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AUTISM FIRST STEPS
AUTISM DAILY NEWSLETTER
Wednesday January 9, 2002
INDEX:
* Savoring Victory, Bush
Signs Education Bill
* Education Bill at a Glance
* Education Bill Signing Sets Off Seismic Shift to States
* Health Care Spending Climbed in 2000, Report Says
* Proteins Needed To Ensure Accurate Chromosome Copies
* Immune system protein linked to ADHD
* Soon-to-be-ex-governor gives his pen a workout
* When your 3-year-old isn’t talking
******************************
Savoring Victory, Bush Signs Education Bill
President Hails 'New Path' for Nation's Schools
By RON FOURNIER
.c The
Associated Press
HAMILTON, Ohio (Jan. 8) - President Bush sat at school desk Tuesday and signed
the most far-reaching federal education bill in nearly four decades, a $26
billion plan to broaden academic testing, triple spending for literacy programs
and help children escape America's worst public schools.
''We've spent billions of dollars with lousy results,'' the president said.
''Now it's time to spend billions of dollars and get good results.''
With his signature, Bush fulfilled a campaign promise to increase federal
education spending and offer the money as incentive to make states and
educators accountable for failures in teaching the nation's 48 million public
school students.
''We do not want children trapped in schools that will not change and will not
teach,'' Bush told several hundred foot-stomping students, teachers and parents
in a packed high school gym.
Though some of his initial ideas did not survive in Congress, Bush claimed
success on his top domestic priority. He meets Wednesday with educators and
will urge them to implement the changes. He may propose an education tax credit
later in the year, aides said.
Bush signed the foot-thick bill behind a worn, wooden school desk and a sign
that read, ''No child left behind.'' The shrieks and squeals of students were
an ear-rattling reminder of Bush's high approval ratings since the Sept. 11
terrorist attacks.
Drawing from his popularity as commander in chief, Bush pledged to win a war
against illiteracy as well as the war in Afghanistan.
''As of this hour, American schools will be on a new path of reform,'' the
president said.
The most immediate changes will appear next school year when children in some
3,000 poorly run schools will be eligible for taxpayer-financed tutoring or
other educational services. The money can go to private companies and religious
institutions.
Children in an additional 6,700 failing schools will be eligible for transfers
to more successful public schools, and federal money could pay for their
transportation.
A new regime of student tests in math, reading and science will begin to take
effect in the fall of 2005, identifying more failing schools that could lose
federal money as students take advantage of the new options.
After a year of debate, a strong majority of Democrats and Republicans approved
the bill - a rare point of bipartisanship that Bush hopes will impress voters
weary of political bickering. He celebrated its passage during a 12-hour,
1,600-mile swing through the states of lawmakers who sponsored the bill.
He signed it in Ohio, in the home district of GOP Rep. John Boehner.
Later, in New Hampshire, home of GOP Sen. Judd Gregg, he said, ''The hope of
the future for this country is not only to make sure that we're secure and
we're safe, but the true hope for the country is to make sure everybody gets a
good education.''
He also was touring the nation's oldest public school, the 365-year-old Boston
Latin in Massachusetts, home state of Democratic Sen. Edward Kennedy. The
fourth sponsor, Rep. George Miller, D-Calif., also made the trip.
Though Kennedy's liberal policies rankle conservatives, Bush called him a
fabulous senator.
Partisan politics had its moments. Bush met privately with GOP donors in New
Hampshire, the site of the leadoff presidential primary in 2004. His political
team is readying him for a re-election bid.
The education bill authorizes the federal government to spend $26.5 billion,
though the actual amount spent will be slightly less. The current budget is
$18.5 billion.
The increase form current spending, combined with the strings attached to the
money, makes the legislation the most significant federal school measure since
the 1960s, many analysts say.
By any measure, it greatly expands the federal government's role in an
education system that traditionally protects the autonomy of states, local
school boards, teachers and parents. Changes won't come easy, even with the
bill's passage.
The Bush administration promises to strictly uphold the standards, though aides
privately acknowledge there will always be a reluctance to strip money or power
from local schools.
The bill requires annual state tests in reading and mathematics for every child
in grades three through eight, beginning in the fall of 2005. Fifteen states
already comply.
Science tests will be added in three grades that same year.
Under current law, states are required to test students in reading and math -
once in elementary school, once in middle school and once in high school.
Schools whose scores fail to improve two years in a row could receive more
federal money to help improve skills. If scores still don't improve, low-income
students can receive tutoring or transportation to other public schools.
Schools that fail to improve for six years could have staff changes forced upon
them.
The bill also triples money for literacy programs to $1 billion per year. It
sets a 12-year goal to improve academic proficiency of students who are poor,
who speak limited English or have various disabilities.
States must develop annual report cards comparing each school's tests scores.
AP-NY-01-08-02
1636EST
AOL News: Bush Savors
Victory, Signs Education Bill
******************************
Education Bill at a Glance
.c
The Associated Press
Details of the education bill to be signed Tuesday by President Bush:
-Authorizes $26.5 billion for the 2002 budget year, which began Oct. 1, for
K-12 education. That is about $8 billion more than the year before. It is $4
billion above what President Bush requested but nearly $6 billion below the
level Senate Democrats wanted.
-Requires annual state tests in reading and math for every child in grades
three through eight beginning in the 2005-2006 school year. Schools whose
scores fail to improve two years in a row could receive more federal aid. If
scores still fail to improve, low-income students can receive money for
tutoring or transportation to another public school. A school in which scores
fail to improve over six years could have staff changes. In schools already
considered poor performers, parents could receive tutoring or transportation
funds for their children as early as the fall.
-Requires schools to raise all students to reading and math proficiency in the
next 12 years. Schools also must close gaps in scores between wealthy and poor
students and white and minority students.
-Allows churches or other religious groups to provide tutoring and after-school
programs.
-Requires schools to ensure that within four years all teachers are qualified
to teach in their subject area. Schools could require teachers to pass subject
tests or major in their field in college. If a teacher isn't qualified to teach
in his or her subject area, a school would be required to send a letter
notifying parents.
-Allows school districts to spend federal teacher-quality funds on other
purposes - training, hiring or raises for teachers, for example.
-Provides aid to build new charter schools and help existing ones.
-Requires schools to develop periodic ''report cards'' showing a school's
standardized test scores compared with both local and state schools. The
reports would also show two-year trends in scores and compare the percentage of
qualified teachers in a school to other schools and school districts throughout
the state.
-Provides nearly $1 billion per year for the next five years to improve reading
- three times as much as this year - with a goal of making sure every student
can read by third grade.
-Allows states to use a small portion of their federal funds as they wish. A
pilot program further frees seven states and 150 school districts from most
restrictions on spending.
-Requires schools to test students with limited English skills to ensure they
are proficient in English after three consecutive years of attending school in
the United States.
-Takes away federal funds from any district that discriminates against the Boy
Scouts or similar groups that bar homosexuals.
-Provides money to help schools form partnerships with colleges and
universities to improve science and math instruction.
AP-NY-01-07-02 1535EST
Copyright
2002 The Associated Press. The information contained in the AP news report may
not be published, broadcast, rewritten or otherwise distributed without the
prior written authority of The Associated Press. All active hyperlinks
have been inserted by AOL.
AOL News: Education Bill
at a Glance
******************************
Education Bill
Signing Sets Off Seismic Shift to States
US Newswire
January 08, 2002
WASHINGTON, Jan 8, 2002 (U.S. Newswire via COMTEX) -- With the flourish of his
presidential pen, President George W. Bush will set off a seismic shift of
responsibility and mandates to American state governments and schools, the
National Education Association (NEA) said today. As the Elementary and
Secondary Education Act was signed into law, NEA President Bob Chase urged
state lawmakers and schools to let common sense be their guide in implementing
the new law to maximize, rather than reduce, student learning. "The true
test of this bill's mettle will be in the states," said Chase. "As
states begin implementing the new testing provisions, policymakers must
practice common sense and let two principles prevail -- to help or at least do
no harm." To avoid the pitfalls many states experienced with poorly
developed testing and accountability systems, NEA joined other education groups
to produce a guide for state policymakers to implement quality tests.
(www.aasa.org/issues_and_insights/assessment/Building_Tests.pdf) "States
cannot implement tests on the cheap and expect to improve student
achievement," said Chase. Chase said the testing and accountability
measures in the final package are dramatically improved and focuses more on
fixing problems, rather than merely labeling and abandoning the schools that
need the most help. As a result, states are directed to use high quality tests
and to provide parents and policymakers information that provides a more
complete picture of student learning -- not just one test score. "If done
correctly, this is the kind of accountability that will help close the
achievement gap and target action to schools that need the most help,"
said Chase. With 44 states facing budget deficits, federal help in footing the
extra cost of education reform is imperative. Chase urged Congress and the
President to complete work in making up the special education shortfall when
Congress reconvenes on January 23. "Inadequate support provided to states
that are suffering severe economic decline is lamentable," said Chase.
"This bill imposes multi-year mandates on states and schools without
providing multi-year funding." Congress is scheduled to reauthorize the
Individuals with Disabilities Education Act (IDEA) this year -- a prime
opportunity to rescue states from a fiscal burden that hurts children and
public education. Congress' refusal to pay its pledged fair share and the
current economic slump has forced states to cut more than $11 billion from
their education budgets in the past year. In response to budget cuts, schools
across the nation are increasing class sizes, delaying purchases of classroom
technology, and scaling back after-school classes. According to the National
Governors' Association, states now face a $35 billion shortfall in the wake of
a national recession. The National Education Association is the nation's largest
professional employee organization, representing 2.6 million elementary and
secondary teachers, college faculty, education support professionals, school
administrators, retired educators, and students preparing to become teachers.
Copyright (C) 2002, U.S. Newswire 
http://www.brainconnection.com/SITEWare/2002/01/08/us/0000-0706-KEYWORD.Missing.php3
******************************
Health Care Spending Climbed in 2000, Report Says
By
JANELLE CARTER
.c
The Associated Press
WASHINGTON (Jan. 8) - The cost of the nation's health care rose 6.9 percent to
$1.3 trillion in 2000 as Americans spent more on prescription drugs and hospital
care, the government says.
Health care spending averaged $4,637 per person, up from $4,377 in 1999, the
government said in a report marking what its economists called the ''end of an
era of reasonable health care cost growth throughout most of the 1990s.''
''Given what we know, we expect health care costs will continue to grow ... in
2001,'' economist and author of the report Katharine Levit predicted.
The report, released Tuesday by the Health and Human Services Department's
Centers for Medicare and Medicaid Services, said there was a 17.3 percent
increase in prescription drug spending. Hospital spending in 2000 rose to $412
billion, a 5.1 percent increase over 1999. For the first time in five years,
nursing home expenditures increased, by 3.3 percent.
The higher spending in all categories was attributed to the increased
bargaining power of hospitals and health providers for higher insurance
payments and the aging of the post-World War II baby boomers.
When managed care plans became popular, health care providers often had to deal
with payment caps. Now, more providers are rejecting the strict management of
costs by health plans, the report said.
As the population ages, health care gradually is becoming a bigger component of
the nation's economy, rising from 13.1 percent of the gross domestic product in
1999 to 13.2 percent in 2000, the report said.
Spending on prescription drugs increased by even more, 19.2 percent, in 1999.
The rise in 2000 represents the sixth consecutive year the percentage increase
in spending on prescriptions was in double digits.
Government economists attributed the 2000 increase to the aging population and
consumer demand for newer, higher-priced drugs marketed directly to them on
television.
About 15 percent of national health spending represented out-of-pocket
expenditures, a share relatively unchanged since 1994. Prescription drugs were
the largest component of out-of-pocket spending, 20 percent, the report said.
Those paying out-of-pocket prescription drug costs are mostly older people
without insurance coverage, the report said. Physician services accounted for
17 percent of out-of-pocket spending, and over-the-counter drugs for 15
percent.
''These new expenditures are another indication that the burden on consumers is
growing,'' said Gail Shearer, who handles health cost issues for Consumers
Union, publisher of Consumer Reports magazine. ''It's been a pretty steady
increase over the past few decades. The big question is when will this ever
end.''
Economists said the recession will create even more out-of-pocket expenses for
health-care consumers as employers lay off workers and opt for less expensive
insurance plans.
''In this environment, employers are going to be inclined to choose less costly
options for health plans,'' said Cynthia Smith, a government health economist.
''Those who are uninsured are going to have a difficult time paying for health
care services, and those who are insured are looking at higher premiums.''
The report appears in the January-February issue of the journal Health Affairs.
AP-NY-01-08-02 0429EST
AOL News: Health Care
Spending Climbed in 2000, Report Says
******************************
Proteins Needed To Ensure Accurate Chromosome
Copies
Scientists
have discovered that two proteins, previously known for helping to construct
"silent" regions of chromosomes, also play an important but
unforeseen role in building special structures that cells need to ensure
accurate chromosome copying during cell division.The work was performed by
researchers in Lawrence Berkeley National Laboratory's Life Sciences
Division."When cells divide, they must make sure that both daughter cells
receive exactly one copy of each chromosome," says Paul Kaufman, a staff
scientist at Berkeley Lab and assistant adjunct professor of biochemistry and
molecular biology at the University of California at Berkeley. "This
process is known as chromosome segregation, and if it goes awry, cells can lose
chromosomes or acquire more than one chromosome copy." In humans, lack of
a chromosome can cause blood disorders including leukemia; an extra chromosome
21 causes Down Syndrome.As cell division begins, spindles form that will eventually
pull the original chromosomes and their copies apart into two daughter cells.
These spindles attach to constricted regions of chromosomes called centromeres:
complexes of proteins called kinetochores fasten the centromeres to the
spindles.To elucidate this process, Kaufman and his graduate students, Judith
Sharp and Alexa Franco, focused their research on Saccharomyces cerevisiae, the
familiar single-celled organism used for centuries to ferment beer and wine and
to cause bread dough to rise. "We use yeast as a model system in which to
investigate the fundamental building blocks of chromosomes," Kaufman says.
"The structures we're studying are evolutionarily conserved and are much
the same in many organisms, including humans."In particular, the researchers
looked at two kinds of proteins known to be important for depositing proteins
onto chromosomes. One, CAF-I (for Chromatin Assembly Factor I), puts together
nucleosomes, the fundamental building blocks of chromosomes. Nucleosomes
consist of DNA wrapped around groups of structural proteins called
histones.Kaufman and his coworkers had previously demonstrated that CAF-I and
another set of proteins, called Hir (for histone regulatory), are important for
the formation of so-called "silenced" regions of chromosomes, where
large stretches of DNA are enveloped in protein structures that repress gene
expression. Silencing is vital to chromosome stability and accurate
segregation. In higher organisms, loss of silencing can lead to cancer; even in
yeast it can lead to developmental abnormalities and premature aging."We
knew that CAF-I could assemble nucleosomes in a test tube, but it wasn't until
we applied genetic tools that we discovered how much more there was to the
picture," Kaufman says. "This is the advantage of working with yeast.
It's easy to get rid of a specific gene and find out what happens when the
protein it codes for is missing."When the researchers removed the genes
that code for both CAF-I and Hir proteins, the growth rate of the yeast slowed
markedly. Moreover, yeast lacking these genes lost chromosomes or gained extra
ones hundreds of times more often than ordinary wild yeast. Yeast that lacked
only one of the two genes was not similarly affected, however.The delay in cell
division that occurred when both genes were missing seemed due to the
activation of something called the "spindle assembly checkpoint," a
mechanism that monitors the proper attachment of chromosomes to spindles before
separation begins. This clue pointed to the involvement of kinetochores.Kaufman
and his colleagues performed a series of tests indicating that both CAF-I and
Hir proteins are highly localized on centromeres and therefore act directly to
affect structures at these locations. Their functions seem to overlap; thus they
can partially substitute for each other if one is missing. But when both are
missing, defects in centromere structures occur."This the first
demonstration that proteins that control histone deposition contribute to the
formation of functional kinetochores," Kaufman says. "Kinetochores
are essential to proper chromosome segregation during the cell division
process."The Berkeley Lab is a U.S. Department of Energy national
laboratory located in Berkeley, California. It conducts unclassified scientific
research and is managed by the University of California. - By Paul
Preuss(Reference: "Chromatin Assembly Factor I and Hir proteins contribute
to building functional kinetochores in S. cerevisiae," by Judith A. Sharp,
Alexa A. Franco, Mary Ann Osley, and Paul D. Kaufman, appears in the 1 January
2002 edition of Genes & Development. As of today, the text is accessible
online at this URL.)
[Contact: Paul Preuss]
http://unisci.com/stories/20021/0108024.htm
******************************
Immune system protein linked to ADHD
00:01 08 January 02
Emma Young
A common variation in a gene for an immune system protein increases a child's
risk of developing Attention Deficit Hyperactivity Disorder (ADHD) by 30 per
cent, say Israeli researchers.ADHD affects between four and 10 per cent of
school age children and is characterised by inattention, hyperactivity and
impulsivity. The causes are unknown. But stimulant drugs such as Ritalin, which
boost levels of the neurotransmitter dopamine, have been shown to reduce
symptoms in many patients. Other researchers have also found evidence linking
ADHD to variations in certain genes exclusively involved in the dopamine system.Ronen
Segman of the Hadassah-Hebrew University Medical Center in Jerusalem and
colleagues studied 86 families with children diagnosed with ADHD. They found a
significant association between a variation in the gene for the immune system
protein interleukin-1 (IL-1) and ADHD. IL-1 is involved in the immune
inflammatory response. But recent work has shown that it also has other roles
in the body. IL-1 helps control the release of dopamine and another
neurotransmitter called norepinephrine in several brain regions. It also helps
promote the growth of dopamine-producing brain cells in the developing
embryo."If replicated, these findings point to the importance of immune
factors acting as neuromodulators," Segman told New Scientist.
"This might form a basis for future new interventions for ADHD based on
neuroimmune modulation."However, the causes of ADHD are complex, he adds.
"A number of environmental factors such as maternal smoking, high levels
of family problems and emotional stress during pregnancy have also been linked
with the risk for ADHD."Journal reference: Molecular Psychiatry
(vol 7, p 72)
http://www.newscientist.com/news/news.jsp?id=ns99991754
******************************
Soon-to-be-ex-governor
gives his pen a workout
Tuesday, January 8, 2002By
BRUNO TEDESCHI
Trenton Bureau Chief
On his last full day in office Monday, acting Gov. Donald T. DiFrancesco
signed 35 bills and vetoed or modified nine others, cutting some $130 million
in proposed spending. DiFrancesco used a conditonal veto to block $128.3
million in spending for the repair of dams and dredging and cleanup of lakes
and streams. A bill passed by the Legislature would have authorized $135
million in spending over five years. DiFrancesco's veto indicated he would
accept $6.7 million for the 2002 fiscal year, which ends June 30.DiFrancesco
said he supports the aims of the bill but is constrained by budget problems. He
said it would be up to lawmakers in the next legislative session to address the
problem.He used the conditional veto again on a bill that would have spent
$350,000 on an Italian-American cultural commission. The veto indicated he
would accept $250,000 there.DiFrancesco vetoed a bill that would have provided
$180,000 to a business and industry consortium that makes grants to at-risk
school districts.He said he supports the bill but wants to leave the decision
to fund such a program to Governor-elect James E. McGreevey, who "has
expressed interest in fostering corporate partnerships."McGreevey has
called on DiFrancesco to reject any new spending because the state is facing a
budget shortfall that the DiFrancesco administration admits could be as high as
$1.4 billion. McGreevey believes the shortfall is closer to $1.9 billion.The
Legislature passed more than 100 bills Monday. DiFrancesco can sign many more
before he leaves office at noon today. On Monday, DiFrancesco said he would
continue to cut spending out of bills that are passed."We've sent them
messages about not wanting to sign some bills that are spending money, and we
probably won't go along with the amounts of money in these bills," he
said.Of the 35 bills DiFrancesco signed, only one spent additional money. The
bill provides $1.5 million for researching and treating infantile autism.Bills
vetoed conditionally must be approved by both houses of the Legislature before
noon today to pass into law.Copyright ©
2002 North Jersey Media Group Inc.
http://www.bergen.com/news/disign200201085.htm
******************************
When your 3-year-old isn’t talking
Professional testing is the best way to approach
the problem
By Dr. Steven Parker
WEBMD
A child who
has yet to start talking at the age of three may suffer from poor hearing or eyesight
— or from something more serious, says Dr. Steven Parker, director of
behavioral and developmental pediatrics at Boston Medical Center and an
associate professor of pediatrics at the Boston University School of Medicine.
Having the youngster evaluated by a professional is the first step to combating
the problem.
Question: My 3-year-old has yet to start talking and I’m
concerned. He seems very sensitive to sounds and tags in his shirts, and he
won’t make eye contact with me. Occasionally, when he’s excited, he flaps his
arms like he’s about to fly away. Other times, he seems to be in his own world
and doesn’t react at all to his surroundings. My pediatrician is setting up a
series of assessments for me: hearing, sight, etc. But I think it could be more.
Can you help?
Answer: It’s plain to see from your
message that your child has a significant language delay. That, I think, you
already know. Here’s the harder question: Is this solely a language problem or
is this a language delay plus something else?
Plus what? From your description, I’d have
your guy evaluated for possible autistic spectrum disorder (also called
pervasive developmental disorder, or PDD). There has been a marked increase in
the diagnosis of this condition in the past decade. No one really knows whether
it has become more prevalent or whether we are just getting better at
recognizing and diagnosing it.
Autistic spectrum disorder is suspected
when a child has language difficulties plus many other atypical behaviors.
Aside from poor language development, such children have poor communication
skills in general. For example, they don’t point to what they want. Rather,
they might grab a parent by the arm and take her to the refrigerator and just
cry until you figure out what they might want. They never bring you a toy to
show you. And they don’t seem to want to communicate much with others. If they
do have language, they may use it in an unusual way. They might just repeat
what someone else has just said (called “echolalia”) or only say memorized
lines (like a commercial’s jingle).
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Aside from
the communication problems, the behavior of children with autistic spectrum
disorder is often unusual. They may have a desire to keep the world the same.
Lining up toys, rather than playing with
them in an age-appropriate way, is common. They may get upset if their neatly
ordered universe is disrupted. These children might be hypersensitive to a
sensation, like sound, and may become agitated when things are too loud for
their taste or when they are touched.
INTERACTIONS DIFFERENT
Finally, their interactions with other
people are different. They might make little or no eye contact with others and
they may have little interest in playing with someone else. Many parents
describe these children as “isolated in their own little world.” They may have
unusual self-soothing movements, such as hand flapping or spinning around.
Their emotions don’t always seem to coincide with what is happening around
them.
These are just some of the possible
indications of autistic spectrum disorder. As the name implies, there is a wide
variation in development and behavior for children with this problem. Some have
only mild symptoms (which can be difficult to diagnose), while others have more
severe symptoms.
In any event, although no one knows what
causes it (there are many theories), it’s pretty well accepted that early
educational, speech and occupational therapies can improve long-term outcomes.
So, yes, by all means get hearing and vision checked. But then I think you
should also talk to your pediatrician about having your son evaluated by a
professional with experience in diagnosing autistic spectrum disorder. Good
luck!
WebMD content is provided to MSNBC by the
editorial staff of WebMD. The MSNBC editorial staff does not participate in the
creation of WebMD content and is not responsible for WebMD content. Remember
that editorial content is never a substitute for a visit to a health care
professional.
http://www.msnbc.com/news/650119.asp?0si=-&cp1=1
******************************
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