President's Message: Transitions and the Elephant

Peter Gerhardt, Ed.D.

With August comes the end of summer and, for many learners with autism, this means the transition back to their regular school program. This may mean slightly longer days, fewer field trips, a more intensive instructional program (assuming they were provided extended school year programming), or in some cases, little change at all. But in any case, one thing is clear. No one transitions alone.

For parents, September often means a transition to a new teacher, who may or may not know their child, or a new classroom aide, who may or may not have adequate training and preparation. For some, it brings a new school or a new school administration with which they may have little direct knowledge or experience. Almost certainly, it  means a transition to a new individualized education plan (IEP). Any of which, in my experience, can result in the significant stress in the lives of both parents and professionals.

At this time of year, I sometimes think that we professionals can be more the cause of parental stress and frustration than the font of professional counsel we intend to be. Much of the distress we unwittingly cause can be traced to our often necessary reliance on the concept of “substituted judgment” when it comes to educational decision-making for learners for autism. Substituted judgment, I should note, refers to the obligation of the decision-maker to make choices that are consistent with 1) the best interests of the individual and 2) what the individual would want if he were able to effectively participate on his own. Given the specialized roles (parent, OT, speech pathologist, teacher, behavior analyst, etc.) we play in the lives of our students, it is not surprising that we may often have different ideas as to what constitutes the best interest of a particular learner. This results in a situation not all that different, at times, from the familiar story of the six blind men and the elephant.

In that story, a group of six blind men touch an elephant to learn, in effect, what constitutes an elephant. However, each one only touches one part, such as the trunk or the tusk, resulting in a less than complete understanding of what an elephant looks like. They subsequently compare notes and are, of course, in complete disagreement about how to describe an elephant.

Over my career, I have attended more than a few IEP meetings where I walked away thinking about that story. These meetings followed a familiar pattern. Everyone around the table offered their reports based upon their professional training and orientation. Some discussion followed, and then an often disjointed set of goals emerged in the form of a document that was supposed to guide a learner’s instruction and related services for the next 12 months. The sad next step was that the parent, the only person at the table with a comprehensive understanding of the individual and who had may have had limited input to that point, was then presented with this document to sign as a fait accompli and the meeting was adjourned.

A colleague of mine, who is a parent of an adolescent with autism, describes the experience of sitting through such a meeting this way, “Special education is the one institution in this country where a child from an intact family is subjected to joint custody disputes on an ongoing basis.”  I have no doubt that everyone around that table truly believes they have the best interests of the child at heart, but none of us, sadly, can be right all the time.

Now don’t get me wrong. I am not saying that parents are always right when it comes to educational decision-making either. What I am saying is that when we, as professionals, fail to listen to a parent’s concerns, fail to consider parental input in a respectful manner, or disagree more from a point of professional “turfism” than that of clinical efficacy, we become little more than one of the six blind men describing what constitutes an elephant.

So with the transition back to school almost upon us and IEP season just around the corner in many cases, I offer some recommendations to my professional colleagues in the hope of making the transition smoother and individual student outcomes more clinically relevant to the needs of the student as a whole and not just to one’s particular area of expertise. For parents, while the advice that follows is directed toward teachers, administrators, and the professionals in the IEP process, the three actions I encourage--listen well, stay current, and disagree respectfully--are equally important for you to heed in advocating for your child.

Listen well. As professionals we are trained to be problem solvers, so it is quite understandable that, at times, we may offer up a solution to a problem that really is not a priority (but we know how to fix) or before we really have all the information necessary to offer a “fix.”  I have always found it worthwhile to first ask the parents (or the student, if possible) what they hope and expect to see happen for the coming year and why. How then does this mesh with the ideas of others around the table?

In the worst case scenario, this discussion would provide the basis by which substituted judgment can be more effectively used to make reasonable and clinically appropriate decisions about the student as whole rather than from one singular, potentially narrower, perspective. In the best case, this discussion may enable us to make decisions that have a greater degree of functional relevance in the lives of our students.

For example, in the Matson, et al., (2007) article reviewed this month (see page 5), the authors note that, in the social skills research, behaviors targeted for increase seemed to be chosen in a haphazard manner. They argue for a more comprehensive and systematic approach to skill selection that would ensure the skill first targeted for intervention would be the one most likely to benefit the student as a whole, across the student’s myriad environments. “Why” a skill is to be taught is often more important than simply “what” skill, and that requires a comprehensive understanding of the whole student and the multiple environments in which he lives.

Stay current. By and large, parents of children with autism are increasingly becoming the most well-read segment of our service system, often times outstripping staff in terms of general autism knowledge. They attend conferences, read books and journals, attend support group meetings, and regularly access information off the Internet. Still, this well-informed group justifiably looks to us “experts” to be even better informed than they are. As such, there is professional responsibility to be as up-to-date as possible in both our knowledge of evidence-based practices and the ability to implement them most effectively.

This also means that we professionals need to have a working knowledge of the many fad interventions that exist and which parents will, at one time or another, encounter and ask for an opinion. The more we know about these “interventions,” the better a position we are in to have a reasoned discussion with parents over their use with a particular learner. This may not work in every case, but it is better to discuss such things from a position of knowledge rather than a lack of thereof.

Admittedly, it is very hard to stay current. But, just as I would expect my pulmonologist to be familiar with the current research on asthma treatments, parents expect us to be similarly current in our own fields. Substituted judgment is really only possible when one has all the information he or she needs to make the type of complex decisions we are asked to make on behalf of another person. To do that professionally and well requires us to maintain an up-to-date knowledge base.

Disagree respectfully. As professionals, we have an ethical responsibility to inform parents when we believe they are making a less-than-beneficial decision regarding their son or daughter. This need not be contentious. If we have listened well up that point and have stayed as current in our fields as possible, this type of disagreement professionally rendered can actually promote further discussion rather than discourage it.

And why is this important? Independent of our impression of a particular intervention (however data-based that impression may be), parents will often consider, and occasionally choose, interventions with little or no research base. If the parents then do not feel comfortable discussing this intervention decision and its implementation with us, we are no longer in a position to help them evaluate its efficacy (or lack thereof) or monitor for potential side effects. Absent that information, our ability to make clinically appropriate decisions (and to adequately apply the concept of substituted judgment) becomes increasingly restricted.

Disagreement is inevitable in the autism community, and sometimes those disagreements do become quite intense. The stakes for families are very high indeed and, as such, much is expected from professionals in the field today. Respectful disagreement, however, is consistently more productive than the converse and, at times, can actually result in the greatest progress.

I began by noting that no one transitions alone. It’s just as important in this discussion to remember that September is not just a time of transition for students with autism. It is a demanding time for virtually everyone involved in the educational process. Families are shifting from the summer routine. Besides welcoming new students, professionals also may be transitioning to a new classroom, a new principal, revised teaching guidelines, budget cuts, and myriad issues that impact the educational sphere surrounding the learner with autism and the immediate school environment he or she is entering.

For professionals and parents alike, as we all strive to fulfill our roles in facilitating transitions for learners with autism and making IEPs work well, we must see the full picture in order for our special roles or expertise to offer maximum benefit to all concerned parties. That said, you have read my best advice on ways to ease the challenges of September and the entire school year. Listen well. Stay current. And, when you disagree, do so respectfully.

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Spotlight on OAR’s 2007 Conference: Day 2

Last month’s OARacle focused its spotlight on Friday’s half of our Fifth Annual Applied Autism Research and Intervention Conference to be held at the Westin Arlington Gateway in Arlington, VA, October 26-27. This month, we turn our attention to Saturday, October 27, and the second part of our busy weekend, which will feature two tracks: Transition Planning and Support  and Planning Intervention with School-Age Learners on the Spectrum

Saturday picks up where Friday left off, with presentations by 14 of the leading professionals in the autism field. The line-up offers nine presentations on two separate tracks. The Transition Planning and Support track targets issues and challenges related to persons on the autism spectrum as they reach adulthood and will offer practical strategies for enhancing their quality of life as adults. The Planning Intervention with School-Age Learners on the Spectrum track focuses on the needs of young learners with autism. It will stress ways to achieve effective intervention and instruction, and teach pivotal life skills related to functional communication, personal safety, independence, and joint attention.

Saturday’s schedule opens with keynote speaker Michael Fabrizio, M.A., BCBA, a member of OAR’s Scientific Council and the top-rated presenter in each of OAR’s four conferences since 2003, speaking on “Effective Educational Decision-Making.” (Read more about Michael Fabrizio in the article on page 1.) Fabrizio is a full partner in Fabrizio/Moors Consulting and is currently a doctoral candidate at the University of Washington where he is specializing in behavioral analysis, instructional design, autism, and technical communication. Going beyond the current emphasis on evidence-based interventions, this keynote address will highlight the central importance of measurement in making sound instructional decisions leading to evidence-based outcomes for learners with autism.

Transition Planning and Support

After the opening keynote, attendees will choose between the two featured tracks. Lori Bechner, M.A., BCBA, will start our Transition track with a presentation that offers practical strategies and tips for “Teaching Public Restroom Skills to Individuals with Autism.” Although this presentation will include information that applies to both young men and women in their utilization of public restrooms, such as helping them recognize men/women restroom identifiers, it will focus more on what to teach males in the more open men’s room setting. Bechner is the clinical director at the Educational Partnership for Instructing Children, a private nonprofit school serving children with autism and related disorders in Paramus, NJ.

Next, Lisa Mitchell, L-CSW, will be presenting “Bringing the Birds and Bees Down to Earth: Sexuality and Sexuality Education for Persons with Autism.” Mitchell is currently employed by The Cody Center for Autism & Developmental Disabilities, and provides short-term individual counseling, leads sexuality education groups, and offers community outreach and training through the Center’s Sexuality Education and Reproductive Health Program. During her presentation, attendees will learn how to discuss issues such as personal boundaries, relationships, and social skills with young adults on the spectrum.

Following lunch, Michael Storz, M.S.; Barbara Cook, M.S., CCC-SLP; Ruth Eren, Ph.D.; and Karin Byrer will jointly present “Asperger Syndrome Adult Transition Program: Curriculum/Program Overview and Preliminary Research Review.” This presentation will provide an overview of the issues and related curricular supports associated with transitioning adult learners with Asperger Syndrome to independent life in the community. Storz and Byrer both work at Chapel Haven, Inc., as the executive vice president and supervisor of the Asperger Syndrome Adult Transition Program, respectively. Cook and Dr. Eren are both Eden Connecticut outreach services consultants.

The Transition Planning and Support track will conclude with a presentation by Todd Lewis, M.Ed., the Vocational and Life Skills Academy director at the Opus West Vocational and Life Skills Academy at the Southwest Autism Research and Resource Center in Phoeniz, Arizona. His speech “Community Works--Healing the Future One Friend at a Time: A Peer Mentoring and Pre-Vocational Program” will allow attendees to consider the ways in which peer mentoring serves as the foundation for both building relationship skills and maintaining healthy partnerships, while learning how to create a successful program.

Planning Intervention with School-Age Learners on the Spectrum

In the Planning Intervention with School-Age Learners on the Spectrum track, which runs alongside the Transition track, the focus is on the educational needs of younger persons with autism. Following the keynote address by Michael Fabrizio, Paul Dores, Ph.D, BCBA, will speak on “Reconciling the Science of Applied Behavioral Analysis with the Business of ABA.” This will educate participants in how the current conceptualization of “ABA” has diverged from the traditional methodology of applied behavior analysis, and examine what role commerce has played in this change. Dr. Dores is a licensed psychologist in private practice in San Diego, specializing in forensic psychology, as well as behavioral consultation, evaluation, and training in autism spectrum disorders, developmental disabilities, and traumatic brain injury.

Directly after, Helen Bloomer, M.S., BCBA, will cover teaching priorities and methods for elementary-school-age children in “Why and What to Teach: Effective Curriculum Development and Implementation.” Bloomer is the founder and former executive director of Crossroads Centers for Children, which are private schools for children within the spectrum of pervasive developmental disorder, located outside Albany, NY and Natick, MA.

After attendees enjoy a short lunch break, they can listen to Megan Atthowe, RN; Peggy Halliday, BCABA; and Rorie Hutter, M.S.Ed., all of whom are program directors at the Virginia Institute of Autism, describe “Novel Applications of Video Modeling for Students with ASD.” Their presentation will provide an overview of the research related to the use of video modeling with learners with autism and provide practical suggestions as to its use to increase social responding and skill acquisition and decrease interfering behaviors in the classroom, the community, and the home.

Closing the Planning Intervention with School-Age Learners on the Spectrum track will be Leslie Sinclair, M.A., CCC-SLP, BCBA. Her presentation, “Joint Attention: What Is It? and Why Is It So Important?” provides an overview of the assessment of, and intervention for, joint attention deficits. This presentation will describe a number of therapeutic interventions designed to establish joint attention and, thereby, increase functional language and social responding. Sinclair has her Certificate of Clinical Competence in Speech Language Pathology, and is currently the program director for the Cleveland Clinic Center for Autism (CCCA).

Like last year, OAR will once again be offering both BCBA and ASHA CEUs for many of these presentations. Over the two-day event, a total of 12 BCBA CEUs are available, few of which will be occurring simultaneously. For a list of these presentations, please visit our online schedule at www.researchautism.org/news/conference/schedule/index.asp. The determination of which presentations will be eligible for ASHA CEU credits is still pending. As soon as OAR is notified, we will post that information on our Web site.

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Conference Speaker Michael Fabrizio Talks with the OARacle

Michael Fabrizio, M.A., BCBA

Michael Fabrizio is a member of OAR’s Scientific Council and will be a featured keynote speaker at OAR’s October conference. He talked with The OARacle about what makes him passionate about his work and the people he works with.

Fabrizio, a Board Certified Behavior Analyst, serves as the clinical services director for both Fabrizio/Moors Consulting, a behavior analytic private practice in Seattle, WA, that works with learners with autism, and Families for Effective Autism Treatment (FEAT) of Washington. He is also an adjunct professor of behavior analysis in the University of North Texas Department of Behavior Analysis, an adjunct professor in the Applied Behavior Analysis master's degree program at the Chicago School of Professional Psychology, and the current president of the Standard Celeration Society, a special interest group within the Association for Behavior Analysis. He is currently a doctoral candidate in the University of Washington's Department of Special Education where he is specializing in behavior analysis, instructional design, autism, and technical communication.

Q: Describe your work with Fabrizio/Moors Consulting and FEAT of Washington.

A: At Fabrizio/Moors, I supervise the work we do with children with disabilities, including autism. Our group works with approximately 60 to 65 children per year and their families who live on the West Coast from Portland, Oregon, to British Columbia. In the practice, we design and supervise comprehensive early intensive behavior intervention programs.

We also do outreach nationally and internationally, working to help local agencies improve the quality of services for people with autism. We started Fabrizio/Moors 10 years ago with six families. We have 10 clinical staff members and two research assistants.

FEAT of Washington advocates for the provision of science-based clinical services for people/children with autism. In addition to advocacy, we actually deliver clinical service programs that must fulfill three criteria. They must fill a gap need in community; must prove highly effective; and must operate in a financially responsible way. They also have to be replicable so that we can disseminate them for others to use. I started working as the clinical services director a year ago.

Q: How did you come to be working with people with autism?

A: It was an historical accident. I had finished my bachelor’s degree in psychology with an emphasis in behavior analysis from West Virginia University. I wanted to study how people learn. Finding a job with a bachelor’s degree in psychology isn’t easy. It so happened that the West Virginia Autism Training Center at Marshall University had jobs available. I knew nothing about autism and had never interacted with people with autism.

It turned out, however, that I was very good at working with people with autism. Even better, I found out that it was my passion! I earned my master’s degree in educational psychology with a concentration in applied behavior analysis from West Virginia University.

Q: What makes you so passionate about working with people with autism?

A: First, people with autism simply demand that we be the best teachers or clinicians we can be. They hold up a mirror for us that allows us to look closely at what we do as a function of what they do. There’s an interplay between student and teacher that is direct, honest, and continuous.

Second, I admire the indomitable spirit I see in many people with autism. They show up every time with the best of intentions ready to learn. I also appreciate how direct they tend to be.

Q: What do you like about your work?

A: I have the privilege of working with an amazing group of clinicians and teachers. It’s great to help describe and replicate what they are doing and it’s even more wonderful that doing so helps improve the lives of the people we serve.

Q: What will you be speaking about at the conference?

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Social Safety Issues on the Spectrum: Why Social Skills Training Alone Isn’t Enough

Zosia Zaks

Zosia Zaks is the author of Life and Love: Positive Strategies for Autistic Adults. She consults with parents and families of autistic loved ones, speaks and writes about issues of importance to the autism community, and is pursuing licensure as a rehabilitation counselor. She also works as a heavy equipment operator and manages her online business, Intelligirl Jewelry Maker. You can read her writings on autism and self-advocacy at www.zaksfamily.com/autism.html.

We all know this rule: Don’t go anywhere with a stranger.

But let’s say you meet a cute guy at the movies. The two of you chat for a few minutes while you’re waiting to buy popcorn. Then he asks you if you want to walk around before the movie starts. How would you react?

Most adults recognize the potential danger and generalize from the macro rule to the micro situation: Don’t talk to strangers also includes this unique situation because even though you’ve talked for a few minutes, you still don’t know this guy. But for those of us on the spectrum, this protective cognitive process is neither easy nor automatic. After all, if you’ve talked to someone, then he’s no longer a stranger, right?

A group of researchers based at the University of Indiana just published a meta-analysis of research studies on the efficacy rates of social skills classes. The data indicate that social skills training programs are fairly ineffective. Why?

While the study suggests that intensity and implementation of the classes plus identification of deficits are factors, the answer is also at least partially because autism is neurological. We can usually remember the lessons, rules, facts, and values we are taught. But the cognitive, social, and linguistic challenges just do not go away, making it difficult to distill social information, manage and complete social decisions, make social judgments, and protect ourselves during the myriad moment-by-moment fluctuations that are an inherent aspect of human interaction.

Specifically, it is hard for us to generalize rules to situations that in our mind are unique or specific. We also have a strong tendency to miss nonverbal clues like tone of voice or body posture that could forewarn of trouble.

We understand language so concretely that the subtle meaning of social information may escape us. One young woman on the spectrum told me she didn’t need to use birth control because her sexual education teacher, her mother, and her priest all had told her, “You can’t have children until you’re married.”

Additionally, social situations are fairly open-ended. If we can’t see specific reasons for picking one course of action over another, we may lack the ability to make adept choices. In the social world, it is impossible to predict outcomes, come to sure conclusions, or chart a fixed course. Many of us have trouble enough picking what to eat from a menu.

Furthermore, we often have only a vague idea of how we feel. We do not know how to use this self-knowledge in decision making. A lack of emotional facility results in slow or out-of-proportion responses and inadvertent advertising of our vulnerabilities.

Lastly, many of us experience face blindness. We can’t recognize someone who teased, bullied, or attacked us in the past.

Professionals, parents, and teachers need to keep in mind that while it is not impossible for those of us on the spectrum to improve our social skills over time, each social moment is still new, singular, and met with our unique autistic profile. This point is paramount when designing and delivering social, sexual, and relationship education for those on the spectrum. Besides providing a standard curriculum, I always tell professionals, advocates, and loved ones to add another lesson: getting help.

No matter how many social skills we have practiced, no matter how confident we are in factual knowledge, and no matter how many discussions we have had about what is socially healthy and appropriate, we must learn to identify at least one trustworthy person and then learn how to turn to this designated person for guidance each and every time we are at a social crossroad.

When I conduct workshops on dating, relationships, and sexuality at autism conferences, I ask attendees, “What is the first thing you do if you like someone romantically?” They inevitably supply me with decent answers: start a conversation, find out his name, ask him to do an activity together, see if a friend or sibling knows her. These answers are not wrong per se. But I teach them that actually the very first thing we must do is go talk to someone trustworthy, not because we are stupid or immature, but because we have autistic challenges that make it difficult for us to pick up social nuances, contextual details, and hidden innuendo.

We must teach everyone on the spectrum that consulting with a trustworthy confidant is always the first step in any social move. This is just a fact of autistic life and nothing to be ashamed about. Lisa Lieberman, author of A “Stranger” Among Us: Hiring In-Home Support for a Child with Autism Spectrum Disorders or Other Neurological Differences (AAPC 2005) and mother of an autistic son, emphasizes the need for our community to shift our focus from independence to interdependence. "All of us, whether neurotypical or ASD, have been erroneously taught to value and strive for independence…Learning to reach out for help is just as essential a life skill to master.” Accepting the fact that even neurotypicals do not get through life alone is part of making interdependence a vital and expected aspect living in the world.

Next, I teach strategies to increase emotional facility. Many of us on the autism spectrum do not intrinsically recognize our emotions or know how to use our feelings to make wise social discriminations. This may seem unusual to neurotypicals (those not on the spectrum) because non-autistic people appear born wired to understand their feelings and how to skillfully use emotional indicators to steer themselves through life.

But those of us on the spectrum must learn step-by-step that if your heart is racing and your stomach “drops” when somebody you just met asks you to walk around the movie theater, these are nervous signals and this feeling is a useful clue or tool for picking a course of appropriate and potentially life-saving action. If you are nervous, it may be time to leave the situation, use your Safe Activities List, or in a worst-case scenario, summon emergency assistance. When we do learn through effort and practice how to notice our emotional signals, how to identify our feelings, and how to accurately scale the “amount” of emotion we are experiencing, we can more confidently know what to do.

In her book Asperger Syndrome and Adolescence: Helping Preteens and Teens Get Ready for the Real World, Dr. Teresa Bolick explains how to make and use a feelings chart, an important visual aid and tool. Though some of her books are geared toward children, all of Kari Dunn-Buron’s books are useful for teaching autistic adults how to scale emotions and tailor reactions adeptly, thereby improving communication and engagement success.

Is my emphasis on safety strategies and help systems overbearing? After all, we are talking about adults. Shouldn’t autistic adults be free to do whatever they want, with whomever they choose? Shouldn’t adults make their own decisions without interference?

We do not have to violate the rights of adults to make their own way in life, disabled or not, but we must face the truth: Even articulate and educated autistic adults can experience difficulty protecting ourselves and making appropriate social choices. What we are realizing is that straight social skills training just isn’t enough.

We have a responsibility as a community to provide autistic teens and adults with the tools and cognitive flexibility to navigate social life with less danger and more confidence. Needing rules about asking for help, visual aids, and safety strategies is a simple fact of autistic reality. We can’t just say, “You are adults. Do whatever you want.” We must endeavor to teach ways of dealing with autistic challenges and augmenting autistic strengths. Autism organizations have a particular responsibility to make judgments about what is safe, what is healthy, and what choices and activities are in line with “best practices” for those loving, feeling, thinking, and living with an autistic brain.

Bellini, S., et. al. (2007). A Meta-analysis of school-based social skills interventions for children with autism spectrum disorders, Journal of Remedial and Special Education, 28(3).

Bolick, T. (2001). Asperger Syndrome and Adolescence: Helping Preteens and Teens Get Ready for the Real World. Beverly, MA: Fair Winds Press.

Dunn-Buron, K. (2004). The Incredible Five-Point Scale: Assisting Students with Autism Spectrum Disorders in Understanding Social Interactions and Controlling Their Emotional Responses. Shawnee Mission, KS: Autism Asperger Publishing Company.

Dunn-Buron, K.(2007). The A Five Could Make Me Lose Control! Activity Book. Shawnee Mission, KS: Autism Asperger Publishing Company.

Dunn-Buron, K.(2007). A Five Is Against the Law! Shawnee Mission, KS: Autism Asperger Publishing Company.

Nadel, J. et al. (2000). Do children with autism have expectancies about the social behaviour of unfamiliar people? A pilot study using the still face paradigm. Autism, 4(2).

Rogers, M. F., & Myles, B. S. (2001). Using social stories and comic strip conversations to interpret social situations for an adolescent with Asperger Syndrome. Intervention in School and Clinic, 36(5).

Zaks, Z. (2006). Life and Love: Positive Strategies for Autistic Adults. Shawnee Mission, KS: Autism Asperger Publishing Company.

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Salute: A Determined Woman Puts the Focus on Autism in the LAtino Community

OAR’s Salute articles recognize an individual or organization that has gone above and beyond for OAR and the autism community. In this month’s issue of The OARacle, we salute Venus Ginés, CEO and Founder of Dia de la Mujer Latina, Inc., a nonprofit organization dedicated to women’s and community healthcare in the Latino community, for her personal and professional contribution to the success of OAR’s Latino Outreach Initiative in Georgia earlier this month.

Venus Ginés is a determined woman. When she overcame the breast cancer she was diagnosed with in the 1992, she didn’t just breathe a sigh of relief and get on with her life, she started Dia de la Mujer Latina (Day of the Latin American Woman, also known as DML) to address the health needs of Latinas in the Atlanta area.

While DML began as a means of educating Latinas about breast and cervical cancer and offering early detection screening for breast cancer, it has since expanded to provide information on healthcare to the Latino community as a whole.

"I discovered that there were three significant issues that needed to be addressed if the health needs of our medically undeserved population at risk were to be met: data, culturally/linguistically proficient health education, and accessible screening,” she explains. DML responded by creating the first Latina health fiesta, which took place in Atlanta in May 1997.

Today, DML provides health fiestas in 23 cities across the country and in Puerto Rico and is planning its first international program in Santo Domingo, Dominican Republic, in 2008, followed by a second in Costa Rica. Through partnerships with community-based organizations, metropolitan hospitals/county clinics, local businesses, and dedicated volunteers, DML health fiestas offer the Latino community free or low-cost breast and cervical cancer education/screening, HIV tests, vision tests, STD tests, diabetes screening, and pregnancy tests, in addition to domestic violence education.

While the health fiesta is still the core of the organization, DML also works with other health-related intitiatives. One of those initiatives is the work DML and Ginés are doing with OAR and its partners in the Learn the Signs. Act Early campaign, funded by the Centers for Disease Control and Prevention. "Our Latino community is thirsty for this type of information,” says Ginés. “When I learned about the OAR and their intentions to reach our vulnerable population at-risk, I quickly became interested in helping out.”

DML promotoras—lay health workers known in the community—are the key to the campaign. Because they have a trusted role as providers of healthcare education and information to the Latino community, they can let people know how important it is to have children diagnosed as early as possible and also offer information on treatment and intervention services. Ginés says that the promotora program is “becoming very popular in our society because it alleviates the healthcare provider from losing a patient needlessly due to inadequate communication. Promotoras are trained to speak about the health issues in layman’s terms. They look and speak like the community they are trying to reach and it does work.”

"Very little information was getting out to the community about autism. In the Latino community, when you have a child who is a little slow or different, the tendency is to shelter that child so people don’t talk about the child and your family. There is still a stigma attached to disability, that this is God’s punishment,” says Ginés. Thanks to the work of the promotoras, word is getting out to Latino families in the Atlanta region that help is available.

Ginés says that promotoras not only focus on specific diseases and disorders, like autism, but they are also trained to work with specific populations within the Latino community, Mexicans, Cubans, and Central Americans. “We are already seeing results from the campaign because people are coming to us with questions,” Ginés says.

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News From OAR

Model For Latino Outreach Passes First Test

Seven months of research, collaboration, and careful planning came together earlier this month as OAR implemented its Latino Outreach Initiative in Georgia. Supported by a grant from the Centers for Disease Control and Prevention (CDC) and working with KDH Research and Communication, Inc. (KDHRC) in Atlanta, GA and Fusión mc communications, in Arlington, VA, OAR designed a project to extend the reach of the CDC’s “Learn the Signs. Act Early.” (LSAE) campaign into the Latino community and put it into action in two carefully sequenced phases, training followed by outreach a week later.

"Our concept was to provide promotoras--lay health workers already known in the community--with information on early developmental milestones and the warning signs of autism and the tools to present that information effectively to young parents in the Latino community,” says OAR Executive Director Michael Maloney.

Promotoras have been used with great success in health promotion, chronic disease management, and prevention in the Latino community. Because they are immersed in the target audience—linguistically, experientially, and culturally—they are particularly well positioned to provide health and medical advice, particularly on sensitive topics such as parenting.

Phase 1 of the project was training. Using a training syllabus put together by KDHRC and bilingual training materials culturally oriented by Fusión, OAR hosted a four-hour training session on July 28 for 18 promotoras, all volunteers who responded to an announcement by Dia de la Mujer Latina, Inc.®, (DML) an Atlanta area nonprofit committed to health issues in the Latino community.

Even Venus Ginés, CEO and Founder, of DLM, who served as both a member of the project team and the trainer, was surprised at the response her announcement received. “Within 24 hours, I had 10 to 20 calls and had to start a waiting list,“ says Ginés. “The message really struck a chord.”

The training session was intended to prepare the promotoras for direct outreach within their communities, and it was put to the test a week later on August 4 at a community health fair in Cobb County Civic Center in Marietta, GA hosted by Univision and DML. More than 2,000 people attended, and 12 of the 18 promotoras who received OAR’s training package took one- to five-hour shifts at OAR’s exhibit table talking to parents and distributing informational materials.

"The promotoras were outstanding in their efforts--enthusiastic, friendly, engaging, and very effective,” explains Maloney. “I didn’t see the slightest hint of hesitation or lack of confidence. The fact that our promotoras were knowledgeable, readily accessible, and conversant in Spanish was key to our success.”

While OAR still has further analysis to do, several things are clear based on this first effort.

1. Because the Latino community is very family- and child-oriented, it is very receptive to information related to its children’s health and welfare.
2. OAR’s training package was effective in preparing the promotoras for community outreach in a health fair setting.
3. The health fair setting is an excellent place for a broad outreach message such as the one in this project. Conversely, it would not be effective for something narrower such as developmental screening.
4. The promotora model, lay persons who are informed, live in the community, and speak the language, is very effective.
5. OAR’s program is one that is readily replicated and offers significant potential for broader outreach.

This project is the first step toward a broader Latino outreach program over the next five years. OAR is actively seeking additional grants to fully fund the five-year program. OAR’s near term plans are to continue its efforts in Georgia and replicate the training program closer to home with a similar health fair outreach planned for the Feria de Familia to be held in Washington, DC, on December 16, 2007.

Combined Federal Campaign 2007 Set To Launch After Record-Setting 2006

Every day, the news reminds us in some way of the courage, commitment, and service of the men and women who serve in the U.S. Armed Forces. We read about the service and sacrifice of the men and women serving on active duty in the military and their civilian counterparts almost daily, and pray for their safe return from wherever they serve. What goes unseen, however, is their generosity above and beyond their service each year as they contribute millions of dollars to charity through the annual Combined Federal Campaign (CFC) that kicks off in September each year.

According to the reports from the 2006 CFC, members of the U.S. military services and federal employees around the world pledged $271.6 million to charity— including a record-breaking $270,000 to OAR–in last year’s campaign. OAR’s workplace campaign success did not end with the CFC. Additionally, employees in several state and municipal charitable drives contributed more than $45,000 resulting in a record-breaking $314,000 in CFC/workplace campaign pledges. OAR will receive these funds in monthly distributions over the next year and will use them immediately to support its ongoing research and information programs.

The CFC is the federal government’s annual charitable campaign. OAR participated first in 2003 as a local agency in selected CFC drives in the National Capital area, Maryland, and Virginia. Since 2004, OAR has participated as a national charity as a member of the Health and Medical Research Charities of America federation. OAR has once again met all the qualifying standards for the CFC this year and will participate in the campaign this fall.

"Last year’s results are astounding,” said Mike Maloney, OAR’s executive director. “They represent a better than 50 percent increase over 2005. It never ceases to amaze me that, even during this time of war abroad and despite the demands of their duties and jobs, men in women in uniform and federal employees still find ways to make a difference for others.” 

To qualify for the CFC, a charity must apply and meet a series of standards each year. Principal among these is to have a ratio of expenses to revenues of less than 25 percent and to be eligible nationally to demonstrate viable program services in at least 15 states in the past three years. OAR met the 15-state requirement four years ago and has a qualifying ratio of 13.7 percent for this year’s CFC campaign.

On a related note, in 2005, OAR received the Independent Charities Seal of Excellence, which is awarded to the members of Independent Charities of America (ICA) and Local Independent Charities of America that have, upon rigorous independent review, been able to certify, document, and demonstrate on an annual basis that they meet the highest standards of public accountability, program effectiveness, and cost effectiveness. These standards include those required by the U.S. Government for inclusion in the Combined Federal Campaign. According the ICA’s estimate, of the 1,000,000 charities operating in the U.S. today, fewer than 50,000, or 5 percent, meet or exceed these standards. Of those, fewer than 2,000 have been awarded this seal.

For more information on OAR’s participation in the CFC or state and local charitable campaigns, please contact Mike Maloney at OAR.

OAR Announces Scholarship Program For Persons With Autism

OAR is proud to announce the Schwallie Family Scholarship Program, established by OAR Board member, Ed Schwallie, and his family through a gift from the Schwallie Family Foundation. The intent of the program is to award three, $3,000 scholarships annually to individuals with an autism spectrum disorder attending college or pursuing post-secondary trade, technical, or vocational training. Applications will be grouped in three categories: students attending four-year colleges, students attending two-year colleges, and persons with autism matriculating in trade schools or technical and vocational training programs. OAR will make an award in each category, assuming there are qualified candidates.

To be eligible, the individual with autism must be enrolled or accepted for admission on at least a part-time basis (6 credits) at a two- or four-year college or university, or be a full-time trainee in a vocational/training program that leads to a job, a job qualification, or a certification in a particular field. In addition to providing proof of a diagnosis on the autism spectrum and official enrollment at the school, college, or university, each applicant will be required to submit an essay application of no more than 1,000 words and a letter of recommendation from someone other than a family member. For this inaugural awards process, applications are due not later than September 28, 2007. For full details, please visit www.researchautism.org.

The concept for the program was developed by OAR in collaboration with the Global Regional Asperger Support Program (GRASP) and the Schwallie family. The review panel will consist of at least three people to include: a member of OAR’s Board of Directors, a member of the Schwallie family, and a representative from GRASP. The panel will recommend the most qualified candidate in each scholarship category to OAR Board of Directors for final approval. OAR will notify the scholarship winners and announce the awards in November.

In recognition of the significance of the inaugural scholarship awards, OAR and GRASP will invite the first Schwallie Scholarship recipients to be guests at GRASP’s annual Awards Dinner to be held in New York City on December 9, where OAR President Dr. Peter Gerhardt will also be honored.

For more information on the Schwallie Family Scholarship Program, visit OAR’s Web site or contact Dr. Peter Gerhardt at (703) 243-9762.

OAR President Speaks at Red Door Conference in Dublin

The Red Door hosted its 2nd Annual Conference on Autism and Applied Behaviour Analysis in Trinity College, Dublin, Ireland on June 22-23. OAR President Dr. Peter Gerhardt presented the opening address to an audience of over 300, which included parents, professionals, and senior representatives from Ireland’s Department of Education.

The theme of the conference this year was “Education within an Applied Behaviour Analytic Framework.” “Dr. Gerhardt did a wonderful job explaining what education means across the lifespan,” said Red Door Director of Education Martina Boylan, “and what role the science of Applied Behavior Analysis plays in the delivery of effective education.”

His address was received very well, she explained, and the subsequent feedback from attendees was overwhelmingly positive. She also said that Dr. Gerhardt gave interviews for both national press and radio. The Irish Times published an interview with him on the second day of the conference.

Gerhardt’s contributions will last long after his presentation, Boylan concluded. “This is a crucial time in Ireland for the provision of science-based interventions for individuals with developmental delays, and Dr. Gerhardt through his professional, empirically based and ‘human’ presentations during our conference has contributed greatly to our current efforts and struggle to encourage the authorities to improve the provision of such intervention.”

New Jersey OAR Families Enjoy Fishy Fun and Education At Duke Farms

Photo Credit: Nora Wagner Michael Washington, from the Hillsborough Township Parks and Recreation “Camp Heart” program, shows off his catch at the recent Fishing Derby at Duke Farms.

What do fish have to do with autism? The connection is fun. Duke Farms, located in Hillsborough, NJ, invited more than 70 children from three groups, including those from families on the local OAR distribution list, to enjoy a day of fishing at Duke Farms’ annual Fishing Derby. The children learned how to catch a live fish and also learned about aquatic ecosystems and preserving the environment.

For families, it was a chance to relax and have fun with each other. “We’re always looking for ways we can involve families and kids, and this is a great way to do that,” said The Honorable Anthony Ferrera, Mayor of Hillsborough and an OAR board member.

The junior fishers left with their own fishing poles, bait, and t-shirts. Everyone received fishing lessons, courtesy of the experts from the New Jersey Division of Fish and Wildlife (NJDFW) and local volunteers. All poles, bait, and food were donated by local organizations and businesses.

Mayor Ferrara said the best thing about the event was the chance it gave families to spend some time together. “When a child has autism, families spend a lot of time separated, but this was inclusive. My daughter got to fish with her brother. My parents came, and we all enjoyed being together and doing something fun.”

Duke Farms is a 2,700-acre estate that offers visitors a chance to enjoy a range of natural activities, including hiking, while also learning how to become informed stewards of the land.

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Research Review: Social Deficits

Social deficits are central to the diagnosis of an autism spectrum disorder (ASD) and as such, remain a high priority for effective, evidence-based intervention. Noted social deficits may include, but are not limited to, understanding facial expressions, orienting toward relevant social stimuli, responding to or initiating social interactions, using joint attention, and understanding the unspoken rules of typical behavior often referred to as the hidden curriculum. The articles reviewed below provide an overview of these challenges along with recommendations for effective, and generalized, remediation. While I generally try to review only the most current research on a topic you will note that the lead article this month was published in 2001. That is because the article, when published, made a significant contribution to the literature on this topic and the authors’ findings remain relevant today.

Teaching Social Skills to People with Autism

In their review of the literature, Weiss and Harris provide a comprehensive overview of the challenges inherent in providing effective social skill intervention to individual learners with autism. The authors note that while “early efforts in applied behavior analysis focused on such skills as making eye contact and exchanging hugs [ ] our programming efforts have grown more subtle and complex as the field has matured.” (p. 786)   In addressing the question of who best to provide social skills training (i.e., act as the agent of behavior change), the authors note that most of the early work in this area focused on adults as agents of behavior change. Unfortunately, while this often resulted in increases in social behavior, such increases generally did not generalize to conditions where the adult was no longer present.

As a result, more recent research has focused on a variety of peer-mediated strategies in order to better address the issue of generalization and maintenance of learned skills. With reference to the peer-mediated strategies reviewed, Weiss and Harris are quick to point out that while a number of potentially effective strategies exist (including Pivotal Response Training or PRT), the mere exposure of learners with autism to socially competent peers is generally not sufficient to promote significant behavior change. Direct instruction in some form, it seems, remains a critical component of effective social skills intervention. The authors end with a review of the limited research on social skills instruction with adolescents and adults, concluding that “much work needs to be done” in this particular area.

Weiss, M.J., & Harris, S.L., (2001). Teaching social skills to people with autism. Behavior
Modification, 25, 785-802.

Teaching Social Communication Skills to Young Urban Children with Autism

This study examined the effects of a social-communication skills intervention when both individuals in the communicative dyad have autism. Six (6) young learners with autism (ages 6-8 years) were recruited from the Chicago Public School System to participate in this study. The five boys and one girl all had a previously established diagnosis of mild/moderate autism. The children were paired into three dyads (one mixed gender and two same gender). A multiple baseline design (across dyads) was used to evaluate the effectiveness of the intervention. Sessions were conducted at the school and the materials used were representative of play materials commonly found in the classrooms of young children.

The intervention consisted of three components designated “plan, play, and report.” The “plan” condition (3 minutes) required the researcher and the children to develop a play plan specific to the session. During the “play” condition (10 minutes), the children played with the toys and materials and the researcher sat off to the side, offering only verbal directions to sustain and maintain play. The third component, “report” (5 minutes), took place immediately following the play session. The researcher asked the children about what they did during the play session and offered verbal praise for their use of language and play skills.

The results indicated that the intervention was effective in increasing social-communicative behaviors during the play sessions. In addition, there were noted increases in the complexity and diversity of language used by both children in each dyad. Although the authors note that time constraints precluded the inclusion of a generalization or maintenance phase, the results, nonetheless, are promising. Future replications should involve a greater number of students and address this critical concern of generalization or maintenance.

Lancola, J.A., & Craig-Unkefer, L. (2005). Teaching social communication skills to young urban children with autism. Education and Training in Developmental Disabilities, 40, 243-263.

Social Skills Treatments for Children with Autism Spectrum Disorders

In this recently published review of the social skills literature, Matson, Matson, and Rivet examine many of the recent reported advances in social skills intervention but also note many of the existing gaps both in research and in translating research into practice. Through a variety of methods, the authors identify 79 studies for inclusion in their review. From these 79 studies, five general categories of intervention were identified including modeling and reinforcement (33 studies), peer-mediated interventions (20 studies), reinforcement schedules and activities (8 studies), scripts and stories (10 studies), and miscellaneous (8 studies).

While many of the reviewed studies reported success with their particular intervention, Matson, et al. note some significant challenges to this body of research across the board. Among these were: 1) a lack of consensus as to what constitutes social skills; 2) an almost complete absence of any rationale for the selection of skill(s) targeted for change; 3) failure, in all but 10 percent of the reviewed studies, to address issues of social validity of evaluated intervention; 4) an over-reliance on single-case experimental designs; and 5) poorly described diagnostic processes resulting in a lack of validity as to the reported diagnoses.

The authors note, however, that while these issues require attention, “clinical, public, and research interest in ASDs has never been greater [and hopefully] a good deal of attention will go toward better understanding of development of social-skill treatments.” (p. 699) 

Matson, J.L., Matson, M.L., Rivet, T.T. (2007). Social skills treatments for children with autism spectrum disorders. Behavior Modification, 31, 682-707.

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Research Feature: Identifying the Factors that InFluence Treatment initiation

This is what we all know: early intervention for children with autism spectrum disorders (ASD) is highly effective.

What we don’t know, and what Brian Lopez and Dina Hill, two OAR-funded researchers working at the University of New Mexico School of Medicine, hope to find out is what factors affect parents’ ability to initiate such treatment for their child. Because early intervention can be critical in children’s long-term development, Lopez and Hill hope their study will be a first step in determining how to ensure that children, especially those in rural areas like much of New Mexico,  get the care they need.

Beyond that, says Brian Lopez, “our goal is to help researchers and providers better understand what families experience immediately following diagnosis and what factors influence a family’s ability to seek out intervention.” Lopez says he and Hill also hope that the study may lead to policy recommendations in New Mexico, where they are conducting the study, and possibly nationally. Their third aim is “to give those providing services a way to support families that do not initiate treatment. If we know the characteristics of those who do and don’t initiate treatment, providers will be better able to identify and support those families that don’t initiate treatment.”

“We believe that interventions solely directed at the child aren’t adequate, as autism affects the family system,” says Lopez. “Mulitple facets affect a child’s ability to get the treatment he or she needs. The child’s abilities, the family’s ability to deal with the diagnosis, what the community in which they live offers, all affect a child’s access to and a family’s ability to initiate treatment.”

What Researchers Do Know

In their proposal to OAR, Hill and Lopez noted that the failure to provide a child with the best and most efficacious intervention as early as possible can potentially change an affected child’s developmental trajectory and long-term outcome. First, there continues to be a significant gap between the time of parents’ first concern and when their child receives a diagnosis of an ASD (Frith & Soares, 1993; Wiggins, Baio, & Rice, 2006). Without accurate early diagnosis, children with ASDs will not receive the early treatment needed. However, the autism community is actively pursuing solutions to these problems, given the Center for Disease Control and Prevention’s and other national organizations’ public awareness and surveillance efforts.

A second major obstacle for children with ASDs in obtaining early and efficacious intervention is a family’s ability to bridge the gap between initial diagnosis and the initiation of interventions that are consistent with “best practices.” In fact, research indicates that children receiving early intervention, beginning before the age of three years, demonstrate better outcomes than children receiving services after age five years (Harris & Handleman, 2000). The problem, according to Lopez and Hill, is that, to date, there has been limited research examining the factors that influence a family’s ability to initiate early and efficacious intervention.

Beyond these two concerns, research has found that many children with ASDs do not receive early intervention that is consistent with best practices (Stahmer, Collings, & Palinkas, 2005). Lopez and Hill hope that their research will give the autism community better insight into why some children are not receiving early intervention that is consistent with best practice recommendations.

How the Study Works

In total, 50 families whose children have received an ASD diagnosis for the first time will participate in the study. Virtually all children in New Mexico who may have ASDs are referred to the University’s Early Childhood Evaluation Program, explains Lopez, and that is where the study’s families come from. He and Hill believe that the findings from the study can be generalized to other families across the nation who receive an ASD diagnosis because of the state’s diverse population (ethnicity, socio-economic status, and ability to access services).

Parents will complete multiple questionnaires that elicit information on the child, the family and the community in which the family lives. Following the initial questionnaires, the families will receive follow-up questionnaires at two-, four-, and six-month intervals to assess treatment initiation. Analyses will be used to predict the rate of treatment initiation at six months and determine which factors best predict treatment initiation. The New Mexico Department of Health is collaborating on the project to help Lopez and Hill develop rate of treatment initiation through the billing records for early intervention services.

Lopez and Hill hope the data derived from the study will help move the early diagnosis and treatment of ASD from a child-focused approach to a multi-systems approach. The findings will provide professionals with critical information that will allow them to better target limited resources to those families who would otherwise not initiate early treatment for their children, improve children’s long-term prognosis, reduce parent stress, and improve families’ quality of life.

Frith, U., & Soares, I. (1993). Research into earliest detectable signs of autism: what parents say. Communication, 27, 17-18.

Harris, S., & Handleman, J. (2000). Communication intervention for children with autism: A review of treatment efficacy. Journal of Autism and Developmental Disorders, 32, 373-396.

Stahmer, A. C., Collings, N. M., & Palinkas, L. A. (2005). Early intervention practices for children with autism: Descriptions from community providers. Focus on Autism and Other Developmental Disabilities, 20(2), 66-79.

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RUN FOR AUTISM News

Small City, Big Race: Join the RUN FOR AUTISM in Des Moines

The RUN FOR AUTISM will partner with the IMT Des Moines Marathon on October 21 to provide another opportunity for runners to compete in a national-caliber fall event. Voted four times as an All-America City, Des Moines, Iowa, offers a central location and an affordable, family-friendly atmosphere.

The weekend activities begin with a two-day Sports and Fitness Expo, a Speakers Series on running, and a traditional pre-race pasta dinner. Race day features the Marathon, a Half Marathon, a five-person Marathon Relay Challenge, a 5K Run, and a Kids’ Run.

“The IMT Des Moines Marathon Weekend is the kind of event that we want to associate with,” says Doug Marocco, director of the RUN FOR AUTISM. “It has a strong local base for volunteers and runners. In addition, with so many race day activities, it offers something for every kind of runner. Hopefully, this first year will be as successful as our first Miami Marathon experience  earlier this year and become a permanent fixture on our race calendar.”

The Des Moines Marathon comes just two weeks after The LaSalle Bank Chicago Marathon® and a week before the Marine Corps Marathon™, offering a Midwest alternative for runners who missed out on the Chicago Marathon or for those who prefer a less crowded, but still high quality, running experience. Whether you are looking at qualifying for Boston or just want to run a quality race and support autism, Des Moines may be the place for you in October.

For more information on the Des Moines race, please visit the OAR Web site at www.researchautism.org/news/run/index.asp.

For more information on the RUN FOR AUTISM team, please contact Doug Marocco at 703-472-0752 or Geoff Pan at 703-243-9710, x224. Or send an e-mail to run@researchautism.org.

RUN FOR AUTISM Debuts in New York City

A record field and record runs from both the men’s and woman’s winners capped off an exceptional day for the second edition of the New York City Half Marathon presented by Nike and the first RUN FOR AUTISM in the Big Apple.

Central Park was already bustling with activity at 5:30 a.m. as the sun glistened through trees and buildings along 5th Avenue. Runners were required to be in their start corrals by 6:15 a.m., and people abided by the rule or were sent to the end of the mass that would eventually take over 30 minutes to cross the start line. The leaders were already at mile six by that point.

Among the 10,000 runners were 15 dedicated people who had committed their races to raise funds for autism. The RUN FOR AUTISM team was led by Ben David, Scott Weiner, and Michael Friedman, part of the New York City-based Running Rabbis. The trio ran together for most of the race and finished at Battery Park in view of the Statue of Liberty in just over the 1:46 mark. Next across the line and claiming honors as the first woman finisher on OAR’s team was Paula Yepes in 1:52. Incredibly, Yepes knocked off almost 20 minutes from her 2006 time. “I trained hard for the race this year,” she explains, “and hope to continue my improvement. Competing for OAR gives me even more reason to race.”

A string of runners from the team followed just over the 2:00 mark including Jenny Keener, who spent part of her summer as an intern with OAR. Following closely were Christine Archer, Lilly Mundy, and Amy Magos who all finished within one minute of each other. Then came OAR Scientific Council member Joanne Gerenser followed by Tracy Julian, Daniellle Rutnik, and Laura Hirsch. Rounding out OAR’s finishers were Ellen Smith, Marisa Narog, and Jennifer Viesel.

Lilly Mundy, who finished the New York City Marathon and raised funds for OAR and its research, poses with RUN Director Doug Marocco.

Danielle Rutnick’s e-mail comments after the race captured the reaction of each of OAR’s runners, "It was awesome!!!! Thanks for having me. I truly enjoyed myself...especially running down the middle of the street in Times Square...that was very cool!!!!!”

RUN FOR AUTISM Director Doug Marocco declared OAR’s first run experience in New York a big success. “From the pre- race expo at Nike Town to a spectacular course in one of the world’s premier cities, the event is first class all the way. Although we had only 15 runners, everyone finished under the three-hour time limit. More important for OAR is the work they did off the course, raising almost $30,000 for autism research. That’s enough to fund one of our research studies.”

Marocco went on to report that “the New York Road Runners were pleased enough with our participation in this year’s race to immediately invite OAR and its RUN FOR AUTISM back for an encore in 2008.¨

Running Rabbis Run in NYC for OAR and the Greater Good

The Running Rabbis are anything but the beginning of a joke. While they certainly believe in having fun, they run “for the sake of a great good,” says one of the two founders, Benjamin David, who lives in New York City. “Judaism has never been about complacency. We believe we can use running to pursue social justice and inspire others to deeds of goodness.”

The Running Rabbis, here represented by Michael Friedman, Scott Weiner, and Benjamin David, recently completed the New York City Marathon on behalf of OAR.

He and co-founder Scott Weiner, who lives in New Jersey, founded the group in 2005. The two met as study partners while enrolled in the rabbinical program at Hebrew Union College-Jewish Institute of Religion.

Since then, they, along with other rabbis, rabbinical students, and others who have joined them, have run marathons around the country, raising thousands of dollars in the process for various causes, including aiding victims of Hurricane Katrina, assisting under-privileged youth in New York City, feeding the hungry, sending children to overnight camp, and most recently, autism research.

David, Weiner, and fellow Running Rabbi Michael Friedman, who lives in Manhattan, joined other OAR runners to raise money on OAR’s behalf in the New York City Half Marathon, which took place in early August.

“‘Rabbi’ means ‘teacher,’” says Friedman.“We all love teaching kids of all ages, and in recent years have seen the increasing prevalence of autism-spectrum disorders. We wanted to try to help kids and families struggling with this disorder.” David adds that autism is something that definitely needs to be brought to people’s attention. “It seems there is more we can all be doing, in terms of advocacy, outreach, and fundraising.”

The Running Rabbis will continue their outreach to inspire and educate others about great needs in the United States and around the world. Their Web site explains that this is part of the concept of tzedakah or justice. “We are not to be complacent, but actively give of ourselves for the sake of those who lack. Our ancestors knew well that this requires no shortage of effort and imagination. This endeavor is all about effort and imagination.”

Find out more about the Running Rabbis at www.runningrabbis.com.

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