Texas State University Colleges of Education and Health Professions have joined to establish the Clinic for Autism Research, Evaluation, and Support (CARES) for the purposes of (a) providing early autism diagnoses, including bilingual assessments, for children residing in Texas, and (b) preparing school psychology, speech/ language, educational diagnostician, and special education students to conduct comprehensive autism evaluations and to make referrals for treatment and support. These students and their supervisors derive from five departments: (1) Educational Administration and Psychological Services, School Psychology Program, (2) Communication Disorders, (3) Curriculum and Instruction—Special Education, and (4) Health, Physical Education and Recreation—Physical Education Program (5) Physical Therapy Department.
CARES opened for diagnostic services on September 17, 2007. The services are currently provided in the Speech-Language-Hearing Clinic, to eventually expand to the College of Education clinic.
“Arena teams” consisting of School Psychology, Communication Disorders, and Special Education faculty and students use the most current and comprehensive diagnostic protocol to determine appropriate diagnosis and provide referrals for further services. Designated faculty have received in-depth training in the use of current research-based assessment instruments, and Texas State students trained in the clinic will be able to participate on autism diagnostic teams in their new public school professions. With current resources, it is anticipated that these teams can conduct 1-2 diagnoses per week during each of the long semesters and two 5-week summer sessions.
The increased attention to biophysical etiologies of autism indicates a second phase for CARES; by adding virtual capacity to the clinic, teams will be able to participate in tele-diagnosis and training. This capacity will enable access to autism experts across the state and nation to confirm diagnostic impressions and to assist with Texas State student training. Such a component would allow school and medical professionals to view diagnostic sessions from afar and converse with assessment personnel as they analyze evaluation results.
Related to the service and training components of CARES is an exciting research agenda consisting of studies to (a) determine concurrent validity of various autism diagnostic instruments, (b) determine the role of motor development in autism diagnosis, (c) delineate the most effective and efficient diagnostic protocol for children, (d) analyze the role of diagnostic information for speech intervention planning, (e) enhance practices for differential diagnosis, and (f) determine the effectiveness of currently recommended diagnostic instruments.
With additional resources, CARES aspires to eventually expand into the Texas State University Resource Center for Autism providing additional service and resource components. This projected Center would provide professional development activities for school and agency personnel, resources and training for family members, direct instruction and treatment for children with autism, support services for families, and extended research studies. Such a Center would not only provide a much needed service to the myriad of individuals in Texas directly affected by autism, but it will also offer a rare opportunity to educate Texas State students from various disciplines (e.g., social work, health professions, teacher and school administrator education, public administration, nutrition, professional counseling, recreation) about this fascinating disorder and best practices in the field.
