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″]

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.

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

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.

Developmental Toys for Children with Autism

Discovery Toys is committed to bringing fun, safe and developmentally appropriate toys and products to children and adults of special needs and on the autism spectrum. Children with developmental disabilities, like all children, develop at a unique rate and pattern of development. Our products have useful applications for children and adults with developmental disabilities.

For those unfamiliar with Discovery Toys, this is a company that provides quality toys for children from newborns all the way up to school age. The company was founded by a group of educators and parents who firmly believed in the power of education through play. The toys they create are meant to encourage imagination, and inspire learning.

2022-23 Autism Toy Chart 32323

A unique aspect of Discovery Toys is their “Autism Toy Guide,” a list of hundreds of toys that are specifically designed to promote learning for children with autism. They have a chart that breaks down the toys by their function, with categories such as “toys that promote sustained engagement,” “toys that encourage pretend play,” and “toys that build skills for cooperative play.” This is a great resource for therapists, teachers and parents alike. To learn more about Discovery Toys and the Autism Toy Guide, visit https://www.discoverytoys.com/pws/InvestInChildren

About Stages Learning

For parents and professionals alike, Stages Learning Materials is a great resource for those caring for someone with autism. Started by an ABA Therapist  in the late 1990’s, it is now one of the leading sellers of autism related learning resources. Perhaps the most popular is the Language Builder Series an important tool for teaching things like receptive labeling, matching and sorting, and something that we do use here at Lighthouse Autism Center with many of our kids. The top-selling autism education product, the Language Builder Picture Cards, was designed to specifically meet the learning needs of children with autism. The research-based Language Builder Series has become a staple in home and school programs around the world and Stages Learning is now the premier developer of learning tools for children with autism. To learn more about what Stages Learning Materials has to offer, visit their website at https://www.stageslearning.com/.

Stages Learning Products

All products are created to stimulate learning at each stage of language development. They feature beautiful real-photo images to capture a child’s attention and engage their minds. Research demonstrates that children with autism are highly visual and literal learners, and these tools support learning strengths.

The photo-based flashcard sets, games, puzzles and posters offer a broad assortment of images to teach a wide range of language skills. The card series provide opportunities to teach identical pre-language matching, categorization and learning similarities. Their work is based on 20 years of experience in helping children learn language skills and new research on digital learning technologies and instructional design also informs their tool development.

To learn more about what Stages Learning Materials has to offer, visit their website at https://www.stageslearning.com/.

Animals and Kids with Autism – The Unique
Relationship That Can Develop Between the Two

Published by Indy’s Child
By Maggie Loiselle

Helping kids with autism improve their social interaction can be a constant challenge. Being around their peers can produce higher physiological stress levels than those in typically developing children. Researchers have long known that interacting with animals has a positive effect on those with autism, helping to lower their stress levels and develop better social skills. Recently, a Purdue University study tracked the physiological stress in two groups of children as they read silently, read aloud to peers, played with toys, and then played with guinea pigs. The study found higher stress levels in the kids with autism – except when they played with the animals. According to the study, children with autism showed an increase in social interaction when they had a positive source to interact with, such as an animal. The study stressed that not every child responds to animals in a positive way. But, for those who do, the results are encouraging. Depending on the child and the family situation, adopting a pet can be beneficial. So can taking the child to a zoo or to a friend who owns a pet. An additional study is now underway to determine whether an animal’s species affects how children with autism respond.

Educating Local Youth on Autism: Understanding and Approaching It

During a presentation on autism to a third grade class today, our Outreach Coordinator received a rather amusing question, “Does Frankenstein have autism?”  With Halloween so close it is certainly understandable why a child might pose such a question. Frankenstein is definitely different. He might not look the same as most people, or speak the same way, or act the same way. While this doesn’t necessarily mean Frankenstein has autism, one can understand why a child being introduced to autism for the first time might think so.

As part of the autism community, we believe it is our responsibility to not only fulfill our mission of providing quality ABA therapy to communities that need it, but we also to spread awareness about autism and educate our community.  When a local grade school teacher approached us to give a presentation to her third grade class, we knew this is something we wanted to do, although we had never done it before! By educating our youth, we teach them about what autism is, what it looks like, and things to keep in mind when interacting with someone who has autism. While someone with autism might act differently, hear things differently, or see things differently, it doesn’t mean they can’t be our friend or can’t do the same things we do. It is important that children understand how to accept the differences that come with autism, or any other disability, disease, etc… and know that it is ok to be different. We are so glad to have had this opportunity to teach local children about autism and look forward to having the opportunity to do it again in the future.

New Research Looks at Potential Genetic Causes of Autism

Tech & Science News, Published by Newsweek. By Paul Mejia

Although genetics have long been thought to influence autism, researchers have struggled to concretely link individual genes with the condition, as many children who develop it have parents who did not.

Now, two landmark studies recently published in Nature reported researchers working together in over 50 laboratories across the globe discovered dozens of sets of genes (and genetic mutations) that are closely connected to- and may even be able to form the basis of new treatments for – the development of autism.

The new research claims 60 of the approximately 100 recently identified genes are within a “high-confidence” threshold – meaning that mutations in those genes are 90 percent likely to be tied to autism risk. Previously, only nine genes had been linked to autism with high confidence, according to a 2013 student published in Cell.

Researchers working on both studies attribute their success to the fact they were able to read the “letters” in DNA code at much high speeds than predecessors, thanks to advances in next generation sequencing. They said the newfound development of global initiatives is also allowing scientists worldwide to work more closely on pioneering autism-related research.

To read the entire Spring 2015 edition of The Autism Beacon click here.

The earlier a child is diagnosed with autism or developmental delays, the sooner intervention services can start. It’s during this time of rapid brain growth and plasticity that it can help a child the most.

To increase the number of area children who would benefit from early intervention, the Indiana University School of Medicine formed a partnership with Riley Children’s Foundation. Together, they opened Early Evaluation services for autism spectrum disorder and developmental delay at six Indiana locations in South Bend, Lafayette, Bloomington, New Albany, Evansville, and Fort Wayne. Additional sites are planned for later this year.

The services they provided are part of the Neurodevelopmental and Behavioral System (NDBS), a model developed by faculty at the IU School of Medicine. This offers a solution to the need for high quality health care for children in Indiana with neurodevelopmental and behavioral disorders.

According to the Center for Disease Control and Prevention, about one in 68 children are diagnosed with autism in the United States – an overall increase of 30 percent from 2012. In Indiana, the average age of diagnosis is 5.3 years, but early screening with referral for evaluation and diagnosis can occur by age 18 months.

To meet this growing need, diagnostic services are now available for children who have been identified in early screenings as having concerns for developmental delay or autism. The criteria for evaluation appointments are:

• Child must be 18-42 months of age
• Child must have primary care physician
• Primary physician must identify concern based on standardized screening tools (often ASQ and/or MCHAT)

To read the entire Spring 2015 edition of The Autism Beacon click here.