Friday, November 8, 2013

Insurance Must Cover Mental Health, Substance Abuse Just Like Physical Illness: Kathleen Sebelius

Insurance Must Cover Mental Health, Substance Abuse Just Like Physical Illness: Kathleen Sebelius

The Obama administration announced new rules on Friday that will require insurers to cover the treatment of mental health and substance abuse in the same manner they would physical maladies.
The regulations, unveiled by Secretary of Health and Human Services Kathleen Sebelius, would cover "most" of the 85 percent of Americans who have health insurance, according to The New York Times.
"This is the largest expansion of behavioral health coverage in a generation," Sebelius said during a keynote speech at the Carter Center in Atlanta on Friday morning. "The rule is a reality in part because of the leadership of President Obama, who was committed to getting this done this year."
From The Times:
According to administration officials, the rule would ensure that health plans’ co-payments, deductibles and limits on visits to health care providers are not more restrictive or less generous for mental health benefits than for medical and surgical benefits.
[…][T]reatment for mental health and substance abuse is among 10 categories of benefits considered essential and thus mandatory in plans marketed in the new exchanges to individuals and small groups. Although many insurers already provide extensive mental health coverage, some have found ways to get around existing rules and to deny payment for treatment, or to otherwise limit the benefits.
The regulations were originally passed by Congress in the Mental Health Parity and Addiction Equity Act, and signed into law by George W. Bush in 2008.
The Obama Administration's announcement marks the first real effort of enforcement since the law's passage. The rules are considered a key piece of the White House's efforts to reduce gun violence in the wake of several deadly shooting sprees across the country.

Thursday, November 7, 2013

'Nation's Report Card' releases state data - Columbia Daily Tribune | Columbia Missouri: Education

'Nation's Report Card' releases state data - Columbia Daily Tribune | Columbia Missouri: Education

Data from the biennial "Nation's Report Card" show Missouri students are performing about average in reading and slightly below average in math when compared to students nationwide.
The Nation's Report Card is put together by the National Center for Educational Statistics and looks at test scores in math and reading for students in fourth and eighth grades.

Of 3,100 Missouri fourth-graders tested in math, 39 percent scored at or above the proficiency level, compared to 42 percent who met the goal nationwide.
In reading, 35 percent of the 3,200 Missouri fourth-graders tested met goals of testing proficient or above, the same percentage of students who met the goal nationwide.
Looking at older students, 33 percent of the 2,700 Missouri eighth-graders tested scored proficient or above in math and 36 percent met that goal in reading. Nationwide, 35 percent of eighth-graders met goals in math and 36 percent met the goal in reading.
The Nation's Report Card data are one indicator the Missouri Department of Elementary and Secondary Education is looking at to gauge progress toward a goal of being in the top 10 performing states by 2020, according to a news release from the department
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Bullying Is Now What Happens Whenever Teachers Can’t Keep Control Of Their Classrooms « Above the Law: A Legal Web Site – News, Commentary, and Opinions on Law Firms, Lawyers, Law Schools, Law Suits, Judges and Courts + Career Resources

Bullying Is Now What Happens Whenever Teachers Can’t Keep Control Of Their Classrooms « Above the Law: A Legal Web Site – News, Commentary, and Opinions on Law Firms, Lawyers, Law Schools, Law Suits, Judges and Courts + Career Resources

The Eighth Circuit recently backed a Missouri High School in a bullying case against students. Lee’s Summit North High School suspended two boys who created a website to “discuss, satirize, and vent” about their classmates. Apparently the website made sexist and racist comments about some of the other students.
Ooohh. I am shocked, SHOCKED to find out that schoolboys make sexist and racist comments about their classmates.
The boys had filed for a preliminary injunction that would stay their 180-day suspension, which was granted by a lower court. But the Eighth Circuit denied the injunction on the grounds that the boys’ website was unlikely to be viewed as protected speech. That’s because their speech caused a “substantial disruption” to the educational environment at the school.
What was the nature of the disruption? Apparently two teachers described the day that the website went viral within the school as the “most disruptive day they had experienced in their careers.”
So, for those playing along at home, your right to protected speech ends approximately at the point that public school teachers can’t establish classroom order over a cacophony of “OMG, did U C this” texts, or something….
The students, Sean and Steve Wilson, put together a website, “NorthPress,” which made fun of classmates. This site was initially shown only to friends, but at some point it went “viral” within the school. According to the Eighth Circuit’s opinion, that’s where the disruptions began:
Conversely, the School District’s witnesses testified the public discovery of NorthPress caused substantial disruption on December 16, 2011. The School District’s computer records from December 16 show numerous Lee’s Summit North computers were used to access or to attempt to access NorthPress. Lee’s Summit North teachers testified they experienced difficulty managing their classes because students were distracted and in some cases upset by NorthPress; at least two teachers described December 16 as one of the most or the most disrupted day of their teaching careers. Lee’s Summit North administrators testified that local media arrived on campus and that parents contacted the school with concerns about safety, bullying, and discrimination, both on December 16 and for some time afterwards. Additionally, Lee’s Summit North administrators expressed concern that the Wilsons’ early return to Lee’s Summit North would cause further disruption and might endanger the Wilsons.
It sounds like it was amateur hour up at Lee’s Summit North. Oh, the horror of students logging into websites instead of paying attention in class. And did you notice the line at the end, that the administrators were afraid for the safety of the Wilson brothers? If the school can’t guarantee the safety of its students, that’s a problem with the school, not a reason to suspend students.
Writing over at FindLaw, Robyn Hagan Cain analogizes the Wilsons’ behavior like this:
This sounds like the day Regina George plastered copies of the Burn Book around the school in Mean Girls. Except the Wilson twins had a website instead of a scrapbook. And their site included racist and sexist content. Otherwise, exactly the same.
Except they didn’t plaster the scrapbook around school, they put it on a website and the teachers couldn’t stop students from checking it out online during school.
The Eighth Circuit analyzed this case under Tinker v. Des Moines, the landmark case that found speech could be curtailed if it interfered with school discipline. In Tinker, students wore armbands to school in protest of the Vietnam War.
Here, the students put up offensive content on a website and students accessed it while at school. It seems to me that the court is punishing the Wilson brothers because the teachers couldn’t keep their students off of the internet during the school day.
So, heap scorn on the Wilsons if you want to, but if I had a kid at Lee’s Summit North, I’d be far more worried about the fact that teachers can’t maintain control of their classrooms than I would be that there were a couple of racist or sexist boys at school. There are a lot of websites you wouldn’t want high schoolers looking at during school, but I’d be worried that the administration was evidently overwhelmed by a stupid one started by two kids. I’ll say it again, one of the arguments offered in favor of suspending the boys was that the school administrators couldn’t vouch for their safety while at school.
But this is what happens when you try to stop bullying by punishing children instead of expecting adults to be accountable. ‘Wah wah wahhhhh, “it was the most disruptive day of my career.” What a pathetic job by the adults in the room. The Wilson brothers might be little punks, but little punks shouldn’t be able to take down your whole school with one freaking website.

A Parent's Guide to Evidence-Based Practice and Autism - West Palm Beach Asperger & Education | Examiner.com

A Parent's Guide to Evidence-Based Practice and Autism - West Palm Beach Asperger & Education | Examiner.com

Autism is a disorder with no known cause or cure. Parents of children with ASD will understandably pursue interventions and treatments that offer the possibility of helping their child, particularly if they are perceived as unlikely to have any adverse effects. Unfortunately, families are often exposed to unsubstantiated, pseudoscientific theories, and related clinical practices that are ineffective and compete with validated treatments, or that have the potential to result in physical, emotional, or financial harm. The time, effort, and financial resources spent on ineffective treatments can create an additional burden on families. As a result, parents, caregivers, advocates, and educators everywhere are eager for credible, research-based information on the most effective treatments for autism spectrum disorders (ASD). To address this need, the National Autism Center has released its newest manual, A Parent's Guide to Evidence-Based Practice and Autism, to help parents and caregivers differentiate empirically validated treatment approaches from treatments that are unproven and/or potentially ineffective.
The 134-page manual focuses on helping parents as they make decisions about how to best help children with ASD reach their full potential. It begins with a review of the autism spectrum, symptoms, and co-occurring conditions, and identifies and describes effective treatments. Other topics include the importance of professional judgment, the role of family preferences and values in the decision-making process, and factors to consider when choosing a team of professionals to help their child.
“Finding information about autism is easy. It is much more difficult to find reliable information that has withstood the rigors of science, is comprehensive in scope, and is accessible and easy to read,” saidHanna C. Rue, Ph.D., BCBA-D, Director of Evidence-based Practice for the National Autism Center and one of the manual’s authors. “Even for a trained professional, sorting through the clutter to find information that is most relevant to a child’s needs is a complicated and challenging process.”
One of the most distinctive and important features of this manual is that it was co-authored by professionals and parents of children with autism. “As professionals, we think about treatment from an entirely different perspective than a parent,” Dr. Rue comments. “We felt it was critical that the parent experience be reflected in every aspect of the manual.”
The manual is the latest in a series of publications by the National Autism Center. Visit the Center’s website to download a free copy, watch a video, or learn more.
About the National Autism Center
The National Autism Center is May Institute’s Center for the Promotion of Evidence-based Practice.It is dedicated to serving children and adolescents with Autism Spectrum Disorders(ASD) by providing reliable information, promoting best practices, and offering comprehensiveresources for families, practitioners, and communities.
An advocate for evidence-based treatment approaches, the National Autism Center identifies effective programming and shares practical information with families about how to respond to the challenges they face. The Center also conducts applied research and develops training and service models for practitioners. Finally, the Center works to shape public policy concerning ASD and its treatment through the development and dissemination of National Standards of Practice.
Lee A. Wilkinson, PhD, CCBT, NCSP is author of the award-winning book, A Best Practice Guide to Assessment and Intervention for Autism and Asperger Syndrome in Schools, published by Jessica Kingsley Publishers.
Dr. Wilkinson can be reached at BestPracticeAutism.com.

Risk Factors for Bullying Among Children with ASD - West Palm Beach Autism & Education | Examiner.com

Risk Factors for Bullying Among Children with ASD - West Palm Beach Autism & Education | Examiner.com

Studies exploring bullying in special educationpopulations have reported higher rates of peer victimization among students with special needs. Although children with disabilities have been found to be at an increased risk of bullying, there are limited studies investigating predictors or “risk factors” of bullying involvement in children with autism spectrum disorder (ASD). Identifying children with ASD who are at greatest risk of involvement in bullying has important implications for clinicians, teachers, and parents who are interested in preventing bullying and promoting effective coping strategies among children who are bullied.
A study published in the journal Autism examined child and school characteristics that may place children with ASD at risk of being involved in bullying. Participants were 1221 parents of children aged 6-15 years with a current diagnosis of ASD selected from a national web-based registry. Parents completed a survey dedicated to the school and bullying experiences of their child, and analyses conducted to identify child and school risk factors for involvement as victim, bully, or bully–victim. Additional analyses examined the risk of bullying involvement based on the amount of time spent in general education classrooms.
The researchers hypothesized that higher functioning children with ASD would be at increased risk of victimization, as would children who spent more time in an inclusive educational setting. It was also hypothesized that children who present with more comorbid (co-occurring) psychiatric conditions (e.g., attention deficit hyperactivity disorder (ADHD), depression, anxiety, obsessive compulsive disorder (OCD), social anxiety, oppositional defiant disorder (ODD), learning disorders, intellectual disability) and a high number of autistic traits would be at additional risk.
Results
The results indicated that overall, 63% of children with ASD had been victimized in their lifetime, and 38% had been victimized in the past month. In addition, 19.9% had bullied others in their lifetime, with 9.3% bullying others in the past month. Of these, 63% were bully–victims, that is, they had been both victim and perpetrator in the past month. Children diagnosed with high functioning ASD, attending a public school or a school with a general education population, were at the greatest risk of being victimized in the past month. Children with comorbid conditions and a high level of autistic traits were the most likely to be victims, bullies, and bully–victims. Lastly, children in full inclusion classrooms were more likely to be victimized than those who spend the majority of their time in special education settings.
Conclusion and Implications
The findings from the current study confirm that children across the autism spectrum are at increased risk of being bullied when compared to their typically developing peers, with children who are the highest functioning, and the most involved in general education schools and classrooms, being at the greatest risk. Several previously identified predictors of bullying behaviors among a general education population were also observed in this study, including the presence of co-occurring psychiatric conditions and difficulty making friends. The researchers note that although children with special needs in inclusion settings have been shown to benefit from increased interactions with typically developing children, it appears that they are still at risk of being isolated within the classroom and subsequently being bullied. Thus, children who spend a great deal of time in less protected, general education settings with typical peers may be at greatest risk of being bullied. The study also provides evidence that children with the greatest impairments are being protected by spending all or most of their time in special education settings
The decision of whether or not to include students with ASD continues to be a subject of debate among principals, teachers, parents, and often students themselves. Inclusion with typically developing peers is important for a child with ASD as peers provide the best models for language and social skills. However, inclusive education alone is insufficient. When children with ASD are included, it is imperative that schools ensure that they receive the supports they need to thrive at school while also protecting them from bullying. Moreover, the development and implementation of school bullying policies and inclusion programs must take into account the special vulnerability of this group of children, which can include staff and teachers being trained in identifying children who may be at additional risk of victimization. Clinicians and school-based mental health professionals (e.g., school psychologists) should also familiarize themselves with the risk factors and psychological symptoms commonly associated with bullying involvement. For example, symptom severity should be assessed and comorbid problems identified whenever significant behavioral issues (e.g., inattention, mood instability, anxiety, sleep disturbance, aggression) become evident. Finally, future research studies should focus on developing appropriate supports for children with ASD placed in inclusive settings.
Risk factors for bullying among children with autism spectrum disorders. Benjamin Zablotsky, Catherine P Bradshaw, Connie M Anderson and Paul Law. Autism published online 30 July 2013. DOI: 10.1177/1362361313477920
Lee A. Wilkinson, PhD, CCBT, NCSP is author of the award-winning book, A Best Practice Guide to Assessment and Intervention for Autism and Asperger Syndrome in Schools, published by Jessica Kingsley Publishers.
If you enjoy reading my articles, you can click on "subscribe" at the top of the page to receive notice when new ones are published. You can also follow me at http://bestpracticeautism.com.

Friday, November 1, 2013

Aspergers Syndrome and Depression: the masking effect

Aspergers Syndrome and Depression: the masking effect

In the first part of this series on autism spectrum disorder (ASD) and depression, I offered a broad description of how depression operates (click here for that post). This time around I’d like to get into more specifics.
What makes depression so dangerous for someone on the spectrum is that it can actually hide behind autistic traits. My fear is that too few people realize: depression and ASD have several features in common, creating a kind of “masking effect”. A trait commonly associated with ASD can in some cases be depression masquerading as that trait, thus allowing it go undetected.
In my own life, I’ve found 3 features that ASD and depression have in common: absolute, black and white thinking; repetitive/obsessive thoughts; and, finally, intense feelings of alienation.
To better understand the interplay between ASD and depression, let’s take a closer look a these traits.

I. Absolute, black and white thinking.

My mind seeks out patterns. I think it helps provide me with a sense of stability, but there’s also an element of play involved. Just looking around and identifying patterns in different facets of the world, it’s something I enjoy.
One thing I’ve noticed: in order to hold patterns in my mind, be it with small things like a film, or big concepts like human behavior, I generally think in broad absolutes. Good, bad; right, wrong. Patterns are easier to establish if I can group things into easily identifiable categories; so, possibly for this reason, I am a fairly rigid thinker. Not rigid in a bad way; I just find that I habitually think in very black and white terms as a way of navigating the world. It’s how I see things, and for the most part, it works for me. “This factor should always work this way. This other factor should always work that way.” It can lead to conceptual ruts, but again, it works pretty well for the most part.
I’m on the spectrum, and I think this habit is an outgrowth of my neurological differences. The problem I’ve run into is that depression is also characterized by very absolute, black and white thinking. And because of this, I can have a difficult time identifying the onset of a depressive state.
Many people describe depression as a feeling…a kind of numb sadness that creates a physical sensation of fatigue. And while that is true, I think this feeling is a symptom, not the core factor. To me, depression is first and foremost a pattern of negative thoughts. Thoughts that frame the world as meaningless…that make ones life feel damaged beyond repair. It’s the thought patterns that drive this bleak world view and create a powerful sense of futility
Depression is effective at creating a sense of hopelessness precisely because it utilizes rigid, black and white categories. “My life is pointless. The world is meaningless. Nothing will ever change,” and so on. These rigid absolutes can control ones perceptions and make it very hard to see any light at the end of the tunnel.
As a result, someone on the spectrum can transition from their normal thought patterns into a depressive state without realizing it…and it can also be invisible to others, due to the similarities in these thought patterns.

2. Repetitive/obsessive thoughts.

Depressive thoughts tend to be black and white in nature, but they can also be brutally repetitive, to the point of obsession. Endlessly repeating thoughts about hopelessness, thoughts about the need to die: depression can be a relentless mental treadmill that repeats the same dire thoughts on a never ending loop.
When I was depressed, anything and everything from my daily life went under the depressive microscope: “this is pointless, this serves no purpose.” Everything I did, saw, was completely drained of meaning by these negative observations. I also applied this negativity to the bigger picture of life itself: people, the world, the universe; all of the broad categories that make up existence went into the mental grinder of depression. Mentally, it was exhausting, but I continued to think the same thoughts, over and over.
Asperger’s/ASD can also be characterized by obsessive thoughts. When I’m not depressed, I spend most of my day dwelling on whatever my current obsessive interest is. It can be a book, a theory, a hobby. For me, obsessive interests aren’t a bad thing…it’s just the way that I engage with the world.
Once again, these similarities can make it very hard to see the arrival of depression. My thoughts do not go through some radical shift. Obsessive thoughts about my interests become obsessive thoughts about hopelessness. The topic changes…but the overall thought pattern stays exactly the same.
It’s the masking effect, allowing depression to hide behind autistic traits like a parasite.

3. Feelings of alienation.

This one is self explanatory, but it’s worth focusing on since the feelings of alienation with both depression and ASD can be eerily similar.
If you look at personal stories from folks on the spectrum, they often share a common theme: feeling like an alien around others. I know that I struggle with social pragmatics, and during interactions, it can definitely feel like being in a land where the customs are strange and I don’t speak the language.
I have a hard time perceiving non-verbal communication and, as a result of this, I experienced significant delays with basic social milestones when I was growing up.
To make matters worse, I could see other kids interacting with ease, making connections. The world seemed like it was designed specifically for them, for other people; I didn’t seem to have a place in their world. Put all of these factors together- confusion during social interactions; the resulting social delays; loneliness- and you’re left with a powerful sense of alienation. By the time I was a teenager, this feeling was just a normal part of my every day life. I put a lot of effort into observing others, trying interpret the social realm…even before I was depressed, I felt like an alien visitor hiding behind a human mask.
Depression similarly creates a feeling of being on the “outside” of the world. What basically happens as a person sinks into depression is that the mind attempts to let go of life. It wants to fully detach itself from a world that has caused it so much pain and confusion. It’s a frightening state of being that leaves one with the impression…just like with Aspergers…that the world is a place for other people, not for you.
I remember being at the grocery store one day. This was during a particularly bleak time in my life. And I basically became trapped inside of the store, because I could no longer remember why I was there. My mind just blanked out. I roamed around, trying to recall what I needed. I walked up and down aisles. I sat on benches, tried to wait out the confusion. But everything felt so incredibly pointless that I couldn’t articulate what I might need or why I was even there. I just stared at soup cans and apples and the wheels on shopping carts and thought about how everything here was just shapes, empty of content. Meaningless. The people wandering past seemed like wind-up toys bobbling through ridiculous tasks. “They’re just shapes buying shapes,” I thought. I was overwhelmed with a sense that the world was something very far away…and it was as world for the wind-up toys, not for me.
I never bought anything that day; eventually, I just went home. It was something that happened from time to time. I would find myself “lost” in familiar places due to the lethargy and mental confusion of depression.
The interplay between Asperger’s and depression can be a constant, subtle thing. Subtract depression and social interactions still feel very confusing, strange. Subtract Asperger’s and depression still makes the world feel like it’s drifting away. Put the two together and you get a perfect storm for alienation and emotional detachment.
Once again, the transition to a depressive state can be invisible, due to these similarities. If you’re accustomed to feeling odd around people, the sense of being “outside” of the world caused by depression just seems like a natural fit.

Conclusion

At the age of 30- after nearly a decade of social isolation- I spoke with a psychologist. I was diagnosed with both Asperger’s Syndrome and clinical depression. We began the process of discussing, distinguishing and untangling the two factors from one another. The idea of going to therapy was something I hated, but I can safely say: it was necessary. I wasn’t going to survive on my own. It was ultimately a beneficial, constructive process, and I do feel that with something like depression, professional help is the best way to go.
Two diagnoses and multiple traits have been discussed here, but the take-away is pretty straightforward: as a result of the similarities described above, a potentially lethal mood disorder can hide behind the neurological differences of the autism spectrum. Hopefully, the more we talk about this- and the more personal stories we share- the more we will better understand these issues and create solutions. In future posts, I’ll discuss some of the techniques that helped me to balance ASD and depression.
[Note: these observations are based on my personal experiences with these issues. Autistic traits can and do vary from person to person; and depression can manifest in different ways, depending on the person. Learning to differentiate depression and ASD will require knowing the individual, and understanding their unique personality and needs. I'm on the spectrum, but I can't speak for others and I am not a mental health professional; this post is intended as a starting point for thinking about these issues. And to clarify: the DSM VI was recently released, with changes to spectrum terminology; for the time being, I am using the terms Aspergers and ASD interchangeably.]
M Kelter is currently making a mess of things on Twitter and Facebook; click to follow along and watch the confusion unfold.

Dad creates viral facebook video just hours after son takes his life over possible bullying | fox4kc.com

Dad creates viral facebook video just hours after son takes his life over possible bullying | fox4kc.com

COLLINSVILLE, Ill. — The father of a 15-year-old boy, who took his own life two weeks ago, created a facebook video on the day his son died to mourn his son and denounce bullying.
“I turned my facebook to public and it went viral,” Brad Lewis said.
Lewis claims his son Jordan was bullied at Carterville High School, in Cambria, Ill., about 100 miles southeast of St. Louis. He says he found out about about the bullying only a few weeks before Jordan shot himself.
“Today my son took his life with a shotgun shot to his chest,” Lewis` video starts.
Lewis recorded the video just hours after he learned his son was dead. The video has gone viral and has been the subject of news reports across the U.S. and even in Europe.
Two weeks after Jordan’s suicide, the video is also bringing postings from people claiming to be students or former students who had seen Jordan bullied, or had been bullied themselves in the same school.
Lewis says he is haunted by the fact that Jordan’s suicide came just one day after Carterville students were shown an anti-bullying presentation that included pictures of children who died, presumably by suicide, as the result of bullying.
“Yes, it would give the idea to some kids that alright, these are real kids but with other kids who are in a dark place, they are going to say that`s me, I am in that position and I don`t have no other way to go,” Lewis said.
Carterville Schools are not commenting on the story, saying they intend to distribute a lengthy press release next week explaining their version of the events leading up to Jordan`s suicide.It is unclear if the school was aware that Jordan felt bullied.
In the meantime, Lewis has started another Facebook page dedicated to anti-bullying information.
“I am not going to be able to see him get married, have kids, maybe even do something important in life,’ Lewis said. ‘I guess he wanted to voice his opinion about what was going on and maybe (he thought) this was his only way to do it.”
“I am going to make sure his voice is heard.”