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SCIENCE IN AUTISM TREATMENT
Vol. 11 No. 2

Newsletter of the Association for Science in Autism Treatment

Spring 2014

We are delighted to bring another Dedicated Issue,
packed with user-friendly information about relevant
topics related to autism and autism treatment. We
spent April, Autism Awareness Month, preparing thisissue for you with great dedication and collaborationfrom numerous collaborators. The Spring 2014 issueof Science in Autism Treatment (SIAT) is dedicated to
BACA, the Behavior Analysis Center for Autism and weare featuring a program description and an interview
with two of BACA’s executives, Dr. Carl Sundberg and
Dr. Genae Hall. We also feature Clinical Corner written
by Dr. Sundberg, with advice to the recently boardcertified behavior analysts. Our other Clinical Corner is
a comprehensive review of safety skills and resources
to enhance the safety of individuals with autism, who are at great risk of wandering. For the International Interview, it was my pleasure to interview Professor Mickey Keenan, from the University of Ulster,
Northern Ireland and learn about the several initiatives he and colleagues have taken over the years tomake Applied Behavior Analysis to families in Europe. I learned what a great advocate and Dr. Keenan
is and I am sure you will enjoy reading about his many important projects, including STAMPP, which
has made available multimedia ABA tutorials translated into Spanish, German, Norwegian, Dutch, Italian, Icelandic, and Swedish. In Focus on Science, we bring up one of our favorite topics: media coverage of autism treatment.
We could not continue to do this work, which we love and passionately believe in, if it weren’t for all thefundraising efforts that occur throughout the year. We have just wrapped up the 4th Rock’n 4 Autism
Awareness Concert in Hoboken, NJ,
TABLE OF CONTENTS
and Hoboken High School student
Sasha Ferrer reports on the event on Partner-Sponsor Program Description
2
Page 32. We are also happy to an4
nounce that ASAT was again allotted 5 Interview with BACA Executives
runners in the New York City Marathon. International Interview: Professor Mickey Keenan, N. Ireland 11
Please read our Shout Outs, Accolades Clinical Corner: BCBA Received. Now What?
17
and Appreciations, learn about our
From Grief to Giving
19
fundraising initiatives, help us thank20
our Sponsors and Donors, and help Clinical Corner: Safety Skills
spread the word about ASAT. Our news- Research Review: Intensive Intervention for ASD
24
letter is reaching over 11,500 people
Research Review: TEACCH Program Meta-Analysis
26
across the world and you can help us
2014 Sponsorship Initiative and 2013 Sponsors
29
reach even further!
Sincerely,

Daniela Fazzio, PhD, BCBA-D
SIAT Co-Editor

Focus on Science: Autism Treatment in the Media

30

Shout Outs, Accolades, and Appreciations!

32

Annual Rock’n 4 Autism Awareness Concert

33

Fundraising Updates

35

ASAT on Facebook and Twitter

37

Advertise in SIAT

38

2013 Donor Wall

39

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

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Science in Autism Treatment

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ABOUT BACA
The Behavior Analysis Center for Autism (BACA) uses the principles and procedures of Applied Behavior Analysis (ABA) to teach language, social, self-help, academic, daily living, and life skills to
individuals with autism and related disorders. BACA was established in 2009 by Carl T. Sundberg,
Ph.D., BCBA-D, and a group of highly trained Board Certified Behavior Analysts (BCBAs) who havebeen working with him for several years. BACA has four centers in Indiana: BACA 1 and BACA Prep
in Fishers, BACA Z in Zionsville, and BACA Hart in Elkhart. Staff work with individuals ages 2-21 whohave a diagnosis of autism or a developmental disability. BACA continuously educates and trains
its staff through regular seminars and consultation by its esteemed clinical team.
ABOUT OUR PROGRAMSBACA offers unique programs to families in the area, nationwide, and internationally.
BACA One, Prep, Hart, and Z provide center-based programs with one-on-one and small group therapy overseen by Ph.D. behavior analysts. The centers are open year round. BACA has BCBAs, occupational and speech therapists, and BCBA-D consultants who are always available. These facilities
include areas designed for specific clientele to facilitate transition to the next appropriate living or
learning environment. These areas include a typical peer preschool for ages 3-5, called our
Sprouts program. For our older clients, the Geof Mohs Achievement Center is designed to prepare
adolescents for life by focusing on hygiene, employment, and independent living skills. Housed inevery building is our Natural Environment Training staff who assist with generalization of acquired
skills into the home and other daily environments.
BACA Atlas is an intensive therapy clinic that provides families with access to renowned behavior
analysts and therapy services. Families that are seeking direction for their child have the opportunity to engage in a clinic that creates programs to be implemented at home. In addition, the client receives ongoing supervision. The staff assesses skills, provides therapy and trains the family,
caregivers, and therapy team. The clinic sessions are based on the child’s needs and the family’sschedule and budget.
BACA also offers Extended Services, which are part time services for students needing social, behavioral, and academic assistance. Clients receive 4-15 hours of ABA therapy per week under the(Continued on page 3)

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BACA Program Description Cont’d(Continued from page 2)

direction of the program’s director and a team of trained behavior technicians. BACA offers flexible
scheduling and services that are available in the evenings and on weekends.
ABOUT OUR CLINICAL TEAM
Dr. Carl Sundberg received his doctorate degree in ABA from Western Michigan University under the
direction of Dr. Jack Michael. While a graduate student, he taught behavior analysis at WMU for seven years. Dr. Sundberg has publications in The Analysis of Verbal Behavior and A Collection of Reprints on Verbal Behavior. Dr. Sundberg has over 25 years of experience using behavioral interventions to teach individuals with autism and other developmental disabilities. He oversees the trainingof all the staff at BACA and consistently spends time with the clients. Eighty percent of his time isspent contributing to the training of staff and addressing specific client programs.
BACA’s extensive clinical team also consists of Dr. Mark Sundberg, Dr. Barbara Esch, Dr. Jon Esch,Dr. Peter Gerhardt, Dr. Patrick McGreevy, Bob Ryan, Troy Fry and Dr. Genae Hall. Each has expertisein the field of ABA. Dr. Mark Sundberg is the author of the Verbal Behavior Milestones Assessment
and Placement Program (VB-MAPP) which is a tool utilized at BACA. Dr. Barb Esch is a behavior analyst and speech pathologist
with over 30 years of experience in behavioral interventions for individuals
with developmental disabilities. Dr. John Esch hasover 30 years of experience
as a psychologist, teacher,and consultant. He has
worked with individuals of
all ages whose diagnoses
include autism spectrum
disorders, emotional impairment, mental impairment, brain injury, hearing
loss, learning disability, andADHD/ADD. Dr. Peter Gerhardt is the McCarton Upper School Educational Director in New York City. He has more than 30 years of experience utilizing the principles of BA in
support of adolescents and adults with autism spectrum disorders in educational, employment, residential, and community-based settings. Dr. Patrick McGreevy has over 30 years of experience withchildren and adults of all ages with developmental disabilities. He is the first author of Essential for
Living, a new assessment, curriculum, and teaching manual for children and adults with moderateto-severe disabilities. Bob Ryan acts as a consultant to schools and families, co-instructs for the
Florida Institute of Technology’s ABA online program and works with Dr. Carl Sundberg at BACA. Troy
Fry has worked with children and adults with developmental disabilities for the past 22 years. He is
also a co-author of Essential for Living. Dr. Genae Hall works with BACA’s research department andthe staff, to support the building of a research center within the center.
For questions about BACA or to schedule a tour, contact Devon Sundberg at: 317-436-8961 or at:
dsundberg@thebaca.com. You can also visit the website at: www.thebaca.com.
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An Interview with Drs. Carl Sundberg and Genae Hall
By David Celiberti, ASAT Executive Director
As part of this issue’s dedication to the Behavior Analysis Center for Autism (BACA), I had
the opportunity to interview some of the leaders of this program of excellence: Carl
Sundberg (President and Chief Clinician) and Genae Hall (Director of Research).
Dr. Sundberg, Josh Pritchard had the good fortune same, so really there is no typical day. My favorite
days are those when I can spend the whole dayof interviewing you last year (see http://
asatonline.org/resources/interviews/
working with the kids and teaching the staff.
sundberg.htm) so I wanted to take this opportuni- Carl, it sounds like your day-to-day experiences
ty to delve further into your role at BACA. What is are quite diverse but that you are able to spend
a typical day like for you? Do you actually have a considerable time engaging directly with the stu“typical” day?
dents and the staff charged with their programMost of my day is spent working with the kids and ming. I see that BACA’s commitment to the protheir team. During these periods, I am looking at motion of generalization is front and center in theorganization’s official belief statements. Can you
the student, the Behavior Technician, and thebriefly share with our readers how this is achieved
BCBA. I am looking at specifics that will help thestudent learn and specifics to help the Behavior
at your center?
Technician teach and the BCBA to attain that next We feel that various dimensions of generalizationlevel of analysis that is necessary for teaching our are critical. Perhaps the most obvious is that a
students. Some of the day is spent in team meet- skill that is taught in one setting is evoked in anings with staff and some of the day is spent inother setting, with different people, and occurs
meetings with the parents regarding specific client under appropriate circumstances. That is, the beprogress. Another part of the day is spent working havior analyst or technician taught a skill in aon systems development and in administrative
training session that is useful in the real world.
meetings. There are always special projects in the This requires careful programming. The behavior
works such as developing a video training system, analyst must train components of a skill individuor preparing for ally and then arrange circumstances in order fora workshop or
the skill to occur in the natural setting. For examother presenta- ple, if we are trying to teach an older student totion. Someindependently make a purchase at a store, wetimes a day iswould first teach the necessary component skills,
devoted to ap- such as money exchange, making a list, etc. We
pealing a dewould then put these skills together and practicenied insurance in a mock setting. The next step would be to takeauthorization or the student to the store and assist if needed. Fimeeting with a nally the behavior technician would wait outside
lobby group to
the store, and so on. The skill is less likely toensure that ABA transfer if you cannot closely replicate the enviservices areronment of the real world. Often this involves doavailable foring training in the setting where the skill is targeteveryone (this, ed to occur.
of course, is a
I liken this to a basketball analogy. In order to playmonumental
in a game, you must have the component skills. It
battle). No two
would be difficult to learn how to dribble anddays look the
Dr. Carl Sundberg
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Page 5Interview with Drs. Sundberg and Hall Cont’dthem into teachable moments. For example, theshoot in the game situation (not enough trials, too mother may give the child French fries and thenmuch punishment, no chance for prompting, fad- pour ketchup on the plate. We would take the oping, and practicing). These skills need to be taught portunity to show the mother that that is a valuain isolation with intense teaching. Once theseble opportunity for a mand and show her otherskills are mastered, it may still be difficult to jump ways to contrive such motivation.
right into the game situation. In basketball you
Parents are encouraged to view therapy live andwould have various levels of scrimmage, a chance through video, and learn why we are teaching what
to put the skills together while teaching can still
we are and what they can work on at home.
occur. You can stop a scrimmage and try the play Through communication with their child’s team,again after giving the players instruction. You
they are taught as much as they are willing to
can’t stop the game. The game is still a valuable learn and apply regarding their child’s program.
opportunity for teaching. The coach can observe
BACA offers periodic parent training seminars on
what needs work and bring it back to the practice ABA and Natural Environment Teaching. We also
court. This should all be happening when teaching provide direction to other reading and training repeople with autism the skills they need to function sources, such as websites, workshops, and books.
in the real world. With the store example, the inCarl, what qualities do you look for when hiring
tense training (dribbling, passing, shooting, etc.) isclinical staff?
done in isolation (math, money exchange, social
exchanges needed, etc.). The scrimmage is done When hiring a Behavior Technician, we require aon two levels: first, in the mock store that is set up bachelor’s degree, preferably in a related field. We
are, of course, partial to those who have a bacheand then in the real store. Going into the real
store with the student is close to the game situa- lor’s degree in behavior analysis. Because of thetion but prompts and help can still be provided in recent increase in demand for services and thesuccess of ABA, the demand for clinical staff isthis context.
much higher than the supply of experienced beCarl, clearly parent and caregiver training is thehavior analysts. Therefore, we often have to looksoil in which generalization can take root. Can you
at other factors when hiring. First and foremost,tell us a bit about your approach to parent training
we look for people who like to work with kids, peoand education?
ple who like to teach and receive reinforcement
We view parent training as essential. Upon enter- from seeing progress made in their client. We
ing our program, we tell parents that we only have need people who are patient and can tolerate slow
the kids for 15-40 hours a week (some cases
progress, behavior problems, toileting accidents,less). That leaves about 60-80 waking hours per meltdowns, etc. It is hard work so we want staff
week where we are not working with them. Furmembers who keep their eye on the big picture.
thermore, all of the skills that we are targeting are We look for people who are eager to learn, whodone so for the purpose of occurring somewhereare willing to take more classes, who are excitedelse. Training in the natural environment is critical about going to trainings and workshops, and who(the scrimmage and game situation). Typical chil- are excited about the prospect of becoming a bedren are constantly learning from their environhavior analyst.
ment. It is more difficult for children with autism. When we hire for an advanced position we do reBehavior analysts must conduct the training where quire a BCBA. When selecting a BCBA, we look at
the skill is used.
education in behavior analysis, professional affiliaWe strongly encourage our parents to avail them- tions, presentations, publications, etc. We lookselves of opportunities to learn the principles and hard at where someone received their training,procedures of ABA and how they’re implemented who supervised them, and for how long. We enjoy
in their child’s program. We provide training inbringing in people with new experiences and learntheir home on how to teach their child in their envi- ing from them, but we also have developed a presronment and take everyday situations and turn(Continued on page 6)(Continued from page 4)

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Volume 11.2 Spring 2014

Science in Autism Treatment

Interview with Drs. Sundberg and Hall Cont’d(Continued from page 5)tigious career path and many of our advanced positions are coveted from within. We need people
who will fit in our culture.
That sounds wonderful. I want to refer our readers
to the job recruitment ad on page 9. Carl, whatsuggestions do you have for retaining high quality
staff?
We believe the best way to retain high quality staff
is to treat them well and recognize their importance. While the pay incentives can help keepa person at a job, we feel that job satisfaction is
The outside of BACA 1, one of the facilities inmore important. Those who have been with BACA
Fishers., Ind.
for many years understand how important theirjob is. They are excited when other Ph.D.s come tois, whether it is likely for a non-vocal child, or one
BACA to consult. They want to learn more. They
want to advance their career in behavior analysis. with very limited vocals, to make enough progresswith vocals where vocalization could be a funcThey are excited when they are selected to go to
ABAI, or any other conference or workshop. They tional response form. We work well together berealize that behavior analysis is something special cause we’ve defined our roles and responsibilities
and they are proud to be part of it. They are driven clearly.
to become better behavior analysts and learn all Carl, one more question! Before we shift over tothey can from the people at BACA (other staff and your colleague, Dr. Genae Hall, can you tell us
the many visiting PhD consultants). It turns out to what led to your decision to develop a researchbe sort of Darwinian. Those who have those traits program at BACA?
Behavior analysis is a science founded on reare the best employees and the ones we reallywant to stay. Those who have those traits are the search. Behavior analysts use evidence-based
treatments. This goes well beyond procedures,ones who tend to stay because of the environhowever. Our basic principles were established inment we have created.
How can behavior analysts best collaborate with the laboratory by B.F. Skinner and outlined in The
Behavior of Organisms in 19381. Anytime a bespeech pathologists?
havior analyst talks about reinforcement, extincWe employ speech pathologists at BACA. Ourtion, shaping, chaining, generalization, punishspeech pathologists focus on the mechanics ofment, discrimination training etc., we are talking
speech, articulation, developmental progression
about principles and procedures that were discovof phonemes, feeding issues, etc. This works wellered and proven by Skinner a long time ago.
in our system. Our behavior analysts and technicians create and oversee the language and learn- Our whole method for teaching language and other skills to people with autism is based on reing programs while our speech pathologists will
search. The first school for the treatment of chilevaluate for speech and provide recommendations for speech but not general language acquisi- dren with autism using ABA was at the University
tion. For example, our speech pathologists would of Washington and was directed by Sid Bijou, withhis main staff members: Mont Wolf, Don Baer,
not design a program to teach mands, tacts, inand Todd Risley. Ivar Lovaas later joined them.
traverbals and listener responding. They would
The first published study on the behavioral autism
design a program to work on development oftreatment was Wolf, Risley, & Mees, (1964)1, later
speech, echoics and improved articulation, volume, prosody, next appropriate speech target, etc. called DTT/ABA. Since that time the behavioral
We also rely on our speech pathologists for input research has grown steadily and the behavioral
as to the possibility of speech development. That(Continued on page 7)
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Interview with Drs. Sundberg and Hall Cont’dSkinner’s
journals are now replete with research demonanalysis ofstrating the effectiveness of behavioral techverbal behavniques to teach people with autism and otherior under Dr.
Jack Michael,developmental disabilities.
and conductIn the 1970s approximately 50 verbal behavior
research projects were conducted at the Kalama- ed verbal behavior rezoo Valley Multihandicap Center (KVMC) undersearch while
the direction of Jack Michael, Mark Sundberg,
working at theand Jerry Shook. Most of these projects wereWestern Michigan University Masters theses and KalamazooValley MultiDoctoral dissertations. Many of these studies
were published in The Analysis of Verbal Behav- handicap Cenior and form the foundation for what today is of- ter. At thattime, Markten called the Verbal Behavior Approach.
Sundberg andI always wanted to try to replicate that atmosa large numphere of Western Michigan University in the
Dr. Genae Hall
1970s. I think it is important for BACA to contrib- ber of otherute to the research base. Genae Hall was one of WMU graduate students were working at the center and conthe students who was doing the research at
KVMC in the 1970s. Her master’s thesis was the ducting many ABA and verbal behavior studies.
After WMU, I worked as a behavior programming
first study to demonstrate the functional independence between the mand and the tact, sup- specialist at the May Institute for Autistic Chilporting Skinner’s position of separate verbal op- dren in Chatham, MA, and then entered a Ph.D.
erants. I was thrilled to find that she was interest- program in behavior analysis (experimental analysis of behavior) at West Virginia University
ed in coming to BACA to head up our research
department. She has been with us now for over a (WVU). While at WVU, I worked with Drs. Philip
Chase and Andy Lattal, continued to study andyear and we have several studies operating at
this time. Our goal is to get 2-3 publications per write about Skinner’s analysis of verbal behavior,acquired new interests in conceptual learning,
year moving forward. BACA is a great place forstimulus equivalence, behavioral economics, andbehavior analysts who want to work in both theother basic topics, and conducted research on
applied and research settings.
behavioral economics. After finishing my Ph.D., I
Dr. Hall, I would like to hear specifically about
your research program at BACA, but can you first moved to Northern California and coordinatedbehavioral services for individuals with developtell us about your career path and how you bemental disabilities for a large agency in the San
came involved in the field of behavior analysis?
Francisco East Bay, provided behavioral consulMy interests in behavior analysis, autism, andtation to families and group homes for children
research began when I was an undergraduate
and adults with autism and other developmental
psychology major at University of California Santa disabilities, and co-directed a behavioral consultBarbara (UCSB). Although the UCSB psychology
ing group. During this time, I continued writing
department was eclectic, I had the opportunity to about Skinner’s analysis of verbal behavior, prework as a research assistant and take courses
senting at regional and international behavioral
from Drs. Robert Koegel and Robert Sherman,
conferences, and doing editorial work for behavtwo behaviorally oriented faculty, and Dr. David
ioral journals.
Premack, who conducted language research withprimates. Later, while enrolled in an ABA Masters Dr. Hall, how did you first get involved with BACA?
program at Western Michigan University (WMU), I In May 2012, while attending the Association forstudied ABA research under Dr. Brian Iwata, B. F.
(Continued on page 8)(Continued from page 6)

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Interview with Drs. Sundberg and Hall Cont’dpeers in more ad(Continued from page 7)
Behavior Analysis
vanced learners,
International (ABAI)and evaluating
conference in Seatoverall program
tle, I learned that
effectiveness.
BACA was starting
Dr. Hall, what area research departyour future plans
ment and looking
for research atfor a research diBACA?
rector. This soundWe would like toed very interesting,enhance systems
as it could provide
within BACA to faan opportunity tocilitate research,
Training specialist working with a client in BACA's
pursue some of mycoordinate
with themock apartment
own research interFlorida Institute ofests, increase meaningful research in the area
Technology (FIT) program at BACA and when thisof verbal behavior (thus contributing to the literabegins, initiate new research studies, expand
ture in that area) and expand the evidence baseexisting lines of research, and develop new lines
for ABA treatment for children with autism. I conof research.
tacted BACA and eventually visited the center for
an interview. After being hired, I assisted BACA in Regarding systems, we would like to enhancethe existing communication system to contact
recruiting and hiring a research assistant, andand receive feedback from team supervisors,
we began building a research department.
assistants, or therapists conducting research
Can you tell our readers a bit about what is insessions at each BACA program site, so thatvolved in starting up a research department?
feedback can be acted on very quickly. We
Immediate priorities in starting a research dewould also like to develop a system whereby
partment (after the director and research assis- therapists teach certain prerequisite skills fortant were hired) included creating a researchresearch (such as completing simple and enjoyaethics committee to review research proposals, ble chains of behavior) to children for whom reidentifying potential participants for each study, search would be appropriate, so that studies canobtaining informed consent for each participant, be conducted more quickly. Speeding up theidentifying space for research to be conducted, studies would seem to be desirable to reduce
obtaining furniture, purchasing or creating reparticipant attrition as a result of sudden changsearch materials needed for each study, and de- es in placement due to insurance coverage orveloping a system to create and store session
other issues.
videotapes securely. These tasks have been acWe are looking forward to working with the FIT
complished, although we continue to work on
program at BACA when it begins. FIT students
improving and expanding the videotaping syswho need to conduct Master’s theses (alongtem.
with their faculty advisor) will be responsible for
Can you tell us a bit about your current research these research projects and can coordinate
foci at BACA?
them through the BACA research department.
Regarding research topics, we are currently con- We would like to expand existing lines of reducting studies on functional independence ver- search by assessing functional independence
sus transfer between tacts and mands in earlyversus transfer between various verbal operants
learners, comparing the effectiveness of two(including, but not limited to, tacts and mands),
types of prompting in establishing listener becomparing the effectiveness of different prompthavior in early learners, establishing unprompted ing procedures in establishing verbal or othermands to peers and responding to the mands of(Continued on page 10)
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Interview with Drs. Sundberg and Hall Cont’dneed to take primafunctional skills, estabry responsibility forlishing unprompted
some studies. This
verbal and social bemay occur if people
haviors, of various
working in the protypes, in learners withgram are students
more advanced verbal
at a collaboratingskills, and introducing
university and readditional controls insearch is required
future studies of profor their thesis ordissertation. Or, agram effectiveness.
staff person with
The research departinterest and experment can propose new
A client enjoying the playground at the BACA Z location intise
in a particularlines of verbal behavior
Zionsville, Ind.
area
could propose
and/or ABA research,or students in the FIT program or BACA employees and take primary responsibility for a study, with
input and support from the research department.
with particular interests can propose them. The
number of people available to take primary reThere should be frequent opportunities for thosesponsibility for studies limits the number that can conducting research to meet with knowledgeable
be implemented. We would like to conduct repeople to “bounce ideas” off one another. Collaborating with a university and having graduate stusearch with older as well as younger learners.
What advice do you have for other behavior ana- dents working in the program may provide suchlytic center-based programs that are trying to de- opportunities.
The program should schedule periodic in-housevelop an applied research program?
trainings by the research department on general
Here are some initial suggestions:requirements of conducting research, progress on
The program should establish a research ethics
committee or collaborate with a university with an ongoing studies, and topics related to these studies. Staff should also receive training on the imInternal Review Board (IRB) to review proposals
portance of evidence-based practice and making
that are submitted.
contact with the relevant research literature while
The program should hire a qualified person withdesigning studies, along with strategies for acthe desired research background and interests to
cessing the literature.
direct and coordinate the research program, alongwith a research assistant. The director and assisReferences:tant should establish systems to support research, propose and carry out some studies themselves, with staff assistance, and provide consul- Wolfe, M. M., Risely T. R., & Mees H. (1964). Aptation to others in the program who are primarily plications of operant conditioning procedures to
responsible for specific studies.
the behavior problems of an autistic child. BehavProgram administration should inform program
ior Research and Therapy, 1, 305-3312.
staff that research is part of their jobs, and replace some of their current tasks with research
Skinner, B. F. (1938). The behavior of organisms.
activities. If staff are asked to add research activiNew York: Appleton-Century-Crofts.
ties to a full schedule, such demands may be ignored or tasks not carried out consistently or well.
To conduct more than a few studies, individuals
other than the research director and assistant will

(Continued from page 8)

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International Interview:
With Professor Mickey Keenan, University of Ulster, Northern Ireland
By Daniela Fazzio, PhD, BCBA-D, SIAT Co-Editor
I had the great pleasure of interviewing Dr. Mickey Keenan andlearn a great deal about his impressive work and about behavior
analysis in Europe. Dr. Keenan is a professor of behavior analysis at the University of Ulster and has received many important
awards, such as the Award for Public Service in Behavior Analysis from the Society for Advancement of Behavior Analysis.
Our international interviews are part of our commitment to thedissemination of our mission and to improving the reach of accurate information about autism and autism treatments beyond
the US. We are thankful that Dr. Keenan has accepted our invitation to contribute to this issue of SIAT and talk to us about theseveral initiatives he has participated in over the years to improve the understanding and reach of behavior analysis in Europe. Readers will enjoy learning about his interesting trajectoryand browsing the several web pages he has kindly suggested.
Enjoy!
Dr. Keenan, please tell us about your academic
and work-related background, and what led you
into this field.

tions is an essential skill in the training of every
behaviour analyst. However, it is a difficult skill toteach. After all, Cumulative Records really aremeaningless to a student who hasn’t had the opDuring my undergraduate degree in Psychology
portunity to see the behaving organism whoseat the University of Ulster in N. Ireland, I took aperformance is recorded by a line on a piece ofcourse on the experimental analysis of behaviour paper (www.imagesforbehaviouranalysts.com/
by Prof. Julian Leslie. After graduating, I followed
the-dot-as-an-sd.html).
my interest in this field by doing a PhD in the
study of schedules of reinforcement at the UniAfter earning my PhD I moved in a number of difversity of Ulster. My focus was the analysis offerent directions in my research with students,
temporal patterning in the behaviour of rats. This including biofeedback, hypnosis (my wife and I
research experience gave me the grounding in
used hypnosis for her labour so that during childhow to analyze behaviour without resorting to the birth she didn’t need any pain killers!), bereaveuse of explanatory fictions. For example, in myment, gerontology, precision teaching, and stimunaïveté at that time, I thought that response pat- lus equivalence (including its relevance to theterning on Fixed Interval schedules arose bemeasure of attitudes and as a possible screening
cause animals ‘developed a sense of time andtool for child sex abuse). To help deal with theknew where they were in the interval’; as theisolation of being a lone behaviour analyst in atime elapses they responded faster and faster
relatively hostile environment within the UK, I albecause ‘they knew they were going to be fed
so focused on developing my teaching repertoire,soon’. This view is a classic example of the power which has included learning how to produce aniof illusion in directing attention away from anmations and work in a multimedia environment
analysis of the structure of environmental contin- (iTunes: http://goo.gl/vCIXZU). I also recognized
gencies (Keenan, M., 1999)1. Being able to(Continued on page 12)transcend illusions created by explanatory fic-

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Volume 11.2 Spring 2014

Science in Autism Treatment

International Interview: Professor Mickey Keenan Cont’d(Continued from page 11)

ity of behaviour as outlined by Skinner (1953)4:“

the importance of gathering video material to
showcase the successes of behaviour analysis.
Behavior is a difficult subject matWithin my video library I featured the Young Auter, not because it is inaccessible,
tism Project and the Harry video. Both of thesebut because it is extremely complex.
videos left students gob smacked at what was
Since it is a process, rather than a thing,possible with a science of behaviour. Unfortunateit cannot be held still for observation. It isly, for many years the application of the sciencechanging, fluid, evanescent, and for thisremained simply a story in Mickey’s class, a story
reason, it makes great technical deof what others were doing across the pond. Thatmands upon the ingenuity and energy of
was until I was approached by a friend of mine, athe scientist.” (p. 15).
medical doctor who asked me if I would like towork with a distressed parent who was getting no Given that communication is an important aspect
practical help with her child who had been diagof doing science, I would argue that the last part
nosed with autism. With no formal training in ABA, of his statement (i.e., “it makes great technicalno opportunity to attend a class in ABA, and nodemands upon the ingenuity and energy of the
body around to guide me, I agreed to do whatever scientist”) is central to the PR aspect of teaching
I could; I knew, though, I could teach the basic sci- general audiences. In terms of autism, I will beence. Some of the details of what happened next looking for funding to help update the multimedia
are in a 3-part presentation I put on YouTube
tutorial in ABA (called Simple Steps) we have de(http://goo.gl/qQXzzn). Suffice to say, thisveloped. I am also working closely with Prof. Kachanged everything for me and for parents acrossrola Dillenburger (my wife, colIreland, but only up to a point (asleague, and unsung heroine who
explained in the YouTube presenteaches at the other university intation). From this work we pubN. Ireland, The Queen’s University,
lished the first book on ABA for
Belfast, (http://goo.gl/Sz22jP) in aparents in Europe: Parents' Educasort of ‘pincer movement’ so thattion as Autism Therapists: Applied
between us we can influence those
Behaviour Analysis in Context2, awith responsibility for investing inbook that has now been translated
autism treatment.
into Japanese and German. I esAs for my experimental work, I havetablished the first parent-led charimanaged to rekindle my work in
ty in Ireland with the promotion of
the study of equivalence respondABA as its mission statement; theing. Some years ago, I published agroup is called Parents’ Education
paper on how stimulus equivalence
as Autism Therapists (PEAT;
procedures would be used to study
www.peatni.org).
social categorization (Watt et al.,This is impressive, Dr. Keenan. Tell1991)5. I am returning to that genus about your current work.
eral area because I am interested
Currently I continue to develop my skills in multi- in exploring the origins of novel behavior. Moremedia development for teaching. I believe our dis- specifically, I am interested in examining the ways
cipline has been careless in the way it communi- in which behaviors can merge to produce new becates and that is unacceptable in a context where haviors. I have in my sights a paper to write calledmisrepresentation of it is rife. The ‘printing press’ ‘functional equivalence meets functional analysis’has served us well, but printed words alone (see where it might be possible to bring to the applied
focus of functional analysis some understanding
Keenan, 2003)3 are insufficient as teaching resources because they cannot portray the complex- of the role of functional equivalence classes in(Continued on page 13)

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Page 13International Interview: Professor Mickey Keenan Cont’dEuropean Journal of Behaviour Analysis. Volume 1 of the journal was published in 2000
(http://goo.gl/vSxxT3).

(Continued from page 12)

generating behaviors.
Can you talk about the European Association for
Behaviour Analysis (EABA)?

What does EABA do to promote science in autism
treatment?

I think readers would first of all find it interesting
to read something on the history of the Experimental Analysis of Behaviour Group (EABG) thatwas the precursor to the establishment of European Association for Behaviour Analysis (EABA).
EABG first met in 1963:

As far as EABA is concerned, our ‘local hero’ is Dr.
Neil Martin who has been the Applied Representative for a number of years. Neil travels aroundmuch of Europe as a roaming ambassador for
ABA, contributing to many of the existing course
sequences and helping to establish new ones,
such as the one in India for which he serves as the
Course Director.

“

The EABG has hosted small, butmuch loved, conferences over thelast four decades and more recently (overthe last 15 years) these have been at University College London and attended bybehaviour analysts from all over the world.
However, the number of individuals in the
UK who would describe themselves as behaviour analysts, and their practice as behaviour analytic, has remained relatively
small although the number is steadily
growing.” (Martin, 2010)6

One of the greatest difficulties across Europe isaccessing accurate information about ABA in native languages. To address this, I instigated an exciting new initiative to create an online platform in
multiple languages for training in ABA specific to
autism. We developed this resource together with
the PEAT group in English first and then I obtained
major funding from the European Union to develop
the STAMPPP project (www.stamppp.com).

The objectives of EABA
(www.europeanaba.org) as statedin its constitution include: To provide an international forum within Europe for the study
and discussion of matters relevant to behaviour analysis.
 To encourage high quality education and professional certification throughout Europe.
 To organize congresses/
conferences in experimental
and applied behaviour analysis.
It has hosted a number of major conferences over the years,
which are highlighted at:www.europeanaba.org/events.
 To establish and maintain relations between behaviour analysis organizations inside andoutside Europe.
 To publish and disseminate the

STAMPP Project team: Prof. K. Dillenburger, Dr. Neil Martin, Sigridur Jonsdottir, Dr. Jacqueline Schenk, Prof. Paolo Moderato, Dr. Lise RollPettersson, Lynsay Mulcahy (PEAT). Front row, left to right: Dr. Stephen Gallagher, Dr. Mickey Keenan, Nichola Booth (PEAT).
(Continued on page 14)

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The aim of this project was to develop innovative
multimedia material for teaching some of thebasic issues in ABA. The project has just completed its latest round of funding and we now havethe multimedia tutorial Simple Steps(www.simplestepsautism.com) translated into
Spanish, German, Norwegian, Dutch, Italian, Icelandic, and Swedish. A couple of parents in Portugal contacted me because they had heard of mycommunity work and now they have prepared a
Portuguese version of Simple Steps and set up
their own ABA organization (http://
www.mykidup.com/pt/).
What is autism treatment like in Europe andwhich treatments are the most popular? Are there
any prevailing cultural mores, viewpoints, ideologies or cultural histories that hinder or promote
access to effective intervention and how individuals with ASD are viewed?
This is one of those “How long is a piece ofstring?” questions. I think it best if your readershear directly from some professionals in a few different countries. At our launch event for the
STAMPPP project we taped presentations frompartners. They talk about autism provision in theircountries and the fact that the project provides
the first ever material in their own language(http://www.stamppp.com/events.html).

abuse?” This will give you some indication of how
things have been developing in the Republic of
Ireland.
Given that the National Health Service (NHS) in
the UK describes ABA as one of the ‘widely usedinterventions’ (www.nhs.uk/Conditions/Autisticspectrum-disorder/Pages/Treatment.aspx) andyet does not provide any ABA-based services, another group of parents in the UK is currently preparing to seek a judicial review of the NHS provision of ABA-based interventions (see ABAUK@yahoogroups.com).
All of these initiatives have arisen because of thelack of training in ABA across the UK generally. To
expose the extent of the opposition to ABA, a professor from the University of Cambridge with nearcelebrity status, Simon Baron-Cohen, recently
wrote a piece (www.edge.org/responsedetail/25473) that encapsulates the views ofmany British Psychologists. The misinformationentailed in his paper is so galling that it has inspired others to put the record straight, and, importantly, this dialogue has given parents a better
understanding of why they are being denied access to ABA. Here are links to various responses
from behaviour analysts: http://goo.gl/kdhRi3.
Check all comments, they include a response
from Baron-Cohen, where he seems to backtrackon quite a few of his original arguments. It is a pity
he did not withdraw his original paper and the
EDGE does not print or otherwise publicize thesecomments.

In Northern Ireland, a parent has initiated a largescale petition to the Director of Mental Health andDisability Policy (http://chn.ge/1cdz6HX). This initiative testifies to the kinds of obstacles parents
Are you aware of significant differences in dominating treatment approach across Europe, suchface. The parent asked a local group, which promotes itself as ‘Northern Ireland’s Autism Charity’, as psychoanalysis in France, which was briefly
to circulate the petition to its members. The chari- highly publicized here in the US in the documenty refused to help and instead courts favour with tary Le Mur / The Wall?
local politicians and promotes the views of theestablishment. Informed choice, it seems, is only I don’t have in-depth information. It would be useful perhaps for EABA to canvass members to obfor those parents who are already informed!! I
tain this information. Regarding France, we know
wrote an open letter to this organization here:
www.imagesforbehaviouranalysts.com/open-letter they are struggling because there are so many
fractions and again because of the shortage of-to-autismni.html. The parent has now set up amaterial on ABA written in French. See
Facebook page to bring parents together and inwww.autismdailynewscast.com/the-psychiatricform them about ABA (www.facebook.com/
professions-reaction-to-french-governmentsaba.nireland). On this site, I gave permission toshare my article called “State sponsored child(Continued on page 15)
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ing how important it is for them to have goodteaching material showing ABA at work. I would
urge parents to give permission to create video
material of kids learning. This is so important for
helping other parents understand the complexitiesof designing programmes that are tailored to individual needs. Regarding professionals, I have so
Do you have an idea of the number of BCBAs inmuch appreciation for those heroes of ABA (youEurope and the distribution across countries?
know who you are!!) who have had to fight toothand claw to bring our science to the dominant poThat’s an easy one. I checked with Neil Martin,
who is also the International Representative of the sition is has achieved, at least in the U.S. That
Behavior Analyst Certification Board. He gave me said, I also know there are professionals who see
opportunities for making money. That pisses me
this up-to-date table that includes BCaBAs.
off, big time! Organisations have come over to Ireland to run short courses in ABA and have charged
fees that can only be described as extortionate!
They take the money and run, with no concern
about maintaining the education of those who
took their short courses, or no desire to find out
how they could help people in the country that
lined their pockets. That’s unacceptable by any
standards, as we discuss in the article mentioned
above.

(Continued from page 14)

recommendations/3449/robertahill/. To emphasise the point and how bad the situation is in
France, here are quotes from a letter that was circulated recently from a parent in France, and 2
documentaries (in French): http://goo.gl/pel32M.

What help/information is needed from your standpoint? Is there anything that we in the international community of parents and professionals who
engage in science-based treatment can do to help
in your goals?
Do you have information about access to early intensive behavioural intervention in Europe or specific European countries and how it is funded?

First and foremost, I would love to see a dedicatedmovie that is not branded by any commercial organization to promote their own version of ABA, or
As far as I know, the only place you can get fund- which can’t be misconstrued as promoting a paring is in Norway. This article gives you some infor- ticular version of a technique that was developed
mation about how things are in the UK, Italy, and from the basic science. In Europe, if you can get it,
Germany: “Science for sale in a free market econ- ABA is generally viewed as being only for rich paromy: But at what Price? ABA and the treatment of ents. That image needs to change. In fact, all thebad images of ABA need to inform this movie andautism in Europe7.” (http://goo.gl/cknn5Z)
it needs to focus on a soft sell of a hard science.
What does the ABA community of parents and pro- Further, I would like to see the development of afessionals need to succeed in making sure thatdatabase of video clips showing examples of best
every child with autism has access to high quality practice. This would surely help all professionals
behavioural treatment irrespective of parent ability who need material for their teaching.
to pay?
Parents need to lobby more for the future of theirThat’s an interesting question. Personally, my goal children, to pave the way for the professionals who
has been to work in partnership with parents, giv- work so hard to help them. I have seen so manying them skills to empower them and their chilparents use the help offered to them but have givdren. Parents could help professionals by recogniz(Continued on page 16)
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Science in Autism Treatment

International Interview: Professor Mickey Keenan Cont’d(Continued from page 15)

en nothing back in return. They have no idea of the struggle to provide services for them and feel noallegiance to anything other than their own child; understandable, of course, but nothing wrong withtrying to persuade them to develop a community spirit for the benefit of others.
Dr. Keenan, it has been a great pleasure to interview you and learn more about your prolific career.
Congratulations on all that you have done to promote behaviour analysis and make information about
behaviour analysis and autism treatment get to where it really needs to in order to increase its reachand impact.

Volume 11.2 Spring 2014

References:
1. Keenan, M. (1999). Periodic response-reinforcer contiguity: Temporal control but not as we know it!
The Psychological Record, 49, 273-297.
2. Keenan, M., Kerr, K.J., & Dillenburger, K. (2000). Applied Behaviour Analysis in Context. London: Jessica Kingsley Publishers.
3. Keenan, M. (2003). (Printed) words alone! European Journal of Behaviour Analysis, 4, 70-75.
4. Skinner, B. F. (1953). Science and Human Behavior. New York: Macmillan.
5. Watt, A. A., Keenan, M., Barnes, D., & Cairns, E. (1991). Social categorisation and stimulus equivalence. The Psychological Record, 41, 33-50.
6. Martin, N. (2010). Behaviour Analysis in the UK. ABPA Reporter, Association for Professional Behavior Analysts, 19, updated July 2011.
7. Keenan, M., Dillenburger, K., Moderato, P., & Röttgers, H-R. (2010). Science for sale in a free market economy: But at what Price? ABA and the treatment of autism in Europe. Behavior and Social
Issues, 19, 126-143.

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Clinical Corner: BCBA Received, Now What?
Taking coursework, supervised clinical training, and studying for an exam, are great ways tolearn about the practice of behavior analysis. But the learning doesn’t stop once you earn
your certification. In this installment of Clinical Corner, Carl Sundberg offers suggestions to
help newly certified behavior analysts master their craft.
Amanda Guld Fisher, Ph.D., BCBA-D
From The Archives CoordinatorGood mentorship is paramount to increasing yourskills as a behavior analyst. Pre-certification supervision should just be the beginning. A good
Answered by Carl Sundberg, PhD, BCBA-D, behavior analyst is always learning from others
his or her career. If you ask any veterChief Clinician and President of the Behav- throughout
an, well respected behavior analyst about theirior Analysis Center for Autism
influences, most will be very adamant about givThe formal education that is required for obtaining ing credit to their mentors. I learned much of what
I know about being an applied behavior analyst bycertification as a BCBA is obviously important.
Making an ongoing commitment to mastering your working with people who were seasoned practitioners in behavior analysis. Don’t be afraid to be
craft, in my opinion, is even more important.
When I received my BA in behavior analysis from criticized. It would be nice if all supervisors were
all sunshine and roses and told you what you
Western Michigan University (36 credit hours inwanted to hear; but to get to the top, sometimes
behavior analysis), I thought I knew everything I
you have to get beat up a bit. I have had my shareneeded to know to change the world for the betof hard criticism (sometimes it doesn’t seem hard
ter. During the following two years of graduate
school, however, I realized how naive I had been until you read between the lines). But the result when the feedback was constructive – was that it
and that there was more I didn’t know about behavior analysis than what I did know. As an under- made me stronger and a better behavior analyst.
grad, I had a limited appreciation for the complexi- Take the opportunity to learn from mistakes andbe happy when someone suggests that you arety of human behavior. I thought I could change
not quite right about something (or not even in the
any behavior for the better if I set up the contingencies the right way. In retrospect, I think I could ballpark). Look at feedback as an investment. It
can also be wise to solicit feedback if it is not
say I had the tools to be a good behavior technician, but was not yet a good behavior analyst. Be- forthcoming or frequent enough.
coming a competent, strong behavior analyst not Much can also be gained by self-study. There is aonly requires formal education but also practical, difference, though, between a cursory perusing ofsupervised experience, self-study and following
a paper, book or journal article and mastering thethe work of others in the field at conferences,
content. Your core area of practice should require
workshops and continuing education events.
mastery of the material. Back in 1986, I asked
Jack Michael how many times he read Skinner’sContinuing education should not be viewed as1
something you simply check off a list. It should be Verbal Behavior . He said he read it over 80 2
viewed as an opportunity to polish your craft, to fill times. He read Science and Human Behavior
over 75 times. Of course that number has surely
voids, to develop greater expertise and to hone

Question: I just received my BCBA. Now
what?

skills needed for your particular role as well as toanticipate future responsibilities.

(Continued on page 18)

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Volume 11.2 Spring 2014

Science in Autism Treatment

Clinical Corner: BCBA Received Cont’d

you work at an Applied Behavior Analysis facility),grown since then. I would consider Jack Michael
it is great experience to meet once a week or so to
the master of all masters in Skinner’s analysis of discuss a journal article or a book chapter. Bebehavior (verbal, human and otherwise). I would- yond creating your own reading list, your supervin’t expect the average person (or person twosors and mentors can suggest readings. Anytime
standard deviations above average) to master a
you go to a presentation you should get a list of
topic to that extent. The point is this: to be able to good reading material. Often mastering a topic istalk about, teach, supervise others, and apply
born out of necessity. For example, one of your
your skills so that you have the most impact onclients begins to elope. This could lead to a solid
your clients in a useful way, takes a form of mas- literature review on the topic of elopement. Agreetery that is well beyond a cursory perusing of a
ing to do presentations and trainings are also
paper, book or journal article. If you are going to good ways to establish strong contingencies formake practical use of or teach a subject matter or study. In my opinion, there is no stronger contina subset of a subject matter, you must be able to gency for study than to have to present in front oftalk about it and apply the principles, procedures an audience. The same can be said about teachor concepts into practical application or meaning- ing a class in behavior analysis.
ful discourse. Study the material as if you will betested in essay fashion, as if you must present the In summary, keep on educating yourself. Hangmaterial at a conference. Study as if you will have around strong behavior analysts (stalk them if
to debate an opponent of your position (because necessary!), get involved with research, keep asolid reading list, establish a verbal community,
sooner or later you will).
seek supervision, present at conferences, get inIn a related vein, I am also a proponent of frevolved with the Association for Behavior Analysis
quently going to workshops and presentations in International (ABAI), participate in one or more ofyour area of interest. Experts in the field present the special interest groups, join your state ABAI
chapter and run for office and /or join a submany of the core topics related to teaching children with autism. If an area really applies to what committee. Finally, do all you can to promote beyou do, for example, teaching verbal behavior,havior analysis in your day to day interactions.
working with kids who exhibit self-injurious behavior, teaching functional skills to older kids etc.,
then I encourage you to become a groupie. Follow
References:these people around as if they were the Grateful
1. Skinner, B. F. (1957). Verbal behavior. New
Dead. If you must read material over and overthen the same can be said about seeing a presen- York: Appleton-Century-Crofts.
tation of the material. When you are first exposed
to any material, be it in writing or in a live presen- 2. Skinner, B. F. (1938). Science and human behavior. New York: The Free Press/Macmillan.
tation, you are only going to gain what your current repertoire allows you to gain. Repeated study 3. Michael, J. L. (2004). Concepts and principles
and application, however, changes your repertoire of behavior analysis (rev. ed.). Kalamazoo, MI:
and allows further access to more complex mateSociety for the Advancement of Behavior Analyrial that may have been over your head upon firstsis.
exposure.

(Continued from page 17)

Establish a verbal community. Talking about behavior analysis with other behavior analysts
makes for good practice. Establish a book club ora reading club. I recommend starting with Jack
Michaels’ Concepts and Principles of Behavior
Analysis3. If you have enough local people (e.g.,
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From Grief to Giving
By Elizabeth Dyer, MA, CCC-SLP, ASAT Board Member
Melissa “Missy” Moyer of Sunbury, PA, was, among many things,
a champion for autism. Working as a personal care aide in a local school with a child on the autism spectrum, she was dedicated to providing a positive, meaningful education to him. He became very much a part of her family. Sadly, on July 23, 2013,
while visiting her close friends in Maine, Missy passed away as
the result of a tragic accident. In her short 38 years she made alasting impression on those she loved. Her younger sister, Megan, with help from Missy’s 13-year old son, Alex, organized afestival and motorcycle fun run to raise money for a memorial
fund. Numerous vendors and bands donated their services anditems and Missy’s life and legacy were celebrated.
Having learned from his mom the importance of love and compassion for others, Alex asked that the money raised by the motorcycle fun run be donated in his mother’s name to an organization whose mission is to support autism, and ASAT was selected. Our heartfelt thanks go out to Alex and his entire family for
their very generous donation of $2,250 in memory of their wonderful mother, sister and daughter, Missy. This money will allow
us to continue with our mission of providing scientificallyvalidated information regarding the treatment of autism.

We are close to our 2014
goal of 12,000 subscribers!
Share the newsletter and the sign-up linkwith friends, family and colleagues, andsupport dissemination of evidence-based
autism treatment.
Subscribing is just one click away:

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Science in Autism Treatment

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Clinical Corner: Safety Skills
Many children with autism are known to wander or dart away from caregivers and this dangerous behavior can be associated with many risks, including serious injury and abduction.
In this Clinical Corner, Bridget Taylor and Kate Cerino Britton offer tips for safety within yourhome, neighborhood, community and while traveling, as well as essential safety skills to target during instruction.
Amanda Guld Fisher, PhD, BCBA-D
From The Archives Coordinator

Question: My son has bolted out of the house on a few occasions. Aside from street
traffic, I am also concerned about my neighbor’s pool. What steps can I take?
Answered by: Bridget Taylor, PsyD, BCBA-D and Kate E. Cerino Britton, MSEd, MA,
BCBA, Alpine Learning GroupYou are not alone. As we’ve seen from several recent high profile cases involving children with autism, the risks and dangers associated with elopement are of serious concern to families. According to an online survey conducted by the National Autism Association, 92 percent of the parents
indicated their child with autism was at risk of wandering away from his or her home or care provider. Further, a recent survey (Anderson, et al., 2012) found that approximately 49% of children with
autism have attempted to elope from a safe environment at least once after age four.
An additional concern is that when wandering, many children with autism are unable to take steps
to ensure their safety such as identifying who in the community is safe vs. unsafe, asking for assistance, or stating important information such as their name, address and phone number. We hope
the following guidelines can help you in preventing potentially harmful situations.
Safety Within The Home
The first step we recommend is to secure your home and yard area so that your child is less likely
to wander away. Sometimes standard locks are not enough, as many children quickly learn how to
operate standard locks on doors, windows and gates. Install locks on doors and gates in the yardthat your child cannot open. In addition, if your home has an alarm system, keep it set to go off
whenever a door or window has been opened. If your home does not have an alarm, install an
alarm system that signals when a door or window is opened. There are a variety of systems available, including high-tech and low-tech options. You may consider contacting a medical or educational provider, who can help identify resources to obtain funding for such systems/equipment. Hereare some suggested websites:
 www.addalock.com
 www.childsafetystore.com
 www.protectmefirst.com(Continued on page 21)

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Clinical Corner: Safety Skills Cont’d(Continued from page 20)

Safety Outside The Home
Systems utilizing video and a global positioning system (GPS) technology can also be extremely
helpful in monitoring your child both within and outside of your home. A video monitoring system ora baby monitor with video capability are good options for around the house. Once outside thehome, there are a number of child-locator devices with GPS that provide accurate location information indoors and out. These devices come in many forms including wristwatches and small receivers that can be mounted on a child’s belt or shoes. More information about available options
can be found here: www.mypreciouskid.com/child-autism-safety.html
 www.awaare.org/trackingtechnology
 www.x10.com
 www.caretrak.com
Another more recent innovation is a wristwatch (http://www.myfilip.com) that combines GPS andcell phone technology and has an emergency location beacon that automatically calls 5 preprogrammed contacts when activated, in addition to functioning as a wearable cell phone. There
are also several Smartphone apps that enable tracking, including www.mybuddytag.com andwww.life360.com.
If you have a pool or there is a pool nearby, ensure there is a locked fence surrounding the pool.
You can also purchase a pool alarm for yours and/or your neighbor’s pools(e.g.,www.poolguard.com). If your child goes into pools unsupervised, you can also use the Turtle(www.safetyturtle.com), which is a wristband that locks securely around your child’s wrist andsounds an alarm if it becomes immersed in water.
Community Safety
It is also critical to inform your police and fire departments that an individual with autism resides inyour home. You can do this by calling your local non-emergency telephone number and ask personnel to note in the 911 database that someone with autism lives at your address. If there is ever an
emergency, the emergency responders will know in advance that they need to respond accordingly.
Another tip is to make sure your trusted neighbors are aware of your situation. Give them a picture
along with some helpful information about your child (e.g., s/he is unable to speak, s/he responds
to simple commands, s/he likes to swim so please keep your pool gate locked) and about autism ingeneral. Also include your cell phone and home phone numbers, and ask them to call immediately
in the event they ever see your child wandering away from the house or walking the street unaccompanied by an adult. Also, assess your child’s current level of communication. For example, cans/he answer social questions and be understood by novel listeners? Strangers will be most likely to
ask your child, "What’s your name?" So it is important that your child can be understood by listeners who don’t know your child. If your child will not be understood or can’t relay enough information, there are several child –friendly products available on which you can include emergency
contact information such as bracelets (e.g.,www.medicalert.org) and ID tags that can be placed onsneakers, backpacks or clothing. Several options are available here: www.mypreciouskid.com/child-autism-safety.html.
(Continued on page 22)

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Clinical Corner: Safety Skills Cont’d(Continued from page 21)

Additional community safety recommendations include:Give local police and fire departments a picture of your child with your contact information on theback so your child can be more easily identified if s/he is ever brought to the station by someone else
Register with the National Child Identification Program (www.childidprogram.com). The program provides a kit that includes information on everything law enforcement would need in case of an emergency.
Complete an Autism Elopement Alert form (www.awaare.org) or Kind Find Form (www.kind-find.com)
that can be given to emergency responders
Keep a list of your child’s preferred locations within your community and get to know the staff there.
You may even want to make sure they have a way to contact you and identify the route your child may
take to go to one of these places.
Safety While On Vacation
Once your home is secure, vacations may still seem unrealistic. However, there are some steps you
can take to allow your family to safely stay in a hotel or space other than the safe haven you have created. When planning for a vacation, really think about your vacation destination and determine thepotential risk(s) for your child with autism. Specifically:
If your child has a history of wandering (especially towards pools or other swimming areas) you may
want to ask for a room furthest from the pool area or without an ocean view—or maybe even choose alocation that does not have a pool.
When checking into the location, inform the hotel staff about your child and advise them that s/he will
require supervision at all times and if they see him/her unsupervised to call you immediately.
Consider using portable door alarms for hotel rooms in addition to the child-locator and/or GPS systems mentioned earlier.
Teaching Safety Skills
Lastly, it’s essential to proactively teach your child skills that will increase his/her safety. Work withyour child’s school or treatment program to include the important safety goals in your child’s individualized education plan (IEP) such as:
 Answering questions to provide personal information
 Responding to name Holding hands
 Requesting permission to leave the house Waiting appropriately
 Using a cell phone Crossing the street safely (if appropriate given age and level of functioning) Seeking assistance when lost
 Tolerating identification jewelry Exchanging an identification card in response to variety of questions (e.g., “Are you lost?”) Identifying outdoor boundaries (i.e., not leaving the front lawn)(Continued on page 23)

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Clinical Corner: Safety Skills Cont’d(Continued from page 22)

 Learning clear rules about outdoor play (getting a parent if a stranger approaches, asking for help ifball goes into street) Swimming more proficiently
 Learning clear rules about pool use (with time out as a possible consequence)
Check out www.awaare.org for sample letters to submit to your case manager and attach to yourchild’s IEP. Finally, it cannot be overstated that children with autism require very close supervision
when in harm’s way. We hope you find these proactive prevention and teaching suggestions helpful inminimizing your son’s risk.
Additional toolkits and resources:
Big Red Safety Toolkit: http://nationalautismassociation.org/docs/BigRedSafetyToolkit.pdf
Autism Speaks Safety Project: http://www.autismspeaks.org/family-services/autism-safety-project
Reference:
Anderson, C., Law, J. K., Daniels, A., Rice, C., Mandell, D., Hagopian, L., & Law, P. (2012). Occurrence
and family impact of elopement in children with autism spectrum disorders. Pediatrics, 130(5), 870877.

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Science in Autism Treatment

Page 24

Research Reviews
We have summaries of two comprehensive studies prepared for this newsletter. The firststudy is a meta-analysis of the TEACH program. The second summary is a systematic reviewof the evidence for both behavioral and developmental interventions. Happy Reading!
Sharon A. Reeve, PhD, BCBA-D, SIAT Research Corner Coordinatorwith ASD, younger than 13 years old, andA systematic review of early intensive dreninterventions that targeted multiple areas of funcintervention for autism spectrum dis- tioning. Studies that focused on single target areas (e.g., imitation) were not included. For eachorders.

study, the following were examined: (a) study design (e.g., comparing groups of children receiving
Warren, Z., McPheeters, M. L., Sathe, N., FossFeig, J. H., Glasser, A., & Veenstra-VanderWeele, J. behavioral intervention to children receiving non(2012). A systematic review of early intensive in- behavioral intervention), (b) method of evaluating
tervention for autism spectrum disorders. Pediat- symptoms of autism, (c) characteristics of children prior to intervention, (d) description of interrics,127(5), 1303-1312. doi: 10.1542/
vention, and (e) characteristics of children afterpeds.2011-0426
intervention implementation. Based on the analyses of these components, studies were rated
Reviewed by: ToniAnne Giunta, M.A., BCBA, Cald- based on their strength of evidence (i.e., the dewell College
gree of confidence that the reported effects of theintervention are unlikely to change if future studies are conducted) as “insufficient,” “low,”
Why review this topic?
“moderate,” or “high.” Thirty-eight studies were
The 1987 study conducted by Lovaas and his
identified and classified into one of three categoUCLA colleagues revealed that early intensive in- ries for further analysis: (1) early intensive behavterventions, rooted in the principles of behavior
ioral intervention (EIBI; i.e., approaches derived
analysis, can lead to improved outcomes in chilfrom Lovaas, 30+ hours per week for 1+ years ofdren with autism spectrum disorders (ASD; e.g.,
one-on-one instruction), (2) comprehensive interdecreased symptoms of autism and interfering
ventions for children younger than 2 years old, or
behaviors, increased cognitive and adaptive func- (3) focused interventions primarily utilizing parent
tioning, higher likelihood of transitioning to gentraining. Only a sample of studies was summaeral education settings, increased independrized for each category (i.e., 7 EIBI studies, 4 studence). Since that time, additional research has
ies with children younger than 2 years old, 4 parbeen conducted in this area and expanded to inent training studies).
clude other interventions. The present study atWhat did the researchers find?
tempted to systematically review published evidence to examine the effectiveness of behavioral In one study, characterized as Lovaas-based, chiland developmental interventions, and to deterdren in an EIBI group were compared to children
mine questions for additional research.
in a non-EIBI group. Though outcomes remainedin the impaired range, children in the EIBI group
What did the researchers do?
gained an average of 15 points in IQ when comDatabases were searched (e.g., PSYCHINFO, ER- pared to IQ points in the non-EIBI group. In a simiIC) for studies published between 2000 and(Continued on page 25)
2010. All studies included a minimum of 10 chil-

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Research Reviews Cont’dwere raised about the studies’ procedures, includ(Continued from page 24)
lar study that compared language and adaptive
ing: (a) lacking randomized, controlled designs, (b)functioning areas in addition to IQ, no differences variation of participant characteristics within thewere found between the groups. Two studies com- studies, (c) failing to describe characteristics ofpared EIBI intervention to eclectic and general
the specific individuals in which improvements
public school interventions. Children in the EIBI
were found, and (d) variation in how the intervengroups demonstrated significant improvements,
tions were implemented. Furthermore, not enoughincluding an average of 41 points increase in IQ. A replications or extensions have been conductedsimilar study showed improvements in IQ score,
for the interventions to be deemed effective. When
adaptive functioning, and school placement, but
rating strength of evidence, Lovaas-based EIBI infailed to show major differences in receptive and terventions were rated as “low,” while the compreexpressive language and socialization. Though an- hensive and parent training interventions were ratother study failed to show significant differences
ed “insufficient.” None of the included intervenin IQ when comparing groups of EIBI and eclectic tions were rated in the “moderate” to “high”
interventions, other areas showed significant imrange.
provements in EIBI groups, including language andcommunication, reciprocal social interaction, and What do the results mean?
Of the three categories, the Lovaas-based EIBI
decreases in symptoms of autism. An EIBI study
that compared high-intensity (i.e., 30 hours/week) studies were most prevalent in the current body ofversus low-intensity (i.e., 13 hours/week) interven- literature of early intensive intervention and also
revealed the most positive changes in many areastion found that children in the former group
showed significant improvements in both intellec- for children with ASD. Though most of those studies reported more improvements for the children
tual and educational functioning.
in EIBI groups post-intervention, including inAdditional studies evaluated comprehensive apcreased language and communication, higher reproaches for children with ASD younger than 2ciprocal social interactions, decreased symptoms
years old. For example, a study that analyzed theof autism, and higher likelihood of placement in
Early Start Denver Model (ESDM, i.e., intervention
general education settings, evidence was shownthat combines behavioral and developmental apto be strongest for IQ. Even fewer studies analyzed
proaches) showed children in the ESDM group discomprehensive interventions for children younger
playing more significant gains in IQ and adaptive
than 2 years old (e.g., ESDM); the strengths offunctioning when compared to groups with lessthese interventions also remain unclear. Additioncomprehensive intervention. No differences inally, the studies of less intensive interventions thatsymptoms of autism, however, were found beprimarily utilized parent training were rated as
tween the groups, nor have independent replica“insufficient” in terms of analyzing outcomes, partions been conducted thus far.
ticularly due to the use of non-objective measures.
Several studies also evaluated short-term parent
Although these reviewed interventions were rated
training for promoting children’s social communias “low” or “insufficient” in terms of strength ofcation. These treatments were focused on particuevidence, it should not be concluded that the inlar outcomes rather than comprehensive outterventions are ineffective; instead, the results
comes. Although these studies showed improvefrom this review should encourage researchers toments in behavior observations conducted at the
conduct controlled replications and extensions ofresearch site and in parent and teacher ratings,
the studies to examine if effectiveness can be esgains on standardized tests and long-term imtablished.
provements were not demonstrated. Because of
these limitations, conclusions of their positive ef- What are the strengths and limitations of thestudy?
fects must be interpreted with caution.
In general, for all three categories, many concerns(Continued on page 26)

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Volume 11.2 Spring 2014

Science in Autism Treatment

Research Reviews Cont’dlege
The study attempted to systematically review thecurrent evidence of early intensive intervention,
Why research this topic?
and overall showed that behavioral interventions
can yield positive changes for children with ASD. The Treatment and Education of Autistic and relatAlthough the EIBI studies were most prevalent in ed Communication Handicapped Children
the literature, many additional replications of the (TEACCH) method is one of the most widely usedinterventions available to parents and teachers oforiginal 1987 study are needed, as well as comparisons of other interventions to those rooted in children with autism. TEACCH emphasizes the probehavior analysis. With several of the studies ana- vision of structured teaching based on an underlyzed having limitations, the review posed several standing of the “culture of autism:” preference forvisual over auditory information, attention to deadditional suggestions for future comparative
analyses, including: (a) taking objective measures tail but difficulty seeing the “big picture,” verystrong interests in particular topics or activities,of the children’s behaviors pre- and postintervention as opposed to just therapist and par- and attachment to routines. Common intervenent reports, (b) ensuring interventions are imple- tions include carefully organized work stations
mented correctly through additional recordings of and use of visual supports to help individuals understand what is expected of them. These intertherapist behaviors, (c) controlling that the presventions are individualized based on a compreence of other interventions are not affecting theoutcomes of the intervention(s) under study, and hensive evaluation of the strengths and needs ofeach person with ASD. Recently, enough studies(d) examining more closely how interventions affect individual children differently versus summa- have been published on TEACCH to enable investirizing outcomes as groups. Because a wide variety gators to conduct a meta-analysis, in which theof measures are used to assess outcomes across results across different studies are statisticallycombined.
studies (e.g., IQ score, adaptive assessmentscores, parent reports), it is often challenging for What did the researchers do?
reviewers to compare such studies. Finally, because characteristics of ASD vary across individu- The researchers identified 220 studies on theal children, it is difficult to make conclusions that TEACCH method, 13 of which met all their criteria
are representative of the entire population of chil- for inclusion in the meta-analysis. The researchers
used only those studies that compared the children with ASD. This review summarizes the current literature of early intensive intervention while dren’s skills before the TEACCH method was used
and again afterward, or that compared the skills
simultaneously encouraging additional researchof children receiving TEACCH to children receiving
to be conducted.
another or no intervention. The authors identified
15 skill areas addressed by the TEACCH methodin the 13 studies and determined how effective it
The TEACCH program for children
was for each skill area.

(Continued from page 25)

and adults with autism: A metaanalysis of intervention studies.

What did the researchers find?

The researchers found that, overall, the effects ofVirues-Ortega, J., Julio, F. M., & Pastor-Barriuso, R. TEACCH has had on skills in the areas of perception, motor movement, language, and cognition(2013). The TEACCH program for children andadults with autism: A meta-analysis of intervention have been small. In the areas of social behavior
studies. Clinical Psychology Review, 33, 940-953. and maladaptive behaviors (e.g., aggression) the
researchers found that the TEACCH method has
http://dx.doi.org/10.1016/j.cpr.2013.07.005
had moderate benefits. On average, the effects ofReviewed by: Antonia Giannakakos, Caldwell Col(Continued on page 27)

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Research Reviews Cont’d(Continued from page 26)

the TEACCH method across all skill areas weremoderate and appear to increase with the age ofthe child. The researchers cautioned that “higher
methodological standards” are needed to increase
confidence in these findings.
What were the strengths and limitations of thestudy?
A major strength of this study is that the researchers used appropriate criteria for including or excluding studies from their meta-analysis and systematically performed statistical tests to integrate the results and determine the effectiveness of the
TEACCH method. One limitation is that some of thestudies were eligible for inclusion in the metaanalysis but had incomplete data and therefore
could not be included in the final analysis.
What do the results mean?
Overall, the effects of the TEACCH method on theskills of children with autism are small to moderate.
Although these findings are promising, the researchers caution that available studies have methodological flaws that make it premature to draw
conclusions about whether the TEACCH method iseffective or ineffective. Further studies with improved designs are needed to carefully evaluate
TEACCH effects.

Media Watch
 Educating the public about effective autism treatment through proactive contact with the media;
 Responding to inaccurate information or proposed
treatments described by the media (as it relates toscientific findings about their effectiveness); and Supporting accurate media depictions of empirically–sound interventions for individuals with autism
spectrum disorders.
http://asatonline.org/media_watches

ASAT Board of Directors
Mary E. McDonald, PhD, BCBA-D
President
Florence DiGennaro Reed, PhD, BCBA-D
Vice President
Elizabeth Dyer, MA, CCC-SLP
Treasurer
Florence DiGennaro Reed, PhD, BCBA-D
Secretary
David Celiberti, PhD, BCBA-D
Executive Director
Dana Battaglia, PhD, CCC-SLP
Leigh Broughan, MA, BCBA, Sibling
Cathy Curcio, MSW
Preeti Chojar, MCA, Parent
Kathryn Dobel, JD
Ruth Donlin, MS
Daniela Fazzio, PhD, BCBA-D
Joseph Forgione, MBA
Sabrina Freeman, PhD, Parent
Peggy Halliday, MEd, BCBA
Barbara Jamison, BA, Parent
Eric Larsson, PhD, BCBA-D
Scott Myers, MD, FAAP
Daniel W. Mruzek, PhD, BCBA-D
Joshua K. Pritchard, PhD, BCBA-D
Mary Rosswurm, MBA, Parent
Dena Russell, MS, Parent
Tristram Smith, PhD
Bridget Taylor, PsyD, BCBA-DASAT
PO Box 3250
Hoboken, NJ 07030
E-mail: info@asatonline.org

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Volume 11.2 Spring 2014

Science in Autism Treatment

Page 28ASAT
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Page 29

Our Real Science, Real Hope 2014 Sponsorship Initiative
Does Your Agency Share ASAT’s
Values? ASAT believes that
individuals with autism have theright to effective treatments thatare scientifically-demonstrated
to make meaningful, positivechange in their lives. We believethat it should not be sochallenging for families to findaccurate information about theefficacy of various autism
interventions. ASAT works
toward a time when ...
 All families will be empoweredwith skills in identifying andchoosing the most effective,
scientifically-validated
interventions for their child.
 The media will educate and notconfuse parents by providing
accurate information andasking the right questions.
 All providers will be guided byscience when selecting andimplementing interventions anduse data to demonstrateeffectiveness.

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

CHAMPION $2,000
Autism New Jersey
Autism Partnership
Organization for Research andLearning
BENEFACTOR $1,000

What It Means to Be a 2014
Sponsor:
ASAT’s 2014 Sponsors haveindicated their support of thefollowing tenets:
1. All treatments for individuals
with autism should be guided by
the best available scientificinformation.
2. Service providers have a
responsibility to rely on sciencebased treatments.
3. Service providers should takesteps necessary to help
consumers differentiate
between scientifically validated
treatments and treatments thatlack scientific 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.

ALLIANCE $500
Connecticut Center for Child
Development
Different Roads to Learning
Eden II Programs
Four Points, Inc.
Nexus Language Builders
Quality Services for the Autism
Community (QSAC)
Thivierge & Rothberg
Virginia Institute of Autism

PATRON $200
ELIJA Foundation
Autism Intervention Services
ELIJA School
ABA Academy
Long Island Behavior Analysis Group Aging with Autism
Alpine Learning GroupNew England Center for Children
Syndrome and high Functioning
Princeton Child Development Institute Asperger
Autism Association (AHA), Inc.
Rethink Autism
Autism Awareness
Therapeutic Pathways, Inc.
Beacon Services

Become a 2014 Sponsor Now!
These sponsorships not only
provide financial support used
specifically for our dissemination
efforts, but also send a clear
message that ASAT's vision isshared by others within theprofessional community.
The tasks of educating the
public about scientificallyvalidated intervention andcountering pseudoscience aredaunting ones, and ASAT
appreciates the support of all of
our sponsors.
If you are interested in becominga 2014 Sponsor, please visit thesponsor page on our website atwww.asatonline.org/
about_asat/sponsors.htm#learn.
Thank you for yourconsideration!
Behavior Development Solutions
Bouer Law LLC
Child Study Center of Fort WorthChildren’s Specialized Hospital
Coyne and Associates
Gary Mayerson & Associates
Hugo Science Press
Institute for Educational Achievement
Kansas City Autism Training Center
Lizard Children’s Learning Centre
Nassau Suffolk Services for Autism
New York Center for Autism Charter School
PALS Autism School
Peninsula School for Autism
Pyramid Educational Consultants, Inc.
Quest Autism Program
Room to Grow
SKF Books
Somerset Hills
Southwest Autism Research and Resource
Center

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

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Science in Autism Treatment

Page 30

Focus on Science:
Autism Treatment in the Media
By Daniel W. Mruzek, PhD, BCBA-D, ASAT Board Member
The topic of treatment for autism spectrum dis- emphasizing some feature of the disorder (e.g.,
describing sensory defensiveness or inability toorder (ASD) has all the ingredients for a sensational media product: widespread public interest, integrate auditory stimuli as a defining feature of
the diagnosis) provides an unsuspecting reader
fast-paced news cycle, potential for emotional
appeal, and, of course, controversy. And, mem- with an inaccurate understanding of ASD andmay contribute to unrealistic expectations aboutbers of the media appear to recognize this. For
example, my simple Google News search using
the benefits of therapies targeting these areas.
the term “autism treatment” reveals 17,100 re- The media writer’s appreciation of the scientificsults representing media products delivered
status of the ASD treatment being discussed isthrough newspapers, magazines, blogs, televialso important. Wittingly or unwittingly, a journalsion and other media outlets. Many of these
ist may take the untested treatment claims ofnews items are about treatment funding and re- the marketer of a new treatment or the testimolated politics, but others focus upon specificnial statement of an interviewed consumer as
treatments, often written in provocative ways. As “proof positive” that the intervention is valid. Ina point of reference, in the last few weeks,deed, in an effort to appeal to their readership,
ASAT’s Media Watch group (www.asatonline.org/ some writers may suggest that an invalidated
media_watches) has responded to news prodprocedure is a “breakthrough” or “new hope” foructs on a wide range of ASD treatment topics,
families affected by ASD or include emotionally
including interventions with a substantial sciencharged images suggesting recovery or astonishtific record (applied behavior analytic [ABA] intering improvement. Most often, this type of reportvention for early intervention), as well as thoseing is irresponsible because it may lead unsuswith little or no scientific grounding (e.g., therapy
pecting families to pursue expensive, timechickens, the Son Rise Program, sensory integraconsuming and wholly ineffective treatments fortion).
their members affected by ASD. At the least, reHow should we approach these presentations of sponsible journalistic practice would entail qualiASD treatment in the media? At least three key fying such reports with clear statements regarditems are worthy of consideration: (1) the writing the state of the science for the treatment,
er’s description of the nature of ASD, (2) his orespecially when such evidence is scant or nonexher consideration of the science underlying the istent. ASAT’s compilation of treatment summarASD treatment, and (3) the extent to which he or ies (http://www.asatonline.org/treatment/
she maintained a healthy skepticism about the autismtreatments) is one quick-reference tool
benefits of the intervention. There appears to be that journalist may use to check the scientificstatus of treatments that are presented in theira clear range of knowledge about ASD in thefields of journalism. Some writers accurately de- reporting.
scribe ASD as a neurodevelopmental disorder
To be sure, the journalistic practice of some jouremerging early in the individual’s life, resulting in
nalists is grounded in the practice of scientificdeficits in communication and social wherewithskepticism, and this commitment is reflected inal, with concurrent repetitive thought and/or bethe quality of their writing. By “scientific skeptihavior (i.e., perseveration and/or stereotypy).
cism”, we mean that these journalists take care
Mischaracterizations of ASD, such as the use of
to present new treatment ideas with caution,
inaccurate metaphors, like describing ASD as
recognizing that (1) treatment progress is usually
being “trapped in one’s own world” or over-(Continued on page 31)

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Focus on Science Cont’d(Continued from page 30)

one-step-at-a-time; (2) what sounds too good to betrue usually is not; and (3) experimental research
published in peer-reviewed journals are a key way
of determining whether a particular treatment is
helpful, not the slick words of a marketer or theemotional appeal of fanciful video recordings.
As “consumers” of treatment for ASD, families canadopt a skeptical mindset when confronted withmedia portrayals of autism treatments. This does
not mean that they reject new ideas at “face value”– far from it! We can all be excited about the prospect of new, emerging interventions. However, it
does mean that, along with our excitement, we exercise a cautious skepticism and ask, “What’s thescience behind that approach?” And, we watch forsigns of potential baloney, including the use ofglowing testimonials, grandiose statements by marketers and emotional appeal. Asking trusted, credentialed experts (e.g., physicians, psychologists,behavior analysts) about potential treatments presented in the media is one way to increase theodds that family members can connect loved ones
affected by ASD with valid treatment options.

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

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Volume 11.2 Spring 2014

Science in Autism Treatment

Page 32

Shout Outs, Accolades, and Appreciations!
By Kerry Ann Conde, MS, BCBA
ASAT’s mission is to promote “safe, effective, science-based treatments for people with autism
through: the dissemination of accurate, timely, and scientifically-sound information; advocacy forthe use of scientific methods to guide treatment; and the countering of unsubstantiated, inaccurate
and false information about autism and its treatment.” With this in mind, ASAT is striving to reach
12,000 subscribers by the end of the year. We are currently at 11,464 subscribers. Help us reach
12,000 subscribers by clicking on the following link: http://asatonline.org/newsletters/signup. You
can also “like” ASAT’s Facebook page at https://www.facebook.com/ASATonline?fref=ts.
If you are a supervisor or administrator, please consider passing along a sign-up sheet to help us
recruit new subscribers. We have an individual version and group version. After these are completed, they can be emailed to newsletter@asatonline.org or mailed to ASAT PO Box 3250 Hoboken,
New Jersey 07030.
ASAT would also like to recognize those individuals and organizations who strive to support our mission. Specifically, we would like to thank and send a “shout out” to…
 DJ Cindy Vero of KTU 103.5 FM in NYC for showcasing ASAT and the Rock'n 4 Autism Aware-ness concert on April 20, 2014
 Dr. Joanna Salapska-Gelleri for distributing ASAT brochures at their April 2013 Promising Pathways Conference The Food and Drug Administration (FDA) for mentioning ASAT’s commitment to improving“education” and “treatment” for individuals with autism in their Consumer Update about false
or misleading autism treatment claims: http://www.fda.gov/ForConsumers/ConsumerUpdates/
ucm394757.htm
 Bev Sharpe for recommending families sign up for ASAT’s newsletter in a discussion board,
Room Three: Discussions about Government Topics
If you would like to share information about any initiatives you have undertaken to support ASAT,
please write us at publicity@asatonline.org

Science in Autism Treatment’s Team
Co-Editors
David A. Celiberti, PhD, BCBA-D
Daniela Fazzio, PhD, BCBA-D
Managing Editor
Leanne Tull, MADS, BCBA
Copy Editor
Nicole Pearson, PsyD, BCBA-D
Focus On Science
Daniel W. Mruzek, PhD, BCBA-D

International Updates
Daniela Fazzio, PhD, BCBA-D
Research Synopses
Sharon Reeve, PhD, BCBA-D
Clinical Corner
Nicole Pearson, PsyD, BCBA-D
Amanda Fisher PhD, BCBA-D
Consumer Corner
Sabrina Freeman, PhD

Media Watch
Barbara Jamison, BA
Treatment Summaries
Tristram Smith, PhD
Subscriptions
Kerry Ann Conde, MS, BCBA
From The Archives
Amanda Fisher PhD, BCBA-D

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The 4th Annual Rock’n 4 Autism Awareness Concert:
We rocked, we rolled, and we raised awareness forscience-based autism treatment!
By Sasha Ferrer
Love, and appearances from the Hoboken Police and Fire Departments. Volunteers from Enterprise, Hoboken Grace,State Farm, Stevens Institute, The Hoboken Juniors Youth Spiritual Empowerment Program, Caldwell
College, as well as HOPES
CAP, Inc. and ASAT were
present, creating a positive and welcoming atmosphere for all.
On a day of unpredictable weather, the one thing Returning for this year’s event,that could be predicted was the success of thethe Fuzzy Lemons stole the stage with theirth
4 Annual Rock’n 4 Autism Awareness Concert catchy songs that even made the parents dance!
and Festival. The event took place on SaturdayThis fun and energetic band captured the attenMay 3rd, 2014 from 2-6pm at the David E. Rue tion of children, got parents and children out of
Building in Hoboken, New Jersey. It was cotheir seats, and even took pictures in between
hosted by the Association for Science in Autism sets. The Fuzzy Lemons weren't the only people
Treatment (ASAT) and HOPES CAP Inc, which is
to take the stage though; the Dance team fromcelebrating its 50th anniversary this year! The
Joy's Dance House performed an amazing roumonies raised from the concert and festival will tine and reminded us that we should all focus
help inform the community about detection, diupon "Ability, not Disability." These incredible
agnosis, and effective treatments for autism.
young dancers have autism or other special
ASAT's Executive Director, Dr. David Celiberti,
needs.
and Cindy Vero of KTU Radio, kicked off theThroughout the day, a silent auction took place
event by welcoming concert attendees. The
allowing people to place bids on a variety ofevent was well attended with scores of curious
items ranging from autographed sports merparents and excited children, both new visitors
chandise to artwork from artists such as Nea
and familiar faces. Participants enjoyed face
Bisek. There were items of interest to both chilpainting,dren and adults. Thanks to many generous bidarts andders,craft activi- theties host- auced by Lili’s tion
Parties,
was abouncyhuge
castles
sucdonatedcess!
by Benny(Continued on page 34)

The 4th Annual Rock’n 4 Autism Awareness Concert,co-hosted by ASAT and Hoboken-based HOPES CAP, Inc.,
rocked out on Saturday, May 3rd! The Fuzzy Lemons, ourgenerous sponsors and donors, and an enthusiastic
crowd contributed to the success of this indoor/outdoor
event. Sasha Ferrer, a Hoboken High School Senior andreporter was on hand and shares her story here. Thankyou Sasha!
David Celiberti, ASAT Executive Director

Some of the many wonderful volunteers

The Fuzzy Lemons

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

Page 34

Volume 11.2 Spring 2014

Science in Autism Treatment

Rock’n 4 Autism Cont’d

inspire us.
(Continued from page 33)
I was fortunate to talk to
The Centers for Disease
Elizabeth Neumann, an Auand Control (CDC) estitism New Jersey volunteer
mates that 1 in 68 children
for ASAT about the event
have autism and that there
and the importance ofare over one million people
sharing information aboutliving with this disorder in
effective autism treatthe U.S alone. The Rock’nment . “There are over 150
4 Autism Awareness Condifferent treatments, andcert and Festival brings
the goal is to help parents
this to the public light andfind the one most effective
helps parents and providfor their child,” Elizabeth
ers become more savvy
Family Fun!
explained. “We truly are
consumers.
lucky to have Autism NJ
Though the event has tradiand ASAT to provide this type of information.” Ma- tionally been held in April to coincide with Autism
rianne Clancy, a mother of a 19 year-old young
Awareness month, organizers chose to hold it inadult with autism, agreed. When I asked about
May this year to emphasize that autism awarehow she found the right treatment for her son,ness should be promoted and supported yearshe said, “Education has had the most crucial ef- round. For more information about the Associafect on my son. ASAT helps parents weigh through tion for Science in Autism Treatment, please visit
the options and find what works and what
www.asatonline.org. For more information about
HOPES, please visit www.hopes.org.
doesn’t.”
When the event wrapped up, thanks were not only Sasha Ferrer is a senior at Hoboken High School
given to the sponsors and donors (please see be- and a writer for The Redwing Reader, the official
low for list of all sponsors and donors whose con- school newspaper. Sasha will be attending Rider
tributions exceeded $500), but to the children
University in the Fall.
and families who came to support the event and

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

Page 35

Fundraising Updates
By Ruth Donlin, MS, ASAT Board Member
The Arizona Redhawks are a Junior A Tier III Ice Hockey Team located in
Peoria that is making a commitment to the autism community. They are a
branch of the Western States Hockey League (WSHL) and are a part of a
growing league that reaches from Kansas to the West Coast. The organization is dedicated to providing a superior team-oriented environment that
supports the highest level of development for each player.
John Guy, who is the Director of Operations and Marketing of the AZ
Redhawks, has collaborated with ASAT in the past. He became inspired by
ASAT’s mission and website after learning that his grandson had been diagnosed with autism.
ASAT is grateful to John Guy for his continued support and to this great team and league for raisingfunds and for promoting autism science-based treatments throughout their upcoming season. Johnhas been instrumental in working with ASAT to broaden autism awareness and develop future ideas to support ASAT and the autism community.
The 2014-2015 junior hockey season will begin early
September 2014 with games in numerous cities including, Dallas, Boulder, Long Beach, and Las Vegas.
To learn more about the Arizona Redhawks, checkout their website at www.arizonaredhawks.com/

HAVE YOU EVER WANTED TO
RUN IN THE NEW YORK CITYMARATHON? Join Us!!!
The NYC Marathon is Sunday, November 2,
2014. If you have any interest in running in themarathon and raising money for ASAT, or if you
know someone who might be interested,
please contact Ruth Donlin at
asatevents@asatonline.org.
We can help set up individual fundraising pages and offer support for those running on
Team ASAT!
We have three spots left to fill, of the five thatwere allotted.

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

Science in Autism Treatment

Page 36

In addition to our Advisory Board, a number of Coordinators Externs, and other
Volunteers lend their time and talents to support ASAT's mission and initiatives. These
are our helping hands.
Biomedical Advances Coordinator
Leanne Tull, MADS, BCBA

Volume 11.2 Spring 2014

Donor Drive Coordinator
Tanya Baynham, MS, BCBA
Exhibition Coordinator
Marianne Clancy
Externship/Volunteer Coordinator
Lauren Schnell, MEd, BCBA
Externship Asst. Coordinator
Victoria Mason
Event Co-Coordinator
Shari Schatzman, MEd, SAS, SDA
Grant Research Co-Coordinators
Alice Walkup, MS, BCBA
Carolyn Sniezyk, MS, BCBA
International Dissemination
Co-Coordinators
Audrey Meissner, MEd, BCBA
Jennifer Hieminga, MEd, BCBA
List Serv Coordinator
Kirsten Wirth, PhD
Media Watch Coordinator
Elizabeth Callahan, BA, BCaBA
Social Media Coordinator
Renita Paranjape, MEd, BCBA
Sponsorship Coordinator
Caitlin Reilly, MA
Sponsorship Asst. Coordinator
Mark Sullivan, BA
Subscriptions Coordinator
Kerry Ann Conde, MS, BCBA
Website Content Coordinator
Amanda Fisher, PhD, BCBA-D

Externs
Alice Brown, BA
Sarah R. Jenkins, MA
Mary Kay Jones, MSN, CRNP
Tiffany N. Kilby, MS
Kate Kwong, BSc
Victoria Mason
Patrick O’Leary, MA, BCBA
Nicole SimonsMark Sullivan, BA
Leanne Tull, MADS, BCBA
Alice Walkup, MS, BCBA
Emily Walkup, BA
ASAT Public Relations Committee
Courtney Aponte, MA
Gina Haggery, MSEd
Michellle Kahn, MSEd
Nicole Mammina, MSEd
Lewis Mazzone, MA
Jamie O'Brien, MSEd
Nancy Philips, BA
Sage Rose, PhD
Alyssa Rosenberg, BA
Media Watch Writers
Geoffrey Debery, MA, BCBA
Justin DiScalfani, PhD, BCBA-D
Ronald Lee, PhD, BCBA-D
Lewis Mazzone, MA
Deborah Finkelstein, MADS, BCBA
Mary Philips, BA
Sharon Reeve, PhD, BCBA-D
Anya K. Silver, MA, BCBA
Chris E. Smith, PhD, BCBA-D
Shannon Wilkinson, MADS, BCaBA
ASAT’s Newsletter,
Science in Autism Treatment
Justin DiScalfani, PhD, BCBA-D
Caroline Simard-Nicolas, MS, BCBA
Amanda Wadsworth, MSEd, BCBAASAT
Providing Accurate, Science-Based Information - Promoting Access to Effective Treatment

Page 37

With your help, we are reaching out to more and more peop
le every day, united in their commitment to accountability, respect, and science in autism treatment. Individuals with autism
deserve nothing less! Join us on Facebook to stay connected and
get immediate content updates. https://www.facebook.com/
ASATonline.

Media Watch Efforts
Autism Treatment in the News
Newsletter Announcements
Upcoming Conferences
ASAT Events
Follow us also on Twitter

www.twitter.comASATOnline

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

Your Organization
Could Appear Here

Volume 11.2 Spring 2014

Science in Autism Treatment

Page 38

Advertise in
Science in Autism Treatment.
http://asatonline.org/newsletters/
advertisers

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

Page 39

2013 Donor Wall
Champion $2,000—$4,999

Benefactor $1,000 - $1,999

The Leah & Alain Lebec Foundation, Inc.

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

Kettlebells 4 Autism
Karen and Patrick Ramsey1
Alison and Bernie Webb2

Patron $100 - $499

In Honor of:
In Memory of:
1Alain Lebec
5Marie DiScalfani
2Peggy Halliday
6Vaida Hoffman
3Sabrina Freeman
7Merrill and Janice
4Sarah Jack
Windsor
10Mike Flood
8Mary Weitzman
11Margaret Howard 9Ernie Wing andand Surrey Place
Diane Kirchner
Centre12Audrey Meissnerand New Haven
Learning Centre
13Kathryn Dobel
14 Regina Glaze

Andrea KasunicFrancisco Barrera
Steven Khuong6,8,9
Michele Corcoran
Barbie Machado
Douglas Celiberti
Richard Malott
Dean Chacon
Child Development Centre of Luna Mills
Patricia Myers
Oakville11
Child Development Centre of Corey Robertson
Joyce Rosenfeld
Oakville12
Beverly Sharpe3
Jennifer Cook
Gerald and Marietta Dargan Tom and Carol Sloan
Michaela Stanton
Joseph DiGennaro
Thomas Zwicker
David Diosi
Anonymous
William Dube
2
Anonymous
Phyllis Freidt
14
Larry Glaze

Friend $1 - $99
Marina Azimova
Susan Bardet6
Tanya Baynham
Lea BellMichael Ben Zvi
Scott Born
Gordon Bourland
Bruce Brown
Patricia Calandra
Fredda Cassidy6,8,9,13
Madeline Celiberti
Margaret Cole
Wendy Comba
Geoff DeBery
George DePalma
Corrine Donley

John Fay10
Deborah Fein
Richard Foxx
Tammy Frincu
Ellayne GanzfriedPeter Gerhardt
Megan Halliday2
Bethany Halliday2
Marie Halliday2
Sandra Harris
Yolla Hassanieh
Michelle Hecht
Germaine Ibrahim
Veronica Jordan
Donya Kashani6,8,13
Jim Khoury

Debbie Lancette4
Alan Leslie
Bennett Leventhal
Kathryn Mann
Laura Martin
John and Marlene
McElwee
Jeanne Miller 6,8
Amanda Moralez
Lauretta E. Murdock
Kathryn Myers
Renita Paranjape
Diana Parisy
Susan Petrie
Sharon Petrovich
Wayne Piersel

Barbara Rodrigues
Leif & Lauren SchnellAlbrightRobert Savitzky
AnnMarie Shelton
Kamal and Poonam Sondhi
John Streyle
Jana Vitale
Gwendolyn Weitzman6,8
Ian Wells
Renee Wells
Laurel Zarkoob
Western Suffolk BOCES
Faculty Association5
Anonymous6,8

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