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SCIENCE IN AUTISM TREATMENT
Vol. 10 No. 1

Winter 2013

Newsletter of the Association for Science in Autism Treatment

Table of Contents
Interview with Dr. Carl Sundberg ........................... 1
Science in Autism Treatment Team ..................... 1
ASAT Coordinators, Externs, & Committee Members . 3
Focus on Science: Treatment Effectiveness.......... 4
Clinical Corner: Treating Sleep Difficulties ............ 6
Rock’n 4 Autism Awareness Concert .................... 9
Letter from the ASAT Executive Director ............. 11
ASAT Board of Directors ...................................... 11
ASAT Advisory Board ........................................... 12
Tastefully Simple Fundraiser............................... 13
Book Review: DTT for children with ASD ............. 14
Consumer corner: Tech Corner Debut ................. 16
Treatment Summary: LEAP ................................. 18
ASAT’s Facebook Update .................................... 19
Research Review: Community Based IBI ............. 20
Research Review: RCT of CBT ............................. 21
ASAT Advertising Policy ....................................... 22
ASAT Sponsorship ............................................... 23
Donor Wall .......................................................... 24
Champions & Partner Descriptions ..................... 25
Making a Difference Dairy Queen ....................... 26
Team ASAT: Getting Back on Course................... 26

Interview with BACA President, Carl Sundberg, PhD, BCBA
BCBA-- D
by Josh Pritchard, PhD, BCBA
BCBA-- D
What got you into the field of autism treatment, and specificallybehavior analysis?
When I was in high school in the mid 1970’s, mybrother Mark Sundberg loaned me one of his textbooks
to read. It was Elementary Principles of Behavior by
Whaley and Malott. I read that text and was hooked.
The next several years Mark turned me on to Skinner’s
analysis of verbal behavior; I was convinced I wanted to
go to Western Michigan University (WMU) and study
under all of those big name behavior analysts, especially Jack Michael.

As a graduate student at WMU in the 1980’s, I became
interested in all of the research that was conducted at
the WMU practicum site during the 70’s. Jack Michael,
my brother Mark Sundberg and a large group of students were using Skinner’s analysis of verbal behavior and creating a model for language assessment and treatment for those who were developmentally disabled and language delayed. I found that fascinating and hung around WMU as long as I
could so that I could learn as much as I could from Jack Michael and the other professors at WMU.
I did not really plan on making a career in the autism field. Autism was not the big buzzword back then. I wanted to bea researcher and college professor. It wasn’t until the mid 1990’s when the work of Lovaas was becoming widely
known and the autism rates started rising, that I began to start taking clinical cases. I started out consulting for parents who were running home ABA programs.

How did BACA begin, and what's your vision for it in the future?
For several years I traveled around the country consulting for parents and school districts. I always felt that there wassomething missing with this model. I always felt bad about leaving a case and saying “I will see you in a month.”(Continued on page 2)

Science in Autism Treatment (SIAT) Team
Co-Editors
David Celiberti, PhD, BCBA-D
Joshua K. Pritchard, PhD, BCBA-D
Focus On Science
Daniel W. Mruzek, PhD, BCBA-D
International Updates
Daniela Fazzio, PhD, BCBA-D
Editing Coordinator
Leanne Tull, MADS, BCBA

Research Synopses
Sharon Reeve, PhD, BCBA-D

Subscriptions
Kerry Ann Conde, MS, BCBA

Clinical Corner
Nicole Pearson, PsyD, BCBA-D

From The Archives
Sara Jane Gershfeld, MA, BCBA

Consumer Corner
Kate Fiske, PhD, BCBA-D

Advertising
Shari Schatzman, MSEd, SDAMedia Watch Updates
Barbara Jamison, BA
Treatment Summaries
Tristram Smith, PhD

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Volume 10,1 Winter 2013

Science in Autism Treatment

Interview with Carl Sundberg continued...
Much more work was needed. I felt that services andsupervision needed to be more intense.

Has ASAT been helpful to you and BACA in your treatment of autism?
Yes, it has. The newsletters, links, and articles are great
resources. Every time I am confronted with a medical
In 2002, an Indianapolis businessman who had adaughter with autism contacted me. He was starting up strategy, I go to the ASAT website to research. I alsoa center for autism based on the principles and proce- refer to the website every time I am told that I am misdures of ABA. He had asked me if I would be the Senior informed and out of touch with current effective autism
treatments (which I am often told). It feels good to alBehavior Analyst for this center. I took that job andmoved to Indianapolis. For the next 7 years I worked for ways find good solid data to back me up (or should I say
various centers in Indianapolis while I continued to con- data regarding lack of data?).
sult for families and school districts.
Why do you think pseudoscientific treatment flourishes
By 2009 I knew it was time for me to open my own cen- in autism?
Pseudoscientific treatment can be appealing to parents.
ter so I could have complete control over the operations. My wife, Devon, and I opened the Behavior Analy- Since there is little or no solid data to back many treatments, there seems to be no restriction to the claims.
sis Center for Autism.
Parents are desperate, and if someone says a treatOur vision was and continues to be to provide high qual- ment that is easy to do works, why not try it? If it is
ity, intensive ABA with an emphasis on Skinner’s analy- costly and somewhat time consuming then it is easier toconvince yourself that it was effective. This is especiallysis of verbal behavior to kids of all ages who have authe case if it is combined with a truly effective treattism. I wanted to try to replicate (the best I could) theatmosphere that I was part of at Western Michigan Uni- ment. There seems to be a tendency to think that theversity. That is, I wanted to create a top notch commu- more options one has the better the outcome will be. A
little of this, a little of that has to be better, right? Testinity of behavior analysts.
monials are powerful and appealing; they appear to be
so positive. “Take this pill and all will be better”; “LetOver the past two years, I started contacting some of
the top specialists in our field to help build our team. If me tell you what it did for my child.” Science is confuswe were going to serve students of all ages and ranges ing, hard to follow, and by comparison, perhaps less
optimistic.
of severity, we needed some specialists. At this time,
our team of consultants consist of: Pat McGreevy, Barb
Have you had any consumers that were also undertakEsch, John Esch, Mark Sundberg, Peter Gerhardt, Bob
ing treatment for autism that had no or weak scientificRyan, and Kent Johnson. We have also started a rebasis? What (if anything) did you do?
search department that is headed up by Genae Hall.
Genae was one of the original verbal behavior research- I would venture to guess that at least one half of thehundreds of children I have worked with have also been
ers at WMU in the 1970’s.
receiving alternative treatments where there was not
How did you find out about ASAT, and what made you
solid evidence to back the effectiveness of the treatwant to support ASAT?
ment. Typically, I do not take an extreme stance. I fear
I first came across ASAT while reading the book Sense
that the consumer will do what he or she wants andand Nonsense in the Behavioral Treatment of Autism: It may decide to discontinue behavioral services. People
Has to Be Said (Leaf, McEachin, & Taubman, 2008). I
know where I stand and it is almost like an “agree towas very excited to find this resource and started direct- disagree” model. I will always discourage starting treating everyone I came in contact with to the ASAT website. ments that do not have solid evidence. The extent of myInformation on the website is critical, and needs to beefforts depends upon the nature of treatment. For exsaid. However, as a provider I may come across as biample, I say little about the GFC diet anymore because
ased when relaying this information to my clients. If you it is simply too prevalent. It is also harder to argue beare looking to buy a car and the dealer tells you to avoid cause there are certainly cases where someone is allerthe dealership across the street, it is a lemon factory;
gic to wheat and dairy products. I just simply can’t beyou would take that with a grain of salt. For years I have lieve that all children with autism have a problem procbeen looking for some well-organized, easy to accessessing wheat and dairy and therefore need to be on thisinformation that can be disseminated to the consumer. diet. That logic, however, seems to be the thought procIt is unfortunate that in many cases someone like Jenny ess by many. I will take a stronger stance against a
McCarthy can influence parents of children with autism treatment such as chelation and sensory integration,(Continued on page 3)
more so than behavioral scientists.

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Interview with Carl Sundberg continued...
and a stronger one yet for an obvious bogus treatment such as Facilitated Communication (albeit, there
are some real cases where a person
does have the cognitive ability butlacks the muscle control).
What suggestions do you offer parents on finding a high quality treatment provider?
I have always suggested to parents
that much research is needed tochoose not only the treatment (e.g.,
ABA), but the specific provider aswell. Not all are created equal. In

order to do this, one needs to rehours and ratio of supervisors tosearch ABA somewhat. A good start line staff. Make sure they correis to look at the guidelines provided spond to the BACB guidelines. It isby the BACB. It is important to look also important to check references.
at the credentials and experience of Sometimes providers can look good
the provider. There should beon paper. It is easy these days tosomeone on staff who spends time create an appealing web site. You
with your child who has the analyti- should spend more time researchcal skills to develop and oversee the ing your provider than you do reprogram for your child. This person searching a new car or a house toshould have an advanced degree in purchase.
behavior analysis from an accredThank you for a great interview andited university, in addition to many
years of experience. Ask questions for your support of ASAT!
regarding staff training, supervision

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. As you can see, we have individuals who support each aspect of our organization.
If you want to assist, please email us at info@asatonline.org

Advertising Coordinator
Shari Schatzman, MEd, SDA
Bio-medical Advances Coordinator
Leanne Tull, MADS, BCBA
Donor Drive Coordinator
Denise Grosberg, PhD, BCBA
Editing Coordinator
Leanne Tull, MADS, BCBA
Externship/Volunteer Coordinator
Lauren Schnell, MEd., BCBA

ASAT’s Newsletter,
Science in Autism Treatment

Externs
Rachel Binder, MS
Laurie Brophy, LCSW, BCBA
Elizabeth Callahan, BA, BCaBA
Cathy Curcio, MSW
Jacqueline Hamor
Eleanor Kleinhans
Denielle Nicastro
Caitlin Reilly, MA
Valerie E. Rossi, MPA
Lauren Schnell, MEd, BCBAMark Sullivan, BA
Leanne Tull, MADS, BCBA
Alice Walkup MS, BCBA

Grant Research Coordinator
Alice Walkup, MS, BCBA

Laurie Brophy, LCSW BCBA
Justin DiScalfani, PhD
Kate Fiske, PhD, BCBA-D
Elizabeth Neumann, MA, BCaBA
Nicole Pearson, PsyD BCBA-D
Sage Rose, PhD
Caroline Simard-Nicolas, MS, BCBA
ASAT’s Website
Kerry Ann Conde, MS, BCBA
Caroline Simard-Nicolas, MS, BCBA
Amanda Wadsworth, MSEd, BCBAASAT Public Relations
International Dissemination
Co-Coordinators
Audrey Meissner, MEd, BCBA
Jennifer Hieminga, MEd, BCBA
Social Media Coordinator
Renita Paranjape, MEd, BCBA

Courtney Aponte, MA
Nicole Mammina, MSEd
Lewis Mazzone, MA
Nancy Philips, BA
Sage Rose, PhD
Alyssa Rosenberg, BA

Sponsorship Coordinator
Caitlin Reilly, MA
Subscriptions Coordinator
Kerry Ann Conde, MS, BCBAMedia Watch
Toli Anastassiou, MA, BCBA
Emily H. Callahan, PhD, BCBA-D
Geoffrey Debery, MA, BCBA
Justin DiScalfani, PhD
Hannah Hoch, PhD, BCBA–D
Mary Philips, BA
Sharon Reeve, PhD, BCBA-D
Anya K. Silver, MA, BCBA
Shannon Wilkinson, MADS, BCaBAASATProviding Accurate, Science-Based Information - Promoting Access to Effective Treatment

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Volume 10,1 Winter 2013

Science in Autism Treatment

Science Corner: Determining the Effectiveness of Treatments Available to Persons with Autism Part One
by Tristram Smith, Ph.D. and Daniel W. Mruzek, Ph.D.
The goal of helping persons with autism and their families
access the “state of the science” in autism treatment is at
the heart of the Association for Science and Autism
Treatment’s (ASAT) mission. To this end, each of ourTreatment Summaries includes a brief assessment
regarding its scientific validation (see http://
www.asatonline.org/treatment/treatments_desc).
A reasonable question is, “how does ASAT determine if aparticular autism treatment has scientific validation?” We
cannot simply “tally” the total number of published studies
supporting and refuting a particular treatment, because
there exists a tremendous range in scientific rigor acrosspublished studies. For example, some studies demonstrate
tight experimental control, and, thus, afford greater
confidence in the results. Other studies have significant
methodological weaknesses, rendering their findings
tentative, suspect, or altogether worthy of dismissal. Also
complicating matters, treatment studies that find “nobenefit” are less likely to be published (i.e., the “back of thefile cabinet effect”); therefore, we are left with “skewed”
samples of published treatment research to review. Evenwell-designed studies often yield results that otherinvestigators cannot replicate. For that reason, our efforts at
assessing the scientific validity of autism treatments must
hinge on consideration of not only the number of studies
and their outcomes but also the quality of that research.
ASAT’s evaluation of research entails a two-step process: (1)the identification and analysis of each study on a particularintervention, and (2) integrating this information into an
overall appraisal and recommendation. Both steps are
based on a set of nine criteria developed by Chambless andHollon (1998), and adopted by the Clinical Psychology
Division of the American Psychological Association for theevaluation of research on psychological intervention (seeTable 1). Though this set of criteria is not the only one that
could be used, it does appear well suited to the purpose ofevaluating the “state of the science” for various autism
treatments.

Criterion 1 – Overall Research Design: This was arandomized control trial with 294 children in 56 classrooms,
with 28 classrooms randomly assigned to full LEAP
participation with follow-along training, and 28 classrooms
assigned to a comparison condition (i.e., access to LEAP
materials but no follow-along training). The large number ofparticipants and random assignment minimizes risk that adifference between the two groups is the result of chance. A
reasonably detailed description of methodology during thetwo-year study indicates systematic control of potentiallyconfounding variables (e.g., introduction of another “extra”
therapy in one of the groups, assurance that theintervention described was actually delivered) and provides
opportunity for replication by other researchers.
Criterion 2 – Sample Description: The authors clearly
describe their criteria for classroom participation as well as
the process of recruiting participation of teaching staff andchildren. As the authors acknowledge, however, they did notadminister measures that require direct observation toconfirm that the children qualified for an autism spectrum
disorder (ASD) diagnosis. Instead, they relied on diagnosis
by outside clinicians and screening questionnaires given
through the study. Thus, there is a risk that the authors
included some children who did not have ASD.
Criterion 3 – Outcome Assessment: Intervention lasted for
two years, and children were assessed at three points:
before the start of intervention, after about one year ofintervention, and at the conclusion of the second year ofintervention. Outcome assessments were standardized andvalid measures of autism symptoms, cognition, andadaptive behavior. All measures were administered byappropriately trained investigators. It does not appear thatblind raters were employed, introducing potential threat tointernal validity (e.g., expectancy bias on the part of theraters).

Criterion 4 – Treatment Implementation: Treatment
components and techniques are carefully specified in a
In Table 1, the first five criteria correspond to step 1 of ourdetailed manual, allowing other researchers the opportunity
evaluation process (i.e., review of each study of an
to conduct replication studies. Investigators used wellintervention), and the final four criteria correspond to step 2 established measures of the fidelity of implementation of(developing an overall appraisal and recommendation).
the LEAP intervention by teachers in the experimental group,
Below, we illustrate application of these criteria for step 1,
confirming that the treatment was delivered as intended.
using the Learning Experiences and Alternative Program for Teachers were trained and supervised by experts in the
Preschoolers and Their Parents (LEAP) model of early
LEAP model who were committed to ensuring proficient
intensive intervention as an example. In the next issue of
implementation.
“Focus on Science” (Spring 2013), we will look more closely
at step 2.
Criterion 5 – Data Analysis: Statistical procedures wereappropriate for testing hypotheses. Drop-out rates within
The LEAP model was recently the subject of a randomized,
and between experimental and control groups were
controlled study by Strain and Bovey (2011; see the Fallaccounted for by researchers in their analyses.
2012 issue of Science in Autism Treatment, p. 17 for an
Overall, although not perfect, this study has many
ASAT Research Review of this study). Using the first five(Continued on page 5)
criteria in Table 1, we find the following:

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Science Corner continued...
methodological strengths that increase confidence in the validity of the findings. Thus, we believe the positive outcome for LEAP
participants relative to controls makes a very important contribution to the literature. Nevertheless, in our ASAT description of LEAP
(found at: http://www.asatonline.org/treatment/treatments/leap.htm), we caution that “[a]dditional research…is needed in the
LEAP model as a comprehensive treatment program. Important next steps for research are replications by independent investigatorsand comparisons against established early intensive behavioral treatment models.” We will discuss reasons for this caution in thenext installment of “Focus on Science.” More specifically, we will look at criteria six through nine, and integrate this discussion
regarding evaluating the scientific validation of autism interventions into specific ways families and practitioners can use ourreviews as a resource in making treatment decisions.
Table 1. Evaluating Autism Treatment Research: Key Items for Consideration*
Criteria
1. Overall
Research Design






2. Sample
Description
3. Outcome
Assessment

4. Treatment
Implementation











5. Data Analysis



6. Resolution ofConflicting
Results

7. Limitation of
Efficacy

8. Generalizability







9. Treatment
FeasibilityCommon Considerations
Benefits of intervention not due to chance
Design controls for potentially confounding variables
Design described with enough detail to replicate
Example: randomized clinical trials
Population sampled is specified
Standard procedures used to confirm diagnosis
Tools measure key clinical concerns
Measures have demonstrated reliability and validity
Interviewers blind to group status of participants
Clinical significance is assessed, not just statistical significanceIntervention is manualized for others to further test
Study “therapists” are trained and monitored by experts committed to ensuring competent
implementation
Study is overseen by knowledgeable experts committed to ensuring competent
implementation
Procedures for data analysis are planned prior to data collection; “phishing” for significant
results through multiple tests does not occur
Consideration is given to different group drop-out rates in the analysis of the results
Studies with positive results are weighed alongside studies with results suggesting “nobenefit”
Meta-analyses (studies that analyze a number of independent studies at one time) areused when warranted
When reporting positive results, researchers identify for whom the treatment is beneficial
Possible “moderator variables” (factors that may systematically influence effectiveness)are considered and acknowledged
Consideration is given to the relevancy of the results of a treatment in actual clinicalapplications
Variables that may affect the “external validity” of results (e.g., therapist training, level ofsupervision) are acknowledged
The degree to which a treatment is acceptable to individuals and their families (i.e.,
preferred over other options) is acknowledged
The ease at which a treatment can be used by practitioners with integrity is considered*Adapted from Chambless and Hollon (1998)
References
Chambless, D. L., & Hollon, S. D. (1998). Defining empirically supported therapies. Journal of Consulting and Clinical Psychology,
66, 7 – 18.
Strain, P. S., & Bovey, E. H. II. (2011). Randomized controlled trial of the LEAP model of early intervention for young children with
autism spectrum disorders. Topics in Early Childhood Special Education, 20 (10), 1 – 22.

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Clinical Corner: I am a home program coordinator who works with a six-year old child diagnosed
with autism. The parents are concerned because their child struggles at bedtime and will often
wake up in the middle of the night to come into their room. The parents want their child to stayasleep and have tried everything to get him to stay in bed all night. What can I suggest they do totreat their child's sleep behavior?
Many children with autism experience sleep difficulties. A lack ofAnswered by Lauren Schnell, BCBA, Children’sSpecialized Hospital
Sleep disturbances inchildren with autism are
a common concern formany parents. It has
been estimated thatapproximately 25% of
typical children between
the ages of one and four
struggle with nighttime
wakings (Lozoff, Wolf, &Davis, 1985). For
children with special
needs, the number
increases dramaticallywith upwards of 80%
experiencing some typeof sleep problems(Lamberg, 1994). Of those who frequently wake at night,
the majority end up sleeping in their parent’s bed, and thesleep problems often persist over time.

a good night's sleep may affect not only the child, but everyone
in his or her family. The good news is that behaviorally-based
approaches can help. In this issue of Clinical Corner, Lauren
Schnell and Leif Albright highlight several evidence-based
strategies that parents can implement to improve the sleep
behavior of their child with autism.
Nicole Pearson, PsyD, BCBA-D
Clinical Corner Coordinator

If the sleep issues are thought to be behavioral, the firststep is to complete a sleep log to determine the extent of
the problem and potential environmental factors that may
be adversely affecting the child’s sleep. A sleep log outlines
the time the individual is put into bed, the actual time he/she falls asleep, frequency of night wakings, and theduration of those awakenings. Additional information may
be collected on any other behaviors which are observed
during bedtime, such as tantrums during the bedtime
routine or disruptive behavior during the night. Baseline
data collection should continue until a consistent patternof sleep (or lack thereof) or challenging behavior isapparent. This information can later be used to assess theeffectiveness of the sleep intervention.

Some questions which may be helpful for parents incompleting the sleep log are:
 What time does the child go to bed?
 What does the child do leading up to bedtime?
 What else is going on in the home while the child is in
bed which could be influencing his/her sleep?
 What activities does the child engage in prior to falling
Prior to implementing a behavioral sleep program, it isasleep?
important to first rule out any medical reasons for the sleep  What time does the child awaken during the night as
disturbance, such as physical discomfort related to an
well as in the morning?
illness. Discussions with a pediatrician should help to Does the child take naps during the day?
determine if the sleep issues may be associated with anunderlying medical issue and if further testing or evaluation
Based upon the results of the baseline data collected inis warranted.
the sleep log, a number of interventions may beconsidered. Below are several practical strategies which
may be helpful to improve the sleep behavior of the childwith autism.

The good news is there is a variety of behavior analytic
approaches found to be effective in addressing sleep
disturbances in children with autism. An underlying
premise of these approaches is that poor sleep patterns
are learned, and, as such, can be unlearned.

Bedtime Routines
A bedtime routine can be helpful for the child, as it creates
predictability in the sequence of activities leading up to
bedtime. A written or visual schedule may be helpful inensuring the routine is consistently followed. The scheduleshould outline activities preceding bedtime; forexample, brushing teeth, changing into pajamas, saying
goodnight to loved ones, and reading a bedtime story. The
routine should begin at least 30-60 minutes prior to bed(Continued on page 7)

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Clinical Corner Continued...
time. It is also recommended that parents eliminate all foods
and drinks containing caffeine at least six hours prior to bed,
and avoid rigorous activities during the later evening hours.
Initially, the child may need a high rate of positive reinforcement
for following the routine. Eventually, the parent may consider
providing the child with positive reinforcement the following
morning if he/she successfully follows the nighttime activity
schedule and remains in bed throughout the night. Suchreinforcement might include earning access to a favorite
breakfast cereal, a toy, or getting a sticker to put on a special
chart upon waking (Mindell & Durand, 1993).
Escape Extinction
The manipulation of bedtime routines does not always result insuccessful treatment of sleep disturbances, necessitating
further intervention. The choice of procedure largely depends upon when the sleep disturbances occur. In situations
where the child has difficulty falling asleep or wakes multiple times throughout the night, an escape extinction procedure
may be used. Escape extinction is a commonly used intervention which involves preventing or removing access to thereinforcement which has previously maintained the behavior. During this procedure, the parent implements the nightly
sleep routine culminating in placing the child in bed and leaving the room. Each time the child wakes up and attempts toleave the room, the parent redirects the child back to bed with minimal discussion and interaction. This procedure should
be repeated until the child stays in his/her own bed and falls asleep (Rickert & Johnson, 1988; France, Blampied, &Wilkinson, 1991).
When implementing escape extinction protocols, it is essential to ensure the child is kept safe from harm. For example, if
the child engages in severe problem behavior such as self-injury, or disruptions such as climbing on furniture, a modified
extinction program may be implemented. This involves the parent staying in the room to monitor the child’s safety withminimal interaction. In addition, the parent may consider using a video monitoring system so the child can be monitoredfrom a different room to ensure his or her safety.
Graduated Escape Extinction
When an escape extinction procedure cannot be used, the parent may implement a graduated extinction intervention.
This treatment procedure should be used when the child has difficulty falling asleep, wakes frequently during the night,
and engages in nighttime tantrum behavior. Similar to the escape extinction procedure, a graduated procedure begins by
putting the child to bed and leaving the room (Durand, 1998). When crying or tantrum behavior occurs, the parent will
wait a designated amount of time before going back into the child's bedroom. The latency of this response will
systematically increase until the child falls back to sleep before the parent enters (Durand & Mindell, 1990).
Bedtime Fading with Response Cost
Another option is a faded bedtime with response cost (Piazza & Fisher, 1991) procedure. This involves first determining
the actual time that the child falls asleep once placed in bed (as noted in the sleep log) and adding an additional 30
minutes to the child’s subsequent bedtime. For example, if the child is put into bed at 8:00pm and falls asleep at
8:30pm, the assigned bedtime would now be moved to 9:00pm. Once the time is set, it is important that the child be
kept awake until 9:00pm to increase the likelihood that he/she will be tired at the appointed bedtime. If the child falls
asleep within 15 minutes of being placed in bed, then the bedtime should be faded back by reducing the time by 30
minutes the next night (9:00pm bedtime goes down to 8:30 pm). If the child does not fall asleep within 15 minutes ofbeing placed in bed, then he/she will be brought out of the bed for approximately 15 minutes. During that time, the childwill not be encouraged to fall asleep nor should he/she be engaged in any excitable activity. The purpose is to increase
the motivation to sleep. At the end of the 15 minute interval, the child will be placed back into bed. This procedure will be
repeated until the child falls asleep. The bedtime would then be set for 30 minutes later on the following night (increased
from 9:00pm to 9:30pm). This cycle should be repeated until the child falls asleep at the time designated by the parents.
Scheduled Awakenings
If a child has difficulty remaining asleep and wakes throughout the night, a procedure known as scheduled awakenings
may be helpful. Using the data from the sleep log, the parent identifies the most typical night waking times and awakens
the child approximately 30 minutes prior to that time by gently touching or softly speaking to the child. Once the child is(Continued on page 8)

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Clinical Corner Continued...
awake, the parent would allow him/her to fall back asleep. The plan is repeated each night until the child successfully
sleeps through the night for 5-7 consecutive days. Once this criterion has been met, one night of awakenings can beskipped per week until the child is no longer waking during the night (Rickert & Johnson, 1988).
The Bedtime Pass
Oftentimes, a child may resist going to sleep, and call out or leave their bedroom to seek their parents. One intervention
that may be beneficial in treating these behaviors, is use of a bedtime pass. Parents may want to provide their child with apass that can be exchanged for leaving the bedroom for a brief amount of time. The bedtime
pass may be a small index card with the child’s name written on the top. Departures fromthe bedroom should be short in duration and serve a specific purpose, such as, getting adrink, going to the bathroom, or giving the parent a hug. Once the pass has been used, thechild must surrender it to the parent, until the next bedtime. Depending on the frequency of
calling out or leaving the room (as identified during the baseline sleep log) the child may beprovided with additional passes. If the child engages in problem sleep behavior after thepasses have been exchanged, the parent should use the escape extinction procedure
discussed above.
Sleep disturbances are a common issue that many families of children with disabilities face.
Because sleep interventions often involve sleep disruptions for those implementing the plan,
the plan should be reviewed with the parents to ensure the likelihood that they can and will
implement it. Often, plans will need to be modified to fit into a parent’s work and family
lifestyle. As with any treatment, it is important that all members of the family remain
consistent when applying a new intervention. Even siblings play an important role in treating
sleep disturbances, as they can serve as models for appropriate sleep behavior by following
a nighttime schedule and remaining in their bed throughout the night. With the use of research-based interventions, alongwith a great deal of patience and persistence, sleep disturbances can be put to rest for many families of children with
autism.
References
Durand, V. M. (1998). Sleep better! A guide to improving sleep for children with special needs. Baltimore, MD: Paul H.
Brookes Publishing.
Durand, V. M. & Mindell, J. A. (1990). Behavioral treatment of multiple childhood sleep disorders. Behavior Modification,
14, 37-49.
France, K. G., Blampied, N. M., & Wilkinson, P. (1991).Treatment of infant sleep disturbance by trimeprazine in
combination with extinction. Journal of Developmental Behavior and Pediatrics, 12, 308-314.
Friman, P., Hoff, K. E., Schnoes, C., Freeman, K. A., Woods, D. W., Blum, N. (1999). The bedtime pass: An
approach to bedtime crying and leaving the room. Archives of Pediatric and Adolescent Medicine, 153,
1027-1029.
Lamberg, L. (1994). Bodyrhythms: Chronobiology and peak performance. New York: William Morrow & Company.
Lozoff, B., Wolf, A. W., & Davis, N. C. (1985). Sleep problems seen in pediatric practice. Pediatrics, 75, 477-483.
Mindell, J. A., & Durand, V. M. (1993). Treatment of childhood sleep disorders: Generalization across disorders and effects
on family members. Journal of Pediatric Psychology, 18, 731-750.
Piazza, C. C., & Fisher, W. (1991). A faded bedtime with response cost protocol for treatment of multiple sleep problems inchildren. Journal of Applied Behavior Analysis, 24, 129-140.
Rickert, V., & Johnson, M. (1998). Reducing nocturnal awakening and crying episodes in infants and young children: A
comparison between scheduled awakenings and systematic ignoring. Pediatrics, 81, 203-212.

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

Page 9You thought Hoboken was only famous for the Cake Boss?
We are Proud to Announce
the 3rd Annual Rock’n 4 Autism Awareness Concert and Festival!
David Celiberti and Dena Russell
It’s that time again! We are getting ready for the 3rd Annual Rock’n
4 Autism Awareness Concert and Festival on Saturday, April 27,
2013 from 2:00-6:00pm in Hoboken, New Jersey. This communitybased event is co-hosted by Association for Science and Autism
Treatment (ASAT) and Hoboken-based HOPES CAP, Inc.
Last April, the concert featured
Hoboken’s very own Fuzzy Lemons, a
popular and family-friendly rock band
who wowed the crowd with their infectious songs and charismatic stage
presence. It was heartwarming to see scores of children dancing up a storm…
and a few moms and dads as well! We were fortunate to have Jessie DeVito
and her husband, Mike DeVito (#70) from the New York Jets, assist us, andvolunteer their time. Mike not only attended the event for the last two years,
but also solicited sponsorships, donated a signed football for our silent auction,and generously agreed to take photographs with fans. We will be eternallygrateful to Mike and Jessie for their support!
Over 100 businesses donated money, merchandise, and services, and 50+
volunteers came out to make the 2012 concert a wonderful experience. This
momentous support helped us raise almost $20,000! It was such atremendous success… so we’ve decided to do it all over again!
This year, the Lemons will be back again to dazzle
and entertain. Be ready to enjoy two sets from theLemons! Cindy Vero from W-KTU (FM 103.5) will
be our guest MC. Cindy will bring her upbeat style and energy, and help us
make this event an even greater success. We are pleased to share that
Hoboken Mayor, Dawn Zimmer, will welcome the audience at the outset of thefestivities. Lili’s Parties will be on hand to coordinate the arts and crafts andRachel, the incredibly gifted face painter from Party Faces by Rachel, will beback again.
To date, almost $7,000 in 2013 sponsorships alone have been raised thanks to: Party With Purpose,
Hoboken Grace Community Church, BCB Bank (Bayonne Branch), Ironstate Holdings LLC, A Whole New
World Academy, Bagel Express, and Premiere Cleaning and Painting Corporation. We are particularly
grateful to Party with Purpose who awarded us a $2,500 grant this year. Donations for our silent auction
are starting to come in each week and we are getting food donations for our hungry guests, including 200
big cookies from Christopher Street Cookies.
In addition to all the indoor and outdoor fun, attendees will also get the chance to talk with a number ofknowledgeable parents and professionals from ASAT, Autism New Jersey, and the Hoboken Special Needs(Continued on page 10)

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

Volume 10,1 Winter 2013

Science in Autism Treatment

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Concert Continued...
Parent Group who will be providing information andtake-away materials about awareness, education,and best practices in the field of autism.
For more details about the Rock’n 4 Autism
Awareness Concert and Festival, please visit our
Facebook page at: www.facebook.com/
R4AA.Hoboken.
If you would like to volunteer to help with this eventor donate an item for our silent auction, pleasecontact David Celiberti at dceliberti@asatonline.org.
Please see the box below for more information about
potential bid items.
If you live in the area, please come out and join us.
We look forward to seeing you there!

Donate Items for Our Silent Auction.

This is ASAT’s first year using Bidding for Good. This means that our bidding
can be opened up to anyone! We created a list that details donations that
may serve as successful silent auctions bid items. Much of this is based ondata collected by Bidding for Good. Data include hundreds of live online
auctions that have identified bid items that drew the greatest number ofbidders, and the greatest revenues. Check out the list below:
1. Travel packages and hotel stays;
2. Unique experiences such as, aerial adventures, lunch with a celebrity, andpersonal tours of fascinating places;
3. Sports memorabilia;
4. TV and movie memorabilia;
5. Collectibles; and6. Gift certificates (restaurants, stores, businesses in which merchandise canbe offered online).

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

Page 11
Message from SIAT Executive Director: David Celiberti, PhD, BCBA-D

ASAT Board of Directors

Dear SIAT Subscribers,
Happy New Year! On behalf of ASAT, I hope 2013 brings you
good things. As you may recall, we shared details about many of
our recent accomplishments in the Fall 2012 issue of Science in Autism Treatment (SIAT). At that time, we welcomed Dana Battaglia,
PhD, CCC-SLP, and Dena Russell, MS, to ASAT’s Board of Directors. Dana will co-chair our Public Relations Committee, and Dena
will serve on the Development and Fundraising Committee and also
coordinate and support our various fundraising efforts such as the
3rd annual Rock’n 4 Autism Awareness Concert.

Mary E. McDonald, PhD, BCBA-D
President
Florence DiGennaro, PhD, BCBA-D
Vice President
Barbara Wells
Treasurer
Daniela Fazzio, PhD, BCBA-D
Secretary
David Celiberti, PhD, BCBA-D

I am also happy to share that we are welcoming a second group of Executive Director
Externs to our team. These hardworking young professionals are
Dana Battaglia, PhD, CCC-SLP
supporting ASAT with a wide array of tasks integral to our mission
and initiatives. We also recently created Coordinator level positions Leigh Broughan, MA, BCBA
Preeti Chojar, MCA
to further our efforts in a number of circumscribed areas. These
Kathryn Dobel, JD
wonderful additions to our team are listed on page 3.
With this influx of human resources, we are anticipating an evenmore productive new year! It is with great pride and optimism that I
outline an array of goals and initiatives for 2013:















Ruth Donlin, MS
Elizabeth Dyer, MA, CCC-SLP
Joseph Forgione, MBA
Sabrina Freeman, PhD
Sara Jane Gershfeld, MA, BCBA
Peggy Halliday, MEd, BCBA
Barbara Jamison, BA
Scott Myers, MD, FAAP
Daniel W. Mruzek, PhD, BCBA-D
Joshua K. Pritchard, PhD, BCBA-D
Dena Russell, MS
Tristram Smith, PhD
Bridget Taylor, PsyD, BCBA-D

Increase Science in Autism Treatment subscriber base from
7,000 to 10,000, and represent over 90 countries.
Redesign our website www.asatonline.org and launch an ASATApp.
Launch “Autism Guide for the Media” on the home page of our
website.
Launch a webpage for parents with a newly-diagnosed child.
Expand website offerings to include translation of content into
Spanish and other languages, including directions on how to
ASAT
PO Box 3250
translate the whole site.
Hoboken, NJ 07030
Increase our Facebook “fans” to 7,000, Twitter followers to
1,000, and increase ASAT’s presence on quality autism commuE-mail: info@asatonline.org
nity blog sites.
Website: www.asatonline.org
Continue to focus on increasing presence within the medical
Facebook: www.facebook.com/Asatonline
community, particularly pediatricians and family practice doctors; Twitter: www.twitter.com/asatonline
make information on ASAT and science-based treatment available to them.
Increase ASAT’s presence at state, regional, national and international conferences.
Provide information regarding ASAT and autism to faculty in special education, psychology, andspeech pathology programs nationwide.
Expand coverage of genetics, epidemiology, assessment and biologically-based treatment issues
in our newsletter and on our website.
More extensively tap into the wealth of experience and expertise of our Advisory Board members
and better inform and engage them with respect to ASAT’s activities and initiatives.
(Continued on page 12)

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

Page 12ASAT Advisory Board

Volume 10,1 Winter 2013

Science in Autism Treatment

Letter from the CEO continued...


Host the 3rd Annual Rock’n 4 Autism Awareness Concert in Hoboken, New Jersey on April 27th (please see page 9 for more information).
Continue biweekly Media Watch responses to accurate and inaccurate portrayals of autism treatment, and increase emphasis on
topics related to the adult population.

F. J. Barrera, PhD, BCBA-D
Stephen Barrett, MD
Martha Bridge Denckla, MD
Curtis Deutsch, PhD
William V. Dube, PhD
Deborah Fein, PhD

I hope you are excited about the array of goals outlined above andbelieve that ASAT has an important place within the autism community. We cannot carry out our important work without the support ofgenerous sponsors and donors. In fact, the ongoing success of
ASAT is predicated on your support. If you are affiliated with an organization that shares ASAT’s commitment to science in the treatment of autism, please consider becoming a 2013 Real Science Real
Hope Sponsor. We are pleased to report that 40 organizations participated last year and we raised more in 2012 than any of the prioryears. Please see page 23 for more information about sponsorshipand descriptions of our Partner and Champion level sponsors on
page 25.

Eric Fombonne, MD

You can find our 2012 Donor Wall on page 24. As we move into
2013, we also welcome the support of individual donors. If you recognize the need for accurate information about autism treatment, believe in the relevance of science, and want to support our efforts tochange the conversation about autism treatment, please donate
online at http://www.asatonline.org through PayPal. Any amount will
be deeply appreciated and will help support the various initiatives
listed above. Finally, please check out the webpage for Tastefully
Simple by clicking here: TastefullySimple4ASAT. We are happy toshare that 15% of your order will be donated to ASAT.

Bobby Newman, PhD, BCBA-D

Richard Foxx, PhD, BCBA-D
Gina Green, PhD, BCBA-D
William Heward, EdD, BCBA-D
Ronald Kallen, MD
Alan Leslie, PhD
Bennett Leventhal, MD
Johnny L. Matson, PhD
Joyce E. Mauk, MD
Catherine Maurice, PhD
John Pomeroy, MD
Stephen Porges, PhD
Sharon Reeve, PhD, BCBA-D
Joyce Rosenfeld, MD, FACEP
Arthur Toga, PhD
Paul Touchette, PhD
Roberto Tuchman, MD
Paul Yellin, MD

I hope that this year will bring a deeper appreciation for the relevance of science in guiding autism treatment, greater expectations ofaccountability across all treatment providers, more accuracy within media portrayals, and heightened awareness of the pitfalls and distractions of pseudoscience.
I wish you all a happy and healthy new year!
Best,

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

Page 13Raise money for ASAT!! When you
order now through April 30th, 15% of
net food sales will be donated to
ASAT.
See below for an additional special
prize!
Just click here:
TastefullySimple4ASAT and 'shopnow'!

All orders placed now through April 1st will be enteredinto a prize drawing on April 15th!
The lucky winner will receive The Essential 4 Collection(valued at $39.99).
Please review nutritional information and ingredients for
those products you would like to purchase.
Tastefullysimple.com | 320.763.0695

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

Page 14

Volume 10,1 Winter 2013

Science in Autism Treatment

Book Review: Discrete-trials teaching with children with autism: A self-instruction manual. Canada: Hugo Science
Press. Reviewed by Laurie Brophy, LCSW, BCBA
In an era in which the demand for quality
interventions for children with autism isincreasing, but funding for training is tight, Fazzio
and Martin’s self-instruction manual is a welcome
and needed resource for parents andprofessionals alike.
The authors aim to provide users with an
overview of the components of Discrete Trial
Teaching (DTT), also known as Discrete Trial
Instruction (DTI). While DTT isjust one of the many behavior
analytic teaching methods thatfall under the umbrella of applied
behavior analysis (ABA), it is a
key component of many
intervention programs forchildren with autism spectrum
disorders (ASD).
The preface to this selfinstructional manual introduces
the reader to some backgroundinformation related to early
intensive behavioral intervention(EIBI) and discusses the levels ofsupervision recommended for individuals
conducting DTT. And, like any good behavior
analyst, the authors did their research on theefficacy of their manual and found that, on
average, it takes between four and five hours tocomplete, and participants were able toimplement DTT role playing with a child with
autism, with approximately 90% accuracy.
Fazzio and Martin used a logical flow in theirmanual by breaking it down into two sub-sections
comprised of six chapters each. Using welldesigned teaching strategies themselves,particularly for a self-study method, the authors
break chapters down by concept and provide key
study questions for each concept. The reader isthen provided with review study questions at theend of each chapter, and a test for mastery at theend of each section.
While the book moves quickly into the meatand-potatoes of DTT instruction, the authors givedue attention to the “prerequisite” concepts. The
reader is first introduced to an explanation of theterm Autism as well as given a succinct definitionof ABA and some of its many applications. Many

professionals in this field will surely appreciate
the author’s clarification that DTT is only one
behavioral technology of ABA, as many parents,
educators, and related professionals maintain the
misconception that the terms are synonymous.
Foundation knowledge is continued as thereader is introduced to the basics of behavior,stimuli, and the three-term behavior contingency.
Providing examples of a discrete-trial using thethree-term contingency andinteractions between adult and childthat are not examples of discrete trial
teaching is helpful for clarification
and reader comprehension. Toooften, instructors attempt to stimulate
behavior change without having aworking understanding of essential
behavior principles such as positive
and negative reinforcement,
extinction, and punishment. Of
course, shaping and fading are notoverlooked either. Basic concepts
are carefully introduced along withsome useful examples. Given thesignificance of positive reinforcement andreinforcement selection to DTT, it was an excellent
choice of the authors to provide a chapter
dedicated to a more in-depth lesson on this topic.
With the fundamentals covered, the second
section focuses on the components of DTI,
starting with data collection and a focus on mostto-least prompt fading. The authors offer asample data form, which is used throughout thebook. Importantly, the authors clearly explain thatone should expect to encounter many different
types of data collection forms / processes
depending on the program, prompting procedure,and so forth.
The next three chapters, chapters 8 through11, focus on the five components of the DiscreteTrials Teaching Evaluation Form (DTTEF) that wasdeveloped and researched by the authors as away to help determine if an individual has
developed the necessary basic skills to implement
DTT programs. These components are:
1. Prepare to Conduct a Teaching Session;
2. Manage Antecedents on Each Trial;

ASAT
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Page 15
Book Review continued...
3. Manage Consequences for further practice for that
The remainder of the chapter is
Responses and Record
component is needed. Selfthen dedicated to brief
Data;
practice rating sheets are also
summaries, examples, and study
4. Following an Error, Conduct included – this is an excellent
questions relating to procedures
Error Correction Procedure; addition to this manual. Again,
for decreasing problem
andas a supervisor, it may also be
behaviors.
5. Fade Prompts Acrosshelpful to have the trainee
As the authors aptly state,
Trials.
this manual is not intended to becomplete each rating sheet
a substitution for supervision or
initially, and then have both
Each of these fiveconsultation – and one should besupervisor and trainee
components is then broken down simultaneously rate the staff
cautious of any book or manual
into sub-components which areusing this form. Upon reaching that claims to be! It is, however,explained and reinforced withan excellent resource forthe end of chapter 11, thestudy questions and practice /authors direct the reader to stop programs, training new staff, androle play exercises.
and practice all the components for in-home service providers
Fazzio and Martin are veryof the DTTEF, and to not move on teaching parents how toclear that certain masteries
implement DTT.
to the final chapter unless theyshould be achieved before
are able to do all the
For more information about themoving on to the next section.
components correctly.
manual, the authors, and theSolo practice as well as role
The manual may focus onplaying these components with a learning the basics of conducting research, or to order, please
access: http://
training partner is encouraged by DTT programs, but it would not
the authors. When using thishave been complete without the www.dtteaching.com/
manual to train program staff, as final chapter: Decreasing
Disclaimer: Dr. Fazzio, the first author
they progress through the
Problem Behaviors. In thisof the book being reviewed here, is amanual, I would encourage thechapter, Fazzio and Martin firstmember of the Board of Directors ofsupervisor to require the trainee emphasize the importance of
to complete solo practice forfunction-based procedures (the the Association for Science in Autism
Treatment, the organization thateach component as indicatednecessity of determining
publishes this newsletter.
and then role play with theunderlying function prior tosupervisor, who could sign off on implementing a plan orwhether mastery is met or if
technique to reduce a behavior).

We are excited to announce that we will begin the process of redesigning the ASAT website. We would love the feedback from our supporters! Please take a moment to fill out this brief survey about the
ASAT Website:

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

Page 16

Volume 10,1 Winter 2013

Science in Autism Treatment

Consumer Corner: Tech Corner Debut (AAC Apps)
For this review, I solicited the help of an Aug- Welcome to the Tech Corner, the newest section of thementative and Alternative Communication (AAC) ASAT newsletter! I am Tim Courtney, Research and Training
Director at Little Star Center (LSC) and a self-confessed
expert, Kasey Philpott. She is a Speech andtechnology and gadget addict. I hope to assimilate theLanguage Pathologist working at Little Star Cen- rapid progress of technology in both the mainstream andter (LSC).
assistive sectors. In addition, this section will make predictions and recommendations for upcoming technologies
The first application I chose to discuss is alikely useful for individuals with Autism Spectrum Disorders
commonly used AAC app called Proloquo2go(ASD). Please e-mail any ideas for review to:(P2G). P2G is a text-to-speech app. If you aretimc@littlestarcenter.org
new to AAC, you may wonder what is meant by
weight, fast, and mobile devices. The iPad, (ortext-to-speech.
its smaller cousin, the iPod touch) is more portWell – basically, it means that the person
able then prior alternative communication delooks at his iPad and uses its touch screen tocommunicate by arranging pictures in the app to vices such as the commonly used Dynavox or
Smartbox. P2G is, in this reviewer’s humble
form a sentence. After this arrangement, heopinion, the premiere assistive communicationpresses a button (labeled “talk”), and the iPad
“speaks” or “reads” his sentence, hence the text app for an iDevice (at the time of this article,
P2G is only available on Apple® mobile de-to-speech!
This specific app is commonly used with non- vices). However, with many premiere goods, thisvocal learners as their primary form of communi- item comes with a steep price ($199 throughthe iTunes store). With P2G, my conclusion iscation. Learners at our center use the appthat you get what you pay for— its expensive, butacross a range of complexities from a simple
one word request to larger communiqués which probably worth it!
Check it out at www.assistiveware.com for acan include adjectives or other phrases commore comprehensive discussion about all the
monly used in sentence strips, such as “I
want…” Learners also use the app to label differ- features and purchase options. Some of the key
features of the app that I value include:
ent items in their environment (very handy for
14,000 pre-loaded symbols/ icons
joint attention). One use that we value greatly
from this app which is used by one of our learn-  Easy to add pictures and customize vocabularyers, is the ability to provide important personalAdvanced word prediction (start typing andinformation if, tragically, she became lost or
the system gives several options as to what
separated from her caregivers. As a non-vocal
you are trying to type)
teenager with ASD without this app, she would
Multi-user support (ideal for classrooms
be unable to respond appropriately to anyone
where one device may be shared)
who approached her and asked, “are you lost?”
or “can I help you?” With P2G, she can respond  Ease of use
Great options for a variety of male/female
by “telling them” her name and address. AAC
voice output representing individuals of all
and text-to-speech apps give a voice to individuages
als who other
Back up vocabularies and share capabilities
wise are withwith other devices
out the ability
Easy to change the pronunciation of words
to produce
speech.
The alternative
One criticism of iDevices and all AAC devices
communication is that the malfunction of the system can rob a
industry has
person of their “voice”. At Little Star Center, webeen an areafind that most of our individuals can use bothsignificantly
the symbols preloaded in the P2G app andimpacted by
Boardmaker symbols interchangeably. Therenew, light(Continued on page 17)

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Page 17
Consumer corner continued...
fore, we recommend a backup “low tech” binder
he works with and encounters throughout his day.
with pictures representing the individual’s comHe also learned to label various actions. He thenmonly requested items. The iPad is built like a tank spontaneously requested for one of the individuals
so we have not typically had to resort to low techhe learned to label to tickle him, an action he wasbinders due to malfunction. However, we do resort also taught to label. The P2G app is a robust applito these binders when devices are forgotten at
cation well worth the high cost when identifying ahome. In these instances the individual(s) had noviable option, in particular as an alternative commudifficulty adjusting to actual physical pictures tonication option for non-vocal individuals with ASD.
make requests. Another work around for addressing
times in which a device is forgotten somewhere, isAs many of you
to have the app loaded on several devices or have a may know, the fact
version of the individual’s pre-set app backed up to you can use an iDequickly share with loaner hardware.
vice to access many
In fact, the ability to share backups is one of the fun games and vidbetter features; one that may justify the high price. eos is a hugeWith this you can have the most current version of strength, but also asomeone’s communication system loaded on all
nuisance. Especially
your devices. This is really useful when you havewhen using the demultiple instructors (often with multiple iDevices)
vice for communicateaching new language targets and updating thetion or computercommunication system. As mentioned above, while based instruction.
the P2G comes preloaded with several icons, it is
The pesky home butfairly easy to customize items by taking a picture
ton allows users toand typing the name of the item.
close out of an app
Another great feature of P2G is the interface
and open other,and the ability to easily expand and individualize the likely more fun, apps.
available communication options. This is particuHowever this may
larly useful for novel requests suited to an individnot be the intended
ual’s environment. The Wii-U is a new gaming sysor desired use. This difficulty with the home button
tem, out this year, and likely to be a hit with lots of inspired me to segue from the P2G review, topeople. However, someone may already have sevevaluate a possible solution.
eral gaming systems in their home, rendering a simAn internet search turned up one possible soluple game or video-game icon too general. It is imtion, the Addycase with its “patent pending antiportant to have several specific icons to reinforce
home button cover.” The Addycase company
each specific request. To do this, you simply take a (www.addycase.com) graciously offered a sample
picture of the Wii-U and type Wii-U. The text output cover to test. The case shipped quickly and arrived
may need a little work, since “Wii-U” is a novel word, the next day. The Addycase representative indicated
but you can adjust the system to say something that they only had a bright pink case to sample. Howis fairly close to the targeted word. P2G is also well ever, the company has several additional bright colsuited for teaching other forms of communication
ored cases available. The case appeared very wellother than requesting.
constructed. The cover was tested on a second genThe LSC has used the P2G app to teach learners eration iPad. The cover fit very snugly, in fact it took
to label items in their environment, and to engage
a little muscle power to put it on. Once on, thein basic conversation skills. Having the ability to la- home button was covered with a thick plastic, makbel several items is essential for expanding commu- ing it impossible to push the button. I tried while apnication to additional requests and conversation
plying significant pressure. Unfortunately, it is fairly
topics. For example, a learner was successfully
simple to flip forward the part of the case coveringtaught to use the device to identify different people(Continued on page 18)

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Volume 10,1 Winter 2013

Science in Autism Treatment

Page 18

the home button, and therefore the settings on his iPad so that it ing. I expect the case would beallow full access to the button
would not go to sleep before giv- quite effective with anyone who(hint, this is something you willing it to him. Immediately after
doesn’t have a long history ofwant to do not in view of the indi- we gave him the iPad, he tried to using the home button.
vidual using the device). The
locate the home button. He spun
The Addycase, when comnext step was to see how thethe device around and tried febined with software on the decase holds up when used by an verously pressing the area where vices, such as P2G provides athe home button was (now cov- solution for our learners who
iDevice expert.
ered), and even tried pushingneed extra support to communicate their wants, needs, and deWe have a 5 year old learner the camera hole at the top. It
at LSC who is very familiar with took him about 8 hours of iPad sires.
use before he was eventually
I urge you to explore these
all iDevices. He uses iPads,
iPods, and iPhones to communi- able to slide his finger under the options and let us know if you
Addycase and access the home have other technology apps orcate via P2G. He can often be
devices you would like to see
found on each of these devices button.
The Addycase is still a viable reviewed in the Tech Corner!
with one of his favorite activities,
watching the Backyardigans. To option although it did not standtest out the Addycase, I adjusted up to our kiddo’s rigorous test-

Treatment Summary
Learning Experiences and Alternate Program for Preschoolers and their Parents (LEAP)
Description: The LEAP Model (Learning Experiences and Alternate Program for Preschoolers and their Parents) is a
program where children are included from Day 1 in preschool classrooms with their typically developing peers. The
child’s peers are taught to facilitate the social and communicative behaviors of children with autism spectrum disorder. Families are also taught to apply behavioral strategies when interacting with their child on the autism spectrum. The methods they utilize include: a) peer-mediated interventions, b) errorless learning, c) time delay, d) incidental teaching, e) pivotal response training, and f) the Picture Exchange Communication System (PECS).
Research Summary: Early single-case subject design studies documented that typically-developing peers could betaught skills to facilitate play and social interaction with children with autism. A recent study (2011) used a randomized controlled trial of the LEAP Model. This study showed that the group of children whose teachers received
two years of coaching in the LEAP model performed better on some standardized measures such as the Mullen
Scales of Early Learning than the group of children whose teachers only received a manual outlining the LEAP
model. To date, the LEAP model has not been compared to established early intensive behavioral treatment models.
Recommendations: The findings of the research suggest that peers require training to facilitate social interactions
with children with autism. Additional research, however, is needed in the LEAP model as a comprehensive treatment program. Important next steps for research are replications by independent investigators and comparisons
against established early intensive behavioral treatment models.
Selected scientific studies:
Strain, P., & Odom, S.L. (1986). Peer social initiations: An effective intervention for social skill deficits of exceptional children. Exceptional Children, 52, 543-551.
Strain, P., & Bovey II, E. (2011). Randomized, Controlled Trial of the LEAP Model of Early Intervention for Young Children with Autism Spectrum Disorders. Topics in Early Childhood Special Education, 31, 133-154 .

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

Page 19

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Page 20

Volume 10,1 Winter 2013

Science in Autism Treatment

Research Review: Community-based Intensive Behavioral Intervention
Leaf, R. B., Taubman, M. T., McEachin, J. J., Leaf, J. B., & Tsuji, K. H. (2011). A program description of a communitybased intensive behavioral intervention program for individuals with autism spectrum disorders. Education andTreatment of Children, 34, 259-285.
The article summaries in this newsletter investigated the
Reviewed by: Jessica Rothschild, MA, BCBA, Caldwell College use of cognitive behavior therapy and intensive behavior
intervention. Specifically, Leaf and colleagues conducted
Why research this topic?
a 10-year analysis on the effects of a community based
One of the most empirically supported treatments in
intensive behavior intervention program at four different
improving functional skills, intellectual scores andsites. In the second article summary Wood andreducing problem behaviors in individuals with autism
colleagues investigated the use of modified cognitiveis intensive behavioral intervention (IBI). IBI is abehavior therapy for children diagnosed with an autism
treatment approach that is based on the principles ofspectrum disorder who also experienced anxiety. Enjoy!

applied behavior analysis. There is an abundance of
Sharon A. Reeve, Ph.D., BCBA-D, SIAT Research Corner
research on IBI that is delivered by university-affiliated
Coordinator
funded programs, but little on community-based
agencies that provide the majority of IBI to children
with autism. It is, therefore, important to describe
The third group included individuals with IQs lower
and evaluate the effectiveness of agencies thatthan 85 and not placed in a general education class.
provide IBI to children with autism.
Overall, out of the 64 individuals 39% met best
outcome criteria and 31% met best outcome-revised.
Treatment integrity scores showed that staff were
What did the researchers do?
competent in providing instructions, giving
Researchers conducted a 10-year analysis on theappropriate feedback, appropriate pacing, setting andeffects of a community based IBI intervention
program across 64 participants at four different sites implementation of tasks.
located in southern California, the United Kingdom,
What are the strengths and limitation of the study?
Australia, and Hong Kong. Sites were identical inThis is one of the first studies to report outcomes ofstructure, consultation, staff roles and training,an evidence based model for community based
treatment implementation, philosophy, and intake.
Differences between sites were based on funding and programs. The study also identified core features for
IBI treatment packages, adaptations needed to
cultural differences. For example, more public
implement IBI in different countries, and strategies forfunding was available in California than in Australia.
training staff and maintaining a high level of
Also, nannies tended to have a larger role intreatment integrity in the context of an international
caregiving in Hong Kong than at the other sites. The
agency. Thus, the study extends prior research on the
program was modeled after Lovaas’s UCLA Young
Autism Project, with changes including an increase in effectiveness of IBI based programs.
parent training, supervision of intervention in schools,
and more advanced language programming. Another Limitations of the study are that it did not incorporate
an experimental design (i.e., there was no control
emphasis was on the use of behavior-increasinggroup) and that it did not include measures of autism
strategies rather then behavior-reductive strategies.
Intervention hours averaged at 21.7 hours per week severity and levels of disruptive behavior prior to andafter intervention. Also, outcome measures werewith treatment lasting between 12 and 16 months.
administered by agency personnel rather than outside
evaluators; the reliance on agency personnel may
What did the researchers find?
have biased the results to some extent.
Results indicated that participants fell into one ofthree groups based on IQ scores and school
placement at follow up: best outcome, best outcome- What do the results mean?
revised, or not best outcome. Best outcome included This study suggests that community IBI based
individuals with IQs 85 or above and who successfully programs for individuals with autism can be effective
completed grade level work in a regular education
in a variety of settings. Further studies with control
class with no supports. Best outcome-revisedgroups and assessments by outside evaluators areincluded individuals with an IQ 85 or above, receiving needed to confirm these promising findings.
minimal support in the general education classroom.

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

Page 21
Research Review: CBT for anxiety in children with ASD: RCT.
Wood, J. J., Drahota, A., Sze, K., Har, K., Chiu, A., & Langer, D. A. (2009). Cognitive behavioral therapy for anxiety inchildren with autism spectrum disorders: A randomized, controlled trial. Journal of Child Psychology and Psychiatry,50, 224-234.
Reviewed by: Kathleen Moran, MA, Caldwell College

Why research this topic.
Approximately 30-80% of children diagnosed with
autism also experience severe anxiety. For example,
they may show intense fears of particular situations
accompanied by physiological arousal. Several
studies indicate that a modified cognitive behavioral
therapy (CBT) treatment may help lessen anxiety
symptoms in such children, but these studies have
had important limitations such as insufficient
assessment of anxiety before and after treatment
and an absence of measures of whether therapists
implemented the treatment as intended. Additional
research, therefore, is needed.

What did the researchers find?
Independent evaluators rated children’s anxiety
before and after intervention based on structured
diagnostic interviews with either the parent or child.
The ratings ranged from 0 (no anxiety at all) to 8
(very, very much anxiety). Before the study, anxiety
levels did not differ significantly between the groups.
After intervention, all but one participant intreatment met criterion for a positive treatment
response, and most participants were free ofanxiety. In contrast, participants in the control group
did not show a significant reduction in anxiety.

What are the strengths and limitation of the study?
One strength of the study is that the treatment was
What did the researchers do?
designed to be flexible enough to be tailored to a
The researchers used an individually focusedchild’s specific needs. Another feature is thatmodified CBT intervention. Children in this study
met research criterion for autism spectrum disorder training took place within the child’s natural setting
helping to promote generalization and maintenanceand anxiety disorder based on an independent
evaluation, and a verbal IQ above 70. They were split of the skill. A limitation of the study is the inclusion
into one of two groups: a treatment group (i.e., one of child report measures. Children with autism maythat received intervention) and a control group (i.e., self-report anxiety in a different way from children of
typical development.
one that did not receive intervention). In thetreatment group, training was implemented with
What do the results mean?
children and parents over 16 weeks based on amodified version of the CBT program BuildingThis study offers initial support for the use of a
Confidence. Parent training focused on supporting
modified CBT program for children with autism andchildren during interactions while using positive
co-morbid anxiety disorders. Intervention was
reinforcement and communication skills. For
effective in diminishing anxiety as well as promoting
generalization and maintenance for newly learnedchildren, the intervention included teaching coping
skills in a therapeutic setting and then practicing
skills. With little research on treating anxiety inthem in real-life situations. Sessions addressedchildren with autism, additional research is needed
each child’s specific fear. Specific areas of
to determine whether these findings are replicableand to better understand autism relatedemphasis included friendship skills, social
acceptance, and self-help skills. Friendship skills
characteristics that may cause or compound anxiety.
training consisted of social coaching on appropriate
ways to enter interactions and maintain
conversation. Social acceptance was addressed byforming “buddy” systems and mentoring programs.
Self-help skills focused on using motivating concepts
and task analysis to break difficult skills into smaller
steps.

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

Volume 10,1 Winter 2013

Science in Autism Treatment

Page 22ASAT
Providing Accurate, Science-Based Information - Promoting Access to Effective Treatment

Page 23

Does Your Agency
Share ASAT’s Values?

What It Means to Be a
Sponsor…

ASAT believes that individuals with
autism have the right to effective
treatments that are scientificallydemonstrated to make meaningful,positive change in their lives.

ASAT’s sponsors have indicatedtheir support of the following tenets:
1. All treatments for individuals with
autism should be guided by thebest available scientificinformation.
2. Service providers have a
responsibility to rely on sciencebased treatments.
3. Service providers should takesteps necessary to help consumers
differentiate between scientificallyvalidated treatments andtreatments that lack scientificvalidation.
4. Consumers should be informedthat any treatment lacking
scientific support should be
pursued with great caution.
5. Objective data should be used
when making clinical decisions.

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 beempowered with skills in identifying
and choosing the most effective,
scientifically-validated interventions
for their child.
……….when the media will educate
and not confuse parents byproviding accurate information andasking the right questions.
……….when all providers will be
guided by science when selecting
and implementing interventions.
PARTNER $5,000
Behavior Analysis Center
for Autism

CHAMPION $2,000
STE Consultants , LLC
Autism Partnership
Organization for Research andLearning
BENEFACTOR $1,000
ELIJA Foundation
ELIJA School
Rethink Autism

Thivierge & Rothberg
Working with Autism

These sponsorships not only provide
financial support used specificallyfor our dissemination efforts, butalso send a clear message that
ASAT's vision is shared by others
within the professional community.
The tasks of educating the public
about scientifically-validated
intervention and countering
pseudoscience are daunting ones,
and ASAT appreciates the supportof all of its sponsors.
If you are interested in becoming a
2013 Sponsor, please visit thesponsor page on our website atwww.asatonline.org/about_asat/sponsors.htm#learn.
Thank you for your consideration!

2012 Sponsors inReal Science, Real Hope Sponsorship Initiative
ALLIANCE $500
Autism Intervention Services
Autism New Jersey
Connecticut Center for Child Development

CHAMPION $3,000
Little Star Center…Become a 2013
Sponsor Now!

Eden II Programs
Four Points, Inc.
Quality Services for the Autism
Community (QSAC)
Virginia Institute of Autism
PATRON $200
A Bridge to Learning
Aging with Autism
Alpine Learning Group
Asperger Syndrome and high Functioning
Autism Association (AHA), Inc.
Autism Awareness
Autism Research and Treatment
The Bay School
Beacon Services

Behavior Development Solutions
Child Study Center of Fort WorthCommonwealth Autism Services
Coyne and Associates
Different Roads to Learning
Gary Mayerson & Associates
Institute for Educational Achievement
Kansas City Autism Training Center
Lizard Children’s Learning Centre
Lovaas Institute Midwest
MECA/PAAL
NYCA
Pyramid Educational Consultants, Inc.
Quest Autism Program
Room to Grow
SKF Books
Somerset Hills

Please see page 25 for more information about
our Partner and Champion level sponsors.

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

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

2013 Donor Wall
Benefactor $1,000 - $1,999
Alliance $500 - $999
Olga Brunot
Dominic Mazzoni*
Carol & Tom Sloan

Patrick Ramsey*
Alison & Bernie Webb
*Matching Gift from Bank of America*Matching Gift from Google

Patron $100 - $499
Donations in Honor of:
1

Peggy Halliday
Milton Taffet
3Young Michael Dugan
4
Staff at Washington
at Ridgewood School
5
Priscilla Latessa
6
Kathryn Dobel
2

Rachel Angelos
Scott Arenare
Andy Bondy
Philippe-Edouard Boursiquot
Emerson Bretous
Jennifer Engheben
Sharon Epstein
Deborah Fein
Caryn Fleming
Mayachela Colon Garcia6
Joanne Gerenser
Nathan Gershfeld
Julia Goldberg
Gina Green
Randy Horowitz
Lisa Kende

Steven Khuong6
Susan Kienker
Loren King
Lori Lapin Jones
Alan Leslie
Denise Lombardi
Ana Madeira
Dick Malott
Nicole Mammina
Joyce Mauk
Robert Mcintyre
Dana Meadows
Nina Montemagni
Patricia Myers
Bobby Newman
Julia PainterNancy Phillips
Donn Quinn
Karen Woodfall Quinn
Suzanne Reek
Sharon Reeve
Joyce Rosenfeld
Kathryn RuffinoCharles Schembri
Lauren & Leif Schnell-Albright
Natalie Seidman
Roberto Tuchman
Leanne Tull
Steph Weingarten
Mike & Kelly Windsor
David Yeske

Friend $1 - $99
Ability Builders & Associates
Maria Ali
Stasia Amenta
Toli Anastassiou
Stephen Anderson
Sarah Andrews
Laura Baccaray
Laura Becker
Jill Belchic-Schwartz
Gordon Bourland
Alison Bratlie
Joanne Buccellato
Corinne Buda
Will Burrow
Warren Carter
Michael & Louise Chiarulli
Dorothy ChusidFrank Cicero
Regina Claypool Frey
Andrina Cohen
Roxanne Conlon
Gina Cornicelli
Geoff Debery
David Diosi
Corrine Donley
William Dube
Hope Ellena
Mary Anne Enea
George Fasanelli

Sharon Fitzgerald
Jill Forte
Constantina Gaddis
Albert & Ilana Galatan
Alice Georgeton
Ariana Golub
Ivy Gonzalez
Kim Greene
Stephen & Theresa Grieco
Marissa Gynn4
Laurie Haber
Heather Hall
Megan Halliday1
Catherine Hamilton
Sandra Harris
Jacki Harth
Michelle Hecht
Jennifer Hieminga
Kristin Hodulick
William Horn
Sandy Hornstein
Veronica HowardDebbie Hughes
Aurore Hutter
Ilene Jarolem
Rosanne Keegan
Amanda Kelly
Jonathan Kimball
Vicki Knapp

Adrienne Koslow
Stephanie Krug
Gerald Lachter
Debbie Lancette
Eric Larsson
Anthony Latessa5
Alan Leslie
Samuel Litt
Sam Livits
Dominica Lumb
Nancy Lynch 3
Peter Macaluso
Brandon Malmberg
Sarah Mammina
Paul McDonnell
Jodilee McGhee
Luna Mills
Agatha Morton
Eileen Moss
Ellen Murphy
Christine Nagy
Claudia Namias
Ellen Paige Nelson
Joel & Jean Parisy
Shela PearlJohn Pergola
Danielle RedmondCarol RedmondJudi Rosenzweig

Stephen Ruvolo
Lauren Saccaro
Johan M. Sanne
Cheryl Schmid
Robyn Schneider
Erin Schneiderman
Edwin Schnell
Beverley Sharpe
Mary Shorette
Aletta Sinoff
Melissa Slobin
Donn Sottolano
David Stagg
David Stalzer
Sorah Stein
Ruby & William Sterling2
Katie Stockhammer
Heather Surig
Rhoda Taffet2
Teresa Townley
Yvonne Ui Chuanachain
Paul Van Guilder
Jana & Anthony Vitale
Kari Watts
Laughlin Whalen
Sara WhiteSamuel Woodbury
Elizabeth Woodbury
Wendy Zelaya

Page 25

Our Champion & Partner Level Sponsors
The Organization for Research and Learning, Inc. (ORL) was originally formed in 1998 as Fabrizio/Moors
consulting, and reorganized itself as the ORL in 2007. Beginning as a small organization in Seattle with two staff
members who served four children during our first year, ORL has since grown to include ten clinical staff members
who serve approximately 65 children and families within our 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, we continue to maintain high levels of quality in the services
provided. We believe that families have the right to receive science-based services that are individually tailored tothe unique needs of their children and the family as a whole. Our services continue to support individuals from the
Puget Sound area, in addition to reaching those across the United States and other countries.
Little Star Center 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 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 of professionals,
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 anatmosphere 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.
Autism Partnership was formed in 1994 to meet the tremendous need for effective services for children diagnosed
with autism and their families. Based upon the founders' extensive and unique experiences in providing behavioral
treatment to children, adolescents and adults, we have developed a comprehensive program that provides avariety of services. Our current work incorporates the knowledge gained from the directors’ intimate involvementwith the treatment program developed at the UCLA Young Autism Project during the period of 1975-1987; thisapproach is combined with our more recent experience delivering services in community based settings. As
knowledge about effective behavioral treatments continues to advance, we have also made innovations toincrease accessibility to greater numbers of children in a variety of settings. Specifically, we have extended theapplication of this specialized teaching methodology to children who are older, as it has been established thatmany older children have greatly benefited from intensive behavioral treatment.
Behavior Analysis Center for Autism (BACA) has been providing efficacious applied behavior analysis services tochildren and young adults with autism since it was established 2009 by Dr. Carl Sundburg and a group of highly
trained board certified behavior analysts (BCBA’s). BACA improves the quality of life for every client by ensuringthat staff receive and apply intensive, on-going training. BACA is committed to the continuous education andtraining 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, andto 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.
The primary goal of STE Consultants has always been to increase our clients’ quality of life by using the technologyof Applied Behavior Analysis (ABA). Specifically, STE provides individualized, 1:1 ABA services to our consumers intheir homes, schools and community settings. The purpose of our programs is to decrease our clients’ engagementin challenging behaviors and increase their functional and socially appropriate behaviors using evidence-based,
best practices based on the large body of empirical research that has been conducted in the field of ABA. STEConsultants works with school districts, health insurance companies and state agencies throughout California,
New York, Texas and New Mexico. We also operate the only clinic for Autism and Developmental Disorders inSoutheastern New Mexico. STE has the capacity to implement TeleHealth programs anywhere in the United States;
current TeleHealth states we operate in are Colorado, Ohio, Pennsylvania and Florida.

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

Volume 10,1 Winter 2013

Science in Autism Treatment

Page 26
Dairy Queen Owners Prove a Little Change Can Make a Big Difference by Ruth Donlin, MS
The Board of Directors of ASAT would like to express our immense gratitude to Larry and Kathy Hannon, owners of Dairy Queen Stores in Old
Town, Bangor and Freeport, Maine. Larry and Kathy are parents to awonderful and talented daughter with autism who continues to benefit
greatly from Applied Behavior Analysis.
After learning about ASAT’s commitment
to science-based interventions, they became some of our biggest supporters.
Since 2009, the Hannons have placed
numerous donation jars in their storesand have raised $10,000 with the help of
their benevolent customers. Additionally,
they have highlighted ASAT’s website on
their sign, have an autism informationtable within their stores, have created billboards, and make ASAT’s business cards
available to people in their community.
If you are in the area, please stop in and show your support, while feasting onsome delicious treats!
TEAM ASAT: Getting Back on Course in 2013 by Ruth Donlin, M.S.
On November 4, 2012, just days before the ING New York City Marathon, Mayor Bloomberg of New
York canceled the run due to the city’s ongoing recovery from the devastating effects of Hurricane
Sandy. Team ASAT’s captain and runners had mixed feelings which reflected the public’s concerns as
well. On the one hand, many supporters felt that continuing with a race that has been tradition for somany years and which has a global reach might help the city return to a degree of normalcy. Conversely, the dominating concern was, “How can we be a part of an event that may divert generatorsfrom those in need, and use a significant amount of resources such as bottled water, when so many
are without right now?”
Team ASAT worked diligently to raise funds for the marathon, and the officials have informed usthat our runners will be given the opportunity to run this year 2013, in 2014, or even in 2015 if theychoose. We want to thank our team captain, Dr. Bobby Newman, and our five runners, Helen
Bloomer, Jonathan Brunot, Vanetta LaRosa, Nicole Mammina, and Melissa Slobin, who all made agreat commitment to this event. Monies donated go to support ASAT’s mission and goals.
Looking ahead, Team ASAT runners Bobby Newman, Melissa Slobin and Nicole Mammina have all
registered to participate in the Central Park marathon to be held on February 24th, 2013. They haverecruited supporters and they will be wearing the TEAM ASAT shirts originally designed for the 2012
NYC Marathon. Donors can rest assured that a full 26.2 miles will be run in their name, supporting
ASAT. Thank you for your support!
ASAT is looking forward to the ING NYC Marathon 2013, which is scheduled for November 3 rd. If
you are interested in running next year or if you have an interest in volunteering, please contact Ruth
Donlin at asatevents@aol.com.
If you are interested in donating to ASAT, you can directly contribute to ASAT at http://fundly.com/
asatonline.

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