The Autism Spectrum Clinic

Autism Spectrum Disorders (ASD) are characterized by deficits in social interactions and communication and the presence of unusual behaviors, such as repetitive movements or preoccupation with particular topics.

The Autism Spectrum Clinic @ Susan Myket, Ph.D. & Associates
is designed to provide the current best practices for assessing and treating ASD, as well as consultation to help family members and professionals best serve individuals with ASD.

Assessment services include:

• Initial Diagnostic Assessment
• Differential Diagnosis or Diagnostic Clarification in Complex Cases
• Neuropsychological Testing
• Progress Monitoring
• Behavioral Assessment (Functional Behavior Assessment)
• Evaluations to Aid in Transition Planning
• Program Evaluation

Treatment services include:

• Social Skills Groups
• Individual or Didactic Social Skills Instruction
• Individual Therapy (e.g., Cognitive Behavioral Psychotherapy, Skills Training)
• Individual Parent Training Sessions
• Parent Groups for Specific Issues (e.g., Supportive, Behavior Issues, Skills Training)
• Positive Behavior Supports
• Supportive Psychotherapy for Parents, Siblings and Significant Others

Consultation services include:

• Support to Parents in the Home or Community Settings
• Support to School and Workplace Personnel
• Consultation to Community Organizations

A note about treatment:

Many techniques exist for treating individuals with ASD. In the Autism Spectrum Clinic, we believe in using research-supported interventions, as well as techniques that have proven themselves over years of clinical experience. The choice of specific techniques should always be determined by the needs of the individual, the preferences of the family and the professional opinion of the treating psychologist. There is no "one-size-fits-all" approach!

Available techniques may include:

1. A number of SPECIFIC BEHAVIOR INTERTERVENTION STRATEGIES are based on the science of Applied Behavior Analysis (ABA). The techniques of ABA are known for having a strong research base, and these programs are often highly successful at increasing skills (e.g., activities of daily living, academics, work, social skills, play) and reducing problem behaviors in individuals with ASD. Specific techniques may include:

• General Applied Behavior Analysis (ABA)
• Pivotal Response Training (PRT)
• Discrete Trial Training (DTT)
• Positive Behavior Support (PBS)
• Verbal Behavior Training (VBT)
• Incidental Teaching

2. VISUAL AND ORGANIZATIONAL SUPPORTS are used to help individuals with ASD make sense of their environment. Visual and organizational supports can make the world seem more predictable and comfortable by breaking it down in a way that makes sense to people with ASD. Adding visual and organizational supports often reduces anxiety and problem behaviors because individuals with ASD feel more comfortable when they know what to expect. Such supports are designed to promote independent functioning and should be used throughout the lifespan for nearly all individuals with ASD. The visual or written schedule is one of the most commonly used supports, but there are countless other techniques that are quite helpful. In order for the supports to be most effective, it is important that they be developed with the individual's strengths and challenges in mind.

3. SOCIAL SKILLS TRAINING is frequently appropriate for individuals with ASD. Appropriate social skills intervention is unique to each person. Some individuals may need only to participate in a social skills group to further refine and practice their skills. Others benefit from intensive individual instruction in particular skills before they are able to practice these skills with their peers. There are a number of specific interventions and techniques that target the development of social skills, including Social Stories, Relationship Development Intervention (RDI), specific Social Skills Group formats (e.g., Integrated Play Groups), and techniques to increase targeted skills such as joint attention. In addition, the behavioral strategies outlined above can be crucial when teaching social skills.

4. Transferring recently acquired skills to new environments and people, or "GENERALIZATION," can be quite challenging for people with ASD. It is important that any intervention program include specific techniques for transferring skills from the setting where they are learned (e.g., clinic) to other settings (e.g., home, community). Even better, when skills are taught in the context where they will be used, they do not need to be transferred. Parent and significant other training and in-home supports are important ways to help individuals with ASD learn new skills in their natural environments.

For an example of recent research by Dr. Rachel Loftin, which spells out the best practices for increasing independence in individuals with ASD, please see the following articles:

• Increasing Independence in Autism Spectrum Disorders:
  A Review of Three Focused Interventions
• Social Interaction and Repetitive Motor Behaviors

To schedule an appointment with Dr. Loftin, please contact Susan Myket, Ph.D. & Associates at (630) 355-9002.