Classification: UNCLASSIFIED
Caveats: NONE

In case you miss any of these email over the last four years, they are all
archived in the Military Family Network at
http://www.emilitary.org/forums/index.php?showforum=664 and also at the
POAC-NoVA website of
http://www.poac-nova.org/base.cgim?template=news_and_events.

Items 1 through 13 have been deleted, since they are primarily for families
living in Virginia and Maryland, and I did not want to send useless information
to the folks in the rest of the country. However, please let me know if you live
in Virginia, Maryland or DC; so that I can add you to my private email
distribution list for events in those states.


14. The Autism Research Institute November e-newsletter is at
http://www.autism.com/ari/enewsletter/enewsletter_200711.htm.

15. "Islamic View of Disabilities and Autism" dated 28 September 3007 by
Ustadha Zaynab Ansari from The American Muslim at
http://www.theamericanmuslim.org/tam.php/features/articles/islamic_view_of_disab\
ilities_and_autism/0014698. . (Scott's note: I found this to be a very
interesting article.)

"Question: Please forgive me for asking you the same question, I am quite
desperate for an answer and this is why I am asking you once again. Please will
you kindly find time to answer my question - jazak Allah khairun; I would very
much like to know the opinion of the shaykhs about what the Quran and the Sunnah
say about disabled or special-needs children. My knowledge about Islam is
average and I have learnt a great deal from your site, as this is a personal
area for me and as my family (particularly my mother) is very upset that both my
children are autistic. Although I have explained that they are indeed a test
from Allah I need more than this to console her, I have also said that this is
probably Allah's way of telling us that their condition could have been worse
but Alhamdolillah it isn't and we have to abide by Allah's decisions. Please
will you kindly explain to me why Allah has chosen every one to be different (in
my mind I know why) but I need the words of someone who is greater in knowledge.
Answer: ... As the mother of an autistic child, I can truly understand what
you're going through. Unfortunately, the Muslim community is largely unaware of
the existence of special-needs children. It is imperative that the families of
children who are on the autism spectrum educate the community about autism and
related developmental disabilities. First off the bat, it is so important that
you see your child, not a disability. Do not get caught up in labels. A child
who is autistic may display a wide range of behaviors that fall on a spectrum.
Autism is not static. It describes certain challenges that a child may face at a
certain point in his or her life. Every child is at a different place on this
spectrum. Some children are higher-functioning than others; however, each child
has certain abilities and strengths which can be developed, no matter where he
or she is on the spectrum (Chantal Sicile-Kira, Autism Spectrum Disorders).
Second, NEVER be ashamed of your children or their diagnosis. They're still your
babies and they're still God's gift to you and your family. A friend of my
mother calls my son, "My Jannah baby." What she means is that special-needs
children are a way for parents to go to Jannah. Children with disabilities are
very close to Allah Ta'ala as many of them never have the capacity to do any
wrong. Some children with disabilities will always remain in a very innocent
state, and, therefore, will not be held accountable, unlike typically-developing
children. If we, as parents, raise our children with love and patience, thanking
Allah for this opportunity, not being resentful, and giving our children the
best we can give them in terms of treatment and care, then they are a means to
Paradise. Who are we to grumble and complain, "Why me?" "Why not me," should be
the question. Every person on the face of this earth is tested in a certain way.
If this is the test Allah has chosen for us as parents in the autistic
community, then so be it. Third, you raise a really good point. Allah Ta'ala
could have chosen to test our babies with leukemia and other childhood cancers,
He could have chosen for them to have cerebral palsy, He could have chosen for
them to die in the womb or in infancy. He could have chosen a physical
disability rather than a neurological or cognitive disability. There are so many
children whose diagnoses are far more severe. So rather than looking at children
who are typically developing, we should look at those who have been challenged
far more severely than our own children. This makes us grateful and makes us
more compassionate. Fourth, it is not right for your mother to be upset about
your children. As parents, we don't make our children autistic. So the blame
game should not even be played. We don't blame God, we don't blame Mom, we don't
blame Dad. We accept our children for who they are. Why waste time being angry
and resentful when there's so much work to do? I completely understand that as
parents of children with disabilities we go through a grieving process. This is
only natural. All of us have certain expectations for our children. And when we
don't see those expectations being met, we mourn. So when we get the official
diagnosis, we should allow some time for grieving. But it should be a healthy
grieving that lets us accept our children, embrace them for who they are, adjust
some of our expectations if necessary, and then channel all of our energy into
finding the best treatments out there. I met the nicest non-Muslim couple who
have a 30-year old son who is autistic. My husband and I were desperately
seeking advice. So the first question we asked them was, "Is there a process of
grieving?" They said, "Yes, but, ultimately, there's no time for grief. You take
that energy and move. You take action." This leads me to my fifth point. As
Westerners, we have a lot to be grateful for because there are so many different
treatments and therapies available for special-needs children. These options
simply don't exist in other parts of the world. The family I talked to had to
search high and low to get their son his diagnosis over 20 years ago, and this
was right here in the U.S. But in the last two decades, enormous advances have
been made in the diagnosis and treatment of autism spectrum disorders. ..."

16. "Autistics can thrive by knowing themselves- Self-awareness allows more
autonomy: expert" dated 3 November 2007 by Roger Collier from The Ottawa Citizen
at
http://www.canada.com/ottawacitizen/news/city/story.html?id=afd4d76f-202f-47a7-9\
bea-2b2bf4aa2b8c&k=66250&p=2.

"Judging by the reaction of his audience yesterday, it is little surprise that
he is in high demand. He engaged the audience early, leading them in a
self-penned song called "Oh where, oh where did autism come from." Throughout
his presentation, he drew laughter from the audience with funny anecdotes, posed
questions and requested volunteers to help him illustrate certain points.
Toward the end of his presentation, Mr. Shore talked about the various fields of
intervention available to autistics: educational and behavioural, biomedical and
sensory. He cautioned attendees not to devote themselves fully to any one
intervention, as there is no way of knowing which one, or which combination,
will prove most helpful to an autistic person. "Which is the best approach?" he
asked the audience, pausing briefly. "The one that works." The conference
concludes today at the Carling Avenue Travelodge."

17. "SPECIAL REPORT - LESSON PLAN FOR SUCCESS: With hard work and planning,
schools help special ed kids learn and thrive" dated 13 November 2007 by
JENNIFER MANN from The Patriot Ledger at
http://ledger.southofboston.com/articles/2007/11/13/news/news03.txt.

"Third of a three-part series. Shakespeare comes in many different forms at the
Patrick O'Hearn School. Some children read it with their eyes; another reads it
with his or her fingers. One student interprets it with a drawing; another
performs a skit. There is no uniform way to learn, and there is no single
benchmark for success. But most children do succeed at this Dorchester
elementary school. The philosophy is simple: ''Wherever you are, we take you
higher,'' Principal William Henderson said. The nation still has ways to go in
meeting the 1975 federal requirement of teaching all students, to the extent
possible, in an ''inclusive'' environment. But in Massachusetts and across the
country, there are pockets of excellence that serve as road maps. At the
O'Hearn School, nearly one-third of the students are on a special-education
plan, and half are identified as low-income. Students with autism, Down
syndrome, cerebral palsy and significant development delays are in the same
class as their non-disabled peers. Test scores are among the highest in Boston,
and the school is held up as a model by educators and advocates. The school is
close-to-home proof that although money talks, it doesn't dictate. There are
many more ingredients to creating an enriching environment for special-ed and
regular-ed sudents. ''I believe that's what makes the Patrick O'Hearn School so
remarkable,'' Kristen Layton of the Urban Special Education Leadership
Collaborative said. ''They have done this as somewhat of a grass-roots effort,
and the techniques they have, the community they have developed - these are
really things that any district can do.'' Something that the O'Hearn School and
the nation's other standout schools have in common is an emphasis on educating
all children, researchers from Newton's Educational Development Center say.
''...If you meet the needs of students with disabilities, and they are
successful, everyone else will succeed,'' said Cynthia Mata Aguilar, who was
part of a three-year study that looked at three high-performing schools that
differ culturally, demographically and in their curriculums. The study, ''Good
High Schools for Students with Disabilities,'' focused on Choctawhatchee High
School, in Fort Walton Beach, Fla., Edward R. Murrow High School in Brooklyn,
N.Y., and Centerville High School in Fairfax County, Va. In addition to having
a core commitment to educating all students, these schools share other
characteristics: flexible learning, with high expectations; teacher
collaboration and layers of support; extensive parental involvement; and
education beyond the classroom. At Centerville High, for example, the
special-ed director handles schedules for each of her students, allowing her to
match teacher and student strengths with material. At Murrow High School,
students can take Algebra I for one semester or four. Two special-ed students at
Choctaw found academic drive in the ROTC program. ''Each of the high schools
had its own way of supporting students,'' Aguilar said. ''They were able to
provide access to standards-based curriculum to students in multiple ways.''
Kevin Lenane works in the Newton Public Schools as a facilitator for
mainstreaming special-ed students into regular classrooms. He also has a
7-year-old daughter with Down syndrome in the Milton school system. He said
success is more than just test scores: there are social components,
communication aspects and more. ''I see it almost as, this is life,'' he said.
''In life you have to deal with all kinds of people, and if we can keep her in a
situation with nondisabled people as much as possible, then she can learn to
exist in the real world.'' Although the resources have to be available, and
nobody disputes the importance of money, much also has to do with allocation,
educators say. Henderson, the Dorchester principal, starts with what the school
would be paying if the student was not included. ''If we're taking one of those
kids from private placement that costs $100,000, let's see what we can do with
$60,000,'' he said. ..."


18. "Autism Speaks Responds to Senator Clinton's Call for Full Funding of the
Combating Autism Act and Enactment of the Expanding the Promise for Individuals
with Autism Act" dated 25 November 2007 in a press release from Autism Speaks at
http://www.autismspeaks.org/press/clinton_speech_response.php.

"Leadership of Autism Speaks, a non-profit organization dedicated to increasing
awareness of autism and raising money to fund autism research, issued the
following statement in response to a speech delivered by Senator Hillary Clinton
at a Sioux City, Iowa, Boys Club yesterday: Recognizing the autism epidemic as a
national public health priority deserving of Presidential attention, Senator
Hillary Clinton endorsed and detailed a number of policy positions long
supported by Autism Speaks and its predecessor organizations and long-needed by
the many American families facing the challenge of autism. Specifically, Autism
Speaks supports full funding of the programs authorized by the Combating Autism
Act of 2006, enactment of the Expanding the Promise for Individuals with Autism
Act (currently pending in both houses of Congress) including the addition
proposed today by Senator Clinton for a teacher training component, and the
principle articulated again today by Senator Clinton that evidence-based
behavioral and biomedical interventions for autism should be available to all
Americans who need them. Autism Speaks is committed to ensuring that medically
necessary services for individuals with autism are covered by private health
insurance. As a not-for-profit charitable organization, Autism Speaks cannot
and does not endorse any candidate for federal office. Rather, it is our mission
to encourage an appropriate response at all levels and within all branches of
the American system of government to the national public health urgency of the
autism epidemic. Read coverage of Senator Hillary Clinton's speech from the
Associated Press
<http://news.yahoo.com/s/ap/20071125/ap_on_el_pr/clinton_autism> and MSNBC.com
<http://firstread.msnbc.msn.com/archive/2007/11/25/479647.aspx> ."

19. "Autism Speaks Applauds the State of Qatar for the Creation of Annual
United Nations World Autism Awareness Day- An Unprecedented Global Effort to
Increase Awareness about Autism Begins April 2, 2008" dated 27 November 2007 in
a press release from Autism Speaks at
http://www.autismspeaks.org/press/qatar_un_world_autism_day.php.

"Autism Speaks Co-founders Bob and Suzanne Wright today joined H.E. Ambassador
Nassir Abdulaziz al-Nasser, Permanent Representative of the State of Qatar to
the United Nations, at a press conference announcing that April 2 will be
designated World Autism Awareness Day following the adoption of the Qatari
resolution on World Autism Awareness Day at the plenary of the Third Committee
of the General Assembly. The 192 representatives of the U.N.'s Third Committee
-that handles social, humanitarian and cultural issues - adopted the WAAD
resolution by consensus, paving the way for the establishment of what will be
one of an exclusive group of official disease or disorder-specific United
Nations Days. Her Highness Sheikha Mozah Bint Nasser Al-Missned, Consort of His
Highness Sheikh Hamad Bin Khalifa Al-Thani, the Emir of the State of Qatar,
supported the campaign for a World Autism Awareness Day through the current 62nd
UN General Assembly Session, garnering consensus support from all United Nations
Member States. In addition to having April 2 designated as World Autism
Awareness Day in perpetuity, the resolution further encourages all Member States
to take measures to raise awareness about autism throughout society. Autism
Speaks has witnessed first hand the efforts of Qatar to promote the rights of
persons with disabilities. Last April, Mrs. Wright had the opportunity to attend
and speak at the Second Annual International Forum in Doha, Qatar, at the
Shafallah Center for Children with Special Needs, under the patronage of Her
Highness Sheikha Mozah Bint Nasser Al-Missned. "Qatar shared the concerns of a
number of countries about the high rate of autism in children in all regions of
the world," said H.E. Ambassador Nassir Abdulaziz al-Nasser. "The Qatari
resolution invites all member states to observe the second of April in order to
raise public awareness of autism and the importance of early diagnosis, research
and intervention." (click here
</docs/Ambassador_Nassir_Abdulaziz_Al-Nasser_statement.pdf> to read H.E.
Ambassador Nassir Abdulaziz al-Nasser's remarks). "All of us who visited Qatar
were inspired by Her Highness and her deep commitment to improving the lives of
children with autism and other special needs through her remarkable Shafallah
Center," said Mrs. Wright. Click here
</docs/d_200711_Suzanne_Wright_Remarks_at_Press_Conference.pdf> to read Mrs.
Wright's remarks (PDF)."Autism is a health crisis that knows no geographic or
political boundaries and demands an immediate global response," added Mr.
Wright. "The nation of Qatar is an ideal partner in this ambitious effort to
raise awareness about autism and the need for action on every continent and in
every nation." Click here
</docs/d_200711_Bob_Wright_Remarks_at_Press_Conference.pdf> to read Mr.
Wright's remarks (PDF). During the press conference, Jacqueline
Aidenbaum-Brandt, the mother of a son with autism, shed light on her personal
experiences, including the misconception society had of the brain disorder and
the concerns of parents of autistic children. She said people often mistook an
autistic child for an unruly or poorly behaved one, blaming the parent instead
of the disorder for the child's behavior. Click here
</docs/d_200711_JACKIE_BRANDT_REMARKS.pdf> to read Aidenbaum-Brandt's remarks
(PDF). Following the press conference, H.E. Ambassador Nassir Abdulaziz
Al-Nasser hosted a reception at the Permanent Mission of the State of Qatar to
celebrate the adoption of the resolution in the Third Committee. In attendance
were representatives from countries who supported the resolution for a UN World
Autism Awareness Day as well as members of the autism community. View photos and
video </inthenews/photo_gallery_un_reception.php> from the reception. The
support for World Autism Awareness Day was evident last June when Mrs. Wright
was invited to address a U.N. Department of Public Information/Non-Governmental
Organization (DPI/NGO) Section briefing entitled "Autism: Raising Awareness,
Changing Attitudes." The notion of a global awareness day was proposed and a
petition of support was signed by dozens of NGO representatives in attendance."

20. "Separated twins, parallel lives" dated 27 November 2007 by Faye Flam from
The Philadelphia Inquirer at
http://www.philly.com/philly/news/20071127_Separated_twins_have_lived_parallel_l\
ives.html.

"When identical twins Paula Bernstein and Elyse Schein finally met for the first
time at age 35, they both said the same thing. It wasn't so much like seeing a
mirror image, but like finding someone who'd lived a different life in your
body. Both women had the same delicate wrists and rounded hips, the same
allergy to sulfa drugs. Both had studied film theory in college and had made a
short film. But Paula was married with a baby, favored lightened, feminine
curls, and drank cosmopolitans. Her sister lived alone, colored her hair a
sultry dark brunet, and preferred scotch. The two had been put up for adoption
and separated in infancy as part of a 1960s experiment. Identical twins offer a
tantalizing window into the power of inheritance, and current twin studies
continue to shake up our understanding of mental health, personality, the
influence of parenting, and the meaning of identity. The reunited twins will
share their stories Thursday night at the Franklin Institute in connection with
the museum's "Identity" exhibit. One thing that has become clear in recent
decades is that unless parents are abusive or neglectful, they have much less
power to damage their children than previously thought. "When I was a student,
mothers were considered the cause of schizophrenia," said psychologist Thomas
Bouchard, head of the Minnesota Center for Twin and Adoption Research. The
prevailing theory on autism was that it was caused by cold "refrigerator
mothers," he said. It was easy to ignore genetics in the 1950s and 1960s,
Bouchard said, because the field had been tarnished by the Nazis. Today, the
pendulum has swung the other way. Although identical twins share 100 percent of
their DNA, he said, they differ much more than most people would expect. As
Schein and Bernstein found, twins are genetic clones, but they are not copies.
Schein was the first to find out she was a twin. She always knew she was
adopted, and when she turned 33 she decided to seek information about her birth
mother. At the time, she was living in Paris and working as a filmmaker. She
found only that her biological mother was Jewish, had been 28 when she gave
birth, and had not tried to find her daughter. Schein thought that was all she
would discover when, some months later, she received a certified letter from an
adoption agency. It said that she was the younger of twin girls and that her
mother had been diagnosed with schizophrenia. ..."

21. "U.S. appoints autism advocates to new federal panel" dated 27 November
2007 by Maggie Fox from Reuters at
http://news.yahoo.com/s/nm/20071128/hl_nm/autism_usa_dc. (Scott's note: I
actually went to this meeting since I happened to be in the area on that day,
pleas contact me if you have any questions about it.)

"Advocates who believe vaccines may cause autism will join mental health
professionals and neurologists on a new federal panel to coordinate autism
research and education, the U.S. Health and Human Services Department said on
Tuesday. Parents of children with autism and a writer who has an autism
spectrum disorder will also be on the Interagency Autism Coordinating Committee,
HHS said. "The committee's first priority will be to develop a strategic plan
for autism research that can guide public and private investments to make the
greatest difference for families struggling with autism," said Dr. Thomas Insel,
director of the National Institute for Mental Health and the chairman of the new
committee. The committee was authorized under the Combating Autism Act of 2006.
The U.S. government has been under pressure to step up research on autism, which
can severely disable a child by interfering with speech and behavior. The U.S.
Centers for Disease Control and Prevention estimates that about one in every 150
children has autism or a related disorder such as Asperger's syndrome -- which
adds up to about 560,000 people up to age 21 in the United States. "This
important committee will play a key role in coordinating autism research,
services, and education related to autism spectrum disorder," HHS Secretary Mike
Leavitt said in a statement. Some of the committee's members have been at odds
with government agencies in the past. Registered nurse Lyn Redwood, president of
the Coalition for Safe Minds, has frequently accused the U.S. Centers for
Disease Control and Prevention of covering up evidence that vaccines cause
autism. Another member, Lee Grossman, is president of the Autism Society of
America, which also argues that vaccines can cause the disorder. Many medical
studies have failed to show evidence that vaccines or their ingredients cause
autism. The Institute of Medicine, which advises the federal government on
health matters, issued an unusually strongly worded report urging that
researchers look elsewhere for a cause for autism but the advocacy groups are
unconvinced and are vocal about it. Other members of the new committee include
Dr. Duane Alexander, director of the National Institute of Child Health and
Human Development; Dr. James Battey, director of the National Institute on
Deafness and Other Communications Disorders at NIH; and Story Landis, director
of the National Institute of Neurological Disorders and Stroke. Stephen Shore,
executive director of Autism Spectrum Disorder Consulting, himself was diagnosed
with an autism spectrum disorder and wrote a book, "Understanding Autism for
Dummies." The group will meet twice a year and make recommendations for new
areas of research."

22. "Dodd attends meeting on autism" dated 28 November 2007 by William Dillon
from The Ames Tribune at
http://www.midiowanews.com/site/tab1.cfm?newsid=19066003&BRD=2700&PAG=461&dept_i\
d=554432&rfi=6.

"Prior to his book signing in Ames Tuesday, Sen. Chris Dodd, D-Conn., sat down
with about a dozen advocates and parents of autistic children to help explain
the status of research funding being explored in Congress to fight the growing
development disorder. Dodd put his status as presidential candidate aside
during the 30-minute meeting and focused solely on the health issues that have
helped earn him the nickname "children's senator." "The main reason that we are
interested in what he has to say tonight is because he is Mr. Child Healthcare,"
said Kris Moorman, an Ames activist who organized the meeting. "The Combating
Autism Act, while shared with Sen. (Rick) Santorum from Pennsylvania, stretches
to a very great extent and it's been in existence because of Sen. Dodd." The
act was presented in spring 2005, passed by Congress in August 2006 and later
signed into law by President Bush. It authorizes the expansion of activities
related to autism research, prevention and treatment through the 2011 fiscal
year. "Because autism is so incredibly confounded - what causes it, how to
treat it, how to provide support for families, residential care - it is from
beginning to end a big question mark," Dodd said. The funding for the act is
part of a larger health and education spending bill recently vetoed by President
Bush for the 2008 fiscal year. The veto was then sustained by members of the
U.S. House of Representatives, winning by a mere two votes. Dodd expressed
confidence that the near $1 billion autism piece of the bill would receive full
funding, saying the real debate over the spending bill focused on the State
Children's Health Insurance Program and its initial proposed increase to $60
billion over the next five years. "Despite what I might want and you might
want, I think there is a place for that to be resolved," he said. "I am fairly
optimistic we are going to get there."

23. "Adoption turns around young girl's life" dated 28 November 2007 by Matthew
Engelhardt from the Journal Inquirer at
http://www.journalinquirer.com/site/news.cfm?newsid=19065813&BRD=985&PAG=461&dep\
t_id=161556&rfi=6.

"Destany Hankard was a much different child when she met her adoptive mother two
and a half years ago. The 5-year-old was unable to speak and her social skills
were far below the norm for a girl of her age. Destany was placed in the
custody of the Department of Children and Families. Her lack of development
concerned doctors and social workers and the girl was diagnosed as autistic. At
the time, Destany was in a preschool program in Hartford's Fred D. Wish
Elementary School. It was there that she first met Amy Hankard, a second-grade
teacher. After consulting with her family, Amy became foster mother to Destany,
inviting the girl to live in her South Windsor home. The adjustment took some
time. Destany's personality began to emerge, but her world was now completely
different. Her new family noted how independent the girl was, having been
forced to fend for herself for so long. Destany could make her own breakfast and
always kept her surroundings tidy. "She was the cleanest 5-year-old I have ever
seen," said her stepsister, also named Amy Hankard. Destany began developing
the social skills that she had lacked when she lived with her biological mother
in Hartford. She began to speak, and it became clear Destany was not autistic,
but rather that her developmental delays were caused by years of neglect. "It's
hard to describe watching a child go from not speaking to where she is now," the
older Amy Hankard said. "There are days when you just want to cry." Before
Amy's eyes, Destany became a smart, affectionate, and happy child. "She just
fit right in with my family and everyone fell in love with her," her mom said.
DCF also was delighted with the progress Destany displayed. "It was an amazing
transition in her therapy and everything," said Shannon King, a DCF social
worker who handled Destany's adoption. Despite Destany's improvement, Amy had
to consider the long term for both the child and her foster family. Amy had
always thought that if an acceptable adoptive family came along, she would
accept the match and give up custody of Destany. But the family was smitten
with Destany, and as potential adoptive parents came forward, none matched the
hopes that Amy and her children had for the girl. Destany's siblings knew Amy
would eventually come around and seek full custody. King knew it too, and by
last September, the Hankards were before a judge to find out whether the term
"foster" would no longer apply to a child who had become a sister, daughter, and
granddaughter. "Amy has been Destany's forever mom from the beginning, even if
she didn't know it," King said. "She took care of her every need since day one."
The judge fulfilled their wishes and Amy legally became Destany's mom. The child
was overjoyed, and as Amy put it, just about everyone in town was invited to
celebrate at a party held at Nomads Adventure Quest in South Windsor. Now 7,
Destany attends Pleasant Valley Elementary School in South Windsor, and Amy said
her daughter loves going to school. Destany proudly goes through photo albums,
especially from her adoption party. Someday, Destany said, she would like to be
a "policewoman and own a police dog." For now, she is happy playing board games
and mastering the Nintendo Wii, and her family knows Destany never forgets a
birthday or important event. Destany still keeps in contact with her biological
mother and siblings. Amy said she wants Destany to always be aware of her past
so that when she is old enough, the child can decide for herself where she
belongs. King said Destany was an inspiration to DCF. November is National
Adoption Month and Destany's tale is an example of what can happen when a child
in need is successfully matched with a loving family. "Working at DCF can be a
very tough job, but kids like Destany and people like her family make it all
worthwhile," King said. According to data provided by King, there were 56
children in the state waiting to be adopted as of September. There were 169
families waiting to adopt. In fiscal year 2007, which ended July 1, there were
530 adoptions finalized in Connecticut, according to DCF. Parents must undergo
10 weeks of training to prepare for adoption. It takes three to four months to
get licensed, including the training, a home study, and background check.
Adoptive families receive a government subsidy that ranges depending on age and
medical needs. There are also health benefits, DCF's supported post secondary
education program, and help in cases of emotional and behavioral issues."

24. "Program Aims To 'Revolutionize' Autism- Fairfax-based group offers autism
training for parents and consultants" dated 28 November 2007 by Amber Healy from
The Connection Newspapers at
http://www.connectionnewspapers.com/article.asp?article=91012&paper=61&cat=104.

"Finding in-home help for autistic children may soon become a little bit easier,
thanks to a newly-formed academy that teaches parents and consultants a variety
of ways to work with autistic children. "We expect to revolutionize autism not
only in Northern Virginia but around the world," said Shannon McGrail, a member
of the board of directors of Parents of Autistic Children-Northern Virginia, a
support group for families. She is also the director of the Verbal Behavior
Instructors Academy, a training course for therapists and parents to help them
better work with autistic children. Many families pay as much as $80 per hour
for their in-home consultants and therapists, a hefty sum considering most
doctors recommend anywhere from 10 to 40 hours of in-home treatment each week,
McGrail said. Add to that price the severe shortage of qualified workers, and
the demand grows even higher for these helping hands. "The therapist we have
for our child is a godsend and we know we're lucky to have her," McGrail said,
adding that their therapist will accompany her family on vacations and trips so
her son's treatment can continue. Even if a family has the money to pay for a
top-notch therapist, there is a year-and-a-half waiting list through most
service providers, she said. For the inaugural series of classes and workshops,
eight students were paired with instructors to learn techniques for helping
autistic children slowly come out of their shell and improve their behavioral
and speech skills. Each student was assigned to a family and worked with their
instructor and the family together starting in June, and will complete their
first series at a graduation ceremony in December, McGrail said. Initially,
each student was encouraged to make themselves into "a giant chocolate chip
cookie" for their child, McGrail said. If the child came to see the student as a
rewarding, positive person to have around, not something threatening or scary,
their presence alone would eventually become a reward, she explained. STUDENTS
WORKED with two kinds of therapy techniques: following the child around and
using their patterns and home environment to teach words, colors, numbers and
other useful items; or using flashcards and routines while sitting at a table so
the child would recognize a variety of words based on a kind of sign language.
Autism is considered a spectrum disorder, so each autistic child has different
levels of abilities and needs. Not every child will respond to the same stimulus
or situation in the same way, McGrail said. One day, all the students and
children were brought together to see how they all interacted. This gave
teachers the chance to practice a variety of teaching methods with other
children to help them become more flexible, said Meredith Singletary, now a
resident of Richmond who worked as an instructor during the course. Her
student, who was a mother with an autistic child, wanted to be more effective in
her training. While the summer started with Singletary visiting the home once a
week, their work eventually went to frequent e-mail consultations. "We discuss
what's working, what isn't and what she can try to help the child better," she
said. The pair had set some goals for the child to achieve by the end of the
course based on their comfort levels and abilities, and Singletary said the
family is very happy with the progress. "At first, the mother was a little
apprehensive because she wanted to help her child, but she became more confident
as the summer went on," she said. "As a result, her child made great progress."
Johanna Ramos-Boyer, another parent involved in the course, said the training
was about more than making parents feel better about working with their
children. Most of the students in the course were not parents but consultants
and people already working with children who wanted to improve their abilities
with autistic children. "Right now, one in every 150 children is born with
autism, but we don't know much about it or what causes it," she said. "That's a
staggering number of children, it strikes more than juvenile cancer, diabetes
and all other diseases combined." ..."

25. "Autism Controversy: CDC Responds" dated 28 November 2007 by Jaye Watson
from 11Alive News at
http://www.11alive.com/news/health/article_health.aspx?storyid=107120.

"I'm writing my story for the web in first person today. Last week I did two
stories on autism. The first concerned autism and the possible link to
vaccines. The second concerned healing children from autism. While both stories
received a huge response, the vaccine story just seemed to grow with each day. I
have to say about 85 percent of viewer response was positive, parents thanking
us for doing the story, for putting their side out there. The other 15 percent
cautioned us that we shouldn't make people afraid to vaccinate their children.
That was never our intent. We presented two sides to the story. Actress Jenny
McCarthy clearly believes ingredients in vaccines contributed to her son's
autism. Her belief is shared by thousands of parents. We interviewed her on
camera. Officials with the CDC said there is no link between vaccines and
autism, however we were only given written statements for our story. It was
after the story aired that the CDC said they wished to talk about the issue on
camera. This is the first time they've gone on television to refute McCarthy's
claims and to talk about their position on autism as it applies to the CDC and
vaccines. Please view the complete interview which we have attached for you. I
fear if I try to summarize, I will inadvertently leave something out. So please
take a look and let us know what you think. Thanks."

26. "Autism U: As College Application Deadlines Near, Growing Adult Autism
Population" dated 29 November 2007 from Reuters at
http://www.reuters.com/article/pressRelease/idUS5520+30-Nov-2007+PRN20071130.

"Autism U: As College Application Deadlines Near, Growing Adult AutismPopulation
Focuses on Higher EducationPITTSBURGH, Nov. 29 /PRNewswire/ -- As early
detection and treatmentsimprove, a growing number of young adults with
High-Functioning Autism andAsperger's Syndrome are considering higher education.
While some colleges scramble to meet the needs of an aging population
withautism, others have turned to third-party programs, such as Achieving
inHigher Education with Autism and Developmental Disabilities (AHEADD),
toenhance their level of support. Originally developed in collaboration
withCarnegie Mellon University's department of Equal Opportunity Services,
AHEADDprovides mentoring and personal advocacy services for students with
Asperger'sSyndrome, Attention Deficit Disorder, High-Functioning Autism, and
Non-VerbalLearning Disorder. The program is quickly expanding to
higher-educationenvironments in the District of Columbia, New York,
Pennsylvania, Texas, andVirginia. For students on the Autism Spectrum, programs
such as AHEADD greatlyinfluence their college application decisions. "These
students are oftenserved really well in the K-12 public school system, and then
they're cutoff," says Carolyn Komich Hare, AHEADD's founder and director.
"College posesa whole new set of communication, organization, and social
challenges, and itis important to have a plan in place to make the transition as
seamless aspossible. I have students who apply to colleges in Pittsburgh just
because ofthe level of support they can receive here." As accommodations
improve, students, as well as their universities, arefeeling the effects. One
hundred percent of college students who participatedin AHEADD for one semester
improved their GPA by at least .5, and sometimes byas much as two, points.
Ninety percent of students who were on academicprobation were able to
successfully continue their college careers with theprogram's support. "The
Asperger's population is much bigger than we think itis," says Larry Powell,
manager of Disability Resources at Carnegie MellonUniversity. "If we could put
together systems that would adequately supportthese students, word would get
around and more students would disclose it andwould come." For more information
about AHEADD and its higher education supportprograms, visit www.aheadd.org, or
call 412.519.0720.SOURCE AHEADDChristina Koshzow for AHEADD, +1-412-519-0720,
christina@...."

27. "The Next Attention Deficit Disorder?" dated 29 November 2007 by Claudis
Wallis from Time magazine at
http://www.time.com/time/magazine/article/0,9171,1689216,00.html?imw=Y.

"With a teacher for a mom and a physician's assistant for a dad, Matthew North
had two experts on the case from birth, but his problems baffled them both.
"Everything was hard for Matthew," says Theresa North, of Highland Ranch, Colo.
He didn't speak until he was 3. In school, he'd hide under a desk to escape
noise and activity. He couldn't coordinate his limbs well enough to catch a big
beach ball. Matthew, now 10, was evaluated for autism and attention deficit
hyper-activity disorder, but the labels didn't fit. "We filled out those ADHD
questionnaires a million times, and he always came out negative," Theresa
recalls. "When we found this place, I cried. It was the first time someone said
they could help." This place is the Sensory Therapies and Research [STAR]
Center, just south of Denver, which treats about 50 children a week for a
curious mix of problems. Some can't seem to get their motors in gear: they have
low muscle tone and a tendency to respond only minimally to conversation and
invitations to play. Others are revved too high: they annoy other children by
crashing into them or hugging too hard. Many can't handle common noises or the
feel of clothing on their skin. A number just seem clumsy. Adults can remember
kids like these from their own childhood. They were the ones called losers,
loners, klutzes and troublemakers. At STAR Center they wear a more benign label:
children with sensory processing disorder (SPD). Never heard of it? You're in
good company. Neither have many pediatricians, neurologists, psychologists and
teachers. But in the parallel universe of occupational therapy, which focuses on
the more primal "occupations" of life--dressing, eating, working, playing--SPD
is commonly treated. Last month, at a conference on SPD in New York City, 350
occupational therapists (OTs) and others gathered to hear about the latest
research and therapies. OTs have been treating SPD, also known as sensory
integration dysfunction, since 1972, when A. Jean Ayres, a UCLA psychologist and
occupational therapist, published the first book on the condition. As defined by
Ayres and others, SPD is a mixed bag of syndromes, but all involve difficulty
handling information that comes in through the senses--not merely hearing,
sight, smell, taste and touch, but also the proprioceptive and vestibular
senses, which tell us where our arms and legs are in relation to the rest of us
and how our body is oriented toward gravity. Some kids treated for SPD can't
maintain an upright position at a desk; some are so sensitive to touch that they
shriek when their fingernails are trimmed or if they get oatmeal on their face.
Sounds and smells can be overwhelming. When lawn mowers roar outside the home of
Lizzie Cave, 4, a STAR child, she's been known to vomit. Families that find
their way to the STAR Center and other groups that treat SPD typically have
traveled a long road to get there. Their common refrains: My doctor doesn't
believe in SPD; teachers can't handle it; insurance won't pay for therapy.
There's good reason for that. SPD is not listed in medical texts or in the
Diagnostic Statistical Manual (DSM), the bible of psychiatric disorders. Doctors
acknowledge sensory issues as a common feature of autism and a frequent feature
of ADHD but not as a stand-alone disorder. Lucy Jane Miller, a former protégé of
Ayres and head of the STAR Center, is spearheading a campaign to change that.
She has organized a national effort to have SPD added to the next edition of the
DSM, the fifth, due out in 2012. Earning a spot in the DSM V would make it
easier for researchers to win grants, kids to get accommodations at school and
families to be reimbursed for a course of treatment, which, at the STAR Center,
often costs $4,000. To receive recognition, advocates must provide persuasive
evidence that "this is not just part of autism or ADHD, that it's a better
definition of what these kids are experiencing," says Dr. Darrel Regier,
director of research for the American Psychiatric Association and vice chair of
the DSM V task force. What's needed, says Regier, is a body of peer-reviewed
studies that defines "a core set of symptoms, a typical clinical course" and, if
possible, good treatment data. SPD research so far is provocative but limited.
"It's hard to get grants for a disorder that doesn't exist," laments Miller,
whose recent book, Sensational Kids, offers a guide to both research and
treatment. Many studies are flawed by vague criteria for identifying the
condition, samples that include kids with other disorders, and an utter lack of
standardized treatment. ..."

28. "Bill gives parents an edge in special-education fights" dated 30 November
2007 by JOHN MOONEY from The Star-Ledger at
http://www.nj.com/news/ledger/jersey/index.ssf?/base/news-0/119640165093280.xml&\
coll=1.

"A key legislative committee yesterday endorsed a bill that would place the
legal "burden of proof" on school districts in court disputes over special
education, giving a boost to families contesting districts' programs. The state
Senate Education Committee's unanimous vote came after more than two hours of
often emotional testimony, most of it from parents and advocates supporting the
bill and claiming that current rules put families at a disadvantage. If passed,
the bill would effectively counter a U.S. Supreme Court ruling in 2005 that said
the burden should rest with the complaining parties in such cases, typically
parents who contend a district's special education services are insufficient for
their child. But the court's opinion and a related district court ruling a year
later appeared to leave open the option for states to set their own rules, and a
few like New Jersey have since sought to do so. One after another yesterday,
mothers and fathers of children with disabilities testified that the bill would
remove an obstacle in what can be tortuous and expensive disputes with
districts. The cases typically revolve around specific programs provided for
their children or where they are schooled. Each year, there are about 1,000 due
process complaints filed in administrative law courts. If the case is not
ultimately settled between the parties, districts prevail in a majority of the
cases, according to state data. Bobbie Gallagher, mother of an autistic child
in Brick Township, several times choked up in describing her four-year battle
with her district over its insistence on plac ing her child in an outside
residential school. Gallagher said she prevailed, but added that parents being
forced to carry the burden of proof has only emboldened districts to dare them
to take disputes to court. "The burden of proof may not be the answer to all of
our problems, but it may be a way to level the playing field to at least give us
a fair fight," Gallagher said. Others contended that districts have been much
less willing to settle with parents in such disputes, knowing they have every
reason to keep it in court. "Since the burden of proof shifted (in 2005),
districts have stopped talking to us," said Beth Callahan, a special education
lawyer and also parent of disabled child. Few spoke against the bill. Among
them were some of the state's main school organizations, including the New
Jersey School Boards Association. Barbara Horl, a lobbyist for the
organization, said the wrenching disputes speak to the problems with the due
process procedure in general. But she said existing burden-of-proof rules
protect districts from having to defend their entire special education programs
before hearing the parents' specific complaints. "It requires staff to meet
with lawyers to review piles of documents that can be enormous," she said. But
state Sen. Wayne Bryant (D-Camden) voiced some skepti cism, saying the districts
have the resources and staff to do so, while parents are beholden to what the
districts will provide. "You think it's any easier on the parents?" he said.
Already passed by an Assembly committee, the bill is expected to be voted on by
the full Legislature before the end of its current term."

29. "The Autism-Vaccine Debate: Anything But Over
<http://www.huffingtonpost.com/david-kirby/the-autismvaccine-debate_b_74853.html\
> " dated 30 November 2007 by David Kirby in The Huffington Post blog at
http://www.huffingtonpost.com/david-kirby/the-autismvaccine-debate_b_74853.html.

"Exactly five years ago, I began research for my book Evidence of Harm, which
looked into the possible link between mercury, vaccines and the tsunami of
autism that now overwhelms our education system. Along the way, I have
encountered many people -- in the government, in medical circles, in the media,
on the Internet - who are furious at my attempts to shed light on this
controversy, and utterly contemptuous of parents, doctors and anyone else who
supports research into the hypothesized link between autism and vaccines. Many
of these people, incredibly, still insist that autism is purely a genetic
disorder with no known "cause" and probably no cure. They blithely claim that
autism has always been with us, in the same epidemic numbers we see today, (If
you're the parent of a young boy in New Jersey, by the way, you now face 1-in-60
odds of a diagnosis), we just never noticed, or else counted those kids as
"quirky," or possibly retarded. Even officials at the CDC, who traced an e-coli
outbreak to a single patch of California spinach within months, cannot say if
autism is actually on the increase or not. Some experts, however, are beginning
to understand that autism is clearly on the rise and, thus, must have an
environmental component, coupled with a genetic underpinning. But they insist
that vaccines or their ingredients (ie, mercury, live measles virus, aluminum)
have nothing to do with the epidemic. They really, really want this vexing
vaccine chatter to cease. But it won't. Buried beneath the usual tumultuous
headlines of recent days were three tidbits of news that clearly underscore why
this raging, sometimes vitriolic debate is not ending any time soon. In fact,
all three reveal significant cracks in the federal government's hitherto
impenetrable fortress of denial of any vaccine-autism link whatsoever: 1) The
CDC granted nearly $6 million for investigators
<http://www.contracostatimes.com/search/ci_7599365?IADID=Search-www.contracostat\
imes.com-www.contracostatimes.com > at five major research centers to study
2,700 children over the next five years, in what the Contra Costa Times called
"the largest-ever U.S. study aimed at solving one of the most perplexing
mysteries of modern times: the cause of autism." Lisa Croen, the study's
principal investigator in California, told the paper that, "What's become very
clear is that autism results from a combination of having a genetic
predisposition or genetic susceptibility, plus the added extra exposures from
environmental factors or other kinds of lifestyle factors." Among the "factors"
to be studied are family history, events during pregnancy, maternal medications,
parental occupation, ambient pollution around the house, and "a child's
vaccination history," the paper reported. Oddly, the study will not look at the
mercury-based preservative thimerosal. According to the FDA and the Institute of
Medicine, the last batches of thimerosal containing vaccines for infants and
immune-globulin given to pregnant women expired in late 2003 (except for the flu
shot, which is still given to infants and pregnant women). The new study will
only study children born from September 2003 to August, 2005. But the question
remains, and I think it's legitimate: If an association between vaccines and
autism has been completely "ruled out," then why are we spending taxpayer
dollars to study autistic children's vaccination history? 2) The Department of
Health and Human Services announced the formation of a new federal panel
<http://today.reuters.com/news/articlenews.aspx?type=healthNews&storyid=2007-11-\
28T035454Z_01_N27551485_RTRUKOC_0_US-AUTISM-USA.xml> , the "Interagency Autism
Coordinating Committee," which will help set public and private research
priorities into the cause and treatment of autism, as mandated by the recently
passed Combating Autism Act. Among those named to the panel by HHS Secretary
Mike Leavitt were Lyn Redwood, president of the Coalition for Safe Minds (and
chief protagonist in my book), and a leading advocate of the
mercury-vaccine-autism connection, and Lee Grossman, president and CEO of the
Autism Society of America, another staunch supporter of the hypothesis. Which
again begs the question: If the debate over vaccines and autism is over, then
why did the Feds appoint two people to this important new panel who will
relentlessly push for more taxpayer dollars going into research of vaccines and
autism? 3) Lawyers for the US Justice Department and HHS are conceding an
autism case <http://www.uscfc.uscourts.gov/OSM/Autism/modifying.pdf> that was
to be tried in the so-called federal "Vaccine Court," (officially known as the
Autism Omnibus Proceedings of the US Court of Federal Claims), according to
papers filed on the court's on-line docket. Nearly 5,000 autism cases are
pending in Vaccine Court, though a small number of "test cases" are being tried,
in which attorneys for the families attempt to link the symptoms of autism to
thimerosal and/or the measles-mumps-rubella vaccine (or MMR, which never
contained mercury). It was a pending test case that the government conceded.
According to my source, however, the government is NOT conceding that mercury or
vaccines cause autism. "In this case, the DOJ conceded that vaccines
significantly aggravated a child's pre-existing autistic symptoms," my source
said, "but the autism itself was caused by a congenital mitochondrial disorder
that is entirely genetic." And, the source noted, "By conceding 'significant
aggravation,' I think DOJ is trying to avoid ever having this case go to hearing
on the underlying causation issue." In other words, this was likely going to be
a slam-dunk, and the Feds knew it. Rather than risk having the case become a
"test" for thousands of other claims, it looks like the DOJ opted to fold and
pay out damages to the family, without actually admitting that vaccines can
cause autism. ..."

30. "Family Wins Case In Autism Coverage Lawsuit- Anthem Ordered To Cover Costs
Of Autism Therapy" dated 30 November 2007 by ABC7 News at
http://www.thedenverchannel.com/health/14735922/detail.html.

"Abby Tappert was diagnosed with autism two years ago. At the time, her mother,
Jill, said Abby couldn't talk or socialize like other kids. Like most mothers,
Jill Tappert searched for treatment plans -- anything that would help her
daughter live as normal a life as possible. Today, Abby is quite capable of
having a conversation at the lunch table. She even has an extensive dinosaur
collection that she loves to line up and name off. Her mother credits Abby's
remarkable progress to a treatment plan called Applied Behavior Analysis or ABA.
The only problem with the plan was it wasn't covered by their insurance company
and it wasn't cheap. In fact, two years of treatment cost the family about
$110,000. But, Jill Tappert didn't give up. She launched appeal after appeal
and finally called in a lawyer. Last week, an arbiter sided with the Tapperts
and awarded them $110,000. It was an important decision for the Tapperts and
other families of autistic children across the U.S. "I do think it sets a
precedent for some families, families that have a PPO policy with Anthem
including other states. (They) will be able to look at the ruling and go
Anthem's policy is flawed. ABA is the standard of care in treating autism," said
Tappert. But, Anthem Blue Cross/Blue Shield said not so fast. In a statement
the company said: "This decision is not a broad-based declaration that ABA
therapy is 'medically necessary' in all cases. To what extent this type of
therapy should be covered...should be made by legislators and/or the division of
insurance." The ruling's implication is still unknown but the Tapperts said
it's a step in the right direction. Anthem said several insurance companies do
not currently provide ABA coverage. They said if a family would like to make a
claim for ABA coverage they will evaluate them on a case-by-case basis. Family
Voices of Colorado helps families with the appeals and filing process. You can
contact them at 1-800-881-8272 or via the Web at familyvoicesco.org
<http://www.familyvoicesco.org/> ."

31. "Autistic students find new focus- Counseling program helps participants
live on their own" dated 30 November 2007 by Allison Sherry from The Denver Post
at http://www.denverpost.com/education/ci_7595219#.

"There were six schools and treatment centers in 20 years of Matthew Rabbitt's
life, countless ups and downs with medication and emotional tumult, battles with
his family and friends. The 21-year-old's struggle with Asperger syndrome, a
form of autism, dominated his childhood. He was in and out of programs and
schools in Virginia, Texas, Boston and New York. He battled serious bouts of
anger with his parents and struggled everywhere to settle down and enjoy life.
Now, Rabbitt is happily buzzing around his little urban kitchen cooking bacon
and eggs. He is enrolled in college classes and is learning how to cook, clean,
live with a roommate and budget his money. He is even learning how to date. A
program called College Living Experience is helping 47 students in Denver, half
of whom battle with autism, the others with attention-deficit problems, learn
how to go to college and, eventually, build a life. "I have a schedule. I cook
in my apartment," said Rabbitt, a towering, garrulous man who loves basketball
and the Beatles. "The staff could be on your case all the time, but they aren't.
I learned I can be independent." Program leaders say their approach to helping
these students, most of whom are in their late teens and early 20s, is
three-pronged. They help them study and learn to go to college. They teach them
how to build a social life, both with other students in the program and with
nondisabled students. And they advise on pulling together a household, helping
on everything from going to bed on time to grocery shopping and managing
finances. "If he burns through his cash early, then he has to eat noodles all
week," said Anne Rabbitt, Matt's mother, in town recently for a visit from New
York. "It's good for him to learn." Executive director Cheryl Okizaki sees more
improvement in one year of this program than she did in four years working in
high schools for kids with special needs. "I can't believe the difference.
We're making them live in apartments, cook their own food," she said. College
Living Experience counselors tutor the students, help them balance school work
with hobbies - and even dole out dating advice. The program started in 1989 in
a few apartments near Broward Community College in Florida. Since then, it has
grown to six locations across the country, enrolling about 200 students. The
program is not a 24-hour residence program, so students must be able to learn
how to live on their own. The program isn't cheap. The Rabbitts pay $30,000 a
year for the service, in addition to out-of-state tuition at the Community
College of Denver and apartment rent. Rabbitt's roommate also is in the
program. "We were a little nervous because we were in New York and this is
Denver," Anne Rabbitt said. On a recent morning, independent living skills
counselor Rachael Pratt sat at Rabbitt's dining room table and tried to keep him
focused on goal-setting. Rabbitt was bouncing around, turning on the music,
frying breakfast, talking about the things he had cooked recently. Pratt moved
to the kitchen with him and adjusted to the conversation. "I'm getting
intimidated with my classes, and I'm intimidated for this to be my career
because the classes are too hard," said Rabbitt, who is studying computer
science. "I don't think you want to let intimidation get you down," Pratt said,
watching him pull apart raw bacon. "I made swordfish with green peppers and
onions and potatoes," he said. "That's good," Pratt said. "That's healthy."

32. "Behaviors Associated With Fever in Children With Autism Spectrum
Disorders" dated 30 November 2007 by Laura K. Curran, PhD, Craig J. Newschaffer,
PhD, Li-Ching Lee, PhD, Stephen O. Crawford, MHS, Michael V. Johnston, MD and
Andrew W. Zimmerman, MD from the Johns Hopkins Bloomberg School of Public
Health, Kennedy Krieger Institute, or Drexel University School of Public Health
in the 6 December 2007 edition of Pediatrics at
http://pediatrics.aappublications.org/cgi/content/full/120/6/e1386.

"Abstract: OBJECTIVE. Clinical case reports have suggested that the behaviors of
children with autism spectrum disorders may improve with fever. The purpose of
this study was to investigate the effect of illness on behaviors of children
with autism spectrum disorders. Understanding the role of fever, if any, may be
informative regarding causative mechanisms of and treatment opportunities for
autism.
METHODS. We conducted a prospective study of 30 children (aged 2-18 years) with
autism spectrum disorders during and after an episode of fever. Parent responses
to the Aberrant Behavior Checklist were collected during fever (body temperature
38.0°C/100.4°F), when fever had abated and the child was asymptomatic, and when
the child had been fever-free for 7 days. Data were compared with those
collected from parents of 30 age-, gender-, and language skills-matched afebrile
children with autism spectrum disorders during similar time intervals.
RESULTS. Fewer aberrant behaviors were recorded for febrile patients on the
Aberrant Behavior Checklist subscales of irritability, hyperactivity,
stereotypy, and inappropriate speech compared with control subjects. Per
expectation, lethargy scores were greater during fevers, and all improvements
were transient. Data from patients with fever were stratified on variables
related to illness severity. In the majority of these subgroup comparisons, the
data suggested that effects from fever persisted in the less sick patients as
well as in those with more severe illness.
CONCLUSIONS. We documented behavior change among children with autism spectrum
disorders during fever. The data suggest that these changes might not be solely
the byproduct of general effects of sickness on behavior; however, more research
is needed to prove conclusively fever-specific effects and elucidate their
underlying biological mechanisms (possibly involving immunologic and
neurobiological pathways, intracellular signaling, and synaptic plasticity). "

33. "Parents fight Coppell schools for son's education" dated 2 December 2007
by STELLA M. CHÁVEZ from The Dallas Morning News at
http://www.dallasnews.com/sharedcontent/dws/dn/latestnews/stories/120207dnmetspe\
cialed.2239f22.html.

"Amy and Ray Sosa spent a year battling with Coppell ISD about the education and
treatment of their teenage son with learning disabilities. Finally, they decided
to enroll Alex, 14, in a private school. Now, the Sosas are asking the school
district to pay for their son's private education. The Sosas say that the
district failed to follow Alex's individual education plan or provide the tools
he needed to learn. The Sosa case has become a public example of an emotional
battle that takes place every day across the U.S.: cost-conscious school
districts struggling to educate all children pitted against anxious parents who
see themselves as the only true advocate for their special-needs child. Alex
has Asperger syndrome, a form of autism that makes social interaction difficult.
He also suffers from bipolar disorder, attention deficit hyperactivity disorder,
generalized anxiety disorder and sensory integration disorder, which makes him
hypersensitive to light, sound and noise. The Coppell district "refused to
address his disabilities," Mrs. Sosa said. The federal Individuals with
Disabilities Education Act, or IDEA, requires school districts to provide a
"free appropriate public education" to disabled students. Courts have ruled
that public schools, in some cases, must reimburse parents for special services
and instruction provided by private schools and therapists. Legal and special
education experts say Mrs. Sosa faces an uphill fight in a system that rarely
sides with parents. But the statistics aren't stopping her from pressing ahead.
At her request, Coppell ISD opened the formal hearing on her son's case to the
public. Mrs. Sosa says the public "needs to understand the process and know what
is going on." "We are doing this for our child's rights and for all the parents
and children in this district and other districts," Mrs. Sosa said recently in a
statement e-mailed to other parents and the media. "We hope an open hearing will
empower other parents and allow you to benefit from our experiences so we all
become better advocates." Nona Matthews, the attorney representing the
district, said she could not comment specifically on the Sosa case. The hearing
in the district's Roy C. Brock Center wrapped up Wednesday. A decision is
expected sometime in January. Attorneys on both sides of the special education
debate say an open forum is rare. "It's highly unusual," said Dallas attorney
Myrna Silver, an expert in special education law. "Typically, parents want the
whole process to be very confidential. They don't generally want it to be known
that they're quote 'suing the school district.' " ..."

34. "Fever can loosen grip of autism, says study" dated 3 December 2007 from
Reuters at
http://www.thepeninsulaqatar.com/Display_news.asp?section=World_News&subsection=\
Americas&month=December2007&file=World_News200712031293.xml.

"Fever can temporarily unlock autism's grip on children, a finding that could
shed light on the roots of the condition and perhaps provide clues for
treatment, researchers reported yesterday. It appears that fever restores nerve
cell communications in regions of the autistic brain, restoring a child's
ability to interact and socialise during the fever, the study said. "The
results of this study are important because they show us that the autistic brain
is plastic, or capable of altering current connections and forming new ones in
response to different experiences or conditions," said Dr Andrew Zimmerman, a
pediatric neurologist at Baltimore's Kennedy Krieger Institute, who was one of
the study authors. The study, published in the journal Pediatrics, was based on
30 children with autism aged 2 to 18 who were observed during and after a fever
of at least 100.4 degrees Fahrenheit (38 C). More than 80 percent of those with
fever showed some improvements in behavior during it and 30 percent had dramatic
improvements, the researchers said. The change involved things like longer
concentration spans, more talking, improved eye contact and better overall
relations with adults and other children. Zimmerman's team said the fever
effect had been noted anecdotally in the past by parents and doctors. Lee
Grossman, president and chief executive officer of the Autism Society of
America, said he had noticed it in his own son, who is now 20. But he noted in
an interview that the study's authors said expanded research was needed on the
fever effect and its implications. "

35. "Charitable donation targets switch for nation" dated 3 December 2007 by
JILL BODACH <mailto:jbodach@...> from The Stamford Times at
http://www.thestamfordtimes.com/stamford_templates/stamford_story/36808743538661\
6.php.

"With the season of giving upon us, a recent survey suggests Americans are
following the political climate by donating to organizations with health care
and national security agendas while contributions to social programs are waning.
The sixth annual GuideStar survey shows contributions to organizations that
support national security, medical research, philanthropy, voluteerism and
religion saw the greatest increases in contributions. Organizations that
support recreation; raise awareness of particular diseases and disorders;
education, crime, and the arts organizations saw the largest decrease in
contributions. Still, nonprofit organizations are optimistic about the current
charitable giving climate. According to the GuideStar nonprofit survey
released Monday - which included more than 3,500 nonprofit organizations and
more than 4,000 individuals - 60 percent of the organizations surveyed were
optimistic about the giving season, expecting contribution levels in October,
November and December of 2007 to exceed those from the same months in 2006.
Twenty- eight percent expected contribution levels to be about the same.
Forty-five percent of participants said that their organizations receive the
majority of contributions in October, November, and December, the period known
as the giving season. Sixty percent of them expect contribution levels for the
2007 giving season to exceed those for the last quarter of 2006. Another 28
percent expects end-of-year contributions levels to be about the same as last
year. They might have reason to be optimisitc. The survey showed that 52
percent of nonprofits surveyed experienced an increase in total contributions to
their organizations during the first nine months of 2007 compared with the first
nine months of 2006. Twenty five percent of organizations said contributions
stayed the same and 19 percent said that contributions decreased during the same
time period. In the New England region, 54 percent of organizations experienced
an increase; 27 percent stayed the same and 16 percent saw a decrease. Ron
Cretaro, executive director of the Connecticut Association of Nonprofits, said
that he was not surprised with the data reported by the survey. "The economy
appears to still be strong in many parts of the country especially New England
and Connecticut is doing well, except for those in our cities," Cretaro said.
"The growth in income disparity is troubling, but more people of means have more
to potentially give if so inclined." Along with increased contributions came
increased need and demand for services. According to the survey, 67 percent of
participants reported that the demand for their organizations' services in the
first nine months of 2007 increased over the same time period of 2006. "As
there is more awareness about certain issues such as the environment, autism,
criminal justice, veterans, immigrants, homelessness and access to housing,
there come more of a need and a demand for these types of services," Cretaro
said. As a result, certain organizations receive more support than others.
Those organizations who experienced a decrease cited a change in the quantity of
individual donors and a decrease in the amount of their monetary donations.
Other factors could affect the decrease as well, Cretaro said. "There is a high
turnover relatively in development and fundraising staff in organizations, and a
turnover in an organization can impact the fundraising of that organization in a
given year," he said. "There is also a growing number of nonprofits, which means
more competition. It's not that the pool of dollars has not grown but that there
are just more organizations out there seeking support, so the growth in overall
dollars has not increased to match the pace that new nonprofits are being
created." This survey does not mean that all nonprofits are thriving and that
they no longer need financial donations. In fact, it could be quite the
opposite. The nonprofits who are the most likely to complete such a survey
might be those that are doing well, thereby possible skewing the results,
Cretaro said. "Organizations that tend to respond to surveys and polls are
probably better off and are likely to have invested more in their fundraising
efforts,"he said."

36. "Fever May Improve Behavior in Autistic Kids- If Valid, Link May Shed Light
on the Biology of Autism" dated 3 December 2007 by CARLA WILLIAMS from ABC News
at http://abcnews.go.com/Health/story?id=3938965&page=1.

"Fevers could actually improve autistic behavior in children, new research
suggests, hinting at the possibility of a biological cause behind the disorder
that has proved so difficult for experts to understand. Researchers from the
Kennedy Krieger Institute in Baltimore report that autistic children who are
sick are less likely to make repetitive movements, use less inappropriate speech
and are not as hyperactive as they normally behave. "As a parent of a child
with autism, I don't know why it happens, but I do witness how calm my son is
when he is sick," said Marguerite Colston, parent and director of communications
at the American Society of Autism (ASA). "He can cuddle and is very calm, even
looks me in the eye occasionally. His behavior is markedly different. I would
love to hear more about why he reacts the way he does." The behavior Colston
describes has been observed by parents for years, but this is the first
scientific study to investigate the issue. Researchers asked parents of 30
autistic children to evaluate their behavior during and after an illness. They
found that a fever of at least 100.4 degrees Fahrenheit improved symptoms such
as arm flapping and body rocking, as well as irritability and hyperactivity. Is
Lethargy From Fever to Blame? Of course, some experts are skeptical that
sluggishness associated with the fever causes children to be less energetic.
Deborah Fein, professor of psychology at the University of Connecticut, says
that because of the design of the study, this possibility cannot be ruled out.
"I do not think that the methods used are sufficient to rule out lethargy as a
contributing factor, and the improvements she reported are all reductions in
negative behaviors that could reasonably be related to slowing of activity
levels," Fein said. However, she adds that in some cases parents observe
certain qualities that suggest fever may actually improve symptoms. "One thing
that parents have sometimes reported to me is actual improvements in eye
contact, emotional relatedness and functional use of speech," she said. ..."

37. "A prospective Assessment of Androgen Levels In Patients With Autistic
Spectrum Disorders: Biochemical Underpinnings And Suggested Therapies" by David
A. Geier and Mark R. Geier in the August 27, 2007 edition of Neuroendocrinology
Letters at www.nel.edu.

"Abstract: Impairments in social relatedness and communication, repetitive
behaviors, abnormal movement patterns, and sensory dysfunction characterize
autism spectrum disorders (ASDs). Seventy consecutive patients with an ASD
diagnosis (DSM-IV criteria, ? 6 years-old) who presented to the Genetic Centers
of America for outpatient genetic/developmental evaluations from 2005-2007 were
examined. Patients were evaluated using CLIA-approved Laboratory Cooperation of
America (LabCorp) testing for: serum testosterone, serum free testosterone, %
free testosterone, serum/ plasma dehydroepiandrosterone (DHEA), androstendione,
and follicle-stimulating hormone (FSH). Morning blood samples collected
following an overnight fast, compared to the pertinent reference means, showed
significantly increased relative mean levels for: serum testosterone (158%),
serum free testosterone (214%), percent free testosterone (121%), DHEA (192%),
and androstenedione (173%). By contrast, compared to the pertinent reference
mean, the relative mean level of FSH (51%) was significantly decreased.
Additionally, at least one of the androgen attributes examined exceeded its
recognized laboratory age- and sex-specific reference range in 81.4% (57 of 70)
of the patients examined. With respect to their age- and sexspecific reference
ranges, females had significantly higher overall mean relative testosterone and
relative free testosterone levels than males. Increased androgens in patients
diagnosed with ASDs may involve cyclical interactions between the androgen and
the transsulfuration pathways, particularly following mercury exposure. A
review of therapies that have significantly improved clinical outcomes in ASD
patients indicates they share commonality in helping lower androgens. Thus,
androgens should be routinely clinically measured in patients with an ASD
diagnosis and appropriate androgen-lowering therapies considered for those who
have significantly elevated levels."

38. "A Microscopic Study of Language-Related Cortex in Autism" by Edith
López-Hurtado and Jorge J. Prieto from the Department of Histology and Anatomy,
University Miguel Hernandez (Spain) in the American Journal of Biochemistry and
Biotechnology at http://www.scipub.org/fulltext/ajbb/ajbb42130-145.pdf.

"Abstract: Impaired language function is a principle criterion for the diagnosis
of autism. The present study of brain from age-matched autistic and control
subjects compared brain regions associated with the production and processing of
speech. Wernicke's area (Brodmann 22, speech recognition), Broca's area
(Brodmann 44, speech production) andthe gyrus angularis (Brodmann 39, reading)
from autistic subjects (7-44 years of age) and control subjects (8-56 years of
age) were examined microscopically. Striking differences in the density of
glial cells, the density of neurons andthe number of lipofuscincontaining
neurons were observed in the autistic group compared with the control group. The
mean density of glial cells was greater in the autistic cohort than controls in
area 22 (p<0.001), area 39 (p<0.01) andarea 44 (p<0.05). The density of neurons
was lesser in autism in area 22 (p<0.01) and area 39 (p<0.01). The autistic
group exhibited significantly greater numbers of lipofuscin-containing cells in
area 22 (p<0.001) and area 39 (p<0.01). The results are consistent with
accelerated neuronal death in association with gliosis and lipofuscin
accumulation in autism after age seven. Production of lipofuscin (a matrix of
oxidized lipid and cross-linked protein more commonly associated with
neurodegenerative disease) is accelerated under conditions of oxidative stress.
Area 22 in autism evidenced the greatest glial increase, the greatest neuronal
decrease and the greatest increase of non-specific cells containing lipofuscin,
which itself may contribute to greater free-radical generation in brain."

39. "Autism Research Progress Reported at the 2007 Society for Neuroscience
Annual Meeting" in a press release from Autism Speaks at
http://www.autismspeaks.org/science/science_news/2007_society_for_neuroscience_a\
nnual_meeting_recap.php.

"Each year scientists interested in the workings of the brain gather at the
Society for Neuroscience conference. The Society for Neuroscience meeting is one
of the largest gatherings of scientists in the world and provides the focal
point for what's new in neuroscience research. This year, just a week after
devastating fires hit much of Southern California, the city of San Diego managed
to welcome more than 31,000 attendees from around the globe in the San Diego
Convention Center. Although the pleasant and relaxed surroundings provided a
loose and comfortable environment, the conference showed the amazing power of a
large scientific community when focused on problems such as autism: as with each
of the past three years, the number of presentations concerning Autism Spectrum
Disorder (ASD) increased again - this year to over 200. Two entire poster
sessions (totaling 39 presentations) were solely dedicated to autism, while
another 4 sessions looked at autism research in combination with related
developmental and neurological disorders. Over 80 other sessions had
interspersed lectures and presentations with autism-related topics. The
presentations covered all fields of neuroscience research in autism, ranging
from neuroimaging to neuroimmunology to neuropsychology. ..."

40. "From Play-Doh Comes Hope" by Francie Hogan in a press release from Autism
Speaks at
http://www.autismspeaks.org/community/ownwords/intheirownwords_sculpture.php.

"Who knew hope could come from a container of Play-Doh? I've always had hope and
faith that a treatment breakthrough will happen; that's why I volunteer my time
with Autism Speaks. What I have is a different kind of hope, the kind that comes
in knowing there is something your child can do to help him through life. Every
day I think about what Michael will do to make a living, contribute to society,
and feel self worth. I think about the careers he could be trained in ... the
ones that would turn his challenges into assets. I think about how he will feel
from now through adulthood. Michael is seven years old, and was diagnosed with
autism a few months before he turned three. His greatest difficulty is
communication. As you can imagine, we focus heavily on him making requests, and
using language. For the past two years he has been obsessed with Play-Doh.
Mainly he asks us, and those around him, to make his favorite TV characters, get
him certain colors, etc. We encouraged his love of Play-Doh; it forces him to
interact with us and his environment. We even began purchasing the very small
containers, and only giving him a limited amount at one time. This increased his
opportunities for interaction and requests. It helped with colors, counting,
language, and numerous other skills. I'm not ashamed to admit, after two years,
the only one who still likes Play-Doh is Michael! A few weeks ago, I felt as if
I made one more Sesame Street character, I would burst. I gave him the whole box
- 50 containers, and I told him to go to town. The result was my newfound hope
that he, quite possibly, could develop his artistic talent to the point of
success. He sculpted figures that were nothing short of amazing! Of course, I
questioned myself, "I'm his Mom, everything he does is wonderful." I
photographed the figures, and e-mailed them to various people. Everyone's
reaction was the same, amazement! Finally, I saw something that could be a
hobby, a career, and most of all, a connection to the complex world he lives in!
I saw my kind of hope."
Classification: UNCLASSIFIED
Caveats: NONE