One in 68 Children has Autism

QSAC's blog – 2011 – March » 2011 » March

BACB Continuing Education Credits: QSAC is now a provider…

March 22, 2011 8:39 pm Published by

QSAC, Inc. is proud to announce becoming an approved continuing education (ACE) provider of Type 2 continuing education hours for BCBA and BCaBA certificate holders. The Board Certified Behavior Analyst® (BCBA®) certification is an internationally recognized credential
that indicates professional competence in behavior analysis.

Continuing education is essential for anyone involved in the field of behavior analysis. BCBA’s and BCaBA’s must obtain continuing education units to maintain their certification.

As an approved continuing education (ACE) provider, QSAC will arrange and oversee Type 2 continuing education events for BACB certificants.

QSAC currently has 10 BCBA’s that will share their combined knowledge and expertise to deliver state of the art workshops.

QSAC’s Director of Training, Anne C. Denning. MA, BCBA is the ACE Coordinator.

For more information adenning@qsac.com.

Have a Scoop to Support Autism

March 10, 2011 5:09 pm Published by


A percentage of sales will be donated to QSAC.

When: Saturday, March 19, 2011
6:00pm – 9:00pm
Where: 52 East Village Green
Off Jerusalem Avenue, Levittown, NY
Fun: 50/50 raffle
Chinese Auction

Autism Apps

March 7, 2011 3:26 pm Published by

Autism spectrum disorders now affect, on average 1 in 110 children the United States, according to the Centers for Disease Control and Prevention. Difficulty communicating with others, reading facial expressions, and interpreting social situations are just a few of the symptoms of the disorder.

Enter the app world. Children with autism and their parents report these apps to be of great help to their children with ASD. The apps are pretty inexpensive. The apps are available on iPhone, iPod and iTouch and some of them are on the Android and Blackberry phones. To begin with, if your child is non-verbal and you are considering a Dynavox as an augmentative and alternative communication device you will pay thousands of dollars for it. Compare this to the iPod Touch which will run you about $240 for the smallest memory capacity. Many of the apps for the apple devices were developed by parents who have children with autism. Below you will find a list of some of the apps that parents find useful:

iAssit Communicator – this app is designed for individuals with autism and other developmental disabilities. This app is specifically focused on the needs of young learners. As such, photos are incorporated. itunes.apple.com

iMean– one of the first apps developed for the new iPad to help individuals with ASD communicate. The entire screen turns into a large button keyboard, with text displays and word prediction. It allows speech challenged individuals to communicate their needs and ideas directly, distinctly and independently.

Fizz Brain: Quality Learning Games by Real Classroom Teachers: Developed specifically for children on the autism spectrum, these iPhone application games help children practice eye contact and expand their minds while earning fun rewards and playing creatively.
fizzbrain.com

Dance Party Zoo by Fizz brain– This allows children to practice balance, coordination and rhythm. Its a fun dancing game that allows children to practice basic motor and balance skills

Model Me Going Places – This is a visual teaching tool for helping children learn to navigate locations in the community. Each location contains a slide show of children modeling the appropriate behavior.

Game Factory -This is a match and flash card game that allows parents to upload their own images and choose concepts they want their kids to learn. It allows parents to become an active part of their child’s education.

Comorbid Anxiety Disorders in Autism Spectrum Disorder

March 2, 2011 4:14 am Published by

Anxiety disorders are one of the most important comorbid psychiatric symptoms that researchers have found at a very high rate in Autism Spectrum Disorder (ASD) (Davis, Munson & Tarzca, 2009; Kashani & Orvaschel, 1990; Kessler, Berglund, et al., 2005; Kessler, Chiu, Demler, & Walters, 2005). In two studies using parent diagnostic interviews, anxiety disorder were more common than other psychiatric disorders in children with autism, and almost one-half of these children met criteria for an anxiety disorder (Ghaziuddin et al., 1998; Leyfer at al. 2006). Another study by Muris (1998) found 84% of individuals with autism met the criteria for an anxiety disorder (McNally Keehn, 2011).

Anxiety disorders are characterized by a disproportionate fear reaction to environmental stimuli. Typically, the anxiety symptoms have an early onset and they can become chronic and continue into adulthood if treatment is not initiated early (Albano et al., 2003; Spence, Rapee, McDonald, & Ingram, 2001). The problem is that if symptoms of anxiety are not identified and treated early in life, then these symptoms may not only continue into adulthood, but may become more severe (David, Ollendick & Nebel-Schwalm, 2008; Kendall, 1994).

From the Applied Behavior Analysis point of view, anxiety symptoms in autistic individuals can be described as escaping or avoidance behaviors, irritability, aggressive outbursts, self-abusive behaviors, or elopement from the producing situation stimuli or maintained behaviors. The physiological reactions (internal stimuli) of anxiety are difficult to observe. These physiological reactions include but are not limited to acceleration of heart and lung action, paling or flushing, constriction of blood vessels, liberation of fat and glucose for muscular action, dilation of blood vessels for muscles, inhibition of lacrimal gland and salivation, dilation of pupil (mydriasis), loss of hearing, loss of peripheral vision, hyperreflexia, and shaking.

Paradoxical the maladaptive behaviors and the internal effects of anxiety are contingently reinforced by escaping from anxiety. For instance, contingent upon the presentation of anxiety symptoms, the direct care staff may remove the autistic individual from the perceived cause of anxiety (removing the aversive demands, stimuli, or social difficult situation). In this situation, the effective treatment decision depends on the function of the behaviors associated with the anxiety.

Due to the complexity of the anxiety symptoms of individuals with autism, the assessment should be conducted using multiple informants and modalities. The interventions to reduce anxiety symptoms and mood deregulation disorder in individuals with Autism Spectrum Disorder (ASD) should focus upon improving social problem-solving skills. Depending of the comprehensive assessment and functional behavioral analysis (FBA), the autistic individuals could be trained in a variety of coping behaviors or replacement behaviors to help them manage their anxiety symptoms. Then, we can use Cognitive Behavioral Therapy (CBT) in conjunction with the Applied Behavior Analysis (ABA) procedures to improve compliance during the treatment. We particularly teach them social skills with visual aids as coping mechanisms with reinforcement.

ABOUT US

QSAC is a New York City and Long Island based nonprofit that supports children and adults with autism, together with their families, in achieving greater independence, realizing their future potential, and contributing to their communities in a meaningful way by offering person-centered services.

QSAC pursues this mission through direct services that provide a supportive and individualized setting for children and adults with autism to improve their communication, socialization, academic, and functional skills.