Community Report on Autism (3 credit hours)

Program Summary:  This course examines the 2016 Community Report on Autism from the Autism and Developmental Disabilities Monitoring Network.  The course highlights the ADDM’s most recent scientific findings on autism spectrum disorder and includes a discussion of screening, diagnosis, signs, symptoms, risk factors, and prevalence.  The course also includes personal stories from people living with ASD and a discussion of important developmental milestones.

This course is recommended for social workers, counselors, and therapists and is appropriate for beginning,  intermediate, and advanced levels of practice.  

Find the reading at:  https://www.freestatesocialwork.com/articles/community_report_on_autism_course_readings.pdf

Course Reading #1:  

Community Report on Autism 2016 from the Autism and Disabilities Monitoring Network

Published by the National Center on Birth Defects and Developmental Disabilities, Centers for Disease Control and Prevention (CDC).

Course Reading #2:  

My Story:  Real Stories from People living with Autism Spectrum Disorder

Published by:  the Division of Birth Defects, National Center on Birth Defects and Developmental Disabilities, Centers for Disease Control and Prevention (CDC).

Course Reading #3:  

Learn the Signs. Act Early.

Published by:  the Centers for Disease Control and Prevention (CDC).

Course Objectives:  To enhance professional practice, values, skills, and knowledge by identifying key issues related to Autism Spectrum Disorder.

Learning Objectives:  Identify the prevalence and distribution of ASD in the United States.  Identify issues and support networks for families dealing with ASD from their point of view.  Demonstrate knowledge of the CDC’s ‘Learn the Signs:  Act Early’ program.  Describe the risk factors for ASD.   Compare the methods used to gather data about ASD.

Review our pre-reading study guide.

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1: For questions 1-30, please refer to the 2016 Community Report on Autism. Based on tracking across multiple areas of the United States, about how many children are identified as having Autism Spectrum Disorder (ASD)?
 
 
 
 
2: Did this study find that  the number of children identified with ASD is increasing, stabilizing, or decreasing over time?
 
 
 
 
3: One of the key findings in this study is that children with ASD are not receiving comprehensive evaluations _____________.
 
 
 
 
4: Are Black and Hispanic children more or less likely to be identified with ASD?
 
 
 
5: The Community Report on Autism advocates for _____________ the age of first evaluation for ASD by community providers.
 
 
 
 
6: Autism spectrum disorder now encompasses a single diagnosis in place of three conditions that used to be diagnosed separately.  Which of the following is NOT one of the three conditions that were diagnosed separately?
 
 
 
 
7: When referring to autism spectrum disorder, what does the term 'spectrum' mean?
 
 
 
 
8:
Developmental monitoring is important for all young children from birth to age__________.
 
 
 
 
9: How is ASD diagnosed?
 
 
 
 
10: What is a developmental screen for ASD?
 
 
 
11: What is a comprehensive developmental evaluation for ASD?
 
 
 
12: When does diagnosis occur for ASD?
 
 
 
13: The Community Report on Autism highlights some factors which have been found to have strong evidence for putting children at greater risk for ASD and some factors that are suspected of putting children at greater risk.  Which of the following factors has been found to have strong evidence for putting children at greater risk for ASD.
 
 
 
 
14: Among mothers who maintain employment, how much less do mothers of children with major health problems earn?
 
 
 
 
15: Which of the following is not one of the goals of the Autism and Developmental Disabilities Monitoring (ADDM) Network?
 
 
 
 
 
16: What method does the ADDM network use to estimate the number of children with ASD?
 
 
 
 
 
17: The DSM-5 included new criteria for diagnosing children and adults with ASD.  What impact are these new criteria expected to have on estimates of the number of children identified with ASD?
 
 
 
18: Is the percentage of children identified with ASD relatively consistent across the United States?
 
 
 
 
19: Based on the overall findings from the ADDM network, boys are __ times more likely to be identified with ASD than girls.
 
 
 
 
20: Among children identified with ASD who had IQ scores available, about _____ also had intellectual disability.
 
 
 
 
21: How many children between the ages of six and seventeen in the United States have ASD?
 
 
 
 
22: In the state of Arizona, is the percentage of children identified with ASD higher, lower, or about the same as the national average?
 
 
 
23: In Arizona, what group is less likely to be identified with ASD?
 
 
 
24: In Arkansas, half of children were not identified with ASD by a community provider until after what age?
 
 
 
 
 
 
25: In Colorado, what percent of children had received a comprehensive developmental evaluation by age 3?
 
 
 
 
26: In Missouri, is there a significant difference in the percentage of white, black, and Hispanic children identified with ASD?
 
 
27: The American Academy of Pediatrics recommends that children be screened for ASD at
 
 
 
 
28: What is the name of the CDC's resource that provides information and checklists of developmental milestones?
 
 
 
 
29: The Individuals with Disabilities Education Act is a law that ensures that all children with disabilities, from birth through _____________ years of age, can get free, appropriate public education.
 
 
 
 
30: Medication can
 
 
 
 
31: For questions 31-33, please refer to Real Stories from People Living with ASD.  In Mary Elizabeth's story, at what age did Perry finally get an appointment with a developmental pediatrician?
 
 
 
 
32: In Carrie's story, which of the following describes autism?
 
 
 
 
 
33: Alexis's story shows the unique role that ______________ play in families living with ASD.
 
 
 
 
34: For questions 34-36, please refer to the CDC's Learn the Signs:  Act Early.  Which of the following best describes a 4 month old baby?
 
 
 
 
35: Act early and talk to the doctor if a one year old
 
 
 
 
36: Most 3 year olds do all of the following except
 
 
 
 

In order to purchase or take this course, you will need to log in. If you do not have an account, you will need to register for a free account.

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Free State Social Work, LLC, provider #1235, is approved to offer social work continuing education by the Association of Social Work Boards (ASWB) Approved Continuing Education (ACE) program. Organizations, not individual courses, are approved as ACE providers. State and provincial regulatory boards have the final authority to determine whether an individual course may be accepted for continuing education credit. Free State Social Work, LLC maintains responsibility for this course. ACE provider approval period: 9/6/2018 - 9/6/2021. Social workers completing this course receive 3 continuing education credits.

Free State Social Work has been approved by NBCC as an Approved Continuing Education Provider, ACEP NO. 6605. Programs that do not qualify for NBCC credit are clearly identified. Free State Social Work is solely responsible for all aspects of the programs.

This course is approved by the Association of Social Work Boards - ASWB NJ CE Course Approval Program Provider #6 Course #1486 from 6/28/2017 to 6/28/2019. Social workers will receive the following type and number of credit(s): Clinical Social Work Practice 3

G.M. Rydberg-Cox, MSW, LSCSW is the Continuing Education Director at Free State Social Work and responsible for the development of this course.  She received her Masters of Social Work in 1996 from the Jane Addams School of Social Work at the University of Illinois-Chicago and she has over 20 years of experience.  She has lived and worked as a social worker in Chicago, Boston, and Kansas City.  She currently practices in the area of hospital/medical social work.  The reading materials for this course were developed by another organization.

Filed under Children, Clinical