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(Insights
from recent autism conference -
continued)
How this affects social understanding,
which is a major deficit in autism, was discussed. It
was hoped that this research would provide tools to assist
early identification of autism, as well as provide further
insight into how to reach and teach autistic individuals.
I will not
attempt to encapsulate the genetic findings or the presentations
covering pharmacological treatment of autism. Again,
for anyone interested in these topics, the symposium book
is available through our chapter's lending library.
Of particular importance to
the presenters was the aforementioned newly identified gene,
which produces reelin. They believe that if these
studies can be replicated, drugs to manipulate reelin in the
brain will be developed and these will be of benefit to the
social functioning of autistic individuals.
The last speaker discussed the
findings of the Seaver Center concerning Pitocin and autism.
Pitocin is often given to mothers about to give birth who
are deemed to be in need of an assist to hurry along labor
and delivery. In the Seaver study population, 60%
of the individuals with autism were found to have had Pitocin-assisted
deliveries, compared to 20% of the general population.
These numbers have not yet been replicated. The scientists
continue to investigate whether the induction of Pitocin is
causative of autism, or if the need for induction of Pitocin
results from abnormalities already present in a baby who will
go on to develop autism.
During the late afternoon, several workshops were offered.
I attended one covering advocacy and support groups. It was
interesting to learn what was available in other locales.
I was particularly intrigued by an attendee who described
a social skills class which her child attends weekly at a
synagogue on Long Island. The class affords her son
the opportunity to interact with a diverse group of socially
impaired peers who work together to overcome their difficulties.
The mother said that the class had made a definite positive
improvement in her son's ability to spontaneously interact
with both new and old acquaintances.
In closing, I thoroughly enjoyed
the symposium and was inspired by the enthusiasm and dedication
of the people I met who are "fighting the beast", both in
the trenches (at home) and in the hallowed halls of academia.
As of yet, there is no silver bullet, but the belief that
it exists is alive, well, and in the hands of people who believe
that it is out there and within their ability to find.
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Update
on Medicaid Autism Waiver
By
Linda Carter-Ferrier
As described in last month's
newsletter, the Autism Waiver through Medical Assistance
will be effective on July 1st and will allow
eligible individuals (age 1-21) with autism spectrum disorder
to receive waiver services to support them in their homes
and communities. Waiver participants will be eligible for
such services as respite care, environmental modifications
to their home, and family training that is not provided
through the local school systems, early intervention programs,
or Medicaid. In addition, waiver participants will
be eligible for regular, intensive, individual support services,
as well as therapeutic integration services before and after
school.
At
a recent meeting of the Baltimore Chesapeake Chapter of
the ASA, Marjorie Shulbank presented further details
regarding the autism waiver. In particular, she provided
several of the forms and information sheets that have been
approved by the MSDE to be used in applying for and processing
the waivers.
She
also explained that a three-step process is involved in
obtaining waiver services:
Technical eligibility, to show that the individual
meets the criteria for age, diagnosis, school placement,
IFSP or IEP hours of service, and other technical factors.
Financial
eligibility, to show that the individual meets the income
criteria established by the Department of Human Resources.
This financial eligibility portion will not be available
until July 1st, which is the official start date
of the autism waiver.
Medical
eligibility, to show that the individual meets the minimum
eligibility criteria for the required level of care. These
criteria are grouped into three areas: basic activities
of daily living (eating, toileting, etc.), functional/psychological/developmental
activities of daily living (ability to learn, awareness
of needs, community participation, hand/eye coordination,
etc.), and maladaptive behaviors (sensory hypersensitivity,
tantrums, anxiety, self-stimulation, etc.).
Each of these eligibility steps involves completing various
forms. An important point which Ms. Shulbank emphasized
is that the determination of eligibility for level of care
(medical eligibility) will be completed by a multidisciplinary
team (which includes the individual's parents) and will
have to be signed by the licensed psychologist or certified
school psychologist who is part of this multidisciplinary
team.
(continued on next page)
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