[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.

                          ____________________