SCIENCE IN AUTISM TREATMENT
Page 1Vol. 8 No. 4

Newsletter of the Association for Science in Autism Treatment

Fall 2011

Thank you: A series of tributes to Dr. Jerry Shook

Table of Contents
Thank You: Tributes to Jerry Shook ........................ 1
SIAT Team …………………………….. ............................ 1
Tribute by Dr. James Carr ....................................... 2
Tribute by Dr. Suzanne Buchanan .......................... 3
Tribute by Autism SIG Leadership .......................... 3
Tribute by Dr. Catherine Maurice ........................... 4
Tribute by Dr. Judith Favell ..................................... 5
Tribute by BJ Quinn ................................................. 6
Letter from Josh ...................................................... 72010 ASAT Donor Wall ........................................... 8
ASAT Board of Directors .......................................... 9Treatment Summary: PECS .................................. 10
Clinical Corner: Bowel Training ............................. 11
Shout Outs, Accolades, and Appreciation ............ 12
Letter from David .................................................. 13
International Update ............................................. 13
ASAT Accomplishments ........................................ 14
Media Watch Update ............................................ 15
ASAT Advertising Policy ......................................... 16
ASAT Sponsorship ................................................. 17
Research Review: Review of EIBI ......................... 18
Research Review: Meta-Analysis of EIBI .............. 19
ASAT Advisory Board ............................................. 19
Consumer Corner: Review of Green Article .......... 20
ASAT Committee Members ................................... 21
ASAT’s Facebook Update ...................................... 22

Introduced by David Celiberti, ASAT President

Since its very beginning, ASAT embraced a
mission to work toward the adoption of higher
standards of accountability for the care,education, and treatment of individuals with
autism. ASAT has long recognized that thedevelopment of effective training models inuniversity settings and professional
credentialing were essential pathways for thismission to be realized. It should, therefore, be
no surprise that Jerry Shook was one of thefounding members of ASAT.
Looking back a few decades ago, it was
clear the autism community was in crisis. The
sharp and sudden increase in demand for
behavior analytic services could not besatisfied by the existing and tiny group ofqualified providers. This gap led to a number of
unfortunate outcomes, including: unqualified
individuals pawning themselves off as―experts,‖ parents being price-gouged by providers charging exorbitant fees,and seemingly well-intentioned providers practicing beyond their scope ofpractice due to the unavailability of more suitable providers.
I vividly recall a trip to Sydney, Australia in the late 90s and meeting a young
lady attending my two-day workshop. When she shared her business card with me, I noticed that she used the moniker―Lovaas therapist.‖ That first day I politely questioned her, inquiring how one actually becomes a ―Lovaas therapist.‖
The next day, I re-approached her and was more direct by pointing out the ethical and potentially legal ramifications ofholding oneself out as a ―therapist.‖ That was not the first time I had conversations of that nature, but I am pleased toshare that the need for such has been reduced due to the establishment of the BACB, adoption of the Behavior Analyst
Certification Board Guidelines for Responsible Conduct, and the newly enacted laws supporting and defining thepractice of behavior analysis.
Jerry Shook had a vision, and for the last decade and a half he has worked tirelessly to promote credentialing thatwas sensitive to the intense demand for services and the establishment of standards of excellence. His journey wassystematic and well-planned, but the outcome was nothing short of transformational. Professionals have a minimum(Continued on page 2)

Science in Autism Treatment (SIAT) Team
Co-Editors
David Celiberti, Ph.D., BCBA-D
Joshua K. Pritchard, M.S., BCBA
Science Corner
Daniel W. Mruzek, Ph.D., BCBA-D
International Liaison
Daniela Fazzio, Ph.D., BCBA-D

Research Synopses
Sharon Reeve, PhD, BCBA-D

Treatment Summaries
Tristram Smith, Ph.D.

Clinical Corner
Nicole Pearson, MA

EventsDenise Grosberg, M.A., BCBA

Consumer Corner
Kate Fiske, Ph.D., BCBA-D

Shout Outs
Kerry Ann Conde, M.S., BCBAMedia Watch
Barbara Jamison, B.A.

From The Archives
Sara Jane Gershfeld, M.A., BCBA

ASAT, P.O. Box 188, Crosswicks, New Jersey 08515-0188
ASAT
www.asatonline.org
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Volume 8,4 Fall 2011

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Tribute to Dr. Jerry Shook continued...
things were -- there existed no standard for calling
set of credentials and experiences to obtain.
oneself a ―behavior analyst.‖ Dr. Shook’s
Consumers have a framework with which to guidedevelopment of the Board Certified Behavior Analyst
decisions about who may better shape their child’s(BCBA) and the Board Certified Assistant Behavior
precious future.
Analyst (BCaBA) credentials has led to thousands ofI have invited several colleagues to share theirindividuals being trained and credentialed in behavior
views on Jerry's work. The final essay was authored by analysis. Today, there are 9,661 certificants in 42
Jerry’s wife, BJ Quinn. Although each contributor
countries and the trend is increasing. In addition,
comes from a different vantage point, the common
there has been substantial growth in behavior
threads that run through these essays describe an
analysis training programs to meet the growing
incredible man whose efforts advanced our discipline, demand by those seeking certification. There arebenefitted countless consumers, and will remain part currently 194 universities that offer BACB approvedof the fabric of our discipline for decades to come.
course sequences in behavior analysis in 22
And for that, thank you Jerry!
countries, including recently approved sequences in—————————————————————————————————- Saudi Arabia and Russia. Dr. Shook’s efforts have
Jerry Shook and the BACB: An Enduring Legacy
truly had a remarkable impact on the growth ofJames Carr, PhD, BCBA-D
university training in behavior analysis, on the ability
Dr. Gerald ―Jerry‖ Shook founded the nonprofitof employers to identify and hire quality providers,Behavior Analyst Certification Board® (BACB) in
and on the availability of behavioral services for1999. The BACB was initially based on the Florida
consumers who desperately need them.
behavior analysis certification system, which Dr.
Knowing that a certification program would not be
Shook helped develop in the 1980s and 1990s.
viable if no one was eligible for it, Dr. Shook
Beginning in December of 2012, Dr. Shook will
established a culture of steady, cumulative increases
transition out of his role as Chief Executive Officer of (i.e., shaping) in certification standards at the BACB.
the BACB after 13 remarkably productive years. As Dr. Consider the following requirements for the BCBA for(Continued from page 1)

1999

2011

180 hours of graduate coursework in behavior analysis

270 hours of graduate courses in behavior analysis (approved for 2015)
45 coursework hours in ethics & professional
behavior (approved for 2015)
Master’s degree in specific academic areas

10 coursework hours in ethics & professional behavior
Master’s degree
Coursework from a non-accredited university acceptable

Coursework must come from an accredited university
Supervisors must be certified

Supervision by non-certificants
18 months of mentored experience (hours/month undefined)
Monthly contact with supervisor

1500 hours of supervised experience

36 CEUs

36 CEUs including 3 in ethics

Few practice-related disciplinary standards

Expanded disciplinary standards

Shook’s successor, I would like to highlight some of
his accomplishments at the BACB and briefly touchon their importance to applied behavior analysis andthose who benefit from its services.
From the outset, Dr. Shook’s mission was todevelop quality credentials for behavior analysis
practitioners in an effort to assist consumers in
identifying practitioners with a defined background inbehavior analysis. Those who practiced prior to the
BACB’s inception likely remember just how nebulous

Biweekly supervisor contact (5%)

applicants who apply under the standard―Coursework‖ option. Since 1999, Dr. Shook has
overseen numerous standards increases in all of thecertification requirements such that today’s BCBA
requirements are more rigorous. By steadily
increasing certification standards, Dr. Shook hasenabled the BACB to take root, grow, and flourish. It is
not difficult to imagine where this trend will lead.
The growth of the applied behavior analysis

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Tribute to Dr. Jerry Shook continued...
profession over the past decade has been accompanied the advantages and risks in doing so. He also offeredby some growing pains, as well as numerous triumphs,
alternative ways to promote the credential to build a
but Dr. Shook’s steady hand and consistent long-term
critical mass of consumers, professionals, and statevision have brought us to a place I never imagined
government officials who were familiar with thepossible. It has been a pleasure knowing Dr. Shook for
credential. When NJABA requested an extension of thealmost two decades, but it has been an absolute honor expedited application process for seasoned doctoralto work with him on BACB initiatives this past year while I level behavior analysts, he and the BACB responded inhave been ―learning the ropes.‖ Succeeding Dr. Shookkind. This olive branch went a long way with thesein this position that he founded is a daunting andclinicians and helped unite New Jersey's ABA community.
humbling proposition. I can’t imagine how I will even
Whenever I need advice, he is there.
begin to fill his shoes, but I am confident that his wellWe can probably all agree on a simple idea: theestablished vision for the field and the BACB
quality of autism intervention is a direct function of theinfrastructure he created will be enormously helpful incompetence of the person delivering the services. Whenthe stewardship of his life’s work.
parents of children and adults with autism ask me to———————————————————————————————————- recommend someone to work with their child, I educate
A Compassionate Visionary
them about ABA, the BACB credentials, and theSuzanne Buchanan, PsyD, BCBA-D
importance of ethical conduct, relationship building, andAutism New Jersey
accountability. Prior to the prominence of the BACBI am humbled by the opportunity to write about acredentials, this was a much more nebulous
man who has had such a positive impact on the fields of conversation. Jerry's efforts have directly resulted inbehavior analysis and autism intervention. I first met
improved consumer education and consumers’ accessJerry about five years ago. It was the night before a New to many professionals who meet and exceed the BACB's
Jersey Association for Behavior Analysis (NJABA)
minimum qualifications.
conference at which he was speaking. A few Board
In summary, one would like to think that others could
members, he and I were
have easily filled
chatting over dinner. We
Dr. Shook’s steady hand and consistent this role, in otherdiscussed the viability ofthat thelong-term vision have brought us to a place I words,
the credential and thecurrent state of
response of the autism
credentialing innever imagined possible.
and behavior analytic
our field has notcommunities. Of course, many viewed the credential as been solely in his hands. While many talented anda welcome advancement in the field and that was thepassionate people are there supporting him, one has toeasy part of the discussion. As the conversation turned
wonder if the BACB and the credentials' impact on
to people who were hesitant to value the credential, Jerry autism intervention would have been so successful had
articulated the reasons why the credential was needed
Jerry not taken the lead. What can you say about a manfor consumers and professionals alike. He spoke ofwhose name is synonymous with the credentialing of
consumer education, minimum standards, and abehavior analysts? He is a pioneer, a visionary, and acommon language to discuss just what a behavior
compassionate advocate for the often vulnerable
analyst does. As a psychologist, behavior analyst, andpopulations behavior analysts serve. Behavior analysis islong-time advocate for families of individuals withevolving into a more mature practice and countless
autism, his answers resounded with me. ABA services
individuals are benefitting because of him. I speak for
are too important to too many. I thought we must domyself, and I believe many others, when I say from themore as a field to deliver high-quality intervention, andbottom of my heart, "Thank you, Jerry."credentialing was a critical component in the evolution of ————————————————————————————————————
ABA services.
Tribute from the Autism SIG Leadership
Since that dinner, I have had the pleasure of
Lori Bechner, MA, BCBA, Bob Ross, EdD, BCBA-D, Ruth
speaking with Jerry on many occasions regarding
Donlin, MS, Mary Jane Weiss, PhD, BCBA-D and David
advocacy for the credential in New Jersey and across the Celiberti, PhD, BCBA-D
country. His advice is always sound and informed from
It is an impossible task to accurately describe themultiple angles. You can always count on him for a
impact that Jerry Shook has had on the practice of
reasoned explanation of the BACB's initiatives and future behavior analysis. The field would literally never haveplans. When NJABA asked the BACB for advice on
developed from its infancy without his vision, wisdom,
pursuing licensure a number of years ago, he explained(Continued on page 4)

―

‖

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Science in Autism Treatment

Tribute to Dr. Jerry Shook continued...

Volume 8,4 Fall 2011

courage, and persistence. Like
help. He never, ever turned us
many professionals at the time,
down when we asked for help. We
Jerry listened and heard theare not alone in that; he helped us
problems associated with nonall. We are all forever in his debt.
credentialed professionals. Unlike
Thank you, Jerry, for giving us
others, he took risks and devoted
the BACB to protect our field andhis career to fixing the problem. In our consumers, and for modelingevery stage of the evolution of our for each of us how to be an
field, he has been a beacon of light, excellent behavior analyst and aa source of reason, and a paragon great human being.
of professionalism.
——————————————————————At the Autism SIG, Jerry has
Thank you, Gentle Warrior
always been a grounding force forCatherine Maurice, PhD
us –someone whom we turned toFounding Member of ASAT
whenever we needed guidance,
In the years when I was actively
perspective, or support. Literally,
involved in fighting for a sciencethere has been no initiative, project, based approach to autism researchor undertaking that the SIG
and intervention, Jerry Shook was
engaged in that Jerry did not(and continues to be) one of mysupport, contribute to, andheroes. I never thought aboutmold. He helped us do everything precisely why, but when David
we have done. He attended EVERY Celiberti asked me to write a few
SIG Business meeting, every year.
words for this tribute to Jerry, I had
He routinely updated theto sit down and reflect on why hemembership on BACB relevantmeant so much to me. I guess it
information and often participated comes down to his quiet courage,
in SIG panels. The original version clear vision of what was importantof the Autism SIG Consumer
and needed in the autism
community,―I guess it comes down to his quiet courage, clear
andvision of what was important and needed in the autism gentlemanly
community, and gentlemanly way with all.‖way with all.
In my own
Guidelines, or its revision, would
personal experience, which had tonever have been finished without
do largely with autism and not withhis vision, insight, support, editing, the wider applications of behavioral
and encouragement.
science, I had early on been struck
Jerry also helped us to be theby the chaotic state of
most professional behavior analysts ―qualifications‖ for any kind of
we could be. As leaders of the SIG, therapist for autism. Anyone, it
we were sometimes confronted with seemed, had the right to call
perplexing and challenging
themselves a ―therapist‖ or asituations. Jerry modeled―specialist‖ or an ―expert‖ in theprofessionalism, finesse, and a firm education or treatment ofcommitment to the greater
vulnerable people who had been
good. We consistently benefitted
diagnosed with autism. Here wefrom his cogent analysis andhad a condition that had until very
respectful approach.
recently been blamed onAnd, no matter how often we
insufficient emotional bonding; now
had asked before, and no matter
it was postulated that there were
how unpleasant the task, Jerry
genetic/neurological/
always seemed genuinely happy to environmental factors involved, andhear from us and truly delighted to nobody knew precisely what thosefactors were, nor even what autism
was, but hordes of people thought
they knew how best to ―treat‖ it. In
any case, whatever the cause,
parents and caregivers were mostconcerned with helping their newly
diagnosed loved ones learn thebasic rudiments of speech,
language and communication, thegateway to all learning and selfdetermination.
In the late 1980s and early
1990s, it was becoming clear thatthe evidence behind applied
behavior analysis strongly indicatedthat most children and young adults
could be helped to achieve varying
degrees of communicativecompetence through early intensive
structured intervention based on
the principles of ABA. But, as thisevidence began to mount, andfinally to be recognized by areluctant ―mainstream‖ ofpsychiatric and medical
professionals, and the need for
quality ABA-based programs
became more and more urgent,people were coming out of thewoodwork asserting that they had
the qualifications to deliver suchintervention. I will never forget thearray of people who astonished meby their claims of ―expertise‖ in thisdomain – some after only a few
workshops in behavioral
intervention; some who had read a
couple of books or articles on thesubject; some because they feltthat they alone had the ―best‖
version of correct behavioral
intervention for young children with
autism; some because they had
degrees in fields which they felt
were ―closely related,‖ such associal work. Yes, social work. I
have nothing against social workers– my mother was a social worker
who spent many long hours working
with the elderly poor – but it would
never have occurred to her tosuddenly decide that her degree in

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Tribute to Dr. Jerry Shook continued...
social work (or communication, or speech language
thoughtful respect. I observed him as he responded tointervention, or early childhood education) magicallycomments, challenges, and critiques of the BACB
qualified her to structure a therapeutic program based exam and the process of certification itself, and heon applied behavior analysis.
never once attacked the questioner, only tried to
Where were the behavior analysts? Why had they answer with facts and calm logic and reason. He
themselves not specified and clarified who could callunderstood the need for a standardized and nationallythemselves a ―behavior analyst?‖ What were thenormed certification, because he understood thequalifications for that type of title, and what was theneeds of those of us who were looking to behavior
process whereby one could achieve that level ofanalysts for critical help - who were relying on behavior
professional expertise? To these questions, there was analysts for their theoretical and clinical expertise. I
a mishmash of answers, depending on whom one
think that his principal goal and vision was to protect
spoke to. Did the qualification come from thethe ―consumer‖ – the people who most needed someuniversities? From some kind of institute or
reliable benchmarks and clear standards as to whatorganization? From some type of overseeing academy constituted professional competence.
or certifying body? From some god or guru? Unclear,
Yes, a few lucky parents of children diagnosed withuncertain, nobody could agree.
autism might have stumbled upon some hugely
From a consumer standpoint (as a parent of twotalented people who had yet to pass any such test;
children diagnosed with autism), I thought there wasyes, there may have been generations of professors
some urgency to figuring out some answers to theseand PhDs in behavioral psychology who had never sat
questions. Parents could ill afford to shell out huge
for any ―certification‖ exam and never would - yet who
amounts of money to well-meaning people who had
had contributed mightily to the field of ABA. But
minimal training or understanding of essential ABA
identifying such geniuses and assuming that anyone
principles and practices. Insurers and educators andwho claimed to have such expertise was automatically―gatekeepers‖ to services needed some kind of
to be believed was becoming more and more of aguideline as to who was qualified to deliver critical
capricious roll of the dice. You could get lucky andservices to children, adolescents and adults withhope that they rolled in your favor; or by seeking
autism. I was relieved when I learned that Jerry
evidence of some kind of certification, you could
Shook, PhD, highly respected and well liked by so
increase the odds of finding someone with at least the
many of his colleagues in a field known for its
basic knowledge and understanding needed as you
bickering and constant turf wars, was trying tosought every possible means of helping your loved
establish a national certification board. When heone.
called one day, I accepted his invitation to become
As we puzzled out the nuts and bolts of theone of the founding members of the Behavior Analyst mission together and wrestled with many a discussion
Certification Board.
and challenge, I used to laugh with him. He had a wry
In my years of service on that BACB, I never met
and dry sense of humor, beneath that proper suit andanyone as kind, as honorable or as courteous as Jerry tie and that dignified air, and I could always rely on
Shook. I observed him in front of crowds of
him to lighten the mood of the intense and incessant
professionals, who quizzed him and challenged him on ―autism wars‖ with some self-deprecating humor. He
every aspect of what he was trying to do. He took
reminded me of a sweet and shy young man – soevery question with the utmost consideration andinnocent and charming and ―non worldly‖ in someways, so lacking in guile or cynicism or jealousy. I am
forever grateful to him, who worked so hard and sohumbly for people like me, my family, and my children.
——————————————————————————————————Deflected Glory – Reflected Grace
Judith Favell, PhD, BCBA-D President, BACB
I write this with the big blue BACB pen Jerry gaveme long ago, reflecting on our time as friends andcolleagues, and especially during the last years
together, serving the Behavior Analyst Certification
Board’s organization and its mission.
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Science in Autism Treatment

Tribute to Dr. Jerry Shook continued...
It would be expected and appropriate for me toJerry is a gentleman. He reflects all of the grace that
address Jerry’s contribution to credentialing in applied
the word implies. He is kind to all, gracious in his ways,
behavior analysis. Indeed he has been the face andnever abandoning good manners or decent decorum,
force of the BACB from its inception. It was his visioneven when addressing the toughest of challenges or theand conviction that began the entire credentialing effort, most difficult of times.
and since its beginning he has overseen the
Jerry is a friend to many, and to me. He is generous
development, refinement and promulgation of virtually all with his time, concerned with others’ well-being, warm
aspects of certification as a method of defining andand easy as a companion, and even forgiving of myadvancing standards in applied behavior analysis. The
mistakes. It is said that we can count on one hand ourevidence of this effort can be seen everywhere: 10,000 true and enduring friends; he is the little finger on my left
certificants around the globe and thousands upon
hand.
thousands of lives made better through their“I cannot name a more decent, honest, pure of heart
efforts, hundreds of educational programs withincreasing breadth and depth of curricula, an
and principled individual than Jerry Shook, period.”
examination process that meets the highest
standards of accreditation, refined and enforced
ethical guidelines and professional standards, enhanced
Of Jerry’s many attributes, a strength that has fueled
preparation and oversight methods, and legislation andhis career and filled his life is BJ, his wife and partner. It
policies supporting the appropriate role and practice ofis with her substantive and spiritual support that Jerry
behavior analysis.
has been able to devote himself wholly to his mission, aWhile these achievements serve as testimony tomission she came to share and, through countless
Jerry’s prodigious efforts and effectiveness, they do notsacrifices, helped him achieve. Their relationship and life
fully reveal the attributes and characteristics which have together have served as an inspiration and source of joy
made him so singular.
to me and many others.
His integrity is revealed in everything that he does. I
Jerry has achieved and contributed much, forevercannot name a more decent, honest, pure of heart andchanging the way the profession of applied behavior
principled individual than Jerry Shook, period.
analysis conducts itself and serves its consumers. But
Jerry is also selfless beyond measure. He has given perhaps even more than what he has done, is who he is.
of himself tirelessly and unwaveringly, devoting all of his He set professional standards for the field, and his own
talents, energy and resources to the field and its
behavior set personal standards for us. His integrity,
consumers, never seeking his own acknowledgement or selflessness, his gentle ways are a lesson to us all. His
reward. Time and again I have watched him deflect
friendship with us and relationship with BJ are a model tocredit, focusing instead on the role and influence ofadmire and emulate. The lessons Jerry teaches us areothers. It is never about Jerry; it is always about the
profound and enduring. His life epitomizes the phrase:
mission.
deflected glory, reflected grace.
————————————————————————————————————
Humble Beginnings
BJ Quinn, RPR, CRR, CBC Wife and Business Partner
When I first met Jerry Shook, he told me of his dream
to begin a credentialing board for behavior analysts. Not
being in the field, I did not fully understand this dream.
But there was something he said that resonated with me:―I want to make sure those who cannot speak forthemselves are given a voice through the most qualified
help they can get.‖―It is going to be hard,‖ he said, warning me that,―This is not about money, and it will be a long dry period,
needing our personal funds.‖
As the years clicked by, I fell in love with this verystrong, yet quiet man. We married, and his dreamendured and grew. He left his job with the Florida state
government, and in 1998 he set up shop, sharing office(Continued on page 7)

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Tribute to Dr. Jerry Shook continued...
space and staff with my court
the rigors of the road; he simply knew approximately 200 university
reporting agency.
what he had to do, and never gave
programs teaching the BACB course
Those were lean years. To get
up. The long hours and unpaid years content; 200 U.S. testing sites, andthe Board off the ground, we took out of work it took to bring the BACB to
150 non-U.S. testing sites; nearly 50
a second mortgage on the house. I
the place it is now, made all of his
different countries boasting of Board
can remember the three of us -- Jerry, efforts worth the journey.
Certified Behavior Analysts. The test
our office manager, Meredith
When my husband’s dreamhas even been translated into
Schafer, and myself -- applauding
became my dream, we became aChinese and Spanish.
each time a new certificant’s
team: a force, whose goal was singleThe Board has also received thepaperwork came in to the officeminded.
prestigious accreditation by the―Whoo-hoo, Certificant Number
Credentialing has given validity, National Commission for Certifying
250!!!‖ We celebrated every single
education, and training to overAgencies of the Institute forcertificant. A database was begun,
10,000 certificants. And throughCredentialing Excellence.
exams were developed and peerthem, the dream has been realized:
The journey has been long,
reviewed, and testing professionals
A voice- a source of advocacy- hasspanning decades; and the work, atwere hired.
been given to those who could nottimes, has been very arduous. But
For decades, Jerry traveled
speak for themselves.
there are no regrets. It has been mytirelessly to states, other countries,
I have great pride in this man’s
great privilege and honor to be Jerry
and universities, educating
vision. I have stood in awe of the
Shook’s partner and wife, andgovernments and teaching
quiet tenacity my husband
witness the fruition of his incredible
institutions on the BACB
possessed to bring the BACB todream.
requirements, and certification inwhere it is today: over 10,000
general. He never complained about certificants, in all 50 states;―I want to make sure those who cannot speak for themselves are given a
voice through the most qualified help they can get.‖
Letter from Josh Pritchard, Co-Editor of SIAT
I sit here, organizing such poignant tributes to one of the greatest men alive in our field today, and am inwonder at all that he has done. I imagine Jerry will never truly know the sheer number of lives he has impacted.
I hope this tribute provides Jerry a window into the expanse of those who have been touched by his selfless work.
I am struck by a singular theme emerging from the tributes contributed by such a diverse group: Jerry Shookwas a class act. No matter what was thrown his way, he managed it with grace, integrity, and amazing
composure. While reading these pieces, I was reminded of a meeting at which I sat opposite Jerry duringnegotiations that were heated (to say the least) in which both sides felt that they had positions that could not becompromised. I walked away from this meeting with the same exact impression; he is the epitome of grace.
I don’t know if it is because of the turtleneck he often wears, or his unassuming, yet powerful presence, but as
I sit here, I can’t help but compare him to Apple’s Steve Jobs. Where Job’s genius was in his vision for the futureof our electronic technology, Shook’s genius can be found in his vision for the future of our profession.
Although the myriad BACB certificants likely owe our livelihood to his vision, it is not the most notable
contribution in my opinion. Jerry — while I, and my colleagues, all give you our heartfelt gratitude, consider
the population who initially motivated you. Because of your stewardship, they received qualified treatment.
Because of your efforts and this treatment, many now have been given the voice to speak for themselves. I
imagine a seemingly endless line of people snaking into the distance, as they come, one by one, each saying,“Thank you. The decades of long hours, unpaid work, tireless travel, and opposition; they were all worth it.
Because of you, I have a voice.”

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Science in Autism Treatment

Page 8In addition to our entire board of directors, we
acknowledge the following donors in 2010.
Without their support, our important work
could not be carried out.

Champion $2000 and above

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Sustaining $100 - $1000
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Tom & Carol Sloan
Carl Sundberg
Rusdy B. Udisusetyo
Saralyn Walker

Kevin Augustine
Elisabeth Kinney
Kenneth & Linda Bekman
Katherine R. Lambert,
Kelly Hunter BlackIn Honor of Peggy Halliday
Lisa Brownfield
Debbie Lancette,
David Burke
In Honor of Sarah Jack
Eddy Byam
Debra Berry Malmberg
Douglas Celiberti,
Kelly Ann McDonoughIn Memory of Ann
John & Marlene McElwee
Celiberti
Ellen Murphy
Shelby P. Conneely,
Trudy Murray
In Honor of Suyash Tiwari
Paticia Myers,
David Diosi
In Memory of Pete
Deborah Fein
Pennington
Jon Fried
Noreen Norcini
Michael Gann
Anthony Oland
Normand Giroux
Renita Paranjape
Barry Goldman
Lora Perry
Leonard Green
Lori Scheur
Mikhail Gubin
Casey Smith,Bethany Halliday
In Honor of Suzanne
Megan Halliday
Smith
Joel & Sandra Hornstein,
Erik Solberg
In Memory of Inez
Sara White
Hornstein
Kirsten Wirth
Julie DiRico Hyman,
Marissa Gynn-Ricafort
In Honor of Harry Hyman Washington at Ridgewood
Robert Ross
School Staff
Jonathan KimballIf you were a 2010 donor and we inadvertently left you off this list, please accept our apologies and e-mail us at donate@asatonline.org
2011 Donors will be showcased in the Winter 2012 issue of the newsletter.

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

Page 9ASAT Board of Directors
David Celiberti, PhD, BCBA-D
President
Mary E. McDonald, PhD, BCBA-D
Vice President
Barbara Wells
Treasurer
Florence DiGennaro, PhD, BCBA-D
Secretary
Leigh Broughan, MA, BCBA
Preeti Chojar, MCA.
Kathryn Dobel, JD
Ruth Donlin, MS
Elizabeth Dyer, MA, CCC-SLP
Joseph Forgione, MBA
Sabrina Freeman, PhD
Sara Jane Gershfeld, MA, BCBA
Peggy Halliday, M.Ed., BCBA
Cyndy Hayes, MS, MBA, DBA
Barbara Jamison, BA
Scott Myers, MD, FAAP
Daniel W. Mruzek, PhD, BCBA-D
Joshua K. Pritchard, MS, BCBA
Tristram Smith, PhD
Bridget Taylor, PsyD, BCBA-D

ASAT
P.O. Box 188
Crosswicks, NJ 08515-0188
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

Page 10

Volume 8,4 Fall 2011

Science in Autism Treatment

Treatment Summary: Picture Exchange communication System (PECS)
Picture Exchange Communication System (PECS)
Description: Based upon the principles of applied behavior analysis (ABA),PECS is a methodology that uses pictures and other symbols to develop afunctional communication system for individuals with autism. In the earlystages of training, PECS teaches students to exchange a picture of a desired
item for the actual item. Next steps in training include teaching expansion of
vocabulary, including attributes (e.g., ―big‖, ―red‖) and commenting (e.g., ―I
like swinging‖).
Research Summary: Studies show that PECS is effective in teaching communication skills that involve single words or short phrases, and that thesecommunication skills may generalize to everyday settings. Ongoing consultation from an expert in PECS is likely to improve outcomes for children with autism spectrum disorders who
receive this intervention.
Recommendations: PECS is an appropriate intervention for teaching functional communication skills to children with autism spectrum disorders who have limited or no communication skills, or have difficulty initiating
or expanding vocabulary. To increase the utility of this intervention, an important area for future research is toinvestigate PECS procedures for promoting initiation of communication and acquisition of complex, flexible
language.
Selected References:
Selected scientific studies: Chaabane, D., Alber-Morgan, S., & DeBar, R. (2009). The effects of parent-implemented PECS training on
improvisation of mands by children with autism. Journal of Applied Behavior Analysis, 42, 671-677.
 Charlop-Christy, M.H., Carpenter, M, Le, L., LeBlanc, L, & Kelley, K. (2002). Using the Picture Exchange
Communication System (PECS) with children with autism: Assessment of PECS acquisition, speech, socialcommunicative behavior, and problem behaviors. Journal of Applied Behavior Analysis, 35, 213-231
 Howlin, P., Gordon, R. K., Pasco, G., Wade, G., & Charman, T. (2007). Journal of Child Psychology & Psychiatry, 48, 473-481.
 Yoder, P., & Stone, W. L. (2006). Randomized comparison of two communication interventions for preschoolers with autism. Journal of Consulting and Clinical Psychology, 74, 426-435.
Systematic reviews of scientific studies: Flippin, M., Reszka, S., & Watson, L. R. (2010). Effectiveness of the Picture Exchange Communication System (PECS) on communication and speech for children with autism spectrum disorders: A meta-analysis.
American Journal of Speech-Language Pathology, 19, 179-185.
 Sulzer-Azaroff, B., Hoffman, A. O., Horton, C. B., Bondy, A., & Frost, L. (2009). The Picture Exchange Communication System (PECS): What do the data say? Focus on Autism and Other Developmental Disorders.
Accessed April 13, 2009
 Tien, K. C. (2008). Effectiveness of the Picture Exchange Communication System as a functional communication intervention for individuals with Autism Spectrum Disorders: A practice-based research synthesis.
Education and Training in Developmental Disabilities, 43, 61-76.
 Tincani, M., & Devis, K. (2010). Quantitative synthesis and component analysis of single-participant studies on the Picture Exchange Communication System. Remediation and Special Education (Online First), 113.
For additional information:
 Bondy, A..,& Frost, L. (2001). The Picture Exchange Communication System. Behavior Modification, 25,
725-744.

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

Page 11
Clinical Corner: Bowel Training
I am a parent of an adolescent with autism who is urine trained
but continues to have bowel accidents. What treatment
strategies can I use to begin bowel training with him?

Competent toileting skills are essential for every child inorder to promote greater independence in his or her self-care. Many individuals with autism have difficulty
mastering such complex tasks as toileting. Thus, it isespecially important to implement programs for bothurination and bowel training. In this edition of ClinicalCorner, Dr. Frank Cicero provides practical, behaviorallybased strategies to address common difficulties andensure success in bowel training individuals with
autism.

Answered by Frank Cicero, PhD, BCBA-D
Director of Psychological Services
Eden II Programs
Lingering issues with bowel training are common
in individuals with autism, even if urination training
has been successfully completed. As with urination
training, the key to success in bowel training will involve behavioral assessment, data collection, andbehavioral teaching techniques.
Nicole Pearson, MA
The first step in any bowel training program is to
SIAT Clinical Corner Coordinatorcollect baseline data. Data should be collected every
day for at least two weeks. You can make a simple
data sheet to record the following:
they are most likely to have a bowel movement (look at
1. the date and exact time of all bowel movements
your baseline data to determine an approximate time of(please also record meal times);day). Choose one highly preferred reward that they can
2. where the bowel movements occurred;earn if they successfully have a bowel movement on the
3. what the individual was wearing;
toilet. It would be important to restrict access to that re4. the consistency of the stool.
ward at other times. If, however, they have a bowel acciOnce data are collected, you will use the information dent outside of the toilet, initiate a punishment procedure
to better understand why the individual continues to have such as an overcorrection (having them clean their own
bowel accidents. Unlike a urination training program that clothing) or a response cost (taking away a privilege). Alttakes the form of traditional toilet training, a bowel train- hough punishment strategies are not always needed, you
ing plan more often resembles a behavior plan in which will find that with only 1 or 2 bowel movements per day,the plan is tailored to the function of the bowel accidents. opportunities to teach the individual to discriminate beTypically, an individual continues to have bowel accidents tween a correct and incorrect response are limited. Addfor one of the following reasons:ing a punishment component to the training procedure a medical cause;
will likely increase the individual’s ability to discriminate
 a skill deficit (lack of generalization from urine trainbetween the two responses.
ing);
When noncompliance is an issue, you will find that
 noncompliance;
the individual seems to be actively holding stool when
 presence of rituals and routines surrounding bowel
asked to have a bowel movement on the toilet. In such
movements.
cases, it is also common that the individual demonstrates
For an individual affected by a medical cause, there noncompliance in other areas besides bowel training.
is usually something atypical with the frequency of bowel Although intensive plans employing the use of physicalmovements or the consistency of the stool (e.g., the bow- prompts such as suppositories and enemas are successel movement may appear grainy or not well formed). You ful, I usually recommend starting with a plan similar to thewill notice this in your baseline data. In such cases, a
one suggested for skill deficits (simple reinforcement for
medical examination is indicated and you should speak
success and withholding reinforcement for accidents).
with your pediatrician. He or she may refer your son to a With noncompliance, you want to make sure that the respecialist for further testing. Medical treatment sugges- ward you are delivering is very powerful. One good techtions should be followed and you should direct any and all nique for doing so is to remove all access to the reward
questions to these doctors. If the individual remains un- for two weeks prior to starting training. This will increase
trained after medical issues are cleared, an additionalits potency once you reintroduce it for appropriate bowel
training program will be needed.
movements. Because the individual is actively holding
If an individual is having accidents due to a skill defi- stool, you should continue to collect data daily so that any
cit, you will notice that there is no evidence of him holding evidence of constipation can be identified and corrected
his stool and no patterns indicating a ritual or routine. In prior to becoming an issue.
this case, you will begin a bowel training intervention conLast, there are issues related to rituals and routines.
sisting of positive reinforcement for success and punish- Individuals on the autism spectrum often have an inclinament for accidents. Prompt the individual to go to thetion towards establishing and maintaining routines.
toilet on a ten-minute schedule starting at the time when(Continued on page 12)

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

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Volume 8,4 Fall 2011

Science in Autism Treatment

Clinical Corner: Bowel Training continued...
When having a bowel movement becomes wrapped up in a routine (i.e., the individual will only have a bowel
movement after school, while wearing a pull up and standing behind the couch), that routine can be very hardto break. One strategy is to slowly shape a new routine by introducing steps closer and closer to having a bowel movement on the toilet while reinforcing success at each new step. Keep introducing gradual steps. If you
move too quickly, the individual might become resistant to the new routine and constipation could result.
Considering the above mentioned routine (the child always has bowel movements while wearing a pull up
and standing behind the couch), the treatment steps might progress as follows:
1. prompt and reinforce a bowel movement in a pull up in front of the couch
2. prompt and reinforce a bowel movement in a pull up in the hallway by the bathroom
3. prompt and reinforce a bowel movement in a pull up standing in the bathroom
4. prompt and reinforce a bowel movement in a pull up sitting on the toilet
5. prompt and reinforce a bowel movement on the toilet with pull up at the knees
6. prompt and reinforce a bowel movement on the toilet while holding the pull up
7. prompt and reinforce a bowel movement on the toilet without any pull up
Keep in mind that the gradual steps you design must be tailored to the routine and needs of your child.
The steps listed above are only an example.
With any of the treatment strategies suggested here, remember that it is important to collect data on adaily basis and make treatment decisions based on what your data are telling you. With bowel training, I usually suggest implementing a plan for at least 3 weeks before deciding whether or not the plan is working. As
you go through the training, make modifications as necessary, keep implementation of the plan consistentacross days and maintain a positive attitude.
Good luck!

Shout Outs, Accolades, and Appreciation!
By Kerry Ann Conde, M.S., BCBAASAT would like to recognize those individuals and organizations who strive to support our mission. Specifically, we
would like to thank and send a ―shout out: to…
 Bill Murray from Wisconsin ABA for including a fullpage ASAT flier in all of their annual conference
packages this past August.
 Elizabeth Neumann, M.A., BCaBA, who published
Autism for Public School Administrators: What You
Need to Know. Ms. Neumann presented workshops
on this topic at 10 locations throughout New Jersey
from June to October of this year. She referenced
ASAT at each of her presentations and also in the
publication.
Thanks to Achieve Beyond/ Bilinguals for including
ASAT's information in their brochures.
 Amy Hansford, MS from Rutgers University for sharing
our newsletter flier with her undergraduate research
assistants.


If you would like to share information about any initiatives
you have undertaken to support ASAT, please write us at
publicity@asatonline.org or if you’d like to share the word
about our newsletter, please feel free to distribute this document: http://www.asatonline.org/pdf/newsletter_ad.pdf

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

Page 13
Message from ASAT President, David Celiberti, Ph.D., BCBA-D
I would like to start this letter with a direct appeal. specifically, I am sharing some of
When selecting possible recipients of your year-end
our accomplishments in the box
donations, please give ASAT your fullest consideration. on page 14. Our 2012 goals will
Although we strive to keep our expenditures and be reported in the Winter 2012
overhead very low, have no paid staff, and rely excluissue of the newsletter.
sively on volunteers, it is your donations that enable us
Our accomplishments to
to carry out our initiatives and offer all of our redate and our goals for the futuresources at no charge. I recognize that many are facing would not be possible without the
tough economic times; we appreciate your support as tireless efforts of a cadre of parour place within the autism community and the needents and professionals. I would like to draw your attenfor financial resources to focus upon scientificallytion to our Board of Directors on page 9. Advisoryvalidated treatment is as important now as ever.
Board members on page 19, and Committee members
By contributing to ASAT, you will increase the like- on page 21. On page 1, you will also find our SIAT
lihood that the thousands of families with newlyNewsletter staff. It is wonderful to have so many indidiagnosed children, as well as the professionals thatviduals committed to ASAT’s success.
serve those children, will have timely access to clear,
Simply put, our ongoing success in helping famiaccurate and science-based information about autism lies and providers alike is predicated on the financial
and autism treatments. This information will help fami- support of generous donors. Please make a donation
lies distinguish between the fads and the ―miracle
today!
cures‖ that have plagued autism intervention for decades, and effective research-based interventions.
Best,
If you support our mission and believe in the promotion of science and the need for the education that
we continue to offer, please consider making a donation today by completing the panel on page 22 or making a donation online at www.asatonline.org/donate.
David Celiberti. PhD BCBA-D
As 2011 draws to an end, I am very proud to reASAT President
port that ASAT has had a very productive year. MoreInternational Update by Daniela Fazzio, PhD, BCBA-D
I am happy to report that SIAT has subscribers in 78 countries in addition to the US. The
largest non-US participation is Canada, with 38% of the international subscriptions. I will beworking toward increasing the number of international subscribers so that the importantmission of ASAT can reach more and more people. I invite you to contribute to spreading theword around the world! Encourage others who can benefit from the top notch content of
every issue to also subscribe and disseminate accurate, scientifically-sound information
about autism and its treatment.

List of countries with the top number of subscribers (next top 10)

Australia
United Kingdom
Ireland

India
IsraelNew ZealandPhilippines
SwedenBrazilASAT
Providing Accurate, Science-Based Information - Promoting Access to Effective Treatment

IcelandScience in Autism Treatment

Page 14

A Partial List of Noteworthy 2011 AccomplishmentsVolume 8,4 Fall 2011

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We continue to receive positive feedback about our quarterly newsletter, Science in Autism
Treatment. In this past year, we have added a few new features to the newsletter including“From the Archives” and “Shout Outs.”
We are well on our way to reaching 7000 subscribers by the end of this calendar year.
Since November 2, 2010, we have had over 98,586 visits from 175 different countries and territories, with over 336,801 page views in total. This includes 74,082 unique visitors. We arethrilled that the website continues to serve as a resource for parents and professionals worldwide. This represents a 45% increase in number of visits relative to the same time period lastyear.
A new toolbar allowing easy sharing on Facebook and email and a mechanism to print articles
has been added to all pages of the ASAT website. In addition, a “What’s New?” section has
been added to the homepage.
Over 100 pages of new content have been added to the RESOURCES section of the website.
We have continued to update the treatment summaries for biomedical, behavioral and nonbehavioral treatments.
ASAT’s Media Watch writers have authored 19 letters highlighting accurate media portrayals,
as well as responding to inaccurate portrayals of autism treatment.
40 organizations participated in the 2011 Real Science, Real Hope Sponsorship Initiative. This
represents a steady increase from 11 in 2009 and 31 in 2010.
ASAT was represented at 7 national, regional and state conferences thus far this year.
We have continued to expand upon the ASAT Facebook page with over 3600 fans, many ofwhom participate in lively discussions about science and autism treatment. This represents analmost two-fold increase since this time last year.
We have welcomed three new board members including Leigh Broughan, MA, BCBA, Cyndy
Hayes, MS, MBA, DBA and Sabrina Freeman, PhD, all of whom have a family member with autism.
In an effort to secure additional sources of funding, ASAT has submitted two grants in 2011 andis amidst submission of a third.
We have participated in a number of fund raising initiatives this year including the Dairy Queen
Campaign in Maine, Dine InDeed (our restaurant based fundraiser), and the Rock’n for Autism
Awareness concert in Hoboken, New Jersey which raised over $16,000.

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

Page 15
Media Watch Updateby Barbara Jamison, Media Watch Coordinator


ASAT Responds to Star Tribune's "Autism’s $100,000 Question" (April 30, 2011)
Sensational media article headings pique reader interestand sell newspapers…but unfortunately also mislead
readers through distortion of the facts. ASAT refutes theinferences of Star Tribune Journalist Maura Lerner andexplores the true cost (and savings) of effective autism
treatment.



ASAT Responds to US News & World Report's "Complexities ofAutism Extend to Its Treatment" (June 06, 2011)
What are the key considerations which should be focal tothe discussion of autism treatment? U.S News & World
Report writer Dennis Thompson shares these in his
thoughtful article, and ASAT reveals how families can confidently investigate possible interventions for their loved
ones.



ASAT Responds to Portland Press-Herald's "Graduating to an
Uncertain Fate" (June 15, 2011)
The needs of a burgeoning adult autism population is the―elephant in the room‖ that must be addressed.



ASAT Responds to Ezine article, "Is Autism Treatment Possible?" (July 31, 2011)
Science is optional...for some journalists when it comes toreporting about treatments for autism. Should the path toeffective intervention be a matter of ―trial and error?"

ASAT Responds to Huffington Post's ―Autism Screening Called into Question‖ (August 17, 2011)
When a journalist doesn’t do her homework, an unbalanced story with misinformation emerges, thieving
hope from parents and caregivers.



ASAT Responds to Calgary Herald's ―Autistic Boy Receives Love and Help from Trained Dog‖ (August 18, 2011
Reporter Michelle Hopkins shares the touching story of a dog's impact in the life of a boy with autism. However, how can a family distinguish between the joys of a pet relationship and the effects of treatment for
autism?



ASAT Responds to The Detroit News story, "Study: Michigan autism teachers need more training: experience,
effective practices lacking, says a report from MSU" (September 16, 2011)
A recent Michigan State University study found that more than 40 percent of Michigan's educators are notapplying the most effective teaching methods for children with autism. Why is this the case and what canbe done?

ASAT is excited to announce a new feature of our website. ASAT fans are now invited to “Facebook Recommend” each page on our website to share resources, articles, events, media watch responses and more! ASAT iscommitted to improving the education, treatment, and care of people with autism. We know that this new feature
will help us in this goal.
Share ASAT Content using “Facebook Recommend” by clicking the blue button on any page and post your favorite linkon your Facebook Page.

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

Page 16

Volume 8,4 Fall 2011

Science in Autism Treatment

ASAT Advertising Policy and Protocols
The Association for Science in Autism Treatment (ASAT) accepts
advertising for the ASAT.org website, newsletter and other ASAT
publications to offset its operational expenses. Products or services
accepted for advertisement by ASAT will be consistent with our
mission to disseminate accurate, scientifically-sound information
about autism and its treatment and to improve access to effective,
science-based treatments for all people with autism, regardless ofage, severity of condition, income or place of residence.

Advertisement on www.asatonline.org, newsletter or otherpublication does not imply endorsement by ASAT of the advertisedcompany, service or product. All advertisements will be clearlylabeled as an advertisement. ASAT reserves the right to decline any
advertising request if the content of ad contains reference totreatments that are not established. ASAT may also decline requests
if the website or mission statement contains content not consistent
with the tenets above.

All advertisers must sign the ASAT Advertising Application. ASAT
maintains the right to refuse any proposed advertisement that is
incompatible with its mission, as determined through a case-by-casereview by the ASAT Board of Directors, prior to placement ofadvertisement in ASAT publications.

This policy is intended to provide general guidance and is notinclusive or exhaustive. ASAT may change this policy at any time, atits discretion, by posting a revised policy to the ASAT.org website.
For questions about advertising, contact
newsletter@asatonline.org.

In order to be considered for acceptance by the ASAT Board of
Directors, the proposed advertisement must NOT: make unsubstantiated health or treatment claims
 suggest endorsement by ASAT
 contain religious or political content
 contain pop-ups, floating ads or surveys
 collect personal information from an individual visiting
www.ASAT.org
 use cookies, applets or other such files that transmit orotherwise collect personally identifiable information

Disclaimer- ASAT has no formal relationship with any of its
advertisers. Furthermore, their stated endorsement of the above
tenets is not verified or monitored by ASAT. Although ASAT expects
that all advertising organizations will act in accordance with theabove statements, ASAT does not assume responsibility forensuring that advertisers engage in behavior that is consistently
congruent with the statements above.

For each possible ASAT advertiser, an authorized person will be
required to sign off that his/her organization is in support of thefollowing tenets:
1. All treatments for individuals with autism should be guided by
the best available scientific information.
2. Service providers have a responsibility to rely on
treatments that have been shown to be safe and effective inscientifically rigorous, peer-reviewed research studies.
3. Service providers should take steps necessary to help
consumers differentiate between scientifically-validated
treatments and treatments that lack validation.
4. Consumers should be informed that any treatment lacking
scientific support should be pursued with great caution.
5. Objective data should be used when making clinical decisions.

2011
Advertising
Rates

Rates

Sponsor and non-sponsor rates are listed below. For more
information about becoming a sponsor, please see http://
asatonline.org/about_asat/sponsors.htm#learn.
As you can see below, we are offering additional percentage
discounts in addition to a free ad for our 2010 Alliance andPatron sponsors.

Formatting of Newsletter Ads
Please create ad that conforms to dimension ratios specified
below.
All ads will need to be sent in TIFF or JPG format.
To allow for highest quality, do not compress ads.
Larger ads are allowed, as long as they are in the appropriate
ratio (i.e., – a 9:7 ratio for a full-page ad) – sending larger
files may allow for better ad quality.
Please ensure that your ad does not make unsubstantiatedhealth or treatment claims, suggest endorsement by
ASAT, or contain religious or political content.

Non Sponsors

Champions$2000/yr

Benefactor$1000/yr

Alliance$500/yr

Patron$200/yr

See Rates below

One Free Half
page and then
50% discount

One Free Quarter
page and then 40%
discount

30% discount

20% discount$800/Issue$400/Issue$480/Issue$560/Issue$640/Issue

Half Page4.5” X 7”[9”X 3.5”]$500/Issue$250/Issue$300/Issue$350/Issue$400/Issue

Quarter Page
2” X 7”[5”x 3”]$300/Issue$150/Issue$180/Issue$210/Issue$240/Issue

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

Page 17

Does your agency
share ASAT’s values?

What it means to be asponsor…..

…..Become a 2012
Sponsor Now!

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 scientifically-validated treatments andtreatments that lack validation.
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.

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.

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 would be
empowered with skills in identifying
and choosing the most effective,
scientifically-validated interventions
for their child.
……….when the media would
educate and not confuse parents byproviding accurate information andasking the right questions.
……….when all providers would be
guided by science when selecting
and implementing theirinterventions.

CHAMPION $2,000
Autism Partnership
Four Points, Inc.
Little Star Center
Central Valley Autism Project
BENEFACTOR $1,000
Different Roads to Learning
Rethink Autism
Accelerated Educational Software
Stepping Stones
Pacific Autism Learning Services
Organization for Research andLearning

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
2012 Sponsor, please visit thesponsor page on our website atwww.asatonline.org/about_asat/sponsors.htm#learn.
Thank you for your consideration!

2011 Sponsors inReal Science,
Real Hope Sponsorship Initiative
ALLIANCE $500
Autism Intervention Services
Autism New Jersey
Eden II Programs
ELIJA Foundation
ELIJA School
Providence Service Corporation
Quality Services for the Autism
Community (QSAC)
Quest Autism Program
Virginia Institute of Autism
PATRON $200
Aging with Autism
Alpine Learning Group
Autism Awareness
Asperger Syndrome and high Functioning
Autism Association (AHA), Inc.

Autism Research and Treatment
Behavioral Intervention Association
Brooklyn Autism Center
Child Study Center of Fort Worth
Connecticut Center for Child Development
Gary Mayerson & Associates
Institute for Educational Achievement
Kansas City Autism Training Center
Lizard Children’s Learning Centre
New England Center for Children
New Haven Learning Center
NY Center for Autism- Charter School
Pyramid Educational Consultants, Inc.
Room to Grow
SKF Books
The Bay School
Somerset Hills
First Steps for Kids, Inc

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.

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

Page 18

Volume 8,4 Fall 2011

Science in Autism Treatment

Research Review: Systematic Review of Early Intensive Behavioral Interventions for Children with Autism.
Howlin, P., Magiati, I., & Charman, T. (2009). Systematic review of early intensive behavioral interventions for children with
autism. American Association on Intellectual and Developmental Disabilities, 114, 23-41.
Reviewed by: Amy Hansford, MS, Rutgers University

This newsletter contains two summaries on the
What did theoverall effectiveness of Early Intensive Behavioral
researchers find?
Intervention (EIBI) for children with autism. The
Overall, theresearchers found that researchers in the first article, Eldevik, Hastings,
Hughes, Erik, and Svein, found consistent
there were positive
improvement in both adaptive behavior and IQ in the
results for all EIBI
groups, including a few children receiving EIBI when compared to children
individuals being placed not receiving this intervention. In the second article,
in a regular classroom Howlin, Magiati, and Charman formed similar
setting. IQ change was conclusions in that EIBI resulted in positive skill
gains, including in IQ, and in some studies
the only measure
What did the researchers do?
reported in every study, improvement in problem behavior, though not all
studies reported on the latter.
Thirteen studies were included in showing significant
Sharon A. Reeve, Ph.D., BCBA-D, SIAT Research
the review, including Lovaas’s (1987) differences in 9 of theoriginal study and its follow up in
11 studies. Six studies Corner Coordinator
1993 by McEachin, Smith, andreported an increase in
Lovaas. Each study had averbal and nonverbal IQ outcomes. A consistently reported across allcomparison group varying in
few studies reported on levels ofstudies was IQ. Because othertreatment. Treatments included
problem behavior and severity ofmeasures varied across studies, it
parent-directed, low intensity EIBI,
autistic symptoms.
was not possible to assess children’s
eclectic, special autism school, or a
overall functioning after intervention.
mixture of interventions. The mean
What are the strengths andAlso, it was often unclear how muchduration for both EIBI andlimitations of the study? What do the treatment children actually received
comparison groups was
results mean?
in the studies. Future research
approximately 27.4 months (except
This review indicated that EIBI
should include more randomized
for Lovaas’s study) and follow up
may be effective for some, but not all controlled studies incorporating
which lasted 2- 6 years. Children inchildren with autism. The greatest
family functioning and betterthe EIBI groups received significantly gains may occur in the first 12
assessments. Research should also
more hours of intervention (29.8) per months of treatment. However, the compare EIBI to other autismweek than children in comparison
researchers described many
interventions.
groups that did not receive EIBI
shortcomings in studies on EIBI. One(19.1).
limitation is that the only variable

Why research this topic?
Among the most thoroughly
evaluated programs is early intensive
home-based behavioral intervention(EIBI), which begins at the age of 4
years or younger and involves 20-40
hours per week of intervention for 2
or more years. This review analyzed
the outcomes of controlled EIBI
studies.

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

Page 19

ASAT Advisory Board
F. J. Barrera, PhD BCBA-D
Stephen Barrett, MD
Martha Bridge Denckla, MD
Curtis Deutsch, PhD
William V. Dube, PhD
Deborah Fein, PhD
Eric Fombonne, MD
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
Bobby Newman, PhD, BCBA-D
John Pomeroy, MD
Stephen Porges, PhD

Research Review: Meta-Analysis of Early Intensive Behavioral Intervention forChildren with Autism.
Eldevik, S., Hastings, R.P., Hughes, J.C., Erik, J., Svein, E., & Cross, S. (2009). Meta-Analysis of
Early Intensive Behavioral Intervention for Children with Autism. Journal of Clinical Child &Adolescent Psychology, 38 (3), 439-450. Reviewed by: Amy Hansford, MS, Rutgers University

Why study this topic?
Several studies indicate that early
intensive behavioral intervention(EIBI) is effective for accelerating
development and improving
symptoms of autism. One approachto evaluating the literature as a wholeis to conduct a meta-analysis, which
is a statistical method for integrating
results from individual studies. Metaanalyses can be useful for obtaining
an overall estimate of whether or not
EIBI is effective and, if so, what thesize of the benefits are.

to a control or comparison group,
used only full-scale IQ results, andevaluated changes in adaptive
behavior.
The authors searched theliterature and found 34 studies on
EIBI in children with autism. Nine ofthese studies met criteria forinclusion in the meta-analysis.

What did the researchers find?
Overall, the researchers foundconsistent improvement in both IQ
and adaptive behaviors in children
receiving EIBI. The benefits seen in IQ
What did the researchers do?
were considered statistically ―large,‖
The authors aimed to bothwhile adaptive skills improvements
replicate and improve a meta-analysis were ―moderate.‖ They obtained aconducted by Reichow and Wolery
higher estimate of IQ gains than did(2009) on EIBI by strengthening theReichow and Wolery (2009) andcriteria needed for an article’s
attributed this difference to theinclusion in the analysis. For
improved methodology of their
example, unlike Reichow and Wolery review.
(2009), the authors confined their
However, they also identified
review to studies that compared EIBI scientific weaknesses of the EIBI

Sharon Reeve, PhD, BCBA-D
Joyce Rosenfeld, MD, FACEP
Arthur Toga, PhD
Paul Touchette, PhD
Roberto Tuchman, MD

Paul Yellin, MD
research,
particularly
the small number of studies
comparing EIBI to an alternativeintervention and the absence ofrandom assignment of children to
EIBI or the alternative intervention inmost of those studies.

What were the strengths andlimitations of the study? What do theresults mean?
Overall, the researchersconcluded that EIBI improves IQ andadaptive skills in children with autism
spectrum disorders, compared tothose receiving no intervention orindividualized, diverse treatments.
However, while these results seempromising, the lack of well-controlled
studies highlights the need toevaluate this intervention morethoroughly.

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

Volume 8,4 Fall 2011

Science in Autism Treatment

Page 20
A Review of Green, G. (2010). Training Practitioners to Evaluate Evidence About Interventions.
European Journal of Behavior Analysis.
Reviewed by Elisabeth M. Kinney, M.S., BCBA, Behavioral Learning and Leadership, and Zachary
Houston, M.S., BCBA, Quality Behavioral Solutions, Inc.
We often discuss the need to teach consumers how to evaluate theSince 1998, the Behavior Analyst Certification
evidence for treatments directed toward individuals with autism. By
Board (BACB) has provided guidance to consumers
of applied behavior analytic services in determining understanding how to weigh the scientific support for interventions,
whether practitioners demonstrate at least minimal consumers can make informed decisions regarding treatment.
However, it is also important to ensure that the behavior analysts whocompetence in behavior analysis (www.bacb.com).
provide services to consumers are also well-trained in considering the
The BACB clearly informs consumers that certificaevidence for the many forms of autism treatment available. In thistion only guarantees that practitioners demonstrate installment of the Consumer Corner, Elisabeth Kinney and Zachary
the minimal behavior analytic competencies required Houston summarize Gina Green’s recent article on training
to be eligible for, and then pass the certification ex- practitioners to evaluate the evidence for interventions.
amination (click to see). However, over the past 13
Kate Fiske Massey, Ph.D., BCBA-D
years, the BACB has convened Expert Panels andConsumer Corner Coordinator
distributed and reviewed job analysis surveys thathave resulted in revisions to the eligibility standards,
search methods, bias, researching hype, and traps likesupervision requirements, and the examination itself. logical fallacies in which arguments of logic are inherSuch updates provide further guarantee that those
ently flawed. This skill set becomes especially imwith BACB certification are meeting the minimal com- portant in the identification of good science versus
petencies as they evolve and/or are better underpotentially harmful pseudosciences.
stood.
Although of concern in most disciplines in which
Green’s article plants a seed for consideration of
behavior analysis is applied, Green argues that for
additional practitioner competencies in the scientific
ASD practitioners the competencies are paramountevaluation of interventions and evidence, especiallygiven the history of ASD interventions ―touted as effecfor those providing services to individuals with autism. tive … on the basis of anecdotes, testimonials, specuIt recommends that the BACB considers the skill oflations, and poor research,‖ and that ―… many haveexamining scientific evaluation as an additional practi- been put into widespread use before they were tested
tioner competency when the BACB next convenes its
carefully, or at all‖ (Green, 2010, p. 224). Over 10
Expert Panels and disseminates job analysis surveys. years ago, Perry & Green (1999) asked readers to disGreen suggests that the BACB requirements ―be
criminate between science, pseudoscience, and antiexpanded to explicitly include competencies in basic
science, considering ―… research has shown thatscientific reasoning and critical thinking‖ (Green,
many currently available interventions for autism are2010, p. 223) for those providing services to individu- ineffective, even harmful,‖ and ―… every moment
als with autism. In doing so, Green further substantispent on one of those therapies instead of effective
ates the role of the BACB’s Guidelines for Responsible intervention is a moment lost forever‖ (p. 5).
Conduct by supporting a minimal competency toward
As such, an apparent void exists in the BACB curensuring consumers receive effective interventions.
riculum with regards to evaluation of evidence for auCurrent guidelines regarding responsible conduct intism treatment, as the responsibility for critical reasonclude 1.01 Reliance on Scientific Knowledge, 1.03
ing should be on the shoulders of clinicians as well as
Professional Development, 2.10 Treatment Efficacy,
consumers at all levels. Scientific inquiry and evaluaand 9.02 Scientific Inquiry.
tion are critical to educational staff, clinical consultGreen is now upping the ante in making the case ants, family members and all other involved parties.
for the BACB and its affiliated university programs toThis is a tremendous responsibility. In the past decadeteach and require practitioners of behavior analysis to much has been done to alleviate the burden on thechart a clear scientific course for consumers of autism consumer in scientifically evaluating interventions andtreatment. Green discusses an expansion of the BACB evidence for autism treatment. For example, the folTask List to include two new content areas: (1) Basic lowing resources are helpful when considering the eviscientific concepts and reasoning, and (2) Evaluating dence for/against a specific treatment:
claims about interventions. What exactly is Green ask The National Academies Press outlined their criteing that practitioners learn?
ria for the designation of ―Model Program,‖ in deGreen proposes that skepticism and other aspects
termining 10 representative models ―in whichof scientific inquiry are critical components of not only
empirically demonstrated strategies for addressexperimental but also clinical work. Competency ining specific problems were gradually packaged as
this area requires training in identification of valid re(Continued on page 21)

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

Page 21
Consumer Corner continued...







components of overall comprehensive models.‖ (http://www.nap.edu/openbook.php?
record_id=10017&page=141).
The Organization for Autism Research (OAR) created ―a basic primer on autism research for use as a referenceby parents,‖ titled A Parent’s Guide to Research (http://www.researchautism.org/resources/reading/documents/ParentsGuide.pdf).
The National Autism Center responded to ―a growing number of unproven treatment methods,‖ with the National Standards Project for the purpose of helping ―families, practitioners, policy-makers, and funders makeinformed decisions and choose effective treatments.‖ (http://www.nationalautismcenter.org/about/national.php)
Last, but definitely not least, ASAT itself has responded to the consumer’s need to separate the wheat fromthe chaff and summarized scientific research on intervention on autism (http://www.asatonline.org/
resources/research/research.htm).

Considering these resources, the consumer can either evaluate a proposed treatment (as per Green & Perry,1999) or assess the ability of service supports to evaluate a proposed treatment. Moving forward, however, Green
makes the case that the burden must transition from the consumer to the practitioner. While the BACB has somestandards that begin to address this, as in Conduct Guideline 6.03 Preparing for Consultation, which states thatthe behavior analyst must implement or consult on behavior management programs for which the behavior analyst
has been adequately prepared, the standards, per Green, must be expanded to best prepare practitioners for skillful consideration of scientific evidence. The take-home point of this article is for the ―buyer‖ to continue ―to beware.‖ In this world of scientifically based and unscientifically based interventions, it is critical that we not only pursue new research on treatment options but also be required to learn how to effectively evaluate those that alreadyexist.
References:
Green, G. (2010). Training practitioners to evaluate evidence about interventions. European Journal of Behavior Analysis, 11, 223-228.
Green, G., & Perry, L. (1999). Science, pseudoscience, and antiscience: What’s this got to do with my kid? Science in Autism Treatment. Retrieved from http://www.asatonline.org/pdf/spring99.pdf

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Science in Autism Treatment

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