, without the need for adult prompting. That is, the editing process will remove the continual prompting delivered by the adult (hidden supports), and eliminate all interactions that are considered inappropriate or ineffectual (e.g., solitary play, lack of response to peer initiations, etc.). The goal of the video recording phase will be to accumulate enough video footage to produce at least three, 2-minute video segments to show to the child with ASD during the VSM intervention phase. All video editing will be performed by a member of the research team.

During the VSM intervention phase, children will view edited videotapes five times per week. In response to previous research on VSM, the children with ASD will view videotapes in which they successfully interact with peers. To promote consistency, the child with autism will view the videotape at the beginning of each school day. The child will view the video in the presence of a designated member of the school staff (teacher or paraprofessional). The child will be told that she is going to watch a video of herself “playing with her friends.” Scripted instructions will be developed for each child by the research team. The instructions will be individualized based on the developmental level and needs of the participating child.

A peer-mediated intervention will be implemented after the implementation of the VSM-only phase in an effort to further maximize the effectiveness of the interventions. Participants will continue to view their video clips during this phase to measure the combined impact of VSM and peer training. Selection of peer buddies will take place prior to the collection of baseline data. However, training of peer buddies will not occur until after the implementation of the VSM phase. Two to three non-disabled peers per classroom will be trained to participate in the intervention by making social initiations to or responding promptly and appropriately to the initiations of children with ASD during play activities in the classroom.

The peer training phase will last approximately three weeks and follow a model outlined by previous studies on peer-mediated interventions. Training for the peers will occur in small-group lessons apart from the typical classroom, two times per week. In these lessons, Dr. Bellini will briefly describe the importance of being a good peer buddy, will provide information regarding the behavior of their peer with ASD, review peer buddy skills previously introduced, and introduce new skills or practice a previously introduced skill. Teachers will not be required to take part in the peer training. The content and scope of the lesson will be presented in a developmentally appropriate manner.

Goals for the Project

The proposed line of research will expand previous research examining deficits in social functioning, through the implementation of a video self-modeling (VSM) and peer training procedure. VSM is a positive behavioral support strategy that has the potential to improve the quality of life for young children with ASD by facilitating positive social engagement with peers.

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RUN FOR AUTISM NEWS

TRI FOR AUTISM Comes Close to the Finish Line with a Win/Win for OAR and its Athletes

The TRI FOR AUTISM program has almost wrapped up for 2008 with only a few events left on the calendar. In only its second year, the program has already raised over $30,000. As the official charity of Set Up Events’ Virginia Triathlon Series (VTS), it has a good following of people in the mid-Atlantic region, but also has attracted triathletes from around the country who have decided to TRI FOR AUTISM.

“The sport of triathlon is becoming extremely popular and attracts people who are looking for a fitness challenge that involves more than just running. Triathletes are known for making swimming, biking, and running a lifestyle commitment and dedicating their effort to a charitable cause gives it even more meaning and justification,” says RUN Director Doug Marocco, himself a longtime triathlete.

With 20 races to choose from in Virginia and thousands across the country, TRI FOR AUTISM is an extension of RUN FOR AUTISM and creates additional awareness for the cause. Many of the team members have come to know each other meeting at VTS races on a regular basis, and can share in their triumphs together. In fact, a number of them will also participate in this year’s Marine Corps Marathon 10K, including Joel Pearson and Russ Stockton.

Team4Ryan enjoying an OJ toast on race morning

The VTS has launched a number of aspiring triathletes this year with Melinda Hungerman completing her first triathlon in April, followed by Adam Eldridge, Sean George, Peter Gretz, Clay Richardson, and Bill Vickery all competing in various races this summer. Most recently, Tom Steinbeck and Shirlene Hains participated in the Patriots Triathlon weekend. Sarah Young coached “Team4Ryan” -- Lisa Mills, Mary Clare Gumbleton, Michelle White, Michele Causlee, Debi Holland, Jo Eckert and Donna Shank -- through training for the Patriots Triathlon, and team members braved the fallout from Hurricane Hannah, which caused some parts of the day to be modified, to complete their first triathlon. They have already planned to give it another “TRI” in April 2009 at an early season VTS race.

Tyler and Laura Potter, Patricia Ingmire-Richard, Jennifer Nestle, and Joel Pearson will all be competing in the Giant Acorn, which serves as the final event of the series on October 4. The event has already sold out and will add to other charity entries donations from throughout the year that are provided by series Race Director Greg Hawkins. This year’s direct Set Up donation should be close to $10,000. Combined with athletes’ donations, it brings the 2008 total TRI FOR AUTISM fundraising to more than $40,000. In OAR terms, the TRI FOR AUTISM program has already raised enough money in its second year to fund a research grant that will provide answers to the autism community. Well done, triathletes!    

Find out more about the TRI FOR AUTISM Program on our web page at: http://www.researchautism.org/news/run/tri/index.asp. If you have your own race picked out, considering doing your own TRI FOR AUTISM and let us know.

A Very Good Year
RUN for America Wraps Up in Disneyland and Virginia Beach

On Sunday, August 31, the RUN FOR AUTISM returned to the Disneyland Half Marathon for its second year. This Anaheim, California-based event features a flat, looped course that takes runners on a scenic tour of Disney's California Adventure Park. The pleasant and mild early morning Southern California temperature only adds to the event’s appeal.

RUN FOR AUTISM was represented by a small but dedicated team of three runners, MariaNora Diaz, Valeria Garcia, and Dana Morgan, who raised $1,310 for autism research. Their participation in this event gave OAR and the RUN FOR AUTISM some welcome visibility on the West Coast.

That same weekend, the RUN FOR AUTISM’s inaugural Rock N’ Roll Virginia Beach Half Marathon team represented OAR on the East Coast. The race, in its eighth year, featured nearly 20,000 runners winding their way through the streets of Virginia Beach and onto the boardwalk. After the race, runners and supporters alike were invited to an evening beachside performance featuring the B-52s.

Six runners participated as part of the RUN FOR AUTISM-Virginia Beach team. Although far from first to the finish line, Herb Lamb, who just turned 65 years old, was first among our fundraisers for the event with a total of $1,275. Lamb, who traveled from Boston to participate in his first half marathon as a member of the RUN FOR AUTISM team, says “the experience was great, knowing that I was running to raise money for autism.”

Angela Burrows, Glenn Mossy, Elizabeth Magovern, and Benjamin Tshudy rounded out the rest of the team, and through their combined efforts raised nearly $2,000 in support of OAR’s mission.

Two Marathoners: What Keeps Them Headed to the Finish Line

OAR’s RUNners come in all shapes and sizes and they began running for all kinds of reasons. What binds them is the desire to not only run but to RUN to help people with autism and their families through OAR. We wanted to give our readers a look at some of these extraordinary ordinary people who run because, as one of them says, “In training and competing, we can all grow stronger and make a difference in the lives of individuals affected by autism. It's a solid WIN/WIN.”

Setting An Example

At the age of 40, Danny Scott made the decision to get back in shape after years of limited mobility from a nagging foot problem. After taking action to fix the issue, he started running to get fit and provide a positive influence for his children, Madison, 13, and Spencer, 11.

Today, with several years of training under his belt, Scott, who lives with his family in Evansville, IL, feels ready for a new challenge. Because he couldn’t imagine a better place than D.C. for his first attempt at a marathon, Scott chose the upcoming Marine Corps Marathon.

“Before I ever heard of OAR, I decided I wanted to use the Marine Corps Marathon as a means for bringing increased awareness to autism and raising funds. Then when I found out about OAR, I was excited to know I had an organization I could work with,” he explains. His son, Spencer, was diagnosed with Asperger Syndrome at the age of five.

With two friends, Danny formed TEAM SPENCER and they’ll all be taking part in the marathon. The combined efforts of TEAM SPENCER and Danny’s personal dedication to running in his son’s name has placed them among the current top fundraisers for the 2008 RUN FOR AUTISM – Marine Corps Marathon team, with $1,890 raised so far.

Check out Danny Scott and TEAM SPENCER on his fundraising page at www.firstgiving.com/dannyscott.

Going for Four for OAR

When Steve Reggio’s six-year-old son, Mitchell, was diagnosed with autism, he felt like he “had to do something.” And he did--“something” significant and in a big way.

In 2005, Steve ran the Marine Corps Marathon and raised $10,750 for OAR. When Steve decided to run another marathon in 2006, he chose to support the RUN FOR AUTISM at the Chicago Marathon, which also has a Charity Partnership with OAR. In 2007, he once again competed in the Marine Corps Marathon for OAR. This year, he plans to run his fourth marathon for OAR when he participates in this year’s MCM on October 26.

Steve’s dedication to running and fundraising in his son’s name has made him even more empowered to support autism research. Steve says “This is not about me; this is about Mitchell and every other child that fights autism every day. They haveto struggle each day to communicate, make friends, and just simply be a kid. Their struggle is one that I will never know or can fully comprehend and it is so much harder than me just running a marathon. So I made a declaration that as long as I could do it I would keep running for OAR.”

Recently, Steve decided to apply his athletic experience in a business endeavor. He opened CrossFit Lorton, which is a new gym concept that stresses varied functional exercises performed at high intensity. He’s happy to meet other OAR supporters so if you are ever in Northern Virginia, stop in and say "Hi" to one of our champs.

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PROFILE
A Big Party: Raising Fun and Funds for Families with Autism

When Autism Advocates of Indiana (AAI) throws a party, watch out. It’s going to be a big bash. Even better, the benefits will ripple out across the state and the country through the organization’s fundraising efforts.

Autism Advocates of Indiana, Inc.

Its annual celebration, Answers for Autism Walk, may not be quite the right name because it is so much more than a walk, says AAI President Patty Reed. It really is a festival for families with people with autism. “The walk is just one part of the festival,” she explains. “It began as a chance for families that have children with autism to relax and let their kids be themselves, knowing that everyone there understands them and will not be bothered by their behaviors. All the activities of the day are planned with the needs of children with autism in mind.”

Founded to increase and broaden public knowledge and awareness of the behaviors, social issues, and emotional needs of individuals on the autism spectrum so that all individuals can participate in and contribute to the community without fear or bias or loss of individuality, AAI uses its Answers for Autism Walk to carry out that mission.

And to give a lot of people a very good time. It was the walk that brought Reed into the organization. “I have a 14-year old-daughter with autism and our family attended the first walk. I saw what a great event it was and the good work that Autism Advocates of Indiana was doing and decided to get involved. It is very rewarding to see all the families that come to the walk enjoying themselves and the children with autism having a good time.”

There are several areas where the children can have fun: a tent with sensory activities--shaving cream, water play, rice table, and bean table; face painting; blow-up equipment, including a slide, basketball hoops, and an obstacle course; and a rock climbing wall.  “We added the blow-up equipment and rock wall so older children would have things to do too,” Reed says.

For adults, there is musical entertainment and a silent auction, which is one of the event’s big fundraisers. In addition to all the entertainment, a quiet tent, placed away from all the activities, offers a place for individuals with autism and their caregivers a place to get away from all the stimulation and enjoy some quiet time.

Then there’s the one-mile walk, which is wheelchair-accessible. This year, the organizers found a park with a path. “Families bring wheelchairs, strollers, and pets,” Reed says. And they bring other people, recruiting teams to participate. “We give each of kids a medal at the end of the walk. They act like it’s gold,” Reed laughs.

AAI is a small organization, with 15 members, so it depends on volunteers to help and it gets them. “We have about 100 people helping us on the day of the walk, including high school and college kids,” says Reed.

The Answers for Autism Walk has a two-fold purpose—to give families that have members with autism a place where they can have fun and to raise money for organizations that help those families. This year, the walk and silent auction together raised about $70,000, thanks to the participation of about 1,200 people. “We ask people to pay $10 to walk and $50 if they want a t-shirt,” says Reed.

Proceeds from the walk are used to promote the advancement of autism research, provide grants for programs in Indiana that serve individuals on the autism spectrum and increase public awareness. Not counting this year’s proceeds, AAI has given a total of $400,000 to research organizations and Indiana grantees over seven years.

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