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The rates of epilepsy among children with autism spectrum disorders (ASD) are higher than that of the general population. The exact prevalence and aetiology of the comorbidity of autism and epilepsy are not well understood; however, the connection is well-documented. This common comorbidity makes the treatment of epilepsy increasingly complex for children with ASD. The purpose of this article is to provide an overview of the relevant literature for individuals with epilepsy with a particular focus on individuals with both ASD and epilepsy according to the following framework: (a) evaluation procedures, (b) child characteristics and outcomes and (c) treatment options. Thirty articles met specific inclusion criteria. Several treatment options for epilepsy in children with ASD were uncovered, including medications, vagus nerve stimulation and surgery. Still, more research is needed to identify comprehensive treatments that have been empirically proven to be successful for children with ASD.

Background: This paper reports results from a study examining disability-related services at the family level. Method: We used descriptive statistics to examine (a) the types of disability-related family services families used, (b) how well family services met their needs, (c) the types of family services needed but not received, and (d) families' perceptions of their knowledge of disability-related family services. Results: Families were mostly satisfied with the services they received; however, about 25% of the sample indicated that a few family services, such as respite, sibling support groups, and parent support groups, were needed but not received. Families were also slightly less satisfied with their knowledge of family services as compared to their ability to request services. Conclusions: Families identified specific services to meet the needs of all of their family members; however, their family support needs are not always being adequately addressed by current programs. Initial assessments should be used to match family services to family needs, and follow-up consultations would help to ensure that the services received result in improved family quality of life.

Marlene Wyatt is the mother of three children ages 5 and under. Her middle child, Liz, who is approaching her third birthday, has an autism spectrum disorder. There is never an unclaimed minute at home or work for Marlene. Her husband frequently works overnight and weekend shifts. Marlene works as a custodian at the local school. The family receives an early intervention home visit once every 2 weeks; the practitioner gives Marlene suggestions for following through with routine-based early intervention, especially related to communication and social skills. The family's service coordinator, who has a caseload of 96 families, recently e-mailed Marlene regarding an upcoming transition planning conference to decide on what preschool Liz will attend once she turns 3. The service coordinator said this would require a new evaluation and that many people would be at the meeting. Marlene has no idea how to prepare for the meeting so that she can make the best decisions for Liz. This article addresses the challenges that families of children with disabilities face in having access to evidence-based knowledge in order to be an equal decision maker with educators. Knowledge-to-action (KTA) guides are one resource that provides families access to top-tier knowledge on evidence-based practice; this knowledge can help parents carry out their responsibilities to participate with educators in making decisions about their children--and in holding educators accountable for providing beneficial interventions. (Contains 2 figures and 2 tables.)

Noting the absence of sound theoretical underpinnings for family quality of life (FQoL) research and work, the authors note that, to guide FQoL practice, research findings must be schematically organized so as to enable practitioners to implement empirical findings effectively. One way to meet this goal is to introduce a theoretical model that clearly displays and describes the relationships among variables that explain FQoL. Thus, the authors propose a theory of FQoL designed to explain how various concepts--systems, performance, individuals, and family units--influence variations in FQoL. In defining each of the concepts, they describe the theory's application within the context of a family vignette, illustrating how professionals might apply theoretical propositions to their practice. In their application, they stress that the application of the FQoL theory they presented is not an end but rather a developmental stage that leads to further refinement of the FQoL theory. The application and development of this theory is a reciprocal process among researchers, practitioners, and families. Further, their FQoL theoretical model can serve to enable practitioners to examine which family, ecological, and programmatic variables are amenable to change to positively impact FQoL. Given this, they assert that FQoL is not a static concept but, instead, ebbs and flows during the course of raising a child with a disability. They call for further collaborative work among workers to continually improve the FQoL theory and to successfully implement it in practice. (Contains 2 figures.)

Recently, within the field of special education, attention has been accorded to the conceptualization and measurement of family outcomes. The Family Quality of Life (FQOL) Scale is an instrument that can be used to measure family outcomes for families who have children with disabilities, and it has been demonstrated to have psychometric validity. To expand the usability of the FQOL Scale, the authors tested its measurement properties for families of kindergarten children without disabilities. Results from this new population of interest indicated adequate fit of the sample data to the theoretical model. Policy and program implications are discussed. (Contains 1 figure and 2 tables.)

Schoolwide positive behavior support (SWPBS) exemplifies a longitudinal research program originating in the fields of special education and school psychology that has produced an extensive national database encompassing an evidence-based set of practices applicable to general education as well as special education students including those with severe disabilities. Schoolwide applications of evidence-based practices, however, are at some risk of falling victim to the ongoing bifurcation of education into the general and special education parallel and often noninteractive, professional systems of instruction. One potential solution to bifurcated practice is to embed (or contextualize) SWPBS in a broader, universal school reform agenda that coordinates and evaluates all educational intervention services and supports for the benefit of all students. A structural school reform process called the Schoolwide Applications Model (SAM) is described, which includes SWPBS as 1 of 15 critical features. Results from a 3-year, ongoing research project in a low-income, multicultural, urban school district in Northern California suggests that SWPBS, with its three levels of student support, guided by teams of general as well as special educators, can be an important contributor to academic as well as social achievement among students with and without disabilities and, as grounded within systematic school reform, can help to mitigate against the bifurcation of general and special education practices. (Contains 3 tables, 5 figures and 3 footnotes.)

The authors present a brief commentary and analysis of two problems related to 30 years of IDEA implementation: an increasing schism between general education and special education, and the unequal treatment of an entire class of students. Over the years, special education has become its own microcosm of programs and practices, making it difficult to realize an interdisciplinary approach to the education of all students. The authors analyze the possible sociopsychological implications of the categorization of students. They end with their vision of the unification of general education and special education into one education system for all students.

The rates of epilepsy among children with autism spectrum disorders (ASD) are higher than that of the general population. The exact prevalence and aetiology of the comorbidity of autism and epilepsy are not well understood; however, the connection is well-documented. This common comorbidity makes the treatment of epilepsy increasingly complex for children with ASD. The purpose of this article is to provide an overview of the relevant literature for individuals with epilepsy with a particular focus on individuals with both ASD and epilepsy according to the following framework: (a) evaluation procedures, (b) child characteristics and outcomes and (c) treatment options. Thirty articles met specific inclusion criteria. Several treatment options for epilepsy in children with ASD were uncovered, including medications, vagus nerve stimulation and surgery. Still, more research is needed to identify comprehensive treatments that have been empirically proven to be successful for children with ASD. [ABSTRACT FROM AUTHOR]