Science in Autism Treatment, Winter 2015
Page 1

Science in Autism Treatment
Newsletter of the Association for Science in Autism
Vol. 12 No. 1

Winter 2015

Dear SIAT Subscribers,W

ith 2015 well underway, I hope this new year has brought you good things. I hope that this year will bring a
deeper appreciation for the relevance of science in guiding autism treatment, greater expectations of accountability across all treatment providers, more accuracy within media portrayals, and heightened awareness of the pitfalls and distractions of pseudoscience.
As you may recall, we shared details about many of our myriad accomplishments in the Fall 2014 issue of Science in Autism Treatment (SIAT). It is with great pride and optimism that I outline an array of goals and initiatives for 2015:
 Increase Science in Autism Treatment (SIAT) subscriber base from 11,000 to 12,500 with representation from over
100 countries.
 Create additional content for our newly launched comprehensive website.
 Further expand the home pages on our website dedicated to parents with a newly-diagnosed child, media professionals, and medical professionals.
 Create a free resource booklet for parents of children newly diagnosed with autism.
 Increase our Facebook “fans” to 10,000, Twitter followers to 1,250, and increase ASAT’s presence on quality autism
community blog sites.
 Increase our reach to the medical community, particularly pediatricians and family practice doctors and make information about ASAT and science-based treatment available to them.
 Increase grant request submissions to support our important work.
 Provide information regarding ASAT and autism to faculty in special education, psychology, and speech language
pathology programs nationwide.
 Expand coverage of genetics, epidemiology, assessment, and biologically based treatment in our newsletter, website, and via Facebook.
 More extensively tap into the wealth of experience and expertise of our Advisory Board members.
 Recruit new writers and increase the number of Media Watch responses to accurate and inaccurate portrayals ofautism treatment in the media, with heightened focus on international media, biomedical advances and lifespanissues.
 Hold bimonthly board meetings by conference call to advance an aggressive 2015 strategic plan and conduct ourannual, in-person board meeting in Newark, New Jersey in October to review the year and plan for 2016.
I hope you are excited about the array of goals outlined above and believe that ASAT has an important place within theautism community. We cannot carry out our important work without the support of generous sponsors and donors,
whom we will showcase in our Spring issue. If you are affiliated with an organization that shares ASAT’s commitment
to science in the treatment of autism, please consider becoming a 2015 Real Science, Real Hope Sponsor.
I wish you all the very best in 2015!
Sincerely,David Celiberti, PhD, BCBA-D
Executive Director & SIAT Co-Editor
ASAT
Providing Accurate, Science-Based Information. Promoting Access to Effective Treatment.

Science in Autism Treatment, Winter 2015
Page 2TEAM ASAT:
A Great Finish in the 2014 NYC Marathon
By Ruth Donlin, MSO

n November 2, 2014, the Association for Alex finished the race with an impressive time of
Science in Autism Treatment (ASAT) had 3:21:10.
a great team of runners successfully comThe monies donated to his campaign are being
plete the New York City Marathon.
used to develop materials that will be distributed
to promote awareness of scientifically proven
This International event is one of the world’s
greatest marathons, supported by an enthusiastic treatments for autism.
community and is pursued by 100,000 applicants
ASAT’s Team Crowdrise page can be found at
every year. The 2014 New York City Marathon
broke the previous year’s record with 50,564 fin- www.crowdrise.com/ASAT2014NYCMarathon
ishers, now making it the largest marathon in the
A very special thank you to Team ASAT!
world. History was also made in New York City
when its one-millionth runnercrossed the finish line.

The New York City Marathon
attracts inspiring runners,
from world-class athletes tothose who face a wide-rangeof challenging situations.
Team ASAT included Leif Albright, a behavior analyst
who was thrilled to havecompleted his 3rd marathon
helping raise funds for, anddisseminate ASAT; Kaseedee
Jermain, a certified personaltrainer who ran in honor of
two young boys with autism
who were her inspiration torun; and Jamie and Alex
Schneider, 24-year-old identical profoundly autistic
twins with limited communication skills who have now
completed eight marathons.
ASAT
Providing Accurate, Science-Based Information. Promoting Access to Effective Treatment.

Science in Autism Treatment, Winter 2015
Page 3

Consumer Corner
Elopement by Children With Autism
Reviewed by Tiffany Kilby, MS, BCBA
A considerable worry parents of children with autism may face is their child wandering awaywhen no one is looking. It may only take a split second, but the panic this causes is somethingthat no parent or caregiver should ever have to face. Not only is this a significant concern
when in the community with the child, but even at home parents need to be eternally vigilant
to guarantee that their child does not suddenly leave home unaccompanied.
In this issue of Consumer Corner, ASAT introduces a very useful guide to help parents and caregivers meet the ongoing challenge of keeping children with autism safe and avoiding the problematic behavior of elopement.
Sabrina Freeman, PhD
Consumer Corner Coordinator Individuals may elope to avoid something, to“Elopement of Children with Auobtain access to an item, activity, or person, or
tism: What we know, successful into engage in an intrinsically pleasurable activiterventions, and practical tips forty such as running.
parents and caregivers” by Heather
Walker and David McAdam, New York State
Association for Behavior Analysis (NYSABA)W

hat is Elopement?

 There is no research or evidence to support
the hypothesis that individuals elope as a result of physiological arousal or access to repetitive behavior.

Elopement, also known as wandering or bolting, describes an individ- Procedures Used to Effectively Decrease
ual’s behavior of leaving an area without permis- Elopement
sion or supervision. Elopement puts an individu Non-contingent reinforcement (NCR) – Thisal, especially one with autism or related developtechnique provides access to the consequences
mental disabilities, at risk for harm.
motivating elopement available to the individual on a time-based schedule in order to decrease motivation to elope. For example, if it is
Why Does Elopement Occur?
determined that a child elopes to access a certain food, then that food is made available at Functional assessments (a behavior analysis
regular intervals. The result is a decrease inmethod of investigating the causes of behavelopement.
ior) have demonstrated several reasons for(Continued on page 4)
elopement, which vary from person to person.
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Providing Accurate, Science-Based Information. Promoting Access to Effective Treatment.

Science in Autism Treatment, Winter 2015
Page 4

 Explore other possible safeguards that can be Differential reinforcement of other behavior
put in place in case elopement occurs.
(DRO; AKA DR0; “zero-responding”) – This
Safety Skills
strategy delivers a preferred item after a certain period in which elopement did not occur.
 Work with your team of teachers and service
providers (e.g., behavior analysts) to teach Differential reinforcement of alternative besafety skills.
havior (DRA) – In this scenario, the parent or
professional delivers a preferred item contingent (i.e., presented in close succession to the  Learn CPR and First Aid.
target desired, alternative behavior) on behavCommunicationiors that are alternatives to elopement. For example, walking instead of running.
 Share your contact information and infor(Continued from page 3)

mation about the elopement to individuals in Functional communication training (FCT) –your neighborhood.
The individual is taught to communicate what
they want, rather than eloping to gain access Communicate with local law enforcement andto it. For example, if an individual elopes toemergency responders about your child andreceive attention from others, in FCT he/she
the risk of elopement
would be taught a more appropriate behavior
to gain attention.

Elopement can be a very dangerous behavior fora variety of reasons, making it a crucial behavior
to address and eliminate. A functional analysis,that is, finding out the reason that elopement occurs, is very important when possible, and developing a procedure based on the functional analysis increases the success rates of decreasing
elopement and teaching alternative behaviors.
Practical Tips for Parents and Caregivers (theNote: It is critical that competent, well-trained
original document has useful links)
individuals with expertise in applied behavior
analysis (ABA) conduct these procedures.
Assessment
 Antecedent manipulations and environmental
modifications – This technique changes theenvironment to decrease the likelihood of
elopement or making elopement not an option.

 Keep detailed, written records of elopement.

 Consult with a behavior analyst about conducting a functional assessment and the benefits and risks of conducting a functional analysis.
Prevention

Download the full document here:
www.nysaba.org/Downloads/
Elopement%20Article%20Final.pdf

 Ensure that an individual with a history of
eloping behavior has emergency identification
on him or her at all times.
ASAT
Providing Accurate, Science-Based Information. Promoting Access to Effective Treatment.

Science in Autism Treatment, Winter 2015
Page 5

From the Archives
Explaining the Decision to Use Science-Based Treatments
By David Celiberti, PhD, BCBA-D & Pamela F. Colosimo, PhD
Parents of children with autism and professionals are often tasked with sifting through themassive amounts of facts, testimonials, and fads to determine which treatments are best. This
often occurs against the backdrop of friends and family members who may offer an abundanceof conflicting advice and recommendations, which however well intended, may involve nonscience based treatments or inaccurate information. In this 'From the Archives' Drs. David
Celiberti and Pamela Colosimo discuss the treatment decision-making process and offer resources and guidance to help families and friends understand the importance of science-based
treatments.
Patrick O’Leary, MA, BCBASIAT Content CoordinatorH

ow do I explain my decision to use
science-based treatments for autism when friends and relatives often insist I try something new?

support, we are rarely ever asked our opinion ofthis therapy, or if it is effective.

Every few months or so, some “new” treatment(or “repackaging” of a known treatment) will gain
As citizens, we respect any individual’s right tothe attention of consumers. In an ideal world, all
his or her own opinion, and specifically, for par- treatment providers would make a commitment
ents of children with autism to make decisions
to science and evidence-based practices, and thefor their child regarding treatment. The late Sen- media would make a commitment to responsible
ator Patrick Moynihan eloquently said, “Everyone journalism. Until these ideals become reality,
is entitled to their own opinions, but not theirthose who do understand science-based treatown facts.” As scientists, we believe that objective ments should do what they can to inform and eddata and evidence should guide treatment opucate others about the benefits of scientificallytions for all diseases and disorders, and autism is validated treatment, and the use of data to guideno exception. It is simply a matter of fact thatdecision-making when assessing autism treattheories, hypotheses and individual experiences ments.
do not provide adequate information to guide
Given the large numbers of television programs,
treatment decisions.
newspaper articles, and websites putting forth
Sadly, the controversies surrounding vaccines“miracle cures” and “breakthroughs,” it is not surhave detracted attention from the most imprising that parents frequently receive advice andportant of conversations: How do we help effec- suggestions from extended family members,
tively children who are already diagnosed withneighbors, and co-workers, particularly after a
autism? Although applied behavior analysis is the news item is broadcast, printed, or otherwise distreatment for autism with the most empirical(Continued on page 6)
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Providing Accurate, Science-Based Information. Promoting Access to Effective Treatment.

Science in Autism Treatment, Winter 2015
Page 6(Continued from page 5)

seminated. Many of these individuals have thebest intentions and are eager to share what they
believe is “cutting edge” information about autism. In other cases, the advice is sometimes provided in a manner that comes across as critical ofwhat you are choosing to do or not do for yourchild (i.e., there may be the implication that you
may not be doing enough as a parent to help yourchild with autism).
If the information is offered by a more casual acquaintance, it may be best to simply thank him or
her for their interest and concern and move on;
however, such a strategy may not fare as wellwith individuals with whom you have a closer relationship. In these cases, you might consider
sharing the following:

There are dozens of “miracle cures” and“breakthroughs” (i.e., pseudoscience) for autism that manage to receive widespread media attention, even if they have not been
proven effective;

It is important to be critical of all available
information, regardless of the source and torecognize that not all information on the internet is reliable and accurate;







There is a large body of scientific research
published in peer-reviewed journals that
supports the choices that you have made;

Interventions that are actually shown to be
the most effective often receive the least
amount of media attention; andFor most other medical conditions, a provider that disregards proven intervention anduses a fringe treatment may actually be sued
for malpractice (you may even consider
drawing an analogy to a medical conditionof particular interest to the person providing
the advice).



Of course, you may also consider addressing
this matter proactively. This would involve
clarifying your choices and commitment toscience-based treatment to more significant
family members and friends on your terms
and at your convenience. It may helpful toview this tactic as a series of tiny conversations. You may even consider sharing links
to websites such as www.asatonline.org,
which will help your family members andfriends separate the wheat from the chaff.
This response would not be replete without
drawing your attention to a few sections of
ASAT’s website that bear relevance to this
discussion.

Summaries of Scientific Research on Interventions on AutismWhat is Evidence-Based Practice and Why
Should We Care?

Numerous task forces (some are listed at the  Recommendations of Expert Panels andGovernment Task Forcesend) have looked closely and objectively at
the available research and have determinedthat the vast majority of autism treatments As you know, ASAT’s newsletter, Science in Autism Treatment, is a free publication so encourlack scientific support;
age your friends and family to sign up. It is ourhope that this may help your friends and family
Autism treatment is a multi-million dollar
better understand the role that science should
industry and many treatment proponents
rely heavily on sensationalism and extraordi- play in the treatment of autism, the importanceof parents becoming savvy consumers, the neednary claims to “sell” their products;(Continued on page 7)

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

Science in Autism Treatment, Winter 2015
Page 7(Continued from page 6)

for objective data to drive decision making, and how
to identify pseudoscience.

ASAT Board of Directors
and Officers

Some other helpful resources:Interventions for Autism Spectrum Disorders:State of the evidence. (A collaboration of theMaine Department of Health and Human Services & the Maine Department of Education.)
Report of the MADSEC Autism Task Force(2000)New York State Department of Health Clinical
Practice Guideline for Autism and Pervasive
Developmental DisordersNational Professional Development Center’s
Evidence-Based Practices for Children andYouth with Autism Spectrum Disorders (ASD)Autism Watch

Organization for Autism Research

DONATE NOW
Support real science inautism treatment!

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
Preeti Chojar, MCA, Parent member
Marianne Clancy, Parent member
Cathy M. Curcio, MSW
Florence D. 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, MSc, MEd, SLP, BCBA
Mary E. McDonald, PhD, BCBA-D
Daniel W. Mruzek, PhD, BCBA-D
Scott M. Myers, MD, FAAP
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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Providing Accurate, Science-Based Information. Promoting Access to Effective Treatment.

Science in Autism Treatment, Winter 2015
Page 8

Our Real Science, Real Hope2015 Sponsorship Initiative
Does Your Agency
Share ASAT’s Values?

What It Means to
Be a 2015 Sponsor:

Become a 2015
Sponsor Now!

ASAT believes that
individuals with autism havethe right to effective
treatments that are
scientifically-demonstrated
to make meaningful, positivechange in their lives.

ASAT’s Sponsors indicate
their support of the following
tenets:

These sponsorships not only
provide financial support
used specifically for our
dissemination efforts, butalso send a clear message
that ASAT's vision is sharedby others within theprofessional community.

We believe that it should not
be so challenging for families
to find accurate information
about the efficacy of various
autism interventions. ASAT
works toward a time when …
 All families will beempowered with skills in
identifying and choosing themost effective, scientificallyvalidated interventions fortheir child.
 The media will educate
and not confuse parents byproviding accurate
information and asking theright questions.
 All providers will be
guided by science whenselecting and implementing
interventions and use data todemonstrate effectiveness.

1. All treatments forindividuals 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 shouldtake steps necessary to help
consumers differentiate
between scientificallyvalidated treatments andtreatments that lackscientific 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.

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:www.asatonline.org/directfinancial-support/

Please click to download our Sponsorship Benefits Chart for Sustaining,
Partner, Champion, benefactor, Alliance and Patron levels:
www.asatonline.org/wp-content/
uploads/2013/12/2015SponsorshipBenefits.pdf

IMPORTANT DISCLAIMER: ASAT has no formal relationship with any of the sponsor organizations. Furthermore, their stated endorsement of the above tenets is not verified 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.

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

Science in Autism Treatment, Winter 2015
Page 9Partner Level(BACA) has been providing effi cacious applied behavior
analysis services to children 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 education and training of its staff by hosting regular seminars
and training sessions from its esteemed clinical team; visiting consultants from all over the country
are welcomed to come in and consult with staff, deliver training sessions, and to consult with clientsto 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.

is a truly unique and special place for children 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 ofa center-based program that allows children with autism access to peers, materials and a sensoryfriendly facility. Along with Little Star’s staff of professionals, families are an integral part of theirchild's programming which is why Little Star prides itself on having a "family first" philosophy. Basedon 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 in a variety of settings.

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

Science in Autism Treatment, Winter 2015
Page 10Media WatchNews articles abound about autism and individuals who claim a given therapy has“cured,” or otherwise improved deficits of children diagnosed with autism. Our
Media Watch initiative provides guidelines intended to help journalists think
about their stories from a science-minded perspective, as well as written feedback to journalists and editors about their presentation of autism and autism treatment in the media.
You can access over 100 letters written by ASAT board members and collaborators on our
website. Below, we summarized the latest ones.
Barbara Jamison, BA, Parent Board Member
Media Watch Coordinator
ASAT Responds to Ottawacitizen.com’s “The
Autism Story from Another Point ofView” (August 8, 2014) If a child with autism
fails to be appropriately diagnosed at an early
age…he or she will suffer a truncated prognosis
and may not realize his or her fullest potential.
http://goo.gl/ypwN2f

ASAT Responds to NJ.com’s “Hoboken
educator named New Jersey’s State Teacher of
the Year” (December 23, 2014) Kudos to journalist Kathryn Brenzel for highlighting special edteacher Mark Mautone, recently recognized as
New Jersey's State Teacher of the Year for 2014.
http://goo.gl/pl9rnG

ASAT Responds to Newsweek’s “Autism
Therapy in 6-Month Old Babies Eliminates
Symptoms in Limited Study” (September 25,2014) ASAT commends journalist Zoë Schlanger
for her balanced reporting of a new study
involving 6-month old infants.
http://goo.gl/FoqWMB

ASAT Responds to ABC.net.au’s “Hope for
autistic teens: How Applied Behaviour
Analysis helped Ian Rogerson’s son Jack
overturn bleak prognosis” (January 8, 2015)
Helen Grasswill's reporting stands out in giving an
accurate picture of the process of ABA, from thepragmatic starting point to the natural andgeneralized culmination of treatment.
http://goo.gl/pPbr4V

ASAT Responds to TheAtlantic.com’s “1 in 68
Children Now Has a Diagnosis of Autism
Spectrum Disorder-Why?”(October 28, 2014)
Ensuring that the professionals who diagnose
autism spectrum disorders have specialized
training in the field, as well as knowledge oftypical child development, is key.
http://goo.gl/qKK8qm
ASAT Responds to CNN.com’s “Using tablets
to reach kids with autism” (November 6, 2014)
Ubiquitous tech—e.g., the tablet—how does it
compare to traditional teaching methods.
http://goo.gl/CwU70O

ASAT Responds to Theglobeandmail.com’s“Facing down autism: The unconventional(and somewhat controversial) therapy that’s
led to recovery” (January 12, 2015) Reporter Lee
Marshall delivers a misleading message in her
story about a method sorely lacking empiricalresearch.
http://goo.gl/ryiQ7T
Send us feedback or suggest articles that deserve aMedia Watch letter at mediawatch@asatonline.org

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

Science in Autism Treatment, Winter 2015
Page 11Your Company
Your Product
Here

Advertise in
Science in Autism Treatment
Reach over 10,000 subscribers
interested in what you offer.

www.asatonline.org/newsletter/for-advertisers/
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Science in Autism Treatment, Winter 2015
Page 12Focus on Science
Can Scientists Prove That a Treatment Does Not Work? And...
Is Bigfoot Real?
By Daniel W. Mruzek, PhD, BCBA-D,
Keith Gordon, BA &Eric Larsson, PhD, LP, BCBA-D

T

he scientific method is a wonderfully pow- ment) or a comparison condition (and receive aerful tool for investigating potential treat- placebo or inactive treatment). Then, at a predetermined point in time, each participant isments for individuals with autism spectrum disorder (ASD). By using strategies such as switched to the other group. At each stage, key
measures of treatment outcome are collected. In
randomization of participants, “blinded” raters,
and standardized outcome measures, researchers this study, 73 children and youth aged between 5
help to elevate our evaluations of potential ASD – 16 years with severe sleeping problems weretreatments above the limitations of mere conjec- randomized to either a weighted blanket conditure and personal testimony. For example, behav- tion or to an otherwise identical blanket of usual
ioral interventions, such as early intensive behav- weight at bedtime. Each type of blanket was usedioral intervention, have been established as effec- for two weeks prior to the crossover to the othercondition. The researchers found no differences
tive interventions for young children with ASD(though much remains to be discovered regard- in total sleep time, as measured by electronic
ing how to maximize outcome for the individual monitoring of movement while in bed (i.e., actigchild; Orinstein, et al., 2014, Peters-Scheffer, Did- raphy) during each two-week period. Furthermore, the researchers found no group differencesden, Korzilius, & Sturmey, 2011).
in total sleep time, how long it took participants
Not to Be a Wet Blanket, But…
to fall asleep or the proportion of time spent in
bed asleep across the two conditions (i.e., parent
Can science be used to prove that an intervention reports in daily “sleep diaries” and parent quesis not effective? We were reminded of this ques- tionnaires). They concluded that the weighted
tion recently when we reviewed a well-controlled blanket intervention in their study was “no morestudy on the use of weighted blankets, conducted effective than …(a regular blanket) at improving
by Gringas and colleagues (Gringas, Green,
TST (total sleep time) or any other commonly
Wright, Rush, Sparrowhawk, Pratt, Allgar, et al., measured parameter of sleep quantity or quali2014). The researchers set out to investigate thety” (p. 303).
effectiveness of a common intervention for individuals with ASD, the use weighted blankets in
What’s This Got to Do With Proving That atreating sleep problems. To accomplish this, they Treatment Is Not Effective?
conducted a randomized, placebo-controlled
Does this study prove that weighted blanket incrossover design study. This is a study in which
participants are randomly assigned to an experi(Continued on page 13)
mental condition (and receive the active treatASAT
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Science in Autism Treatment, Winter 2015
Page 13

but we saw Bigfoot!” You may point out that weshould have taken a picture, but, of course, we
tervention is not effective for the population ofchildren with ASD? Well, in a word, no. However, may simply report that, “by the time I got my iPhthat is only part of the story. In one sense, this is one, he was gone!” (or one of us would have agrainy picture that looks a bit like a big shrub). Ina question of generalizability – the degree towhich results from a study are relevant for people other words, proving that something does notother than the participants in the study (e.g., oth- exist- whether it is Bigfoot or the benefits of aer individuals with ASD). In this instance, we are weighted blanket- is a maddening exercise – and,really, one to be avoided. Yet, when marketers ofleft to conjecture about individuals with ASD
ASD interventions lean on the fact that there is
who are younger or older than the 5 – 17 age
no evidence to suggest that their product does
range, have unique or at least different sleep or
related difficulties. Perhaps there are some chil- not work, they are asking you to engage in thisexercise. That is why we assert that it is incumdren who have very specific and rare disorders
bent upon them to prove that their product does
who were not adequately sampled in this study.
And, of course, the results of this one study may work. This is the standard to keep in mind whenbe a fluke, and other scientists may not replicate looking at treatment evidence.
these findings. One might also quibble by sayingthat perhaps the measurement system was inade- How Does This Relate to My Family Member’s ASD Intervention?
quate to detect the effect – a measurement system must be shown to be able to detect an effectWell, thankfully, it is a standard of scientific
before its failure can be taken as useful data.
Thankfully, treatment studies do not exist in iso- practice that proponents of proposed ASD interlation; rather, each study is part of a broader rec- ventions prove that they are effective. If there isno scientific record of treatment effectiveness,ord of scientific inquiry. The results of any one
the practitioner (or marketer) should be preparedstudy can only be interpreted in the context of
to demonstrate how they would evaluate possible
findings from other studies. In the case ofweighted blankets, it is notable that there is vir- effectiveness for your family member if theirtually no scientific evidence that they are helpful treatment were to be employed (e.g., by using
in promoting sleep; therefore, it is reasonable to single subject design methodology to measurechange in relevant behavior). As consumers ofsuspect- but not prove- that weighted blankets
are ineffective in helping children with ASD get a ASD interventions, families can maintain ahealthy skepticism – a cornerstone of the sciengood night’s rest.
tific method- when confronted with potential
ASD treatments, whether they are behavioral, biOK, But What About Bigfoot?
ological or “sensory integrative.”
Stepping beyond the question of generalizability,That’s Real Money!
there is a more fundamental point to be made,and this brings us to Bigfoot: it is virtually imposBy the way, a quick Google search using thesible to prove that something – anything – does
not exist. How would you, dear reader, prove search term “weighted blanket” reveals the efforts
of several companies in the weighted blanket
that we did not see a Bigfoot in our yards lastbusiness. For example, one marketer of weighted
night? You might point out that it is highly unblankets (www.sensorygoods.com) price theirlikely and that we must have each seen someblankets between 56.99 to at least 190.99 US dolthing else, like a neighbor getting firewood. But(Continued on page 14)
we could simply say, “you might not believe us,(Continued from page 12)

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lars (with additional costs for special features but, thankfully, free postage and handling). They report that their blankets “continue to change lives by giving families and individuals the sleep they
desire and deserve” and “regulate a normal sleeping pattern as well as calm anxiety and stress.” Asconsumers with limited financial resources, what might be an appropriate first response to thesemarketers? We recommend, “Prove it.”
References
Gringas, D., Green, D., Wright, B., Rush, C., Sparrowhawk, M., Pratt, K., Allgar, V., Hooke, N.,
Moore, D., Zaiwalla, Z., Wiggs, L. (2014). Weighted blankets and sleep in autistic children – a randomized controlled trial. Pediatrics. 134, 298-306. http://goo.gl/CCNzuB
Orinstein, A., Helt, M., Troyb, E., Tyson, K. E., Barton, M. L., Eigsti, M., Naigles, L., Fein, D. A. (2014).
Intervention for optimal outcome in children and adolescents with a history of autism. Journal of
Developmental and Behavioral Pediatrics, 35, 247-256. http://goo.gl/ym7Zsx
Peters-Scheffer, N., Didden, R., Korzilius, H., & Sturmey, P. (2011). A meta-analytic study on theeffectiveness of comprehensive ABA-based early intervention programs for children with autism
spectrum disorders. Research in Autism Spectrum Disorders, 5, pp. 60 – 69. http://
goo.gl/2gxWDk

By Kerry Ann Conde, MS, BCBA
ASAT’s mission is to promote “safe, effective, science-based treatments for people with autism through: thedissemination of accurate, timely, and scientifically-sound information; advocacy for the use of scientificmethods to guide treatment; and the countering of unsubstantiated, inaccurate and false information aboutautism and its treatment.” With this in mind, we are striving to reach 12,000 subscribers by the end of theyear. We are currently at 10,518 subscribers.
by signing up here: http://asatonline.org/
newsletters/signup and liking our Facebook page 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 and email to newsletter@asatonline.org or mail to ASAT at PO Box 1447 Hoboken, NJ 07030.

In this issue we recognize individuals and organizations who actively support our mission. Our
Shout Out goes to: Tracie Lindbald, Katie Mann, and Lindsay Gomes for distributing ASAT fliers to almost 200 attendees at the Ontario Association for Behavior Analysis recruiting and information sessions.
 Eric Larsson of The Lovaas Institute for Early Intervention who recruited 116 new“likes” for ASAT’s Facebook page.
Please let us know about initiatives you have undertaken to support ASAT
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Science in Autism Treatment, Winter 2015
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Research Synopses
Our two article summaries are on an evaluation of parent training interventions and an intervention for teaching children with autism spectrum disorder, Rapid Prompting Method.
This first article summary is an evaluation of two parent training interventions, CaregiverMediated Module and the Caregiver Education Model, targeting increases in joint attention,
play skills, and engagement with caregivers. The second summary is of an article that evaluated the effectiveness of Rapid Prompting Method, an intervention that aims to increase thechild’s attention to communicative tasks by providing instruction at a pace that matches thechild’s rate of repetitive and stereotypic behaviors.
Sharon A. Reeve, PhD, BCBA-D
Research Synopses Coordinator
Harnessing Repetitive Behaviors to Engage
Attention and Learning in a Novel Therapy
for Autism: An Exploratory Analysis

tached to the hand with a rubber band and stencils taped onto a piece of paper to improve theaccuracy of written responses). Intervention proceeds from simple to more complex skills (e.g.,
Reviewed by: Kathleen Moran, Caldwell Uni- expanding the array of possible written responsversityes), based on the instructor’s impression of theChen, G.M., Yoder, K.J., Ganzel, B.L., Goodwin, M.S., & Bel- child’s progress. When the child engages in repetmonte, M.K. (2012). Harnessing repetitive behaviors to en- itive behavior, he or she is quickly redirected
gage attention and learning in a novel therapy for autism:back to the communicative task.
An exploratory analysis. Frontiers in Psychology, 3, 1-16.

Why this topic?
One of the biggest deficits in children with autism is communication. There is a growing bodyof research investigating interventions using
different modalities to increase communication.
In the current study, the investigators evaluatedone such intervention, the rapid prompting
method (RPM). This intervention, which was developed by a parent of a child with autism, aims
to increase the child’s attention to communicative tasks by providing instruction at a pace thatmatches the child’s rate of repetitive and stereotypic behaviors. In addition, it emphasizes building new communication skills by using sensory
prompts such as hand-over-hand guidance andmodified instructional materials (e.g., pencils at-What did the researcher do?
Nine children who met criteria for autism andhad a limited verbal repertoire participated inthis study. All children received RPM for four toeight sessions. Sessions were 60 minutes inlength and delivered by the developer of the program. Prompts were individualized for each childbased on the instructor’s impression of the child’s
preferred mode of sensory perception (i.e., auditory, visual, tactile).
Data were collected on (1) the therapist’s requests
and use of prompts, (2) the child’s frequency of
responding appropriately and successfully to requests and the extent to which prompting was
required, and (3) the child’s frequency of eye(Continued on page 16)

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gaze, off-task activity, and repetitive and stereotypic behaviors.
What did the researchers find?
The researchers found that the number of multiple-choice options increased over the course oftherapy, but the frequency of correct responding
remained stable over time. They also found that
repetitive and stereotypic behaviors decreased astherapy progressed and as engaged attention increased. However, prompting from a therapist
did not decrease these behaviors, but instead resulted in a slight increase.

disorders (ASDs) may underrepresent lowincome families. A number of barriers (e.g., location, travel expenses, work schedules) may makeit difficult for caregivers in these families to participate in research and implement interventions.
The purpose of the current study was to compare
two interventions that were designed to be moreaccessible to low-income caregivers. Both interventions focused on improving joint attention,
play skills, and engagement with caregivers.
What did the researchers do?

The researchers in this study compared participants who were randomly placed into one of two
intervention groups: the Caregiver-MediatedWhat were the strengths and limitations ofModule or the Caregiver Education Model. Parthe study? What do the results mean?
ticipants were between the ages of 2 and 5 years,
Overall, the study obtained mixed findings on the were diagnosed with ASD, and were classified as
low-resourced based on having a primary caregivefficacy of RPM. Moreover, the study had manyer who (a) had a high school diploma or lower,
major limitations including a small sample size,
absence of a control group or comparison to oth- (b) was unemployed, or (c) was receiving governer interventions, lack of objective criteria for de- ment assistance (e.g., Medicaid). 147 families
were initially recruited for participation and 112 ofcisions to increase complexity of tasks, and unthese families entered the intervention phase of
systematic selection of prompts. Generalizationof skills was not assessed. Because of these limita- the study. The researchers randomly assigned
families to one of the two treatment conditions.
tions, the study does not support conclusions
In both conditions, the intervention targeted soabout whether or not RPM is efficacious.
cial engagement, play skills, and other daily activities in the context of child-led play activities byusing Caregiver-Mediated Module or Caregiver
Caregiver-mediated intervention for
Education Model. Caregiver-Mediated Module is
low-resourced preschoolers with aua treatment model in which caregivers weretismcoached by the researchers to provide intervention to their children, based on a manualized
Reviewed by: Casey L. Nottingham,
treatment plan. In the Caregiver-Mediated ModCaldwell University
ule group, the intervention took place in two, 1hour treatment sessions each week for 12 weeks.
Kasari, C., Lawton, K., Shih, W., Barker, T. V., Landa, R.,
Lord, C.,…Senturk, D. (2014). Caregiver-mediated interven- During these sessions, the researchers directlytion for low-resourced preschoolers with autism: An RCT.
coached caregivers as they provided intervention
Pediatrics. doi: 54.5986/peds.6457-3229
to the child. The researchers taught new skills
each week to the caregivers. Caregiver Education
Why research this topic?
Model is a treatment model in which caregivers
Previous research evaluating interventions target(Continued on page 17)
ing behaviors characteristic of autism spectrum
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Science in Autism Treatment, Winter 2015
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the participants’ homes rather than in clinicalare also coached to provide intervention to their settings and targeted specific skill deficits thatchildren, but in small group settings and without are typically characteristic of ASDs. A final
their children being present. In the Caregiver Ed- strength of this study is that the characteristics ofucation Model group, caregivers attended 2-hour the two groups were similar with regard to thegroup sessions each week without the child pre- participants’ ages, gender, ethnicity, history ofsent; these sessions covered the same content as receiving intervention prior to the study, as well
Caregiver-Mediated Module sessions and wereas caregivers’ education level, income, and realso based on a manualized treatment plan. The ceipt of government assistance.
researchers made an effort to make these treatment plans accessible to the families by holding Several limitations to the study and the findings
also exist. Despite the researchers’ attempts tosessions in the families’ homes and neighborincrease the accessibility of the treatment, 35
hoods and by working within the families’ preferred dates and times, and in their preferred lan- families dropped out before participating incoaching, although almost all families who startguage.
ed intervention ultimately completed the study.
What did the researchers find?
It would be important to understand the reasonsfor the high dropout rate at the beginning of the
The researchers looked at changes in child enstudy and to identify strategies that would reduce
gagement, joint attention, and play skills follow- this problem. For example, families may haveing the interventions and compared changes indropped out of the study because they did notthese skills between the two intervention groups. find the treatments acceptable, were unable to
For engagement and joint attention, they found travel to group sessions, or were unable to schedthat both groups improved, but that the improve- ule time to participate. Additionally, little imments in the Caregiver-Mediated Module group provements were found in play skills with thesesurpassed the improvements in the Caregiver Ed- interventions, suggesting a need for additional
ucation Model group. These improvements were work on how to promote play skills children withmaintained when assessed again three months
ASD. Also, data were not obtained on caregivers
later. For play skills, the researchers found that
continuing to provide intervention on their own
children in neither group showed improvements and whether they could apply the intervention
in play skills following intervention.
techniques to teach other skills to their children.

What are the strengths and limitations of the What do the results mean?
study?
Overall, the findings suggest that, if appropriately
One strength of this study was that the research- designed, caregiver-mediated intervention can be
ers included participants and families who have effective for low-resourced caregivers and their
been previously underrepresented in research on children, particularly if the intervention involves
interventions for children with ASD. Additional- a “hands-on” approach in which professionals
ly, the researchers evaluated interventions with
provide direct coaching to caregivers as theycaregivers themselves providing intervention toteach their children.
the children. Because caregivers spend extended
time with their children, greater improvements
may be possible if caregivers are effectively
trained to provide intervention. Another strengthof this study was that intervention occurred in
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Science in Autism Treatment, Winter 2015
Page 18

ASAT Coordinators, Externs & Committee Members
In addition to our Advisory Board, a number of Coordinators, Externs, andother Volunteers lend their time and talents to support ASAT's mission andinitiatives. These are our helping hands.
Biomedical Advances Coordinator
Mary Kay Jones, MSN, CRNP

Sponsorship Coordinator
Caitlin Reilly, MA, BCBA

Donor Drive Coordinator
Tanya Baynham, MS, BCBA

Subscriptions Coordinator
Kerry Ann Conde, MS, BCBA

Externship/Volunteer Coordinator
Lauren Schnell, MEd, BCBA

Website Content Coordinator
Kellie Hocking, BS

Fundraising Co-Coordinator
Shari Schatzman, MEd, SAS, SDA

International Dissemination
Co-Coordinators
Audrey Meissner, MEd, BCBA
Jennifer Hieminga, MEd, BCBAMedia Watch Writers
Emily H. Callahan, PhD, BCBA-D
Geoffrey Debery, MA, BCBA
Justin DiScalfani, PhD, BCBA-D
Lewis Mazzone, MA
Deborah Finkelstein, MADS, BCBA
Sharon Reeve, PhD, BCBA-D
Caitlin Reilly, MA, BCBA
Anya K. Silver, MA, BCBA
Chris E. Smith, PhD, BCBA-D
Shannon Wilkinson, MADS, BCBA

Lifespan Content Coordinator
Amanda Wadsworth, MSEd, BCBA

ASAT’s Newsletter, Science in Autism Treatment
Caroline Simard-Nicolas, MS, BCBA

List Serv Coordinator
Kirsten Wirth, PhD

Externs
Alice Bravo, MEd
Prisca Deliperi, MA, BCBA
Jacqueline Hamor
Patrick O’Leary, MA, BCBA
Franca Pastro, BA
Briana Tingler, BS
Amanda Wadsworth, MSEd, BCBA
Emily Walkup, BA

Grant Research Co-Coordinators
Alice Walkup, MS, BCBA
Carolyn Sniezyk, MS, BCBAMedia Watch Coordinator
Elizabeth Callahan, BA, BCaBA
Newsletter Content Coordinator
Patrick O’Leary, MA, BCBA
Social Media Coordinator
Renita Paranjape, MEd, BCBAASAT
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Science in Autism Treatment, Winter 2015
Page 19

Patrick O’Leary, MA, BCBAASAT Advisory Board
John Pomeroy, MD

Jane Asher

Gina Green, PhD, BCBA-D

F. J. Barrera, PhD, BCBA-D

William Heward, EdD, BCBA-D Stephen Porges, PhD

Stephen Barrett, MD

Ronald Kallen, MD

Sharon Reeve, PhD, BCBA-D

Martha Bridge Denckla, MD

Alan Leslie, PhD

Joyce Rosenfeld, MD, FACEP

Curtis Deutsch, PhD

Bennett Leventhal, MD

Arthur Toga, PhD

William V. Dube, PhD

Johnny L. Matson, PhD

Paul Touchette, PhD

Deborah Fein, PhD

Joyce E. Mauk, MD

Roberto Tuchman, MD

Eric Fombonne, MD

Catherine Maurice, PhD

Paul Yellin, MD

Richard Foxx, PhD, BCBA-D

Bobby Newman, PhD, BCBA-D

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Science in Autism Treatment, Winter 2015
Page 20

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