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The Right-to-Die Movement

By Rachel Aviv

The Death TreatmentIn Belgium, euthanasia is embraced as an emblem of enlightenment and progress, a sign that the country has extricated itself from its Catholic, patriarchal roots. Distelmans, who was brought up as a Catholic and then rejected the Church, told me that his work is inspired by an aversion to all forms of paternalism. “Who am I to convince patients that they have to suffer longer than they want?” he said.

Belgium was the second country in the world, after the Netherlands, to decriminalize euthanasia; it was followed by Luxembourg, in 2009, and, this year, by Canada and Colombia. Switzerland has allowed assisted suicide since 1942. The United States Supreme Court has recognized that citizens have legitimate concerns about prolonged deaths in institutional settings, but in 1997 it ruled that death is not a constitutionally protected right, leaving questions about assisted suicide to be resolved by each state. Within months of the ruling, Oregon passed a law that allows doctors to prescribe lethal drugs for patients who have less than six months to live. In 2008, Washington adopted a similar law; Montana decriminalized assisted suicide the year after; and Vermont legalized it in 2013.

The right-to-die movement has gained momentum at a time of anxiety about the graying of the population; people who are older than sixty-five represent the fastest-growing demographic in the United States, Canada, and much of Europe. But the laws seem to be motivated less by the desires of the elderly than by the concerns of a younger generation, whose members derive comfort from the knowledge that they can control the end of their lives. Diane Meier, a professor of geriatrics at Mount Sinai School of Medicine, in New York, and one of the leading palliative-care physicians in the country, told me that “the movement to legalize assisted suicide is driven by the ‘worried well,’ by people who are terrified of the unknown and want to take back control.” She added, “That is not to say that the medical profession doesn’t do a horrible job of protecting people from preventable suffering.” Like most doctors who specialize in palliative care, a field focussed on quality of life for patients with severe and terminal illnesses, she thinks legalizing assisted suicide is unnecessary. “The notion that if people don’t kill themselves they’re going to die on a ventilator in the hospital would be humorous if it weren’t so serious,” she said. She believes that the angst propelling the movement would be diminished if patients had greater access to palliative care and if doctors were more attentive to their patients’ psychological suffering.

In Oregon and Switzerland, studies have shown that people who request death are less motivated by physical pain than by the desire to remain autonomous. This pattern of reasoning was exemplified by Brittany Maynard, a twenty-nine-year-old newlywed who moved to Oregon last year so that she could die on her own terms rather than allowing her brain cancer to take its course. Her story appeared on the cover of People, which described her as having the “soul of an adventurer and the heart of a warrior.” She became the poster child for assisted death—a far more palatable one than Jack Kevorkian, who had previously filled that role. Unlike the patients whom Kevorkian attended to with his makeshift “suicide machine,” Maynard appeared neither passive nor vulnerable. Since her death, seven months ago, lawmakers in twenty-three U.S. states have introduced bills that would make it legal for doctors to help people die.

Opponents have warned for years that legalization will lead to a “slippery slope,” but in Oregon fewer than nine hundred people have used lethal prescriptions since the law was passed, and they represent the demographic that is least likely to be coerced: they are overwhelmingly white, educated, and well-off. In Belgium and in the Netherlands, where patients can be euthanized even if they do not have a terminal illness, the laws seem to have permeated the medical establishment more deeply than elsewhere, perhaps because of the central role granted to doctors: in the majority of cases, it is the doctor, not the patient, who commits the final act. In the past five years, the number of euthanasia and assisted-suicide deaths in the Netherlands has doubled, and in Belgium it has increased by more than a hundred and fifty per cent. Although most of the Belgian patients had cancer, people have also been euthanized because they had autism, anorexia, borderline personality disorder, chronic-fatigue syndrome, partial paralysis, blindness coupled with deafness, and manic depression. In 2013, Wim Distelmans euthanized a forty-four-year-old transgender man, Nathan Verhelst, because Verhelst was devastated by the failure of his sex-change surgeries; he said that he felt like a monster when he looked in the mirror. “Farewell, everybody,” Verhelst said from his hospital bed, seconds before receiving a lethal injection.

The laws seem to have created a new conception of suicide as a medical treatment, stripped of its tragic dimensions. Patrick Wyffels, a Belgian family doctor, told me that the process of performing euthanasia, which he does eight to ten times a year, is “very magical.” But he sometimes worries about how his own values might influence a patient’s decision to die or to live. “Depending on communication techniques, I might lead a patient one way or the other,” he said. In the days before and after the procedure, he finds it difficult to sleep. “You spend seven years studying to be a doctor, and all they do is teach you how to get people well—and then you do the opposite,” he told me. “I am afraid of the power that I have in that moment.”

Read more @ http://www.newyorker.com/magazine/2015/06/22/the-death-treatment?src=longreads

What do you think about the right-to-die movement? When should people with a non-terminal illness be helped to die?

 
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Posted by on July 6, 2015 in General

 

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Continuing Education Information for Louisiana Mental Health Counselors

Louisiana Mental Health Counselors Continuing Education Louisiana-licensed mental health counselors have a license renewal every two years with a June 30th deadline. Forty (40) continuing education hours are required to renew a license.

Of the forty hours, three (3) hours of ethics and six (6) hours of diagnosis are required. For MHC supervisors, three (3) hours of supervision are required.

Ten (10) hours of home study are allowed if NBCC approved.

Counseling & MFT 
Louisiana LPC Board of Examiners
View the Board Website or Email the Board
Phone: 225-765-2515
CE Required: 40 hours every 2 years (MFTs – 20 hrs must directly relate to MFT)
Home Study Allowed: 10 hours
License Expiration: Counselors – 6/30; MFTs – 12/31, every 2 years
National Accreditation Accepted: Counselors – NBCC; MFTs – AAMFT (not PDR)
Notes: MFTs – 3 hours MFT ethics required for renewal (general course will not count) MHCs – 3 hours of ethics required, 6 hours of diagnosis, MHC Supervisors – 3 hours of supervision required
Date of Info
: 04/24/2015

Professional Development Resources is an NBCC-Approved Continuing Education Provider (ACEP #5590) and may offer NBCC-approved clock hours for programs that meet NBCC requirements. Programs for which NBCC-approved clock hours will be awarded are identified on the Counseling page of this website. The ACEP is solely responsible for all aspects of the program.

Continuing Education Courses for Mental Health Counselors: 

Helping Your Young Client Persevere in the Face of Learning Differences is a 3-hour online video CE course. Clinicians and teachers working with students struggling at grade level are committed to raising their students’ achievement potential by creating opportunities to learn. In order to accomplish this, they need to learn new techniques that can help encourage discouraged students – particularly those who have different ways of learning – by supporting and motivating them without enabling self-defeating habits. This course will provide strategies and techniques for helping students minimize the patterns of “learned helplessness” they have adopted, appreciate and maximize their strengths, develop a growth mindset, value effort and persistence over success, view mistakes as opportunities to learn, and develop a love of learning that will help them take personal responsibility for their school work. The course video is split into 3 parts for your convenience.

Animal Assisted Therapy is an online 3-hour CE course. In Animal-Assisted Therapy (AAT) the human-animal bond is utilized to help meet therapeutic goals and reach individuals who are otherwise difficult to engage in verbal therapies. AAT is considered an emerging therapy at this time, and more research is needed to determine the effects and confirm the benefits. Nevertheless, there is a growing body of research and case studies that illustrate the considerable therapeutic potential of using animals in therapy. AAT has been associated with improving outcomes in four areas: autism-spectrum symptoms, medical difficulties, behavioral challenges, and emotional well-being. This course is designed provide therapists, educators, and caregivers with the information and techniques needed to begin using the human-animal bond successfully to meet individual therapeutic goals. This presentation will focus exclusively on Animal Assisted Therapy and will not include information on other similar or related therapy.

Constructive Clinical Supervision in Counseling and Psychotherapy is a 6-hour test-only course. This CE test is based on the book “Constructive Clinical Supervision in Counseling and Psychotherapy” (2015, 145 pages). The text articulates a practical, theoretical approach to supervision that integrates salient elements of a number of diverse but complementary theoretical perspectives from the fields of human development, psychotherapy, and clinical supervision to assist in facilitating supervisee growth and change from a constructivist framework. Constructive Clinical Supervision is written in a way that is highly accessible and inviting to supervisors who are new to constructivist ideas, while also offering sufficient theoretical depth and practical utility for those already well versed in constructivism. It is written for supervisors from all backgrounds, from beginning graduate students who are learning about supervision for the first time, to seasoned veterans who are exploring ways to deepen their clinical practice.

Original: Louisiana Mental Health Counselors License Renewals and CEU Information

 
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Posted by on April 30, 2015 in General

 

Missouri Occupational Therapists Continuing Education Information

From the Missouri Board of Occupational Therapy

Online CEUs for Missouri OTsMissouri-licensed Occupational Therapists (OTs) and Occupational Therapy Assistants (OTAs) have an upcoming license renewal deadline of June 30, 2015.

All OT/OTA licensees are required to complete 24 hours of continuing education in order to renew. The hours must be obtained between 7/1/2013 – 6/30/2015 and may all be taken online. At least fifty percent (50%) of the twenty-four (24) continuing competency credits must be directly related to the delivery of occupational therapy services, and the remaining CCCs must be related to one’s practice area or setting. The continuing education is only to be submitted to the board office upon request. Please visit Continuing Competency Requirements for more information.

Professional Development Resources is approved by the American Occupational Therapy Association (AOTA #3159) to provide online continuing education courses to occupational therapists and occupational therapy assistants. Missouri-licensed OTs and OTAs can earn all 24 hours for renewal through online courses available @ https://www.pdresources.org/profession/index/5.

Source: https://www.pdresources.org/blog_data/missouri-ots-license-renewal-ce-info/

 
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Posted by on April 23, 2015 in General

 

Continuing Education and License Renewal Information for Texas Marriage and Family Therapists

Texas Marriage and Family Therapists Continuing Education and License Renewal InformationA Texas Licensed Marriage and Family Therapist (LMFT) must complete 30 clock hours of continuing education relevant to Marriage and Family Therapy each renewal period.

A Licensed Marriage and Family Therapist Associate (LMFT Associate) must complete 15 clock hours of continuing education each renewal period. Hours may not be carried over from one renewal period to the next renewal period.

Each licensee is responsible for maintaining documentation of his or her completed continuing education hours. Each licensee will report continuing education hours at the time of renewal.

Continuing education undertaken by a licensee shall be acceptable to the board under two circumstances:

  • if it is offered by a board-approved sponsor.
  • if it is provided by a board-approved provider of continuing education by the Texas State Board of Examiners of Professional Counselors, the Texas State Board of Social Worker Examiners, or the Texas State Board of Examiners of Psychologists, and it is relevant to the practice of marriage and family therapy.

Of the total Clock hours:

  • at least 6 hours must be in professional ethics (completion of the jurisprudence exam may count for 1 hour of ethics)
  • at least 3 hours must be in clinical supervision education, if the licensee is a board-approved supervisor.
  • no more than 12 hours every renewal period through completion of correspondence courses, satellite or distance learning, audio/video courses, and/or other learning formats of self study.
Professional Development Resources is approved by the American Psychological Association (APA) to sponsor continuing education for psychologists; the National Board of Certified Counselors (NBCC ACEP #5590); the Association of Social Work Boards (ASWB Provider #1046, ACE Program); the American Occupational Therapy Association (AOTA Provider #3159); the Commission on Dietetic Registration (CDR Provider #PR001); the Texas Board of Examiners of Marriage & Family Therapists (#114) and State Board of Social Worker Examiners (#5678).

Information obtained from the Texas State Board of Examiners of Marriage and Family Therapists on April 15, 2015.

Continuing Education Courses for Marriage and Family Therapists: 

From Contention to Contemplation: Overcoming Core Impasses in Couples Therapy is a 1-hour online video CE course. Many couples come to therapy emotionally disconnected from each other, polarized by a constant state of struggle and unable to see past the last fight. Couples often engage in a repetitive cycle of interaction, resulting in their feeling stuck and hopeless. Once this reciprocal pattern can be identified, couples can be empowered to break the pattern and learn new ways of relating to one another that better satisfies their needs. The purpose of this course is to train therapists to conduct a strength-based assessment and identify those dynamics in a couple’s interaction that serve to perpetuate unsatisfactory relationship patterns. Therapeutic techniques discussed include diagramming a couple’s vulnerability cycle using pictorial representations and facilitating new patterns by identifying the partners’ beliefs and core premises and providing training in retroactive analysis of conflictual interactions.

Couples No-Fault Counseling is a 3-hour online CE course. Couples counseling is a challenging undertaking for both counselors and couples. Counselors need to take a detailed history of both partners and gradually discover the real reasons they overreact to certain things their partner says and does. Couples need to be motivated enough to keep counseling appointments and need to believe that they can improve their relationship. This course will share four interesting case studies, where you will witness couples who came to therapy for an identified problem and left with a much greater understanding of the underlying causes of their difficulties. The studies clearly reveal the reasons the partners were attracted to each other, and what they can learn from one another began in their childhoods. After taking this course, you will know how to help couples to give up their BAD (blame, argue & defend) communication style and replace it with active listening. In doing so, you will help them to create more harmonious relationships by increasing the empathy they feel for each other. By helping a couple who has children, you are making a positive difference in the couple’s lives, in the lives of their offspring and in the lives of countless unborn generations. The Couples No Fault Workbook, with twelve exercises to help couples begin their journey into greater self-awareness, is included at the end of this course.

The Challenge of Co-Parenting: Helping Split Couples to Raise Healthy Kids is a 2-hour online CE course. Parents who have chosen not to remain together as a couple are still responsible for the healthy upbringing of their mutual children. They must face not only the typical challenges of parenting, but also those unique tasks that come from living in separate homes. While therapists and other professionals have long worked with intact couples on parenting skills, they must now also be versed in teaching parents who live in separate homes how to establish healthy “co-parenting” abilities as well. This course will provide a basic understanding of the significant issues unique to children of split couples, and how to help co-parents address these issues while at the same time overcoming the common blocks that prevent them from working together in a healthy way.

Click Here to See More CE Courses for Marriage and Family Therapists…

Source: http://www.pdresources.org/blog_data/texas-marriage-and-family-therapists-continuing-education-requirements/

 
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Posted by on April 15, 2015 in General

 

Three Reasons to Celebrate Holiday CEU Savings with PDResources

PDResources Easter CEU Sale

PDResources Easter CEU Sale

3 Reasons to Celebrate = 3 Layers of Savings

Happy Easter. Happy Passover. Happy Spring! However you celebrate, we wish you a long, relaxing weekend with family and friends. :)

Hop on over to pdresources.org and enjoy instant savings (20-30% off) on ALL CE courses this weekend. The more you spend, the more you save!

{Sale Ends Monday}

Your instant savings will automatically apply at checkout. Valid on future orders only. Coupons welcome. Sale ends @ midnight on Monday, April 6th. Shop now!

Monthly-Specials-HP

Professional Development Resources is approved to offer continuing education by the American Psychological Association (APA); the National Board of Certified Counselors (NBCC); the Association of Social Work Boards (ASWB); the American Occupational Therapy Association (AOTA); the American Speech-Language-Hearing Association (ASHA); the Commission on Dietetic Registration (CDR); the California Board of Behavioral Sciences; the Florida Boards of Social Work, Mental Health Counseling and Marriage and Family Therapy, Psychology & School Psychology, Dietetics & Nutrition, Speech-Language Pathology and Audiology, and Occupational Therapy Practice; the Ohio Counselor, Social Worker & MFT Board; the South Carolina Board of Professional Counselors & MFTs; and by the Texas Board of Examiners of Marriage & Family Therapists and State Board of Social Worker Examiners.

Original: http://www.pdresources.org/blog_data/three-reasons-to-celebrate-holiday-ceu-savings/

 
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Posted by on April 6, 2015 in General

 

Ethics CEU Course for Speech Language Pathologists and Audiologists

Ethics for Speech-Language Pathology and Audiology

By Laura More, MSW, LCSW & Edie Deane-Watson, MS, CCC-A, CCM

Ethics for Speech-Language Pathology and Audiology is a 2-hour online continuing education (CE/CEU) course that presents an overview of ethical issues that arise in speech-language pathology and audiology practice.

Ethics for Speech-Language Pathology and AudiologySpeech-language pathologists and audiologists encounter ethical issues across the spectrum of practice settings, from pediatric treatment to care of elders in skilled nursing facilities. This course will present an overview of ethical issues that arise in speech-language pathology and audiology practice, including barriers to ethical thinking, evidence-based ethics, economics, discrimination, abuse, bullying in the workplace, boundaries, confidentiality, social media, and infection control. Course #21-04 | 2015 | 30 pages | 15 posttest questions

This online course provides instant access to the course materials (PDF download) and CE test. Successful completion of the online CE test (80% required to pass, 3 chances to take) and course evaluation are required to earn a certificate of completion. You can print the test (download test from My Courses tab of your account after purchasing) and mark your answers on while reading the course document. Then submit online when ready to receive credit.

CE INFORMATION

ASHA-logo-long-PS-575

This course is offered for .2 ASHA CEUs (Introductory level, Related area).

ASHA credit expires 2/21/2018. ASHA CEUs are awarded by the ASHA CE Registry upon receipt of the quarterly completion report from the ASHA Approved CE Provider. Please note that the date that appears on ASHA transcripts is the last day of the quarter in which the course was completed. Professional Development Resources is also approved by the Florida Board of Speech-Language Pathology and Audiology and is CE Broker compliant (courses are reported within one week of completion).

Source: Ethics for Speech Language Pathology and Audiology

 

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Truths About Autism and Autism Spectrum Disorder

autism and autism spectrum disorderAutism or Autism Spectrum Disorder (ASD) is a complex disorder which causes problems with the development of social and communication skills. Get the facts about the signs and symptoms of autism.

What is autism?

Autism is a complex disorder which affects a person’s ability to interact with the world around them. Commonly referred to as autism spectrum disorder (ASD), autism has wide-ranging levels of severity.

This complex neurobiological disorder typically lasts throughout a person’s lifetime and, typically, people with ASD have problems with social and communication skills. Many people with ASD also have unusual ways of learning, paying attention or reacting to sensations.

People with autism often have a restricted range of interests, and have repetitive or stereotyped behaviours. A person with autism has difficulties in some areas of their development, but other skills may develop typically.

In 2007, a three-year study commissioned by the Australian Advisory Board on Autism Spectrum Disorders into the prevalence of autism, led by Perth paediatrician Dr John Wray, concluded that one in 160 Australian children aged between six and 12 years have an autism spectrum disorder (ASD) – which equates to more than 10,000 Australian children in that age group.

ASD describes a group of closely related disorders, which all belong to the same diagnostic category and share the same core symptoms. These disorders include:

Autism
Asperger’s Syndrome
Pervasive Developmental Disorder

Because autism is a ‘spectrum disorder’, there is a wide variation in the way it affects people.

Every individual on the autism spectrum has problems to some degree with:

social skills
empathy
communication
flexible behaviour

The level of disability and the combination of symptoms varies greatly from person to person. Classic autism, or autistic disorder, is the most severe of the autism spectrum disorder.

Milder variants are Asperger’s Syndrome, sometimes called high-functioning autism, and Pervasive Developmental Disorder, or atypical autism.

According to the Autism Spectrum Resource Center (USA), only 20 percent of people on the autism spectrum have classic autism. The overwhelming majority fall somewhere on the milder range of the spectrum.

Asperger’s Syndrome

Asperger’s Syndrome and High-functioning Autism (HFA) are both part of the ‘autism spectrum’. The main difference between the two is thought to be in language development: people with Asperger’s Syndrome, typically, will not have delayed language development when younger. You can find an examination of the reasoning behind the existence of the two separate terms here.

Causes of autism

The cause of autism is unknown, but evidence points to physiological causes, such as neurological abnormalities in certain areas of the brain. Autism is less common in girls. On average, four out of every five children diagnosed with ASD will be boys.

This may be because of genetic differences between the sexes, or that the criteria used to diagnose autism are based on the characteristics of male behaviour, but results are inconclusive.

Recent studies have found potential links to ASD with a mother’s levels of some hormones during pregnancy, including testosterone and the stress hormone cortisol, however study authors say the research results do not justify prenatal testing for the hormones that may be linked to autism.

Another recent study indicates that the offspring of ageing dads may have a higher risk of having autism and psychiatric disorders. The results are attributed to sperm-producing cells not copying a man’s DNA as effectively as men get older.

In the last decade, there has been increased theorising about the role of environmental toxins and vaccinations, but there is no convincing evidence that ASD is caused by either of these. With or without the use of the preservative thiomersal (known as thimerosal in the US), there are numerous scientific studies showing no association between vaccines and ASD. Moreover, there is not one scientific study that has shown a causal link.

In 2012, the ABC’s Four Corners program aired a controversial Canadian documentary called The Autism Enigma, which suggested a link between gut bacteria and autism. At this stage, this link is theoretical and, as Andrew Whitehouse, Associate Professor, Telethon Institute for Child Health Research at the University of Western Australia explains here further research is required.

Symptoms of autism

Signs of autism include poor language development, unusual or repetitive behaviours, and a diminished interest in other people. Typically, there are significant concerns about the person’s social interaction, communication or behaviour before a diagnosis of autism is made.

It is worth noting that autism usually manifests in the first year of life and its onset is not later than three years.

Parents can use developmental landmarks as a guide to gauge a child’s development. Early signs may include a child who, at 12 months:

Does not pay attention to or is frightened of new faces
Does not smile or follow moving objects with eyes
Does not babble or laugh
Has no words
Does not push down on legs when feet placed on firm surface
Does not show affection to primary care-giver, dislikes being cuddled
Does not point
Does not  imitate others’ actions
Does not respond to name
By 36 months if a child has very limited speech, little interest in other children, difficulty in manipulating small objects and frequently falls, parents should speak to their doctor.

There is a full list of expected developmental milestones and some of the things that might suggest early signs of autism here.

Other symptoms that may be linked to autism include:

rituals and routines
tantrums
sensory sensitivities
restricted or obsessed behaviour
stereotypical body movements such as flapping and toe walking
isolated, predictable play

In her book Could It Be Autism? A Parent’s Guide to the First Signs and Next Steps, author Nancy D. Wiseman notes: “Many of the danger signs are the very ones that often trouble parents months or years before a child is formally diagnosed with a developmental delay disorder.”

If you are concerned about your child’s development, see your doctor immediately.

Steps to diagnosis of autism

A diagnosis of ASD in children generally occurs after a thorough assessment by a team of health professionals. Because many of the behaviours associated with ASD are also present in other disorders, a medical assessment is important so that other possible causes (such as a hearing problem) can be ruled out. An assessment team is usually made up of a paediatrician, a psychologist or psychiatrist and a speech pathologist. The diagnostic criteria for ASD are set out in the Diagnostic and Statistic Manual Fourth Edition (DSMIV).

In 2014, researchers at Melbourne’s La Trobe University developed a test consisting of five early signs or “markers” of autism to help pick up the condition in infants aged 12, 18 and 24 months. “Red flag” markers for children at age 12 months are a lack of pointing, eye contact, waving bye bye, responding to their name and imitating others’ actions. Two further early markers, at 18 and 24 months, are deficits in showing toys or objects to other people and in engaging in pretend play. The benefits of early detection are huge, as autistic children are able to greatly benefit from early behavioural intervention programs.

In 2012, Science Daily reported that researchers at Harvard Medical School have discovered a highly accurate strategy to reduce the time it takes to detect autism in young children. The test, involving algorithms and associated deployment mechanisms, combines a small set of questions and a short home video of the subject to enable rapid online assessments. More information about the survey here. The video project is undergoing revisions. Research into the strategy is ongoing.

Researchers from Boston Children’s Hospital are investigating a blood test diagnosis for autism. A study published in the journal PLOS ONE describes a new experimental test to detect ASD, based on the differences in gene expression between kids with ASD and those without the condition. The blood-based test appears to predict autism relatively accurately, at least among boys. Clinicial trials for the test were to begin in early 2013.

Early Intervention

There is a significant amount of research indicating that early intervention maximizes outcomes and gives people with autism the best possible chance of developing appropriate skills.

Early intervention involves intensive educational and behavioural therapies, which have produced positive outcomes for children with autism.

These programs focus on skill development, building relationships and development of social emotional capacities, sensory motor development and managing the characteristics of autism.

Music Intervention Therapy and Family Based Therapy have also had positive outcomes. There is little supporting evidence for other kinds of programs, or for medical or drug treatment.

For more information and contact information for autism associations in Australia, visit the original article here.

For more parenting articles like this, visit kidspot.com.au

Original: The Truth About Autism and Autism Spectrum Disorder

Related Continuing Education Courses for Mental Health Professionals

Autism Movement Therapy is a 2-hour video CE course. Autism Movement Therapy® is an emerging therapy that combines movement and music with positive behavior support strategies to assist individuals with Autism Spectrum Disorder (ASD) in meeting and achieving their speech and language, social and academic goals. Its purpose is to connect left and right hemisphere brain functioning by combining patterning, visual movement calculation, audile receptive processing, rhythm and sequencing into a “whole brain” cognitive thinking approach that can significantly improve behavioral, emotional, academic, social, and speech and language skills. This course is presented in two parts. Part 1 summarizes what is known about the brain functioning of individuals with ASD and illustrates how participation in dance, music and the arts can render the brain more amenable to learning social and language skills. Part 2 is a documentary created by Joanne Lara – Generation A: Portraits of Autism and the Arts, which spotlights – from a strikingly positive perspective – the challenges and accomplishments of eight individuals with ASD. Course #20-82 | 2014 | 106 minute video | 14 posttest questions 

Autism: The New Spectrum of Diagnostics, Treatment & Nutrition is a 4-hour online CE course. The first section of this course traces the history of the diagnostic concept of Autism Spectrum Disorder (ASD), culminating in the revised criteria of the 2013 version of the Diagnostic and Statistical Manual of Mental Disorders, the DSM-5, with specific focus on the shift from five subtypes to a single spectrum diagnosis. It also aims to provide epidemiological prevalence estimates, identify factors that may play a role in causing ASD, and list the components of a core assessment battery. It also includes brief descriptions of some of the major intervention models that have some empirical support. Section two describes common GI problems and feeding difficulties in autism, exploring the empirical data and/or lack thereof regarding any links between GI disorders and autism. Sections on feeding difficulties offer interventions and behavior change techniques. A final section on nutritional considerations discusses evaluation of nutritional status, supplementation, and dietary modifications with an objective look at the science and theory behind a variety of nutrition interventions. Other theoretical interventions are also reviewed.  Course #40-38 | 2013 | 50 pages | 30 posttest questions

Early Childhood Music Therapy and Autism Spectrum Disorders is a 6-hour test-only CE course. This CE test is based on the book “Early Childhood Music Therapy and Autism Spectrum Disorders: Developing Potential in Young Children and their Families” (2012, 304 pages). This text includes the work of many researchers and practitioners from music therapy and related disciplines brought together to provide a comprehensive overview of music therapy practice with young children who present with Autism Spectrum Disorder (ASD). The authors present an overview of ASD including core characteristics, early warning signs, prevalence rates, research and theories, screening and evaluation.  The book explores treatment approaches and strategies as applied in music therapy to the treatment of ASD. The authors present a wealth of practical applications and strategies for implementation of music therapy within multi-disciplinary teams, school environments and in family-centered practice. Course #60-97 | 42 posttest questions 

Professional Development Resources is approved by the American Psychological Association (APA) to sponsor continuing education for psychologists; the National Board of Certified Counselors (NBCC ACEP #5590);  the Association of Social Work Boards (ASWB Provider #1046, ACE Program); the American Occupational Therapy Association (AOTA Provider #3159); the Commission on Dietetic Registration (CDR Provider #PR001); the CaliforniaBoard of Behavioral Sciences (#PCE1625); the Florida Boards of Social Work, Mental Health Counseling and Marriage and Family Therapy (#BAP346), Psychology & School Psychology (#50-1635), Dietetics & Nutrition (#50-1635), and Occupational Therapy Practice (#34); theOhio Counselor, Social Worker & MFT Board (#RCST100501); the South Carolina Board of Professional Counselors & MFTs (#193); and the Texas Board of Examiners of Marriage & Family Therapists (#114) and State Board of Social Worker Examiners (#5678).

 
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Posted by on August 15, 2014 in General

 
 
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