DIAGNOSIS:

• You have just received a diagnosis of Autism. Some are shocked - for many others, it is the confirmation of their fears. Years ago, there was very little information or help available for parents who wanted to do everything they could to make sure their precious child could live a full, happy, and productive life.
• While your first reaction to such a diagnosis may be fear and despair, I want you to know that now there is hope and help.
  
  

CAUSES:

• According to the Center for Autism and Related Disabilities, "Although one specific cause of autism is not known, current research links autism to biological or neurological differences in the brain. MRI (Magnetic Resonance Imaging) and PET (Positron Emission Tomography) scans show abnormalities in the structure of the brain, with significant differences within the cerebellum, including the size and number of Purkinje cells. In some families there appears to be a pattern of autism or related disabilities which suggests there may be a genetic basis to the disorder, although at this time no one gene has been directly linked to autism."
• According to the Cambridge Center for Behavioral Studies, Autism Spectrum Disorder (ASD) is now considered to be neurobiological in origin, although the specific psychological and physiological pathways remain undetermined. "At the present time, there are no genetic, neurological or other physical markers that can be used to distinguish a person with autism from persons with similar behavioral characteristics. Instead, the diagnosis of autism is applied to persons who meet specified behavioral criteria. The problems should be evident before age 3." It is felt that there may be several causes that lead to autism. One thing is certain, however, autism is not caused by inappropriate parenting!
  
  

WHY IS AUTISM CALLED A "SPECTRUM" DISORDER?

• Autism is a "spectrum" disorder in that the degree of impairment in the behavioral categories of social interactions; verbal and nonverbal communication; play behavior; restricted, repetitive, and stereotyped patterns of behavior; and resistance to changes in routine varies widely among the diagnostic categories and for each individual.
• Just as each personality is unique, so are the characteristics of each individual with autism.
  
  

NOW THAT THERE IS A DIAGNOSIS, WHAT IS OUR NEXT STEP?

• No doubt you will receive a great deal of good advice about treatment options. (But, please be very aware of "treatments" that have no evidence of being helpful and may, in fact, be harmful.) Over time, you will probably decide on a team of therapists for your child: occupational therapists, speech therapists, physical therapists, etc. Each will work to help your child achieve goals in their specific fields.
• According to the Cambridge Center for Behavioral Studies, "The worst effects of autism can be prevented in many cases. It is now known that early, intensive behavioral programs can eliminate completely the symptoms of autism in some children and greatly improve the lives of many others." While there is no cure for autism currently, applied behavior analysis is a proven therapy that enables those with Autism Spectrum Disorder (ASD) and their loved ones to obtain and enjoy a higher quality of life.
• Applied behavior analysis is a very individualized treatment approach in which the behavior analyst takes detailed measurements of current skills and behaviors and designs a behavior plan to increase current skills (or build skills that are not present) and reduce or eliminate maladaptive or unwanted behaviors. Skills in communication, social interaction, self-care, and academics are addressed – as well as others. Behavioral methods are individualized for each learner. These methods include (but are not limited to):
  
  
• Incidental teaching

• Pivotal response training
• Discreet Trial Training
• Task analysis and chaining
• Shaping
  

• Throughout all teaching sequences, reinforcement is given for the appropriate response – this reinforcement is keyed to the individual child (his/her favorite things). As each skill is developed and used in various environments, the reinforcement is gradually reduced so the behavior does not become reinforcer-dependent.
• The behavior analyst looks for opportunities to teach the skills in many environments such as school, playground, church, daycare, the grocery store, etc. – virtually all of the child’s various environments. This helps to ensure that the skills taught will be used in all environments and not in one specific learning environment.
• It is important to address any maladaptive behaviors that may be present. Self-injury, stereotypical behavior, defiance, and aggression are behaviors that need to be reduced or eliminated. By determining the consequences usually encountered for these behaviors and withholding them while teaching new, acceptable behaviors to replace the old, these maladaptive behaviors can be greatly reduced or eliminated completely.
  
  

YOU’VE DECIDED ON APPLIED BEHAVIOR ANALYSIS. HOW DO YOU SELECT A BEHAVIOR ANALYST?

• Many people claiming to use behavior analysis do not have the training or experience necessary to design and implement ABA therapy. Many states do not have rigid guidelines regulating the use of the title, "Behavior Analyst."
• Dr. Gina Green, Board of Trustees, Cambridge Center for Behavioral Studies, states, "A defining feature of ABA programs is that they are directed by professionals with advanced formal training in behavior analysis – at least a master's degree – as well as supervised experience in designing and implementing ABA programming for learners with autism and related disorders. These professionals have either met the educational, experiential, and examination performance standards of the Behavior Analyst Certification Board(BACB) and are Board Certified Behavior Analysts (BCBA), or can document that they have at least the equivalent training and experience. They adhere to the BACB's Guidelines for Responsible Conduct, and base treatment on the best available scientific evidence."
• As a Board Certified Behavior Analyst (BCBA), I am anxious to help your child attain the skills necessary for a happy, productive life. Please call today so that we may discuss what behavior analysis can do to help your child.
  
  

PERVASIVE DEVELOPMENTAL DISORDER (PDD)

• Autistic Disorder is classified in the Diagnostic and Statistical Manual (DSM IV) (1994) as one of five Pervasive Developmental Disorders. Rett’s Syndrome, Childhood Disintegrative Disorder, Asperger’s Disorder, and Pervasive Developmental Disorder, Not Otherwise Specified, comprise the remaining four. Brief descriptions of these disorders may be found on the "Glossary" page. The descriptions were taken from The Cambridge Center for Behavioral Studies.