[Congressional Record Volume 156, Number 128 (Wednesday, September 22, 2010)]
[House]
[Pages H6843-H6846]
From the Congressional Record Online through the Government Publishing Office [www.gpo.gov]
TRAINING AND RESEARCH FOR AUTISM IMPROVEMENTS NATIONWIDE ACT OF 2010
Mr. PALLONE. Mr. Speaker, I move to suspend the rules and pass the
bill (H.R. 5756) to amend title I of the Developmental Disabilities
Assistance and Bill of Rights Act of 2000 to provide for grants and
technical assistance to improve services rendered to children and
adults with autism, and their families, and to expand the number of
University Centers for Excellence in Developmental Disabilities
Education, Research, and Service, as amended.
The Clerk read the title of the bill.
The text of the bill is as follows:
H.R. 5756
Be it enacted by the Senate and House of Representatives of
the United States of America in Congress assembled,
SECTION 1. SHORT TITLE.
This Act may be cited as the ``Training and Research for
Autism Improvements Nationwide Act of 2010'' or the ``TRAIN
Act of 2010''.
SEC. 2. UNIVERSITY CENTERS FOR EXCELLENCE INITIATIVES ON
AUTISM SPECTRUM DISORDERS.
(a) In General.--Subtitle D of title I of the Developmental
Disabilities Assistance and Bill of Rights Act of 2000 (42
U.S.C. 15061 et seq.) is amended--
(1) by inserting before section 151 the following:
``PART 1--GENERAL GRANT PROGRAMS FOR UNIVERSITY CENTERS FOR
EXCELLENCE''
; and
(2) by adding at the end the following:
``PART 2--UNIVERSITY CENTERS FOR EXCELLENCE INITIATIVES ON AUTISM
SPECTRUM DISORDERS
``SEC. 157. AUTISM SPECTRUM DISORDERS INITIATIVE GRANTS AND
TECHNICAL ASSISTANCE.
``(a) Grants.--
``(1) In general.--The Secretary shall award multiyear
grants for the purpose described in paragraph (2) to
University Centers for Excellence in Developmental
Disabilities Education, Research, and Service
[[Page H6844]]
that are funded under part 1 and engaged in the core
functions described in section 153(a)(2).
``(2) Purpose.--The purpose described in this paragraph is
to provide individuals with interdisciplinary training,
continuing education, technical assistance, and information
for the purpose of improving services rendered to children
and adults on the autism spectrum, and their families, to
address unmet needs related to autism spectrum disorder. For
purposes of the previous sentence, individuals shall include
children and adults on the autism spectrum, families of such
children and adults, health professionals (including allied
health professionals), and vocational training and
educational professionals.
``(3) Application requirements.--A University Center for
Excellence in Developmental Disabilities Education, Research,
and Service that desires to receive a grant under this
section shall submit to the Secretary an application--
``(A) demonstrating that the Center has capacity to--
``(i) provide training and technical assistance in
evidence-based practices to evaluate, and provide effective
interventions, services, treatments, and supports to,
children and adults on the autism spectrum and their
families;
``(ii) provide individuals on the autism spectrum, and the
families of such individuals, opportunities to advise and
direct activities under the grant to ensure that an
individual-centered, and family-centered, approach is used;
``(iii) share and disseminate materials and practices that
are developed for, and evaluated to be effective in, the
provision of training and technical assistance; and
``(iv) provide training, technical assistance,
interventions, services, treatments, and supports under this
section statewide;
``(B) providing assurances that the Center will--
``(i) provide trainees under this section with an
appropriate balance of interdisciplinary didactic and
community-based experiences; and
``(ii) provide to the Secretary, in the manner prescribed
by the Secretary, data regarding the number of individuals
who have benefitted from, and outcomes of, the provision of
training and technical assistance under this section;
``(C) providing assurances that training, technical
assistance, dissemination of information, and services under
this section will--
``(i) be consistent with the goals of this Act, the
Americans with Disabilities Act of 1990, the Individuals with
Disabilities Education Act, and the Elementary and Secondary
Education Act of 1965;
``(ii) supplement, and not supplant, activities funded
under this subtitle (other than this section);
``(iii) be planned and designed with the participation of
individuals on the autism spectrum and the families of such
individuals; and
``(iv) be conducted in coordination with relevant State
agencies, institutions of higher education, and service
providers; and
``(D) containing such other information and assurances as
the Secretary may require.
``(4) Amount of grants.--The amount of a grant to a
University Center for Excellence in Developmental
Disabilities Education, Research, and Service for a fiscal
year under this section shall be not less than $250,000.
``(b) Technical Assistance.--The Secretary may reserve not
more than 2 percent of the amount appropriated to carry out
this section for a fiscal year to make a grant to a national
organization with demonstrated capacity for providing
training and technical assistance to--
``(1) assist in national dissemination of specific
information, including evidence-based best practices, from
interdisciplinary training programs, and when appropriate,
other entities whose findings would inform the work performed
by University Centers for Excellence in Developmental
Disabilities Education, Research, and Service awarded grants
under this section;
``(2) compile and disseminate strategies and materials that
prove to be effective in the provision of training and
technical assistance so that the entire network can benefit
from the models, materials, and practices developed in
individual centers;
``(3) assist in the coordination of activities of grantees
under this section;
``(4) develop a (or enhance an existing) Web portal that
will provide linkages to each of the individual training
initiatives and provide access to training modules, promising
training, and technical assistance practices and other
materials developed by grantees;
``(5) serve as a research-based resource for Federal and
State policymakers on information concerning the provision of
training and technical assistance for the assessment, and
provision of supports and services for, children and adults
on the autism spectrum;
``(6) convene experts from multiple interdisciplinary
training programs, individuals on the autism spectrum, and
the families of such individuals to discuss and make
recommendations with regard to training issues related to
assessment, interventions, services, treatment, and supports
for children and adults on the autism spectrum; and
``(7) undertake any other functions that the Secretary
determines to be appropriate.
``(c) Authorization of Appropriations.--To carry out this
section, there are authorized to be appropriated $17,000,000
for each of the fiscal years 2012 through 2016.
``SEC. 158. CAPACITY BUILDING GRANTS.
``(a) Grants.--The Secretary shall award multiyear grants
to not more than 4 University Centers for Excellence in
Developmental Disabilities Education, Research, and Service
described in paragraph (1) of section 157(a) to--
``(1) collaborate with minority institutions to--
``(A) provide services described in such section to
individuals on the autism spectrum who are from racial and
ethnic minority populations and to their families; and
``(B) conduct research and education focused on racial and
ethnic minority populations; and
``(2) build capacity within such institutions to enable
such institutions to apply to become University Centers for
Excellence in Developmental Disabilities Education, Research,
and Service capable of providing such services, research, and
education.
``(b) Applicable Provisions.--The provisions of paragraphs
(2) and (3) of section 157(a) shall apply with respect to
grants under this section to the same extent and in the same
manner as such provisions apply with respect to grants under
section 157.
``(c) Prioritization.--In awarding grants under this
section, the Secretary shall give priority to applicants that
demonstrate collaboration with minority institutions that--
``(1) have demonstrated capacity to meet the requirements
of this section and provide services to individuals on the
autism spectrum and their families; or
``(2) are located in a State with one or more underserved
populations.
``(d) Authorization of Appropriations.--To carry out this
section, there is authorized to be appropriated $1,000,000
for each of the fiscal years 2012 through 2016.
``SEC. 159. DEFINITIONS.
``In this part:
``(1) The term `interventions' means educational methods
and positive behavioral support strategies designed to
improve or ameliorate symptoms associated with autism
spectrum disorder.
``(2) The term `minority institution' has the meaning given
to such term in section 365 of the Higher Education Act of
1965.
``(3) The term `services' means services to assist
individuals on the autism spectrum to live more independently
in their communities.
``(4) The term `treatments' means health services,
including mental health services, designed to improve or
ameliorate symptoms associated with autism spectrum
disorder.''.
(b) Conforming Amendments.--(1) Such subtitle is further
amended--
(A) in section 152(a)(1), by striking ``subtitle'' and
inserting ``part'';
(B) in section 153(a)(2)(D), by striking ``subtitle'' and
inserting ``part'';
(C) in each of subparagraphs (B) and (D) of section
154(a)(3), by striking ``subtitle'' and inserting ``part'';
(D) in each of paragraphs (1) and (3) of section 154(d), by
striking ``subtitle'' and inserting ``part''; and
(E) in each of subsections (a)(1) and (b) of section 156,
by striking ``subtitle'' and inserting ``part''.
(2) The table of contents in section 1(b) of the
Developmental Disabilities Assistance and Bill of Rights Act
of 2000 is amended--
(A) by inserting before the item relating to section 151
the following:
``Part 1--General Grant Programs for University Centers for
Excellence''
; and
(B) by inserting at the end of the items relating to
subtitle D of title I the following:
``Part 2--University Centers for Excellence Initiatives on Autism
Spectrum Disorders
``Sec. 157. Autism spectrum disorders initiative grants and technical
assistance.
``Sec. 158. Capacity building grants.
``Sec. 159. Definitions.''.
The SPEAKER pro tempore. Pursuant to the rule, the gentleman from New
Jersey (Mr. Pallone) and the gentleman from Kentucky (Mr. Whitfield)
each will control 20 minutes.
The Chair recognizes the gentleman from New Jersey.
General Leave
Mr. PALLONE. Mr. Speaker, I ask unanimous consent that all Members
may have 5 legislative days in which to revise and extend their remarks
and include extraneous material in the Record.
The SPEAKER pro tempore. Is there objection to the request of the
gentleman from New Jersey?
There was no objection.
Mr. PALLONE. Mr. Speaker, I yield myself such time as I may consume.
Mr. Speaker, I rise today in strong support of H.R. 5756, the
Training and Research for Autism Improvements Nationwide Act of 2010,
or the TRAIN Act, as it is called.
The TRAIN Act builds upon the important work of University Centers
for Excellence in Developmental Disabilities Education, Research, and
Service, or the acronym UCEDD, in addressing the needs of individuals
with developmental disabilities.
[[Page H6845]]
H.R. 5756 authorizes targeted grants to support interdisciplinary
training, continuing education, and technical assistance for children
and adults on the autism spectrum, as well as their families. The
Centers for Disease Control and Prevention has stated that autism
spectrum disorders are an urgent public health concern. Autism affects
an estimated 1 in 110 children nationwide, and there are currently no
cures for autism. However, research shows that early intervention
services can greatly improve the development of children with autism.
H.R. 5756 also seeks to promote the expansion of the UCEDD network to
include minority-serving institutions. This parallels a 2009 effort to
support partnerships between the existing UCEDDs and minority-serving
institutions for all forms of development disabilities.
UCEDDs play a critical role in providing a range of training
activities and services, and in building capacity within communities.
Experts and advocates have called for increased funding to ensure that
these centers can continue their important work and meet the needs of
people with developmental disabilities, particularly those with autism.
It is also important not to lose sight of people from diverse
backgrounds who oftentimes face greater challenges than others with
autism in accessing services.
Mr. Speaker, I am pleased that we have an opportunity today to
consider a bill that both supports the efforts of UCEDDs and works to
ensure that we do all that we can for people with and directly affected
by autism.
I want to mention that Representative Doyle has been a tireless
advocate for autism issues. He is the bill's sponsor, and he current
chairs the Congressional Autism Caucus, along with Chris Smith from my
State, who I see on the floor, and I want to commend Representative
Doyle for his work on this bill and for his leadership on this issue.
If I could add, personally, during the August recess, I met on one
occasion with a large group of families of children with autism, and I
was amazed at how few services are available. Obviously anything like
this that makes a difference for them and other children with autism
and their families is really significant. I also want to recognize and
thank Ranking Member Shimkus and Ranking Member Barton for working with
Chairman Waxman and myself to bring this bill to the floor. I urge my
colleagues to support this bill.
I reserve the balance of my time.
Mr. WHITFIELD. I also want to thank Congressman Doyle for his
leadership on this issue.
Mr. Speaker, I yield 4 minutes to the gentleman from New Jersey (Mr.
Smith), who has been particularly involved in the issue of autism.
Mr. SMITH of New Jersey. I want to thank my good friend for yielding,
and for his leadership. This is truly a bipartisan issue, and I
especially want to thank my good friend and colleague Mike Doyle. We
are co-chairs of the Autism Caucus. It shows that bipartisanship still
survives. And for a tremendous cause, a good cause like combating
autism, it is great to join him in sponsoring this bill. He is the
prime sponsor, and I am the principal cosponsor.
I believe it is accurate to say that the provisions of this bill are
not only important but essential in providing tangible assistance to
those with autism spectrum disorder and their families. Implementation
of the TRAIN Act will significantly expand the ranks of qualified
service providers, who are equipped with the knowledge and tools of
state-of-the-science, evidence-based educational, medical, and social
interventions.
Personally, Mr. Speaker, I became involved in autism as far back as
1982 when I first visited Eden Institute in Princeton. Coincidentally,
Eden is breaking ground tomorrow on a new, uniquely designed autism
school designed by Eden teachers who have utilized three decades of
knowledge and best practices in teaching individuals with autism to
reach their full potential. Huge gaps in the Federal response to autism
came into sharp focus back in 1998 when I was visited by Bobbie and
Billie Gallagher, the parents of two daughters with autism from my
district who told me of their concern about a perceived explosion in
the prevalence of autism in Brick Township. Rosemarie and Geoff
Dubrowsky, whose son Daniel was diagnosed with autism as well in 1997,
are another couple who told me of the realities of autism, and they
were very concerned about this perceived spike.
I would note that at the time, Centers for Disease Control spent a
paltry $287,000 per year, straight line, 1995, 1996, 1997, and 1998.
That doesn't even buy a desk, it is so little. Now we are up to $22
million.
After meeting with these families and others, we initiated an
investigation led by the CDC, and they confirmed that cases of autism
were significantly higher than expected in Brick. But the evidence
gathered indicated a larger, potentially nationwide prevalence problem.
I then introduced a bill which was accepted by Chairman Mike Bilirakis
as Title I of the Children's Health Act mandating increased
surveillance. You can't fight something if you don't know the who,
what, when, where, and even the why of it.
As established, the legislation created Centers of Excellence, and
now we know that nationwide, autism affects 1 in every 110 children, 1
in 70 boys. Sadly, in my own State, it is even higher. Faced with this
epidemic, Mike Doyle and I formed the Coalition on Autism Research and
Education, which today has 157 members.
The legislation we are considering today, the TRAIN Act, offers an
opportunity for us to do something with the 1.5 million individuals
living with autism every day. The legislation authorizes grants to
existing University Centers for Excellence in Developmental
Disabilities Education, Research, and Service, or comparable entities,
to provide individuals, including parents, vocational, educational, and
health professionals, with interdisciplinary training, continuing
education, technical assistance, and information for the purpose of
improving services to children and adults with autism in their
families.
The bill also provides for the establishment of up to four new
university centers for developmental disabilities, giving priority to
minority institutions or institutions that would serve currently
underserved populations.
Another important provision is the selection of a nationwide
organization to disseminate nationally evidence-based best practices
and other models, materials, and practices developed by the university
centers, or from other sources, including development of a Web portal.
People need to know the information because there is often a conflict
about autism.
I urge Members to support this legislation. It is an excellent bill.
It will help those who are afflicted.
Mr. PALLONE. Mr. Speaker, I now yield such time as he may consume to
the sponsor of the bill, the gentleman from Pennsylvania (Mr. Doyle).
Mr. DOYLE. Mr. Speaker, first I want to thank Chairman Waxman,
Chairman Pallone, Ranking Member Joe Barton and Representative Shimkus,
and my good friend and colleague, Chris Smith, who for so many years
has joined with me as we tried to work on behalf of families who are
dealing with this every day of their lives.
{time} 1700
You know, as many of you know, autism has been the primary focus of
my time here in Congress. Even though there is still much we don't
know, in just the time that I've been here, we have seen light years'
worth of improved understanding of the condition. One of the most
important things we have learned is that early intervention works.
That's why I have always appreciated that Chairman Waxman and Chairman
Pallone have worked with me during health care reform in making sure
that plans in the exchange have included needed behavioral health
benefits.
Among the many items that the House passed in our health reform bill
that the Senate did not was a services training and research initiative
for children and adults with autism, so we decided to introduce it as a
standalone bill, H.R. 5756, the Training and Research for Autism
Improvements Nationwide, or TRAIN Act. I am glad that it is on the
House floor today.
Individuals on the autism spectrum often need assistance in the areas
of comprehensive early intervention,
[[Page H6846]]
health, recreation, job training, employment, housing, transportation,
and early, primary, secondary, and postsecondary education. With access
to and assistance with these types of services and supports,
individuals on the autism spectrum can live rich, full and productive
lives. We know that services for youth who are on the autism spectrum
and who are transitioning to adulthood are an especially pressing need.
Thanks to the reports from the GAO, we also know that there is a
critical shortage of appropriately trained personnel across numerous
important disciplines who can provide the services and supports to
children and adults with autism spectrum disorders and related
developmental disabilities and to their families. The bill, the TRAIN
Act, will help this. This bill will help practicing professionals, as
well as those in training, to become professionals, to get the most up-
to-date practices, and to be informed by the most current research
findings.
There is an urgent need to translate current and future research
results into effective practices that can be implemented to support
children and adults with autism spectrum disorders and related
disabilities, including early intervention in preschool programs, in
child care, in community schools, to health providers, to employment
sites, in community living, and to first responders. This bill will do
that, too.
I think it is important to note for my colleagues and I want them to
know we are not re-creating the wheel. The bill is based on expanding
and enhancing the network of University Centers of Excellence on
developmental disabilities, known as Yoo-Seds. My colleagues should
know that the bill helps minority-serving institutions gain the
skillsets and resources to work with and to serve currently underserved
populations. People like NFL star Rodney Peete's wife, Holly Robinson
Peete, have helped others understand that autism doesn't know race and
can affect any family.
You should also know that this bill is supported by groups like
Autism Speaks, the Autism Society of America, self-advocates from the
Autism Self-Advocate Network, and many other organizations. For those
reasons, I ask my colleagues to vote ``yes'' on this bill.
Before I forget, I would like to thank Anne Morris with Chairman
Waxman, Emily Gibbons with Chairman Pallone, and Kenneth DeGraff on my
staff for their hard work on this bill.
Thank you again, Chairman Pallone. I hope you and I can continue to
work on other items on the autism agenda, including a reauthorization
of the CAA law.
Mr. WHITFIELD. I would just like to reiterate what the gentleman from
Pennsylvania said, which is that early detection can make all the
difference in the world. This legislation goes a long way in providing
assistance and in aiding in early detection.
Mr. BURTON of Indiana. Mr. Speaker, I rise in support of the
``Training and Research for Autism Improvements Nationwide Act'' (H.R.
5756). Upon the diagnosis of only grandson, who is autistic, I took it
upon myself to be active in promoting autism awareness and advocating
more research for the disorder. I am also a member of the Congressional
Autism Caucus. About twenty years ago, autism was considered a rare
disease affecting about 1 in 10,000 children. Today, the Center for
Disease Control and Prevention estimates that an average of 1 in 110
children in the United States are diagnosed with an Autism Spectrum
Disorder (ASD) every year. ASD occur in all racial, ethnic, and
socioeconomic groups, but are four times more likely to occur in boys
than in girls. In my home state of Indiana, we experienced a 923%
cumulative growth rate for autism from 1992-2003.
The ``Training and Research for Autism Improvements Nationwide Act''
is desperately needed in our country. Thousands of families living with
autism on a daily basis have to cope in their own way and fight to find
available resources and services for their children, or in the case of
adult individuals with autism services to help them live independent
and productive lives. All too often, there is little to no coordination
between service providers, government agencies, and the medical/
academic community who are researching and trying to unlock the
mysteries of ASDs. The ``Training and Research for Autism Improvements
Nationwide Act'' is a first step in filling these gaps.
Specifically, the ``Training and Research for Autism Improvements
Nationwide Act'' would authorize the establishment of a new Federal
program to provide technical assistance to improve services rendered to
children and adults with autism, and their families and to expand the
number of University Centers for Excellence in Developmental
Disabilities Education, Research, and Service. Grants would go to
University Centers for Excellence to provide individuals--including
parents, health, allied health, vocational, and educational
professionals--with interdisciplinary training, continuing education,
technical assistance, and information to improve services provided to
children and adults with autism and their families. The bill also
authorizes grant money to a national organization to provide training
and technical assistance to do the following: assist in the
dissemination of information; develop a web portal; compile and
disseminate materials for training and technical assistance so that the
entire network can benefit from items developed at individual centers;
and convene expert panels to exchange ideas and make recommendations
that further training, assessment, interventions, services, and support
for individuals living with autism.
Another grant would be awarded to not more than 4 new University
Centers to facilitate outreach and collaboration with minority
institutions.
I want to thank Representatives Smith and Doyle for working to bring
this important bill to the House floor for a vote. As a member of the
Coalition on Autism Research and Education also known as the
Congressional Autism Caucus, I have worked closely with both
Representative Doyle and Smith on autism awareness issues and I'm proud
to join them in supporting this initiative. While I believe that the
``Training and Research for Autism Improvements Nationwide Act'' will
go a long way to provide needed resources and information to families
living with autism, I also believe that as a Nation we need to do more.
This epidemic of autism is an immediate crisis to our education system,
and our health care systems, our long-term housing and care system for
the disabled.
Autism is a condition that can be treated to a degree but it has no
known cure; it will not go away and neither should our efforts to
research this disorder and aide American Families.
Autism is not bound or limited to the walls of a household. I believe
that our Nation's educational, labor, housing, law enforcement and
medical communities are currently ill-equipped and undertrained to
handle this underrepresented generation of autistic individuals and
that it is going to take a national commitment driven from the highest
levels to marshal the necessary resources and energy to catch up. That
is why I introduced legislation H.R. 3703 to require the President to
call, not later than December 31, 2010, a White House Conference on
Autism. Therefore, in addition to lending their support to the
``Training and Research for Autism Improvements Nationwide Act'', I am
also urging all of my colleagues to join in cosponsoring H.R. 3703.
Mr. Speaker, I thank you for the opportunity to speak in support of
both the ``Training and Research for Autism Improvements Nationwide
Act'' and the ``White House Conference on Autism Act of 2009.''
Mr. WHITFIELD. I urge Members to support this legislation, and I
yield back the balance of my time.
Mr. PALLONE. I urge the passage of the bill, and I yield back the
balance of my time.
The SPEAKER pro tempore. The question is on the motion offered by the
gentleman from New Jersey (Mr. Pallone) that the House suspend the
rules and pass the bill, H.R. 5756, as amended.
The question was taken.
The SPEAKER pro tempore. In the opinion of the Chair, two-thirds
being in the affirmative, the ayes have it.
Mr. BROUN of Georgia. Mr. Speaker, on that I demand the yeas and
nays.
The yeas and nays were ordered.
The SPEAKER pro tempore. Pursuant to clause 8 of rule XX and the
Chair's prior announcement, further proceedings on this motion will be
postponed.
____________________