The Autism Society Event and Education Recordings Archive

After over 20 years of licensed clinical work, Dr. Emilio M. Amigo has synthesized his experience, knowledge, creativity, and interactive approach into an exciting and rewarding program to help those with ASD in Columbus, Ohio. Dr. Amigo averages more than 6,000 hours per year of direct clinical individual contact as he leads his 16 weekly social skills psychotherapy groups for those with ASD, from four-year-olds to adults. Dr. Amigo will present his Evidence-Based and Clinical Common Sense theoretical foundational principles. Dr. Emilio Amigo, clinical psychologist, from Columbus, Ohio, has formally structured an emerging model for clinically assessing and treating individuals of all ages who have Autism Spectrum Disorders.

Respons•ability Social Therapy^TM (RST^TM) model is designed to incorporate comprehensive psychological assessments with unique individually-based treatment regimens that focus on the most critically important and debilitating deficits and the corresponding treatment methods and goals.

The RST^TM approach can be best understood by breaking down the key components of the word and name that serves as both the means and the goal of the RST^TM model.  The word is of course “AMIGO".”

The “A” represents the necessary, vital and unfortunately often overlooked or dismissed phase of service to the ASD community.  The “A” stands for Assessment.  Our assessment process is two-fold.  First we utilize the latest research-based psychological tests and protocols to provide scientifically valid and reliable results that aid the search for the most accurate clinical diagnosis.  We better understand the ASD individual via both qualitative and quantitative measures.  There’s no doubt that there are core features to ASD and at the same time many co-variant secondary symptom profiles that distinguish one person with ASD from all others.

Beyond Diagnostic Testing we have developed the Emotional and Social Competency Assessment Program (ESCAP) that goes far beyond diagnostic labels and explores important functional, developmental levels such as: Executive Functioning, Social Problem Solving, Stress Management, Ecological Factors/Resources, Nonverbal Communication, and Adaptive Functioning.

The “M” in AMIG" stands for Multi-Sensory/Symptom based analysis which results in a structured, qualitative and quantitative profile that is understood by all parties (child, parent, teachers, and clinical team) and serves as a template for all interventions, treatments, and accommodations.  This “picture” also provides a baseline functional level so we can later measure treatment efficacy.

The “I” in AMIG" represents the Individualized nature of each ASD person’s treatment plan, target goals, and priorities.  In light of the fact that Autism is an intense absorption into one’s own Self-Experience, the RST^TM model meets the demand for Self-Focus and Self-Understanding.

Before I present the “G” of AMIG", it is helpful to identify some of the latest research-based neuropsychological theories that support the efficacy of the

RST^TM Model.  My presentation will in some depth explore these neuropsychological theories of Autism:

1. Functional Disruption of Mirror Neuron Circuitry
2. Blocking or Suppressing of Mu Waves via EEG
3. Impaired Landscape Salience
4. General Neurology of Aesthetics

The letter “G” in AMIG" emphasizes the cornerstone of RST^TM which is the Social Skills Psychotherapy Groups.  The RST^TM groups serve the entire lifespan; youngsters as young as four years old to adults into their fifties.  Currently I run over 16 different weekly RST^TM groups with an average of 6-8 ASD members each.  The group therapy experience “appears” to be natural and authentic as opposed to “clinical and controlled.”  Yet each group is designed based on each group member’s Assessment Profile and Individualized Needs Template.  Since Autism is primarily a Neuro-Developmental Disorder I will explain how the RST^TM approach addresses and counteracts the earliest Autistic behavioral patterns often noted by twelve months of age.  Probably the most enjoyable part of the RST^TM presentation is when I share, model, and display the most creative and powerful toys, games, activities, and accommodations that together lead to fun, interactive, stimulating group social encounters that serve to develop genuine reinforcing emotional/social functioning that demands generalization to other peer social settings.

The “O” of AMIG" reminds us of the ultimate goal of RST^TM which is to create lasting internalized Outcomes that reflect emotional/social/behavioral growth and development.  These outcomes will be both quantitative and qualitative via Post-Test assessments at Quarterly evaluations.

Respons•ability Social Therapy^TM model’s accent (") is more than anything an "rganizing understanding.  It is not designed to be a manualized set of techniques.  RST^TM is meant to spark insight, knowledge, creativity, and empowerment to anyone working with those on the Autism Spectrum.  This emerging model also meets the current standards of Evidence-Based Practice as outlined by the American Psychological Association.

Learning Objectives: