Early Interventions for Children with Autism General Guidelines for Creating an Effective Poster Posters need to be read by attendees from a distance of 3 feet or more, so lettering on illustrations should be large and legible. The title should be in very large type, 84 pt. or larger. Do NOT use all capitals for titles and headings. It makes them hard to read. Text on panels should be between 18 and 24 pt. to be legible. Use double or 1.5 spacing between lines of text. Keep each panel relatively short and to the point. More than 25 lines won't get read, but 15 to 18 usually will. Framing the text by putting a box around it will also help readers to focus. Choose a simple font such as Times, Helvetica or Prestige Elite and stick with it. Avoid overuse of outlining and shadowing, it can be distracting. To make something stand out, use a larger font size, bold or underline instead. Whenever possible, use graphs, charts, tables, figures, pictures or lists instead of text to get your points across. Make sure your presentation flows in a logical sequence. It should have an introduction, body and conclusion, just like any other presentation. Posters don’t need to be "arty". Simplicity, ease of reading, etc., are more important than artistic flair. In a room full of posters, consider the visual impact your presentation needs to make in order to attract readers. Use colors behind panels to increase contrast and impact, but avoid fluorescent colors which will make things hard to read when someone gets closer. Consider bringing extra copies of your data and conclusions. Nicholas Granato GRC MSW Program Abstract Etiology of Autism Importance of Early Intervention Although scientists don’t know the exact causes of ASD, research suggests that genes and environment play important roles (The National Institute of Mental Health, 2016). One of the difficulties in ASD etiologic research arises from the substantial variability in ASD symptom severity and presentation, and in co-occurring behavioral, psychiatric, and medical conditions (Wiggins et al, 2015). There are many risk factors for ASD which include, gender (boys are more likely to be diagnosed than girls), having a sibling with ASD, have older parents (this means the age of the parent when the baby is born), and genetics – about 20% of children with ASD also have certain genetic conditions (The National Institute of Mental Health, 2016). Current research describes a four-category scheme of ASD onset which are early, regressive, plateau, and regression (Goin-Kochel et al, 2014). The top-rated causes of ASD are genetics, brain structure, will of God, toxins in vaccines, and environmental pollution (Goin-Kochel et al, 2015). Parents of children with ASD and their beliefs about what causes ASD has also been examined. Many parents endorsed beliefs in both internal/biological mechanisms and external/environmental causes which is in line with the broader scientific notion that, in most cases, ASD is likely caused by some combination of genetic and environmental factors (Goin-Kochel et al, 2015). Autism spectrum disorder is a unique and complex disorder with many characteristics and deficits. The number of children being diagnosed with autism has been on the rise over recent years. The primary focus for social workers, teachers, and parents is integrating appropriate and effective early interventions for children with autism. The aim of the present work was to examine early interventions programs for children with autism and their effectiveness while also examining the etiological, social, and cognitive backgrounds of the disorder. This review also examines the impact autism has on families, schools, policy, and ethics. In summary, recent research suggests that early interventions, if implemented appropriately, can produce optimal outcomes for children with autism and their families. Once a child is diagnosed with ASD, early interventions should be implemented to teach new skills and to build upon their strengths. Early identification and diagnosis, in enabling early access to services, facilitates positive cognitive development over time (Clark, Barbaro, & Dissanayake 2017). Research has shown that when early interventions are implemented with a high degree of quality that children can have meaningful outcomes (Leaf, J.B., et al., 2016). Early intervention programs should focus on child development and on responding to the concerns of families, by mobilizing support and helping the family adapt to the challenges and demands associated with caring for a child with ASD (Magalhaes & Pereira 2017). Children are able to make meaningful gains in life when early interventions are properly utilized in their lives. On average, early intervention can be a powerful intervention capable of producing large gains in IQ and/or adaptive behavior for many young children with ASD (Reichow, 2012). The benefits of Early Intensive Behavioral Intervention (EIBI), which is an early intervention tool for young children with autism, are being increasingly documented (Eldevik, S., et al. 2012). In Eldevik et al. 2012, researchers evaluated outcomes for 31 children with autism (ages 2-6 years of age at intake) who received behavioral intervention in mainstream pre-school settings and a comparison group of 12 children receiving treatment as usual. After 2 years, they concluded that children receiving behavioral intervention had higher IQ scores and adaptive behavior composite scores. Data According to estimates from the Center for Disease Control (CDC) and Developmental Disabilities Monitoring Network, about 1 in 68 children has been identified with ASD (Center for Disease Control and Prevention, 2017). Studies conducted around the world have identified individuals with ASD with an average prevalence of between 1% and 2%. ASD impacts individuals from all ethnic, racial, and socioeconomic backgrounds. Further research shows that ASD is about 4.5 times more common among boys (1 in 42) than among girls (1 in 189) (Centers for Disease Control and Prevention, 2017). Early detection for ASD is also important an important statistic. The median age at earliest known comprehensive evaluation was 40 months, and 43% of children had received an earliest known comprehensive evaluation by age 36 months (Christensen DL, Baio J, Braun KV, et al., 2012). ASD can be difficult to diagnose at times which is why it is important to have early testing done. References Centers for Disease Control and Prevention (2016). Autism Spectrum Disorder: Data and Statistics. Retrieved from https://www.cdc.gov/ncddd/autism/data.html. Christensen, D.L. (2016). Prevalence and Characteristics of Autism Spectrum Disorder among Children Aged 8 Years. Surveillance Summaries, 65(3), 1-23. Retrieved from https://www.cdc.gov/mmwr/volumes/65/ss/ss6503al.htm. Clark M.L., Barbaro, J., & Dissanayake, C. (2017). Continuity and Change in Cognition and Autism Severity from Toddlerhood to School Age. Journal of Autism and Developmental Disorders, 47, 328-339. doi: 10.1007/s10803-016-2954-7. Eldevik, S., et al. Outcomes of Behavioral Intervention for Children with Autism in Mainstream Pre-School Settings. Journal of Autism and Developmental Disorders, 42(2), 210. doi: 10.1007/s/10803-011-1234-9. Goin-Kochel, R.P., Mire, S.S., & Dempsey, A.G. (2014). Emergence of Autism Spectrum Disorder in Children from Simplex Families: Relations to Parental Perceptions of Etiology. Journal of Autism and Developmental Disorders, 45, 1451-1463. doi: 10.1007/s10803-014-2310-8. Leaf, J.B., et al. (2016). Applied Behavior Analysis is a Science and, therefore, Progressive. Journal of Autism and Developmental Disorders, 46 (2), 720. doi: 10.1007/s10803-015-2591-6. Magalhaes, L.S. & Pereira, A.P. (2017). Early Interventions in Autism Spectrum Disorder: Concerns and Support of Portuguese Mothers. Education and Training in Autism and Developmental Disabilities, 52(3), 240-251. Reichow, Brian. Overview of Meta-Analyses on Early Intensive Behavioral Intervention for Young Children with Autism Spectrum Disorders. Journal of Autism and Developmental Disorders, 42(4), 515. doi: 10.1007/s10803-011-1218-9. The National Institute of Mental Health (n.d.). Autism Spectrum Disorder: Overview. Retrieved from https://www.nimh.nih.gov/health/topics/autism-spectrum-disorders-asd/index.shtml Wiggins, L.D., et al. (2015). Autism Spectrum Disorder Symptoms Among Children Enrolled in the Study to Explore Early Development (SEED). Journal of Autism and Developmental Disorders, 45, 3183-3194. doi: 10.1007/s10803-015-2476-8.