Autism And The DSM-5: Doorstop Or Diagnostic Tool?

By Emily Willingham

“I use it as a doorstop.” That was the response I got from a psychiatrist when I gestured at his copy of the DSM (Diagnostic and Statistical Manual of Mental Disorders)-TR-IV and asked what he thought about it. If you read news stories about this book and its update, the DSM-5 (they’ve abandoned the Roman numerals), you might think that a clinician keeps at hand a much-used, heavily notated, dogeared version of this tome, the so-called “bible” of psychiatry. But from what I can see, the general inclination regarding this particular bible is apostasy.

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20
OCT
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$1.2 million grant trains special education teachers focusing on autism intervention

BY ELLER ROSSETTI

DENTON (UNT), Texas — A new University of North Texas grant project called Project Start — or Systematic Training for Autism Teachers — will provide on-the-job coaching and full scholarships to special education teachers who are seeking master’s degrees in special education with a concentration in autism intervention, thanks to a $1.2 million grant from the U.S. Department of Education.

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OCT
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How Teachers and Therapists Work Together to Facilitate Self Regulation

BY PENINA RYBAK

It’s back to school time and that means changes in routine for many students with Autism, especially in Early Childhood special education settings. New federal/state regulations and service delivery mandates, budget cuts, and an increasing emphasis on behavior management means that teamwork and collaboration is in, and “pull out” individual therapy in a vacuum is out. New classrooms, new classmates, new teachers, new therapists, and new schedules can all be potential “triggers” that can cause behavioral issues.

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