Notes from Dr. Jim Roche:
NPR has an interesting story about autism and early brain development. You can read the transcript of listen to the report by clicking here: http://www.npr.org/2011/06/02/136882002/looking-for-early-signs-of-autism-in-brain-waves
Monday, June 27, 2011
Thursday, June 23, 2011
Autism testing while asleep? Maybe....
First, a reminder that my blogsite is moving to Wordpress. You can find the new WordPress version at: www.relatedmindsbc.com/blog My professional site is now at www.relatedminds.com
Medical News: Brain Out of Sync in Tots With Autism - in Pediatrics, Autism from MedPage Today
This new and interesting study finds that toddlers with autism displayed weaker interhemispheric synchronization as shown by functional magnetic resonance imaging testing conducted during sleep compared with those with language delay or typical development. The investigators suggested that this might provide an early diagnostic tool which could then prompt earlier intervention. While none of these tools will be terribly useful as stand alone instruments, they will help us differentiate on disorder from another, saving time, getting appropriate treatment to the correct children and in the long run, saving money.
The study demonstrates that toddlers with autism have poorer synchronization between the hemispheres of the brain during sleep, potentially providing a biomarker that can aid in early diagnosis of the disorder, researchers found. Among children ages 1 to 3½, those with autism had significantly worse synchronization in two areas of the brain associated with language production and comprehension than other kids, according to Ilan Dinstein, PhD, of the Weizmann Institute of Science in Rehovot, Israel, and colleagues. How does this related to autism? Well the inferior frontal gyrus is positively associated with verbal ability and negatively associated with the severity of autism-related communication problems.
"These results suggest that poor neural synchronization is a notable neurophysiological characteristic that is evident at the earliest stages of autism development and is related to the severity of behavioral symptoms....The ability to measure this characteristic during sleep, when task compliance and subject cooperation are not required, suggests its utility as a possible diagnostic measure to aid growing efforts of identifying autism during infancy," they concluded, adding that early identification would lead to earlier intervention. Yes, this is a test we might be able to use with children who are uncooperative, sometimes seemingly untestable...while they sleep.
The researchers say that "the fact that poor synchronization was found in the language system of toddlers with autism, and not in toddlers with language delay (both groups exhibited similarly low expressive language scores), suggests that reduced synchronization may reflect the existence of a specific pathophysiological mechanism that is unique to autism."
This is where our limited autism funding should be going, rather than more testing of alternative medicines that have no logical hope of cure, or searching for causes that have been ruled out multiple times. We need to focus on where the science drives us, not politics.
Medical News: Brain Out of Sync in Tots With Autism - in Pediatrics, Autism from MedPage Today
This new and interesting study finds that toddlers with autism displayed weaker interhemispheric synchronization as shown by functional magnetic resonance imaging testing conducted during sleep compared with those with language delay or typical development. The investigators suggested that this might provide an early diagnostic tool which could then prompt earlier intervention. While none of these tools will be terribly useful as stand alone instruments, they will help us differentiate on disorder from another, saving time, getting appropriate treatment to the correct children and in the long run, saving money.
The study demonstrates that toddlers with autism have poorer synchronization between the hemispheres of the brain during sleep, potentially providing a biomarker that can aid in early diagnosis of the disorder, researchers found. Among children ages 1 to 3½, those with autism had significantly worse synchronization in two areas of the brain associated with language production and comprehension than other kids, according to Ilan Dinstein, PhD, of the Weizmann Institute of Science in Rehovot, Israel, and colleagues. How does this related to autism? Well the inferior frontal gyrus is positively associated with verbal ability and negatively associated with the severity of autism-related communication problems.
"These results suggest that poor neural synchronization is a notable neurophysiological characteristic that is evident at the earliest stages of autism development and is related to the severity of behavioral symptoms....The ability to measure this characteristic during sleep, when task compliance and subject cooperation are not required, suggests its utility as a possible diagnostic measure to aid growing efforts of identifying autism during infancy," they concluded, adding that early identification would lead to earlier intervention. Yes, this is a test we might be able to use with children who are uncooperative, sometimes seemingly untestable...while they sleep.
The researchers say that "the fact that poor synchronization was found in the language system of toddlers with autism, and not in toddlers with language delay (both groups exhibited similarly low expressive language scores), suggests that reduced synchronization may reflect the existence of a specific pathophysiological mechanism that is unique to autism."
This is where our limited autism funding should be going, rather than more testing of alternative medicines that have no logical hope of cure, or searching for causes that have been ruled out multiple times. We need to focus on where the science drives us, not politics.
Monday, June 20, 2011
Reminder: AutismBC Blog relocated
Reminder: My autism blog has moved to a new server and site: http://www.relatedmindsbc.com/blog
Sunday, June 12, 2011
Canadians resist call to screen all babies for autism
Reminder: the autismvancouver blog is becoming part of my wordpress blog space and after a couple more weeks will only be found there. Please go to: http://www.relatedmindsbc.com/blog to find my wordpress blog.
Canadians resist call to screen all babies for autism
Another article on early diagnosis of autism focuses on how Canadian doctors approach this issue. The article can be found here: Canadians resist call to screen all babies for autism.
What does this mean? Sounds pretty horrible? If you read this in local papers this week you might be wondering what it means. Heres the story:
Canadian researchers are warning that not nearly enough evidence exists to support a move to screen every preschooler for autism, as U.S. doctors are urging.
In the U.S. paediatricians are being urged by their professional body (the American Academy of Pediatrics) to routinely check toddlers for signs of autism at 18 to 24 months of age during regular visits for checkups or vaccinations, regardless of whether the parents have any concerns about their babies. The are screening, and recently I addressed ways that this screening can take place, even at this age, through simple procedures and an interview.
But from McMaster University in Hamilton, Ont., we hear that current screening tools not good enough, “there is no evidence yet that such a program would do more good than harm.” It may be hard to understand, but sometimes when we do screening, based upon no reason at all, just screening everyone, we end up finding many false positives. Mass screenings for several adult disorders have come under fire recently just for this reason.
So while some feel that if autism screening were added to routine baby visits, virtually every child potentially could be reached, while others find that none of the screening techniques available today are sensitive enough to reliably detect — or rule out — autism. (Dr. Jan Willem Gorter, a researcher in McMaster’s CanChild Centre for Childhood Disability Research.) And there are many potentially negative impacts of a wrong diagnosis.
“These conclusions ( in Dr. Gorter's report) raise a fundamental question: what do we aim to achieve when we screen for a non-preventable condition for which there is currently no research evidence that intervention strategies improve the daily lives of all children with autism spectrum disorder and their families?” I know that may seem harsh, but realize they are saying that there is no evidence that early...ages 2,3,4 ....interventions will help, at all.
Others argue that early diagnosis and intervention are crucial. "Parents of children with autism have reported seeing signs of trouble before their baby’s first birthday but autism usually isn’t diagnosed until age three or four. Wait lists for diagnosis and treatment can stretch a year or more." So we have a situation where parents report they see early signs, however what we know about autism (right now, which isn't a lot) is that the physical changes that cause the symptoms we see in behavioural changes don;t occur till ages 3-4. So, do we screen every child, and possibly make a good number of mistakes when diagnosing, or do we wait? Those who think the mistakes are worth it don't take into account the funding and limited resources, those who don't feel that there are no proven effective treatments for children of this age anyway. Both sides seem to have a point.
So, with the limited resources, do we diagnose? Or do we wait? And what difference will there really be? The truth is, sometimes screening can cause more harm than good. It's not an easy problem to solve, but we need to be sensitive to doctors and professionals on either side of the argument. Both sides have the best interests of the children in mind.
Read more: http://www.ottawacitizen.com/health/Canadians+resist+call+screen+babies+autism/4934804/story.html#ixzz1PCORkrOh
Canadians resist call to screen all babies for autism
Another article on early diagnosis of autism focuses on how Canadian doctors approach this issue. The article can be found here: Canadians resist call to screen all babies for autism.
What does this mean? Sounds pretty horrible? If you read this in local papers this week you might be wondering what it means. Heres the story:
Canadian researchers are warning that not nearly enough evidence exists to support a move to screen every preschooler for autism, as U.S. doctors are urging.
In the U.S. paediatricians are being urged by their professional body (the American Academy of Pediatrics) to routinely check toddlers for signs of autism at 18 to 24 months of age during regular visits for checkups or vaccinations, regardless of whether the parents have any concerns about their babies. The are screening, and recently I addressed ways that this screening can take place, even at this age, through simple procedures and an interview.
But from McMaster University in Hamilton, Ont., we hear that current screening tools not good enough, “there is no evidence yet that such a program would do more good than harm.” It may be hard to understand, but sometimes when we do screening, based upon no reason at all, just screening everyone, we end up finding many false positives. Mass screenings for several adult disorders have come under fire recently just for this reason.
So while some feel that if autism screening were added to routine baby visits, virtually every child potentially could be reached, while others find that none of the screening techniques available today are sensitive enough to reliably detect — or rule out — autism. (Dr. Jan Willem Gorter, a researcher in McMaster’s CanChild Centre for Childhood Disability Research.) And there are many potentially negative impacts of a wrong diagnosis.
“These conclusions ( in Dr. Gorter's report) raise a fundamental question: what do we aim to achieve when we screen for a non-preventable condition for which there is currently no research evidence that intervention strategies improve the daily lives of all children with autism spectrum disorder and their families?” I know that may seem harsh, but realize they are saying that there is no evidence that early...ages 2,3,4 ....interventions will help, at all.
Others argue that early diagnosis and intervention are crucial. "Parents of children with autism have reported seeing signs of trouble before their baby’s first birthday but autism usually isn’t diagnosed until age three or four. Wait lists for diagnosis and treatment can stretch a year or more." So we have a situation where parents report they see early signs, however what we know about autism (right now, which isn't a lot) is that the physical changes that cause the symptoms we see in behavioural changes don;t occur till ages 3-4. So, do we screen every child, and possibly make a good number of mistakes when diagnosing, or do we wait? Those who think the mistakes are worth it don't take into account the funding and limited resources, those who don't feel that there are no proven effective treatments for children of this age anyway. Both sides seem to have a point.
So, with the limited resources, do we diagnose? Or do we wait? And what difference will there really be? The truth is, sometimes screening can cause more harm than good. It's not an easy problem to solve, but we need to be sensitive to doctors and professionals on either side of the argument. Both sides have the best interests of the children in mind.
Read more: http://www.ottawacitizen.com/health/Canadians+resist+call+screen+babies+autism/4934804/story.html#ixzz1PCORkrOh
Wednesday, May 25, 2011
Services for Autism Patients Lacking After High School - in Pediatrics, Autism from MedPage Today
Medical News: Services for Autism Patients Lacking After High School - in Pediatrics, Autism from MedPage Today
This study shows how in the United States, and Canada as well, services to support those with Asperger's and autism are lacking. It's seems like an odd thing, because for the most part it honestly is not too difficult to become qualified in one way or another for some sort of services for those with handicapping conditions. Now some people may not like that words, "handicapped," or "disability" but each state or province has some form on which we as professionals must sign that the individual seeking services is not functioning in their day to day life. Usually there is some specific test or self report form that we have to use, by mandate, to qualify someone for services. Daily life functioning is always a major issue in qualifying for these services.
But as the above report shows (and I invite everyone who is dealing with Asperger's, autism, ASD or any other similar condition to read the report) you may qualify, but the question is, qualify for what? 1) There are simply too few services available for adults. One of the problems is that here in BC is that adults with autism / ASD / Asperger's may have a medical service card, but professionals who actually have expertise in these issues aren't covered by this health coverage. Usually these experts are psychologists, sometimes social workers, speech therapists and occasionally an occupational therapist or physical therapist might be useful. 2) Individuals are not prepared, trained or supported in how to obtain services and supports. They don't have the skills to obtain them.
As a society we have selected what services we can get when we decided to differentiate them by service providers. Medical doctors, paid for. Clinical psychologist, not. This goes for many other disorders that have a significant impact on our economy and the quality of life of many citizens. The experts in depression, anxiety, stress, autism, Aspergers, panic attacks, mental retardation, substance abuse and so on are simply not included in the providers the government is willing to fund. And that's too bad for all of us. Why the services of a Registered Psychologist aren't available to a 22 year old having social difficulties at work is beyond me, but often individuals who needed just a bit of support from the properly trained professional can't get it because of the way we have divided up our health care services. I know there are some psychologists and other experts available to individuals through our provincial clinics or hospitals, but the waiting lists are long, and usually only those in extreme crisis can be seen. Even in the US those with insurance usually get mental health care included, and Canada is the only member of the Industrial 8 that doesn't routinely provide mental health services.
What we can do about this is be prepared. By the time your child is in grade 8 or 9 the school district's IEP (Individual Education Plan) should be addressing how he or she will survive AFTER high school. The IEP should start to be firmly focused on future independence, with a clear set of deadlines and expectations that should be met. Most schools also have an individual trained in what is called "PATH" which is a process in which the parents, teachers and student sit down and make a path to success after school ends and they are out on their own. This often involves learning new independence skills, how to navigate the system of services and when and how to ask and get support. There is nothing more important in these grades for parents of students with autism, ASD, Asperger's, NVLD and related social/cognitive deficits to start planning.
Much of my time in the office is actually taken up working with families on these matters, however often the "kids" are 25-30 years old, living at home, with few social connections and little knowledge about life survival skills. Parents of children with autism spectrum disorder often haven't made a will, have not addressed their child's ability to look after him or herself financially, and are just plain scared at what will happen to their child should something happen to them. Believe it or not, your school should help you address these issues. They should help you through developing a "Path," through developing IEP's throughout high school that look beyond graduation, and you need to connect with other families who have similar concerns through parent groups, autism associations and support networks. A good place and time to start, in my opinion, is around grade 7-8. Then is the time to ask, "What's Mike going to be doing when he's 25, 35 or older?" "How can we support him in having a happy and productive life."
The above study, which is described in some detail on MedPage, finds that over 40% of the students they followed received no services after graduation. Actually, "39.15 of youth with ASD (autism spectrum disorder) received no services at all." We are not talking about just high functioning kids, 21% were non-verbal! 34% also had ADHD. 79% lived with their parents. Those with lower incomes had fewer services.
I'm not sure we can just hope that the system will change. We need to be prepared. And that means having a plan. And school is a good place to start. Remember, writing and implementing an Individualized Education Plan and "PATH" are not just ideas, they are the expectation the Ministry has of the school for all of our children. We need to hold them accountable, and make use of their support and expertise.
....................................................
For more information on the services I can provide to you and your family you can visit my website at"
www.relatedminds.com or click here.
You can also find information about my services at: http://www.bcpsychologist.org/users/jimroche
This study shows how in the United States, and Canada as well, services to support those with Asperger's and autism are lacking. It's seems like an odd thing, because for the most part it honestly is not too difficult to become qualified in one way or another for some sort of services for those with handicapping conditions. Now some people may not like that words, "handicapped," or "disability" but each state or province has some form on which we as professionals must sign that the individual seeking services is not functioning in their day to day life. Usually there is some specific test or self report form that we have to use, by mandate, to qualify someone for services. Daily life functioning is always a major issue in qualifying for these services.
But as the above report shows (and I invite everyone who is dealing with Asperger's, autism, ASD or any other similar condition to read the report) you may qualify, but the question is, qualify for what? 1) There are simply too few services available for adults. One of the problems is that here in BC is that adults with autism / ASD / Asperger's may have a medical service card, but professionals who actually have expertise in these issues aren't covered by this health coverage. Usually these experts are psychologists, sometimes social workers, speech therapists and occasionally an occupational therapist or physical therapist might be useful. 2) Individuals are not prepared, trained or supported in how to obtain services and supports. They don't have the skills to obtain them.
As a society we have selected what services we can get when we decided to differentiate them by service providers. Medical doctors, paid for. Clinical psychologist, not. This goes for many other disorders that have a significant impact on our economy and the quality of life of many citizens. The experts in depression, anxiety, stress, autism, Aspergers, panic attacks, mental retardation, substance abuse and so on are simply not included in the providers the government is willing to fund. And that's too bad for all of us. Why the services of a Registered Psychologist aren't available to a 22 year old having social difficulties at work is beyond me, but often individuals who needed just a bit of support from the properly trained professional can't get it because of the way we have divided up our health care services. I know there are some psychologists and other experts available to individuals through our provincial clinics or hospitals, but the waiting lists are long, and usually only those in extreme crisis can be seen. Even in the US those with insurance usually get mental health care included, and Canada is the only member of the Industrial 8 that doesn't routinely provide mental health services.
What we can do about this is be prepared. By the time your child is in grade 8 or 9 the school district's IEP (Individual Education Plan) should be addressing how he or she will survive AFTER high school. The IEP should start to be firmly focused on future independence, with a clear set of deadlines and expectations that should be met. Most schools also have an individual trained in what is called "PATH" which is a process in which the parents, teachers and student sit down and make a path to success after school ends and they are out on their own. This often involves learning new independence skills, how to navigate the system of services and when and how to ask and get support. There is nothing more important in these grades for parents of students with autism, ASD, Asperger's, NVLD and related social/cognitive deficits to start planning.
Much of my time in the office is actually taken up working with families on these matters, however often the "kids" are 25-30 years old, living at home, with few social connections and little knowledge about life survival skills. Parents of children with autism spectrum disorder often haven't made a will, have not addressed their child's ability to look after him or herself financially, and are just plain scared at what will happen to their child should something happen to them. Believe it or not, your school should help you address these issues. They should help you through developing a "Path," through developing IEP's throughout high school that look beyond graduation, and you need to connect with other families who have similar concerns through parent groups, autism associations and support networks. A good place and time to start, in my opinion, is around grade 7-8. Then is the time to ask, "What's Mike going to be doing when he's 25, 35 or older?" "How can we support him in having a happy and productive life."
The above study, which is described in some detail on MedPage, finds that over 40% of the students they followed received no services after graduation. Actually, "39.15 of youth with ASD (autism spectrum disorder) received no services at all." We are not talking about just high functioning kids, 21% were non-verbal! 34% also had ADHD. 79% lived with their parents. Those with lower incomes had fewer services.
I'm not sure we can just hope that the system will change. We need to be prepared. And that means having a plan. And school is a good place to start. Remember, writing and implementing an Individualized Education Plan and "PATH" are not just ideas, they are the expectation the Ministry has of the school for all of our children. We need to hold them accountable, and make use of their support and expertise.
....................................................
For more information on the services I can provide to you and your family you can visit my website at"
www.relatedminds.com or click here.
You can also find information about my services at: http://www.bcpsychologist.org/users/jimroche
Tuesday, May 24, 2011
Stress, Anxiety and Autism
This is an excellent video produced right here in BC by our Provincial Outreach Program for Autism and Related Disorders. Here is the link:
http://www.autismoutreach.ca/elearning/classroom-strategies/emotional-regulation-classroom-part-1
I suggest this short video for a couple of reasons: First, this is a program used throughout the province within school districts, The Incredible Five Point Scale. You can purchase a copy of several books and workbooks that address the area of anxiety and autism (or Aspergers) and make use of this program at home, and Second, it follows the basic intervention program I use with children, adolescents and even adults in my office. I use the Five Point Scale, or a similar version used for many years in Nevada and elsewhere called "Give Me a Hand" to help individuals recognize, label and then address different levels of anxiety, stress and tension they experience in their lives. For more information on using this program you can look at my website at www.relatedminds.com or at the POPARD website.
These are simple, easy to understand and fun supports you as a parent can implement along with the support of your school and therapist. Anxiety is a problem that can make using any other behavioural or educational intervention hard to implement and often needs to be addressed first. Don't ignore your child's anxiety, learn to address it properly and make sure everyone working with your child is on the same team. All agreeing on using the same words, terms and techniques is a good start. If you'd like more information your welcome to contact me at:
Dr. Jim Roche
778.998-7975
www.relatedminds.com
www.adhdhelp.ca
or my autism specific web page by clicking here.
My offices are located in Burnaby (serving Burnaby, Coquitlam and New Westminster) and in downtown Vancouver.
http://www.autismoutreach.ca/elearning/classroom-strategies/emotional-regulation-classroom-part-1
I suggest this short video for a couple of reasons: First, this is a program used throughout the province within school districts, The Incredible Five Point Scale. You can purchase a copy of several books and workbooks that address the area of anxiety and autism (or Aspergers) and make use of this program at home, and Second, it follows the basic intervention program I use with children, adolescents and even adults in my office. I use the Five Point Scale, or a similar version used for many years in Nevada and elsewhere called "Give Me a Hand" to help individuals recognize, label and then address different levels of anxiety, stress and tension they experience in their lives. For more information on using this program you can look at my website at www.relatedminds.com or at the POPARD website.
These are simple, easy to understand and fun supports you as a parent can implement along with the support of your school and therapist. Anxiety is a problem that can make using any other behavioural or educational intervention hard to implement and often needs to be addressed first. Don't ignore your child's anxiety, learn to address it properly and make sure everyone working with your child is on the same team. All agreeing on using the same words, terms and techniques is a good start. If you'd like more information your welcome to contact me at:
Dr. Jim Roche
778.998-7975
www.relatedminds.com
www.adhdhelp.ca
or my autism specific web page by clicking here.
My offices are located in Burnaby (serving Burnaby, Coquitlam and New Westminster) and in downtown Vancouver.
Monday, May 9, 2011
Increase in Autism Rates Noted in Korean Research
New York times Article:
click here: http://www.nytimes.com/2011/05/09/health/research/09autism.html
The New York Times has an article about an ambitious six-year effort by Korean researchers to gauge the rate of childhood autism in a middle-class city which has yielded a figure that stunned experts and is likely to influence the way the disorder’s prevalence is measured around the world. What's the number? The study shows that 2.6 percent of all children in the Ilsan district of the city of Goyan (aged 7 to 12). This is more than twice the rate usually reported in the developed world. note that even that rate, about 1 percent, has been climbing rapidly in recent years — from 0.6 percent in the United States in 2007, for example.
“This is a very impressive study,” said Lisa Croen, director of the autism research program at Kaiser-Permanente Northern California, who was not connected with the new report. “They did a careful job and in a part of the world where autism has not been well documented in the past.” So, the study, while comprehensive, doesn't necessarily show an increased rate, but a rate higher than we expected. We have simple looked more closely and found more cases.
The study was published in The American Journal of Psychiatry. It was produced by researchers from the Yale Child Study Center, George Washington University and other leading institutions. Together they sought to screen every child aged 7 to 12 in Ilsan, a community of 488,590, which is about the size of Staten Island.
This new number is in contrast to the Centers for Disease Control and Prevention in the United States and most other research groups measure autism prevalence by examining and verifying records of existing cases kept by health care and special education agencies. That approach may leave out many children whose parents and schools have never sought a diagnosis.
In recent years scientists have come to see autism as a spectrum of disorders that can include profound social disconnection and mental retardation, but also milder forms, like Asperger’s syndrome, that are pervasive and potentially disabling but that often go undiagnosed.
“From the get-go we had the feeling that we would find a higher prevalence than other studies because we were looking at an understudied population: children in regular schools,” said the lead researcher, Dr. Young-Shin Kim, a child psychiatrist and epidemiologist at the Yale Child Study Center. So, in effect, this study focused on finding children who may have a form of autism that is much less likely to cause school problems, and therefore be less detectable.
The New York Times reports that, "Dr. Marshalyn Yeargin-Allsopp, chief of developmental disabilities at the National Center on Birth Defects and Developmental Disabilities of the C.D.C., acknowledged that her agency’s records-based approach probably missed some autistic children — especially among the poor, among racial minorities and “potentially among girls” — and said the agency was interested in taking part in a population-based approach like the Korean study. “We believe this will be a way to get as complete an estimate of A.S.D. prevalence as possible,” she said in an e-mail, using the abbreviation for autism spectrum disorder."
The Times article itself goes into good detail about the study and is an easier read than the actual article itself. IT's nice to see decent science reporting that doesn't sensationalize a problem or a statistical change. Click above and read the entire article, there is also a link on the Times available to bring you to the original published research as well.
................................
For information about services for autism spectrum disorder, including Asperger's Disorder, that I provide in my office, please feel free to check my web page or contact me directly.
Dr.jim Roche
www.relatedminds.com
www.adhdhelp.ca
Dr. Roche is a Registered Psychologist and Registered Marriage and Family Therapist with offices in burnaby and Vancouver, BC. His practice focuses on children, adolescents and adults with autism spectrum disorder, Asperger's Disorder, Attention Deficit Hyperactivity Disorder (ADHD/ADD) and similar behavioural issues. He can be reached at 778.998-7975
click here: http://www.nytimes.com/2011/05/09/health/research/09autism.html
The New York Times has an article about an ambitious six-year effort by Korean researchers to gauge the rate of childhood autism in a middle-class city which has yielded a figure that stunned experts and is likely to influence the way the disorder’s prevalence is measured around the world. What's the number? The study shows that 2.6 percent of all children in the Ilsan district of the city of Goyan (aged 7 to 12). This is more than twice the rate usually reported in the developed world. note that even that rate, about 1 percent, has been climbing rapidly in recent years — from 0.6 percent in the United States in 2007, for example.
“This is a very impressive study,” said Lisa Croen, director of the autism research program at Kaiser-Permanente Northern California, who was not connected with the new report. “They did a careful job and in a part of the world where autism has not been well documented in the past.” So, the study, while comprehensive, doesn't necessarily show an increased rate, but a rate higher than we expected. We have simple looked more closely and found more cases.
The study was published in The American Journal of Psychiatry. It was produced by researchers from the Yale Child Study Center, George Washington University and other leading institutions. Together they sought to screen every child aged 7 to 12 in Ilsan, a community of 488,590, which is about the size of Staten Island.
This new number is in contrast to the Centers for Disease Control and Prevention in the United States and most other research groups measure autism prevalence by examining and verifying records of existing cases kept by health care and special education agencies. That approach may leave out many children whose parents and schools have never sought a diagnosis.
In recent years scientists have come to see autism as a spectrum of disorders that can include profound social disconnection and mental retardation, but also milder forms, like Asperger’s syndrome, that are pervasive and potentially disabling but that often go undiagnosed.
“From the get-go we had the feeling that we would find a higher prevalence than other studies because we were looking at an understudied population: children in regular schools,” said the lead researcher, Dr. Young-Shin Kim, a child psychiatrist and epidemiologist at the Yale Child Study Center. So, in effect, this study focused on finding children who may have a form of autism that is much less likely to cause school problems, and therefore be less detectable.
The New York Times reports that, "Dr. Marshalyn Yeargin-Allsopp, chief of developmental disabilities at the National Center on Birth Defects and Developmental Disabilities of the C.D.C., acknowledged that her agency’s records-based approach probably missed some autistic children — especially among the poor, among racial minorities and “potentially among girls” — and said the agency was interested in taking part in a population-based approach like the Korean study. “We believe this will be a way to get as complete an estimate of A.S.D. prevalence as possible,” she said in an e-mail, using the abbreviation for autism spectrum disorder."
The Times article itself goes into good detail about the study and is an easier read than the actual article itself. IT's nice to see decent science reporting that doesn't sensationalize a problem or a statistical change. Click above and read the entire article, there is also a link on the Times available to bring you to the original published research as well.
................................
For information about services for autism spectrum disorder, including Asperger's Disorder, that I provide in my office, please feel free to check my web page or contact me directly.
Dr.jim Roche
www.relatedminds.com
www.adhdhelp.ca
Dr. Roche is a Registered Psychologist and Registered Marriage and Family Therapist with offices in burnaby and Vancouver, BC. His practice focuses on children, adolescents and adults with autism spectrum disorder, Asperger's Disorder, Attention Deficit Hyperactivity Disorder (ADHD/ADD) and similar behavioural issues. He can be reached at 778.998-7975
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