Prof. Dr. Vladimir Trajkovski presented this topic: "Mental health issues during the COVID-19 pandemic in persons with ASD" on Faculty of Philosophy, Nish on 29.09.2023.
Vladimir Trajkovski-Mental health issues during the COVID-19 pandemic in pers...Vladimir Trajkovski
Lecture of Prof. Dr. Vladimir Trajkovski entitled: "Mental health issues during the COVID-19 pandemic in persons with ASD" given on online conference in India “Mental Health and Well-being in Post Covid Scenario: A Global perspective”.
A scoping review of the impacts of COVID-19 physical distancing measures on v...Araz Taeihagh
Most governments have enacted physical or social distancing measures to control COVID-19 transmission. Yet little is known about the socio-economic trade-offs of these measures, especially for vulnerable populations, who are exposed to increased risks and are susceptible to adverse health outcomes. To examine the impacts of physical distancing measures on the most vulnerable in society, this scoping review screened 39,816 records and synthesised results from 265 studies worldwide documenting the negative impacts of physical distancing on older people, children/students, low-income populations, migrant workers, people in prison, people with disabilities, sex workers, victims of domestic violence, refugees, ethnic minorities, and people from sexual and gender minorities. We show that prolonged loneliness, mental distress, unemployment, income loss, food insecurity, widened inequality and disruption of access to social support and health services were unintended consequences of physical distancing that impacted these vulnerable groups and highlight that physical distancing measures exacerbated the vulnerabilities of different vulnerable populations.
2018-04-18 المؤتمر العلمي الثاني للمعهد القومي لعلوم المسنين جامعة بني سويف بعنوان" التحديات والمستجدات العالمية في رعاية المسنين"
http://www.bsu.edu.eg/ShowConfDetails.aspx?conf_id=217
Vladimir Trajkovski-Mental health issues during the COVID-19 pandemic in pers...Vladimir Trajkovski
Lecture of Prof. Dr. Vladimir Trajkovski entitled: "Mental health issues during the COVID-19 pandemic in persons with ASD" given on online conference in India “Mental Health and Well-being in Post Covid Scenario: A Global perspective”.
A scoping review of the impacts of COVID-19 physical distancing measures on v...Araz Taeihagh
Most governments have enacted physical or social distancing measures to control COVID-19 transmission. Yet little is known about the socio-economic trade-offs of these measures, especially for vulnerable populations, who are exposed to increased risks and are susceptible to adverse health outcomes. To examine the impacts of physical distancing measures on the most vulnerable in society, this scoping review screened 39,816 records and synthesised results from 265 studies worldwide documenting the negative impacts of physical distancing on older people, children/students, low-income populations, migrant workers, people in prison, people with disabilities, sex workers, victims of domestic violence, refugees, ethnic minorities, and people from sexual and gender minorities. We show that prolonged loneliness, mental distress, unemployment, income loss, food insecurity, widened inequality and disruption of access to social support and health services were unintended consequences of physical distancing that impacted these vulnerable groups and highlight that physical distancing measures exacerbated the vulnerabilities of different vulnerable populations.
2018-04-18 المؤتمر العلمي الثاني للمعهد القومي لعلوم المسنين جامعة بني سويف بعنوان" التحديات والمستجدات العالمية في رعاية المسنين"
http://www.bsu.edu.eg/ShowConfDetails.aspx?conf_id=217
2 DQ 1Socioeconomic factors are to blame for a large portion.docxRAJU852744
2 DQ 1
Socioeconomic factors are to blame for a large portion of statistics. Limited access to resources will affect the social and physical aspect of health promotion. Stressors that include economics, family stressors, single parent households, poor education, low income and unemployment leading to little or poor health care play a role as social determinants of health. Some barriers that affect a patient's ability to learn may be past experiences, culture, socioeconomics, learning disabilities, fear of change, fear of the unknown, physical and mental conditions
Health Promotion is an essential component of nursing care for varying and diverse patient populations. Health promotion goes beyond education and management of disease and encompasses the social determinants of health that have an effect on health and wellness overall. Nurses are educating from the minute that patient is in our care, just like how we learrned that the discharge process begins at the admission, this includes assessing, nursing diagnosis, planning, implementation, and evaluation. Substance abuse is a global issue that affects families as well as the addict. People living in low income areas are more likely to use dirty needles to get high. I would encourage the patients to have screenings done, specifically for hypertension and diabetes and any other disease's such as HIV, Hepatitis and mental status. Educate them on how the dirty needle is a a mehod of transmission of disease and how taking appropriate precautions can prevent breaking the chain of spreading disease. By maintaining proper health it makes them less suceptible to disease.
Using 200-300 words APA format with references to support the discussion.
What are social determinants of health? Explain how social determinants of health contribute to the development of disease. Describe the fundamental idea that the communicable disease chain model is designed to represent. Give an example of the steps a nurse can take to break the link within the communicable disease chain.
.
ESSAY-HELPING THE YOUNG COPE WITH THE PANDEMIC.pdfAditya Garg
This project is for the fulfilment of requirements for
PROJECT WORK in ENGLISH for Class XII. The project
throws light on the multitude of effects of the
ongoing COVID-19 pandemic on the mental health of
young and the challenges that are faced by children
and adolescents in these testing times. The write-up
also details actions and solutions to help overcome
these challenges.
Working on this project has given me an opportunity
to read existing literature on the subject, listen to the perspectives of the young, their teachers and experts
on the theme. I could relate with several challenges
mentioned by others which gave me the reassurance
that others across the globe are also facing issues
similar to mine. It also helped me understand the
psycho-social effects better and take the challenges
more positively and take appropriate action.
A review of 2020-2021 school year COVID-19 mitigation efforts and planning for next school year. What is working for our children? What is not? Now that we have more data, what does it tell us about how to provide a safe, measured response for our children at school? Parent experts in medicine, psychiatry, health/wellness, religion and parenting provided their findings in a presentation to their children's School Board. The school is an elementary and junior high private school located in California.
Week 1 Electronic Resource Categories of Disability Under IDEA.docxcelenarouzie
Week 1 Electronic Resource
Categories of Disability Under IDEA
The nation’s special education law is called the Individuals with Disabilities Education Act, or IDEA. As part of making special education and related services available to children with disabilities in the public schools, IDEA defines the term “child with a disability.” That definition includes specific disability terms, which are also defined by IDEA, as this webpage describes
The IDEA’s disability terms and definitions guide how States in their own turn define disability and who is eligible for a free appropriate public education under special education law. The definitions of these specific disability terms from the IDEA regulations are shown beneath each term listed below. Note, in order to fully meet the definition (and eligibility for special education and related services) as a “child with a disability,” a child’s educational performance must be adversely affected due to the disability.
1. Autism: means a developmental disability significantly affecting verbal and nonverbal communication and social interaction, generally evident before age three, that adversely affects a child’s educational performance. Other characteristics often associated with autism are engaging in repetitive activities and stereotyped movements, resistance to environmental change or change in daily routines, and unusual responses to sensory experiences. The term autism does not apply if the child’s educational performance is adversely affected primarily because the child has an emotional disturbance, as defined in #5 below.
A child who shows the characteristics of autism after age 3 could be diagnosed as having autism if the criteria above are satisfied.
2. Deaf; Blindness: means concomitant [simultaneous] hearing and visual impairments, the combination of which causes such severe communication and other developmental and educational needs that they cannot be accommodated in special education programs solely for children with deafness or children with blindness.
3. Deafness means a hearing impairment so severe that a child is impaired in processing linguistic information through hearing, with or without amplification, that adversely affects a child’s educational performance.
4. Developmental Delay: for children from birth to age three (under IDEA Part C) and children from ages three through nine (under IDEA Part B), the term developmental delay, as defined by each State, means a delay in one or more of
Week 1 Electronic Resource
Categories of Disability Under IDEA Page 2
the following areas: physical development; cognitive development; communication; social or emotional development; or adaptive [behavioral] development
5. Emotional Disturbance: means a condition exhibiting one or more of the following characteristics over a long period of time and to a marked degree that adversely affects a child’s educational performance:
(a) An inability to learn that cannot be explained by intellectual, senso.
Anxiety, uncertainty, and resilience of medical students worldwide during the...Ahmad Ozair
The COVID-19 pandemic significantly impacted medical education worldwide. While healthcare professionals labored to ensure proper care for COVID-19 patients, medical students suffered from high rates of anxiety, uncertainty, burnout, and depressive symptoms. Whilst students in the pre-clinical phase of education faced disruption of didactic lectures and laboratory training, senior medical students faced uncertainty regarding their clinical rotations and internships, which are vital for practical exposure to healthcare. Several studies across the world demonstrated that clinical learning was significantly affected, with students in many countries completely cut off from in-person rotations. The disruption of the clinical curriculum coupled with a sense of failure to contribute at a time of significant need often led to despair. Reforms proposed and/or implemented by governments, medical advisory boards, medical schools, and other administrative bodies were felt to be insufficient by the medical student fraternity at large. Consequently, these students continue to face high rates of anxiety, depression, and a general sense of cynicism. In this student-authored perspective, we highlight the challenges faced by and the psychological impact on medical students directly or indirectly from the pandemic.
9 serious social issues that our beloved old.pptxmondalhimadri
On todays busy life style , its difficult to maintain a life...properly .. specially if you are a old aged parents, people. We began to face lots of issues / problems along with getting old. Issues like loneliness , after certain time they started to getting discrimination because of ageing , and eventually they had to retire from there work place , and that's why they had to face financial insecurity.....
Luckily ,theirs a still hope for them even in this busy life generation ... their are some organizations whom are bringing their helping hands for old aged people , by providing services like... by providing healthy and nutritious foods. taking care about health care issue , they provide accommodation to stay.. and by providing many services....
Here are some organization that you can do check out..
SHANTINIKETAN HOME
https://www.shantiniketanhome.org
GODHULI
https://www.godhuli.in
ANANDA ASHRAM
https://www.anandaashram.org/
JAGRITIDHAM
https://www.jagritidham.com/
If incase you do wont to look for other then this ⬆️ list above..
Then do check out =
AUMORTO
https://www.aumorto.in
Challenges towards health care & Nursing personnel due to Covid 19Mounika Bhallam
CHALLENGES TOWARDS HEALTH CARE & NURSING PERSONNEL DUE TO COVID -19: this topic will provide knowledge regarding Challenges and overcoming of covid issues in Hospital and community.
Vladimir Trajkovski-Ethics and Human Genetics-Lithuania-27.10.2023.pdfVladimir Trajkovski
Prof. Dr. Vladimir Trajkovski presented "Ethics in Human Genetics" at the conference at Klaipeda University in Lithuania on 27.10.2023 via ZOOM platform
Vladimir Trajkovski-Inicijativa za otvoreni citati-24.10.2023.pdfVladimir Trajkovski
Prof. Dr. Vladimir Trajkovski presented "Initiative for open citations" at Faculty of Philosophy in Skopje, Macedonia in the frame of Open Access Week 24.10.2023
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2 DQ 1Socioeconomic factors are to blame for a large portion.docxRAJU852744
2 DQ 1
Socioeconomic factors are to blame for a large portion of statistics. Limited access to resources will affect the social and physical aspect of health promotion. Stressors that include economics, family stressors, single parent households, poor education, low income and unemployment leading to little or poor health care play a role as social determinants of health. Some barriers that affect a patient's ability to learn may be past experiences, culture, socioeconomics, learning disabilities, fear of change, fear of the unknown, physical and mental conditions
Health Promotion is an essential component of nursing care for varying and diverse patient populations. Health promotion goes beyond education and management of disease and encompasses the social determinants of health that have an effect on health and wellness overall. Nurses are educating from the minute that patient is in our care, just like how we learrned that the discharge process begins at the admission, this includes assessing, nursing diagnosis, planning, implementation, and evaluation. Substance abuse is a global issue that affects families as well as the addict. People living in low income areas are more likely to use dirty needles to get high. I would encourage the patients to have screenings done, specifically for hypertension and diabetes and any other disease's such as HIV, Hepatitis and mental status. Educate them on how the dirty needle is a a mehod of transmission of disease and how taking appropriate precautions can prevent breaking the chain of spreading disease. By maintaining proper health it makes them less suceptible to disease.
Using 200-300 words APA format with references to support the discussion.
What are social determinants of health? Explain how social determinants of health contribute to the development of disease. Describe the fundamental idea that the communicable disease chain model is designed to represent. Give an example of the steps a nurse can take to break the link within the communicable disease chain.
.
ESSAY-HELPING THE YOUNG COPE WITH THE PANDEMIC.pdfAditya Garg
This project is for the fulfilment of requirements for
PROJECT WORK in ENGLISH for Class XII. The project
throws light on the multitude of effects of the
ongoing COVID-19 pandemic on the mental health of
young and the challenges that are faced by children
and adolescents in these testing times. The write-up
also details actions and solutions to help overcome
these challenges.
Working on this project has given me an opportunity
to read existing literature on the subject, listen to the perspectives of the young, their teachers and experts
on the theme. I could relate with several challenges
mentioned by others which gave me the reassurance
that others across the globe are also facing issues
similar to mine. It also helped me understand the
psycho-social effects better and take the challenges
more positively and take appropriate action.
A review of 2020-2021 school year COVID-19 mitigation efforts and planning for next school year. What is working for our children? What is not? Now that we have more data, what does it tell us about how to provide a safe, measured response for our children at school? Parent experts in medicine, psychiatry, health/wellness, religion and parenting provided their findings in a presentation to their children's School Board. The school is an elementary and junior high private school located in California.
Week 1 Electronic Resource Categories of Disability Under IDEA.docxcelenarouzie
Week 1 Electronic Resource
Categories of Disability Under IDEA
The nation’s special education law is called the Individuals with Disabilities Education Act, or IDEA. As part of making special education and related services available to children with disabilities in the public schools, IDEA defines the term “child with a disability.” That definition includes specific disability terms, which are also defined by IDEA, as this webpage describes
The IDEA’s disability terms and definitions guide how States in their own turn define disability and who is eligible for a free appropriate public education under special education law. The definitions of these specific disability terms from the IDEA regulations are shown beneath each term listed below. Note, in order to fully meet the definition (and eligibility for special education and related services) as a “child with a disability,” a child’s educational performance must be adversely affected due to the disability.
1. Autism: means a developmental disability significantly affecting verbal and nonverbal communication and social interaction, generally evident before age three, that adversely affects a child’s educational performance. Other characteristics often associated with autism are engaging in repetitive activities and stereotyped movements, resistance to environmental change or change in daily routines, and unusual responses to sensory experiences. The term autism does not apply if the child’s educational performance is adversely affected primarily because the child has an emotional disturbance, as defined in #5 below.
A child who shows the characteristics of autism after age 3 could be diagnosed as having autism if the criteria above are satisfied.
2. Deaf; Blindness: means concomitant [simultaneous] hearing and visual impairments, the combination of which causes such severe communication and other developmental and educational needs that they cannot be accommodated in special education programs solely for children with deafness or children with blindness.
3. Deafness means a hearing impairment so severe that a child is impaired in processing linguistic information through hearing, with or without amplification, that adversely affects a child’s educational performance.
4. Developmental Delay: for children from birth to age three (under IDEA Part C) and children from ages three through nine (under IDEA Part B), the term developmental delay, as defined by each State, means a delay in one or more of
Week 1 Electronic Resource
Categories of Disability Under IDEA Page 2
the following areas: physical development; cognitive development; communication; social or emotional development; or adaptive [behavioral] development
5. Emotional Disturbance: means a condition exhibiting one or more of the following characteristics over a long period of time and to a marked degree that adversely affects a child’s educational performance:
(a) An inability to learn that cannot be explained by intellectual, senso.
Anxiety, uncertainty, and resilience of medical students worldwide during the...Ahmad Ozair
The COVID-19 pandemic significantly impacted medical education worldwide. While healthcare professionals labored to ensure proper care for COVID-19 patients, medical students suffered from high rates of anxiety, uncertainty, burnout, and depressive symptoms. Whilst students in the pre-clinical phase of education faced disruption of didactic lectures and laboratory training, senior medical students faced uncertainty regarding their clinical rotations and internships, which are vital for practical exposure to healthcare. Several studies across the world demonstrated that clinical learning was significantly affected, with students in many countries completely cut off from in-person rotations. The disruption of the clinical curriculum coupled with a sense of failure to contribute at a time of significant need often led to despair. Reforms proposed and/or implemented by governments, medical advisory boards, medical schools, and other administrative bodies were felt to be insufficient by the medical student fraternity at large. Consequently, these students continue to face high rates of anxiety, depression, and a general sense of cynicism. In this student-authored perspective, we highlight the challenges faced by and the psychological impact on medical students directly or indirectly from the pandemic.
9 serious social issues that our beloved old.pptxmondalhimadri
On todays busy life style , its difficult to maintain a life...properly .. specially if you are a old aged parents, people. We began to face lots of issues / problems along with getting old. Issues like loneliness , after certain time they started to getting discrimination because of ageing , and eventually they had to retire from there work place , and that's why they had to face financial insecurity.....
Luckily ,theirs a still hope for them even in this busy life generation ... their are some organizations whom are bringing their helping hands for old aged people , by providing services like... by providing healthy and nutritious foods. taking care about health care issue , they provide accommodation to stay.. and by providing many services....
Here are some organization that you can do check out..
SHANTINIKETAN HOME
https://www.shantiniketanhome.org
GODHULI
https://www.godhuli.in
ANANDA ASHRAM
https://www.anandaashram.org/
JAGRITIDHAM
https://www.jagritidham.com/
If incase you do wont to look for other then this ⬆️ list above..
Then do check out =
AUMORTO
https://www.aumorto.in
Challenges towards health care & Nursing personnel due to Covid 19Mounika Bhallam
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Vladimir Trajkovski-Mental health issues during the COVID-19 pandemic in persons with ASD
1. Mental health issues during the COVID-19
pandemic in persons with autism spectrum
disorder
University “St. Cyril and Methodius”
Faculty of Philosophy
Institute of Special Education and Rehabilitation
Macedonian Scientific Society for Autism
Niš, 29.09.2023
Prof. Dr. med. Vladimir Trajkovski
2. 2
Coronavirus
The novel coronavirus (COVID-19) pandemic has caused
significant fear and uncertainty as it has negatively impacted
almost all aspects of society resulting in near universal hardship
and stress.
The rapid changes provoked by the virus, and the need to
adaptively cope with them were anticipated to persist.
Infectious disease pandemics are often associated with adverse
psychological and behavioral responses such as increased
anxiety and depression, insomnia, reduced feelings of safety,
increased use of alcohol and tobacco, somatic symptoms (such
as lack of energy and general malaise), and increased use of
medical resources.
This presentation highlights some of the specific challenges
faced by individuals with ASD and their families.
3. 3
Autism and Covid-19
The impact of the COVID-19 pandemic on the mental
health of children with ASD was of significant concern.
This population is more likely than children without ASD
to experience distress during the pandemic because they
thrive on routines and external supports, which have
been disrupted due to rigorous social distancing
guidelines.
Children with ASD have higher rates of psychiatric
disorders compared to children without ASD, which are
likely to exacerbate in the midst of pandemic-related
stressors.
Research on psychiatric outcomes during the pandemic
in children with ASD is beginning to emerge across
the globe.
5. 5
Autism and Increased Vulnerability (1)
Persons with ASD also may experience expressive
communication challenges leading to difficulty
communicating pain, symptoms of illness or emotional
distress.
As a result, many individuals with ASD
may find increased reliance on their families, caregivers,
or other staff to be able to communicate important
pandemic information to them or observe symptoms of
potential illness.
Individuals with ASD also may have
difficulty with some core components of resilience such
as making future predictions, envisioning multiple
outcomes to a given situation, adapting and being
flexible to abrupt changes.
6. 6
Autism and Increased Vulnerability (2)
Further complicating adaptive coping, individuals with
ASD have high prevalence of co-occurring needs, such
as intellectual disability (ID), learning issues, chronic
medical concerns like seizure disorders, and behavioral
health concerns creating an additional vulnerability.
Individuals with developmental disabilities are generally
more vulnerable to increased risk of mental health
conditions than the general public.
Studies have pointed to acute stress reactions and
posttraumatic stress symptoms, recent onset psychotic
or mood symptoms with coronavirus exposure, and
worsening suicidal ideation and suicidal attempts
related to fear of COVID-19.
7. 7
Impact of COVID on the Autism
Community (1)
Mitigation strategies to contend with the threat of
COVID-19 were put in place across the globe; in
the USA, many of these strategies (e.g. stay-at-
home orders, social distancing) left individuals
with autism without access to critically needed
services and supports resulting in even greater
vulnerability.
Immediate impacts of this pandemic have been
felt first-hand by individuals with ASD, their
families, caregivers, and other natural supports
as well as the professionals that work with them.
8. 8
Impact of COVID on the Autism
Community (2)
These families utilize multiple services and providers for
the educational, vocational and functional needs of their
children.
Adults with ASD may rely on community-based service
providers to help them achieve their self-determined
community participation goals.
Often, these services are best delivered in situ, as
evidence has shown that many individuals with ASD
struggle with generalization and learn best in the context
in which the skill should be performed.
This means that activities of daily living
would be taught with support in the home, community
skills in the community, and educational and vocational
tasks on site.
9. 9
Education Challenges (1)
In the beginning of the pandemic course, schools in the
Macedonia were abruptly closed to mitigate the spread of
infection before many distance learning modalities could
be developed.
Quickly adapting to distance learning posed a significant
challenge for most educators when considering general
education curriculum for students without learning
disabilities or needs.
This challenge was likely even greater for educators
attempting to adapt special education curriculums and
related services for children with ASD and complex
and/or communication needs.
11. 11
Education Challenges (2)
Over the course of the pandemic, many children with ASD
have received minimal services such as speech and
language therapy, occupational therapy, and physical
therapy.
Children who rely on having a routine in school–including
the structured environment, familiar schedules and cues,
potentially enhanced through supports of 1:1 instruction or
a paraprofessional–were now being expected to
academically perform in their homes in front of a tablet or
laptop.
Their educational challenges than needed to
be supported by their parents or caregivers, who may have
been additionally trying to work from home, care for other
members of the household, and keep meals.
12. 12
Vocational Challenges (1)
Adults with ASD also experienced significant changes
during the pandemic with loss of community services and
potential loss or reduction of employment.
In adulthood, individuals with ASD are at greater risk to
experience increased social isolation, lower community
participation, and decreased participation in social
activities.
Previous research has shown that adults with ASD across
the spectrum face more unemployment and
underemployment compared to their neurotypical peers.
Many adults with ASD rely on support staff for
transportation, management of work tasks, and effective
social engagement in the community.
14. 14
Vocational Challenges (2)
With services interrupted, jobs furloughed, and community
locations temporarily closed, adults with ASD may have
been faced with sudden large amounts of unstructured
time, few supports, and difficulties adapting to rapid
change.
Adults with ASD who live in group homes, attend off-site
adult day services, or live independently with supports may
have moved to be with family members or caretakers as
means of reducing risk of contracting COVID-19.
While this was important to maximize health precautions
and minimize isolation, it also can contribute to feelings of
reduced independence and greater sense of routine
disruption.
15. 15
Home and Leisure Challenges (1)
Nearly all of us, as a result of limits on work, school, and
community access due to needed restrictions of non-
essential activities, have experienced some increased
unstructured time at home.
This has resulted in challenges for many individuals with
ASD who can struggle with executive functioning, which
includes planning, organization, task initiation and self-
monitoring.
Limitations in these skills make it difficult to alter routines,
generate new ideas and independently incorporate them
into daily schedules.
Many individuals with ASD have restricted or fixed
interests.
17. 17
Home and Leisure Challenges (2)
While these interests may not cause difficulties when
balanced with a variety of community opportunities, during
periods of excess unstructured time and limited scheduled
variability, it can be easy to become “stuck”
in these highly preferred interests or activities.
These fixations, while comforting, may interfere
with needed skills development and adaptations to cope
with changing conditions.
As schedules begin to normalize, it may be difficult to
reallocate time to other important interests and activities.
Children or adults with ASD who struggle with maintaining
attention to tasks may have relied heavily on family
members, caretakers or other natural supports to help
them occupy their unstructured time.
18. 18
Impact of Service Delivery
Individuals with ASD demonstrate high rates of service
utilization and utilization costs compared to other
disabilities.
There is evidence highlighting significant unmet healthcare
needs pre-pandemic: patient-level factors like challenges
around appointments and sensory issues; providers-level
factors including lack of ASD knowledge and training; and
system-level factors such as accessibility of health care
facilities, which limit service and referral pathways.
Many people with ASD have experienced disruption in the
services they utilized on a regular basis prior to the
pandemic due to staff turnover and shortages, mandated
community resource closures, and reduced or significantly
modified access to needed specialized services.
19. 19
Behavioral Health Services (1)
Access to behavioral health services has also been greatly
impacted during this time. Outpatient and in-home services
may have either paused or quickly converted to telehealth.
Applied Behavior Analysis (ABA) is an evidence-based
treatment for individuals with ASD including those with
intellectual disabilities and/or complex communication
needs.
These services are typically delivered face to face with
providers in relatively close proximity to individuals with
ASD using shared materials.
Converting these services to remote delivery can be
challenging as ABA frequently includes observation of
behavior that is often beyond the reach of a video camera
and requires support of another household member.
21. 21
Behavioral Health Services (2)
Although ABA services in some USA states were deemed
“essential,” agencies lacked on-hand protective personal
equipment (PPE) and policy guidelines to ensure safety of
providers, individuals with ASD, and their households at
the start of pandemic.
Some who switched to providing telehealth understood it
was an atypical form of the service, and may have
struggled with prioritizing in-person services amid potential
risks.
For some children and adults with reliable verbal
communication, phone and telehealth services anecdotally
seem to have provided some ongoing and continued
support.
22. 22
Telehealth (1)
Social distancing and other pandemic infection control
mandates have resulted in great innovation and quick
responsiveness in how services are delivered.
Health care, including behavioral health of all levels,
adapted services quickly to meet the needs of the people
they serve.
The increased use of telehealth during this time presented
unique opportunities and challenges.
While there are many names for behavioral health
services provided on virtual platforms (e.g., telehealth,
telemedicine, teletherapy, telepsychiatry), the core
common feature is that people in the community are able
to access health care professionals via a web-based
system rather than an in-person encounter.
24. 24
Telehealth (2)
Telehealth is not a new concept or practice for some
behavioral health services and there is strong evidence
supporting the efficacy, feasibility, and patient preference of
these services.
There are numerous benefits of telehealth aside from
increased convenience.
Interruption of in-person services has caused delays in
diagnosis for many, which results in delays in treatment
access.
Diagnostic assessment of autism through telehealth had
been minimally researched pre-pandemic.
Given the immediate need, many providers are now
developing innovative adaptations to be able to conduct
assessments via tele-health.
25. 25
Preparing for Future (1)
Evidence from previous disasters has indicated that people
with disabilities are disproportionately impacted by emergencies
(Campbell et al., 2009).
Many of the essential services needed by individuals with ASD
have been impacted by the global COVID-19 effects.
Given that individuals with ASD are especially vulnerable during
these times, emergency preparedness is vital to ensure that those
at higher risk continue to receive essential behavioral health and
support services as we weather potential additional waves of this
pandemic or other future health emergencies and/or natural
disasters.
During the course of the current pandemic, health systems
and behavioral health service providers have worked diligently to
manage new challenges and provide the best possible care for
vulnerable populations.
26. 26
Preparing for Future (2)
Telehealth has made it easier and more convenient to
maintain contact and services with people who need it most.
Ongoing mental and behavioral health services via
telehealth can assist individuals to process changes in their
environment, adapt to a new normal, and plan for
reintegration into the community.
Ongoing emergency preparedness efforts might spur even
more creative solutions to the challenges of maintaining
services and optimizing coping and resilience for future
crises.
It will be imperative to expand the availability of
telehealth and develop clearer guidance on the best use of
these platforms for intervention.
In a very short time, mental health providers had to
effectively integrate telehealth into their practice.
27. 27
Preparing for Future (3)
Preparing individuals for changes in their environment is
essential; many individuals with ASD experience difficulty
tolerating uncertainty, change, and novelty.
Behavioral health providers have an opportunity to
play a critical role in helping individuals anticipate and plan
for gradual transitions back into the community as well as
planning for potential further community restrictions or
other future emergencies.
Mental health professionals can be and should be working
on these skills in everyday situations—working with children
and adults on problem-solving, identifying alternate choices,
and predicting outcomes in the context of daily events.
Essentially developing the skills to form the proverbial “plan
B” in case plans are disrupted or expectations not met.
28. 28
Conclusions
COVID-19 has exposed weaknesses in both service
provision and skills focus for a population with recognized
heightened needs but also great potential.
It is essential that local, state, national and transnational
preparedness measures take into consideration the unique
needs of individuals with ASD.
These should support innovation that empowers individuals,
their parents, all caregivers, organizations and service
providers for working in similar rapidly developing
circumstances in the future.
Effectively engaging stakeholders in the ASD community—
especially individuals with ASD themselves—in ongoing
discussions about improving these measures will be critical
to the innovation that is sorely needed.