{"id":104,"date":"2014-11-03T12:50:26","date_gmt":"2014-11-03T17:50:26","guid":{"rendered":"https:\/\/blogs.bsu.edu\/research\/?p=104"},"modified":"2019-11-15T14:01:51","modified_gmt":"2019-11-15T19:01:51","slug":"center-for-autism-spectrum-disorders-seeks-practical-solutions","status":"publish","type":"post","link":"https:\/\/blogs.bsu.edu\/research\/2014\/11\/03\/center-for-autism-spectrum-disorders-seeks-practical-solutions\/","title":{"rendered":"Center for Autism Spectrum Disorders Seeks Practical Solutions"},"content":{"rendered":"

\u201cAutism? That\u2019s so rare that you\u2019ll probably never see a case of it in your career,\u201d\u00a0Susan Wilczynski<\/a>\u00a0was told in graduate school. And yet Ball State\u2019s Plassman Family Distinguished Professor of Special Education and Applied Behavior Analysis diagnosed her first case before she earned her doctorate in 1998.<\/p>\n

The lack of information about autism at the time made Wilczynski feel helpless in dealing with the boy\u2019s parents. \u201cI did everything I could to try to be there for them,\u201d she recalls, \u201cbut I was petrified at the fact that they could ask about the best course of treatment and I didn\u2019t really have a great answer for them.\u201d<\/p>\n

The parents saw Wilczynski\u2019s desire to help and invited her to learn as they brought in experts from California to teach them how to deal with their son\u2019s autism.<\/p>\n

\"Susan

Susan Wilczynski<\/p><\/div>\n

\u201cThat\u2019s how I got involved in autism. Not because I understood the population or loved the population but because I thought I can never let a family down again to the same extent,\u201d she explains. \u201cAnd as I got to know more about people on the spectrum and their families and their teachers I was amazed \u2013 I was amazed at their resilience, I was amazed at the challenges they faced but also the courage they often brought to it. And so I decided this was a population I wanted to work with.\u201d<\/p>\n

Wilczynski\u2019s drive to assist people with autism and their families led to her to direct the\u00a0National Autism Center<\/a>. \u201cMy primary focus was on identifying treatments that work. Once I had done that, I looked around and realized, \u2018So what? Who cares if we\u2019ve identified these treatments if we don\u2019t have enough people in the field to deliver the treatments?\u2019 So I wanted to shift my career back to academia so that I could focus on training future behavior analysts and other professionals who know how to treat autism effectively.\u201d<\/p>\n

Wilczynski\u2019s goal is progressing nicely. Ball State\u2019s master\u2019s program in\u00a0applied behavior analysis<\/a>\u00a0with an emphasis in autism has more than 950 students. The program is helping to meet a growing need. The condition once considered rare is now being seen much more often \u2013 one in 68 people is now diagnosed with autism spectrum disorder (ASD).<\/p>\n

\u201cWe now have many people on the spectrum, and it is a huge financial drain on the families. It is an incredible challenge for school systems,\u201d Wilczynski says. \u201cBut as they get older and the competitive employment rate is only 5-7 percent, it will have a huge economic impact. If you take that one in 68 and multiply it by the number of people in this country and then calculate that 93 to 95 percent of them won\u2019t have jobs, what do you think that\u2019s going to do to communities? So we have to get better answers.\u201d<\/p>\n

Wilczynski makes sure that the resources she produces are practical, both in scheduling and in content. \u201cWe have to have answers for families, for teachers, and for others that make getting access to resources easier \u2013 that work better for their schedules, that focus on the skills the kids need to be able to demonstrate in real-world settings. And that\u2019s where we like to focus our energies,\u201d she says.<\/p>\n

To help find those answers, Ball State created the Center for Autism Spectrum Disorders. Supported by donations from Leland Boren and the Plassman family, the center uses research to design and administer programs for people with autism, their parents, and their teachers.<\/p>\n

Parent and Teacher Training<\/h5>\n

Wilczynski saw that traditional training programs wouldn\u2019t fit into families\u2019 hectic schedules. \u201cThese parents\u2019 lives \u2013 they\u2019re running their kids from speech language pathology to the doctor and trying to get them some social interaction with other kids and sometimes dealing with severe behavior problems. Where do you fit in the training? Having a professional that\u2019s available only from 9 to 5 often doesn\u2019t work. And yet they are sometimes the most desperate for the services.\u201d<\/p>\n

With this in mind, she designed web-based training programs for parents and teachers. The participants watch videos, receive handouts and other information, and take quizzes and pre- and post-tests, all online at their convenience. Currently, to test its usefulness, half of the group also receives coaching and feedback. This is done by having the participants take videos of themselves interacting with the person with autism and uploading the video. The trainers watch the videos and provide feedback. After the parent or teacher has reviewed the feedback, he or she meets with a trainer online through GoToMeeting for coaching on specific areas of difficulty.<\/p>\n

\u201cThey have access to somebody, even if it\u2019s not somebody local,\u201d Wilczynski says. \u201cMy goal from the beginning was to make sure treatment was equally accessible for people in rural communities as it was for people in major cities.\u201d That\u2019s why Wilczynski decided to use this format. Participants can complete the web-based training as their schedules permit and the only events that need to be scheduled are the GoToMeeting sessions, which are offered both during the day and in the evening.<\/p>\n

\u201cIt maximizes our flexibility for families,\u201d Wilczynski says. \u201cAnd if we can show that this is a cost-effective method that is increasing knowledge and skill acquisition, we think this is the way to go.\u201d<\/p>\n

Summer Camp<\/h5>\n

Summer break presents a special challenge to children with autism, which is why Ball State\u2019s Center for Autism Spectrum Disorders started the Autism Summer Camp under the leadership of\u00a0David McIntosh<\/a>, David and Joanna Meeks Distinguished Professor of Special Education.<\/p>\n

\u201cKids acquire skills over the course of the school year, and then they have summer break. Your average kids lose some skills, but within two weeks they\u2019re back to where they were,\u201d Wilczynski says. \u201cBut for kids with autism, it often takes months and months before they\u2019re back to where they ended the previous school year. This camp allows the kids to at least maintain the skills that they had.\u201d<\/p>\n

Workforce Development<\/h5>\n

Each person with ASD is different, and \u201cone size fits all\u201d approaches to treatment often fail. \u201cBased on the information we have right now, I think the most important service is applied behavior analysis,\u201d Wilczynski says. This systematic approach known as ABA involves studying an individual\u2019s behaviors (such as those used in talking, playing, or studying) and then structuring the person\u2019s environment so that he or she is more likely to be successful.<\/p>\n

Examples range from teaching a child how to ask for a favorite soda or to approach other children on the playground to teaching someone getting a first job how to use a copier or file documents. Even preschool lessons have far-reaching impact.<\/p>\n

\u201cThe earlier you can diagnose kids, the earlier you can intervene and the better their outcomes are,\u201d Wilczynski says. \u201cWhen you\u2019re 4 years old and you learn how to play with other kids, you\u2019re developing the social skills, the give and take that is necessary to be successful in almost every workforce. So it might involve honing the skill as they get older, but they\u2019re getting that foundational skill as early as possible and then they\u2019re much more likely to be successful down the road.\u201d<\/p>\n

The workforce programs are led by Wilczynski and Assistant Professor of Applied Behavior Analysis\u00a0Jen Cullen<\/a>. They use ABA as a foundation for teaching skills but also use a self-determined model. In this way, individuals with ASD can learn to find the right jobs that match their skills and preferences. Wilczynski and Cullen work closely with McIntosh and Assistant Professor of Educational Psychology\u00a0Maria Hernandez Finch<\/a>, who conduct research on employment assessment.<\/p>\n

All of the programs offered by the Center for Autism Spectrum Disorders \u2013 parent and teacher training, summer camp, job coaching \u2013 have the same goal: to help people with autism express themselves, relate to others, and function more effectively in society.<\/p>\n

Wilczynski will never again be in the position of not knowing what to tell a family whose child has been diagnosed with ASD. She says, \u201cAs I acquired skills so that I knew what to do to make a difference, it was the great joy of my life: learning how to teach kids to talk, to play, to hug their parents before they go to bed at night, to go trick-or-treating, and every other little thing that kids do.\u201d<\/p>\n","protected":false},"excerpt":{"rendered":"

\u201cAutism? That\u2019s so rare that you\u2019ll probably never see a case of it in your career,\u201d\u00a0Susan Wilczynski\u00a0was told in graduate school. And yet Ball State\u2019s Plassman Family Distinguished Professor of Special Education and Applied Behavior Analysis diagnosed her first case before she earned her doctorate in 1998. The lack of information about autism at the […]<\/p>\n","protected":false},"author":104,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_jetpack_memberships_contains_paid_content":false,"footnotes":""},"categories":[2,9],"tags":[15],"class_list":["post-104","post","type-post","status-publish","format-standard","hentry","category-featured","category-researchnews","tag-2014-fall-research-magazine"],"yoast_head":"\nCenter for Autism Spectrum Disorders Seeks Practical Solutions - Ball State University Research<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/blogs.bsu.edu\/research\/2014\/11\/03\/center-for-autism-spectrum-disorders-seeks-practical-solutions\/\" \/>\n<meta property=\"og:locale\" content=\"en_US\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"Center for Autism Spectrum Disorders Seeks Practical Solutions - Ball State University Research\" \/>\n<meta property=\"og:description\" content=\"\u201cAutism? That\u2019s so rare that you\u2019ll probably never see a case of it in your career,\u201d\u00a0Susan Wilczynski\u00a0was told in graduate school. And yet Ball State\u2019s Plassman Family Distinguished Professor of Special Education and Applied Behavior Analysis diagnosed her first case before she earned her doctorate in 1998. 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