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A Meeting of Worlds: Multidisciplinary Teams in Autism Treatment
As Dr. Stephen Shore said, “if you’ve met one individual with autism, you’ve met one individual with autism.” Autism is a spectrum disorder with great variability in support needs from one person to the next. Given the spectrum of the disability, services and care for children with...
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A Person-Centered Collaborative Approach to Achieving Best Outcomes for Autistic Individuals with Co-Occurring Conditions
Autism Spectrum Disorder (ASD) is characterized by the presence of persistent deficits in social communication and social interaction across multiple contexts as well as restrictive, repetitive behavior, interests, or activities (American Psychiatric Association, 2013). Many individuals with ASD...
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The Prevalence of Comorbidities in Autism: Consideration of Comorbidity in Intervention and Treatment Response
“If you have met one person with autism, you have met one person with autism.” In this quotation, Dr. Stephen Shore, an autistic professor of special education, refers to the unique and varied experience the autism spectrum can be for those individuals who experience it. Autism is an...
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Providing Primary Behavior Health Care Services to Autistic Clients: Is This an Exception or the New Rule for ABA Organizations?
It is well known, but not fully appreciated, that an ASD diagnosis triggers a tsunami of emotions within the family of the autistic individual. Many established ABA provider groups have realized that the needs of parents and siblings of ASD individuals should be tended to via an interdisciplinary...
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The Art and Science of Treating Depression in Autism
This is the second of two articles about depression in people with autism. Part 1 is Diagnosing Depression in People with Autism. Thanks to research, we know more about depression in children and adults with autism than we used to know. Scientists have studied the rates of depression, risk...
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Autism Spectrum Disorder and Comorbidity: A Systematic Approach to Treatment
Comorbidity refers to the presence of one or more mental or physical conditions that coincide with a primary mental or physical condition (Al-Beltagi, 2021). Research has shown that 70% of autistic children meet the criteria for one comorbid disorder and 40% meet the criteria for two or more...
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Innovations in Scaling Up the Use of Evidence-Based Practices in Public Schools
High quality implementation of evidence-based instructional and intervention strategies has been identified as critical for educators supporting autistic students. Using evidence-based practices (EBP) is required by policy (Every Student Succeeds Act [ESSA], 2015, and the Individuals with...
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Guidelines for a More Neurodiversity-Affirming Practice for Autism
This article came out of discussions between the authors about guidelines for a more neurodiversity-affirming practice for autism. The training that is discussed in this article was developed by the first author (Rebecca Rosenzweig). Authors’ note: As an autistic person working in a...
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Effective Collaboration Models for Individuals with Complex Needs
Many students with autism require a multitude of services to aid in their success and independence within the school, home, and community environments. These services may include, but are not limited to, general and/or special education instruction, speech and language services, occupational...
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The Importance of Thinking Developmentally in Educational Approaches
Educational approaches for autistic students are often categorized as either developmental or behavioral. (Prizant & Wetherby, 2005). Behavioral approaches utilize practices based on applied behavior analysis (ABA), and are used to change behavior: that is, to increase desirable behavior and...
