Professional Documents
Culture Documents
DISORDERS
RESOURCE
GUI DE
A GUI DE FOR FAMI LI ES AND PROVI DERS
P R E S E N T S
THE
CENTER FOR AUTISM
SPECTRUM DISORDERS
Social/emotional/
behavior rating scales
Cognitive assessment
Academic achievement
Speech and language
Autism-specific
assessments
The clinic operates on
a sliding scale for fee
determination. Assessments
are generally completed
within one month, over
several sessions.
The CASD now offers a multidisciplinary assessment
clinic for children and adults ages 18 months through 22
years suspected of having an autism spectrum disorder. Our
comprehensive evaluation includes:
CASD
Clinic
Visit ASDCenter.org or call 702.895.5844
Contact us to schedule workshops and professional development.
The ASD Resource Guide 3
About Us
Dr. Shannon Crozier is the Director of the UNLV Center for Autism Spectrum
Disorders and a Board Certied Behavior Analyst. She specializes in the learning
and behavioral needs of students with ASD.
Dr. Jessica Love is the Project Coordinator of the CASD and a Board Certifi ed
Behavior Analyst. She specializes in non-contextual speech and augmentative/
alternative communication skills for children with ASD.
Allison Gorelick
is the diagnostic coordinator of the CASD and has a Masters
degree in Educational Psychology. She is a doctoral student in the UNLV
Educational Psychology program and has special interests in diagnosis of
autism spectrum disorder.
Amber Arcia is a student worker at the CASD and is currently earning a
bachelors degree in Psychology.
Diagnostic Team Members
Dr. Mario Gaspar de Alba is a Developmental and Behavioral Pediatrician. He
is an Assistant Professor and Chief in Developmental-Behavioral Pediatrics
at the University of Nevada School of Medicine, and also trains residents in
Developmental Pediatrics.
Dr. Scott Loe is an Associate Professor in the Department of Educational
Psychology and Higher Education at UNLV. Specializing in School Psychology,
he coordinates the graduate program, supervises doctoral students, and directs
the research/clinic lab for the School Psychology program.
Dr. Julie Beasley is a Psychologist who specializes in assessment and
treatment of children and adolescents with developmental, behavioral, adaptive,
and learning disorders. She is a Clinical Faculty member at the University of
Nevada School of Medicine Pediatric Department and also engages in private
practice.
Dr. Paul Jones is a Psychologist and full professor in the Department of
Educational Psychology & Higher Education at UNLV. He participates on the
CASD diagnostic team as a clinical supervisor. He has previous experience as
a research psychologist at IBM, engaging in full time private practice, and other
faculty positions in higher education.
Debra Arin is a Speech and Language Pathologist with over 20 years
experience in the eld of Autism and Developmental Disorders. She has also
been a research team member with The Autism Research Foundation and the
Autism Genetics Research Team in Boston, Massachusetts.
Dr. Rachel Davis is the Post-Doctoral Fellow in Psychology of the CASD. She
has over 6 years' experience working with children with developmental
disorders such as Autism Spectrum Disorders, Severe Emotional Distrubance,
and behavior disorders.
4 Center for Autism Spectrum Disorders
Mission Statement
The mission of the University of Nevada, Las Vegas Center for Autism Spectrum Disorders
(UNLV CASD) is to
1. Provide high quality multidisciplinary team assessments
2. Provide training in evidence-based practices to family members and professionals
3. Research best practices in interventions and assessment
4. Actively engage community stakeholders
UNLV CASD is proud to be a member of the southern Nevada autism community.
Purpose of our Resource guide:
This resource guide was designed to help parents identify and select services for their
children with an autism spectrum disorder. We have provided an overview of the ndings
from the NPDC for Autisms 2014 Report as a starting point for making informed treatment
choices based upon scientic evidence.
Disclaimer:
The UNLV Center for Autism Spectrum Disorders Resource Guide was developed to
provide information and does not recommend, endorse, guarantee, or promote the service
providers included in this guide.
Although we made a concerted effort to identify local resources, we recognize that this list
is not exhaustive.
If you would like to be listed in future editions of this resource guide, contact us at (702)
895-5836 or autism1@unlv.nevada.edu
Acknowledgments:
We would like to express our gratitude to this years sponsors: Dave Rice Foundation,
Families for Effective Autism Treatment (FEAT), Peoples Autism Foundation, Grant A
Gift Autism Foundation, and Sport Social for supporting this project and believing in the
importance of the resource guide for our community. Additionally, thank you to all of the
community members who provided their information and those individuals who referred
valuable resources to the CASD!
The ASD Resource Guide 5
TABLE OF CONTENTS
WHAT IS AUTISM? ...................................................................................4
REFERRAL SYSTEM .................................................................................
Referral Pathway for Children 0-3 ...........................................5
Referral Pathway for Children 3 + ...........................................6
SUMMARY OF RELEVANT LEGISLATION .............................................7
LEGISLATIVE UPDATE ............................................................................9
SUMMARY OF THE NATIONAL AUTISM CENTERS NATIONAL
STANDARDS PROJECT ........................................................................10
COMMUNITY RESOURCES ......................................................................
Advocacy/Legal .......................................................................11
Adult Services..........................................................................12
Behavior Therapy ....................................................................14
Dentistry ...................................................................................17
Diagnostic ................................................................................17
Educational Resources for Children .....................................19
Occupational/Physical Therapy .............................................22
Optometry/Ophthalmology ....................................................24
Parent Education .....................................................................24
Pediatricians ............................................................................28
Psychiatric ...............................................................................28
Recreation/Recreational Therapy .........................................29
Respite .....................................................................................30
Speech & Language Therapy .................................................30
Support Groups .......................................................................32
Additional Therapeutic Services ............................................34
GLOSSARY .............................................................................................36
SPECIAL EDUCATION ACRONYMS .....................................................42
INFORMATIONAL RESOURCES ...........................................................43
6 Center for Autism Spectrum Disorders
What is Autism Spectrum Disorder?
Autism Spectrum Disorder (ASD) is a range of developmental disabilities that
cause impairments in multiple areas of development and typically appear
within the first 3 years of life.
ASD is the result of a complex neurological disorder that affects brain
function. The core areas of impairment include Social Communication and
Restricted, Repetitive Behavior.
Current DSM-5 criteria now merges previously independent diagnoses of
Autistic Disorder, Aspergers Disorder, and Pervasive Developmental
Disorder Not Otherwise Specified, into a single subtype, Autism Spectrum
Disorder.
An individuals severity along the autism spectrum is now described
according to the amount of required support, as opposed to differential
diagnoses such as Aspergers Disorder.
Currently, 1 in 68 children will be diagnosed with ASD (CDC, 2014)
No two persons with ASD are alike; each has unique strengths and
weaknesses. All individuals with ASD exhibit different levels of social and
behavioral challenges.
Examples of Impairment
Social Communication Restricted, Repetitive Behavior
Lack of social- emotional
reciprocity
Difficulties with initiating or
responding to social interactions
Difficulties using or understanding
nonverbal cues such as gestures,
facial expressions, body language
Difficulties developing,
maintaining, and understanding
relationships
Repetitive or stereotyped
movements and/or speech
Preoccupation with interest that
is abnormally intense or focused
Inflexible adherence to routine
Hyper- or Hyporeactivity to
sensory input, or unusual
interests in sensory aspects of
environment
Source: American Psychiatric Association, (2013)
The ASD Resource Guide 7
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The ASD Resource Guide 9
Summary of Relevant Legislation
Individuals with Disabilities Education Act (IDEA) is the federal law that governs special
education programs.
Major components of the law are:
Free Appropriate Public Education (FAPE)
Least Restrictive Environment (LRE)
Appropriate Assessments
Individualized Education Program
Emphasizes the Role of the Parents
Related Services
Autism is 1 of 14 disability categories which qualies students to receive educational
services.
IDEA is comprised of parts A, B, C, and D. Parts B and C govern the services of children
with disabilities. Part B of IDEA outlines the regulations that address the needs of children
age 3-21 (school age children) who have qualifying disabilities. Part C of IDEA outlines the
regulations that address the needs of children age 0-3 who have qualifying disabilities or
who have a diagnostic condition that places them at risk for future or substantial delay.
Goals of Part C are to enhance the development of infants and toddlers with disabilities
thus minimizing potential for delay, and enhance the capacity of families to meet the
special needs of these children.
Section 504 of the Rehabilitation Act of 1973 is the federal anti-discriminatory law which
governs accommodations for students who have a disability but are not eligible for
educational services under IDEA. A child who has trouble learning may not be found
eligible for special education services, but may need accommodations to succeed
in the educational setting. This law was designed to implement regulations that will
appropriately accommodate studentsneeds and conditions as adequately as the needs of
students without disabilities.
Source: OSEP, 2010
Part B Part C
Children Age 3-21
Children may qualify in 14
disability categories.
Individual Education Plan
(IEP)
Teacher, family, or
professional referral for
evaluation
Educational eligibility is
different than medical
diagnosis.
Disability must impede ability
in the educational setting.
Children Age 0-3
Children who experience
developmental delays
Individual Family Service Plan
(IFSP)
Child Find
Risk of Autism Spectrum
Disorder usually qualies
student as a developmental
delay
10 Center for Autism Spectrum Disorders
Medicaid Services for individuals with autism (waiver or Katie Beckett option)
Medicaid provides a wide range of services for eligible individuals with disabilities. These
services include speech therapy, occupational therapy, and physical therapy. Eligibility
requires an individual (a) have mental retardation or related condition prior to age 22, (b)
require a level of care typically provided in a hospital, nursing facility, or Intermediate Care
Facility for the Mentally Retarded, and (c) meet the nancial eligibility requirements. Many
children are denied Medicaid based on parental income and resources. Additionally, not
all children with autism require a level of support that make them eligible for institutional
or hospitalized care. However, even severely impaired individuals with autism can have
their needs met at home in their community. The Katie Beckett Eligibility Option permits
children to receive services and support at home if a physician validates that it is safe
and appropriate. Further, it allows the state to waive the parental income and resources
for children who are under 19 but otherwise meets the Medicaid requirements. Eligibility
under the Katie Beckett waiver option means that Medicaid will cover medically necessary
services. Note that not all services for individuals with autism are covered. Medicaid does
not cover applied behavior analysis and behavioral therapies. Applications for Medicaid
under the Katie Beckett Eligibility Option are made through your local Nevada Division of
Welfare and Supportive Services.
Nevada Assembly Bill 162 (A.B. 162)
Legislation passed on May 29, 2009 that requires insurance companies to provide
coverage of evidence-based, medically necessary autism therapies. Sponsored by
Assemblyman James Ohrenschall (D-12), the law specically requires insurers to cover
up to $36,000 a year for behavioral treatments and therapies, including Applied Behavior
Analysis (ABA) therapy for children until age eighteen, or age twenty-one if the individual is
enrolled in high school. There cannot be any limit put on the number of visits to an autism
service provider and the maximum per year benet must be adjusted annually for ination.
The law applies to small and large group health plans and State worker Health Plan, which
are governed by state law. Individual insurance plans will have to offer an optional rider
for autism coverage. The Nevada State Board of Psychological Examiners is responsible
for the regulation and licensure for ABA service providers. Covered services include those
provided by licensed physicians, psychologists, board certied behavior analysts (BCBAs),
and direct providers who are supervised by one of the above. Eligible services will include
applied behavior analysis (ABA) therapies derived from evidence-based research including
discrete trial training, intensive intervention programs, pivotal response training, and verbal
behavior. Insurers will be required to begin coverage starting January 1, 2011.
Nevada Assembly Bill 359 (A.B. 359)
Nevada Assembly Bill 359 passed in 2009 requires screening of a child with autism at
the ages levels and frequency recommended by the American Academy of Pediatrics,
or its successor organization. The Health Division to provide early intervention services
to children with autism and the persons with whom the Health Division contracts to
provide early intervention services to children with autism (a) possess the knowledge and
understanding of the scientic research and support for the methods and approaches
for serving children with autism and the ability to recognize the difference between an
approach or method that is scientically validated and one that is not; (b) possess the
knowledge to accurately describe to parents and guardians the research supporting
The ASD Resource Guide 11
the methods and approaches, including, without limitation, the knowledge necessary to
provide an explanation that a method or approach is experimental if it is not supported
by scientic evidence; (c) immediately notify a parent or legal guardian if a child is
identied as being at risk for a diagnosis of autism and refer parent or legal guardian to the
appropriate professionals for further evaluation and simultaneously refer the parent or legal
guardian to any appropriate early intervention services and strategies; and (d) provide the
parent or legal guardian with information on evidence-based treatments and interventions
that may assist the child in his or her development and advancement.
Affordable Care Act
The Affordable Care Act became a federal law in March of 2010. The purpose of the
law was to increase availability, affordability, and adequacy of health insurance (Autism
Speaks, 2014).
Highlights: How the Affordable Care Act may Help Families Affected by Autism
Coverage cannot be denied because of a pre-existing condition of autism
Higher premiums cannot be charged because a person on your plan has autism
Autism screening at ages 18 and 24 months is considered mandatory for insurance
coverage (if the service is delivered by a network provider).
Out of pocket expenses will be capped when using network providers
If your current insurance does not cover certain autism services you need, you can
buy a policy just for your child.
Pediatric services, including oral and vision benets must now be covered in policies
Adults can stay on a parents plan until age 26regardless of whether the person is
living with a parent, in school or nancially dependent.
Plans affected by the Affordable Care Act must cover essential health benets,
including behavioral health treatment, habilitative services, and prescription drugs.
Certain plans in Nevada will include coverage of Applied Behavior Analysis in 2014;
there may be a limit to the number of sessions per year.
Note: There are plans that are self-insured or plans that have been grandfathered
in that are not required to cover Applied Behavior Analysis (these are plans that were
bought before March 23, 2010.
Your insurance plan materials will say whether you plan is grandfathered in or not.
Need more Information about Nevada Insurance or buying a new plan?
For questions about the new Health Insurance Marketplaces or how coverage will work in
your state, visit healthcare.gov or call 1-800-318-2596 (24 hr access)
Nevada Division of Insurance Webpage: http://doi.nv.gov/
Find more information about insurance and autism at:
http://www.autismspeaks.org/advocacy/insurance
Source: Autism Speaks, (2014)
12 Center for Autism Spectrum Disorders
Summary of the National Professional Development Center for Autisms (2014)
Evidence-Based Practices Report
The UNLV Center for Autism Spectrum Disorders is committed to the delivery of
evidence-based services for children with an Autism Spectrum Disorders (ASD). As
such, we encourage you to examine the ndings of the 2014 Evidence-Based Practices
(EBP) Report in the table below. This report was created by the National Professional
Development Center for Autism.
The complete report can be downloaded for free at http://autismpdc.fpg.unc.edu/content/
ebp-update.
The purpose of this report was to review the level of research support for educational and
behavioral interventions for individuals with autism spectrum disorders, to help integrate
evidence-based practice into the treatment decisions for individuals with ASD, and to
identify the limitations of the current treatment literature.
The review of literature (1990 to 2011) yielded 456 intervention studies and identied 27
interventions as evidence-based. Evidence-based means that the treatment repeatedly
produced benecial results across a certain number of studies that met or exceeded
specic standards of research quality. See below for the names of each intervention.
A brief description of each intervention is available in this guides glossary.
More detailed fact sheets about each intervention are located at http://autismpdc.fpg.unc.
edu/node/727
Antecedent-Based Interventions (ABI)
Prompting
Cognitive Behavioral Intervention
Reinforcement
Differential Reinforcement
Response Interruption/Redirection
Discrete Trial Training
Scripting
Exercise
Self-Management
Extinction
Social Narratives
Functional Behavior Assessment
Social Skills Training
Functional Communication Training
Structured Play Groups
Modeling Task Analysis
Naturalistic Intervention
Technology-Aided Instruction and
Intervention
Parent-Implemented Instruction &
Intervention
Time Delay
Peer-Mediated Instruction and Intervention
Video Modeling
Picture Exchange Communication System
(PECS)
Visual Supports
Pivotal Response Training
The ASD Resource Guide 13
EVERYONE DESERVES THE OPPORTUNITY
TO REACH THEIR FULL POTENTIAL!
Grant a Gift Autism Foundation is a non-prot 501(c)(3) charity helping
children 0-18 on the Autism Spectrum and their families ght Autism through
the Diagnostic, Support Service, and Community Outreach Connection.
Programs Community Outreach Annual Events
Contact us at 702.564.2453 or info@grantagiftautismfoundation.org
or for more information visit www.GrantaGiftAutismFoundation.org
Community Care Service
Program
BUDS Social/Life Skills &
Peer Development Program
(6-15 yrs)
TeenWorks vocational
internship work program
(13-18 yrs)
Sibling Support Group
Autism Family Community
Inclusion Outings
Parent and community
awareness trainings
Annual Autism 5k Race for
Hope and Family Resource
Fair to Support Local Families
and Celebrate Autism
Awareness Month every April