Combating Autism Act of 2006 and the Strategic Plan for Autism Spectrum Disorder Research…

September 18th, 2009

The Interagency Autism Coordinating Committee (IACC) will be having a Scientific Workshop on September 30th and October 1st to update the 2009 IACC Strategic Plan for ASD Research.  This meeting will be held in Bethesda, MD, and more information can be found at http://iacc.hhs.gov/ . 

The IACC was established as a result of the Combating Autism Act of 2006, and its strategic plan includes identifying research gaps, advancing research and knowledge of ASD, and setting priorities of short-term and long-term objectives.

The workshop panels will have pre-workshop conference calls for the public to hear (but listeners will not be able to comment); see this website for details:

http://iacc.hhs.gov/events/2009/iacc-scientific-workshop-conference-call-sept30-oct1.shtml

Among the experts speaking will be Geraldine Dawson, Deborah Fein and Catherine Lord.

The workshop will also be videocast (here’s the link:  http://videocast.nih.gov/ ).

Tune in to see what’s next in the strategic plan!

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Organizing for upper grades (middle and high school)…

September 10th, 2009

Here’s advice from my teenage son:

Let’s face it.  Back to school is never easy.  But here are a few hints and tips to help make things easier for when that first day comes around.  First off, get to know your teachers.  If you can’t arrange a talk with your teacher, at least get a first-hand profile of them.  Also, know where to go.  Look ahead of time to see where your classes are so as to plan the most efficient route through school.  Next, be prepared material-wise.  Have an all-encompassing binder, a homework folder, lots of paper, and at least one notebook per class.  Add new materials as necessary.  Finally, find with whom you have class with.  This should help prepare you for study sessions, group activities, etc.   Have a nice first day!

Now, from a mother’s perspective:

Organizing for upper grades: middle and high school hints gleaned from parents who have survived…

Middle school is a quantum leap forward in complexity; parents have fewer opportunities to volunteer in the classrooms, and there are many more classes to manage.  Students (typical and those with ASD) are struggling to fit in, while teachers’ expectations for independence and responsibility are rising.

Here are a few ideas to help:

Ø  Consolidate binders and note-keeping requirements.  Many teachers require a separate binder for each class, but you can request a simpler system as an accommodation.  Here is a link to some examples—

http://www.caseit.com/caseit/eproddetail.asp?S=125&P=7916&PubID=4459&V=25&PID=5494&iss=

http://www.caseit.com/caseit/eproddetail.asp?S=125&P=7916&PubID=4459&V=25&PID=5409&iss=

Ø  Color coordinate folders, spiral notebooks, binders, etc.  I have done this for my son for the past 4 years, and it has really helped.  Language Arts is always blue, Science is orange, math is green, etc.  In his locker, he can grab the blue stuff and know he’s ready for Language Arts (even the book cover is blue!).  You can buy spiral notebooks that are already labeled by subject, too. 

Ø  Try a binder that includes an accordion file—a great place to store notes and miscellaneous papers from all classes (and the file section color coordinates with the spiral notebooks).  See examples above.

Ø  Locks on lockers can be tricky to operate, especially in a hurry between classes.  For a couple of years, to eliminate anxiety, I had my son’s lock disabled, so he only had to open the locker.   After sufficient practice, he was comfortable using the combination lock, and it was restored.  Other students have substituted locks with words for the combination, or used locks requiring a key.

Ø  Get a copy of all textbooks to have at home—some are available on CD or online also.

Ø  Include weekly communication as part of the IEP if getting homework turned in is a problem.  Technology can help, too—scan assignments and email them to the teachers.   You can also see some examples of communication forms from the Indiana Resource Center for Autism (http://www.iidc.indiana.edu/irca/fmain1.html ). 

Ø  Other technology hints:

o   Maybe a PDA or iTouch could help—even a cell phone’s calendar can be useful (iPod Touch has an application for communicating, called Proloquo2Go™)

o   School laptops can save material on the hard drive, but can also download material to the school server when at school (so homework is never lost!)

o   A Google calendar can be shared by parents, teachers, and the student to note upcoming tests, project due dates, and to share other important dates

o   One example of software to help organize writing is Don Johnston’s Draft: Builder (http://www.donjohnston.com/products/draft_builder/index.html)

Ø  Provide teachers with project organizers, graphic organizers, or other schedules to help your child.  Here are some links:

o   http://www.education-world.com/tools_templates/index.shtml#graphicOrganizers (this site also has communication logs)

o   http://freeology.com/graphicorgs/pdf/cornellnotetaker.pdf  (for note-taking)

All homework goes into a folder: one side for work to go home, one side for completed work to be turned in, that gets checked daily by a teacher.  I’ve done this with my son since 3rd grade—it hasn’t solved the problem, but has made it less of one.

Other parents are a great source of creative ideas for resolving problem areas; remember that solutions don’t have to be expensive gadgets!  Sometimes, simply labeling folders can help.  Don’t forget to use your child’s interests: for kids that like technology, laptops/PDAs/cell phones can help; for kids that like Pokémon, buy folders decorated with Pokémon; use whatever motivates your child.  Good luck in the new school year!

 

 

 

 

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2009 Legislative Session Wrap-Up: Health and Human Services

September 1st, 2009

On August 11th  2009, state lawmakers passed a $19 million state budget and adjourned a long and difficult legislative session.

Gov. Beverly Perdue signed the state’s $19 billion budget into law with “serious reservations”.

The Governor is not alone in her reservations about the final state budget.

There is no question that the deep cuts to health and human services and to education will hurt people with autism and other developmental disabilities (DD) and their families throughout the state.

We will not know the full impact of these budget cuts for months and the lasting effect on the system will not be known for years.

This legislative wrap-up focuses on the budget impact on Health and Human Services. We will also be posting the wrap-up for Education.

Here are some answers to your questions about the budget:

If the budget has been passed, why don’t we know more details about how the budget will change the programs for people with autism and their families?
We know the general categories of cuts, but we still do not know many of the specifics.

Much of this uncertainty is due to what happens to the budget once the legislature adjourns. The budget items that are to be reduced or cut are listed in what is called the “Money Report”. How the various governmental agencies will implement the cuts is directed by the “Special Provisions. ”

It takes time for the staff from the Department of Health and Human Services and their Divisions to analyze what the budget directs them to do and then to do it. So, for example, we know that some additional Tier One CAP- MR/DD slots will become available, but we do not know the specifics of how and when.

In addition, there are places in the budget that specify an amount to be cut, but directs the agency responsible for the program to decide where to cut.

In the Department of Health and Human Services (DHHS), Secretary Cansler has been given flexibility in a number of areas on how to meet budget targets.

In Education, many of the decisions on where to cut will be made by local public school leaders.

This means that over the next few weeks, we will know more about these plans and will update you.

Here are some links for more background information on the budget:

  • To read the “Money report” click here. Health and Human Services is Section G, pages 41-63.  Education is Section F, pages 15 -41.
  • To read the Special Provisions related to Health and Human Services, click here.  Special Provisions for Health and Human Services that particularly affect people with autism and their families are on pages 70-76 and 106-108. 

Caution: If you find yourself more confused after reading the Special Provisions, know that you are not alone!  Much of the language is confusing and filled with legislative jargon.

Over the next weeks and months, it is important to note that we will be monitoring how these budget directives are carried out by the various governmental agencies who work with people with autism and DD, especially the Division of Mental Health/ Developmental Disabilities and Substance Abuse Services (Div. of MH/DD/SAS), the Division of Medical Assistance (DMA) and the Local Management Entities (LMEs).

We will let you know when public hearings and other opportunities are scheduled where you can make your needs known.

What are the health and human services cuts that affect people with autism and other developmental disabilities and their families?  
There were substantial cuts to agencies that serve people with autism and DD and their families.

  • Division of Mental Health/Developmental Disabilities /Substance Abuse Services (Division of MH/DD/SAS) This is the Division within the state government that oversees services for people with autism and other developmental disabilities. The overall reduction to the Division of Mental Health, Developmental Disabilities, and Substance is $155 million.
  • Local Management Entities (LMEs): LMEs are the local government agencies responsible for managing, coordinating and monitoring services for people with autism and DD at the community level. Funding for LMEs was reduced by $40 million for state-funded services and over $3 million for administration.

Important note: The budget directs the LMEs not to reduce services if they have a fund balance (money they keep in a reserve account to cover unexpected expenses or delayed payments from the state).  The Division of MH/DD/SAS has been directed to develop a way to track and report how the LMEs use some of their fund balances before they cut services. We will be watching this process closely.

  • Contracts with non-profit agencies: Funding was reduced by $785,000 for contracts with non-profits for a variety of services and supports to people with DD, (as well as mental health or addiction issues).   ASNC is one of many advocacy agencies that serve people with DD who received a substantial funding cut.
  • Provider Rate Reductions: This cut affects providers of Medicaid services (like CAP- MR/DD.) Originally, the legislature directed the rate cut at a specific percentage, but the final budget provides flexibility to Secretary Cansler to set this rate reduction. The amount of the reduction has not yet been announced.
  • Non-Core Community Services This cut of over $4 million reduces funds for community services that are not core to the mission of the Division of MH/ DD/ SAS. We are not sure what this cut will mean.

What about changes to CAP- MR/DD?
Throughout the session, advocates expressed deep concern that cuts to CAP- MR/DD would create significant hardships for people with autism and DD and their families who desperately need these services.

There was movement of money in and out of the budget for CAP- MR/DD throughout the session with strong advocacy by the House and Senate Health and Human Services Conference Chairs to keep funding for CAP-MR/DD in the budget.

Here is what happened:

  • CAP- MR/DD Slots: While not nearly enough funding, the budget directs about $8 million to implement Tier 1 CAP- MR/DD slots and adds some people to Tier 4.
  • Reduction in State Supplemental Funds: This cut of $16 million affects people who receive both CAP- MR/DD and additional state funds. They will retain their CAP funding, but will no longer be able to receive the additional state funds except for room, board, and time limited residential support.  For more information read Implementation Update 59 
  • Sliding Fee Scale for CAP-MR/DD families: This budget directs the Division of Medical Assistance (DMA) to develop a sliding fee scale for families of children with incomes above the Medicaid allowable limits. This would require families to share in the costs of their child’s Medicaid expenses under the CAP-MR/DD and the CAP-C (Community Alternatives Program for Children) programs.   DMA is required to consult with the Division of MH/DD/SAS and with CAP -MR/DD stakeholders.

From the Special Provision Section 10.65:  ”The cost-sharing amounts shall be based on a sliding scale of family income and shall take into account the impact on families with more than one child in the CAP programs. In developing the schedule, the Department shall also take into consideration how other states have implemented cost-sharing in their CAP programs. The Division of Medical Assistance may establish monthly deductibles as a means of implementing this cost-sharing.

The Department shall provide for at least one public hearing and other opportunities for individuals to comment on the imposition of cost-sharing under the CAP program schedule. “

This proposal will need approval from the Centers for Medicare and Medicaid Services (CMS) at the federal level.

We will be following this closely and will let you know when the public hearings are scheduled.

Another way to follow this issue is to monitor the Division of Medical Assistance website (click here for DMA website)

  • Consolidate Case Management Services: The budget reduces $41 million in case management and directs the Division of Medical Assistance (DMA) to consolidate case management services throughout the Medicaid program.

To address the reduction in funds for Medicaid Case Management services, DMA has started a working group of other DHHS and community agencies to identify ways to implement this reduction.  The minutes of these meetings can be found on the DMA website.   Both the Department of Medical Assistance (DMA) and the Division of MH/DD/SAS have websites where they update what they are doing to implement the budget directives from the legislature.

Did anything good happen in this legislative session for people with autism and DD and their families? 
While only a drop in the bucket of need, there will be an increased availability of Tier 1 CAP-MR/DD slots. The other good news is that funding was directed to the START crisis model that serves adults with developmental disabilities.

There was also some good news on some policy bills that affect the autism community:

H 673 2009-186 Support For Developmental Disabilities Service
This legislation will create a statewide data collection system that will reflect the number of people with developmental disabilities who are currently waiting for services.  

The waiting list will collect data on people with developmental disabilities who may qualify for the following targeted services:

     1.  Waiting for residential services.

     2.  Potentially eligible for CAP-MR/DD.

     3.  In need of other State-funded services and supports for people with DD.

This bill directs DHHS Secretary Cansler to develop and adopt rules governing a statewide data system.

This statewide data collection system will be of great help as we continue to advocate with the legislature to address the many gaps in services and the long waiting list for CAP-MR/DD and residential services.

Thanks to the Arc of NC for their leadership on this bill.

H 775 2009- 514 Alternative Testimony/Children and Adults with DD 
This Act provides for alternative means of testimony for persons with DD as recommended by the Joint Study Committee on ASD and Public Safety.

Thanks to committee member Kim Taylor and to Annaliese Dolph from Disability Rights NC for their leadership on this bill.

Another piece of good news is that the Joint Study Committee on ASD and Public Safety has been reauthorized. Their mandate is to study ways to increase availability of autism- specific education and training to public safety personnel, first responders, judges, district attorneys, magistrates and related organizations.

H 945 The Studies Act of 2009
One of the studies authorized in this bill is on autism health insurance coverage. This bill establishes a commission to study the merits of providing health insurance coverage for the diagnosis and treatment of autism spectrum disorders.

ASNC has a two pronged approach to getting autism health insurance in NC.  This study bill is the first legislative step toward having a bill for autism insurance coverage in NC to be introduced in the short session.

We are also working on federal autism health insurance through advocacy with our NC Congressional Delegation. We are asking them to include autism insurance coverage in the Heath Care Reform bill and to co-sponsor and pass the Autism Treatment Acceleration Act (ATAA).

S 208 2009-264 People First
This bill directs the Legislative Services Office to incorporate people first language in preparation of legislation and rules.

Now that the session is over, did our advocacy make a difference?
There is no question that this has been a difficult and dispiriting legislative session.

There is also no question that without your persistent advocacy with your legislators this session, the budget cuts and reductions in services would have been even more harmful to people with autism and their families.

Because of your efforts funding was restored in many areas where it had been completely eliminated before your calls, letters, and visits with your legislators.

Thank you for all your work during this very difficult legislative session.

What do we do now?
The General Assembly officially adjourned on August 11, 2009 and will reconvene on May 12, 2010 for the short session.  The legislature has finished its business for the session and legislators are now at home in their districts.  But our work together to keep the needs of people with autism and their families before our legislators does not end.

We will need your help during this time between sessions to let our elected leaders know the impact of this budget on the lives of real families in the autism community.  Not in Raleigh, but with visits and contacts with legislators in their home districts.  There are some legislators we need to visit and thank - for the uphill battle they fought this session to preserve supports and services for people with autism and other developmental disabilities.  There are other legislators we need to visit and educate- to explain how the programs they cut hurt  people with autism and DD in their community and to express our dissatisfaction not only as members of the autism community, but as voters as well.  In addition to legislative visits, we will be reporting on activity of the legislative committees that meet between September and May.

One of the most important committees is the Joint Legislative Oversight Committee on MH/DD/SAS. This is the committee that will be hearing a number of reports on CAP-MR/DD and other services for people with autism and DD.  Usually this committee meets at the legislature in  room 643 LB and their discussions can be heard on the audio section of the Legislature’s website.  To find the scheduled meetings of this committee, click here.

Our goal is that when our legislators return for the next session, they will make programs and services for people with autism and DD the priority that it was not in this last session.

Please continue to work with us on improving services and supports for people with autism and their families.  Watch for updates on the ASNC blog and newly redesigned website.

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Positive Student Profile – Helping Teachers Get To Know Your Child

September 1st, 2009

As the school year begins, it is important to “introduce” your child to his new teachers and other adults that your child encounters at school.  Creating a Positive Student Profile (http://www.cpacinc.org/pdfs/Positive_Student_Profile.pdf) will help you communicate your child’s strengths, interests, successes, as well as the challenges.

 

Autism is a spectrum disorder.  As we like to say, “When you’ve met one person with autism, you’ve met one person with autism.”  It is important to communicate your child’s individual strengths and needs.  Please do not assume that the IEP will communicate this for you, or that everyone at school has read your child’s IEP.

 

Who should you tell?  Be sure that you talk with teachers and teaching assistants.  If your child uses school transportation, it may be wise to speak with the bus driver.  If your child has difficulty in the cafeteria, then you may want to meet with the cafeteria employees.  If you have a School Resource Officer or Law Enforcement Officer at your school, you may want to explain how autism affects your child and the methods that you use to de-escalate situations.

 

Help your child’s teachers understand and get to know your child.  Send a Positive Student Profile today, and make an appointment to talk with key people at school.

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School Transportation

August 27th, 2009

Back to School…and transportation

Do You Talk to Bus Drivers about Your Child?

When we think of communicating with schools about our children with autism, we often think of the principal and teachers.  There are many other staff members who come in contact with our children, and bus drivers (or other providers of transportation) are also very important.  Especially when starting at a new school, it is important to meet your child’s bus driver, to share information as well as to make that personal contact.  It’s always easier to meet someone BEFORE there is a problem.  This can be a good time to give the driver your contact information and to describe your child’s challenges and your child’s strengths.

Think about what issues your child (or you) might have with the transportation, keeping in mind the characteristics of autism for your child:  how does your child communicate—picture cards, augmentative communication device, other means?  What sensory issues might be a problem on the bus—diesel fumes, other people sitting too close, wearing a seatbelt?  Are there repetitive behaviors that might be an issue—humming, flapping, spinning?  Does your child understand the unwritten social rules on a bus—where to sit, how many can sit per bench, how to know when to exit?  How will your child be prepared for the transition to the bus and off the bus?  

 

Here is a link to a very helpful guide from Autism Speaks—take a look at their School Community Tool Kit for guides to talk with all school personnel (custodians, bus drivers, office staff, etc.): http://www.autismspeaks.org/community/family_services/school_kit_specific_members.php

 

Consider also Ellen Notbohm’s book, 1001 Great Ideas for Teaching and Raising Children with Autism Spectrum Disorders:

“Parents or teachers can help make the ride easier for everyone by creating a Driver Tip sheet that lists important information about a child and how best to communicate with him.  Include his photo, a short positive description of the child, his likes (reinforcers) and dislikes, a list of simple strategies that work with him and some activities that can be done on the bus that will keep the child’s interest.”

 

You can customize profiles to describe your child, adding or deleting as necessary.  Maybe this can help avoid your child getting on the wrong bus or riding it to the end accidentally because there was a substitute driver that day, or getting suspended from the bus!

 

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State Budget Passes - Thoughts and Observations

August 13th, 2009

Earlier this week, after a rather long and certainly difficult time, our state legislators ended their business and adjourned until the state of the short session next year.

Our state legislators and Governor were certainly confronted with preparing a budget in what certainly many are calling the most difficult economic times our state government has ever experienced. With less state revenue and high employment in our state, and our state constitutional requirement for a balanced budget, cuts certainly had to be made in the budget and we certainly anticipated having cuts in budgets for services to those with developmental disabilities.

But what we didn’t anticipate was that service funding for people living with autism and other developmental disabilities would be impacted so severely.

And while everyone agrees that cuts were needed to be made, many of us all believe there continues to be both a need to examine new ways to finance state government and also a need to re-prioritize how state dollars are spent in North Carolina.

Let me give you some examples of what I mean. A few months ago, our state legislature approved providing close to a $1,000,000,000 (Billion!) for Apple Computers to locate a facility in North Carolina. The rationale was that by giving this incentive to Apple over a period of years, jobs would be created and opportunities for economic growth in our state would grow. That is all likely true.   But, at the same time, our state legislature was reducing almost a $1,000,000,000 for the current fiscal year from the budget of Health and Human Services, particularly in freezing new CAP slots, reducing Medicaid reimbursement rates and reducing mental health and developmental disability service funding.

Behind each of those cuts, is a person who needs that support to work, to go to school, and to live. Why didn’t anyone challenge the reasoning that a $1,000,000,000 investment in Apple Computers locating in North Carolina is no different than a $1,000,000,000 investment in helping those living with a mental illness and/or a developmental disability? When we freeze CAP funding, we eliminate a person from getting services so they can go to work at Apple Computer facility. When we reduce funding for case management for people living with autism or another developmental disability, we also eliminate the ability for such a person to compete for that Apple Computer job.

Another example: We provide tax incentives to build sports stadiums that have high price tickets for which most of us can’t afford. The argument is that if a sports stadium is built, it creates economic well being in a community. But this isn’t always true and studies have shown that little economic growth occurs when a stadium is financed by state dollars or incentives. Studies done by the Federal Reserve have actually shown that investments in early childhood education are a better economic societal investment than spending money on sports stadiums. But, can’t an argument be made that when you help a person who lives with autism, you are helping that person obtain greater societal opportunity thus allowing that person to earn and spend money in his or her community thus increasing the economic well being of that community? Is the person who can afford to sit in a sky box at a sports stadium anymore important in terms of economic development that a person who lives with a disability and wants to work?

Another example: Our state funds many programs that we are told provide services for all people, including those living with a developmental disability and/or mental illness. But is that true? Do all state support programs for housing establish housing programs that are addressing the needs of people living with autism? Do all state supported after school and pre-school programs accommodate the needs of those living with autism? Do all state supported programs that provide summer camp opportunities readily accommodate people living with autism? I don’ think so. But, why is it then that these programs tend to get less in state funding cuts than the programs that have had to be established because of the lack of some state supported agencies and programs not accommodating effectively those living with a developmental disability or mental illness.

And when it comes to new taxes, I applaud the state legislature to start examining how to address state government financing differently than we historically have done so. How do you determine when it is better to add a fee to visit one of North Carolina’s magnificent parks vs. increasing sales tax? When you decide to include various service industry entities vs. increasing the income tax rates? These are questions and issues that we as advocates for those living with autism or other developmental disabilities need to be active in the debates that will hopefully start occurring within our state.

All any advocate for those living with autism or another developmental disability is asking for is fairness and an equal playing field for people to seek the many opportunities of life. That day will come but until it does, we have to continue to advocate in a proper and just manner for those who deserve nothing less than to be treated fair and just.

Posted in August 2009, Legislative News & State Budget | 1 Comment »

State Budget Update - Continuing Resolution Passed, Committees to Work Through Weekend

July 31st, 2009

Continuing Budget Authority

Today legislators approved a third continuing budget resolution to keep state government operating in the absence of a budget.

This latest stopgap budget resolution has no expiration date and sets spending at 84% of the current 2008-2009 budget.

State Budget Update

Perhaps this resolution will be the last of this session. It appears that Senate and House leaders are once again close to agreement on  their tax and budget negotiations.

The basics of the draft tax plan: 1% sales tax, a 2% income tax surcharge on incomes between $100,000 and $250,000 going to 3% for those making $250,000 or more, and tax increases on cigarettes, beer, wine and liquor. Both the sales tax increase and the income tax surcharge would expire after two years.

This plan will raise $990 million in new taxes to restore budget cuts.

Appropriations committees are expected to work over the weekend so the budget can be presented in the House and the Senate for a vote next week.

While several lawmakers feel confident that a deal is in place, others point out that previous deals have fallen apart.

It is reported that the Governor’s office has been involved in these recent budget negotiations.

The Governor has not publicly weighed in on this new plan as of this post.

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Request for Information (RFI): Updating the Interagency Autism Coordinating Committee Strategic Plan for Autism Spectrum Disorder (ASD) Research

July 29th, 2009

On behalf of the Interagency Autism Coordinating Committee (IACC), the Nation Institute of Mental Health is seeking comments to inform the annual update of the IACC Strategic Plan for Autism Spectrum Disorder (ASD) Research, as required by the Combating Autism Act of 2006 (P.L. 109-416).

The purpose of this RFI is to solicit input from ASD stakeholders to inform the next update of the Strategic Plan.   In the RFI form, there will be an opportunity to provide input on each section of the IACC Strategic Plan.  Please include suggestions regarding missing or underrepresented knowledge areas, new opportunities needed for advancing research and knowledge about ASD, and suggestions for prioritizing research objectives.

The RFI will close on August 21, 2009.

Responses must be submitted electronically via the web-based form.

Background:

The IACC was established as a result of The Combating Autism Act.  The act requires that the IACC develop a strategic plan for autism research and update the strategic plan annually. The IACC is composed of both Federal and public members.  The first IACC Strategic Plan for ASD Research was developed through an extensive process engaging a wide range of Federal agencies and public stakeholders.  The Strategic Plan is organized around six questions that are important for people with ASD and their families:

I. When should I be concerned?

II. How can I understand what is happening?

III. What caused this to happen and can this be prevented?

IV. Which treatments and interventions will help?

V. Where can I turn for services?

VI. What does the future hold?

Please Note: The responses that you provide will become part of the public record.  You have the option of posting your responses anonymously or you may choose to have your name associated with your response. In your responses, please do not include personally identifiable information that you do not wish to make public.

For more information about the IACC, please visit www.iacc.hhs.gov.

Now follow the IACC on Twitter (www.twitter.com/IACC_Autism).

Contact Information:

Attention: RFI on Updating the Strategic Plan for ASD Research
Office of Autism Research Coordination
Office of the Director
National Institute of Mental Health
6001 Executive Boulevard, Room 8235, MSC 9669
Bethesda, MD 20892-9669
Email: iacc@mail.nih.gov

Posted in Federal Autism Initiatives, July 2009 | No Comments »

Final State Budget in Sight

July 23rd, 2009

The Senate and House Democrats have reached agreement to raise nearly $990 million dollars in revenue to restore some of the most harmful budget cuts in Health and Human Services and Education.

The revenue plan calls for a 1-cent increase in the sales tax, a 2 percent surcharge on personal and corporate income tax, a tax on items downloaded from the Internet, a 10-cent per pack increase on cigarettes, a 5-cent per six pack increase on beer, a 4-cent per bottle increase on wine, and a 4 percent increase on liquor. The sales tax increase has no expiration date, but the income tax surcharge will expire in two years.

Budget negotiators are expected to work out any remaining differences over the next two days and the final vote on the budget could come Tuesday and Wednesday of next week.

We are watching for any Health and Human Services (HHS) or Education Appropriations Subcommittee meetings to be scheduled that would shed light on their portions of the final budget. Otherwise, budget details may not be known until next week.

We will keep you posted as this long and difficult legislative session comes to a close.

UPDATE (7/24): Roughly 2 hours after posting the above information on Thursday, July 23, ASNC staff learned that the budget agreement announced Wednesday evening was not favored by the Governor.

At this time it in unclear whether a new agreement can be reached soon. We will continue to post information that is relevant to this topic and hopefully lawmakers and the Governor will be able to reach a new agreement that all parties are comfortable with prior to announcing to all news outlets and the public that there is a new budget.

Posted in July 2009, Legislative News & State Budget | No Comments »

July 17th, 2009

As we work to keep the needs of people with autism and their families in front of our state legislators this session; we are also working on federal autism legislation.   

This week, staff were invited to meet with Sen. Hagan’s NC State Director, Deputy Director and her DC Health Policy staff (who joined the meeting by phone). We were able to discuss with them: the Autism Treatment Acceleration Act ( ATAA), the ABLE bill and the Uniformed Services with Autism (USA) Heroes Act ( which expands insurance coverage under TRICARE  and which Sen. Hagan has signed on to support.). Her staff plan to discuss these autism bills with the Senator and get back with us. For more information about this bills, click on  http://www.autismsociety-nc.org/blog/?p=83.

Scott Badesch, ASNC ’s CEO, had an opportunity recently to discuss federal autism legislation with Congressman Larry Kissell and we will follow up on that visit as well.

We will keep you informed about the ways you can help us advocate for  federal autism legislation that will help people living with autism and their families in NC.

 

 

 

 

Posted in July 2009, Legislative News & State Budget | No Comments »

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