Research and Community Engagement
Research
Researchers at the Autism Spectrum Disorders Institute have published a review of the scientific literature on the use of gluten-free and casein-free diets in the treatment of autism spectrum disorders (ASDs). The review—published in Research in Autism Spectrum Disorders, an international, peer-reviewed journal—indicates a lack of empirical support for the use of the popular diet to treat ASDs. This review also has been featured on FoodNavigator-USA.com.
Mulloy, A., Lang, R., O’Reilly, M., Sigafoos, J., Lancioni, G., & Riapoli, M. (2010). Gluten-free and casein-free diets in the treatment of autism spectrum disorders: A systematic review. Research in Autism Spectrum Disorders, 4, 328–339.
Nina Zuna, a Fellow in the Autism Spectrum Disorders Institute, has co-authored an article with researchers from the Beach Center on Disability at the University of Kansas that explores how to help families join professionals in the educational decision-making process. The article, Knowledge-to-Action Guides: Preparing Families to be Partners in Making Educational Decisions, appears in the January/February 2010 issue of Teaching Exceptional Children, a journal published by the Council for Exceptional Children.
Families often do not have the financial resources to subscribe to academic journals, the time to read them, or the expertise to evaluate a practice according to the “gold standards” of evidence-based practice. The authors asked, “How can families be equal decision-makers if they do not have access to the information they need to make informed decisions?” The article is available for download from the Beach Center Web site.
This article is an installment of the Knowledge-to-Action Guides, which provide families with access to top-tier research, experience-based knowledge, and current policy on relevant educational topics. Knowledge-to-Action Guides are available for free to families and professionals.
Turnbull, A. P., Zuna, N., Hong, J. Y., Hu, X., Kyzar, K., Obremski, S., . . . Stowe, M. (2010). Knowledge-to-action guides: Preparing families to be partners in making educational decisions. Teaching Exceptional Children, 42(3), 42-53.
Researchers at the MCPER Autism Spectrum Disorders Institute have published a major review of educational strategies to teach functional and symbolic play to children with autism. This review appears in the current issue of Education and Training in Developmental Disabilities, a journal published by the Council for Exceptional Children.
Many children with autism experience significant deficits in play skills. Play is a vital skill to foster emotional, social, and cognitive development. This review provides teachers with an overview of scientifically validated strategies to teach play skills to this population.
Lang, R., O’Reilly, M., Rispoli, M., Shogren, K., Machalicek, W., Sigafoos, J., & Regester, A. (2009). Review of interventions to increase functional and symbolic play to children with autism. Education and Training in Developmental Disabilities, 44, 481–492.
Community Engagement
Presentation to Department of Family and Protective Services: Dr. Amanda Little, assistant professor in early childhood special education and Fellow of the Autism Spectrum Disorders Institute, delivered a presentation on the characteristics, diagnostic information, evidence-based practices, services and supports, and transition issues related to autism spectrum disorders (ASDs). Developmental disability specialists from across Texas who are working for the Department of Family and Protective Services attended the presentation.
Workshop in Missouri: Dr. Terry Falcomata, assistant professor in special education and Fellow of the Autism Spectrum Disorders Institute, conduced a workshop for psychologists, teachers, and administrators at the Missouri Association for Behavior Analysis Annual Conference in November 2009. Dr. Falcomata’s workshop focused on function-based approaches to the assessment and treatment of problem behavior for individuals with autism and developmental disabilities.
Distinguished lecture in New Zealand: Dr. Mark O’Reilly, Mollie Villeret Davis professor in learning disabilities and director of the Autism Spectrum Disorders Institute, delivered a lecture to the College of Education at Victoria University of Wellington, New Zealand, in October 2009. Dr. O’Reilly discussed the professional training of teachers to work with children with ASDs. Faculty members and students from the College of Education and School of Psychology and members of the New Zealand Ministries of Education and Health attended the lecture.
Act Early strategic plan: Dr. Ann Levine of the Texas Child Study Center and Fellow of the Autism Spectrum Disorders Institute served as a member of the Act Early subcommittee for the Act Early strategic plan. The recommendations of this committee were recently given to the Texas Council for Autism and Pervasive Developmental Disorders.
Planning session on statewide center: Dr. Nina Zuna, assistant professor of special education and Fellow of the Autism Spectrum Disorders Institute, attended a state-level planning meeting in Corpus Christi, organized by the Texas Department of Aging and Disability Services, to discuss the development of a Texas Autism Research and Resource Center (TARRC). TARRC would disseminate information and research regarding autism and other pervasive developmental disorders, conduct training, coordinate with local entities that provide autism services, and support families.