Connecticut: Birth to Three Autism Spectrum Disorders: Intervention guidance for service providers and families of young children with autism spectrum disorders From the Introduction: It is our hope that parents reading this guideline will realize that they are not alone. Guidance and support is available. There are people who care and want to help. There is a great deal of information contained in this guideline. There are answers to many of your questions. The key is to get involved and ask for help. Every parent reading this guideline is facing their own unique experience. For some this may be your first child, for others this might be your third. Some will have a child with severe symptoms while other will have milder symptoms. Whatever the situation, we are all facing many common issues and have similar feelings. Expect to go through many intense and sometimes overwhelming emotions: grief, anger, numbing, apathy, fear and more grief. All these feelings are natural. They might last for a long time. One of the most challenging aspects of this is that at the very time you are feeling sad and overwhelmed, you need to start actively working towards solutions. It’s important to realize things will get better, and the key is to begin getting the help your child needs. You need to become your child’s advocate.
New Jersey: Early Intervention Birth to Three Service Guidelines: Children with Autism Spectrum Disorders From the Introduction: In 1999, the New Jersey Early Intervention System (NJEIS) convened an autism task force and charged the committee with enhancing the state’s capacity to provide equitable access to appropriate evaluations and services for children with autism spectrum disorders. The early intervention autism task force is a statewide group, representing families and professionals throughout New Jersey. The autism task force made major contributions to the lead agency with recommendations on IFSP development and a qualitative analysis of the National Research Council’s report. The recommendations of the autism task force became the foundation for the current guidelines and those involved with the autism task force are commended for their efforts and commitment to assuring quality intervention for infants and toddlers with autism.
New Jersey Autism Fact Sheet From the Introduction: AUTISM IS PREVALENT: 1 in 166 children are diagnosed with an autism spectrum disorder. According to the Centers for Disease Control and Prevention CDC (2004) 1 in 166 children are diagnosed with an autism spectrum disorder. In the United States alone, there are over 1.5 million Americans with autism. It is estimated that in New Jersey between 12,000 and 18,000 people have an autism spectrum disorder.
National Institute of Child Health and Human Development, Collaborative Programs of Excellence in Autism, Research Abstract, Marian Sigmon, Ph.D. This Program Project aims to discover the biological bases of and environmental influences on the social communication deficits in autism. The first two projects propose experimental interventions and longitudinal follow-ups to test the extent to which joint attention, symbolic play, and language can be modified. Based on results showing that particular caregiver behaviors lead to gains in language skills over a 15-year period of development, the first project will test an experimental approach to modifying caregiver behaviors and measuring the consequences. The second project will follow a group of children whose nonverbal communication and play skills were improved through intervention and will also attempt to generalize the intervention from skilled clinicians to paraprofessionals with a new sample of children.
West Virginia Autism Training Center The WVATC provides training inservices and workshops throughout WV. Training is available to local county school systems and related service agencies for a fee. Local community groups and parent groups may request training on autism at a reduced cost. Attendance at WVATC sponsored inservices and workshops is provided at no cost to registered families.
Mentor Program for Paraprofessionals The Autism Training Center conducts training sessions on a number of topics across the state. Training sessions are open to clients of the ATC and their families, school personnel, or others interested in the topic areas, and most free of charge.
Minnesota Paraprofessional Consortium ASD Specialized Competencies The Minnesota Paraprofessional Consortium, which has been in existence for over 15 years, consists of nearly forty individuals, including teachers and paraprofessionals from local school districts, and individuals from state agencies, unions, and institutions of higher education. These individuals have provided guidance to a variety of activities designed to support and enhance Minnesota's paraprofessional workforce.
Indiana Autism Resource Center at the Indiana Institute on Disability and Community Autism Team Training focuses on capacity building in local school districts to more effectively problem solve on behalf of students across the autism spectrum. Training teams are comprised of general and special education teachers and administrators, related service staff, and family members. Additionally, autism leaders have been hired and represent nearly every school district in Indiana. Networking with these leaders is done through regional monthly meetings and a listserv designed to share ideas, brainstorm solutions, and learn about new resources. To date, 224 teams have been trained in Indiana.
2005 Paraprofessional Training Required Paraprofessional Institute For Special Education Trainees/Assistants For The 2005-2006 School Year
New York Teacher and Paraprofessional Training Grants on Autism The Office of Vocational and Educational Services for Individuals with Disabilities (VESID) of the New York State Education Department (NYSED) is pleased to announce it has awarded grants to 17 New York State colleges and universities to develop and deliver courses in autism.
Kennedy Krieger Center, CARD Center Paraprofesssional training resources are mentioned, but a search of the site did not reveal specific online resources. CARD program has research and intervention initiatives for toddlers.
Canadian Autism Intervention Research Network We monitor the latest developments in early intervention research, policy and practice in Canada and engage all members of the autism community in helping to decide which important and relevant questions need to be addressed now. We work collaboratively to develop new, Canadian research projects that will answer these questions and inform future policy and clinical practice. And we identify and disseminate the best available information on autism with an emphasis on how this knowledge can be turned into practice.
Family Links: A Developmental Relationship-Focused Intervention for Children with Autism/PDD and Severe Behavior Disorders
Grant No. H324M010118 Funding Year (2001-2003) Gerald Mahoney Co-Principal Investigator Mandel School of Applied Social Sciences Poverty Center, ML 7164 Case Western Reserve University 10900 Euclid Avenue Cleveland, OH 44106-7164 Phone: (216) 368-1824 FAX: (216) 368-2295 Email:
ABSTRACT Purpose: To provide a model to enable early childhood personnel to work collaboratively with parents to address the needs of young children with severe behavior disorders. Target: Children ages birth to 5 years with social and behavioral problems. Approach: The project will address the social-emotional needs of children by: (a) improving the quality of the child-caregiver attachment relationship, (b) increasing children's communication with their caregivers, and (c) promoting children to motivate to socialize. The project will develop curriculum materials and training supports that will be compatible with the regulations for these programs, with continuous feedback of service providers, teachers and parents using the materials. Intervening with children in early intervention and continuing into early childhood special education will demonstrate continuity in the ways these programs address social and behavioral problems. The project will also collect cost data to determine whether this approach might be a cost effective alternative for addressing social and behavioral problems. Outcomes: The intervention is expected to have positive effects on children's social, behavioral, communication and cognitive functioning at home and school. The training and curriculum materials developed will be available to the field. The determination of efficacy and costs of the model will be valuable to early intervention and preschool programs. The emphasis on continuity of intervention throughout early childhood is expected to contribute to positive outcomes for children and families.
The Impact of Relationship-Focused Intervention on Young Children with Mental Health Concerns and Their Families
Grant No. H324C030086 Funding Year (2003-2006) Gerald Mahoney Project Director Mandel School of Applied Social Sciences Poverty Center, ML 7164 Case Western Reserve University 10900 Euclid Avenue Cleveland, OH 44106-7164 Phone: (216) 368-1824 FAX: (216) 368-2295 Email:
States in which this Project is involved: OH
ABSTRACT Purpose: Relationship-focused intervention (RF) is a parent-mediated approach for addressing the developmental and socioemotional needs of young children at risk for or having disabilities, in which parents engage in responsive interactions with their children. This 5-year research project is an extension of a recently completed RF research study which indicated that RF was very effective at addressing children's developmental and socioemotional needs over a 12-month period. The project will replicate and expand the original findings by assessing the impact of RF intervention on a group of 133 children with diagnosed mental health concerns and their parents over a 1-year period and comparing them to a randomly selected control group of 67 children and parents who will receive alternative early childhood mental health services. Method: Children in the RF treatment group will receive the Responsive Teaching intervention in the context of individualized, weekly sessions with their parents for a period of 12 months. The study will evaluate the effects of RF intervention on children's socioemotional, communication, and cognitive functioning over an 18-month period. It will also examine the characteristics of families that contribute to the implementation of RF interventions as well as the impact that RF has on parents. Products: Project results will be distributed to the OSERS research and training centers and will be disseminated widely via a Website page, a semi-annual newsletter, professional publications, and presentations at meetings.
Center for Training Personnel to Provide Evidence-Based Educational Services to Students with Autism Spectrum Disorders
Grant No. H325G020003 Funding Year (2002-2007) Ilene Schwartz Project Co-Director Experimental Education Unit College of Education University of Washington Box 357925 Seattle, WA 98195-7925 Phone: (206) 616-3450 FAX: (206) 616-8177 Email: Website: http://depts.washington.edu/pdacent/
Susan Sandall Project Co-Director Experimental Education Unit College of Education University of Washington Box 357925 Seattle, WA 98195-7925 Phone: (206) 221-3445 FAX: (206) 616-8177 Email: Website: http://depts.washington.edu/pdacent/
States in which this Project is involved: All States
ABSTRACT This project creates a center to increase the capacity of local school districts to meet the needs of students with autism spectrum disorders (ASD) through training, materials preparation, and dissemination. The Center is a consortium of professionals dedicated to improving educational services and the quality of life for students with ASD. The six training sites (CO, FL, KS, MD, OH, WA), five universities and one education institution, that make up the consortium represent professionals from across the United States who have had great success in creating positive outcomes for students with ASD and their families and in facilitating change in public schools. The Center will meet the goal of building capacity through a series of activities, including: 1) synthesizing the extant research data and summarizing evidence-based practices into documents that are accessible to different groups of consumers; 2) implementing in-depth site-based training in geographically diverse model centers across the country, including on-going follow-up and consultation as part of the training; 3) implementing a range of regional and national training opportunities; 4) developing and supporting educational materials for different groups of consumers, including families, teachers, paraprofessionals, and instructors at institutions of higher education who are preparing the next generation of educational professionals; and 5) working with diverse groups of consumers to evaluate training and dissemination efforts and to integrate this feedback into program modifications. After thorough literature reviews and creation of synthesis documents, the project will begin a series of site-based training activities that will involve over 200 local school districts and all state education agencies. These training activities will be based on the strong foundation of evidence-based practice and will be tailored to meet the needs and unique circumstances of individual trainees. Information and data developed through the Center will be disseminated to consumers through networks that are accessible, that are efficient, and that capitalize on technology.
2 OSEP Funded Personnel Preparation Projects worth mentioning; Not Geared to Paraprofessionals but May Be Useful for Early Childhood Preparation of Personnel
Project ASSET: Autism Spectrum Specialized Education and Training
Grant No. H325A030112 Funding Year (2003-2008) Juliann Woods Project Director Department of Communication Disorders Florida State University 107 Regional Rehabilitation Center, MC 1200 Tallahassee, FL 32306-1200 Phone: (850) 645-4972 FAX: (850) 644-8994 Email: Website: http://asset.fsu.edu
States in which this Project is involved: FL
ABSTRACT Purpose: This personnel preparation project is a collaborative effort between the Department of Communication Disorders and the Department of Special Education and Rehabilitation Counseling at Florida State University (FSU), the FSU Center for Autism and Related Disabilities (CARD), and the Southside Professional Development School Network (SPDSN). The project will positively impact the critical shortage of specialized personnel in the early intervention programs and schools in Florida by providing at least 60 newly trained specialists. Method: The project will provide the specialized training needed for the newly developed endorsement in autism for 12 full-time speech-language pathology or special education students per year. Research-validated practices will be integrated into the coursework and practica to produce personnel to provide services to diverse students with autism. The competency-based model will include the broad-based knowledge and skills essential for educators facing the challenges of working with students with autism and their families, and the specialized skills to address the needs of culturally and linguistically diverse or high poverty children and families. The curriculum content areas that will be addressed include: 1) characteristics and nature of autism and severe communication disorders; 2) assessment and intervention strategies including appropriate learning goals, functional curriculum, individualized programming, and inclusion strategies; 3) functional assessment and positive behavioral support for challenging behaviors; 4) use of assistive technology and alternative and augmentative communication systems; and 5) interdisciplinary teaming and consultative service delivery models.
Project ACE: Autism Competencies for Endorsement
Grant No. H325K052034 Funding Year (2005-2009) Hazel Jones Project Co-Director University of Florida PO Box 117060 G315 Norman Hall Gainesville, FL 32611-7050 Phone: (352) 392-0701 FAX: (352) 392-2655 Email: Maureen Conroy Project Co-Director University of Florida PO Box 117050 G315 Norman Hall Gainesville, FL 32611-7050
States in which this Project is involved: FL
ABSTRACT Purpose: Florida has added an autism endorsement to its certification areas. Project ACE is designed as a preservice training program to assist current teachers in the field in gaining content and practical knowledge to meet the state autism endorsement requirements and to meet the unique and diverse needs of infants, toddlers, and children with autism. Method: Twenty students per year for the 4 years of the project will complete 4 Web-based courses and 2 field-based practica on the nature of autism, interventions for communication and social development, behavior management and positive behavioral support, and assessment and diagnosis. The project will also use a variety of technologies to provide ongoing interaction during fieldwork, including interactive video and consultation with experts through the Centers for Autism and Related Disabilities (CARD) network. Teachers who complete the program will serve as mentors for incoming cohorts of teachers. Products: Teachers who complete the program will be able to meet state endorsement requirements for personnel instructing students with autism; fill vacancies in programs serving students with autism, including inclusive education programs; demonstrate knowledge of evidence-based pedagogy to instruct students with autism; link assessment of cognitive, social, and communication skills to effective interventions; and diversify the teacher population serving students with autism.
Please send additions to our Region 1 Early Childhood document collection to: Cybele Elaine Werts at
Thank you to NECTAC for providing us with these documents as well as their ongoing support and technical assistance!
For information on other states visit the NECTAC Autism Topical page
