European Autism Congress
March 14-15, 2019

VENUE: Panorama Zagreb hotel, Zagreb, Croatia

Biography:

Meis Adwan, a multilingual ambitious individual, first moved to the UK in 2004, at the age of 10. Growing up, she was always passionate by science and linguistics. This passion led to her completing her BSc in Human Biology, Spanish and English Language and Communication at the University of Hertfordshire, obtaining a 2:1 honours degree. Following her Bachelor studies, Meis decided to unravel humanity's greatest mystery, the brain. She completed her MSc in Neuroscience at King's College London; her research project, which investigated motor control difficulties in Autism Spectrum Disorders, was awarded a distinction with an outstanding mark of 81% in her thesis. She is currently looking for opportunities to further her passion for this field of neuroscience and experimental psychology by potentially completing a PhD in the upcoming years.

Abstract:

Although motor control deficits are not a core characteristic of Autism Spectrum Disorder (ASD), previous literature has suggested an impairment in the motor skills of autistic subjects. However, due to the heterogeneity of the disorder and thus the different severity of symptoms present in each individual, the results remain controversial. In addition, previous studies have used small sample sizes while examining one aspect of motor control at a time.

Biography:

Ms. Nisha Laila has completed her BSN and MSN in pediatric Nursing. She had completed her M.Phil from Manipal University, India in the year 2018 .She had 10 years of experience in teaching and clinical areas especially in the field of Pediatric cardiology and cardiac surgery. Ms. Nisha is Currently working as Nursing Officer, Heart Failure &Heart Transplant unit, Department of cardiology at All India Institute of Medical Sciences, New Delhi, India. Published research papers as part of student projects.

Abstract:

Biography:

Patrick Bolton is Professor of Child & Adolescent Neuropsychiatry at King’s College London, UK. He has published more than 300 peer reviewed scientific papers and serves as an editorial board member on several autism related journals

Abstract:

Tuberous Sclerosis Complex (TSC) is associated with high rates of autism spectrum disorder (ASD) and attention deficit hyperactivity disorder (ADHD).

The aim of this study was to characterise the interaction between risk pathways leading to ASD and ADHD in TSC.

Participants were recruited from the UK TS 2000 Study Cohort, a nationally ascertained longitudinal study of TSC. In Phase 1 of the study (n=125, median age=66 months), data on epilepsy and cortical tuber count were gathered. In Phase 2 of the study (n=88, median age=148 months), information on developmental outcome, including ASD and ADHD, was obtained and an extensive cognitive battery was administered.

Structural equation modeling indicated distinct risk pathways linking the type of mutation (TSC1/TSC2) to ASD and ADHD symptoms. Indirect pathways to ASD operated through (1) increased cortical tuber load, to increased severity of seizures in the first two years of life, to deficits in social cognition, to ASD. In contrast, indirect pathways to ADHD operated through (1) increased tuber load, to increased severity of seizures in the first two years of life, to impaired EF, to ADHD.

The findings suggest that cognitive deficits may mediate the relationship between seizures early in life and later behavioural symptoms. Importantly, the findings suggest that there are disorder-specific cascading risk pathways to the complex behavioural manifestations of TSC. Identification of distinct clinical and cognitive markers that are associated with ASD and ADHD in TSC will aid in targeting more specific treatment and intervention strategies to improve later behavioural outcomes.

Biography:

Dr. Gocha Shatirishvili is Medical Director of Cord Blood Bank Geocord, and Chief Scientist at at Cancer Research Center, Tbilisi. Dr. Shatirishvili has earned his doctoral degree at Medical University Lubeck. Since 2000 his research interests focued on stem cell therapy: cell banking,  cell therapy with bone marrow (spinal cord injury, liver cirrhosis, heart failure, autism, menthal disability) and  cord blood (ongoing study on autism), immunotherapy with NK cells and  DC vaccine.

He is a member of Cord Blood Association,  Perinatal Stem Cell Society and AABB. He regularly is speaker in stem cell congresses worldwide, published 10 papers.

Abstract:

Autism Spectrum Disorder (ASD) is a neurodevelopmental condition with onset early in life. The stereotypical behavior, impairment of social communication and restricted activities are charachteristics. Immunodysregulation, hypoperfusion of brain and neuroinflamation play role in pathogenesis. There is no cure, ABA therapy is not enough efficient and new therapies are needed. Several trials demonstrated that CB transplantation for autism is safe and effective. Cord blood stem cells have positive paracrine effect on affected brain. But not all cord blood units contain recommended cell doses for intravenous treatment. Intrathecal injection could solve this problem. This is safe route, no neural tissue damage occurs, the circumvention of the blood-brain-barrier finds place. All Injected cells are transported by CSF to the affected parts of brain, while most of intravenously transplanted cells are caught in lungs, spleen and liver, only tiny number of cells migrate through blood-brain barrier.

Mardaleishvili Medical Center, Tbilisi startet I phase study. Children at age of 4-12 years are injected intrathecally with autologous cord blood three times with 6 months intervals. No minimal cell dose was established. 3 patients were treated yet. No significant side effects were observed. Efficacy  was confirmed by VABS-II and ADOS-2.

After two transplantations children’s conditions were improved steadily and significantly. Behavioral improvement, less aggressiveness, no emotional outbursts and impressive improvement of untelectual capacities as well as vocabulary were reported.

Biography:

Lyliana Rivera Tirado has completed her doctorate in Special Education at the age of 32 years of NOVA Southeastern University in Puerto Rico Campus. He has certifications in neuroeducation, cognitive behavioral therapist, autism, educational technology, neurolinguistics, rational emotive behavioral therapis among others. He is the director of LEAN Education corp, a Puerto Rican corporation dedicated to finding tools and effective techniques for the intervention of children with autism and other developmental disordes.

Abstract:

The concern about how to help children with autism control their emotions, led us to investigate the use of the game as an effective treatment. The game is the activity that children enjoy most during their first years of life and to which they spend more time. It is estimated that 60% of the time they spend awake are engaged in playing. The game is the first activity in which children participate and through which they begin to interact with everything that surrounds them. In fact, it is the first socialization agent that allows children to interact with others and develop their communication skills. While children play also stimulates the segregation of acetylcholine, a neurotransmitter involved in the functioning of motor, neuroendocrine and sensory functions, which also regulates the ability to concentrate, the formation of memories and the development of attention and logical thinking. The game strengthens neuronal connections, stimulates the development of the prefrontal cortex, contributes to the formation of the social brain. Having an active functioning of the child's brain is a predominant factor so that the child with autism can express their emotions. The emotions manifested during the game can help these are known and identified to guide the child towards the management and knowledge of their emotions. The emotions of children with autism is one of the concerns of caregivers and teachers. This is why the use of an effective tool like the game is of great help to all the people close to the child

Biography:

Clare Melvin, MSc, DipPsych, BA (Hons), is completing her PhD at the Tizard Centre, University of Kent, exploring sexual offending behaviours in individuals with autism spectrum conditions.  Clare’s research interests focus on adults and children with IDD detained under the Mental Health Act, particularly the therapeutic treatment of offending behaviours.  Clare has clinical experience in this area and, in addition to her PhD, works at Hertfordshire Partnership NHS Foundation Trust on research involving individuals with IDD who display offending behaviours.  Clare also works as an Associate Consultant for the British Institute of Learning Disabilities and delivers teaching at the University.

Abstract:

Theoretical suppositions suggest a potential vulnerability in some individuals with autism spectrum conditions (ASCs) to displaying offending behaviours. Additionally, it is recognised that the features of ASCs may result in possible barriers to treatment. A systematic review was undertaken to identify empirical evidence examining the effectiveness of treatment programmes for offenders with ASCs and to explore the potential impact of ASC symptoms on treatment outcomes. The studies identified consisted of a small number of case series and a collection of case reports with little or no direct comparisons to offenders without ASCs. A synthesis of the findings highlighted variability in treatment approach and impact. Effectiveness was primarily defined by reduction in further offending behaviours and was found to be variable across the data. The potential relationship between the symptoms of ASCs and treatment outcome was explored with all case reports identifying the need for adaptations to treatment programmes, necessitated by the symptoms of ASCs. This systematic review joins an existing body of literature emphasising need for more controlled research into the effectiveness of offending behaviour treatment programmes for individuals with ASCs, and for further investigation into the impact of the clinical features of ASCs on treatment outcomes.

Biography:

Moffat Makomo has been an Occupational Therapist for the past 14 years working with both adults and children with Learning disabilities and Autism Spectrum disorders. He is part of the Child and Adolescent multidisciplinary team which also has the first Bermuda Autism Diagnostic clinic. Mr. Makomo is also part of the Bermuda Autism taskforce

Abstract:

Introduction/rationale:  Community based programs for teenagers have been previously linked with effective acquisition of knowledge, change in perceptions, & attitudes as well as change in behaviors. This presentation will detail how new teen life skills program was able to address some of the barriers and equipped the participants with skills they needed. This program had teenagers with ASD and depression and anxiety who were involved in a two part program of workshops and job placement, for them to be able to put theory into practice.

Biography:

Isabel Bullon is a Social Worker and an Educational Psychologist who has completed a master in new creative ways of teaching people depending on their specific needs. She is also training herself as an Art Therapist as a way to deal with many mental health issues through art and creativity. She works at The Autism Hub part of United Response, where she is putting in practice a Sexuality Workshop with autistic people by using the book she is the author of, which is called: “Sex was rude, now is real” and specifically created to help people with special needs to understand sexuality and relationships.

Abstract:

Sex was rude, now it's real: It's a book still in development of which it’s main objective is to help people with special needs to understand sexuality and relationships. The last research found from 2005 tells us that just 3% of people with special needs lived as part of a couple (Emerson 2005). The myth and common idea is that Autistic people are sexless, they don't want contact with others and they don't feel sexual attraction. However, in my professional experience, I’ve seen autistic people feeling sexual desire and emotions that they struggle to understand, which makes them avoid the subject and therefore reduces the possibility of love. This observed need of understanding was the trigger of the creation of this book which is used in a 1:1 session working with the person around four main topics: Personal Space; Anatomy; Sexual Attraction and Relationships and Emotions. The book creates a guideline in how to explain step by step how love and sex happen, whilst giving the facilitator the opportunity to adjust each activity, social story or comic to the person's needs. After three months of practicing, recording and reviewing the activity with an autistic person I have already observed positive changes in behaviors, understanding and anxiety levels related to sexuality. I hypothesize that by the end of the activity not only would his knowledge be increased but his confidence with his own body and emotions would positively change the quality of his life and soon, other autistic people's lives too.

Biography:

Mrs Anja Jelaska hold positions as Director in Center for Autism Split, Croatia and General Manager in the first clinic specialized for children and youth with ASD in Croatia “Blue Light”.  She developed clinical programs for children with autism and other developmental disabilities that served as nationally recognized for research and post-graduate training under the supervision of one of the most citied expert in the field of ABA prof. Charles F. Mace.  She was Program director in one of the biggest schools for children with ASD in Saudi Arabia, Shamah Autism Center and Case Manager in Stepping Stones UAE. Her research is concentrated on the functional analysis of severe behavior disorders.

Abstract:

Countdown timers have been used in several studies to enhance the effectiveness of treatments for problem behavior maintained by socially mediated reinforcers. Countdown timers that predict reinforcer removal or unavailability, or pending task onset can be viewed as conditioned reflexive motivating operations (CMO-R) that signal a worsening situation. However, it is unclear why they would enhance treatment effectiveness. This study replicated a study by Mace, Shapiro and Mace (1998) that used a countdown timer to signal reinforcer removal and task onset. In the present study, a functional analysis conducted with a 5-year-old boy with autism spectrum disorder (ASD) found that his problem behavior was maintained by unsignaled removal of an iPad followed by introduction of a task. A 2-min countdown timer set prior to iPad removal and task onset reduced problem behavior compared to these unsignaled events. A post-treatment preference assessment found that the boy preferred signaled iPad removal and over unsignaled iPad removal.

Biography:

Dr Elad Vashdi founded the Yael Center in 2005 and has treated over 1000 children with disabilities since 1996.  He has a doctorate in physiotherapy and published multiple articles in relation to childhood apraxia of speech (CAS), developmental disorders, child development and intellectual disability. 

 After working extensively with children with autism spectrum disorder, intellectual disability and CAS, he applied his expert knowledge of motor learning and child development to create a unique program for treating children with CAS called VML (Verbal Motor Learning). Following this he built a team of therapists (speech pathologists, psychologists, occupational therapists and educators) to develop a scientifically based complete developmental approach for treating children with special needs called MDT (Multi-dimensional therapy).

Abstract:

The MDT (Multi-dimensional method) is a system that enables implementing the idea of multi-dimensional therapy, a therapy process that integrates multi-dimensions in different levels. The traditional academic therapy system defines disciplines such as PT, OT or SLP which sometimes overlap in arbitrary areas of responsibility. This overlapping might create sometimes untreated gaps in different areas. Another problem with the disciplinary approach in treatment of complex cases is the need for whole developmental picture understanding and full collaboration.

Biography:

Dr. Smita Awasthi is the first Indian USA Board Certified Behavior Analyst with a doctorate in Applied Behavior Analysis. She has 35 years of experience in the field of special needs children.  She started her career at the age of 23 in a UNICEF project, where she organized rehabilitation camps for people with disabilities in villages around Delhi. 

Abstract:

Children with autism exhibit significant delays in speech production and most require highly specialized training (Harlaar et al., 2008; Rutter 1985). A variety of technologies such as echoic training (Koegel et al, 1998), antecedent rapid motor imitation (Ross & Greer 2003), stimulus-stimulus pairing (Sundberg, et al.1996) have been used for inducing vocalizations in children with autism with some success. The current Experiment was conducted with n=58 non-vocal mute participants with autism between ages 1.5 and 13.5 years and examined the effectiveness of sign-mand training with paired vocal stimuli in inducing vocalization with permanent effects. Replications were conducted across 13 non-concurrent multiple baseline designs across participants. Mean IOA was 89% (54%-100%) and treatment integrity was 89% (73%-100%) . Results demonstrated under conditions of motivating operations stimulus-stimulus pairing evoked first instances of speech in 83% participants on a mastery criteria of n=7 vocalizations.

Biography:

Derek is the author of the internationally acclaimed Amazon best seller, Chasing the Rabbit: A Dad’s Life Raising a Son on the Spectrum. Derek is a Maine businessman, supporter of Autism awareness, volunteer and philanthropist who, along with his family, was recently named the 2015 Spurwink “Humanitarian of the Year.” He is currently the president and co-owner of Volk Packaging Corporation, a third generation, family owned, corrugated box manufacturer in Biddeford, Maine. Derek actively participates on the Maine Business Leadership Network (BLN), a national organization that focuses on connecting employers with potential employees who have disabilities. His own company currently employs those who are deaf, blind and on the autism spectrum.

Abstract:

BIDDEFORD, Maine - In Chasing the Rabbit: A Dad’s Life Raising a Son on the Spectrum, Derek Volk shares the challenges, triumphs and coping strategies that his family encountered as they raised Dylan, a 23-year-old who was diagnosed with Asperger’s Syndrome (now known as High Functioning Autism) at the age of eight. The book also includes Dylan’s perspective from the early days to the adolescent years to his current life in the real world as a young adult.

Biography:

Nichole is a circus performer and support person with a poignant personal memoir intertwined with comical reflection and scholarly findings. After being diagnosed at the age of 19, Nichole took on the mission of raising awareness and challenging stereotypes through her writing and performing. She has since spoken at several Australian National Conferences and holds a Graduate Certificate in Autism Studies from the University of Wollongong. She is currently studying her Certificate IV in Education Support and wishes to work with children and adults living with Autism.

Abstract:

Life is Not Always A Cruise is a poignant personal memoir intertwined with comical reflection and scholarly findings. The topic reflects on why many girls and women on the Autism Spectrum are either misdiagnosed or missed completely. I believe it is important to my audience, both of academic professionals and family and individuals because the presentation tells a story from the perspective of someone living with autism. In 2014, 9 years after being diagnosed with Aspergers/ Anxiety and Depression, Nichole realised she had the opportunity to combine her love of writing and story telling with educating others regarding celebrating the differences of ASD whilst not forgetting the challenges. My presentation is underpinned by the scholarly studies throughout history and highlights the beliefs of the time as a background to the challenges I faced when being diagnosed. I hope that my story will plant seeds of understanding and a desire to change the future for the better into the minds of attendees. Autistic people deserve to tell their stories and be more  involved in unravelling the why and how.

Biography:

Olumuyiwa  Adekunle  Kehinde is a Doctoral Student at the Department of English, University of Zululand, South Africa. He earned his Master Degree from University of Ibadan, Nigeria where he began investigations on various linguistic and communicative disorders in children and adults. He is a freelance writer, editor, and English tutor (online and offline) with track records in all levels of education. He has written some articles covering diverse topics on education and language related phenomena. His areas of specialization include: Neurolinguistics, Psycholinguistics, Sociolinguistics, Cognitive Linguistics, Phonetics and Phonology, Natural Language Processing and Critical Discourse Analysis (CDA).

Abstract:

The mythical worldviews of many people in Africa about Autism Spectrum Disorder (ASD) have been employed for several decades to explain the bases of ASD with little or no knowledge about the neuroncognitive and psycholinguistic underlying factors that are largely responsible for linguistic, communicative and behavioural dysfunctions noticeable in children with ASD. However, from neurobiological, cognitive and psycholinguistic points of views, scientific evidences have shown some multilayer and interrelated issues composed of how bi/ multilingualism is produced, acquired, and developed; how brains enable human languages possible, the significance of brain in human language processing as well as neural computation during bi/ multilingual tasks such as speaking, reading and writing among typically developing and autistic children. The study employs content analysis and experimental methods to discuss the primal focus of this investigation as both could adequately describe and exemplify how Nuerolinguistics and Psycholinguistics offer evidence on underlying linguistic phenomena of autism. While the content analysis foregrounds and aids understanding the notable African worldviews on autism; the experimental method offers clinical and therapeutic evaluation and interventions for bi/multilingual autistic children in the continent. The study will sample 20 bi/ multilingual autistic and non-autistic children in selected South African specialized schools. The findings will further contribute to the debates, and create plausible awareness on ASD by providing scientific descriptions to counter diverse myths and other contrary notions commonly associated with bi/ multilingual autistic children in Africa. 

Biography:

Mr Voskopoulos Ioannis is a psychologist (Bsc Hons in Psychology University of Northumbria at Newcastle, Pgdip Social and Organisational Psychology) and owner of the TNA Space clinic for Teens and Adults on the Autism Spectrum.  For the past 11 years, he is working with teens and adults on the Autism Spectrum and have participated to a numerous of conferences as a guest speaker in Greece and other European countries

Abstract:

By the term «Social Media Network» we mean the media in which groups of people interact with each other via network communities. The most popular of the kind are Facebook, twitter, youtube, Linkedin and others. The Social Media Network can make the social circumstances less threatening, as they eliminate as well as diversify most of the social communication rules, they facilitate the topic selection of the conversations, they provide sentimental support, they are a source of constant updated info concerning the trends of the culture of the youth. 

Biography:

Anna Chinyama attained a certificate for teaching in Preparatory Schools at The University of Zimbabwe. She also attained a degree in Educational Administration at the same University.. Her quest to help children with learning difficulties led her to train as an Educational Therapist with National Institute for Learning Development (NILD) South Africa.. She later became a Dyslexia Therapist after studying at the International Open Academy U.K. At the same time, She also studied for a certificate in Autism Awareness. She attended " Hands On Autism" courses with Autism South Africa (ASA). Anna is currently teaching Autistic Learners at Kyle Preparatory School in Zimbabwe. She also conducts Educational Therapy and Dyslexia Therapy Sessions in the school, as well as to other members of the community in need of her help.

Abstract:

ILILA is Inclusive Learning and Intervention for Learners with Autism.  It is an educational programme whereby the learning and intervention processes for learners with Autism Spectrum Disorder takes place while they are among other children of their age range who are non-autistic. ILILA is an idea that generated from a situation when Autistic children had been brought up in a community where the population had very little knowledge about autism. The small town of Masvingo had no centres where these children could get Intervention. It was the plight of the desperate parents who approached the school and the teacher for help, that led to the creation of ILILA

ILILA  is a collaborative effort between the school, Clinical Psychologists and the parents, to provide effective, practical and experiential intervention in the education of learners with ASD among other non-autistic learners and not in isolation. Intervention is based on the principles of programmes, theories and philosophies of education. It is also based on a combination of ASD approaches that are Internationally accepted as best practice for ASD intervention. Approaches include -1 Observations:- Covert, Overt, Participant, Non- participant and Contextual observations.  2-Interviews;- Interviews are done to collect valuable information from parents and caregivers. 3- Visual over verbal is also done 4- The Makaton communication programme to enhance communication. More approaches can be applied as the learners become more developed.

Biography:

Tramy Nguyen is currently a junior at Ross S. Sterling High School in Baytown, Texas, as well as a Jack Kent Cooke Young Scholar. She attended the Research Mentorship Program at the University of California, Santa Barbara, with a full scholarship from both the Research Mentorship Program and the Jack Kent Cooke Foundation. During the course of the six-week program, Tramy conducted research and shadowed clinical work at the Koegel Autism Center under the guidance of her mentor, Anthony Osuna. She produced a paper, poster, and presentation regarding her research into stigma. 

Abstract:

In the United States, there is a major disparity between White and minority families regarding autism spectrum disorder (ASD) identification and diagnosis. Children from minority families tend to receive ASD diagnoses at later ages than those from White families. Potential barriers to the identification of autism within underrepresented communities may include stigma regarding autism that is especially prevalent within the older generations of these communities. It is important to understand the conceptualizations held by the older generations because these perspectives will offer insight into the unique challenges that ethnic minority families experience with having a child with an autism diagnosis. The purpose of this descriptive case study is to thematically analyze qualitative data from an interview in order to explore the experiences of the interviewee with stigma that she encountered from the older Filipino community. Stigma was utilized as a code, a theme, as well as a central topic within the study. The results indicate that the stigma experienced by the interviewee was related to the themes of cultural and generational differences. However, it is imperative to note that the interviewee’s expereinces are unique to her, and they may also be the result of cultural blending. Future studies may expand on this study by including multiple participants in order to understand stigma within these underrepresented ethnic minority communities.

Biography:

Kimberly Frazier, PhD., CCC-SLP is an Associate Professor at the University of Arkansas. She is a frequent presenter at local, state, national, and international conferences and presents on a wide-variety of topics related to improving the communication abilities of children with disabilities across the lifespan.

Abstract:

Over-imitation is defined as the disposition to copy clearly unnecessary actions while learning a new task. It is seen in both adults and in children, and is thought to be at least partly attributed to underlying social factors, such as a drive to conform to peers or to “bond” with the demonstrator during learning. Because of these social aspects, one would expect for children with autism spectrum disorder (ASD) to over-imitate less often than typically developing children; however, in previous studies it has been found that these children over-imitate just as much or only moderately less. The purpose of this research was to collect more data regarding older children’s tendencies to over-imitate and to compare these results to a previous study conducted on a younger age group. To achieve this, ten typically developing children and ten children with ASD between the ages eight and twelve years old were recruited to participate in a one time, thirty-minute test. The test will involve two boxes, one opaque and one transparent, with prizes stashed inside. Following trials, results were analyzed by counting how many children over-imitated during their turn of the clear box trial. Data were evaluated via chi-square statistical analysis test. Results will be discussed in terms of how professionals such as speech-language pathologists can give children with ASD a greater chance of success by choosing methods or interventions that target this engagement.

Biography:

Kimberly Frazier, PhD., CCC-SLP is an Associate Professor at the University of Arkansas. She is a frequent presenter at local, state, national, and international conferences and presents on a wide-variety of topics related to improving the communication abilities of children with disabilities across the lifespan. 

Abstract:

Theory of Mind (ToM) centers on one’s ability to understand another person’s beliefs, knowledge, emotions, and intentions.  Additionally, it involves an individual assuming the existence of mental states and then using that assumption to justify, explain, and calculate another person's behavior (Baron-Cohen, 1989).  This understanding is then used to navigate social situations appropriately.  The recognition of others’ own thoughts as a result of ToM is typically seen around the age of four (Sussman, 2006); however, in children diagnosed with autism, this may not develop until much later.  This cognitive delay leads to social impairment, which is a key characteristic of autism spectrum disorders.  ToM goes hand in hand with deception and false belief, which are also difficult for children with autism to grasp.  This impairment of deception and false belief comprehension is the basis of this research.  The study involved typically developing children and children with autism between the ages of nine and ten and a developmentally appropriate board game. 

Biography:

Dr.Ruwida Al.atawi is a faculty member in the department of special education , faculty of education and arts in tabouk university of Jordan in 2013 . I got an assistant in 2018 and I have 6 scientific journals . I currently the vice dean of the faculty of business administration at tabouk university , kingdom of Saudi Arabia .

Abstract:

The Purpose of this study was to develop the Saudi Version of the Childhood Autism Rating Scale-Second Edition (CARS 2). The original scale was translated to the Arabic language. The Saudi version of the scale was administered to a total of (170) individuals served as a sample of the study. The sample consisted of (62) individuals with autism disorder, (54) individuals with mental retardation and (54) individuals without any disabilities, in the age groups from (2-6, 7-10 and from 11-14 an more). Validity and reliability coefficient were calculated.