INFOGRAPHIC: Why is Early Detection and Diagnosis So Important?

Therapy room at Lighthouse Autism Center with toys on a table with blue chairs and book shelves above

Category: Autism Insights & Resources

INFOGRAPHIC: Why is Early Detection and Diagnosis So Important?

Posted on by Lighthouse Lukas
infographic - early detection and diagnosis of autism

What Is Autism?

Autism spectrum disorder (ASD) is a developmental disability that can cause significant social, communication and behavioral challenges. About 1 in 44 children has been identified with autism spectrum disorder (ASD) according to estimates from CDC’s Autism and Developmental Disabilities Monitoring (ADDM) Network. People with ASD have abilities that very significantly. Autism affects each person differently, making it truly a spectrum disorder. People with autism may behave, communicate, interact, and learn in ways that are different from most other people. Some people with ASD need a lot of assistance whereas others live very independently with little to no support. Individuals with autism typically do not have any identifiable characteristics that set them apart from other people. Some children show autism symptoms within the first 12 months. In others, symptoms may not show up until 24 months of age or later. Some children with autism gain new skills and meet developmental milestones until around 18 to 24 months of age, and then they stop gaining new skills or lose the skills they once had.

Signs and Symptoms

People on the autism spectrum often struggle with social interactions and with communication as well as repetitive and restrictive behaviors.

Learn more about the signs and symptoms of Autism Spectrum Disorder, here.

Learn more about important milestones that your child should reaching, here.

Evaluating your Child

Are you seeing the signs of autism in your child, but don’t have an evaluation yet? Early detection and diagnosis is crucial to improved outcomes and increased success and independence in the long run. You can view our list of early signs and symptoms of autism in babies, toddlers, and young children. Then, you can connect with Lighthouse’s network of professionals that have the expertise to fully evaluate your child for autism.

Find Out more

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Clinical Corner Winter 2017

Posted on by Gregg

Prenatal multivitamins linked to lower autism risk

A new study suggests prenatal multivitamins may reduce a child’s risk of developing autism. The study analyzed more than a quarter-million mother-child pairs in Sweden and found a link between multivitamin use and risk of the neurological disorder.

It’s estimated that 1 in ever 68 people in the United States has a form of autism, boys more than girls. And since mothers-to-be are already advised to take prenatal vitamins, this could be an added benefit.

“Multivitamin use with or without added iron or folic acid was associated with a lower likelihood of having a child with an intellectual disability, compared with mothers who did not use supplements,” said lead researcher Elizabeth DeVillbiss, a Ph.D. graduate in epidemiology and biostatistics at Drexel University’s Dornsife School of Public Health. In fact, the odds of autism in the multivitamin group were 30 percent lower.

Autism, experts believe, is caused by genetic and environmental factors. It most likely starts in the womb, and the mother’s diet during pregnancy might have an influence, said DeVillbiss.

However’, it’s too early to recommend multivitamins specifically for lowering autism risk. The study couldn’t yield definitive cause and effect proof. It was observational and didn’t keep track of specific supplements taken, timing, and the doses. Plus, the results of other studies have been inconsistent.

Even so, it’s recommended that pregnant women take multivitamins- before and after pregnancy while they are still breast-feeding.

To read the full article, please visit https://drexel.edu/news/archive/2017/october/multivitamin-use-during-pregnancy-linked-to-lower-risk-of-autism-with-intellectual-disability

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Open Enrollment – What You Need to Know

Posted on by Gregg

A Guide to Health Insurance for Children with Autism

Health insurance has changed dramatically in the last year, with many companies, like Anthem Blue Cross Blue Shield and IU Health, leaving the individual market in Indiana. This means there are fewer choices for 2018 making it important to begin shopping early.

The Affordable Care Act (ACA)’s open enrollment period allows individuals to enroll in a plan through the Health Insurance Marketplace. Any family who has a child with autism and wants access to therapy should have a healthy insurance plan covering ABA services. So, for those that do not currently have health insurance, or have group coverage not covering ABA Therapy, now’s the time to enroll.

To obtain insurance coverage in 2018, you mus purchase a policy between November 1 and December 15, 2017. While you may purchase a policy anytime during this period, the earliest the plan will be effective is January 1, 2018. The good news is ACA plans are fully funded and are mandated to include coverage of autism services. Plus, it doesn’t affect the cost of the plan in any way. The Insurance Department at Lighthouse Autism Center has been working diligently with an insurance broker to identify plans that will most benefit families with autism.

To learn more or inquire about purchasing a policy, you can contact Lighthouse Insurance Manager, Michele Rohyans, at 574-387-4313, or micheler@lighthouseautismcenter.com.

When asked how Lighthouse can help families, Sandy Maggioli said, “We will help families find a policy that is right for them and even help them apply for grants to cover their out-of-pocket expenses. It is our goal to help families in any way we can, starting with the insurance process.”

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Clinical Corner, June 2017

Posted on by Gregg

The Rutgers Center for Adult Autism Services (RCAAS) aims to be a national model, offering a mix of vocational and residential programs for adults with autism to work and live within a universal community.

An estimated 1 in 68 children nationally – and 1 in 21 in New Jersey – are diagnosed with an autism spectrum disorder (ASD). The RCAAS aims to address a gaping need for young adults with autism: Through high school, children with autism can get tutoring, mental health services, transportation and other resources to accommodate their needs. But, once they leave public school systems, services diminish greatly, leaving adults with little support outside of their families.

The center’s research will lead to creating a model for similar centers and training educated staff to work with adults with autism.

“Our aim is to make a difference in the lives of all adults with autism by creating a best-practices training program for students across all disciplines – business, medical, art – who work with adults with an autism spectrum disorder,” says Christopher Menente, the RCAA’s Executive Director.

The center has two phases – a $20 million facility for the workday program and a pilot residential program for 20 adults with autism who will work on campus and live alongside Rutgers graduate students in an apartment-style residence.

To read the full article, please visit https://bit.ly/2qPhnbB

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Open Enrollment, November 2016 What You Need to Know

Posted on by Gregg

What you need to know:

The landscape of health insurance has dramatically changed over the course of 2016, with many companies, such as Unitedhealthcare, leaving the individual market in Indiana. Unfortunately, there are fewer choices for 2017, which makes it more important to begin shopping early.

A health insurance plan covering ABA services is necessary for any family who has a child with autism and wishes to access therapy. For those that may not currently have health insurance, or have group coverage that does not offer coverage for ABA therapy, now is the time to enroll.

The Affordable Care Act (ACA) created a new way for families to enroll in insurance – it’s called open enrollment. This is a yearly period when individuals can enroll in a plan through the Health Insurance Marketplace. To obtain insurance coverage for 2017, you must purchase a policy between November 1, 2016 and January 31, 2017. While you may purchase a policy anytime during this period, the earliest the plan will be effective is January 1, 2017.

The Insurance Department at Lighthouse Autism Center has been working diligently with an insurance broker to identify plans that will most benefit families with autism. To learn more or inquire about purchasing a policy, you can contact Lighthouse Insurance Manger, Michele Rohyans, at 574-387-4313 or micheler@lighthouseautismcenter.com.

When asked how Lighthouse can help families, Sandy Maggioli said, “We will help families find a policy that is right for them and even help them apply for grants to cover their out-of-pocket expenses. it is our goal to help families in any way we can, starting with the insurance process.”

Together, we can unlock your child’s potential

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Clinical Corner, November 2016

Posted on by Gregg

Genetic Research Could Lead to Earlier Autism Diagnosis

In an article published in Behavior Genetics, researchers at Ben-Gurion University of the Negeg (BGU) say they’re closer to understanding the genetic basis of autism. The researchers found distinct characteristics in genes associated with autism that distinguish them from other brain-specific genes. They believe this will allow the identification of additional autism genes, leading to an earlier diagnosis of autism.

“We are now a step closer to understanding the genes associated with autism and understanding the biological process involved in the disease,” says Dr. idan Menashe, who along with his colleagues, Erez Tsur and Professor Michael Friger, is a member of the BGU Department of Public Health in the Faculty of Health Sciences.

One particularly distinct characteristic of autism genes the researchers found is their exceptional genomic length, which is longer than other brain-expressed genes of closely related diseases such as Alzheimer’s and schizophrenia.

“Our findings suggest that ASD genes have evolved under complex evolutionary forces, which have left a unique signature that can be used to identify new ASD candidate genes,” the researchers add.

To read the full article, please visit sciencedaily.com/releases/2016/10/161006102944.htm.

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Autism Minute – Episode 2 – Instructional Control

Posted on by Maggie Gendel

Lighthouse Autism Center has recently completed the second episode of our Autism Minute series. The Autism Minute is a video series created by Lighthouse Autism Center to provide helpful tips and resources for parents and caregivers of children with Autism. Each series is led by one of our 10 full-time Board Certified Behavior Analysts, and covers a topic we believe to be relevant to caregivers.

The second episode of the Autism Minute is about Instructional Control and your child. The video discusses what Instructional Control is,  how to gain it with your child, and the benefits that come from having instructional control, including gaining respect from your child and forming a better relationship with them.

[youtube_sc url=”https://www.youtube.com/watch?v=aFx6bSxRiMI” autohide=”1″]

Hi, my name is Natalie Donkersloot. I’m a program manager at Lighthouse Autism Center at the Edison-Mishawaka location working with the early learners. I’ve been at Lighthouse for a little bit over a year. I’ve began having a passion for applied behavior and analysis in autism in my undergrad at Western Michigan University. Then I decided to pursue a master’s degree in applied behavior analysis while at Western. One of my favorite things about working at Lighthouse is that I get to make a difference in children’s lives every day. Thank you.

 

 

Today we are going to talk about the importance of earning instructional control between parents and children who have autism. So what is instructional control? It is pairing yourself with your child so that you have a positive working relationship and your child will want to follow your lead to listen and learn. What is pairing? It is the process of combining or pairing the learning environment, people, and setting with items that your child already finds rewarding. In other words it is very important to have a relationship with your child in which they respect you. Often when we have new kiddos start at Lighthouse, parents report that their child does not listen to simple demands or engages in problem behavior when they do not get what they want. While this is not uncommon for children who have autism, there are strategies to help you build and improve a relationship with your child. According to Robert Schramm, there are seven steps to earning instructional control with your child.

 

 

After implementing the seven steps of instructional control with your child, you will build a better relationship with your child, earn their respect, experience less problem behavior, and you will begin to see your child want to listen to you in order to get good things. You are not going to be able to teach your child everything you want him or her to learn, if you do not earn his/her willingness to follow your lead first.

 

 

Step 1: Clean the House of Toys. The first step is showing your child that you are the one in control of items that they want to hold or play with and that you will decide when they can have them. You should be in control of all of the toys in the house and the child has to go through you to get those items. This means that you need to clean the house of any toys, items or activities that your child likes to play with by putting all of the toys up out of access of your child.

 

 

Step 2: Play with your Child. The second step is showing your child that you are fun. This means interacting with your child when they are playing with their favorite toys and activities. You never want to manipulate the child, but manipulate the toy in order to get what you want. This means that the child can play with the toy, but only when it is with you. When the child leaves the area with you then they lose access with the toy.

 

 

Step 3: Show that you can be Trusted. The third step is showing your child that you can be trusted. It is very important to always say what you mean and mean what you say. This means following through with any and every demand that you give your child. You want to make sure to consider your words carefully. For example, do not ask questions that your child can answer “no” to when you would like them to do something. Do not ask, can you through your plate away? Instead say, throw your plate away.

 

 

Step 4: Provide Toys when your Child Complies. The fourth step of instructional control is showing your child that following your directions are to their benefit and that is the best way for them to obtain what they want. Give your child easy directions and if they comply then give them access to their favorite toys or activities. For example, if you ask your child to clean up the toys on the floor and they complete the task the first time you ask, then allow them to have five minutes playing with a preferred toy. However, if you give them unlimited time with that toy, the toy will lose its reinforcing value. Also it is important to have reasonable expectations of what you want your child to do based on his/her skill level.

 

 

Step 5: Provide Toys after every Appropriate Behavior. The fifth step of instructional control is making sure that you provide a reinforcer every time your child engages in good behaviors. You want to make sure to give attention to the good things that they do. This can be something as simple as telling your child what a nice job they are doing playing with one of their siblings.

 

 

Step 6: Know your Child’s Favorite Toys. The sixth step of earning instructional control consists of demonstrating that you know your child’s priorities as well as your own. Make sure to keep a list of their favorite items and activities and then deliver the more preferred toys for harder instructions. If your child has never been able to independently get dressed, and they do one morning, then that would be a great time to provide a preferred toy or activity.

 

 

Step 7: Show your Child that choosing to NOT Listen to you will NOT Benefit Them. The seventh step of earning instructional control consists of showing your child that ignoring your directions or choosing inappropriate behaviors will NOT result in any good things like toys, for instance. This means that the ONLY way that they can get attention and toys is by engaging in appropriate behaviors. If they engage in inappropriate behaviors they will NOT get toys and attention.

 

 

So here are the “Take Away Points”. By implementing the seven steps of earning instructional control with your child, you could potentially improve your relationship with your child, earn your child’s respect, experience less problem behavior, and you will begin to see that your child wants to listen to you in order to get good things. You are not going to be able to teach your child everything you want him/her to learn if you do not earn his/her willingness to follow your lead first. Here are the seven steps one last time. First step, clean the house of toys and keep them out of reach of your child. Second step, play with your child when they are playing with their favorite toys and activities. Third step, show your child that you can be trusted. Fourth step, provide toys when your child complies. Fifth step, first provide toys after every appropriate behavior, and then once they’re engaging in those appropriate behaviors reliably, expect more out of them before you give them the same type of reinforcer. Sixth step, know your child’s favorite toys. Seventh step, show your child that choosing to not listen to you will not result in toys or good things.

 

 

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Clinical Corner May 2016

Posted on by Maggie Gendel

No MMR-Autism Link in Large Study of Vaccinated vs. Unvaccinated

Despite repeated evidence to the contrary, there are those who continue to assert a link between the measles-mumps-rubella (MMR) vaccine and autism spectrum disorder (ASD), leading to lower vaccination levels.

In the largest-ever study of its kind, researchers again found that the MMR vaccine did not increase risk for ASD. This proved true even among children already considered at high risk for the disorder.

The April 21, 2015 issue of the Journal of the American Medical Association (JAMA) reported the results for the study, and an article appeared on the Autism Speaks website (autismspeaks.org).

For the study, researchers analyzed the health records of 95,727 children, including more than 15,000 children unvaccinated at age 2 and more than 8,000 still unvaccinated at age 5. Nearly 2,000 of these children were considered at risk for autism.

The study found no association between the MMR vaccination and increased ASD risk. It also found no evidence that the MMR vaccination was associated with an increased risk of ASD among children who had older siblings with ASD.

To read about this important study, please go to the article on the Autism Speaks website by using this link: https://bit.ly/1QfpH9P.

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Autism Minute- A Series for Parents

Posted on by Maggie Gendel

Lighthouse Autism Center has recently created the first episode to a series called the Autism Minute. The Autism Minute will be a series of videos created by Board Certified Behavior Analysts at Lighthouse Autism Center who want to help parents and caregivers of children with autism, to learn some of the skills we use at our centers. The content of the videos will include a range of topics from toilet training to dealing with problem behavior at home and anything else we believe will be helpful to parents and caregivers. The goal of the series is to give all those caring for someone with autism the tools and skills to make life at home just a little bit easier.

Check out our Autism Minute Video’s on your YouTube Channel.

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Midwest Amusement Parks and Special Needs Support

Posted on by Maggie Gendel

Autism-Friendly Amusement Parks in the Midwest

We recently came across an article in Indy’s Child that provided a list of amusement parks in the Midwest that provided unique supports for families with special needs. If you are looking for a family outing this summer, take a look at the list of parks below and see how these parks can accommodate your special needs family member to make the whole family experience better.

1.) Holiday World & Splashin Safari, Santa Claus, IN

They offer a Holiday World Ride Boarding Pass to individuals who are unable to wait in lines. It allows the individual and three guests to check in at a ride and return later without actually having to wait in line. For more information visit www.holidayworld.com/help-information/accessibility

2.) Kings Island and Cedar Point, Mason OH and Sandusky OH

Kings Island and Cedar Point both have a Boarding Pass Program which allows those who are unable to wait in ride lines and three guests to check in and return later to avoid the crowds. Visit Guest Services to request a pass once arriving at the parks. For more information visit www.visitkingsisland.com/plan-a-visit/guests-with-disabilities and www.cedarpoint.com/plan-a-visit/guests-with-disabilities

3.) Kentucky Kingdom and Hurricane Bay, Louisville, KY

Similar to other parks they offer an Attraction Boarding Pass at Guest Services that allows those who are unable to wait in ride lines and three guests the option to skip lines by going to the ride exit and speakign to an employee who will help them board the ride. Additionally, for those with sensory sensitivities, the park offers a quiet resting place for two people in the Carousel Courtyard and Health Services.

For more information visit www.kentuckykingdom.com/faqs-and-policies/rider-requirements/

4.) Six Flags Great America, Gurnee, IL
They offer an Attraction Access Program that allows those whoa re unable to wait in lines and three guests the option to “check-in” at a ride and return later. Unless you request before your trip, you will need to bring a doctor’s note to the park.

For more information visit

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Autism Minute Episode 1

Posted on by Maggie Gendel

Developing a Night Time Routine for Your Child with Autism

The first episode of the Autism Minute is presented by Katie Meyer, a BCBA at our Warsaw center. Her video describes how to create a night time routine for your child, to help them get to bed faster and stay asleep longer.

Hi, I’m Katie Meyer. I’m a Program Manager at Lighthouse Autism Center in our Warsaw location. I have worked at Lighthouse for over three years and I am a parent myself to two girls who are three and five years old. I developed a passion for applied behavior analysis in my Undergrad in college and chose to pursue a Master’s Degree from Ball State University. I have been Board Certified since February of 2014 and one of my favorite parts about working as a Behavior Analyst is helping parents at home make those more difficult tasks just a little bit easier.
Today we’re going to talk about the importance of a bedtime routine for kids who have autism. Often, when we have new kids start at Lighthouse, parents report that their child does not sleep through the night, follow any sort of bedtime routine or has difficulty falling and staying asleep. Well, this is not uncommon for kids who have autism. There are strategies to help your child have a better night’s sleep and develop a routine for getting ready for bed.
After developing a routine with your child, you should be able to help your child fall asleep faster, experience less nighttime wakening and you could also potentially help your child be more alert during the day due to obtaining more sleep. For kids without bedtimes, it’s very difficult to implement a bedtime routine with a new sleep time if this is done abruptly. The first step in developing a routine is to first identify what time your child is falling asleep most nights. This time could be late. Even 11:00 or 12:00 at night.
The second step is identifying an ideal time you want your child to fall asleep. With the idea that this will be your target time for bed. Next you’ll want to build a routine of four to five steps that you begin to follow every night, with each step taking five minutes at most with the majority of time being spent in bed, reading with mom and dad or just looking at a book with pictures.
For example, you can set the routine thirty minutes before the child’s current bedtime. Have your child go potty, brush their teeth, put on pajamas, then read a book with mom or dad. The first time you implement this routine, you will begin thirty or minutes or so before their current bedtime and start roughly ten minutes earlier after a week of starting at that current time until you get to the desired bedtime for your child.
Before starting the routine each night, give your child a thirty minute warning that it is almost time to begin the bedtime routine. Give your child this warning again at twenty, ten and five minutes before bed. Once you begin working through the steps of your nighttime routine, continue doing so until it is finished and do not allow any interruptions. If your child refuses to stay in bed at the end of the routine, you should engage in what we can an extinction procedure.
You’ll do this by putting your child back in bed, tucking them back in and saying, “It’s time for bed.” You should not say anything else to your child at this time and you should walk back out of the room. If your child continues to get out of bed, continue to use this same procedure until they stay in bed and fall asleep. Keep in mind, you will likely see this behavior increase for a few days before it works and it will take many tries until your child finally falls asleep on their own.
To wrap up, by developing a routine for your child, you could potentially help them fall asleep faster, get more rest at night and improve their alertness throughout the day due to getting more sleep. By following these steps, you can begin a nighttime routine with your child. Identify their current bedtime. Establish a desired bedtime. Make a routine of four to five steps. Give your child a thirty minute warning before beginning the routine.
Thirty minutes before their bedtime, go through the established nightly routine. Follow through with the routine by engaging in the extinction procedure if necessary. Finally, move up bedtime by ten minutes once a week until the desired bedtime is achieved. Check out our website at www.lighthouseautismcenter.com for a copy of this presentation as well as links to resources that could help you.

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