Factsheets and Briefs
- Autism Q&A: Introduction to Teaching Young Children with Autism Spectrum Disorder to Communicate Using Spoken Language
- Beyer, J. (2009). Autism spectrum disorders and sibling relationships: Research and strategies. Education and Training in Developmental Disabilities, 44(4), 444-452.
- Rivers, J. & Stoneman, Z. (2008). Child temperaments, differential parenting, and the sibling relationships of children with autism spectrum disorder. Journal of Autism and Developmental Disabilities, 38(9), 1740-1750.
- Meadan, H., Halle, J. & Ebata, A. (2010). Families with children who have autism spectrum disorders: Stress and support. Exceptional Children, 77(1), 7-36.
- Mancil, G., Boyd, B. & Bedesem, P. (2009). Parental Stress and autism: Are there useful coping strategies?. Education and Training in Developmental Disabilities, 44(4), 523-527.
- Meirsschaut, M., Roeyers, H. & Warreyn, P. (2010). Parenting in families with a child with autism spectrum disorder and a typically developing child: Mother’s experiences and cognitions. Research in Autism Spectrum Disorders, 4(1), 661-669.
- Orsmond, G., Kuo, H. & Seltzer, M. (2009). Siblings of individuals with autism spectrum disorder: Sibling relationships and wellbeing in adolescence and adulthood. Autism, 13(1), 59-80.
Parents and caregivers everywhere are eager for credible, research-based information on the most effective treatments for Autism Spectrum Disorders (ASD). To address this need, the National Autism Center has released its newest manual, “A Parent's Guide to Evidence-Based Practice and Autism.” The Center is a nonprofit organization dedicated to supporting effective, evidence-based treatment approaches for individuals with ASD. The 134-page manual focuses on helping parents as they make decisions about how to best help children with ASD reach their full potential. It begins with a review of the autism spectrum,symptoms, and co-occurring conditions, and identifies and describes effective treatments. Other topics include the importance of professional judgment, the role of family preferences and values in the decision-making process, and factors to consider when choosing a team of professionals to help their child.
VA Parent Resource Centers (PRCs): Linking Families, Schools and Communities Virginia's PRCs are committed to facilitating positive parent-school relationships for the benefit of students. PRCs assist parents with questions, problem solving and planning, and provide resources, information and training sessions.
Centers for Disease Control Autism Case Training (Continuing Education) Course Goal: After completing all three modules, users will be able to: 1.Describe cognitive, language, motor, social, and emotional components of typical and atypical child behavior and development, 2.Identify the diagnostic process and best practices for supporting a family through screening and diagnosis, and 3.Identify early intervention approaches and clinical management strategies for children with autism spectrum disorders Who Should Take this Course? This introductory course was developed for pediatric health care providers. Curriculum Development: Course content comes from the Autism Case Training (ACT): A Developmental-Behavioral Pediatrics Curriculum. This was written by developmental-behavioral faculty and fellows from 10 Maternal and Child Health Bureau Developmental-Behavioral Pediatrics Fellowship Training Programs and the Centers for Disease Control and Prevention (CDC). It has undergone external review by peers and field validation.