About the Newsroom

Welcome to the Newsroom, created to foster Autism New Jersey's ongoing rapport with the media. If you are a reporter or producer seeking accurate information for a story about autism, as well as New Jersey families affected by autism and the professionals that support them, we can help. Autism New Jersey successfully works with national, regional, state and local reporters and producers to address the issues affecting New Jersey's autism community.

This section also is for families affected by autism who are interested in working with the media to tell their stories. To become a Autism New Jersey Media Specialist, click here.

Thank you in advance for your interest in autism, Autistm New Jersey and the issues facing New Jersey's autism community.

Contacts
Jessica Barkosky, Coordinator of Communications
609.588.8200 x25
jbarkosky@autismnj.org

Headlines

Watch Autism NJ Executive Director Talks About Defining the Disorder on PBS. See more from WNJT.

Under the new DSM criteria, will more kids or fewer kids qualify for diagnosis? – Only one study was conducted so far to help us understand this. The results suggested that fewer kids would qualify. Yet, some researchers think that study overestimated the number of children who wouldn’t qualify. With all diagnostic practices, it is possible that some individuals will qualify or not qualify, right or wrong. It’s our job at Autism New Jersey to help parents and professionals be as educated as possible and assist them in their advocacy efforts to obtain the services the individual needs. We can connect them to diagnosticians with expertise in autism, service providers, and many other resources.
 
Prevalence - There are more kids being diagnosed now than ever before. We know some of this increase can be attributed to broader diagnostic criteria and increased parent and professional awareness of the early signs. We can’t yet explain the entire reason for the increase but the leading causes are genetics and environmental triggers such as neurotoxins, maternal infection, and parental age.
 
Early Signs – Parents should be looking at typical developmental milestones with special attention to social skills. For example, by 12 months, most children will respond when their name is called, and they can imitate and use basic gestures like waving or pointing.  By 24 months, most children speak in 2- to 4-word phrases to get their needs met, like asking for juice.  By 36 months, most children can follow complex instructions and play imaginatively with other children.  Any questions or concerns should be discussed with your child’s healthcare provider as soon as possible.  

Why are people talking about the diagnostic criteria for autism?
Changes to the way autism spectrum disorders are diagnosed have been proposed and are scheduled to go into effect in May 2013. The proposed changes would collapse the current descriptions of autism, Asperger’s Disorder, Childhood Disintegrative Disorder, and Pervasive Developmental Disorder Not Otherwise Specified (PDDNOS) into one category:  autism spectrum disorder. Many of the specific behavioral symptoms remain the same across the current and proposed versions. However, in the proposed version, diagnosticians can note the amount of support the person needs (e.g., support, substantial support, very substantial support). These support levels are perhaps comparable to using the diagnoses of Asperger’s Disorder and PDDNOS. Clearly, the implementation of these new criteria bring many questions for researchers, service providers, families and individuals with autism spectrum disorders.

What is the Diagnostic and Statistical Manual of Mental Disorders (DSM)?
The DSM contains descriptions, symptoms, and other criteria for diagnosing mental disorders. Some examples include but are not limited to:  anxiety disorders, obsessive-compulsive disorder, feeding and eating disorders, and personality disorders.  Originally published in 1952 by the American Psychiatric Association, the manual provides a common framework for the diagnostic process and promotes accuracy and consistency among clinicians.  DSM diagnostic categories are also used in research protocols as well as to determine eligibility for clinical services and insurance reimbursement.

Why are some groups and individuals concerned?
Experts, parents, and self-advocates disagree on the impact the proposed revisions would have for the autism community. Parents, service  providers and self-advocates have expressed concerns that the revisions would exclude individuals with Asperger’s Disorder and high-functioning autism, thus limiting or denying their access to necessary services and funding. Also, use of the umbrella term, “autism spectrum disorders,” may make it more difficult for individuals with Asperger’s Disorder to maintain their unique identity and connect with each other. All are debating the impact the revisions would have on the prevalence rate of autism.

How do I learn more and provide my feedback?
For more information and to provide your thoughts, visit
http://www.dsm5.org/ProposedRevisions/Pages/proposedrevision.aspx?rid=94#
Click on the tabs marked, “Rationale,” “Severity,” and “DSM IV” for a fuller understanding of the proposed and current criteria. Feedback can also be provided by clicking “Contact us for help” and then linking to their DSM V feedback page.

What is Autism New Jersey’s position?
It is too early to predict how this diagnostic system will impact the autism community. Two major, yet currently immeasurable considerations include the distinction between the various biological underpinnings of the disorders that fall under this umbrella and how diagnosticians will use the new criteria. Recognizing that all diagnostic systems have their advantages and limitations, the agency supports the use of diagnostic practices that identify individuals who require support services to maintain their health, safety, and quality of life.  While the diagnostic criteria have changed a number of times in Autism New Jersey’s history, we have remained steadfast in our commitment to support and advocate for all individuals on the spectrum.

Get Moving…Keep Moving
Increasing Access to Fitness Programs for Individuals with Autism

What’s your New Year’s resolution?  It’s the time of year we hear, “…right after the holidays…”    “..starting in January”…  I will “lose weight,” “eat less,’ “exercise more,”  “get into shape”…

Why is fitness important?

We know that regular exercise can promote health and fitness as well as improve appearance. Achieving an appropriate fitness level can help individuals with autism spectrum disorders participate more fully with their families in leisure time activities and everyday household chores, as well educational, vocational and community environments.

There are many reasons for participation, including:   1) learning sports-related skills, 2) increasing opportunities for socialization and inclusion, 3) increasing fitness levels, and 4) respite for caregivers.    Be sure to pick a program that is capable of meeting your goals and make fitness a priority.

We have developed a checklist to assist individuals with autism and/or their caregivers in their selection of fitness, leisure and recreation programs.  You can use our checklist to evaluate a potential program based upon the goal(s) you hope to achieve.

Why is getting into an exercise routine, any routine, so hard for individuals with autism? 

Typically,  it’s hard for anyone.

Characteristics of autism: Over the years supporting individuals with autism, we have observed that many children and adults with autism are physically inactive for a variety of reasons, including unresponsiveness to people and the environment, preferences for routines and sameness  (a body not in motion tends to stay not in motion), difficulties in identifying exactly what kind of activity(ies) individuals would like to try, inappropriate movements and vocalizations,  and safety concerns.

Limited programs:  Frequently parents and individuals have a limited number of possible fitness programs.   Additionally, available programs may or may not match and the reasons why you are exercising.

Time and money: It takes time and money to support an individual with autism in a meaningful fitness program.

The good news, you can do it.  Here’s how.

Connect with competent, capable professionals. Interview the program’s director/owner as well as the program supervisors/trainers who will be conducting the sessions.  Make sure everyone is on board and understands the needs and the goals. You may need a team:  someone who understands autism, someone who knows the principles of exercise science, and a teacher.  Consider board certified behavior analysts and fitness trainers to provide advice on exercise routines, fitness goals, safety, and teaching skills.  Consider selecting a teacher and/or support person who works out her/himself.  If you can’t afford or find a team, consider recruiting volunteers who are willing to be trained. Many graduate exercise science programs require volunteer and internship hours.  If you are an individual with autism or represent a family member with autism, you are the autism expert.  Look for a fitness consultant and get started.

Look for deals. Many facilities have special membership deals if you are willing to work out during non peak hours (e.g., mid to late afternoon).

Buy clothing and shoes suitable for the workout you have chosen. 

We’ve observed when an individual with autism gets involved in regular fitness activities, more often than not, moms and dads as well as teachers and support persons also begin to participate.

So as the New Year approaches, resolve to begin the right program and stick to it.  Make 2012 better than 2011.  Get moving, and keep moving.  Best wishes for an increasingly active 2012.

Click here to download a complete fitness checklist.

Linda Meyer, Ed.D., MPA, BCBA-D, CPT    LMeyer@autismnj.org  
Jeff Jacob,  MA, BCBA    jeffreyjacobs@verizon.net