Science in Autism Treatment
Newsletter of the Association for Science in Autism Treatment
Vol. 11 No. 4

I

Fall 2014

am both pleased and proud to share that we are dedicating this issue of Science in Autism Treatment to Christina Danos of Kettlebells 4 Autism and Jason Dolby of One Hour Long Cycle who
raised over $38,000 for ASAT.

On behalf of the Association for Science in Autism Treatment, thank you so much for your passion,
strength, and generosity. We don't lift kettlebells at ASAT but we do try to lift the conversation aboutautism treatment so that science remains at the forefront, parents can assume the necessary role ofthe savvy consumer, and those touched by autism have a clear path to effective treatment. Your perseverance, commitment, and endurance are all qualities needed by families attempting to navigate theoverwhelming landscape of autism treatment. These qualities make your event and associated efforts
even more meaningful and inspirational to us all. Thank you Jason and Christina from the bottom of
our hearts!

As you will read in the article that starts on page 4, scores of individuals participated in the October
18th event. A truly international effort with an incredible community of athletes from the following countries: Argentina, Australia, Bermuda, Canada, France, Germany, Ireland, Italy, Indonesia, Japan, Mexico, New Zealand, Russia, Sweden, the United Kingdom including England, Scotland andWales, and the United States. I had the good fortune to meet Rory Pollock, Kaseedee Jermain, Donica
Storino, and Diana Sherman Whittles at the Hoboken, New Jersey location of this event (see photo on
page 7).
As we approach the closing of 2014, we have the opportunity to reflect on the accomplishments of thisyear. I would like to highlight some of them with our readers, and will report on our goals for 2015 in
the Winter 2015 issue of the newsletter. In 2014 ASAT:
Published numerous Media Watch letters in response to news articles and broadcasts related to autism treatment.
Successfully carried out an array of fundraising efforts with Dine InDeed, AmazonSmile, Kettlebells4Autism, NYC Marathon, Rock'n 4 Autism Awareness, and Bidding for Good.
Established Team ASAT for the 2014 NYC Marathon, which included two young men with autism who
garnered national media coverage last year.
Launched a comprehensive, new website and expanded features to include translation of content
into 29 languages including Hebrew, Spanish, Italian, French, Portuguese, and Mandarin. We will
share more details in the next issue of our newsletter.
Graduated several Externs, many of whom have assumed coordinator-level roles within our organization.
(Continued on page 2)

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Science in Autism Treatment Volume 11.4 Fall 2014

Page 2(Continued from page 1)

Welcomed Leanne Tull, Corey Robertson, Zachary Houston, and Tracie Lindblad to the Board of Directors.
Increased our use of social media to reach families and professionals (e.g., Twitter, Facebook, You
Tube and Fundly) and amassed over 8,500 Facebook “Likes!”Increased Science in Autism Treatment (SIAT) newsletter subscriptions to over 10,400 individuals
and met our goal of subscribers from at least 95 countries:
Afghanistan
Colombia
Albania
Costa Rica
AndorraCyprusArgentina
Czech Republic
Aruba
Denmark
Australia
Dominican Republic
Austria
EcuadorBangladesh
Egypt
BelarusEngland
Belgium
Ethiopia
BermudaFinland
Bosnia and HerzeFrance
govinaGermany
BrazilGhana
Brunei Darussalam
GreeceCanadaGuam
Cape Verde
GuatemalaCentral African Repub- Honduras
lic
Hong Kong
China
Hungary

Iceland
India
Indonesia
Iran
Iraq
IrelandIsraelItaly
JamaicaJapan
JordanKazakhstan
Kenya
Korea, Republic Of
KuwaitLaos
LatviaLebanon
Libya
Macedonia

Malaysia
MALTA
MexicoMoldova
Myanmar
Netherlands
New ZealandNigeria
NorwayPakistan
Paraguay
Peru
Philippines
PolandPortugal
Qatar
Romania
RussiaSaudi Arabia
SerbiaSingapore
Slovakia
SolanoSouth Africa
South Korea
Spain
Sri Lanka
SwedenSwitzerland
Tanzania
ThailandTrinidad and Tobago
TurkeyUgandaUkraineUnited Arab Emirates
United Kingdom
Venezuela
VietnamZimbabwe

Attained 1000 followers on Twitter.
Held the 4th Annual Rock'n 4 Autism Awareness concert in Hoboken, New Jersey. The event was ahuge success with over one hundred businesses lending their support and raising $12,500 dollars topromote autism awareness on both the national and local level.
Raised over $38,000 dollars through Kettlebells 4 Autism and One Hour Long Cycle.
Was showcased in a 30-minute interview on W-KTU radio in New York City.

Published 4 issues of Science in Autism Treatment content-packed with topics of interest to families
and professionals, and new features (e.g., International Interviews).
In the spirit of the upcoming Thanksgiving holiday, I would like to take this moment to thank you, ourreaders, for all your support. It truly takes a village to promote the relevance of science in autism treatment.
Warmly,David Celiberti
ASAT Executive Director

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Providing Accurate, Science-Based Information - Promoting Access to Effective Treatment

Page 3

Does Your Agency Share ASAT’s
Values?
ASAT believes that individuals
with autism have the right toeffective treatments that are
scientifically-demonstrated tomake meaningful, positivechange in their lives. We
believe that it should not be sochallenging for families to findaccurate information about theefficacy of various autism
interventions. ASAT works
toward a time when ...
 All families will be empoweredwith skills in identifying andchoosing the most effective,
scientifically-validated
interventions for their child.
 The media will educate andnot confuse parents byproviding accurate information
and asking the rightquestions.
 All providers will be guided byscience when selecting andimplementing interventions
and use data to demonstrateeffectiveness.

PARTNER $5,000
Behavior Analysis Center for
AutismLittle Star Center

CHAMPION $2,000
Autism New Jersey
Autism Partnership
Organization for Research andLearning
BENEFACTOR $1,000
ELIJA Foundation
ELIJA School
Long Island Behavior Analysis GroupNew England Center for Children
Princeton Child Development InstituteRethink Autism

Therapeutic Pathways, Inc.

What It Means to Be a 2015
Sponsor:
ASAT’s Sponsors indicate theirsupport of the following tenets:
1. All treatments for individuals
with autism should be guided
by the best available scientificinformation.
2. Service providers have a
responsibility to rely on science-based treatments.
3. Service providers should takesteps necessary to help
consumers differentiate
between scientifically validated
treatments and treatmentsthat lack scientific validation.
4. Consumers should be
informed that any treatment
lacking scientific supportshould be pursued with great
caution.
5. Objective data should be used
when making clinicaldecisions.

Become a 2015 Sponsor Now!
These sponsorships not only
provide financial support used
specifically for our
dissemination efforts, but also
send a clear message that
ASAT's vision is shared byothers within the professional
community.
The tasks of educating the
public about scientificallyvalidated intervention andcountering pseudoscience aredaunting ones, and ASAT
appreciates the support of allof our sponsors.
If you are interested in
becoming a 2015 Sponsor,
please visit the sponsor pageon our website atwww.asatonline.org/
about_asat/sponsors.htm#learn.
Thank you for yourconsideration!

ALLIANCE $500
Connecticut Center for Child
Development
Different Roads to Learning
Eden II Programs
Four Points, Inc.
Nexus Language Builders
Quality Services for the Autism
Community (QSAC)
Thivierge & Rothberg
Virginia Institute of Autism
PATRON $200
Autism Intervention Services
ABA Academy
Aging with Autism
Alpine Learning Group
Asperger Syndrome and high Functioning
Autism Association (AHA), Inc.
Autism AwarenessBeacon Services

Behavior Development Solutions
Bouer Law LLC
Child Study Center of Fort WorthChildren’s Specialized Hospital
Coyne and Associates
Gary Mayerson & Associates
Hugo Science Press
Institute for Educational Achievement
Kansas City Autism Training Center
Lizard Children’s Learning Centre
Nassau Suffolk Services for Autism
New York Center for Autism Charter School
PALS Autism School
Peninsula School for Autism
Pyramid Educational Consultants, Inc.
Quest Autism Program
Room to Grow
SKF Books
Somerset Hills
Southwest Autism Research and Resource
Center

IMPORTANT DISCLAIMER: ASAT has no formal relationship with any of the sponsor organizations. Furthermore, their stated endorsement of the above tenets is notverified or monitored by ASAT. Although ASAT expects that all sponsoring organizations will act in accordance with the above statements, ASAT does not assume
responsibility for ensuring that sponsoring organizations engage in behavior that is consistently congruent with the statements above.

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Science in Autism Treatment Volume 11.4 Fall 2014

OUR REAL SCIENCE, REAL HOPE 2015 SPONSORSHIP INITIATIVE

Science in Autism Treatment Volume 11.4 Fall 2014

Page 4Thank You, Kettlebells 4 Autism
and One Hour Long Cycle!
By Alice Bravo, MEdWe owe another big thank-you to Kettlebells 4 Autism (KB4A) for continuing tosupport the Association for Science in Autism Treatment (ASAT) and families
affected by autism in a major way!

Christina Danos, founder ofKettlebells 4 Autism

Jason Dolby, founder of the
One Hour Long Cycle

As you may recall, KB4A’s founder, Christina Danos, is dedicated to promoting evidence-based treatments for autism. She has done so by working with children with autism in an Intensive Behavior Intervention (IBI) setting and by creating, in February 2013, KB4A – an organization that uses kettlebell
training and sport (the use of a cannonball-shaped weight with a handle) to convey her commitment to(Continued on page 5)

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Page 5science and to raise autism awareness.
KB4A’s mission is to support non-profit organizations that focus on research and evidence-based
interventions for individuals with autism. This isaccomplished through fundraising via KB4A merchandise sales (www. kettlebells4autism.storenvy.com), as well as an annual kettlebell sporting event. These funds are then donated to a pre-determined organization. The Association for Science in Autism Treatment was fortunate to be a beneficiary of last year’s KB4A
sporting event, “90second swings for autism,” in which participants engaged in 90
seconds of kettlebell
swings (see “Weight
to Go Kettlebells 4
Autism!”). Sponsors
pledged donations
per swing and thefunds raised were donated to both ASAT
and the Geneva Centre for Autism in Toronto, Canada.

“

On Saturday 10/18/14, I lifted in 2 One HourLong Cycle events in support of Kettlebells for
Autism and ASAT. I tore every callous on myhands during the last 15 minutes of the 2nd hourand my grip was so exhausted that for days I was
too weak to even turn a doorknob. These sacrifices
and moments of struggle are some of my proudest
moments as I know in my heart that every secondof agony was worth it because we raised money sothat families with children with autism will havemore resources and hopefully an easier time
coping with this often misunderstood disorder.” –Rory Pollack, Robbinsville, New Jersey.

For this year’s KB4A
fundraising event, Danos teamed up with
Jason Dolby, founderParticipants from Ansbach, Germany, including parents of children with autismof the One Hour Long Cycle (1HLC) charity event. In Dolby’s annual 1HLC event, kettlebell lifters lift together for 60 minutes without setting their kettlebell down. Participants lift solo or relay-style, in whicha team member lifts for two minutes and then passes the kettlebell to a teammate. This year’s collaboration between KB4A and 1HLC happened toThrough kettlebells our members have learned mark the fifth anniversary of the 1HLC. Previous
beneficiaries of the event have been the Chilfar more than simply lifting heavy things anddren’s Hospital in Los Angeles; relief efforts folgetting fit. Autism is a subject very close tosome of our hearts.” – 1HLC participant from(Continued on page 6)
Scotland“

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(Continued from page 4)

Science in Autism Treatment Volume 11.4 Fall 2014

Page 6(Continued from page 5)“

I am participating in honor of all myfellow autism families and for my son…
who was diagnosed as being a memberof the "Autism Club" when he was three anda half years old.” – Diana Sherman Whittles,
Hoboken, New Jersey

Participants from Seattle, WA

lowing the tsunami in Japan; Tuberous Sclerosis Alliance in the name of Anthony Brewer; and the
Jimmy V. Foundation for cancer research. What started as an event consisting of 20 lifters in a single room has since expanded immensely. Seventy-one satellite locations were created this year to
support KB4A/1HLC’s event total of over 750 participants from 15 countries – a truly global effort!
Participants took
part in the 1HLC
for a variety ofreasons – somedue to a passion
for kettlebell lifting, others wishing to support science-based treatments for autism,and many interested in both.
“Kettlebell training has expanded
my world. This
event representsa chance to reachpeople in my comParticipants from Queensland, Australia, including parents of children with autism
munity with amessage of health,(Continued on page 7)

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Page 7and support a community I care fordeeply,” wrote one participant from
Mississauga, Canada. Additionally,
participant and kettlebell trainer
Marissa Luchau from Seattle, WA set
a world record during the 1HLC as
the first woman to lift a 44 lb. kettlebell for an hour straight. This major
accomplishment also earned Luchau
the rank of Master of Sport International, indicating a valuable contribution to the kettlebell sport.
Kettlebells 4 Autism and 1HLC
raised over $35,000 on behalf of
ASAT and we are incredibly grateful
to both organizations and all of theparticipants for their hard work andsupport of evidence-based treatments for autism. The funds raised
from this event will be used to create, design, and disseminate an information resource for parents andHoboken, New Jersey Participants: Rory Pollack, Kaseedee Jerother caregivers of newly diagnosed
main, Donica Storino, and Diana Sherman Whittles (parent of achildren with autism. We will sharechild with autism)
details about this resource in themonths ahead, and will also be taking steps to share our resources abroad.

“

Kettlebells 4 Autism was such an amazing
event for me. I got to spend a beautiful
afternoon on the waterfront in Hoboken with
my amazing team, but the best part was knowing
I was doing what I love for a cause I love! Everytime that bell went over my head it brought atear to my eye thinking about why I was there
and about 2 amazing little boys in particularand their amazingly strong families, that are
misunderstood on a daily basis. I hope that I am
lucky enough to continue to work with suchamazing groups and raise more awareness andneeded funds for ASAT.” – Kaseedee Jermain,
New York City, NY“

We want to help parents navigating
the world of autism treatment tohave the wonderful help madeavailable through the Association for
Science in Autism Treatment!” – 1HLC
participant from Pennsylvania

Interested in learning more about kettlebell
lifting?
Check out KB4A’s blog,
www.kettlebells4autism.com/blog. Monthly
posts include kettlebell workouts from kettlebell trainers and athletes!

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Providing Accurate, Science-Based Information - Promoting Access to Effective Treatment

Science in Autism Treatment Volume 11.4 Fall 2014

(Continued from page 6)

Science in Autism Treatment Volume 11.4 Fall 2014

Page 8Interview with Molly Ola Pinney, Founder and CEO of
the Global Autism Project
By Nicole Pearson, PsyD, BCBA-D
The need to educate parents, professionals and communities as a whole about the importance of evidence-based
treatment in autism is great, and perhaps even greater incountries outside of the United States. The Global Autism Project is one organization committed to doing exactly that by partnering with local treatment and education centers in countries around the world including Peru, India, Kenya, Indonesia and the Dominican Republic.
I had the privilege of traveling with this organization to
Kenya in 2013 and seeing their great work – including
their efforts to promote science in autism treatment first hand. Recently, I had the opportunity to interview
Global Autism Project’s founder and CEO, Molly Ola
Pinney, so that she can share with our readers more
about how her organization is promoting this importantmission.
Nicole Pearson, PsyD, BCBA-D

Molly Ola Pinney

Molly, having had the privilege of working and trav- providing services for their son. Shortly thereafter,eling with the Global Autism Project, I know you
people began showing up at my house asking forcelebrated a big milestone in 2013 – 10 years
the lady who knew about autism.
since its founding! Can you share with our readers
what led you to found the Global Autism Project? As I began having conversations with families ofchildren with autism, I would hear
As is the case for many of us in this field, I began time and again the same story of fear and misunmy work as an ABA therapist in Seattle for one 6
derstanding about what autism was and about the
year-old boy with autism. His family asked me tolocally accepted belief that these children were
work with him and part of the reason that I accept- possessed or taken by 'bad spirits.' Shortly thereed the position, even though it was not at all inafter I met “Auntie Serwah”-- a parent of a childline with my plans at the time to become a Devel- with autism who had started the Autism Awareopmental Pediatrician, was because the job would ness Care & Training center in Ghana. The Autism
end in nine months as the family was moving to
Awareness Care & Training center was a beacon
Ghana in West Africa.
of hope for families, a safe space management.
This model fosters the dynamic of sustainable deIf there was anything I knew at the time, it wasthat I was most certainly NOT going to be moving velopment, ensuring that our partner sites receive
to West Africa. Less than a year later, that’s exact- training that will persist in our absence. It is imperly what I did – I moved to Ghana to continue(Continued on page 9)

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Page 9Learning to wear a horse riding helmet in Kenya(Continued on page 10)

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Science in Autism Treatment Volume 11.4 Fall 2014sources in order to round out clinical skills. Volunative that our work be carried out in this manner, teers are selected from a competitive pool of apas it is neither culturally appropriate nor practical plicants, who are required to submit applications
for the Global Autism Project to be ever-present at and interview for the trip of a lifetime.
our partner sites. Our partnerships are intended tolast for years in order for the centers to stand on SkillCorps was founded for multiple reasons. Primarily, we recognized the unique and meaningful
their own and further disseminate science in auexperience our work abroad provides for both ourtism treatment in their communities.
partners and ourselves. We wanted to share that
We currently have partnerships with centers in Pe- experience with other skilled clinicians who could
ru, India, Indonesia, Kenya, and the Dominican
not only have the transformative experience our
Republic. We are thrilled to work with individuals
work entails, but offer their skills in a meaningful
who can align their passion for helping children
and enduring way. By creating SkillCorps, we havewith autism with the need for science in treatopened the door for cultural empathy and increased understanding of both the plights andment.
strengths of people working in autism treatment
Having travelled with your organization as a former and education in under-resourced areas.
SkillCorps team member, I can attest to theunique experience the Global Autism Project offers In subscribing to a model of sustainable developto practitioners to see autism treatment in another ment, we also recognized that our own work wascountry. Can you tell our readers more about this not sustainable if we tried to do it alone. With arelatively small staff, we could not realistically proprogram and why you created it?
vide all of the in-person training needed as well as
SkillCorps is our travel abroad program in which
the distance supervision and support. SkillCorps
teams of four to six skilled professionals have the allows the privilege of providing training and supopportunity to travel toport to be shared
one of our partner
amongst many skilledsites. During these
professionals.
two-week trips, teams
provide hands-on, in
The final reason forvivo training to staff
the inception of Skillworking with children
Corps is the uniquewith autism. That
training opportunity
training can encomthat is created whenpass programming,
individuals from dibehavior management
verse backgrounds
and how to teach utiand skill sets comelizing the principles of
together as a unified
ABA. Teams may also
team. The contribuprovide support totions of our teamparents and caregivmembers are shaped
ers and hold awareby that diversity andness events in theenrich our trainings
community. Our trips
and our work.
ensure that partner
sites are receiving
training from diverse(Continued from page 8)

Science in Autism Treatment Volume 11.4 Fall 2014

Page 10(Continued from page 9)

What do you find to be the most challenging aspect of your work?

It is only through cultural humility and empathy
that we can meet people where they are at to provide meaningful support.

The most challenging aspect of our work requires I know an important part of your work is to build
sustainability and capacity at partner sites. How
cultural empathy and purposeful optimism. We
do you do that and ensure evidence-based pracmeet parents, caregivers, and staff around theworld who are relying on instinct in the absence of tice is a part of that?
scientifically supported interventions and finding
We require a few things from our partner sites:that they come up short. Without the training reCommitment to sustainable change, commitment
quired to provide evidence-based interventions,to evidence-based practice, and openness to thethose providing services to children with autism
are becoming disheartened and the children them- changes required in programming to foster eviselves are ostracized from communities who lack dence-based practice. Our partners desire theknowledge or understanding. At times we feel our same things we do: to engage with interventions
impact is too small and we may become discour- that are proven effective and professionals who
aged by slow progress. This, of course, is thwarted can foster the development of these interventions.
by the successes (however small) of our partner
sites and the empowerment they receive through What role does the Global Autism Project play intraining. We find that we must not only remain dili- terms of advocacy and working with parents?
gent in our mission, but also remain open to feelThe Global Autism Project is fortunate to work withing and experiencing what those working in theautism field abroad are feeling and experiencing. partners who support parents and caregivers in avariety of ways. One-on-one meetings, home visits,

A big smile from a small girl in India(Continued on page 11)

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Science in Autism Treatment Volume 11.4 Fall 2014

(Continued from page 10)

and support groups often play an important role inthe child’s learning. The Global Autism Project supports our partners’ efforts by hosting some ofthese support groups and accompanying them onhome visits during our SkillCorps trips. We also
help to host advocacy events, provide networking
opportunities and foster connections to make efforts more effective. Each year on Autism Awareness Day, we find our partners’ taking meaningfulaction by lobbying their government and engaging
their communities to cultivate acceptance and understanding on both a local and international level.
What treatments have you found to be most popular in other countries? Are there any that you see
more commonly across countries or does it vary
greatly?
We find that in the absence of training and resources to nurture evidence-based practice, thoseworking in autism treatment rely on instinct. Specific treatments are not engaged in many of thecommunities we work with – instead we find students and teachers frustrated by academic demands and behavioral requirements of “typical”
classrooms. We have, over time, found the awareness of applied behavior analysis to be growing
with more sites and more countries reaching out
for training and support daily. This is largely due to

Imitation in India

the efforts of those in the ABA community working
to disseminate scientific practices.
What are your future goals for Global Autism Project?
When the Global Autism Project began in 2001, it
was with the intention of “changing the world forpeople with autism.” Thirteen years later, this remains our long-term goal. In order to change theworld, we must mobilize those with expertise inscientifically sound interventions to come together
as a conduit for change. Short-term this will entail
recruiting a greater network of volunteers for our
SkillCorps programs, increasing the number ofpeople reached through our training by fostering
additional partnerships. We also hope to provide
more training according to the prerequisites forboard certification in behavior analysis in order totrain professionals in under-resourced areas to theLaughter and connection in Kenya(Continued on page 12)

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Page 12(Continued from page 11)

Summer 2014 team at the entrance to the Taj Mahal

gold-standard of evidence-based practice throughcourses and supervision.

We would love to have more professionals share
their expertise in the international community
through ethical and sustainable means. One way
What do you see as the greatest need for promot- of doing this is to travel with us, but we also haveing science in autism treatment internationally?
opportunities to volunteer through distance clinical supervision and support. If you’re interested in
Increasing access to training whether through uni- traveling with SkillCorps, you can apply on our
versity partnerships, access to materials in multi- website (http://www.globalautismproject.org).
ple languages, or greater dissemination of eviThere you’ll also find information about our otherdence of applied behavior analysis. We additional- volunteer opportunities and how to get involved.
ly see the need to recognize behavior as communi- We also ask that, to start, professionals in the scication, as supported through scientific evidence,
entific field would be aware of the boundaries toin order to reach a point where practitioners bedissemination born of language barriers and lacklieve in the potential for change in their communi- of access to effective training. In order to mobilize
ties.
our community, we must first be aware. During ourorientation process with SkillCorps team memWhat can we as practitioners here do to support
bers, that’s always where we start and then we
your work and organization as well as the work of can build and educate more effectively from there.
promoting evidence-based treatment abroad?
There are 70 million people in the world with autism. 85% of them live in developing countries. We
have a ways to go!

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Page 13Advertise in
Science in Autism Treatment andreach over 10,000 subscribers
interested in what you do.
www.asatonline.org/newsletter/for-advertisers/

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Science in Autism Treatment Volume 11.4 Fall 2014

Advertise Here

Science in Autism Treatment Volume 11.4 Fall 2014

Page 14

In this edition of 'From the Archives,' we resurrect a piece by Dr. Daniel Mruzek regarding a staple of our society - testimonials. Testimonials are commonplace in companies touting their interventions for individuals with autism. They provide a quick,compelling endorsement of a particular intervention. While compelling, testimonials
are often not grounded in the data and provide subjective opinions of those individuals
who were exposed to a particular treatment. Dr. Mruzek explains the pitfalls of testimonials, and offers guidance to those parents and consumers looking to understand andnavigate the complex maze of interventions for individuals with autism.
Patrick O’Leary, MS, BCBASIAT Editing CoordinatorW

hen searching for a great restaurant or who may remind the potential consumer of him- or
choosing a movie to go see, often weherself may be particularly effective. Adding pleasconsider the personal reports of neigh- ant theme music and using artful filming may combors, work associates and friends. Why not? Their plete the effect and increase the probability that“testimonies” give us a quick method for judging
families separate from their hard-earned money.
the probability that a particular restaurant or movie will be a good investment. Of course, our friends But, how should we use testimonial evidence inand associates are not always right, but their testi- selecting potential autism treatments? When conmonials serve as either short-cuts or as corrobora- fronted with testimonials about possible autism
treatments, it is recommended that families betion of other sources of information (e.g., restaurant or movie reviews). As such, they contribute to especially cautious, particularly when the testimonials are the only source of support for the interefficient decision-making about relatively lowvention. Marketers can find a few individuals who
stakes events.
provide testimony that their product is effective,
We commonly see testimonials made by happy
even when the product is wholly ineffective. This isconsumers presented by marketers of autism
because, as consumers, our opinions about thetreatments. Indeed, testimonials are a standard
quality of a product- including perceived effectivefeature on websites marketing pills, exercises, de- ness- are colored by our previous experience, what
vices, interventions and therapies to potentially
we have been told by others, and our expectaunwary consumers. Many testimonials take thetions. Furthermore, because human behavior- inform of simple, quoted statements (e.g., “Thecluding the behavior of individuals with autism- is[marketed treatment] has had an amazing effect variable (i.e., changes across time), a treatment
on my son!”). On the internet, video testimonials
benefit may appear to exist, even when it does not
may be particularly compelling. Marketers know
exist at all.
that the testimonials of some people, including
attractive people, familiar celebrities, and people(Continued on page 15)

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Page 15

For example, imagine that a marketer sold a“special” trampoline to 100 parents with theguarantee that daily use of the trampoline bytheir child would “open learning channels”
and “promote language acquisition.” Of
those 100 parents, it is reasonable to expectthat at least a small number of them- perhaps 5 or 10%- may report that the product“seems to help,” even if the trampoline is
not at all effective as an intervention in theway described by the marketer. A savvy marketer is watching for members of this small
subgroup of consumers as their source of
new testimonials!
And, how about all of the parents who purchased the trampoline, and subsequently
recognized that it did not “open learning
channels” and “promote language acquisition?” You can be assured that their opinions will not grace the marketer’s website,social media or glossy print advertisement.
As a result, the marketers promote an illusion of product effectiveness where one may
not exist at all.
It is for these reasons that parents and otherconsumers of autism “treatments” are cautioned to view testimonials skeptically. Testimonials are a wonderful way for businesspeople to market merchandise but a poorway for families to determine true effectiveness of a treatment, device or intervention.
Decisions regarding autism treatment are
best guided by the scientific record, as supplied by trusted sources (e.g., a competent
physician, psychologist or other autism expert). When it comes to making decisions
about expensive autism interventions andthe allocation of precious resources, persons
with autism- and their families- deserve
nothing less.

ASAT Board of Directors
Joshua K. Pritchard, PhD, BCBA-D
Interim President
Leigh Broughan, MA, BCBA, Sibling member
Vice President
Elizabeth Dyer, MA, CCC-SLP
Treasurer
Leanne Tull, MADS, BCBA
Secretary
David Celiberti, PhD, BCBA-D
Executive Director
Cathy Curcio, MSW
Preeti Chojar, MCA, Parent member
Florence DiGennaro Reed, PhD, BCBA-D
Kathryn Dobel, JD
Ruth Donlin, MS
Daniela Fazzio, PhD, BCBA-D
Joseph Forgione, MBA
Sabrina Freeman, PhD, Parent member
Peggy Halliday, MEd, BCBA
Zachary Houston, MS, BCBA
Barbara Jamison, BA, Parent member
Eric Larsson, PhD, BCBA-D
Tracie Lindblad, M.Sc, M.Ed., SLP, BCB
Mary E. McDonald, PhD., BCBA-D
Scott Myers, MD, FAAP
Daniel W. Mruzek, PhD, BCBA-D
Corey L. Robertson, MS, BCBA
Mary Rosswurm, MBA, Parent member
Dena Russell, MS, Parent member
Tristram Smith, PhD
Bridget Taylor, PsyD, BCBA-DASAT
PO Box 1447
Hoboken, NJ 07030
E-mail: info@asatonline.org
Website: www.asatonline.org
Facebook: www.facebook.com/Asatonline
Twitter: www.twitter.com/asatonline

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(Continued from page 14)

Science in Autism Treatment Volume 11.4 Fall 2014

Page 16

By Kerry Ann Conde, MS, BCBA

ASAT’s mission is to promote “safe, effective, science-based treatments forpeople with autism through: the dissemination of accurate, timely, and scientifically-sound information; advocacy for the use of scientific methods to guidetreatment; and the countering of unsubstantiated, inaccurate and false information about autism and its treatment.” With this in mind, ASAT is striving toreach 12,000 subscribers by the end of the year. We are currently at 10,396
subscribers. Help us reach 12,000 subscribers by clicking on the following link:
www.asatonline.org/newsletters/signup. You can also like ASAT’s Facebook
page at www.facebook.com/ASATonline.
If you are a supervisor or administrator, please consider passing along a sign-up
sheet to help us recruit new subscribers. We have an individual version and groupversion. After these are completed, they can be emailed to newsletter@asatonline.org or mailed to ASAT PO Box 3250 Hoboken, New Jersey 07030.

ASAT would also like to recognize those individuals and organizations who strive tosupport our mission. Specifically, we would like to thank and send a “shout out” to…
 Emily Callahan of the Virginia Institute of Autism for distributing ASAT fliers to Uni-

versity of Virginia medical school interns and families inquiring about services.
 Lindsey Scholl, clinical project coordinator at Little Star Center, who was able torecruit over 100 new SIAT sign-ups at the Michigan Autism Conference at WesternMichigan University in Kalamazoo.
 Victoria Blessing and Shawna Hood who recruited more than 50 new SIAT newslet-

ter sign-ups at the Answer for Autism Indiana Walk in Carmel, IN.
If you would like to share information about any initiatives you have undertaken to
support ASAT, please write us at publicity@asatonline.org.

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As individuals with autism move towards adolescence and adulthood, teaching skills
that will enable greater independence becomes an increasingly important focus. Dr.
Diane Adreon provides our readers with recommendations to assess such skills andidentify which are most critical, and identifies specific adaptive skills that are often
overlooked.

Nicole Pearson, PsyD, BCBA-D
Clinical Corner CoordinatorW

e are older parents and often lay When identifying what skills to teach, it is imawake at night worrying about our portant to remember that goals should be individdaughter’s ability to function in- ualized. Some questions to ask in identifying goals
for your daughter include:
dependently when we are no longer able tocare for her ourselves. She is 17 years old and Is the skill a reasonable one to teach given her
is becoming more and more independent. We
age and her opportunities to perform the skill?
have read the “Hidden Curriculum” and that
resource has opened our eyes to subtle social  Will she be transitioning to a new environment
skills that may be missing in her repertoire.
in the next few years? If so, what skills will she
Are there adaptive skills that my wife and I
need to be successful in that environment?
should be considering that are often over If your daughter is currently in a program thatlooked?
can address daily living skills, can the goals be
formalized making them a part of her IEP or
IHP?

Individuals with autism spectrum disorders (ASD)
typically have an uneven profile of skills (Ehlers etal., 2007). Regardless of cognitive ability, individuals with ASD often have difficulty with independent The Adaptive Behavior Assessment SystemSecond Edition (ABAS-II; Harrison & Oakland,
living skills. In fact, in many cases, areas ofstrength can mask significant deficits in adaptive 2003), Scales of Independent Behavior-Revised(SIB-R; Bruininks, Woodcock, Weatherman, & Hill,
skills. Adaptive behaviors are a reflection of theway an individual applies his or her cognitive skills 1997), or the Vineland Adaptive Behavior Scalesin actual life situations. Research has shown that Second Edition (VABS-II; Sparrow, Cicchetti, & Balindividuals with ASD have significantly lower adap- la, 2005) are all adaptive behavior assessment
tive behavior functioning than their measured cog- instruments that can yield information helpful innitive abilities (Klin et al., 2007; Lee & Park, 2007; identifying goals. Although the overall scores will
provide a global picture of your daughter’s adapMazefsky, Williams, & Minshew, 2007; Myles etal., 2007). This suggests that, no matter the indi- tive skills, going over the specific items on the providual’s level of functioning, we need to focus on tocol will provide substantially more useful input inthe identification of goals.
teaching adaptive skills.
(Continued on page 18)

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Providing Accurate, Science-Based Information - Promoting Access to Effective Treatment

Science in Autism Treatment Volume 11.4 Fall 2014

By Diane Adreon, EdD

Science in Autism Treatment Volume 11.4 Fall 2014

Page 18

ATM. You can also have her practice making deThe science of applied behavior analysis (ABA)
posits and withdrawals inside the bank with aprovides numerous strategies to assist in teaching teller.
skills. Baseline data supply information on current
skill levels and can help identify target behaviors. Teach your daughter to use a calendar to track
A task analysis assists in breaking down complex upcoming events. For most of us, the number ofthings we need to remember increases significanttasks into smaller components and behavior
ly when entering adulthood. In addition, some ofchaining procedures can help determine which
steps to teach first. In addition, behavioral shaping what we may need to remember occurs only periodically, and outside of our daily routines, thus itprocedures and carefully constructed prompting
hierarchies can help ensure that we are teaching can be much harder to rely on one’s memory inthose instances. Depending on your daughter’sskills in the most efficient and effective manner.
Moreover, identifying reinforcers and using data to level of functioning, your primary goal might behaving her check her schedule to see what is hapdetermine schedules of reinforcement can address motivational issues. Finally, teaching strate- pening that day or to prepare her for upcominggies to address generalization challenges can in- events and activities. In other instances, you cancrease the likelihood of the individual learning to work with her on marking a calendar with upcoming events or reminders (e.g., return library book at
perform the skills in a variety of situations.
school, swimming at Jake’s – bring swimming suit)and reviewing them daily. Teach her to get in the
Since the scope of skills associated with independence is quite broad, the remainder of this re- habit of referring to the calendar for information.
sponse will focus on some adaptive skills that are Individuals with ASD need practice to use visual
often overlooked. When such skills are taught toresources.
individuals with ASD, they can become more indeTeach your daughter to create and use her own topendent.
do list. Remember, a to-do list can use any kind of
Teach safe and practical money skills. When mak- visual or cue so that your daughter understands
ing purchases out in the community, it is a goodwhat to do. Individuals of all functioning levels canidea to not “show” others how much money you
learn to follow a to-do list if it is written at the aphave. Therefore, consider teaching your daughter propriate level (may use pictures instead of words)
practical strategies such as getting her money out and they have been taught to refer to it and doof her wallet ahead of time, counting her money in each task independently. For some, you may want
her wallet and taking out just the amount of mon- to start early in having them write or type their toey she needs for a purchase. You may also want to do list and learn to refer to it and check things offteach her to make purchases using a debit card
when done. It is also a good idea to help themand the protocol for withdrawing money at an
identify and build in preferred activities to reinATM. This includes teaching her to maintain anforce “work before play.”appropriate amount of space between her andothers in the ATM line, putting the money into her Teach your daughter to take medication indewallet before walking away from the ATM, and so pendently. Most of us use visual cues or create aroutine to remind us to take our medication, so
forth. It cannot be overstated that practice is essential for learning any of these skills. Some ways work to establish similar ones for your daughter. If
you can create more opportunities for your daugh- the medication regime is complicated, consider
using a weekly pill box and organizing the medicater to practice these skills include establishing abank account and giving her a check for her allow- tion on Sundays. Or perhaps you have a visual reminder present at the breakfast table that says,
ance; thereby creating a reason for her to learn
how to make deposits and withdrawals from an(Continued on page 19)(Continued from page 17)

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communication abilities and disabilities in higher
functioning individuals with autism spectrum disorders: The Vineland and the ADOS. Journal ofAutism and Developmental Disorders, 37, 748759.

“take medication.” In some instances, this mightmean having the medication bottle or pill box on
the breakfast table. Establish the routine of having
your daughter take the medication right before
breakfast (if the prescription allows) as this will
decrease the likelihood that she will forget it. Once Lee, H. J., & Park, H. R. (2007). An integrated literature review on the adaptive behavior of individyou have introduced this routine, decrease yourverbal reminders to take the medication and direct uals with Asperger syndrome. Remedial andSpecial Education, 28, 132-139.
her attention to the visual reminder. If she has asmart phone, you can also teach her how to set upa daily reminder to take the medication at specific Mazefsky, C. A., Williams, D. L., & Minshew, N. J.
(2008). Variability in adaptive behavior in autimes.
tism: Evidence for the importance of family history. Journal of Abnormal Child Psychology, 36,
Hopefully these suggestions and examples of pos591-599.
sible targets have provided you with a few additional ideas on ways to ensure your daughter conMyles, B. S., Lee, H. J., Smith, S. M., Tien, K., Chou,tinues to make progress towards greater indeY., Swanson, T. C., & Hudson, J. (2007). A largependence. Assessment of her skills across a numscale study of the characteristics of Asperger
ber of domains (home, community, health, safety,
and work) as well as reviewing her individual goals syndrome. Education and Training in Developmental Disabilities, 42, 448-459.
and progress on a regular basis can ensure an ongoing conversation about priority adaptive skills to
Sparrow, S., Cicchetti, D. & Balla, D. (2005). Vinehelp her continue moving forward. It does takeland Adaptive Behavior Scales (2nd ed.). Minnetime and practice, but the pay-off is worth it in theapolis, MN: Pearson Assessment.
long run.
References
Diane Adreon, EdD, Associate Director
Bruininks, R. Woodcock, R., Weatherman, R., &Hill, B. (1997). Scales of Independent behaviorUniversity of Miami-Nova Southeastern University
Revised. Rolling Meadows, IL: Riverside PublishCenter for Autism & Related Disabilities
ing.
Ehlers, S., Nyden, A., Gilllberg, C., Sandberg, A. D., Contact: dadreon@miami.edu
Dahlgren, S., Hjelmquist, E., & Odén, A., Jr.
(1997). Asperger Syndrome, autism, and attention disorders: A comparative study of the cognitive profiles of 120 children. Journal of Child Psychology and Psychiatry and Allied Disciplines,
38, 207-217.
Harrison, P. L., & Oakland, T. (2003). Adaptive Behavior Assessment Systems (2nd ed.). Minneapolis, MN: Pearson Assessment.
Klin, A., Saulnier, C. A., Sparrow, S. S., Cicchetti, D.
V., Volkmar, F. R., & Lord, C. (2007). Social and

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Providing Accurate, Science-Based Information - Promoting Access to Effective Treatment

Science in Autism Treatment Volume 11.4 Fall 2014

(Continued from page 18)

Science in Autism Treatment Volume 11.4 Fall 2014

Page 20is a truly unique and special place forchildren and families living with autism. This organization
was established in 2002 as Indiana’s first center providing
applied behavior analysis (ABA) services. Little Star allows
families to have the best of both worlds: (1) the intense
one-on-one personalized therapy that used to only be available in a home program, and (2) the community feel of a center-based program that allows children
with autism access to peers, materials and a sensory-friendly facility. Along with Little Star’s staff ofprofessionals, families are an integral part of their child's programming which is why Little Star prides
itself on having a "family first" philosophy. Based on the fundamental principles of applied behavior
analysis (ABA), Little Star provides an atmosphere where children, therapists, and families can interact, support each other and receive on-going training so that each child can reach their full potential ina variety of settings.
(BACA) has been
providing efficacious applied behavior analysis services tochildren and young adults with autism since it was established in 2009 by Dr. Carl Sundberg and a group of highly
trained board certified behavior analysts (BCBA’s). BACA
improves the quality of life for every client by ensuring that
staff receive and apply intensive, on-going training. BACA is committed to the continuous educationand training of its staff by hosting regular seminars and training sessions from its esteemed clinicalteam; visiting consultants from all over the country are welcomed to come in and consult with staff,
deliver training sessions, and to consult with clients to enhance the skills of both staff and clients. Treatment of clients is based on current research findings from the most experienced scholars in
the field of behavior analysis in the teaching areas of: language, social, self-help, academic, and employment skills.

was formed in 1994 by Drs. Ronald Leaf and John McEachin tomeet the tremendous need for effective services for children diagnosed with autism
and their families. Based upon the founders' extensive and unique experiences inproviding behavioral treatment to children, adolescents and adults, they have developed a comprehensive program that provides a variety of services, including individual
treatment, social skills groups, school consultation, staff training and development,

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(ORL) was origiThenally formed in 1998 as Fabrizio/Moors consulting, and reorganized itself as ORL in 2007. Beginning as a small organizationin Seattle with two staff members who served four children during their first year, ORL has since grown to include ten clinicalstaff members who serve approximately 65 children and families
within their private practice. ORL outreach services have affected hundreds of children from places such as Toronto, Pennsylvania, Texas, California, and British Columbia. Throughout this growth and expansion process, they continue to maintain high levels of quality
in the services provided. ORL believes that families have the right to receive science-based services
that are individually tailored to the unique needs of their children and the family as a whole. Their services continue to support individuals from the Puget Sound area, in addition to reaching those acrossthe United States and other countries.
is the largest statewide network of parents
and professionals dedicated to improving lives of individuals
with autism spectrum disorders. The organization was originallyformed in 1965 by a group of concerned parents frustrated by alack of programs and support from their local school districts. In
2009 the organization changed its name to Autism New Jersey,
reaffirming its devotion to creating a compassionate society for
individuals affected by autism, their families, and all who support them. Self-advocates, families, theprofessionals who work with them, government officials, the media, and concerned state residents allturn to Autism New Jersey for information, compassionate support, and training in autism treatment
strategies. Autism New Jersey is committed to science in autism treatment and devoted to creating asociety of compassion and inclusion for all those touched by autism. They offer a wealth of information
and resources to families and professionals, including a toll-free information and referral line, webinars, professional resources, an annual conference, workshops, advocacy resources, and additional
benefits for Autism New Jersey members. Autism New Jersey basic membership includes subscription
to Autism New Jersey’s e-newsletter, discounted conference registration, access to members-only services such as IEP reviews, among additional benefits for silver and gold Autism New Jersey members.
For more information, please contact the helpline: 800.4.AUTISM.

ASATProviding Accurate, Science-Based Information - Promoting Access to Effective Treatment

Science in Autism Treatment Volume 11.4 Fall 2014

counseling services, crisis intervention, and an intensive consultation service called Jump Start. Autism Partnership’s current work incorporates the knowledge gained from the directors’ intimate involvement with the treatment program developed at the UCLA Young Autism Project during the periodof 1975-1987; this approach is combined with their more recent experience delivering services incommunity based settings. As knowledge about effective behavioral treatments continues to advance,
they have also made innovations to increase accessibility to greater numbers of children in a variety ofsettings. Specifically, they have extended the application of this specialized teaching methodology tochildren who are older, as it has been established that many older children have greatly benefited from
intensive behavioral treatment. Originally based out of California, Autism Partnership has expanded
throughout the world with offices in England, Australia, Canada, Hong Kong, and Singapore.

Science in Autism Treatment Volume 11.4 Fall 2014

Page 22

Both of our article summaries for this newsletter are on studies evaluating social skill
interventions. The first study compared types of social skill interventions that included
the child with autism and/or with a peer of typical development in a public school. The
second summary evaluated imitation as a procedure to increase social skills, including
joint attention. Enjoy!
Sharon A. Reeve, PhD, BCBA-D
Research Corner Coordinatorand theoretical support, research has
Making the connection: Random- empirical
yet to directly compare the efficacy of different apized controlled trial of social skills proaches to social skills training.
at school for children with autism The present study compared two interventions for
improving the social skills of high functioning chilspectrum disorders.
dren with autism spectrum disorders in general

Reviewed by: Katelyn Selver, Rutgers University
Kasari, C., Rotheram-Fuller, E., Locke, J., &Gulsrud, A. (2012). Making the connection: Randomized controlled trial of social skills at schoolfor children with autism spectrum disorders. Journal of Child Psychology and Psychiatry,53, 431-439.

Why research this topic?

education classrooms. One intervention involved apeer-mediated approach (PEER) and the other involved a child-assisted approach (CHILD).

What did the researchers do?
The authors randomized 60 participants (six females, 54 males), all with an autism diagnosis, to
two levels of treatment. Thirty students were randomized to receive the CHILD intervention and 30
were randomized to receive the PEER intervention.
Within these levels, 15 students were randomized
to receive no treatment and 15 were randomized
to receive both treatments. All interventions took
place in children’s public schools.

The development and maintenance of peer relationships are important parts of a child’s successin academic and social environments. Individuals
Those participants who were randomized to thewith ASD often have difficulty developing strong
CHILD condition met with interventionists twice a
relationships with their peers due to their social
skills deficits. Researchers have sought to devel- week for 20-minute sessions for six weeks. Theintervention began by identifying social skills to
op interventions to teach individuals with autism
target. Once these skills were identified, instructo interact appropriately with their peers. Some
tors used didactic instruction and role-playing tomodels emphasize a peer-mediated approach,while other approaches involve direct social skills teach the target skills. PEER interventionists
sotraining and instruction either in a group or individ- aimed to increase appropriate and meaningful(Continued on page 23)
ual setting. Although social skills intervention has

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What do the results mean?

Reviewed by: Sarah Luem, Rutgers University

These results suggest that social skills interventions can be delivered effectively in public schools Ingersoll, B. (2012). Brief report: Effect of a foand with the involvement of typically developing
cused imitation intervention on social functioning
models. The authors suggest that these schoolin children with autism. Journal of Autism and Debased, peer-mediated interventions may be prefer- velopmental Disorders, 42(8), 1768-1773.
able to the two of the most common alternatives:
conducting social skills training off-site (in a clinic
setting) or assigning a one-to-one aide to support(Continued on page 24)
students at school. Currently, the most common

ASAT
Providing Accurate, Science-Based Information - Promoting Access to Effective Treatment

Science in Autism Treatment Volume 11.4 Fall 2014social skills interventions are one-to-one instruccial interaction by teaching typical peers to intertion with an adult and child-mediated. These react with children with autism. Three typically devel- sults suggest that children may not generalize theoping children from the target child’s classroom
social skills they learn in a one-on-one context with
were taught strategies for engaging individuals
an adult to interactions with their peers. Several
with social difficulties on the playground. Peer
points are worth noting in regards to these findgroups met for a total of 12, 20-minute sessions
ings. Reciprocal friendship ratings did not changeover a span of six weeks (2x per week). Typicallyfrom baseline to post-treatment. Although children
developing peers were taught how to identify iso- exposed to the PEER mediated intervention werelated children and engage them and how to lend
more likely to be nominated as a friend by theirsocial support via direct instruction, modeling, role classmates after treatment, the participants them-playing, and rehearsal. The authors measured the selves were unlikely to nominate their peers as
students’ prominence within their classroom sofriends. A similar phenomenon was observed
cial network, behavioral observation, and teacher when examining engagement on the playground.
perception of social skills to evaluate the effective- Although individuals randomized to the PEER intervention were less likely to engage in solitary playness of intervention.
and more likely to be involved with their peers, nosuch gains were seen in students receiving theCHILD intervention alone. Both of these findings
What did the researchers find?
suggest that reciprocal friendships and playgroundengagement may be more complex skills that reOverall, results indicated that participants who re- quire a more intensive and specific intervention.
ceived both the CHILD and the PEER interventions However, the study indicates that short-term intermade the greatest gain in social network salience ventions can help children with autism join peer(SNS) with a large effect size. However, it seemed
networks.
that the PEER intervention caused greater movement than the CHILD intervention toward a central
role in the classroom social network in a shortertime period and that this improvement was mainBrief report: Effect of a focused
tained at the 12-week follow up. Participants assigned to the peer mediated intervention were
imitation intervention on social
more involved with their peers on the playgroundand scored higher on measures of teacher percep- functioning in children with aution of social skills.
tism.
(Continued from page 22)

Science in Autism Treatment Volume 11.4 Fall 2014

Page 24(Continued from page 23)

same type and amount of these services.

Why research this topic?

Treatment took place in a small room with pairs ofidentical play materials. To promote reciprocity,
the therapist contingently imitated the child’s verbal and nonverbal behaviors and expanded thelength of the child’s utterances. The therapist also
used simplified language to describe the child’s
behavior. To teach imitation, the therapist modeled an action approximately once per minute
while also verbally describing the action. The therapist modeled the action a maximum of threetimes; if the child did not imitate the action within
10 seconds of the third model, the therapist physically prompted the child to imitate the behavior.
After imitation, the therapist praised the child andreturned to promoting reciprocity through contingent imitation and describing the child’s actions.

Imitation is a skill that emerges early in life andplays a critical role in typical social development.
Because children with autism exhibit deficits inboth early imitation and subsequent social behavior, teaching imitation to children with autism may
ultimately improve social functioning. Reciprocal
Imitation Training (RIT) is a child-led, play-based
imitation intervention for children with autism. Research has shown RIT is effective for increasing
spontaneous gesture and object imitation in thispopulation, and one study found secondary improvements in coordinated joint attention (looking
back and forth between an activity and an adult)
for most of the study’s participants. However, it
was unclear whether gains in imitation were responsible for these improvements in joint attenThe researchers measured participants’ initiationof joint attention using the Early Social Communition.
cation Scales (ESCS). The measure was adminisThe purpose of the present study was to investitered at pre-treatment, post-treatment, and two-to
gate whether RIT leads to improvements in social three- month follow-up. The Social-Emotional
functioning in children with autism. The research- Scale of the Bayley Scales of Infant Development,ers examined two indicators of social functioning: 3rd Edition was used to measure participants’ soInitiation of joint attention and parent reports ofcial and emotional development (e.g., selftheir child’s social-emotional skills. Additionally,
regulation, communicating needs, establishing
the researchers examined whether improvements relationships, etc.) according to parent reports.
in social functioning were the result of RIT’s effect This measure was administered at pre-treatment
on participants’ imitation skills.
and at follow-up. Lastly, the researchers used theMotor Imitation Scale and the Unstructured Imitation Assessment to measure each child’s motor
and gesture imitation skills at pre- and post- treatWhat did the researchers do?
ment. Results from these last two scales were
Twenty-seven children diagnosed with autism be- used in the mediation analysis.

tween 27- and 47- months participated in the present study. Participants were randomly assigned
to the treatment group or a control group. Children What did the researchers find?
in the treatment group received three hours of RIT
per week for 10 weeks. Children in the control
The researchers found that children who received
group received treatment as usual in the commu- RIT made significantly greater gains in their initianity. Children in both groups continued to receive tion of joint attention than children who did nottheir existing educational services throughout the receive RIT. These gains were maintained at twostudy, which included special education, speech
to-three month follow-up. Additionally, children in(Continued on page 25)
therapy, occupational therapy, and in-home applied behavior analysis. All children received theASAT
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Page 25

What are the strengths and limitations of thestudy?
Several limitations to the present study are noted.
First, parents, therapists, and examiners were notblind to the children’s treatment conditions, which
may have affected their expectations. Next, although all children received the same type andamount of services outside of their group assign-

Science in Autism Treatment Team

Patrick O’Leary, MA, BCBAASAT
Providing Accurate, Science-Based Information - Promoting Access to Effective Treatment

Science in Autism Treatment Volume 11.4 Fall 2014

ments (i.e., speech, occupational therapy, special
the treatment group made significantly greater im- education, and ABA), the two groups may have difprovements in social-emotional functioning thanfered in the types of skills that were targeted durthe control group, as measured by parent reports ing these services, as well as treatment strategies.
at follow-up. The mediation analysis revealed that Also, the study enrolled a fairly small sample size,
improvements in imitation were not responsible
and results may not be generalizable to otherfor the treatment’s beneficial effect on social func- groups of children with autism. Finally, althoughtioning. As a result, the researchers argue thattreatment gains were observed at two-to-three
RIT’s effects on imitation recognition, rather than month follow-up, longer-term gains were not measimitation production, may partially account for
ured in this study. Despite these limitations, thegains in social functioning. Future research isfindings suggest that RIT—a focused, low-intensity,needed to dismantle RIT and determine whichand brief imitation intervention—can significantly
treatment components affect social functioning.
improve social deficits in children with autism.

(Continued from page 24)

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Page 26

In addition to our Advisory Board, a number of Coordinators, Externs, and other
Volunteers lend their time and talents to support ASAT's mission and initiatives.
These are our helping hands.
Advertising Coordinator
Mark Sullivan, BA
Biomedical Advances Coordinator
Mary Kay Jones, MSN, CRNP
Donor Drive Coordinator
Tanya Baynham, MS, BCBA
Editing Coordinator
Patrick O’Leary, MA, BCBA
Externship/Volunteer Coordinator
Lauren Schnell, MEd, BCBA
Externship Assistant. Coordinator
Victoria Mason
Event Co-Coordinator
Shari Schatzman, MEd, SAS, SDA

Grant Research Co-Coordinators
Alice Walkup, MS, BCBA
Carolyn Sniezyk, MS, BCBA
International Dissemination
Co-Coordinators
Audrey Meissner, MEd, BCBA
Jennifer Hieminga, MEd, BCBA
List Serv Coordinator
Kirsten Wirth, PhD
Media Watch Coordinator
Elizabeth Callahan, BA, BCaBA
Newsletter Content Coordinator
Amanda Wadsworth, MSEd, BCBA
Social Media Coordinator
Renita Paranjape, MEd, BCBA
Sponsorship Coordinator
Caitlin Reilly, MA, BCBA

Subscriptions Coordinator
Kerry Ann Conde, MS, BCBA
Website Content Coordinator
Kellie Hocking, BS
Externs
Alice Bravo, MEd
Tiffany N. Kilby, MS, BCBA
Victoria Mason
Patrick O’Leary, MA, BCBA
Emily Walkup, BA
ASAT Public Relations Committee
Courtney Aponte, MA
Gina Haggery, MSEd
Michelle Kahn, MSEd
Nicole Mammina, MSEd
Lewis Mazzone, MA
Jamie O'Brien, MSEd
Nancy Philips, BA
Sage Rose, PhD
Alyssa Rosenberg, BA
Media Watch Writers
Geoffrey Debery, MA, BCBA
Justin DiScalfani, PhD, BCBA-D
Lewis Mazzone, MA
Deborah Finkelstein, MADS, BCBA
Sharon Reeve, PhD, BCBA-D
Anya K. Silver, MA, BCBA
Chris E. Smith, PhD, BCBA-D
Shannon Wilkinson, MADS, BCBA
ASAT’s Newsletter,
Science in Autism Treatment
Caroline Simard-Nicolas, MS, BCBAASAT
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Page 27

Champion $2,000—$4,999

Benefactor $1,000 - $1,999

The Leah & Alain Lebec Foundation, Inc.

Kettlebells 4 Autism
Karen and Patrick Ramsey1
Alison and Bernie Webb2

Alliance $500 - $999
Nea Hanscomb6
Mike and Kelly Windsor2
Anonymous7

Patron $100 - $499

In Memory of:
In Honor of:
1Alain Lebec
5Marie DiScalfani
2Peggy Halliday
6Vaida Hoffman
3Sabrina Freeman 7Merrill and
4Sarah Jack
Janice Windsor
10Mike Flood
8Mary Weitzman
11Margaret How9Ernie Wing andard and Surrey
Diane Kirchner
Place Centre
12Audrey Meissnerand New Haven
Learning Centre
13Kathryn Dobel
14 Regina Glaze

Francisco Barrera
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Michele Corcoran
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Steven Khuong6,8,9
Dean Chacon
Barbie MachadoChild Development Centre of Richard Malott
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Oakville12
Joyce Rosenfeld
Jennifer Cook
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Michaela StantonDavid Diosi
Thomas Zwicker
William Dube
2
Anonymous
Phyllis Freidt

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Lea BellMichael Ben Zvi
Scott Born
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Fredda Cassidy6,8,9,13
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John Fay10
Deborah Fein
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Tammy Frincu
Ellayne GanzfriedPeter Gerhardt
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Marie Halliday2
Sandra Harris
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Jim Khoury

Debbie Lancette4
Alan Leslie
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McElwee
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Wayne Piersel

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Leif & Lauren SchnellAlbrightRobert Savitzky
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Gwendolyn Weitzman6,8
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Anonymous6,8

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Providing Accurate, Science-Based Information - Promoting Access to Effective Treatment

Science in Autism Treatment Volume 11.4 Fall 20142013 Donor Wall

Science in Autism Treatment Volume 11.4 Fall 2014

Page 28

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