برچسب: autism

  • RFK Jr. Fires Scientist Studying Environmental Causes of Autism

    RFK Jr. Fires Scientist Studying Environmental Causes of Autism


    ProPublica exposed Robert F. Kennedy Jr. as a complete phony and know-nothing. He claims that he will get to the root causes of autism. He has said for decades that the singular cause of autism is vaccines.

    But he fired the scientist studying environmental causes of autism and dismantled her program.

    He won’t rest until he can find a scientist who agrees with him. That’s not how science works. It’s based on experimental evidence, not ideology.

    ProPublica wrote:

    Erin McCanlies was listening to the radio one morning in April when she heard Robert F. Kennedy Jr. promising to find the cause of autism by September. The secretary of Health and Human Services said he believed an environmental toxin was responsible for the dramatic increase in the condition and vowed to gather “the most credible scientists from all over the world” to solve the mystery.

    Nothing like that has ever been done before, he told an interviewer. 

    McCanlies was stunned. The work had been done. 

    “That’s exactly what I’ve been doing!” she said to her husband, Fred.

    As an epidemiologist at the National Institute for Occupational Safety and Health, which Kennedy oversees, McCanlies had spent much of the past two decades studying how parents’ exposure to workplace chemicals affects the chance that they will have a child with autism. Just three weeks earlier, she’d been finalizing her fourth major paper on the topic when Kennedy eliminated her entire division. Kennedy has also overseen tens of millions of dollars in cuts to federal funding for research on autism, including its environmental causes.

    For 20 years, Kennedy has espoused the debunked theory that autism is caused by vaccines, dismissing evidence to the contrary by arguing that vaccine manufacturers, researchers and regulators all have an interest in obscuring their harms.

    He remains skeptical of the scientists who have been funded by his own agency to study the neurodevelopmental condition. “We need to stop trusting the experts,” he told right-wing host Tucker Carlson in a June interview, going on to suggest that previous studies that found no relationship between vaccines and autism were marred by “trickery” and researchers’ self-interest.

    In contrast, Kennedy told Carlson that under his leadership, and with a new, federally funded $50 million autism research initiative, “We’re going to get real studies done for the first time.”

    Some autism researchers fear that the effort will manipulate data to blame the condition on vaccines. “Kennedy has never expressed an open mind, an open attitude towards what are the fundamental causes of autism,” said Helen Tager-Flusberg, a Boston University psychologist who founded a coalition of scientists concerned about his approach to autism. In a June statement, the group said the initiative lacks transparency and that Kennedy “casually ignores decades of high quality research that preceded his oversight.”

    As Kennedy promotes his new initiative, ProPublica has found that he has also taken aim at the traditional scientific approach to autism, shutting down McCanlies’ lab and stripping funding from more than 50 autism-related studies. Meanwhile, he has stood by as the Trump administration encourages the departure of hundreds of federal employees with experience studying the harm caused by environmental threats and rolls back protections from pollution and chemicals, including some linked to autism…

    The article goes on to describe the important research conducted by McCanlies and her colleagues at NIOSH into the relationship between exposure to certain toxins and autism.

    Secretary Kennedy was obviously ignorant of the work these scientists had been doing for years on causes of autism.

    The researchers were pleased to know that the toxins they had identified as related to autism were banned by the Environmental Protection Agency. But then came the shocking news that EPA leader Lee Zeldin was removing restrictions on some of the worst chemicals.

    Meanwhile, Kennedy seems determined to establish a causal link between vaccines and autism. This theory has been thoroughly debunked by scientists.



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  • Rising autism rates in California elementary schools demand evidence-based practices

    Rising autism rates in California elementary schools demand evidence-based practices


    Credit: Alison Yin / EdSource

    Recent data from the Centers for Disease Control reveals that 1 in 22 four-year-old children in California are on the autism spectrum, significantly surpassing the national average. This increase, attributed in part to early diagnosis in California, underscores the pressing need for effective interventions in our schools.

    At Peres K-8 School in Richmond, lower elementary teachers have witnessed the rise in autism cases. Over the past two years, more students are grappling with emotional dysregulation, sensory issues and negative behaviors, prompting a surge in referrals for interventions and special education services. The strain on classroom teachers is palpable as they endeavor to meet the diverse needs of students on the autism spectrum while also attending to their other students.

    This challenge is not unique to Peres; West Contra Costa Unified School District faces similar trends in many of its schools. In response, the district’s special education department has endeavored to equip its teachers with skills to manage these complex classrooms. Efforts include compensating special education teachers for completing online courses on the Autism Focused Intervention Resources and Modules website, offering coaching on evidence-based strategies, and adopting a social skills curriculum tailored to address social communication deficits prevalent among students with autism. However, resource limitations and high demand for support have limited the impact of these initiatives.

    Behavioral issues pose significant hurdles to learning for both students with autism and their peers. For instance, a student on the spectrum may repetitively touch a peer due to social communication deficits, which, if left unaddressed, could escalate into more severe behaviors. Similarly, sensory needs may lead another student with autism to frequently leave their chair, disrupting the learning environment. Additionally, transitions between activities are common triggers for negative behaviors such as screaming or attempting to escape from the classroom.

    As a former special education teacher in a class for students with extensive support needs, I recognize the critical importance of promptly addressing behavioral challenges to prevent disruptions that could affect not only the student’s learning experience but also that of the entire class. Collaboration among educators, support providers and families is paramount, particularly for families from low-income backgrounds who may lack resources. Providing families with practical, research-based strategies they can implement at home fosters continuity and promotes student success.

    Now, as a special education teacher specializing in mild-to-moderate disabilities, I am more dedicated than ever to advocating for evidence-based practices that have been shown to be effective for learners with autism. For example, strategies grounded in research, such as visual supports and reinforcement, have demonstrated efficacy in managing classroom behavior and enhancing learning outcomes.

    The California Autism Professional Training Network (CAPTAIN) champions the use of evidence-based practices statewide. Collaborating with diverse agencies, the network promotes interventions backed by scientific research, aiming to enhance outcomes for students with autism. Alongside visual supports and reinforcement, there are 26 other identified evidence-based practices accessible through the Autism Focused Intervention Resources and Modules (AFIRM) website. As an extension of the National Professional Development Center on Autism Spectrum Disorder, the AFIRM website offers modules on planning for, using and monitoring evidence-based practices for learners with autism spectrum disorder from birth to 22 years of age. This resource serves as a valuable tool for educators striving to effectively implement evidence-based strategies.

    While mastering these approaches may initially seem daunting, proficiency develops with practice. The long-term benefits of employing evidence-based practices are immeasurable, offering students with autism the opportunity to thrive alongside their peers in inclusive educational settings.

    It is essential to acknowledge that autism is a spectrum, and a diagnosis does not automatically necessitate extensive support. With customized accommodations and assistance, students on the autism spectrum can thrive in the general education setting. Through dedicated collaborative efforts and the implementation of evidence-based practices, educators and families can pave the way for success in mainstream classrooms. It is imperative for districts to prioritize resources for professional development and coaching on evidence-based practices, ensuring that all students, including those with autism spectrum disorder, receive the necessary support to flourish in inclusive environments.

    Every student, regardless of ability, deserves an educational environment where they can thrive. Let us commit to creating supportive and inclusive spaces where students on the autism spectrum can reach their full potential alongside their peers.

    •••

    Jenine Catudio is an education specialist for students with mild-moderate needs at Peres K-8 School in Richmond. From 2016-2021, Catudio, who was also a CAPTAIN Cadre member, served as a special education teacher in an extensive support needs classroom in the same school.

    The opinions expressed in this commentary represent those of the author. EdSource welcomes commentaries representing diverse points of view. If you would like to submit a commentary, please review our guidelines and contact us.





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