EDITORIAL
Welcome! We would like to welcome you to the first issue of our newsletter "Spectrum." We are very appreciative of your willingness to be part of our network. The main goal of this quarterly letter is to provide you with updated information on the activities of the Autism and Developmental Disabilities Research Program under the direction of Dr. Antonio Hardan. We are also aiming at including brief reviews of peer-reviewed research articles related to the field of autism and developmental disabilities. We will also provide information on any educational activies related to our field of interest that are ongoing or planned at Lucile Packard Children's Hospital and Stanford. We are hoping that you will find this newsletter helpful and informative. Please feel free to forward it to families and friends.
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EDUCATIONAL ACTIVITIES
Autism Spectrum Disorders: Educational Series for Parents
The Stanford Autism Center at LPCH is offering a 10 part program, focused on diagnosis, treatment, and services, for parents of children and teens with Autism Spectrum Disorder (ASD).
Sessions are held at 401 Quarry Road on Thursdays from 5:30 to 7:00pm for $5 per meeting. Sessions are on a drop-in basis and parents may join at any time for individual sessions.
Register at http://childpsychiatry.stanford.edu |
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Issue 1, JULY 2009
RECENT PUBLICATIONS
A prospective study of toddlers with autism: short-term diagnostic and cognitive outcomes (Chawarska et al., 2009; Yale University).
Despite recent increases in the number of toddlers referred for a differential diagnosis of autism spectrum disorders (ASD), knowledge of short-term stability of early diagnosis, as well as cognitive outcomes, is limitied. 89 toddlers were assessed at the average age of 21.5 months, and reassessed at 46.9 months. Groups with stable and unstable diagnostic presentation were identified and compared on their profile of cognitive/social/communicative skills. Stability of the ASD diagnosis was 100%; diagnosis of autism was stable in 74% of cases as compared to 83% and 81% in PDD-NOS and Non ASD groups, respectively. Worsening of social disability symptoms resulting in autism diagnosis in 17% of toddlers initially diagnosed with PDD-NOW and in 19% of toddlers with initial diagnosis of non-ASD disorder. However, improvement was noted in approximately 1/4 of children initially presenting with autism, warranting diagnostic reassignment to PDD-NOS at follow-up. An analysis of developmental abilities suggests particular relevance of the assessment of verbal and nonverbal communication skills to diagnositc differentiation between subtypes within ASD in the second year of life. In conclusion, stability of ASD diagnosis in toddlers is high, though marked changes in severity of symptoms is expected in a minority of cases.
Cognitive behavioral therapy for anxiety in autism: a randomized, controlled trial (Wood et al., 2009; UCLA).
Children with autism often present with comorbid anxiety disorders. A stanford Cognitive Behavioral Treatmet (CBT) program was designed to accomodate the social and adaptive skill deficits of children with ASD. Forty children (7-11 years old) were randomly assigned to 16 sessions of CBT or a 3-month waitlist. The CBT model emphasized behavioral experimentation, parent-training, and school consulatation. Parents and children completed anxiety symptom checklists at baseline and post-treatment/post-waitlist. 78.5% of the CBT group met improvement criteria at post-treatment, as compared to only 8.7% of the waitlist group. CBT also outperformed the waitlist on diagnostic outcomes and parent reports of child anxiety, but not children's self-reports. Treatment gains were maintained at 3-month follow-up. The CBT manual employed in this study is one of the first adaptations of an evidence-based treatment for children with autism spectrum disorders. Remission of anxiety disorders appears to be an achievable goal among children with autism.
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