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FM","link":"/"}},"mindshift_57259":{"type":"posts","id":"mindshift_57259","meta":{"index":"posts_1591205157","site":"mindshift","id":"57259","score":null,"sort":[1611041693000]},"guestAuthors":[],"slug":"ive-tried-everything-pandemic-worsens-child-mental-health-crisis","title":"'I've Tried Everything': Pandemic Worsens Child Mental Health Crisis","publishDate":1611041693,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>A bag of Doritos, that's all Princess wanted.\u003c/p>\n\u003cp>Her mom calls her Princess, but her real name is Lindsey. She's 17 and lives with her mom, Sandra, a nurse, outside of Atlanta. On May 17, 2020, a Sunday, Lindsey decided she didn't want breakfast; she wanted Doritos. So she left home and walked to Family Dollar, taking her pants off on the way, while her mom followed on the phone with police.\u003c/p>\n\u003cp>Lindsey has autism (NPR isn't using last names to protect her privacy). It can be hard for her to communicate and navigate social situations. She thrives on routine, and gets special help at school. Or \u003cem>got\u003c/em> help, before the coronavirus pandemic closed schools and forced tens of millions of children home. Sandra says that's when their living hell started.\u003c/p>\n\u003cp>\"It's like her brain was wired,\" she says. \"She'd just put on her jacket, and she's out the door. And I'm chasing her.\"\u003c/p>\n\u003cp>On May 17, Sandra chased her all the way to Family Dollar. Hours later, Lindsey was in jail.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Lindsey is one of almost \u003ca href=\"https://www.cdc.gov/mmwr/volumes/66/wr/mm6644a13.htm\">3 million children\u003c/a> in the U.S. who have been diagnosed with a serious emotional or behavioral health condition. When the pandemic forced schools and doctors' offices closed last spring, it also cut children off from the trained teachers and therapists who understand their needs.\u003c/p>\n\u003cp>As a result, many, like Lindsey, spiraled into emergency rooms and even police custody. Federal data show \u003ca href=\"https://www.cdc.gov/mmwr/volumes/69/wr/mm6945a3.htm\">a nationwide surge\u003c/a> of kids in mental health crisis during the pandemic — a surge that's further taxing an already overstretched safety net.\u003c/p>\n\u003cp>\u003cstrong>'Take her'\u003c/strong>\u003c/p>\n\u003cp>Even after schools closed, Lindsey would continue to wake up early, get dressed and wait for the bus. When it stopped coming, Sandra says, her daughter just started walking out of the house, wandering, a few times a week.\u003c/p>\n\u003cp>In those situations, Sandra did what many families in crisis tell NPR they've had to do since the pandemic began: race through the short list of places she could call for help.\u003c/p>\n\u003cp>First, her state's mental health crisis hotline. But they often put Sandra on hold.\u003c/p>\n\u003cp>\"This is ridiculous,\" she says of the wait. \"It's supposed to be a crisis team. But I'm on hold for 40, 50 minutes. And by the time you get on the phone, [the crisis] is done!\"\u003c/p>\n\u003cp>Then there's the local hospital's emergency room, but Sandra says she had taken Lindsey there for previous crises and been told there isn't much they can do.\u003c/p>\n\u003cp>That's why, on May 17, when Lindsey walked to Family Dollar in just a red t-shirt and underwear, to get that bag of Doritos, Sandra called the last option on her list: the police.\u003c/p>\n\u003cp>Sandra arrived at the store before the police and paid for the chips. According to Sandra and police records, when an officer approached, Lindsey grew agitated and hit her mom on the back, hard.\u003c/p>\n\u003cp>Sandra says she explained to the officer: \" 'She's autistic. You know, I'm OK. I'm a nurse. I just need to take her home and give her her medication.' \"\u003c/p>\n\u003cfigure id=\"attachment_57261\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-57261\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/01/melton_cam17325-3000-2_slide-00b863e98e12a34f5041c7fec533ac43ed099576-scaled-e1611214696117.jpg\" alt=\"\" width=\"1920\" height=\"1280\">\u003cfigcaption class=\"wp-caption-text\">After Lindsey's school closed, Sandra says her daughter continued to wake up early, get dressed and wait for the bus. When it didn't come, Lindsey started walking out of the house, wandering, a few times a week. \u003ccite>(Audra Melton for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Lindsey takes a mood-stabilizer, but because she left home before breakfast, she hadn't taken it that morning. The officer asked if Sandra wanted to take her to the nearest hospital.\u003c/p>\n\u003cp>The hospital wouldn't be able to help Lindsey, Sandra said. It hadn't before. \"They already told me, 'Ma'am, there's nothing we can do.' They just check her labs, it's fine, and they ship her back home. There's nothing [the hospital] can do,\" she recalls telling the officer.\u003c/p>\n\u003cp>Sandra asked if the police could drive her daughter home, so the teen could take her medication, but the officer said no, they couldn't. The only other thing they could do, the officer said, was take Lindsey to jail for hitting her mom.\u003c/p>\n\u003cp>\"I've tried everything,\" Sandra said, exasperated. She paced the parking lot, feeling hopeless, sad and out of options. Finally, in tears, she told the officers, \"Take her.\"\u003c/p>\n\u003cp>Lindsey does not like to be touched and fought back when authorities tried to handcuff her. Several officers wrestled her to the ground. At that point, Sandra protested and says an officer threatened to arrest her too if she didn't back away. Lindsey was taken to jail, where she spent much of the night until Sandra was able to post bail.\u003c/p>\n\u003cp>Clayton County Solicitor-General Charles Brooks denies that Sandra was threatened with arrest and tells NPR, while Lindsey's case is still pending, his office \"is working to ensure that the resolution in this matter involves a plan for medication compliance and not punitive action.\"\u003c/p>\n\u003cp>Sandra isn't alone in her experience. NPR heard similar stories from multiple families — stories of calling in the police when a child was in crisis because caretakers didn't feel they had any other option.\u003c/p>\n\u003cp>\u003cstrong>'The whole system is really grinding to a halt'\u003c/strong>\u003c/p>\n\u003cp>Roughly \u003ca href=\"https://www.cdc.gov/mmwr/volumes/66/wr/mm6644a13.htm\">6% of U.S. children\u003c/a>, ages 6 through 17, are living with serious emotional or behavioral difficulties, including children with autism, severe anxiety, depression and trauma-related mental health conditions.\u003c/p>\n\u003cp>Many of these children depend on schools for access to vital therapies. When schools and doctors' offices stopped providing in-person services last spring, kids were untethered from the people and supports they'd come to rely on.\u003c/p>\n\u003cp>\"The lack of in-person services is really detrimental,\" says \u003ca href=\"https://vivo.brown.edu/display/sduffymd\">Dr. Susan Duffy\u003c/a>, a pediatrician and professor of emergency medicine at Brown University. \"So school-based services are one, but also in-person services in general are disrupted [by the pandemic].\"\u003c/p>\n\u003cp>Marjorie, a mother in Florida, says her 15-year-old son has suffered during these disruptions. He has ADHD and oppositional defiant disorder, a condition marked by frequent and persistent hostility. Little things — like being asked to do school work — can send him into a rage, leading to holes punched in walls, broken doors and violent threats. (Marjorie asked that we not use her last name to protect her family's privacy.)\u003c/p>\n\u003cp>The pandemic has shifted both school and her son's therapy sessions online. But Marjorie says virtual therapy isn't working, because her son doesn't focus well during sessions and tries to watch TV instead. Lately, she has simply been cancelling them.\u003c/p>\n\u003cp>\"I was paying for appointments and there was no therapeutic value,\" Marjorie says.\u003c/p>\n\u003cp>The issues cut across socioeconomic lines — affecting families with private insurance, like Marjorie, as well as those who receive coverage through Medicaid, a federal-state program that provides health insurance to lower-income people and those with disabilities.\u003c/p>\n\u003cp>In the first few months of the pandemic, between March and May 2020, children on Medicaid received \u003ca href=\"https://www.cms.gov/newsroom/fact-sheets/fact-sheet-service-use-among-medicaid-chip-beneficiaries-age-18-and-under-during-covid-19\">44%\u003c/a> fewer outpatient mental health services — including therapy and in-home support — compared to the same time period in 2019, according to the Centers for Medicare & Medicaid Services. That's even after accounting for increased telehealth appointments.\u003c/p>\n\u003cp>And while the nation's ERs have seen a decline in overall visits, there was a relative increase in mental health visits for kids in 2020 compared to 2019.\u003c/p>\n\u003cp>The Centers for Disease Control and Prevention found that, from April to October 2020, hospitals across the U.S. saw a \u003ca href=\"https://www.cdc.gov/mmwr/volumes/69/wr/mm6945a3.htm\">24% increase\u003c/a> in the proportion of mental health emergency visits for children ages 5 to 11, and a 31% increase for children ages 12 to 17.\u003c/p>\n\u003cp>\"Proportionally, the number of mental health visits is far more significant than it has been in the past,\" says Duffy. \"Not only are we seeing more children, more children are being admitted [to in-patient care].\"\u003c/p>\n\u003cp>That's because there are fewer outpatient services now available to children, she says, and because the children showing up at ERs \"are more serious.\"\u003c/p>\n\u003cp>This crisis is not only making life harder for these kids and their families, it's stressing the entire health care system.\u003c/p>\n\u003cp>Child and adolescent psychiatrists working in hospitals around the country tell NPR that children are increasingly \"boarding\" in emergency departments for days, waiting for in-patient admission to a regular hospital or psychiatric hospital.\u003c/p>\n\u003cp>Before the pandemic, there was already a \u003ca href=\"https://pubmed.ncbi.nlm.nih.gov/16912929/\">shortage of in-patient psychiatric beds\u003c/a> for children, says \u003ca href=\"https://jbcc.harvard.edu/christopher-bellonci-md\">Dr. Christopher Bellonci\u003c/a>, a child psychiatrist at Judge Baker Children's Center in Boston. That shortage has only gotten worse as hospitals cut capacity to allow for more physical distancing within psychiatric units.\u003c/p>\n\u003cp>\"The whole system is really grinding to a halt at a time when we have unprecedented need,\" Bellonci says.\u003c/p>\n\u003cp>\u003cstrong>'A signal that the rest of your system doesn't work'\u003c/strong>\u003c/p>\n\u003cp>Psychiatrists on the front lines share the frustrations of parents struggling to find help for their children.\u003c/p>\n\u003cp>Part of the problem is there have never been enough psychiatrists and therapists trained to work with children, intervening in the early stages of their illness, says \u003ca href=\"https://nyulangone.org/doctors/1205956968/jennifer-havens\">Dr. Jennifer Havens\u003c/a>, a child psychiatrist at NYU.\u003c/p>\n\u003cp>\"Tons of people showing up in emergency rooms in bad shape is a signal that the rest of your system doesn't work,\" she says.\u003c/p>\n\u003cp>Havens says too often, services aren't available until children are older — and in crisis. \"Often for people who don't have access to services, we wait until they're too big to be managed.\"\u003c/p>\n\u003cp>While the pandemic has made life harder for Marjorie and her son in Florida, she says it has always been difficult to find the support and care he needs. Last fall, he needed a psychiatric evaluation, but the nearest specialist who would accept her commercial insurance was 100 miles away, in Alabama.\u003c/p>\n\u003cp>\"Even when you have the money or you have the insurance, it is still a travesty,\" Marjorie says. \"You cannot get help for these kids.\"\u003c/p>\n\u003cp>Parents are frustrated, and so are psychiatrists on the front lines. \u003ca href=\"https://www.nationwidechildrens.org/find-a-doctor/profiles/charles-j-glawe\">Dr. C.J. Glawe\u003c/a> leads the psychiatric crisis department at Nationwide Children's Hospital in Columbus, Ohio.\u003c/p>\n\u003cp>He says once a child is stabilized after a crisis, it can be hard to explain to parents that they may not be able to find follow-up care anywhere near their home.\u003c/p>\n\u003cp>\"Especially when I can clearly tell you I know exactly what you need, I just can't give it to you,\" Glawe says, \"it's demoralizing.\"\u003c/p>\n\u003cp>When states and communities fail to provide children the services they need to live at home, kids can deteriorate and even wind up in jail, like Lindsey. At that point, Glawe says, the cost and level of care required will be even higher, whether that's hospitalization or long stays in residential treatment facilities.\u003c/p>\n\u003cp>That's exactly the scenario Sandra, Lindsey's mom, is hoping to avoid for her Princess.\u003c/p>\n\u003cp>\"For me, as a nurse and as a provider, that will be the last thing for my daughter,\" she says. \"It's like [state and local leaders] leave it to the school and the parent to deal with, and they don't care. And that's the problem. It's sad because, if I'm not here...\"\u003c/p>\n\u003cp>Her voice trails off a moment, tears welling.\u003c/p>\n\u003cp>\"She didn't ask to have autism.\"\u003c/p>\n\u003cp>To help families like Sandra's and Marjorie's, advocates say all levels of government need to invest in creating a mental health system that's accessible to anyone who needs it.\u003c/p>\n\u003cp>But given that many states have seen their \u003ca href=\"https://www.npr.org/2020/08/03/893190275/states-are-broke-and-many-are-eyeing-massive-cuts-heres-how-yours-is-doing\">revenues drop\u003c/a> due to the pandemic, there's a concern services will instead get cut — at a time when the need has never been greater.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>This story is part of a reporting partnership that includes NPR, Illinois Public Media and Kaiser Health News.\u003c/em>\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2021 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=%27I%27ve+Tried+Everything%27%3A+Pandemic+Worsens+Child+Mental+Health+Crisis&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n","blocks":[],"excerpt":"When schools closed last spring, children with severe mental illnesses were cut off from the services they'd come to rely on. Many have since spiraled into emergency rooms and even police custody.","status":"publish","parent":0,"modified":1611214739,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":60,"wordCount":2009},"headData":{"title":"'I've Tried Everything': Pandemic Worsens Child Mental Health Crisis - MindShift","description":"When schools closed last spring, children with severe mental illnesses were cut off from the services they'd come to rely on. Many have since spiraled into emergency rooms and even police custody.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"'I've Tried Everything': Pandemic Worsens Child Mental Health Crisis","datePublished":"2021-01-19T07:34:53.000Z","dateModified":"2021-01-21T07:38:59.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"57259 https://ww2.kqed.org/mindshift/?p=57259","disqusUrl":"https://ww2.kqed.org/mindshift/2021/01/18/ive-tried-everything-pandemic-worsens-child-mental-health-crisis/","disqusTitle":"'I've Tried Everything': Pandemic Worsens Child Mental Health Crisis","nprByline":"Cory Turner, Christine Herman, Rhitu Chatterjee","nprImageAgency":"Audra Melton for NPR","nprStoryId":"953581851","nprApiLink":"http://api.npr.org/query?id=953581851&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004","nprHtmlLink":"https://www.npr.org/sections/health-shots/2021/01/18/953581851/ive-tried-everything-pandemic-has-cut-options-for-kids-with-mental-illness?ft=nprml&f=953581851","nprRetrievedStory":"1","nprPubDate":"Tue, 19 Jan 2021 08:11:00 -0500","nprStoryDate":"Mon, 18 Jan 2021 05:00:00 -0500","nprLastModifiedDate":"Tue, 19 Jan 2021 09:46:13 -0500","nprAudio":"https://ondemand.npr.org/anon.npr-mp3/npr/me/2021/01/20210119_me_ive_tried_everything_pandemic_worsens_child_mental_health_crisis.mp3?orgId=1&topicId=1128&d=415&p=3&story=953581851&ft=nprml&f=953581851","nprAudioM3u":"http://api.npr.org/m3u/1958253178-f1a1b7.m3u?orgId=1&topicId=1128&d=415&p=3&story=953581851&ft=nprml&f=953581851","path":"/mindshift/57259/ive-tried-everything-pandemic-worsens-child-mental-health-crisis","audioUrl":"https://ondemand.npr.org/anon.npr-mp3/npr/me/2021/01/20210119_me_ive_tried_everything_pandemic_worsens_child_mental_health_crisis.mp3?orgId=1&topicId=1128&d=415&p=3&story=953581851&ft=nprml&f=953581851","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>A bag of Doritos, that's all Princess wanted.\u003c/p>\n\u003cp>Her mom calls her Princess, but her real name is Lindsey. She's 17 and lives with her mom, Sandra, a nurse, outside of Atlanta. On May 17, 2020, a Sunday, Lindsey decided she didn't want breakfast; she wanted Doritos. So she left home and walked to Family Dollar, taking her pants off on the way, while her mom followed on the phone with police.\u003c/p>\n\u003cp>Lindsey has autism (NPR isn't using last names to protect her privacy). It can be hard for her to communicate and navigate social situations. She thrives on routine, and gets special help at school. Or \u003cem>got\u003c/em> help, before the coronavirus pandemic closed schools and forced tens of millions of children home. Sandra says that's when their living hell started.\u003c/p>\n\u003cp>\"It's like her brain was wired,\" she says. \"She'd just put on her jacket, and she's out the door. And I'm chasing her.\"\u003c/p>\n\u003cp>On May 17, Sandra chased her all the way to Family Dollar. Hours later, Lindsey was in jail.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Lindsey is one of almost \u003ca href=\"https://www.cdc.gov/mmwr/volumes/66/wr/mm6644a13.htm\">3 million children\u003c/a> in the U.S. who have been diagnosed with a serious emotional or behavioral health condition. When the pandemic forced schools and doctors' offices closed last spring, it also cut children off from the trained teachers and therapists who understand their needs.\u003c/p>\n\u003cp>As a result, many, like Lindsey, spiraled into emergency rooms and even police custody. Federal data show \u003ca href=\"https://www.cdc.gov/mmwr/volumes/69/wr/mm6945a3.htm\">a nationwide surge\u003c/a> of kids in mental health crisis during the pandemic — a surge that's further taxing an already overstretched safety net.\u003c/p>\n\u003cp>\u003cstrong>'Take her'\u003c/strong>\u003c/p>\n\u003cp>Even after schools closed, Lindsey would continue to wake up early, get dressed and wait for the bus. When it stopped coming, Sandra says, her daughter just started walking out of the house, wandering, a few times a week.\u003c/p>\n\u003cp>In those situations, Sandra did what many families in crisis tell NPR they've had to do since the pandemic began: race through the short list of places she could call for help.\u003c/p>\n\u003cp>First, her state's mental health crisis hotline. But they often put Sandra on hold.\u003c/p>\n\u003cp>\"This is ridiculous,\" she says of the wait. \"It's supposed to be a crisis team. But I'm on hold for 40, 50 minutes. And by the time you get on the phone, [the crisis] is done!\"\u003c/p>\n\u003cp>Then there's the local hospital's emergency room, but Sandra says she had taken Lindsey there for previous crises and been told there isn't much they can do.\u003c/p>\n\u003cp>That's why, on May 17, when Lindsey walked to Family Dollar in just a red t-shirt and underwear, to get that bag of Doritos, Sandra called the last option on her list: the police.\u003c/p>\n\u003cp>Sandra arrived at the store before the police and paid for the chips. According to Sandra and police records, when an officer approached, Lindsey grew agitated and hit her mom on the back, hard.\u003c/p>\n\u003cp>Sandra says she explained to the officer: \" 'She's autistic. You know, I'm OK. I'm a nurse. I just need to take her home and give her her medication.' \"\u003c/p>\n\u003cfigure id=\"attachment_57261\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-57261\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/01/melton_cam17325-3000-2_slide-00b863e98e12a34f5041c7fec533ac43ed099576-scaled-e1611214696117.jpg\" alt=\"\" width=\"1920\" height=\"1280\">\u003cfigcaption class=\"wp-caption-text\">After Lindsey's school closed, Sandra says her daughter continued to wake up early, get dressed and wait for the bus. When it didn't come, Lindsey started walking out of the house, wandering, a few times a week. \u003ccite>(Audra Melton for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Lindsey takes a mood-stabilizer, but because she left home before breakfast, she hadn't taken it that morning. The officer asked if Sandra wanted to take her to the nearest hospital.\u003c/p>\n\u003cp>The hospital wouldn't be able to help Lindsey, Sandra said. It hadn't before. \"They already told me, 'Ma'am, there's nothing we can do.' They just check her labs, it's fine, and they ship her back home. There's nothing [the hospital] can do,\" she recalls telling the officer.\u003c/p>\n\u003cp>Sandra asked if the police could drive her daughter home, so the teen could take her medication, but the officer said no, they couldn't. The only other thing they could do, the officer said, was take Lindsey to jail for hitting her mom.\u003c/p>\n\u003cp>\"I've tried everything,\" Sandra said, exasperated. She paced the parking lot, feeling hopeless, sad and out of options. Finally, in tears, she told the officers, \"Take her.\"\u003c/p>\n\u003cp>Lindsey does not like to be touched and fought back when authorities tried to handcuff her. Several officers wrestled her to the ground. At that point, Sandra protested and says an officer threatened to arrest her too if she didn't back away. Lindsey was taken to jail, where she spent much of the night until Sandra was able to post bail.\u003c/p>\n\u003cp>Clayton County Solicitor-General Charles Brooks denies that Sandra was threatened with arrest and tells NPR, while Lindsey's case is still pending, his office \"is working to ensure that the resolution in this matter involves a plan for medication compliance and not punitive action.\"\u003c/p>\n\u003cp>Sandra isn't alone in her experience. NPR heard similar stories from multiple families — stories of calling in the police when a child was in crisis because caretakers didn't feel they had any other option.\u003c/p>\n\u003cp>\u003cstrong>'The whole system is really grinding to a halt'\u003c/strong>\u003c/p>\n\u003cp>Roughly \u003ca href=\"https://www.cdc.gov/mmwr/volumes/66/wr/mm6644a13.htm\">6% of U.S. children\u003c/a>, ages 6 through 17, are living with serious emotional or behavioral difficulties, including children with autism, severe anxiety, depression and trauma-related mental health conditions.\u003c/p>\n\u003cp>Many of these children depend on schools for access to vital therapies. When schools and doctors' offices stopped providing in-person services last spring, kids were untethered from the people and supports they'd come to rely on.\u003c/p>\n\u003cp>\"The lack of in-person services is really detrimental,\" says \u003ca href=\"https://vivo.brown.edu/display/sduffymd\">Dr. Susan Duffy\u003c/a>, a pediatrician and professor of emergency medicine at Brown University. \"So school-based services are one, but also in-person services in general are disrupted [by the pandemic].\"\u003c/p>\n\u003cp>Marjorie, a mother in Florida, says her 15-year-old son has suffered during these disruptions. He has ADHD and oppositional defiant disorder, a condition marked by frequent and persistent hostility. Little things — like being asked to do school work — can send him into a rage, leading to holes punched in walls, broken doors and violent threats. (Marjorie asked that we not use her last name to protect her family's privacy.)\u003c/p>\n\u003cp>The pandemic has shifted both school and her son's therapy sessions online. But Marjorie says virtual therapy isn't working, because her son doesn't focus well during sessions and tries to watch TV instead. Lately, she has simply been cancelling them.\u003c/p>\n\u003cp>\"I was paying for appointments and there was no therapeutic value,\" Marjorie says.\u003c/p>\n\u003cp>The issues cut across socioeconomic lines — affecting families with private insurance, like Marjorie, as well as those who receive coverage through Medicaid, a federal-state program that provides health insurance to lower-income people and those with disabilities.\u003c/p>\n\u003cp>In the first few months of the pandemic, between March and May 2020, children on Medicaid received \u003ca href=\"https://www.cms.gov/newsroom/fact-sheets/fact-sheet-service-use-among-medicaid-chip-beneficiaries-age-18-and-under-during-covid-19\">44%\u003c/a> fewer outpatient mental health services — including therapy and in-home support — compared to the same time period in 2019, according to the Centers for Medicare & Medicaid Services. That's even after accounting for increased telehealth appointments.\u003c/p>\n\u003cp>And while the nation's ERs have seen a decline in overall visits, there was a relative increase in mental health visits for kids in 2020 compared to 2019.\u003c/p>\n\u003cp>The Centers for Disease Control and Prevention found that, from April to October 2020, hospitals across the U.S. saw a \u003ca href=\"https://www.cdc.gov/mmwr/volumes/69/wr/mm6945a3.htm\">24% increase\u003c/a> in the proportion of mental health emergency visits for children ages 5 to 11, and a 31% increase for children ages 12 to 17.\u003c/p>\n\u003cp>\"Proportionally, the number of mental health visits is far more significant than it has been in the past,\" says Duffy. \"Not only are we seeing more children, more children are being admitted [to in-patient care].\"\u003c/p>\n\u003cp>That's because there are fewer outpatient services now available to children, she says, and because the children showing up at ERs \"are more serious.\"\u003c/p>\n\u003cp>This crisis is not only making life harder for these kids and their families, it's stressing the entire health care system.\u003c/p>\n\u003cp>Child and adolescent psychiatrists working in hospitals around the country tell NPR that children are increasingly \"boarding\" in emergency departments for days, waiting for in-patient admission to a regular hospital or psychiatric hospital.\u003c/p>\n\u003cp>Before the pandemic, there was already a \u003ca href=\"https://pubmed.ncbi.nlm.nih.gov/16912929/\">shortage of in-patient psychiatric beds\u003c/a> for children, says \u003ca href=\"https://jbcc.harvard.edu/christopher-bellonci-md\">Dr. Christopher Bellonci\u003c/a>, a child psychiatrist at Judge Baker Children's Center in Boston. That shortage has only gotten worse as hospitals cut capacity to allow for more physical distancing within psychiatric units.\u003c/p>\n\u003cp>\"The whole system is really grinding to a halt at a time when we have unprecedented need,\" Bellonci says.\u003c/p>\n\u003cp>\u003cstrong>'A signal that the rest of your system doesn't work'\u003c/strong>\u003c/p>\n\u003cp>Psychiatrists on the front lines share the frustrations of parents struggling to find help for their children.\u003c/p>\n\u003cp>Part of the problem is there have never been enough psychiatrists and therapists trained to work with children, intervening in the early stages of their illness, says \u003ca href=\"https://nyulangone.org/doctors/1205956968/jennifer-havens\">Dr. Jennifer Havens\u003c/a>, a child psychiatrist at NYU.\u003c/p>\n\u003cp>\"Tons of people showing up in emergency rooms in bad shape is a signal that the rest of your system doesn't work,\" she says.\u003c/p>\n\u003cp>Havens says too often, services aren't available until children are older — and in crisis. \"Often for people who don't have access to services, we wait until they're too big to be managed.\"\u003c/p>\n\u003cp>While the pandemic has made life harder for Marjorie and her son in Florida, she says it has always been difficult to find the support and care he needs. Last fall, he needed a psychiatric evaluation, but the nearest specialist who would accept her commercial insurance was 100 miles away, in Alabama.\u003c/p>\n\u003cp>\"Even when you have the money or you have the insurance, it is still a travesty,\" Marjorie says. \"You cannot get help for these kids.\"\u003c/p>\n\u003cp>Parents are frustrated, and so are psychiatrists on the front lines. \u003ca href=\"https://www.nationwidechildrens.org/find-a-doctor/profiles/charles-j-glawe\">Dr. C.J. Glawe\u003c/a> leads the psychiatric crisis department at Nationwide Children's Hospital in Columbus, Ohio.\u003c/p>\n\u003cp>He says once a child is stabilized after a crisis, it can be hard to explain to parents that they may not be able to find follow-up care anywhere near their home.\u003c/p>\n\u003cp>\"Especially when I can clearly tell you I know exactly what you need, I just can't give it to you,\" Glawe says, \"it's demoralizing.\"\u003c/p>\n\u003cp>When states and communities fail to provide children the services they need to live at home, kids can deteriorate and even wind up in jail, like Lindsey. At that point, Glawe says, the cost and level of care required will be even higher, whether that's hospitalization or long stays in residential treatment facilities.\u003c/p>\n\u003cp>That's exactly the scenario Sandra, Lindsey's mom, is hoping to avoid for her Princess.\u003c/p>\n\u003cp>\"For me, as a nurse and as a provider, that will be the last thing for my daughter,\" she says. \"It's like [state and local leaders] leave it to the school and the parent to deal with, and they don't care. And that's the problem. It's sad because, if I'm not here...\"\u003c/p>\n\u003cp>Her voice trails off a moment, tears welling.\u003c/p>\n\u003cp>\"She didn't ask to have autism.\"\u003c/p>\n\u003cp>To help families like Sandra's and Marjorie's, advocates say all levels of government need to invest in creating a mental health system that's accessible to anyone who needs it.\u003c/p>\n\u003cp>But given that many states have seen their \u003ca href=\"https://www.npr.org/2020/08/03/893190275/states-are-broke-and-many-are-eyeing-massive-cuts-heres-how-yours-is-doing\">revenues drop\u003c/a> due to the pandemic, there's a concern services will instead get cut — at a time when the need has never been greater.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>This story is part of a reporting partnership that includes NPR, Illinois Public Media and Kaiser Health News.\u003c/em>\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2021 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=%27I%27ve+Tried+Everything%27%3A+Pandemic+Worsens+Child+Mental+Health+Crisis&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/57259/ive-tried-everything-pandemic-worsens-child-mental-health-crisis","authors":["byline_mindshift_57259"],"categories":["mindshift_21280"],"tags":["mindshift_184","mindshift_21198","mindshift_21344","mindshift_21343","mindshift_358","mindshift_20865","mindshift_21359"],"featImg":"mindshift_57260","label":"mindshift"},"mindshift_55274":{"type":"posts","id":"mindshift_55274","meta":{"index":"posts_1591205157","site":"mindshift","id":"55274","score":null,"sort":[1580800095000]},"guestAuthors":[],"slug":"researchers-link-autism-to-a-system-that-insulates-brain-wiring","title":"Researchers Link Autism To A System That Insulates Brain Wiring","publishDate":1580800095,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>Scientists have found a clue to how autism spectrum disorder disrupts the brain's information highways.\u003c/p>\n\u003cp>The problem involves cells that help keep the traffic of signals moving smoothly through brain circuits, a team \u003ca href=\"https://www.nature.com/articles/s41593-019-0578-x\">reported\u003c/a> Monday in the journal \u003cem>Nature Neuroscience\u003c/em>.\u003c/p>\n\u003cp>The team found that in both mouse and human brains affected by autism, there's an abnormality in cells that produce a substance called myelin.\u003c/p>\n\u003cp>That's a problem because myelin provides the \"insulation\" for brain circuits, allowing them to quickly and reliably carry electrical signals from one area to another. And having either too little or too much of this myelin coating can result in a wide range of neurological problems.\u003c/p>\n\u003cp>For example, \u003ca href=\"https://www.nationalmssociety.org/What-is-MS/MS-FAQ-s\">multiple sclerosis\u003c/a> occurs when the myelin around nerve fibers is damaged. The results, which vary from person to person, can affect not only the signals that control muscles, but also the ones involved in learning and thinking.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The finding could help explain why autism spectrum disorders include such a wide range of social and behavioral features, says \u003ca href=\"https://www.libd.org/team/brady-maher\">Brady Maher\u003c/a>, a lead investigator at the Lieber Institute for Brain Development and an associate professor in the psychiatry department at Johns Hopkins School of Medicine.\u003c/p>\n\u003cp>\"Myelination could be a problem that ties all of these autism spectrum disorders together,\" Maher says. And if that's true, he says, it might be possible to prevent or even reverse the symptoms using drugs that affect myelination.\u003c/p>\n\u003cp>\"If we get to these kids really early, we might be able to change their developmental trajectory and improve their outcomes,\" Maher says.\u003c/p>\n\u003cp>\"It's possible to make these cells healthier,\" adds \u003ca href=\"https://www.libd.org/team/Daniel-Weinberger/\">Dr. Daniel Weinberger\u003c/a>, director of the Lieber Institute and a professor at Johns Hopkins. \"And it's never been a target of treatment in autism.\"\u003c/p>\n\u003cp>The study adds to the evidence that myelination problems are present in \"several developmental disorders and in particular in autism,\" says \u003ca href=\"https://medicine.yale.edu/profile/flora_vaccarino/\">Dr. Flora Vaccarino\u003c/a>, a professor in the neuroscience department at Yale who was not involved in the research.\u003c/p>\n\u003cp>It also shows how one faulty regulatory system in the brain can lead to either too much myelination and too little, she says. And that may help explain why people with autism spectrum disorders may have brains that are either unusually large or unusually small.\u003c/p>\n\u003cp>Researchers involved in the study came upon the myelination problem while looking for something else.\u003c/p>\n\u003cp>They were studying brain cells in mice with a gene mutation that causes \u003ca href=\"https://ghr.nlm.nih.gov/condition/pitt-hopkins-syndrome\">Pitt-Hopkins syndrome\u003c/a>, which can include features of autism spectrum disorder. \"We saw a signature that suggested there might be something wrong with myelination,\" Maher says. \"So that was pretty surprising to us.\"\u003c/p>\n\u003cp>More experiments confirmed that \"there was a clear deficit,\" in the cells that control myelination, which are called oligodendrocytes, he says. This was true not only in mice with the Pitt-Hopkins syndrome, but in other mouse models of autism, too.\u003c/p>\n\u003cp>Next, a biostatistics expert named \u003ca href=\"https://www.libd.org/team/andrew-jaffe/\">Andrew Jaffe\u003c/a> looked at a genetic analysis of brain tissue from people with autism who had died. And that experiment also found problems with the system that controls myelination.\u003c/p>\n\u003cp>To fully understand what's going on though, the problem needs to be studied in developing brain tissue, Vaccarino says.\u003c/p>\n\u003cp>That should be possible, she says, using tiny clusters of human brain cells called \u003ca href=\"https://www.npr.org/sections/health-shots/2017/04/26/525705550/minibrains-in-a-dish-shed-a-little-light-on-autism-and-epilepsy\">brain organoids\u003c/a>, which can be grown in a petri dish. Vaccarino's lab has created brain organoids from the cells of people with autism spectrum disorder, which might reveal how the myelination problems begin, she says.\u003c/p>\n\u003cp>Brain myelination \"really does not start in earnest until the first year or two of life,\" Weinberger says. \"And this is around the time that autism is first apparent.\"\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>That might eventually mean a treatment that corrected a problem with myelination could help children who are diagnosed early in life, he says. Several such treatments are being developed to treat people with multiple sclerosis, a disease that erodes myelin.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2020 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Researchers+Link+Autism+To+A+System+That+Insulates+Brain+Wiring&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n","blocks":[],"excerpt":"Brains affected by autism appear to share a problem with cells that make myelin, the insulating coating surrounding nerve fibers that controls the speed at which the fibers convey electrical signals.","status":"publish","parent":0,"modified":1580800095,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":21,"wordCount":666},"headData":{"title":"Researchers Link Autism To A System That Insulates Brain Wiring | KQED","description":"Brains affected by autism appear to share a problem with cells that make myelin, the insulating coating surrounding nerve fibers that controls the speed at which the fibers convey electrical signals.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Researchers Link Autism To A System That Insulates Brain Wiring","datePublished":"2020-02-04T07:08:15.000Z","dateModified":"2020-02-04T07:08:15.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"55274 https://ww2.kqed.org/mindshift/?p=55274","disqusUrl":"https://ww2.kqed.org/mindshift/2020/02/03/researchers-link-autism-to-a-system-that-insulates-brain-wiring/","disqusTitle":"Researchers Link Autism To A System That Insulates Brain Wiring","nprImageCredit":"Jose Luis Calvo","nprByline":"Jon Hamilton","nprImageAgency":"Science Source","nprStoryId":"802215344","nprApiLink":"http://api.npr.org/query?id=802215344&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004","nprHtmlLink":"https://www.npr.org/sections/health-shots/2020/02/03/802215344/researchers-link-autism-to-a-system-that-insulates-brain-wiring?ft=nprml&f=802215344","nprRetrievedStory":"1","nprPubDate":"Mon, 03 Feb 2020 17:45:00 -0500","nprStoryDate":"Mon, 03 Feb 2020 17:34:00 -0500","nprLastModifiedDate":"Mon, 03 Feb 2020 17:45:45 -0500","path":"/mindshift/55274/researchers-link-autism-to-a-system-that-insulates-brain-wiring","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Scientists have found a clue to how autism spectrum disorder disrupts the brain's information highways.\u003c/p>\n\u003cp>The problem involves cells that help keep the traffic of signals moving smoothly through brain circuits, a team \u003ca href=\"https://www.nature.com/articles/s41593-019-0578-x\">reported\u003c/a> Monday in the journal \u003cem>Nature Neuroscience\u003c/em>.\u003c/p>\n\u003cp>The team found that in both mouse and human brains affected by autism, there's an abnormality in cells that produce a substance called myelin.\u003c/p>\n\u003cp>That's a problem because myelin provides the \"insulation\" for brain circuits, allowing them to quickly and reliably carry electrical signals from one area to another. And having either too little or too much of this myelin coating can result in a wide range of neurological problems.\u003c/p>\n\u003cp>For example, \u003ca href=\"https://www.nationalmssociety.org/What-is-MS/MS-FAQ-s\">multiple sclerosis\u003c/a> occurs when the myelin around nerve fibers is damaged. The results, which vary from person to person, can affect not only the signals that control muscles, but also the ones involved in learning and thinking.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The finding could help explain why autism spectrum disorders include such a wide range of social and behavioral features, says \u003ca href=\"https://www.libd.org/team/brady-maher\">Brady Maher\u003c/a>, a lead investigator at the Lieber Institute for Brain Development and an associate professor in the psychiatry department at Johns Hopkins School of Medicine.\u003c/p>\n\u003cp>\"Myelination could be a problem that ties all of these autism spectrum disorders together,\" Maher says. And if that's true, he says, it might be possible to prevent or even reverse the symptoms using drugs that affect myelination.\u003c/p>\n\u003cp>\"If we get to these kids really early, we might be able to change their developmental trajectory and improve their outcomes,\" Maher says.\u003c/p>\n\u003cp>\"It's possible to make these cells healthier,\" adds \u003ca href=\"https://www.libd.org/team/Daniel-Weinberger/\">Dr. Daniel Weinberger\u003c/a>, director of the Lieber Institute and a professor at Johns Hopkins. \"And it's never been a target of treatment in autism.\"\u003c/p>\n\u003cp>The study adds to the evidence that myelination problems are present in \"several developmental disorders and in particular in autism,\" says \u003ca href=\"https://medicine.yale.edu/profile/flora_vaccarino/\">Dr. Flora Vaccarino\u003c/a>, a professor in the neuroscience department at Yale who was not involved in the research.\u003c/p>\n\u003cp>It also shows how one faulty regulatory system in the brain can lead to either too much myelination and too little, she says. And that may help explain why people with autism spectrum disorders may have brains that are either unusually large or unusually small.\u003c/p>\n\u003cp>Researchers involved in the study came upon the myelination problem while looking for something else.\u003c/p>\n\u003cp>They were studying brain cells in mice with a gene mutation that causes \u003ca href=\"https://ghr.nlm.nih.gov/condition/pitt-hopkins-syndrome\">Pitt-Hopkins syndrome\u003c/a>, which can include features of autism spectrum disorder. \"We saw a signature that suggested there might be something wrong with myelination,\" Maher says. \"So that was pretty surprising to us.\"\u003c/p>\n\u003cp>More experiments confirmed that \"there was a clear deficit,\" in the cells that control myelination, which are called oligodendrocytes, he says. This was true not only in mice with the Pitt-Hopkins syndrome, but in other mouse models of autism, too.\u003c/p>\n\u003cp>Next, a biostatistics expert named \u003ca href=\"https://www.libd.org/team/andrew-jaffe/\">Andrew Jaffe\u003c/a> looked at a genetic analysis of brain tissue from people with autism who had died. And that experiment also found problems with the system that controls myelination.\u003c/p>\n\u003cp>To fully understand what's going on though, the problem needs to be studied in developing brain tissue, Vaccarino says.\u003c/p>\n\u003cp>That should be possible, she says, using tiny clusters of human brain cells called \u003ca href=\"https://www.npr.org/sections/health-shots/2017/04/26/525705550/minibrains-in-a-dish-shed-a-little-light-on-autism-and-epilepsy\">brain organoids\u003c/a>, which can be grown in a petri dish. Vaccarino's lab has created brain organoids from the cells of people with autism spectrum disorder, which might reveal how the myelination problems begin, she says.\u003c/p>\n\u003cp>Brain myelination \"really does not start in earnest until the first year or two of life,\" Weinberger says. \"And this is around the time that autism is first apparent.\"\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>That might eventually mean a treatment that corrected a problem with myelination could help children who are diagnosed early in life, he says. Several such treatments are being developed to treat people with multiple sclerosis, a disease that erodes myelin.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2020 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Researchers+Link+Autism+To+A+System+That+Insulates+Brain+Wiring&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/55274/researchers-link-autism-to-a-system-that-insulates-brain-wiring","authors":["byline_mindshift_55274"],"categories":["mindshift_192"],"tags":["mindshift_184","mindshift_767","mindshift_20720","mindshift_20784","mindshift_1040","mindshift_46"],"featImg":"mindshift_55275","label":"mindshift"},"mindshift_54626":{"type":"posts","id":"mindshift_54626","meta":{"index":"posts_1591205157","site":"mindshift","id":"54626","score":null,"sort":[1571284762000]},"guestAuthors":[],"slug":"gifted-students-with-autism-find-an-intellectual-oasis-in-iowa","title":"Twice-Exceptional Students Find An Intellectual Oasis In Iowa","publishDate":1571284762,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>Educators refer to teens like Alex as \"twice exceptional.\"\u003c/p>\n\u003cp>\"I have a large degree of skill in almost every subject of learning,\" says Alex, who is 16. \"But I also have autistic spectrum disorder.\"\u003c/p>\n\u003cp>For Alex, this dual identity has meant both opportunity and frustration.\u003c/p>\n\u003cp>He has skipped two grades so far, and began taking college math courses last year, when he was still 15. But when he was younger, Alex's underdeveloped social skills caused him a lot of grief.\u003c/p>\n\u003cp>\"I was constantly getting into fights and normally losing them,\" he says.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>At the end of each school year, Alex didn't know what to do. \"I was always that one kid who was unhappy whenever summer vacation came around,\" he says.\u003c/p>\n\u003cp>That changed when Alex's parents learned about the the \u003ca href=\"https://belinblank.education.uiowa.edu/\">Belin-Blank Center\u003c/a> at the University of Iowa's College of Education.\u003c/p>\n\u003cp>Belin-Blank's mission is to identify and nurture young people who excel at math and science and the arts. And they have made a point of reaching out to, and accommodating, twice-exceptional kids.\u003c/p>\n\u003cp>The result, Alex says, are programs – many of which take place over the summer — where he has felt both challenged and comfortable.\u003c/p>\n\u003cp>\"Kids that go to the summer programs here tend to be more interested in sitting down and playing a game of chess or talking about the intricacies of a certain fantasy series,\" he says.\u003c/p>\n\u003cp>The term twice exceptional, or \"2e,\" applies to any student who is gifted and has some form of disability. Many, including the teens in this story, have autism. In order to protect their privacy, we're using only their first names.\u003c/p>\n\u003cp>Clark, who is 13, likes to write stories and computer code when he's not playing Minecraft or Fortnite.\u003c/p>\n\u003cp>But having autism makes talking to people a bit awkward, he says. It also affects how his mind works.\u003c/p>\n\u003cp>\"My thoughts are kind of like a disorganized bookshelf and maybe like books or thoughts that are scattered around the floor,\" he says.\u003c/p>\n\u003cp>But he can focus when he's writing or coding, which is what he did in a Belin-Blank class called robot theater. Clark spent a week writing a play and then programming robots to perform it.\u003c/p>\n\u003cp>\"It was about a young robot who wanted to be a gamer but couldn't because he didn't have any hands,\" Clark says.\u003c/p>\n\u003cp>Autism is just one of the challenges Clark has faced in life. He's also a cancer survivor.\u003c/p>\n\u003cp>But he doesn't mention either of those when I ask him to name a big obstacle he's overcome. Instead, he describes his difficulties programming the robot in his play to \"lift its arm and move at the same time.\"\u003c/p>\n\u003cp>Clark eventually figured that out. And his time at the university had an unexpected benefit.\u003c/p>\n\u003cp>\"My roommate, who stayed in the same room with me, he kind of became my friend a little,\" he says.\u003c/p>\n\u003cp>One reason the Belin-Blank sessions work for kids like Clark and Alex is professionals like \u003ca href=\"https://medicine.uiowa.edu/psychiatry/profile/hanna-stevens\">Dr. Hanna Stevens\u003c/a>, a child psychiatrist and developmental neuroscientist at the University of Iowa's Carver College of Medicine.\u003c/p>\n\u003cp>During the summer, Stevens mentors 10th and 11th graders selected by Belin-Blank in her lab, which studies the links between early brain development and disorders such as autism.\u003c/p>\n\u003cp>On the day I visit Stevens' lab, she's helping a 13-year-old student use a microscope to look for brain cell differences associated with autism.\u003c/p>\n\u003cp>Stevens is gentle but all business. \"Now fix your optimization of the histogram,\" she says. \"That'll get you closer.\"\u003c/p>\n\u003cp>This student is on the autism spectrum, though many others who've gone through the lab are not. And either way, Stevens say, the teens she works with spend six weeks doing hard-core science.\u003c/p>\n\u003cp>\"They've gathered some of the key pieces of data that we've used in some of our publications,\" she says. \"They've been authors on publications.\"\u003c/p>\n\u003cp>As a psychiatrist who sees children on the spectrum, Stevens is acutely aware of the challenges they face.\u003c/p>\n\u003cp>\"I see how disorders like autism spectrum disorder really can influence a person who has so many strengths,\" she says. \"But they also have a disability that keeps them from being able to tap into those strengths.\"\u003c/p>\n\u003cp>The programs run by Belin-Blank are designed to keep a disability from being a deal breaker.\u003c/p>\n\u003cp>Before a session, instructors and other staff get a packet filled with detailed advice on how to handle everything from bullying to personal space, to hygiene. Belin-Blank also offers counselors who can give advice or talk to a particular student.\u003c/p>\n\u003cp>But twice-exceptional students are never publicly identified, unless they do it themselves.\u003c/p>\n\u003cp>Even though the Belin-Blank center remains focused on the \"international gifted community\" as a whole, it has become something of a haven for people with autism spectrum disorder.\u003c/p>\n\u003cp>One reason for this is the center's director, \u003ca href=\"http://www2.education.uiowa.edu/html/iae/Pages/bio-assouline.html\">Susan Assouline\u003c/a>. She's a professor of school psychology at the university who has published a series of academic papers on giftedness and autism.\u003c/p>\n\u003cp>And people with autism who interact with Belin-Blank say Assouline works hard to ensure that they feel included and understood.\u003c/p>\n\u003cp>One of those people is Martika Theis. She's a double major in creative writing and computer science at the university who also works as a research assistant at the center's assessment and counseling clinic.\u003c/p>\n\u003cp>Theis was diagnosed with autism in high school, and spent years battling anxiety and depression related to the disorder.\u003c/p>\n\u003cp>She came to Iowa for its famed creative writing program. But a desire to do research on autism led her to Assouline, who eventually helped her get her research assistant job.\u003c/p>\n\u003cp>Soon after starting that job, Theis began reading the information packet given to staff and instructors who work with twice-exceptional students.\u003c/p>\n\u003cp>\"I felt as though I was going to cry,\" she says. \"It was just so insightful. All the things that I was sort of unconsciously desiring as a person on the spectrum, written out in front of me and promised to be provided to people like me.\"\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Theis wishes she'd known about the center and its programs when she was in high school. Now, she says, \"I just want to help kids like me not have to go through the difficulties that I had.\"\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2019 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Gifted+Students+With+Autism+Find+An+Intellectual+Oasis+In+Iowa&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n","blocks":[],"excerpt":"A center at the University of Iowa is making sure that its programs for gifted teens include those with autism spectrum disorders. ","status":"publish","parent":0,"modified":1571350126,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":42,"wordCount":1085},"headData":{"title":"Twice-Exceptional Students Find An Intellectual Oasis In Iowa | KQED","description":"A center at the University of Iowa is making sure that its programs for gifted teens include those with autism spectrum disorders. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Twice-Exceptional Students Find An Intellectual Oasis In Iowa","datePublished":"2019-10-17T03:59:22.000Z","dateModified":"2019-10-17T22:08:46.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"54626 https://ww2.kqed.org/mindshift/?p=54626","disqusUrl":"https://ww2.kqed.org/mindshift/2019/10/16/gifted-students-with-autism-find-an-intellectual-oasis-in-iowa/","disqusTitle":"Twice-Exceptional Students Find An Intellectual Oasis In Iowa","nprByline":"Jon Hamilton","nprImageAgency":"Jeremy Leung for NPR","nprStoryId":"769397697","nprApiLink":"http://api.npr.org/query?id=769397697&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004","nprHtmlLink":"https://www.npr.org/sections/health-shots/2019/10/16/769397697/gifted-students-with-autism-find-an-intellectual-oasis-in-iowa?ft=nprml&f=769397697","nprRetrievedStory":"1","nprPubDate":"Wed, 16 Oct 2019 21:03:00 -0400","nprStoryDate":"Wed, 16 Oct 2019 16:26:00 -0400","nprLastModifiedDate":"Thu, 17 Oct 2019 10:30:16 -0400","nprAudio":"https://ondemand.npr.org/anon.npr-mp3/npr/atc/2019/10/20191016_atc_gifted_students_with_autism_find_an_intellectual_oasis_in_iowa.mp3?orgId=1&topicId=1128&d=269&p=2&story=769397697&ft=nprml&f=769397697","nprAudioM3u":"http://api.npr.org/m3u/1770712270-f7d12d.m3u?orgId=1&topicId=1128&d=269&p=2&story=769397697&ft=nprml&f=769397697","audioTrackLength":269,"path":"/mindshift/54626/gifted-students-with-autism-find-an-intellectual-oasis-in-iowa","audioUrl":"https://ondemand.npr.org/anon.npr-mp3/npr/atc/2019/10/20191016_atc_gifted_students_with_autism_find_an_intellectual_oasis_in_iowa.mp3?orgId=1&topicId=1128&d=269&p=2&story=769397697&ft=nprml&f=769397697","parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Educators refer to teens like Alex as \"twice exceptional.\"\u003c/p>\n\u003cp>\"I have a large degree of skill in almost every subject of learning,\" says Alex, who is 16. \"But I also have autistic spectrum disorder.\"\u003c/p>\n\u003cp>For Alex, this dual identity has meant both opportunity and frustration.\u003c/p>\n\u003cp>He has skipped two grades so far, and began taking college math courses last year, when he was still 15. But when he was younger, Alex's underdeveloped social skills caused him a lot of grief.\u003c/p>\n\u003cp>\"I was constantly getting into fights and normally losing them,\" he says.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>At the end of each school year, Alex didn't know what to do. \"I was always that one kid who was unhappy whenever summer vacation came around,\" he says.\u003c/p>\n\u003cp>That changed when Alex's parents learned about the the \u003ca href=\"https://belinblank.education.uiowa.edu/\">Belin-Blank Center\u003c/a> at the University of Iowa's College of Education.\u003c/p>\n\u003cp>Belin-Blank's mission is to identify and nurture young people who excel at math and science and the arts. And they have made a point of reaching out to, and accommodating, twice-exceptional kids.\u003c/p>\n\u003cp>The result, Alex says, are programs – many of which take place over the summer — where he has felt both challenged and comfortable.\u003c/p>\n\u003cp>\"Kids that go to the summer programs here tend to be more interested in sitting down and playing a game of chess or talking about the intricacies of a certain fantasy series,\" he says.\u003c/p>\n\u003cp>The term twice exceptional, or \"2e,\" applies to any student who is gifted and has some form of disability. Many, including the teens in this story, have autism. In order to protect their privacy, we're using only their first names.\u003c/p>\n\u003cp>Clark, who is 13, likes to write stories and computer code when he's not playing Minecraft or Fortnite.\u003c/p>\n\u003cp>But having autism makes talking to people a bit awkward, he says. It also affects how his mind works.\u003c/p>\n\u003cp>\"My thoughts are kind of like a disorganized bookshelf and maybe like books or thoughts that are scattered around the floor,\" he says.\u003c/p>\n\u003cp>But he can focus when he's writing or coding, which is what he did in a Belin-Blank class called robot theater. Clark spent a week writing a play and then programming robots to perform it.\u003c/p>\n\u003cp>\"It was about a young robot who wanted to be a gamer but couldn't because he didn't have any hands,\" Clark says.\u003c/p>\n\u003cp>Autism is just one of the challenges Clark has faced in life. He's also a cancer survivor.\u003c/p>\n\u003cp>But he doesn't mention either of those when I ask him to name a big obstacle he's overcome. Instead, he describes his difficulties programming the robot in his play to \"lift its arm and move at the same time.\"\u003c/p>\n\u003cp>Clark eventually figured that out. And his time at the university had an unexpected benefit.\u003c/p>\n\u003cp>\"My roommate, who stayed in the same room with me, he kind of became my friend a little,\" he says.\u003c/p>\n\u003cp>One reason the Belin-Blank sessions work for kids like Clark and Alex is professionals like \u003ca href=\"https://medicine.uiowa.edu/psychiatry/profile/hanna-stevens\">Dr. Hanna Stevens\u003c/a>, a child psychiatrist and developmental neuroscientist at the University of Iowa's Carver College of Medicine.\u003c/p>\n\u003cp>During the summer, Stevens mentors 10th and 11th graders selected by Belin-Blank in her lab, which studies the links between early brain development and disorders such as autism.\u003c/p>\n\u003cp>On the day I visit Stevens' lab, she's helping a 13-year-old student use a microscope to look for brain cell differences associated with autism.\u003c/p>\n\u003cp>Stevens is gentle but all business. \"Now fix your optimization of the histogram,\" she says. \"That'll get you closer.\"\u003c/p>\n\u003cp>This student is on the autism spectrum, though many others who've gone through the lab are not. And either way, Stevens say, the teens she works with spend six weeks doing hard-core science.\u003c/p>\n\u003cp>\"They've gathered some of the key pieces of data that we've used in some of our publications,\" she says. \"They've been authors on publications.\"\u003c/p>\n\u003cp>As a psychiatrist who sees children on the spectrum, Stevens is acutely aware of the challenges they face.\u003c/p>\n\u003cp>\"I see how disorders like autism spectrum disorder really can influence a person who has so many strengths,\" she says. \"But they also have a disability that keeps them from being able to tap into those strengths.\"\u003c/p>\n\u003cp>The programs run by Belin-Blank are designed to keep a disability from being a deal breaker.\u003c/p>\n\u003cp>Before a session, instructors and other staff get a packet filled with detailed advice on how to handle everything from bullying to personal space, to hygiene. Belin-Blank also offers counselors who can give advice or talk to a particular student.\u003c/p>\n\u003cp>But twice-exceptional students are never publicly identified, unless they do it themselves.\u003c/p>\n\u003cp>Even though the Belin-Blank center remains focused on the \"international gifted community\" as a whole, it has become something of a haven for people with autism spectrum disorder.\u003c/p>\n\u003cp>One reason for this is the center's director, \u003ca href=\"http://www2.education.uiowa.edu/html/iae/Pages/bio-assouline.html\">Susan Assouline\u003c/a>. She's a professor of school psychology at the university who has published a series of academic papers on giftedness and autism.\u003c/p>\n\u003cp>And people with autism who interact with Belin-Blank say Assouline works hard to ensure that they feel included and understood.\u003c/p>\n\u003cp>One of those people is Martika Theis. She's a double major in creative writing and computer science at the university who also works as a research assistant at the center's assessment and counseling clinic.\u003c/p>\n\u003cp>Theis was diagnosed with autism in high school, and spent years battling anxiety and depression related to the disorder.\u003c/p>\n\u003cp>She came to Iowa for its famed creative writing program. But a desire to do research on autism led her to Assouline, who eventually helped her get her research assistant job.\u003c/p>\n\u003cp>Soon after starting that job, Theis began reading the information packet given to staff and instructors who work with twice-exceptional students.\u003c/p>\n\u003cp>\"I felt as though I was going to cry,\" she says. \"It was just so insightful. All the things that I was sort of unconsciously desiring as a person on the spectrum, written out in front of me and promised to be provided to people like me.\"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Theis wishes she'd known about the center and its programs when she was in high school. Now, she says, \"I just want to help kids like me not have to go through the difficulties that I had.\"\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2019 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Gifted+Students+With+Autism+Find+An+Intellectual+Oasis+In+Iowa&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/54626/gifted-students-with-autism-find-an-intellectual-oasis-in-iowa","authors":["byline_mindshift_54626"],"categories":["mindshift_192"],"tags":["mindshift_21297","mindshift_20862","mindshift_184","mindshift_20784","mindshift_1040","mindshift_21192"],"featImg":"mindshift_54627","label":"mindshift"},"mindshift_49102":{"type":"posts","id":"mindshift_49102","meta":{"index":"posts_1591205157","site":"mindshift","id":"49102","score":null,"sort":[1503660179000]},"guestAuthors":[],"slug":"really-really-how-our-brains-figure-out-what-words-mean-based-on-how-theyre-said","title":"Really? Really. How Our Brains Figure Out What Words Mean Based On How They're Said","publishDate":1503660179,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>It's not just what you say that matters. It's how you say it.\u003c/p>\n\u003cp>Take the phrase, \"Here's Johnny.\" When Ed McMahon used it to introduce Johnny Carson on \u003cem>The Tonight Show,\u003c/em> the words were an enthusiastic greeting. But in \u003cem>The Shining,\u003c/em> Jack Nicholson used the same two words to convey murderous intent.\u003c/p>\n\u003cp>Now scientists are \u003ca href=\"http://science.sciencemag.org/cgi/doi/10.1126/science.aam8577\">reporting\u003c/a> in the journal \u003cem>Science \u003c/em>that they have identified specialized brain cells that help us understand what a speaker really means. These cells do this by keeping track of changes in the pitch of the voice.\u003c/p>\n\u003cp>\"We found that there were groups of neurons that were specialized and dedicated just for the processing of pitch,\" says \u003ca href=\"http://neurosurgery.ucsf.edu/index.php/about_us_faculty_chang_edward.html\">Dr. Eddie Chang\u003c/a>, a professor of neurological surgery at the University of California, San Francisco.\u003c/p>\n\u003cp>Chang says these neurons allow the brain to detect \"the melody of speech,\" or intonation, while other specialized brain cells identify vowels and consonants.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\"Intonation is about how we say things,\" Chang says. \"It's important because we can change the meaning, even — without actually changing the words themselves.\"\u003c/p>\n\u003cp>For example, by raising the pitch of our voice at the end of a sentence, a statement can become a question.\u003c/p>\n\u003cp>The identification of neurons that detect changes in pitch was largely the work of \u003ca href=\"http://changlab.ucsf.edu/our-team/\">Claire Tang\u003c/a>, a graduate student in Chang's lab and the \u003cem>Science \u003c/em>paper's lead author.\u003c/p>\n\u003cp>Tang and a team of researchers studied the brains of 10 epilepsy patients awaiting surgery. The patients had electrodes placed temporarily on the surface of their brains to help surgeons identify the source of their seizures.\u003c/p>\n\u003cp>This allowed the team to monitor the activity of cells in each patient's brain as they listened to a series of sentences spoken by a computer.\u003c/p>\n\u003cp>\"What we did was change where the intonation contour — the pitch changes — were happening in each of those sentences,\" Chang says.\u003c/p>\n\u003cp>So the volunteers would hear different versions of a sentence like, \"Reindeer are a visual animal.\" Sometimes the computer voice started high and ended low, making the sentence a statement. Other times it started low and ended high, making the sentence a question.\u003c/p>\n\u003cp>The cells that track pitch didn't care whether they heard a high female voice or a low male voice, Chang says. It was the pattern of pitch changes that mattered.\u003c/p>\n\u003cp>\"To people like musicians this is not a surprise,\" Chang says, \"because you can take a melody and shift all of its notes higher or lower, but it's still recognizable.\"\u003c/p>\n\u003cp>The identification of specialized cells that track intonation shows just how much importance the human brain assigns to hearing, says \u003ca href=\"https://www.communication.northwestern.edu/faculty/NinaKraus\">Nina Kraus\u003c/a>, a neurobiologist who runs the \u003ca href=\"http://www.brainvolts.northwestern.edu/\">Auditory Neuroscience Laboratory\u003c/a> at Northwestern University.\u003c/p>\n\u003cp>\"Processing sound is one of the most complex jobs that we ask our brain to do,\" Kraus says. And it's a skill that some brains learn better than others, she says.\u003c/p>\n\u003cp>Kraus found that out when she did a \u003ca href=\"http://www.brainvolts.northwestern.edu/documents/KrausBanai2007_CDir.pdf\">study\u003c/a> that looked at whether musicians were better than people who aren't musicians at recognizing the subtle tonal changes found in Mandarin Chinese.\u003c/p>\n\u003cp>\"The English-speaking musicians were able to process with high precision those contours,\" she says, \"and the nonmusicians didn't.\"\u003c/p>\n\u003cp>On the other hand, recognizing intonation is a skill that's often impaired in people with autism, Kraus says.\u003c/p>\n\u003cp>\"A typically developing child will process those pitch contours very precisely,\" Kraus says. \"But some kids on the autism spectrum don't. They understand the words you are saying, but they are not understanding how you mean it.\"\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>The new study suggests that may be because the brain cells that usually keep track of pitch aren't working the way they should.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2017 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Really%3F+Really.+How+Our+Brains+Figure+Out+What+Words+Mean+Based+On+How+They%27re+Said&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n","blocks":[],"excerpt":"Scientists have identified the brain cells that detect pitch changes in speech, allowing us to understand whether someone is asking a question or making a statement.","status":"publish","parent":0,"modified":1503660179,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":23,"wordCount":632},"headData":{"title":"Really? Really. How Our Brains Figure Out What Words Mean Based On How They're Said | KQED","description":"Scientists have identified the brain cells that detect pitch changes in speech, allowing us to understand whether someone is asking a question or making a statement.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Really? Really. How Our Brains Figure Out What Words Mean Based On How They're Said","datePublished":"2017-08-25T11:22:59.000Z","dateModified":"2017-08-25T11:22:59.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"49102 https://ww2.kqed.org/mindshift/?p=49102","disqusUrl":"https://ww2.kqed.org/mindshift/2017/08/25/really-really-how-our-brains-figure-out-what-words-mean-based-on-how-theyre-said/","disqusTitle":"Really? Really. How Our Brains Figure Out What Words Mean Based On How They're Said","nprByline":"Jon Hamilton","nprImageAgency":"Lizzie Roberts/Ikon Images/Getty Images","nprStoryId":"545711940","nprApiLink":"http://api.npr.org/query?id=545711940&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004","nprHtmlLink":"http://www.npr.org/sections/health-shots/2017/08/24/545711940/pitch-neurons?ft=nprml&f=545711940","nprRetrievedStory":"1","nprPubDate":"Thu, 24 Aug 2017 20:01:00 -0400","nprStoryDate":"Thu, 24 Aug 2017 14:44:00 -0400","nprLastModifiedDate":"Thu, 24 Aug 2017 17:16:36 -0400","nprAudio":"https://ondemand.npr.org/anon.npr-mp3/npr/atc/2017/08/20170824_atc_really_really_how_our_brains_figure_out_what_words_mean_based_on_how_theyre_said.mp3?orgId=1&topicId=1128&d=176&p=2&story=545711940&t=progseg&e=545754873&seg=19&ft=nprml&f=545711940","nprAudioM3u":"http://api.npr.org/m3u/1545901949-466900.m3u?orgId=1&topicId=1128&d=176&p=2&story=545711940&t=progseg&e=545754873&seg=19&ft=nprml&f=545711940","path":"/mindshift/49102/really-really-how-our-brains-figure-out-what-words-mean-based-on-how-theyre-said","audioUrl":"https://ondemand.npr.org/anon.npr-mp3/npr/atc/2017/08/20170824_atc_really_really_how_our_brains_figure_out_what_words_mean_based_on_how_theyre_said.mp3?orgId=1&topicId=1128&d=176&p=2&story=545711940&t=progseg&e=545754873&seg=19&ft=nprml&f=545711940","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>It's not just what you say that matters. It's how you say it.\u003c/p>\n\u003cp>Take the phrase, \"Here's Johnny.\" When Ed McMahon used it to introduce Johnny Carson on \u003cem>The Tonight Show,\u003c/em> the words were an enthusiastic greeting. But in \u003cem>The Shining,\u003c/em> Jack Nicholson used the same two words to convey murderous intent.\u003c/p>\n\u003cp>Now scientists are \u003ca href=\"http://science.sciencemag.org/cgi/doi/10.1126/science.aam8577\">reporting\u003c/a> in the journal \u003cem>Science \u003c/em>that they have identified specialized brain cells that help us understand what a speaker really means. These cells do this by keeping track of changes in the pitch of the voice.\u003c/p>\n\u003cp>\"We found that there were groups of neurons that were specialized and dedicated just for the processing of pitch,\" says \u003ca href=\"http://neurosurgery.ucsf.edu/index.php/about_us_faculty_chang_edward.html\">Dr. Eddie Chang\u003c/a>, a professor of neurological surgery at the University of California, San Francisco.\u003c/p>\n\u003cp>Chang says these neurons allow the brain to detect \"the melody of speech,\" or intonation, while other specialized brain cells identify vowels and consonants.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\"Intonation is about how we say things,\" Chang says. \"It's important because we can change the meaning, even — without actually changing the words themselves.\"\u003c/p>\n\u003cp>For example, by raising the pitch of our voice at the end of a sentence, a statement can become a question.\u003c/p>\n\u003cp>The identification of neurons that detect changes in pitch was largely the work of \u003ca href=\"http://changlab.ucsf.edu/our-team/\">Claire Tang\u003c/a>, a graduate student in Chang's lab and the \u003cem>Science \u003c/em>paper's lead author.\u003c/p>\n\u003cp>Tang and a team of researchers studied the brains of 10 epilepsy patients awaiting surgery. The patients had electrodes placed temporarily on the surface of their brains to help surgeons identify the source of their seizures.\u003c/p>\n\u003cp>This allowed the team to monitor the activity of cells in each patient's brain as they listened to a series of sentences spoken by a computer.\u003c/p>\n\u003cp>\"What we did was change where the intonation contour — the pitch changes — were happening in each of those sentences,\" Chang says.\u003c/p>\n\u003cp>So the volunteers would hear different versions of a sentence like, \"Reindeer are a visual animal.\" Sometimes the computer voice started high and ended low, making the sentence a statement. Other times it started low and ended high, making the sentence a question.\u003c/p>\n\u003cp>The cells that track pitch didn't care whether they heard a high female voice or a low male voice, Chang says. It was the pattern of pitch changes that mattered.\u003c/p>\n\u003cp>\"To people like musicians this is not a surprise,\" Chang says, \"because you can take a melody and shift all of its notes higher or lower, but it's still recognizable.\"\u003c/p>\n\u003cp>The identification of specialized cells that track intonation shows just how much importance the human brain assigns to hearing, says \u003ca href=\"https://www.communication.northwestern.edu/faculty/NinaKraus\">Nina Kraus\u003c/a>, a neurobiologist who runs the \u003ca href=\"http://www.brainvolts.northwestern.edu/\">Auditory Neuroscience Laboratory\u003c/a> at Northwestern University.\u003c/p>\n\u003cp>\"Processing sound is one of the most complex jobs that we ask our brain to do,\" Kraus says. And it's a skill that some brains learn better than others, she says.\u003c/p>\n\u003cp>Kraus found that out when she did a \u003ca href=\"http://www.brainvolts.northwestern.edu/documents/KrausBanai2007_CDir.pdf\">study\u003c/a> that looked at whether musicians were better than people who aren't musicians at recognizing the subtle tonal changes found in Mandarin Chinese.\u003c/p>\n\u003cp>\"The English-speaking musicians were able to process with high precision those contours,\" she says, \"and the nonmusicians didn't.\"\u003c/p>\n\u003cp>On the other hand, recognizing intonation is a skill that's often impaired in people with autism, Kraus says.\u003c/p>\n\u003cp>\"A typically developing child will process those pitch contours very precisely,\" Kraus says. \"But some kids on the autism spectrum don't. They understand the words you are saying, but they are not understanding how you mean it.\"\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>The new study suggests that may be because the brain cells that usually keep track of pitch aren't working the way they should.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2017 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Really%3F+Really.+How+Our+Brains+Figure+Out+What+Words+Mean+Based+On+How+They%27re+Said&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/49102/really-really-how-our-brains-figure-out-what-words-mean-based-on-how-theyre-said","authors":["byline_mindshift_49102"],"categories":["mindshift_192"],"tags":["mindshift_21052","mindshift_184","mindshift_20784","mindshift_1040","mindshift_46"],"featImg":"mindshift_49103","label":"mindshift"},"mindshift_48908":{"type":"posts","id":"mindshift_48908","meta":{"index":"posts_1591205157","site":"mindshift","id":"48908","score":null,"sort":[1501734465000]},"guestAuthors":[],"slug":"autism-symptoms-are-less-obvious-in-girls-and-may-lead-to-underdiagnosis","title":"Autism Symptoms are Less Obvious in Girls and May Lead to Underdiagnosis","publishDate":1501734465,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>Many more boys are diagnosed with autism every year than girls. According to the Centers for Disease Control and Prevention, the disorder is 4.5 times more common among boys than girls. Boys appear to be more vulnerable to the disorder, but there is some evidence that the gender gap may not be as wide as it appears.\u003c/p>\n\u003cp>That's because the symptoms of autism are often less obvious in girls than they are in boys. Girls can be better at blending in, says \u003ca href=\"https://doctors.rush.edu/Details/1618\">Dr. Louis Kraus\u003c/a>, a psychiatrist at Rush University Medical Center in Chicago, who specializes in autism.\u003c/p>\n\u003cp>\"Girls tend to want to socialize and be part of a group,\" he says, even though it may be awkward. Boys, on the other hand, \"tend to be more isolative,\" says Kraus.\u003c/p>\n\u003cp>That makes it more likely that autism in boys is spotted at an earlier age. Girls, on the other hand, may not get diagnosed or may be diagnosed later because their symptoms don't stand out, Kraus says. This means girls don't get the early intervention that they need.\u003c/p>\n\u003cp>This was the case for Haley Wittenberg, who lives in Los Angeles. She's the youngest of four siblings, and was diagnosed with autism about a year ago, at the age of 19. The diagnosis was a relief, she says because it finally put a name to what she'd been feeling for years — that she was different from her siblings and her classmates.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\"I would always play sports with the boys when I was little, because it was easier for me and they didn't talk as much,\" Haley says.\u003c/p>\n\u003cp>When she was a baby she never wanted to be cuddled or snuggled, says Haley's mom, Lonnie Wittenberg. Haley also didn't make eye contact. \"I was always saying look at me, look at me,\" her mom says. Haley didn't like noisy, crowded places like Disneyland, and she had a hard time being \"spontaneous.\" But for the most part these seemed like \"quirks,\" Lonnie Wittenberg says. \"Nothing screamed autism.\"\u003c/p>\n\u003cp>Autism spectrum disorder (\u003ca href=\"https://www.nimh.nih.gov/health/topics/autism-spectrum-disorders-asd/index.shtml\">ASD\u003c/a>) is a complex developmental disorder, characterized by repetitive, compulsive behaviors, a lack of interest in social interaction and little or no eye contact. There is no medical test to diagnose autism. Doctors look at the child's behavior and development to make a diagnosis.\u003c/p>\n\u003cp>It turns out Haley's situation is pretty typical for high-functioning girls with autism, whose symptoms can be less noticeable.\u003c/p>\n\u003cp>Girls appear to have mastered what some call \"social camouflaging,\" says \u003ca href=\"https://www.semel.ucla.edu/profile/amanda-gulsrud\">Amanda Gulsrud\u003c/a>, clincial director of the Child and Adult Neurodevelopmental Clinic at University of California, Los Angeles. Gulsrud develops school interventions for children with autism. The interventions are based, in part, on earlier research done by colleagues at UCLA, who did a\u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4269475/\"> study\u003c/a> looking at how boys and girls with autism interact with their peers on the school playground. The boys clearly stood out as being different, Gulsrud says. They were very isolated from the other boys, who were in a large group playing sports. The boys with autism were the ones \"circling the perimeter of the yard, or off by the tree in the back.\"\u003c/p>\n\u003cp>Girls with autism, on the other hand, didn't stand out as much, she says. They stuck close enough to the other girls to look as if they were socially connected, but in reality they were not really connecting. \"They were not having deep, meaningful conversations or exchanges,\" Gulsrud says. They were flitting in and out of that social connection.\u003c/p>\n\u003cp>Girls with autism tend to be quiet and \"behave more appropriately,\" says \u003ca href=\"https://weillcornell.org/mhuerta\">Marisela Huerta\u003c/a>, a psychologist with the Weill Cornell Medical College. She co-authored \u003ca href=\"http://journals.sagepub.com/doi/pdf/10.1177/1362361316681481\">a survey\u003c/a> of clinicians who specialize in autism. The clinicians were asked to compare the severity of symptoms in females, compared to males. Seventy percent of them reported clear gender differences in autism symptoms, with boys more likely to exhibit repetitive behaviors, fixated interests and being less likely to engage in social interactions. Girls tend to be more verbal and socially interactive, at least at younger ages. This may be why parents and teachers often don't pick up on girls' symptoms and don't refer as many girls for evaluation.\u003c/p>\n\u003cp>Another characteristic of autism is a tendency toward compulsive behavior. And here again, girls and boys can differ quite a bit, says psychiatrist Kraus. Boys can get obsessed with objects like rocks, for example, to the point that they carry pounds and pounds of them around in a backpack and talk about them endlessly. \"This fixation can drive them away from socializing,\" Kraus says, whereas girls' obsessions don't seem to ostracize them from social development. They may get fixated on collecting shells, for example, but this behavior seems \"endearing and culturally acceptable,\" Kraus says.\u003c/p>\n\u003cp>Researchers are trying to learn more about sex differences in autism. Child pyschologist \u003ca href=\"https://autism.gwu.edu/meet-director\">Kevin Pelphrey\u003c/a>, director of the Autism and Neurodevelopmental Disorders Institute at George Washington University, is the father of two children with autism. He's leading an \u003ca href=\"https://www.nih.gov/news-events/news-releases/nih-awards-100-million-autism-centers-excellence-program\">NIH-funded study\u003c/a> on girls with autism, focusing on genes, brain function and behavior through childhood and adolescence.\u003c/p>\n\u003cp>Preliminary findings suggest there are differences in the brains of girls and boys with the disorder. Brain imaging shows that girls with autism seem to have less of a disruption in the area of the brain that processes social information, Pelphrey says. Girls may be more likely to understand social expectations, even if they can't fully meet them. \"This can be stressful for girls,\" Pelphrey says.\u003c/p>\n\u003cp>A late diagnosis of autism is a setback for any child, psychiatrist Kraus says, pointing to \u003ca href=\"https://www.cdc.gov/ncbddd/autism/treatment.html\">research\u003c/a> that shows the earlier the diagnosis and intervention, the better the outcome.\u003c/p>\n\u003cp>\"You can always make up academics. That's never a huge worry if you fall a little behind with academics,\" he says. \"What is much, much harder to do is make up social development.\"\u003c/p>\n\u003cp>Today, there are an increasing number of academic and community programs geared to help teens and young adults with autism catch up on their social development. Haley Wittenberg is taking part in one at UCLA called \u003ca href=\"https://www.semel.ucla.edu/peers\">PEERS\u003c/a>. She's learning how to approach a group of people she wants to get to know, how to start and maintain a conversation and how to make friends and keep them.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\"They gave me the tools that I could use in situations so I wouldn't feel so exhausted after,\" Haley says. \"Now I can hang out with the same people for a lot longer and a lot more often.\" She's even a bit more spontaneous, she says with a giggle, willing to \"hang out\" with only a few minutes notice. Conversations are easier and her social life is more active. Overall, Haley says her life has really improved.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2017 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=%27Social+Camouflage%27+May+Lead+To+Underdiagnosis+Of+Autism+In+Girls&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n","blocks":[],"excerpt":"Girls are much less likely to be diagnosed with autism, but that may be because the signs of the disorder are different than in boys. And girls may be missing out on help as a result.","status":"publish","parent":0,"modified":1501734465,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":21,"wordCount":1151},"headData":{"title":"Autism Symptoms are Less Obvious in Girls and May Lead to Underdiagnosis | KQED","description":"Girls are much less likely to be diagnosed with autism, but that may be because the signs of the disorder are different than in boys. And girls may be missing out on help as a result.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Autism Symptoms are Less Obvious in Girls and May Lead to Underdiagnosis","datePublished":"2017-08-03T04:27:45.000Z","dateModified":"2017-08-03T04:27:45.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"48908 https://ww2.kqed.org/mindshift/?p=48908","disqusUrl":"https://ww2.kqed.org/mindshift/2017/08/02/autism-symptoms-are-less-obvious-in-girls-and-may-lead-to-underdiagnosis/","disqusTitle":"Autism Symptoms are Less Obvious in Girls and May Lead to Underdiagnosis","nprByline":"Patti Neighmond and Jane Greenhalgh","nprImageAgency":"Sara Wong for NPR","nprStoryId":"539123377","nprApiLink":"http://api.npr.org/query?id=539123377&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004","nprHtmlLink":"http://www.npr.org/sections/health-shots/2017/07/31/539123377/social-camouflage-may-lead-to-underdiagnosis-of-autism-in-girls?ft=nprml&f=539123377","nprRetrievedStory":"1","nprPubDate":"Tue, 01 Aug 2017 16:19:00 -0400","nprStoryDate":"Mon, 31 Jul 2017 04:54:00 -0400","nprLastModifiedDate":"Tue, 01 Aug 2017 16:22:46 -0400","nprAudio":"https://ondemand.npr.org/anon.npr-mp3/npr/me/2017/07/20170731_me_social_camouflage_may_lead_to_underdiagnosis_of_autism_in_girls.mp3?orgId=1&topicId=1066&d=242&p=3&story=539123377&t=progseg&e=540513921&seg=3&ft=nprml&f=539123377","nprAudioM3u":"http://api.npr.org/m3u/1540515394-4f3e1a.m3u?orgId=1&topicId=1066&d=242&p=3&story=539123377&t=progseg&e=540513921&seg=3&ft=nprml&f=539123377","path":"/mindshift/48908/autism-symptoms-are-less-obvious-in-girls-and-may-lead-to-underdiagnosis","audioUrl":"https://ondemand.npr.org/anon.npr-mp3/npr/me/2017/07/20170731_me_social_camouflage_may_lead_to_underdiagnosis_of_autism_in_girls.mp3?orgId=1&topicId=1066&d=242&p=3&story=539123377&t=progseg&e=540513921&seg=3&ft=nprml&f=539123377","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Many more boys are diagnosed with autism every year than girls. According to the Centers for Disease Control and Prevention, the disorder is 4.5 times more common among boys than girls. Boys appear to be more vulnerable to the disorder, but there is some evidence that the gender gap may not be as wide as it appears.\u003c/p>\n\u003cp>That's because the symptoms of autism are often less obvious in girls than they are in boys. Girls can be better at blending in, says \u003ca href=\"https://doctors.rush.edu/Details/1618\">Dr. Louis Kraus\u003c/a>, a psychiatrist at Rush University Medical Center in Chicago, who specializes in autism.\u003c/p>\n\u003cp>\"Girls tend to want to socialize and be part of a group,\" he says, even though it may be awkward. Boys, on the other hand, \"tend to be more isolative,\" says Kraus.\u003c/p>\n\u003cp>That makes it more likely that autism in boys is spotted at an earlier age. Girls, on the other hand, may not get diagnosed or may be diagnosed later because their symptoms don't stand out, Kraus says. This means girls don't get the early intervention that they need.\u003c/p>\n\u003cp>This was the case for Haley Wittenberg, who lives in Los Angeles. She's the youngest of four siblings, and was diagnosed with autism about a year ago, at the age of 19. The diagnosis was a relief, she says because it finally put a name to what she'd been feeling for years — that she was different from her siblings and her classmates.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\"I would always play sports with the boys when I was little, because it was easier for me and they didn't talk as much,\" Haley says.\u003c/p>\n\u003cp>When she was a baby she never wanted to be cuddled or snuggled, says Haley's mom, Lonnie Wittenberg. Haley also didn't make eye contact. \"I was always saying look at me, look at me,\" her mom says. Haley didn't like noisy, crowded places like Disneyland, and she had a hard time being \"spontaneous.\" But for the most part these seemed like \"quirks,\" Lonnie Wittenberg says. \"Nothing screamed autism.\"\u003c/p>\n\u003cp>Autism spectrum disorder (\u003ca href=\"https://www.nimh.nih.gov/health/topics/autism-spectrum-disorders-asd/index.shtml\">ASD\u003c/a>) is a complex developmental disorder, characterized by repetitive, compulsive behaviors, a lack of interest in social interaction and little or no eye contact. There is no medical test to diagnose autism. Doctors look at the child's behavior and development to make a diagnosis.\u003c/p>\n\u003cp>It turns out Haley's situation is pretty typical for high-functioning girls with autism, whose symptoms can be less noticeable.\u003c/p>\n\u003cp>Girls appear to have mastered what some call \"social camouflaging,\" says \u003ca href=\"https://www.semel.ucla.edu/profile/amanda-gulsrud\">Amanda Gulsrud\u003c/a>, clincial director of the Child and Adult Neurodevelopmental Clinic at University of California, Los Angeles. Gulsrud develops school interventions for children with autism. The interventions are based, in part, on earlier research done by colleagues at UCLA, who did a\u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4269475/\"> study\u003c/a> looking at how boys and girls with autism interact with their peers on the school playground. The boys clearly stood out as being different, Gulsrud says. They were very isolated from the other boys, who were in a large group playing sports. The boys with autism were the ones \"circling the perimeter of the yard, or off by the tree in the back.\"\u003c/p>\n\u003cp>Girls with autism, on the other hand, didn't stand out as much, she says. They stuck close enough to the other girls to look as if they were socially connected, but in reality they were not really connecting. \"They were not having deep, meaningful conversations or exchanges,\" Gulsrud says. They were flitting in and out of that social connection.\u003c/p>\n\u003cp>Girls with autism tend to be quiet and \"behave more appropriately,\" says \u003ca href=\"https://weillcornell.org/mhuerta\">Marisela Huerta\u003c/a>, a psychologist with the Weill Cornell Medical College. She co-authored \u003ca href=\"http://journals.sagepub.com/doi/pdf/10.1177/1362361316681481\">a survey\u003c/a> of clinicians who specialize in autism. The clinicians were asked to compare the severity of symptoms in females, compared to males. Seventy percent of them reported clear gender differences in autism symptoms, with boys more likely to exhibit repetitive behaviors, fixated interests and being less likely to engage in social interactions. Girls tend to be more verbal and socially interactive, at least at younger ages. This may be why parents and teachers often don't pick up on girls' symptoms and don't refer as many girls for evaluation.\u003c/p>\n\u003cp>Another characteristic of autism is a tendency toward compulsive behavior. And here again, girls and boys can differ quite a bit, says psychiatrist Kraus. Boys can get obsessed with objects like rocks, for example, to the point that they carry pounds and pounds of them around in a backpack and talk about them endlessly. \"This fixation can drive them away from socializing,\" Kraus says, whereas girls' obsessions don't seem to ostracize them from social development. They may get fixated on collecting shells, for example, but this behavior seems \"endearing and culturally acceptable,\" Kraus says.\u003c/p>\n\u003cp>Researchers are trying to learn more about sex differences in autism. Child pyschologist \u003ca href=\"https://autism.gwu.edu/meet-director\">Kevin Pelphrey\u003c/a>, director of the Autism and Neurodevelopmental Disorders Institute at George Washington University, is the father of two children with autism. He's leading an \u003ca href=\"https://www.nih.gov/news-events/news-releases/nih-awards-100-million-autism-centers-excellence-program\">NIH-funded study\u003c/a> on girls with autism, focusing on genes, brain function and behavior through childhood and adolescence.\u003c/p>\n\u003cp>Preliminary findings suggest there are differences in the brains of girls and boys with the disorder. Brain imaging shows that girls with autism seem to have less of a disruption in the area of the brain that processes social information, Pelphrey says. Girls may be more likely to understand social expectations, even if they can't fully meet them. \"This can be stressful for girls,\" Pelphrey says.\u003c/p>\n\u003cp>A late diagnosis of autism is a setback for any child, psychiatrist Kraus says, pointing to \u003ca href=\"https://www.cdc.gov/ncbddd/autism/treatment.html\">research\u003c/a> that shows the earlier the diagnosis and intervention, the better the outcome.\u003c/p>\n\u003cp>\"You can always make up academics. That's never a huge worry if you fall a little behind with academics,\" he says. \"What is much, much harder to do is make up social development.\"\u003c/p>\n\u003cp>Today, there are an increasing number of academic and community programs geared to help teens and young adults with autism catch up on their social development. Haley Wittenberg is taking part in one at UCLA called \u003ca href=\"https://www.semel.ucla.edu/peers\">PEERS\u003c/a>. She's learning how to approach a group of people she wants to get to know, how to start and maintain a conversation and how to make friends and keep them.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\"They gave me the tools that I could use in situations so I wouldn't feel so exhausted after,\" Haley says. \"Now I can hang out with the same people for a lot longer and a lot more often.\" She's even a bit more spontaneous, she says with a giggle, willing to \"hang out\" with only a few minutes notice. Conversations are easier and her social life is more active. Overall, Haley says her life has really improved.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2017 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=%27Social+Camouflage%27+May+Lead+To+Underdiagnosis+Of+Autism+In+Girls&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/48908/autism-symptoms-are-less-obvious-in-girls-and-may-lead-to-underdiagnosis","authors":["byline_mindshift_48908"],"categories":["mindshift_192"],"tags":["mindshift_184","mindshift_20784","mindshift_1040"],"featImg":"mindshift_48909","label":"mindshift"},"mindshift_43477":{"type":"posts","id":"mindshift_43477","meta":{"index":"posts_1591205157","site":"mindshift","id":"43477","score":null,"sort":[1453776643000]},"guestAuthors":[],"slug":"wet-sundays","title":"Wet Sundays","publishDate":1453776643,"format":"standard","headTitle":"Wet Sundays | KQED","labelTerm":{"term":21847,"site":"mindshift"},"content":"\u003cp>\u003cem>This is an installment of the \u003ca href=\"http://ww2.kqed.org/mindshift/category/stories-teachers-share/\">Stories Teachers Share\u003c/a> podcast. Listen above or \u003ca href=\"https://itunes.apple.com/us/podcast/stories-teachers-share-mindshift/id1078765985\">on iTunes\u003c/a> to hear how the story unfolds.\u003c/em>\u003c/p>\n\u003cp>The first year of teaching is hard for almost everyone, but what does it take to get up each day and keep trying to improve as a teacher when things feel so hard? Special education teacher \u003ca href=\"http://ww2.kqed.org/mindshift/2015/11/12/a-fun-way-to-help-special-needs-students-feel-valued-by-school-community/\" target=\"_blank\" rel=\"noopener\">Sadie Guthrie\u003c/a> tells the story of one student whose behavior felt like an insurmountable problem for months, until she was able to shift the frame and see the problem in a new way.\u003c/p>\n\u003cp>She loves to tell this story because it shows how one tiny change in thinking can transform a problem into an opportunity. Sadie struggled that first year, but the support of her network — especially her mom — was crucial to help her find the strength to keep innovating and improving.\u003c/p>\n\u003cfigure id=\"attachment_43493\" class=\"wp-caption alignnone\" style=\"max-width: 962px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-43493\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/01/Sadie-and-Jessica2-cropped.jpg\" alt=\"Sadie Guthrie and her mom, Jessica Cortes are really close. Sadie says her mom was a big reason she got through her first year of teaching.\" width=\"962\" height=\"541\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/01/Sadie-and-Jessica2-cropped.jpg 962w, https://ww2.kqed.org/app/uploads/sites/23/2016/01/Sadie-and-Jessica2-cropped-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2016/01/Sadie-and-Jessica2-cropped-800x450.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2016/01/Sadie-and-Jessica2-cropped-768x432.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2016/01/Sadie-and-Jessica2-cropped-960x540.jpg 960w\" sizes=\"(max-width: 962px) 100vw, 962px\">\u003cfigcaption class=\"wp-caption-text\">Sadie Guthrie and her mom, Jessica Cortes are really close. Sadie says her mom was a big reason she got through her first year of teaching. \u003ccite>(Jessica Cortes)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Listen to Sadie explain the challenges and joys of a very special classroom of kids and the many challenges that came with it in episode two of \u003ca href=\"http://ww2.kqed.org/mindshift/category/stories-teachers-share/\" target=\"_blank\" rel=\"noopener\">Stories Teachers Share\u003c/a>, a new podcast from MindShift and KQED.\u003c/p>\n\u003cdiv class=\"callout aligncenter\">\n\u003cp>\u003cimg decoding=\"async\" class=\"alignleft\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/01/MindShift-graphic-e1453796424833.png\" alt=\"\">\u003c/p>\n\u003ch3>\u003ca href=\"https://itunes.apple.com/us/podcast/id1078765985\">Subscribe in iTunes\u003c/a>\u003c/h3>\n\u003cp>Don’t miss an episode of \u003cem>Stories Teachers Share\u003c/em>.\u003c/p>\n\u003cp>Also available via \u003ca href=\"https://ww2.kqed.org/mindshift/category/stories-teachers-share/feed/\">RSS\u003c/a>.\u003c/p>\n\u003c/div>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n","blocks":[],"excerpt":"The first year of teaching can be so tough, a teacher can't help but cry on Sundays. Sadie Guthrie recalls her first year of teaching special education and surviving with the help of her mom, boyfriend, and the inspiration she found in her incredible students.","status":"publish","parent":0,"modified":1700528880,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":9,"wordCount":229},"headData":{"title":"Wet Sundays | KQED","description":"The first year of teaching can be so tough, a teacher can't help but cry on Sundays. Sadie Guthrie recalls her first year of teaching special education and surviving with the help of her mom, boyfriend, and the inspiration she found in her incredible students.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Wet Sundays","datePublished":"2016-01-26T02:50:43.000Z","dateModified":"2023-11-21T01:08:00.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"audioUrl":"https://www.kqed.org/.stream/mp3splice/radio/storiesteachersshare/2016/01/TheWetSundays.mp3","audioTrackLength":1296,"path":"/mindshift/43477/wet-sundays","audioDuration":1311000,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>This is an installment of the \u003ca href=\"http://ww2.kqed.org/mindshift/category/stories-teachers-share/\">Stories Teachers Share\u003c/a> podcast. Listen above or \u003ca href=\"https://itunes.apple.com/us/podcast/stories-teachers-share-mindshift/id1078765985\">on iTunes\u003c/a> to hear how the story unfolds.\u003c/em>\u003c/p>\n\u003cp>The first year of teaching is hard for almost everyone, but what does it take to get up each day and keep trying to improve as a teacher when things feel so hard? Special education teacher \u003ca href=\"http://ww2.kqed.org/mindshift/2015/11/12/a-fun-way-to-help-special-needs-students-feel-valued-by-school-community/\" target=\"_blank\" rel=\"noopener\">Sadie Guthrie\u003c/a> tells the story of one student whose behavior felt like an insurmountable problem for months, until she was able to shift the frame and see the problem in a new way.\u003c/p>\n\u003cp>She loves to tell this story because it shows how one tiny change in thinking can transform a problem into an opportunity. Sadie struggled that first year, but the support of her network — especially her mom — was crucial to help her find the strength to keep innovating and improving.\u003c/p>\n\u003cfigure id=\"attachment_43493\" class=\"wp-caption alignnone\" style=\"max-width: 962px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-43493\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/01/Sadie-and-Jessica2-cropped.jpg\" alt=\"Sadie Guthrie and her mom, Jessica Cortes are really close. Sadie says her mom was a big reason she got through her first year of teaching.\" width=\"962\" height=\"541\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/01/Sadie-and-Jessica2-cropped.jpg 962w, https://ww2.kqed.org/app/uploads/sites/23/2016/01/Sadie-and-Jessica2-cropped-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2016/01/Sadie-and-Jessica2-cropped-800x450.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2016/01/Sadie-and-Jessica2-cropped-768x432.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2016/01/Sadie-and-Jessica2-cropped-960x540.jpg 960w\" sizes=\"(max-width: 962px) 100vw, 962px\">\u003cfigcaption class=\"wp-caption-text\">Sadie Guthrie and her mom, Jessica Cortes are really close. Sadie says her mom was a big reason she got through her first year of teaching. \u003ccite>(Jessica Cortes)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Listen to Sadie explain the challenges and joys of a very special classroom of kids and the many challenges that came with it in episode two of \u003ca href=\"http://ww2.kqed.org/mindshift/category/stories-teachers-share/\" target=\"_blank\" rel=\"noopener\">Stories Teachers Share\u003c/a>, a new podcast from MindShift and KQED.\u003c/p>\n\u003cdiv class=\"callout aligncenter\">\n\u003cp>\u003cimg decoding=\"async\" class=\"alignleft\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/01/MindShift-graphic-e1453796424833.png\" alt=\"\">\u003c/p>\n\u003ch3>\u003ca href=\"https://itunes.apple.com/us/podcast/id1078765985\">Subscribe in iTunes\u003c/a>\u003c/h3>\n\u003cp>Don’t miss an episode of \u003cem>Stories Teachers Share\u003c/em>.\u003c/p>\n\u003cp>Also available via \u003ca href=\"https://ww2.kqed.org/mindshift/category/stories-teachers-share/feed/\">RSS\u003c/a>.\u003c/p>\n\u003c/div>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/43477/wet-sundays","authors":["4354"],"programs":["mindshift_21847"],"categories":["mindshift_21130","mindshift_21848","mindshift_20960"],"tags":["mindshift_184","mindshift_1040","mindshift_74","mindshift_20934","mindshift_20959"],"featImg":"mindshift_43483","label":"mindshift_21847"},"mindshift_41975":{"type":"posts","id":"mindshift_41975","meta":{"index":"posts_1591205157","site":"mindshift","id":"41975","score":null,"sort":[1441825176000]},"guestAuthors":[],"slug":"understanding-the-history-and-pervasive-myths-around-autism","title":"Understanding the History and Pervasive Myths Around Autism","publishDate":1441825176,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>In 1938, an Austrian pediatrician named Hans Asperger gave the first public talk on autism in history. Asperger was speaking to an audience of Nazis, and he feared that his patients — children who fell onto what we now call the autism spectrum — were in danger of being sent to Nazi extermination camps.\u003c/p>\n\u003cp>As Asperger spoke, he highlighted his \"most promising\" patients, a notion that would stick with the autistic spectrum for decades to come.\u003c/p>\n\u003cp>\"That is where the idea of so-called high-functioning versus low-functioning autistic people comes from really — it comes from Asperger's attempt to save the lives of the children in his clinic,\" science writer Steve Silberman tells \u003ca href=\"http://www.npr.org/sections/health-shots/2015/09/02/436742377/neurotribes-examines-the-history-and-myths-of-the-autism-spectrum\">\u003cem>Fresh Air's\u003c/em> Terry Gross\u003c/a>.\u003c/p>\n\u003cp>Silberman chronicles the history of autism and examines some of the myths surrounding our current understanding of the condition in his new book, \u003cem>NeuroTribes\u003c/em>. Along the way, he revisits Asperger's calculated efforts to save his patients.\u003c/p>\n\u003cp>Silberman shies away from using the terms high-functioning and low-functioning, because \"both of those terms can be off base,\" he says. But he praises Asperger's courage in speaking to the Nazis. \"I would literally weep while I was writing that chapter,\" he says.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cem>NeuroTribes\u003c/em> also explores how a 1987 expansion of the medical definition of autism (which was previously much narrower and led to less frequent diagnoses) contributed to the perception that there was an autism epidemic.\u003c/p>\n\u003cp>\u003cimg class=\"size-full wp-image-41979 alignright\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/09/NeuroTribes-e1441820577386.jpg\" alt=\"NeuroTribes\" width=\"200\" height=\"302\">\u003c/p>\n\u003cp>Looking ahead, Silberman says that while much of today's autism research focuses on finding a cause for the condition, society might be better served if some of the research funds were directed instead toward helping people live with autism. \"I think that society really needs to do a bit of soul-searching about how we're dealing with autism,\" he says. \"We need to get over our obsession with causes, because we've been researching the cause of schizophrenia for decades and we still don't know what causes schizophrenia exactly.\"\u003c/p>\n\u003chr>\n\u003ch3>Interview Highlights\u003c/h3>\n\u003cp>\u003cstrong>On his problem with classifying people on the autism spectrum as high-functioning and low-functioning\u003c/strong>\u003c/p>\n\u003cp>I personally avoid using terms like high-functioning and low-functioning, which are used almost universally. The reason why I avoid it is because I've talked to a lot of autistic people over the years and I have autistic friends by now after working on this book for five years and what they've told me, which I earnestly believe is true, is that people who are classified as high-functioning are often struggling in ways that are not obvious whereas science has shown that people who are classified as low-functioning often have talents and skills that are not obvious.\u003c/p>\n\u003cp>\u003cstrong>On Hans Asperger's discovery\u003c/strong>\u003c/p>\n\u003cp>What [Hans] Asperger discovered was not what he is usually given credit for, which is this condition called Asperger syndrome — what Asperger and his colleagues at the University of Vienna in the 1930s really discovered is what we now call the autism spectrum and they called it the \"autistic continuum.\" And what that is, is they discovered that autism was a lifelong condition lasting from birth to death that embraced a very wide variety of clinical presentations. So Asperger saw children, who for instance, could not speak and would probably never be able to live independently without constant care and might end up in institutions in Viennese society at the time. He also discovered chatty people who became professors of astronomy and who would talk at length about their special passions for numbers or chemistry, etc. So what he discovered was not just this so-called high-functioning end of the spectrum — he discovered the entire spectrum.\u003c/p>\n\u003cp>\u003cstrong>On Asperger's clinic after the Nazis invaded Vienna \u003c/strong>\u003c/p>\n\u003cp>The children in Asperger's clinic immediately became targets of the Nazi eugenic programs and, in fact, one of Asperger's former colleagues was actually the leader of a secret extermination program against disabled children that became the dry run for the Holocaust. So the Nazis actually developed methods of mass killing by practicing on disabled children and children with hereditary conditions like autism (even though it didn't have a name yet), epilepsy, schizophrenia. So immediately Asperger had to figure out ways of protecting the children in his clinic. ... One of the ways he did that was to present to the Nazis in the very first public talk on autism in history his \"most promising cases\" and that is where the idea of so-called high functioning versus low-functioning autistic people comes from really — it comes from Asperger's attempt to save the lives of the children in his clinic. ...\u003c/p>\n\u003cp>In fact, the Gestapo came to his clinic three times to arrest Asperger and to ship the children in his clinic off to concentration camps or kill them at a so-called children's killing ward. But [the Gestapo officer] had affection for Asperger, he thought he was very good at what he did, so he saved Asperger's life and so that's how Asperger survived the war.\u003c/p>\n\u003cp>\u003cstrong>On role the movie \u003cem>Rain Man\u003c/em> played in increasing cultural awareness of autism \u003c/strong>\u003c/p>\n\u003cp>In 1988, most people in the world who had never seen an autistic adult saw one for the first time, and that person was Dustin Hoffman's character of Raymond Babbitt in the Academy Award-winning film \u003cem>Rain Man\u003c/em>. It was an incredible success and for parents of autistic children it meant the end of having to explain to their neighbors, \"No, no, no, our child isn't artistic, they're autistic.\" Virtually no one outside of the community of families and clinicians had heard of autism before \u003cem>Rain Man,\u003c/em> and \u003cem>Rain Man\u003c/em> introduced this incredibly beguiling, eccentric, instantly recognizable character. ...\u003c/p>\n\u003cp>\u003cimg class=\"alignright size-full wp-image-41977\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/09/neurotribes-author-photo-courtesy-of-keith-karraker-59923c03c7b85b242cc6ed987fae9af60f557c75-e1441823670392.jpg\" alt=\"Steve Silberman's articles have been published in Wired, The New Yorker, Nature and Salon.\" width=\"200\" height=\"150\">\u003c/p>\n\u003cp>I had mothers tell me that when they were out in public with their kids, if their kids started having a difficult moment, that they would often get sour looks from other parents, but literally, within days of \u003cem>Rain Man\u003c/em>'s release, other parents would inquire, \"Oh, is your child autistic? Like Rain Man?\" So \u003cem>Rain Man\u003c/em> created this wave of cultural awareness of autism more than any of the autism organizations had been able to accomplish in decades before that.\u003c/p>\n\u003cp>\u003cstrong>On the connection between vaccines and autism\u003c/strong>\u003c/p>\n\u003cp>I completely understand why parents would believe that their child had been rendered autistic by a vaccine for several reasons: one is that autism often doesn't become obvious to both clinicians and parents and teachers and everybody until a child is 2 or 3, which is exactly the age when many children are receiving their vaccinations. Also, the Internet was a new thing at the time, and so the word that there was a theory that vaccines cause autism was spreading rapidly through the same communities in which autism parents were finally able to talk to each other online. So while people tend to stereotype what are now call \"anti-vaxxers\" [as] these kind of low information people, et cetera, in fact, the people who believed that were often highly informed and read papers obsessively.\u003c/p>\n\u003cp>But the problem is that nobody had explained to them what had happened with the diagnosis.\u003c/p>\n\u003cp>\u003cstrong>On how society deals with autism\u003c/strong>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Autism is a highly complex and heterogeneous condition that is probably caused by a highly complex and heterogeneous series of interactions between genes and the environment. But one of the arguments that my book makes is that we think that our society is taking autism seriously and dealing with the challenges that it presents by pouring millions of dollars into it. [They'll say,] \"Let's find more candidate genes.\" Well, we already have 1,000. \"Let's find more potential environmental triggers.\" Well, everything from antidepressants in the water supply to air pollution has been identified as possibly contributing to autism. What I say is that at least some of that money should be redirected to things like helping autistic adults live more satisfying, healthier and safer lives, or helping families get the services they need or helping families get a quicker diagnosis for their kids.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2015 Fresh Air. To see more, visit \u003ca href=\"http://www.npr.org/sections/health-shots/2015/09/02/436742377/neurotribes-examines-the-history-and-myths-of-the-autism-spectrum/\">http://www.npr.org/programs/fresh-air/\u003c/a>.\u003c/div>\n\n","blocks":[],"excerpt":"Steve Silberman talks about how Nazi extermination plans and a discredited scientific paper about childhood vaccines shaped our current understanding of autism.","status":"publish","parent":0,"modified":1441825434,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":26,"wordCount":1371},"headData":{"title":"Understanding the History and Pervasive Myths Around Autism | KQED","description":"Steve Silberman talks about how Nazi extermination plans and a discredited scientific paper about childhood vaccines shaped our current understanding of autism.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Understanding the History and Pervasive Myths Around Autism","datePublished":"2015-09-09T18:59:36.000Z","dateModified":"2015-09-09T19:03:54.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"41975 http://ww2.kqed.org/mindshift/?p=41975","disqusUrl":"https://ww2.kqed.org/mindshift/2015/09/09/understanding-the-history-and-pervasive-myths-around-autism/","disqusTitle":"Understanding the History and Pervasive Myths Around Autism","nprByline":"NPR Staff","nprStoryId":"436742377","nprApiLink":"http://api.npr.org/query?id=436742377&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004","nprHtmlLink":"http://www.npr.org/sections/health-shots/2015/09/02/436742377/neurotribes-examines-the-history-and-myths-of-the-autism-spectrum?ft=nprml&f=436742377","nprRetrievedStory":"1","nprPubDate":"Fri, 04 Sep 2015 16:35:00 -0400","nprStoryDate":"Wed, 02 Sep 2015 13:48:00 -0400","nprLastModifiedDate":"Fri, 04 Sep 2015 16:35:02 -0400","nprAudio":"http://pd.npr.org/anon.npr-mp3/npr/fa/2015/09/20150902_fa_01.mp3?orgId=427869011&topicId=1128&d=2203&p=13&story=436742377&t=progseg&e=436629797&seg=1&ft=nprml&f=436742377","nprAudioM3u":"http://api.npr.org/m3u/1436940063-25ac6d.m3u?orgId=427869011&topicId=1128&d=2203&p=13&story=436742377&t=progseg&e=436629797&seg=1&ft=nprml&f=436742377","path":"/mindshift/41975/understanding-the-history-and-pervasive-myths-around-autism","audioUrl":"http://pd.npr.org/anon.npr-mp3/npr/fa/2015/09/20150902_fa_01.mp3?orgId=427869011&topicId=1128&d=2203&p=13&story=436742377&t=progseg&e=436629797&seg=1&ft=nprml&f=436742377","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>In 1938, an Austrian pediatrician named Hans Asperger gave the first public talk on autism in history. Asperger was speaking to an audience of Nazis, and he feared that his patients — children who fell onto what we now call the autism spectrum — were in danger of being sent to Nazi extermination camps.\u003c/p>\n\u003cp>As Asperger spoke, he highlighted his \"most promising\" patients, a notion that would stick with the autistic spectrum for decades to come.\u003c/p>\n\u003cp>\"That is where the idea of so-called high-functioning versus low-functioning autistic people comes from really — it comes from Asperger's attempt to save the lives of the children in his clinic,\" science writer Steve Silberman tells \u003ca href=\"http://www.npr.org/sections/health-shots/2015/09/02/436742377/neurotribes-examines-the-history-and-myths-of-the-autism-spectrum\">\u003cem>Fresh Air's\u003c/em> Terry Gross\u003c/a>.\u003c/p>\n\u003cp>Silberman chronicles the history of autism and examines some of the myths surrounding our current understanding of the condition in his new book, \u003cem>NeuroTribes\u003c/em>. Along the way, he revisits Asperger's calculated efforts to save his patients.\u003c/p>\n\u003cp>Silberman shies away from using the terms high-functioning and low-functioning, because \"both of those terms can be off base,\" he says. But he praises Asperger's courage in speaking to the Nazis. \"I would literally weep while I was writing that chapter,\" he says.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>NeuroTribes\u003c/em> also explores how a 1987 expansion of the medical definition of autism (which was previously much narrower and led to less frequent diagnoses) contributed to the perception that there was an autism epidemic.\u003c/p>\n\u003cp>\u003cimg class=\"size-full wp-image-41979 alignright\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/09/NeuroTribes-e1441820577386.jpg\" alt=\"NeuroTribes\" width=\"200\" height=\"302\">\u003c/p>\n\u003cp>Looking ahead, Silberman says that while much of today's autism research focuses on finding a cause for the condition, society might be better served if some of the research funds were directed instead toward helping people live with autism. \"I think that society really needs to do a bit of soul-searching about how we're dealing with autism,\" he says. \"We need to get over our obsession with causes, because we've been researching the cause of schizophrenia for decades and we still don't know what causes schizophrenia exactly.\"\u003c/p>\n\u003chr>\n\u003ch3>Interview Highlights\u003c/h3>\n\u003cp>\u003cstrong>On his problem with classifying people on the autism spectrum as high-functioning and low-functioning\u003c/strong>\u003c/p>\n\u003cp>I personally avoid using terms like high-functioning and low-functioning, which are used almost universally. The reason why I avoid it is because I've talked to a lot of autistic people over the years and I have autistic friends by now after working on this book for five years and what they've told me, which I earnestly believe is true, is that people who are classified as high-functioning are often struggling in ways that are not obvious whereas science has shown that people who are classified as low-functioning often have talents and skills that are not obvious.\u003c/p>\n\u003cp>\u003cstrong>On Hans Asperger's discovery\u003c/strong>\u003c/p>\n\u003cp>What [Hans] Asperger discovered was not what he is usually given credit for, which is this condition called Asperger syndrome — what Asperger and his colleagues at the University of Vienna in the 1930s really discovered is what we now call the autism spectrum and they called it the \"autistic continuum.\" And what that is, is they discovered that autism was a lifelong condition lasting from birth to death that embraced a very wide variety of clinical presentations. So Asperger saw children, who for instance, could not speak and would probably never be able to live independently without constant care and might end up in institutions in Viennese society at the time. He also discovered chatty people who became professors of astronomy and who would talk at length about their special passions for numbers or chemistry, etc. So what he discovered was not just this so-called high-functioning end of the spectrum — he discovered the entire spectrum.\u003c/p>\n\u003cp>\u003cstrong>On Asperger's clinic after the Nazis invaded Vienna \u003c/strong>\u003c/p>\n\u003cp>The children in Asperger's clinic immediately became targets of the Nazi eugenic programs and, in fact, one of Asperger's former colleagues was actually the leader of a secret extermination program against disabled children that became the dry run for the Holocaust. So the Nazis actually developed methods of mass killing by practicing on disabled children and children with hereditary conditions like autism (even though it didn't have a name yet), epilepsy, schizophrenia. So immediately Asperger had to figure out ways of protecting the children in his clinic. ... One of the ways he did that was to present to the Nazis in the very first public talk on autism in history his \"most promising cases\" and that is where the idea of so-called high functioning versus low-functioning autistic people comes from really — it comes from Asperger's attempt to save the lives of the children in his clinic. ...\u003c/p>\n\u003cp>In fact, the Gestapo came to his clinic three times to arrest Asperger and to ship the children in his clinic off to concentration camps or kill them at a so-called children's killing ward. But [the Gestapo officer] had affection for Asperger, he thought he was very good at what he did, so he saved Asperger's life and so that's how Asperger survived the war.\u003c/p>\n\u003cp>\u003cstrong>On role the movie \u003cem>Rain Man\u003c/em> played in increasing cultural awareness of autism \u003c/strong>\u003c/p>\n\u003cp>In 1988, most people in the world who had never seen an autistic adult saw one for the first time, and that person was Dustin Hoffman's character of Raymond Babbitt in the Academy Award-winning film \u003cem>Rain Man\u003c/em>. It was an incredible success and for parents of autistic children it meant the end of having to explain to their neighbors, \"No, no, no, our child isn't artistic, they're autistic.\" Virtually no one outside of the community of families and clinicians had heard of autism before \u003cem>Rain Man,\u003c/em> and \u003cem>Rain Man\u003c/em> introduced this incredibly beguiling, eccentric, instantly recognizable character. ...\u003c/p>\n\u003cp>\u003cimg class=\"alignright size-full wp-image-41977\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/09/neurotribes-author-photo-courtesy-of-keith-karraker-59923c03c7b85b242cc6ed987fae9af60f557c75-e1441823670392.jpg\" alt=\"Steve Silberman's articles have been published in Wired, The New Yorker, Nature and Salon.\" width=\"200\" height=\"150\">\u003c/p>\n\u003cp>I had mothers tell me that when they were out in public with their kids, if their kids started having a difficult moment, that they would often get sour looks from other parents, but literally, within days of \u003cem>Rain Man\u003c/em>'s release, other parents would inquire, \"Oh, is your child autistic? Like Rain Man?\" So \u003cem>Rain Man\u003c/em> created this wave of cultural awareness of autism more than any of the autism organizations had been able to accomplish in decades before that.\u003c/p>\n\u003cp>\u003cstrong>On the connection between vaccines and autism\u003c/strong>\u003c/p>\n\u003cp>I completely understand why parents would believe that their child had been rendered autistic by a vaccine for several reasons: one is that autism often doesn't become obvious to both clinicians and parents and teachers and everybody until a child is 2 or 3, which is exactly the age when many children are receiving their vaccinations. Also, the Internet was a new thing at the time, and so the word that there was a theory that vaccines cause autism was spreading rapidly through the same communities in which autism parents were finally able to talk to each other online. So while people tend to stereotype what are now call \"anti-vaxxers\" [as] these kind of low information people, et cetera, in fact, the people who believed that were often highly informed and read papers obsessively.\u003c/p>\n\u003cp>But the problem is that nobody had explained to them what had happened with the diagnosis.\u003c/p>\n\u003cp>\u003cstrong>On how society deals with autism\u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Autism is a highly complex and heterogeneous condition that is probably caused by a highly complex and heterogeneous series of interactions between genes and the environment. But one of the arguments that my book makes is that we think that our society is taking autism seriously and dealing with the challenges that it presents by pouring millions of dollars into it. [They'll say,] \"Let's find more candidate genes.\" Well, we already have 1,000. \"Let's find more potential environmental triggers.\" Well, everything from antidepressants in the water supply to air pollution has been identified as possibly contributing to autism. What I say is that at least some of that money should be redirected to things like helping autistic adults live more satisfying, healthier and safer lives, or helping families get the services they need or helping families get a quicker diagnosis for their kids.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2015 Fresh Air. To see more, visit \u003ca href=\"http://www.npr.org/sections/health-shots/2015/09/02/436742377/neurotribes-examines-the-history-and-myths-of-the-autism-spectrum/\">http://www.npr.org/programs/fresh-air/\u003c/a>.\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/41975/understanding-the-history-and-pervasive-myths-around-autism","authors":["byline_mindshift_41975"],"categories":["mindshift_194"],"tags":["mindshift_184","mindshift_46"],"featImg":"mindshift_41976","label":"mindshift"},"mindshift_36290":{"type":"posts","id":"mindshift_36290","meta":{"index":"posts_1591205157","site":"mindshift","id":"36290","score":null,"sort":[1402761634000]},"guestAuthors":[],"slug":"with-ipads-a-new-world-of-music-for-kids-with-learning-challenges","title":"With iPads, a New World of Music for Kids With Learning Challenges","publishDate":1402761634,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cfigure id=\"attachment_36297\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-36297\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/06/img_4110-e1402697343967.jpg\" alt=\"Jason Haughton sings an original tune composed by the PS 177 Technology Band. Eric Westervelt \" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/06/img_4110-e1402697343967.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/06/img_4110-e1402697343967-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/06/img_4110-e1402697343967-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">Jason Haughton sings an original tune composed by the PS 177 Technology Band. Eric Westervelt\u003c/figcaption>\u003c/figure>\n\u003cp>There's a steady stream of hype surrounding the pluses and pitfalls of classroom tablet computers. But for a growing number of special education students tablets and their apps are proving transformative. The tablets aren't merely novel and fun. With guidance from creative teachers, they are helping to deepen engagement, communication, and creativity.\u003c/p>\n\u003cp>In a typical red brick public school building in the Fresh Meadows section of Queens, New York, one creative and passionate music instructor is using tablet computers to help reach students with disabilities. In the process, he's opening doors for some kids with severe mental and physical challenges.\u003c/p>\n\u003cp>On the surface, the PS 177 Technology Band looks like a typical high school orchestra. But there are two big differences. First, while they use traditional instruments, they also play iPads. And all of the band members have disabilities. Some have autism spectrum disorders.\u003c/p>\n\u003cp>\"I'm Tobi Lakes, I'm 15 years old. I'm in ninth grade. I'm four grades away from college.\"\u003c/p>\n\u003cp>[contextly_sidebar id=\"2RY0PvaS5CowUF77f0zxhgk5ntjr6ME1\"]\u003c/p>\n\u003cp>Morning sunlight pushes through large, old windows into the school's well-worn and empty-seated auditorium. On the stage, iPads on small stands sit in a semicircle. It's rehearsal time. The students mingle and chat before practice starts. Tobi Lakes, a tall, wire-thin teen with thick glasses sits at an electric piano. He taught himself to play.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\"I'm very good. I like the piano. I like the keyboard. Keyboard is the best. Number one!\" Tobi says with a wide smile. On his school-issued tablet computer, using a music app called Thumb Jam, Tobi also loves his iPad \"guitar.\"\u003c/p>\n\u003cp>As rehearsal heats up Tobi takes the lead on rock guitarist Jeff Beck's version of Puccini's \"Nesun Dorma.\" Tobi Lakes, iPad guitar shredder, is learning disabled. He's autistic. And he's also blind in one eye. Adam Goldberg, the creator of the PS 177 band, gets the music started.\u003c/p>\n\u003cp>\"The first note of the second line please,\" he tells them. \"In blue. There ya go. That's the pizzicato.\"\u003c/p>\n\u003cp>The 53 year old teacher is a classically trained pianist with a degree from the Manhattan School of Music. About 20 years ago he began substitute-teaching here while playing freelance jazz and rock gigs. He was soon offered a job at PS 177, and he's been at the school ever since.\u003c/p>\n\u003cp>\u003cstrong>'Sing, Sing, Sing!'\u003c/strong>\u003c/p>\n\u003cp>Seventeen-year-old Jason Houghton walks in a little late for rehearsal. One of his teachers says Jason is \"classically severely autistic.\" His speech is often marked by echolalia, a communication disorder where he repeats back what you say to him. Before the band, Jason rarely spoke at all. But music helped change that. \"Some people were very surprised when they could see that he could sing because some people thought that he was non-verbal,\" Goldberg says. \"At first I kept saying 'sing, sing, sing.' And he wouldn't sing until I said 'Jason like this 'dah dah dah dah.' Then he would go 'dah dah dah dah.' And I would say 'no, do something of your own.' \"\u003c/p>\n\u003cp>Goldberg says several of the students were previously non-verbal or only occasionally verbal. He eventually got Jason to hum his own notes and soon built an original song \"Being Me\" around that phrase. These days Jason takes 'lead' vocals on that tune. And he doesn't just echo back lyrics. He even improvises – or scat sings – in his own way.\u003c/p>\n\u003cp>\"It was mostly persistence, you know, and the confidence that it was there inside of him. It goes back to that summer when we had some extra time. And I just kept pushing him.\u003c/p>\n\u003cp>\u003cimg class=\"alignright size-medium wp-image-36292\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/06/img_4085-15db04a3707c5e74fcac0603055e65add5bb5e57-300x224.jpg\" alt=\"Practice time for the PS 177 band.\" width=\"300\" height=\"224\">I admit sometimes I push them,\" Goldberg says. \"Not in a mean way. But I know inside there's something and I have the confidence in them that they can find a way to bring it out.\"\u003c/p>\n\u003cp>The teacher calls himself a hesitant technophile. \"I'm an acoustic guy,\" he says. He sits at the piano and starts playing jazz, his first musical love. \"I was always reluctant to get involved with technology but that was mostly because there was so much work involved to get the technology to work properly.\"\u003c/p>\n\u003cp>But Goldberg says the iPad and its apps have allowed the band to produce complex orchestral-style arrangements. With the tablets, he says, kids can play all kinds of different virtual instruments by just tapping buttons on the touch screen, instead of getting bogged down in learning technique.\u003c/p>\n\u003cp>\"All the technical stuff that, you know, is admittedly very worthwhile,\" he says. \"I'm coming from classical background. But for people who can't, and don't have the resources, if you give them something like this as a musical instrument you can really kind of break through barriers and teach so much of the art of the whole process of music-making. Which these guys do beautifully with that.\"\u003c/p>\n\u003cp>\u003cstrong>A New Look\u003c/strong>\u003c/p>\n\u003cp>Just what is it about a tablet, or the iPad in particular, that works so well with some students with disabilities and children on the autism spectrum?\u003c/p>\n\u003cp>Educators believe there's something about the combination of the big, bright, clear visual cues of some of the music apps, and the touchscreen that's easy to use without creating a sensory or visual overload. Beyond that, many teachers and parents aren't really sure. It's still a bit of a mystery.\u003c/p>\n\u003cp>\"We have some really, really low-functioning students who I could never really involve in the music activities,\" Goldberg says.\u003c/p>\n\u003cp>\"But the iPad has pretty much taken care of that. I can't say I have 100 percent involvement. But it's pretty close.\"\u003c/p>\n\u003cp>And educators say there's another way the tablets are proving to be game changers for special ed. They've begun to make obsolete those large and costly learning devices, allowing a student with disabilities to look like every other student.\u003c/p>\n\u003cp>\"It has changed the way people look at people with disabilities,\" says Karen Gorman, the director of Assistive Technology for New York City's Public schools. For years, she said, many kids with severe autism, cerebral palsy or other serious challenges needed these large, clunky and expensive assistive-speaking devices. Some looked like small accordions, worn around students' necks. Gorman says they looked a little odd, and screamed \"disabled kid.\"\u003c/p>\n\u003cp>Now the iPad and other tablets, she says, have helped level the playing field socially.\u003c/p>\n\u003cp>\"Parents thought for the first time my child with disabilities is using something that looks very cool, and modern and current. And other kids will come over to them now and interact with them.\"\u003c/p>\n\u003cp>Once, Gorman says, other students tended to see only the disability: \"Kid in a wheelchair, kid in a wheelchair,\" she explains. \"Kid in a wheelchair with an iPad? How interesting.\"\u003c/p>\n\u003cp>\u003cstrong>Game-Changer\u003c/strong>\u003c/p>\n\u003cp>Tobi Lakes stands and sways rhythmically back and forth on stage, the iPad braced in a stand as he summons his inner Jeff Beck. His thumbs furiously tap the music app's buttons as the song \"Nesun Dorma\" begins to crescendo. \"Really awesome. We're ninety-nine percent there,\" Goldberg tells the band with a grin. \"Very good. I love doing this!\"\u003c/p>\n\u003cp>Apple, Samsung and other tech giants certainly didn't intend for their tablets to become essential tools for students with disabilities.\u003c/p>\n\u003cp>\"I have a feeling they had no idea\" says Leslie Schect, the Director of Technology for New York City's Department of Education. \"The iPad is a game-changer because it's affordable and accessible. It really opens doors. At times we don't often know what's really inside because they're not speaking. This helps give them the voice.\"\u003c/p>\n\u003cp>Shecht says there's more to these students than many people realize.\u003c/p>\n\u003cp>\"Music is a natural way in. It just makes sense that it's something they'd gravitate to.\"\u003c/p>\n\u003cp>Still Schect and other educators are quick to point out that the tablets are just tools, not some cure-all. Students still need a creative, engaged teacher – like Adam Goldberg - to make the devices transformative.\u003c/p>\n\u003cp>Goldberg says a key is getting students to open up and express themselves freely, \"instead of being afraid 'oh, that isn't going to sound good.' \"\u003c/p>\n\u003cp>Schect says her department and the city have no financial relationship or get any incentive from Apple for using their products. \"I wish,\" she says. The company is simply one of the city's vendors and suppliers, she says.\u003c/p>\n\u003cp>\u003cstrong>'I Love Music'\u003c/strong>\u003c/p>\n\u003cp>\"My name is William Hernandez; I play the iPad and the piano. I love Mr. Goldberg so much.\"\u003c/p>\n\u003cp>The band works to get the sound right on the South African anti-apartheid song \"When You Come Back,\" which they perform as a tribute to the late Nelson Mandela.\u003c/p>\n\u003cp>Teenagers Rachel Rodriquez and Ulysses Rivers are on backing vocals. Nineteen year old Ryan Rodriquez takes the lead.\u003c/p>\n\u003cp>Perhaps even more important than the music, Goldberg says, is that the band has given students a sense of belonging, friendship and joint accomplishment.\u003c/p>\n\u003cp>\"They all support each other. It doesn't matter who is taking the solo. They're essential to making the whole thing work. That translates to a wider idea of socialization out in the general world. And I see a huge leap in their socialization and social abilities and the fact they say hello to each other. A couple of years ago that wasn't happening.\"\u003c/p>\n\u003cp>Now, band members dream of performing for a wider audience. 17-year-old Jaquan Bostick says he wants to try to make music his profession.\u003c/p>\n\u003cp>\"You know when we graduate we should do all start a tour, like a world tour\" he tells the band. \"That's what I've been thinking about a lot. I've been thinking about that a lot. Like since yesterday.\"\u003c/p>\n\u003cp>His band mates and friends nod in agreement. \"Me too.\" \"Me three.\" Goldberg knows from experience how tough the professional musician road is and says he's straight with the students about it. Yet, he says he'd never strip them of their vision.\u003c/p>\n\u003cp>\"Some of these kids, you know, don't have a chance to dream,\" he says. \"Again, it comes from confidence. It may be a very difficult dream to achieve. But it's attached to reality. They really do play music. They're not dreaming of being Superman or Spiderman.\"\u003c/p>\n\u003cp>He says the students are dreaming of something they can do where they can say to themselves, \" 'I have this.' \"\u003c/p>\n\u003cp>For Tobi Lakes – and many others here – playing in the iPad band has helped him socially and creatively. \"I feel excited. I feel happy. I love music,\" he says with a broad smile. \"It feels like I'm going crazy and all the audience was clapping!\"\u003c/p>\n\u003cp>Listen to students making more music here:\u003c/p>\n\u003cp>[soundcloud url=\"https://api.soundcloud.com/tracks/153008108\"]\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003ca href=\"http://www.npr.org/blogs/ed/2014/06/11/320882414/ipads-allow-kids-with-challenges-to-play-in-high-schools-band\" target=\"_blank\">This post originally appeared on NPR.\u003c/a>\u003c/p>\n\n","blocks":[],"excerpt":"On the surface, the PS 177 Technology Band looks like a typical high school orchestra. But there are two big differences.","status":"publish","parent":0,"modified":1435188557,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":54,"wordCount":1849},"headData":{"title":"With iPads, a New World of Music for Kids With Learning Challenges | KQED","description":"On the surface, the PS 177 Technology Band looks like a typical high school orchestra. But there are two big differences.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"With iPads, a New World of Music for Kids With Learning Challenges","datePublished":"2014-06-14T16:00:34.000Z","dateModified":"2015-06-24T23:29:17.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"36290 http://blogs.kqed.org/mindshift/?p=36290","disqusUrl":"https://ww2.kqed.org/mindshift/2014/06/14/with-ipads-a-new-world-of-music-for-kids-with-learning-challenges/","disqusTitle":"With iPads, a New World of Music for Kids With Learning Challenges","nprByline":"Eric Westervelt, NPR","nprStoryId":"320882414","nprApiLink":"http://api.npr.org/query?id=320882414&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004","nprHtmlLink":"http://www.npr.org/blogs/ed/2014/06/11/320882414/ipads-allow-kids-with-challenges-to-play-in-high-schools-band?ft=3&f=320882414","nprRetrievedStory":"1","nprPubDate":"Thu, 12 Jun 2014 10:40:00 -0400","nprStoryDate":"Wed, 11 Jun 2014 06:57:00 -0400","nprLastModifiedDate":"Thu, 12 Jun 2014 10:40:39 -0400","nprAudio":"http://pd.npr.org/anon.npr-mp3/npr/me/2014/06/20140611_me_special_ed_-_inclusive_classrooms.mp3?orgId=1&topicId=1013&ft=3&f=320882414","nprAudioM3u":"http://api.npr.org/m3u/1320882421-f631af.m3u?orgId=1&topicId=1013&ft=3&f=320882414","path":"/mindshift/36290/with-ipads-a-new-world-of-music-for-kids-with-learning-challenges","audioUrl":"http://pd.npr.org/anon.npr-mp3/npr/me/2014/06/20140611_me_special_ed_-_inclusive_classrooms.mp3?orgId=1&topicId=1013&ft=3&f=320882414","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_36297\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-36297\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/06/img_4110-e1402697343967.jpg\" alt=\"Jason Haughton sings an original tune composed by the PS 177 Technology Band. Eric Westervelt \" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/06/img_4110-e1402697343967.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/06/img_4110-e1402697343967-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/06/img_4110-e1402697343967-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">Jason Haughton sings an original tune composed by the PS 177 Technology Band. Eric Westervelt\u003c/figcaption>\u003c/figure>\n\u003cp>There's a steady stream of hype surrounding the pluses and pitfalls of classroom tablet computers. But for a growing number of special education students tablets and their apps are proving transformative. The tablets aren't merely novel and fun. With guidance from creative teachers, they are helping to deepen engagement, communication, and creativity.\u003c/p>\n\u003cp>In a typical red brick public school building in the Fresh Meadows section of Queens, New York, one creative and passionate music instructor is using tablet computers to help reach students with disabilities. In the process, he's opening doors for some kids with severe mental and physical challenges.\u003c/p>\n\u003cp>On the surface, the PS 177 Technology Band looks like a typical high school orchestra. But there are two big differences. First, while they use traditional instruments, they also play iPads. And all of the band members have disabilities. Some have autism spectrum disorders.\u003c/p>\n\u003cp>\"I'm Tobi Lakes, I'm 15 years old. I'm in ninth grade. I'm four grades away from college.\"\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>Morning sunlight pushes through large, old windows into the school's well-worn and empty-seated auditorium. On the stage, iPads on small stands sit in a semicircle. It's rehearsal time. The students mingle and chat before practice starts. Tobi Lakes, a tall, wire-thin teen with thick glasses sits at an electric piano. He taught himself to play.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\"I'm very good. I like the piano. I like the keyboard. Keyboard is the best. Number one!\" Tobi says with a wide smile. On his school-issued tablet computer, using a music app called Thumb Jam, Tobi also loves his iPad \"guitar.\"\u003c/p>\n\u003cp>As rehearsal heats up Tobi takes the lead on rock guitarist Jeff Beck's version of Puccini's \"Nesun Dorma.\" Tobi Lakes, iPad guitar shredder, is learning disabled. He's autistic. And he's also blind in one eye. Adam Goldberg, the creator of the PS 177 band, gets the music started.\u003c/p>\n\u003cp>\"The first note of the second line please,\" he tells them. \"In blue. There ya go. That's the pizzicato.\"\u003c/p>\n\u003cp>The 53 year old teacher is a classically trained pianist with a degree from the Manhattan School of Music. About 20 years ago he began substitute-teaching here while playing freelance jazz and rock gigs. He was soon offered a job at PS 177, and he's been at the school ever since.\u003c/p>\n\u003cp>\u003cstrong>'Sing, Sing, Sing!'\u003c/strong>\u003c/p>\n\u003cp>Seventeen-year-old Jason Houghton walks in a little late for rehearsal. One of his teachers says Jason is \"classically severely autistic.\" His speech is often marked by echolalia, a communication disorder where he repeats back what you say to him. Before the band, Jason rarely spoke at all. But music helped change that. \"Some people were very surprised when they could see that he could sing because some people thought that he was non-verbal,\" Goldberg says. \"At first I kept saying 'sing, sing, sing.' And he wouldn't sing until I said 'Jason like this 'dah dah dah dah.' Then he would go 'dah dah dah dah.' And I would say 'no, do something of your own.' \"\u003c/p>\n\u003cp>Goldberg says several of the students were previously non-verbal or only occasionally verbal. He eventually got Jason to hum his own notes and soon built an original song \"Being Me\" around that phrase. These days Jason takes 'lead' vocals on that tune. And he doesn't just echo back lyrics. He even improvises – or scat sings – in his own way.\u003c/p>\n\u003cp>\"It was mostly persistence, you know, and the confidence that it was there inside of him. It goes back to that summer when we had some extra time. And I just kept pushing him.\u003c/p>\n\u003cp>\u003cimg class=\"alignright size-medium wp-image-36292\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/06/img_4085-15db04a3707c5e74fcac0603055e65add5bb5e57-300x224.jpg\" alt=\"Practice time for the PS 177 band.\" width=\"300\" height=\"224\">I admit sometimes I push them,\" Goldberg says. \"Not in a mean way. But I know inside there's something and I have the confidence in them that they can find a way to bring it out.\"\u003c/p>\n\u003cp>The teacher calls himself a hesitant technophile. \"I'm an acoustic guy,\" he says. He sits at the piano and starts playing jazz, his first musical love. \"I was always reluctant to get involved with technology but that was mostly because there was so much work involved to get the technology to work properly.\"\u003c/p>\n\u003cp>But Goldberg says the iPad and its apps have allowed the band to produce complex orchestral-style arrangements. With the tablets, he says, kids can play all kinds of different virtual instruments by just tapping buttons on the touch screen, instead of getting bogged down in learning technique.\u003c/p>\n\u003cp>\"All the technical stuff that, you know, is admittedly very worthwhile,\" he says. \"I'm coming from classical background. But for people who can't, and don't have the resources, if you give them something like this as a musical instrument you can really kind of break through barriers and teach so much of the art of the whole process of music-making. Which these guys do beautifully with that.\"\u003c/p>\n\u003cp>\u003cstrong>A New Look\u003c/strong>\u003c/p>\n\u003cp>Just what is it about a tablet, or the iPad in particular, that works so well with some students with disabilities and children on the autism spectrum?\u003c/p>\n\u003cp>Educators believe there's something about the combination of the big, bright, clear visual cues of some of the music apps, and the touchscreen that's easy to use without creating a sensory or visual overload. Beyond that, many teachers and parents aren't really sure. It's still a bit of a mystery.\u003c/p>\n\u003cp>\"We have some really, really low-functioning students who I could never really involve in the music activities,\" Goldberg says.\u003c/p>\n\u003cp>\"But the iPad has pretty much taken care of that. I can't say I have 100 percent involvement. But it's pretty close.\"\u003c/p>\n\u003cp>And educators say there's another way the tablets are proving to be game changers for special ed. They've begun to make obsolete those large and costly learning devices, allowing a student with disabilities to look like every other student.\u003c/p>\n\u003cp>\"It has changed the way people look at people with disabilities,\" says Karen Gorman, the director of Assistive Technology for New York City's Public schools. For years, she said, many kids with severe autism, cerebral palsy or other serious challenges needed these large, clunky and expensive assistive-speaking devices. Some looked like small accordions, worn around students' necks. Gorman says they looked a little odd, and screamed \"disabled kid.\"\u003c/p>\n\u003cp>Now the iPad and other tablets, she says, have helped level the playing field socially.\u003c/p>\n\u003cp>\"Parents thought for the first time my child with disabilities is using something that looks very cool, and modern and current. And other kids will come over to them now and interact with them.\"\u003c/p>\n\u003cp>Once, Gorman says, other students tended to see only the disability: \"Kid in a wheelchair, kid in a wheelchair,\" she explains. \"Kid in a wheelchair with an iPad? How interesting.\"\u003c/p>\n\u003cp>\u003cstrong>Game-Changer\u003c/strong>\u003c/p>\n\u003cp>Tobi Lakes stands and sways rhythmically back and forth on stage, the iPad braced in a stand as he summons his inner Jeff Beck. His thumbs furiously tap the music app's buttons as the song \"Nesun Dorma\" begins to crescendo. \"Really awesome. We're ninety-nine percent there,\" Goldberg tells the band with a grin. \"Very good. I love doing this!\"\u003c/p>\n\u003cp>Apple, Samsung and other tech giants certainly didn't intend for their tablets to become essential tools for students with disabilities.\u003c/p>\n\u003cp>\"I have a feeling they had no idea\" says Leslie Schect, the Director of Technology for New York City's Department of Education. \"The iPad is a game-changer because it's affordable and accessible. It really opens doors. At times we don't often know what's really inside because they're not speaking. This helps give them the voice.\"\u003c/p>\n\u003cp>Shecht says there's more to these students than many people realize.\u003c/p>\n\u003cp>\"Music is a natural way in. It just makes sense that it's something they'd gravitate to.\"\u003c/p>\n\u003cp>Still Schect and other educators are quick to point out that the tablets are just tools, not some cure-all. Students still need a creative, engaged teacher – like Adam Goldberg - to make the devices transformative.\u003c/p>\n\u003cp>Goldberg says a key is getting students to open up and express themselves freely, \"instead of being afraid 'oh, that isn't going to sound good.' \"\u003c/p>\n\u003cp>Schect says her department and the city have no financial relationship or get any incentive from Apple for using their products. \"I wish,\" she says. The company is simply one of the city's vendors and suppliers, she says.\u003c/p>\n\u003cp>\u003cstrong>'I Love Music'\u003c/strong>\u003c/p>\n\u003cp>\"My name is William Hernandez; I play the iPad and the piano. I love Mr. Goldberg so much.\"\u003c/p>\n\u003cp>The band works to get the sound right on the South African anti-apartheid song \"When You Come Back,\" which they perform as a tribute to the late Nelson Mandela.\u003c/p>\n\u003cp>Teenagers Rachel Rodriquez and Ulysses Rivers are on backing vocals. Nineteen year old Ryan Rodriquez takes the lead.\u003c/p>\n\u003cp>Perhaps even more important than the music, Goldberg says, is that the band has given students a sense of belonging, friendship and joint accomplishment.\u003c/p>\n\u003cp>\"They all support each other. It doesn't matter who is taking the solo. They're essential to making the whole thing work. That translates to a wider idea of socialization out in the general world. And I see a huge leap in their socialization and social abilities and the fact they say hello to each other. A couple of years ago that wasn't happening.\"\u003c/p>\n\u003cp>Now, band members dream of performing for a wider audience. 17-year-old Jaquan Bostick says he wants to try to make music his profession.\u003c/p>\n\u003cp>\"You know when we graduate we should do all start a tour, like a world tour\" he tells the band. \"That's what I've been thinking about a lot. I've been thinking about that a lot. Like since yesterday.\"\u003c/p>\n\u003cp>His band mates and friends nod in agreement. \"Me too.\" \"Me three.\" Goldberg knows from experience how tough the professional musician road is and says he's straight with the students about it. Yet, he says he'd never strip them of their vision.\u003c/p>\n\u003cp>\"Some of these kids, you know, don't have a chance to dream,\" he says. \"Again, it comes from confidence. It may be a very difficult dream to achieve. But it's attached to reality. They really do play music. They're not dreaming of being Superman or Spiderman.\"\u003c/p>\n\u003cp>He says the students are dreaming of something they can do where they can say to themselves, \" 'I have this.' \"\u003c/p>\n\u003cp>For Tobi Lakes – and many others here – playing in the iPad band has helped him socially and creatively. \"I feel excited. I feel happy. I love music,\" he says with a broad smile. \"It feels like I'm going crazy and all the audience was clapping!\"\u003c/p>\n\u003cp>Listen to students making more music here:\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003cdiv class='utils-parseShortcode-shortcodes-__shortcodes__shortcodeWrapper'>\n \u003ciframe width='undefined' height='undefined'\n scrolling='no' frameborder='no'\n src='https://w.soundcloud.com/player/?url=https://api.soundcloud.com/tracks/153008108&visual=true&undefined'\n title='https://api.soundcloud.com/tracks/153008108'>\n \u003c/iframe>\n \u003c/div>\u003c/p>\u003cp>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"http://www.npr.org/blogs/ed/2014/06/11/320882414/ipads-allow-kids-with-challenges-to-play-in-high-schools-band\" target=\"_blank\">This post originally appeared on NPR.\u003c/a>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/36290/with-ipads-a-new-world-of-music-for-kids-with-learning-challenges","authors":["byline_mindshift_36290"],"categories":["mindshift_195"],"tags":["mindshift_184","mindshift_81","mindshift_364"],"featImg":"mindshift_36291","label":"mindshift"},"mindshift_4714":{"type":"posts","id":"mindshift_4714","meta":{"index":"posts_1591205157","site":"mindshift","id":"4714","score":null,"sort":[1291315177000]},"guestAuthors":[],"slug":"10-more-useful-apps-for-autism","title":"10 More Useful Apps for Autism","publishDate":1291315177,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003ca rel=\"attachment wp-att-4715\" href=\"http://ww2.kqed.org/mindshift/2010/12/10-more-useful-apps-for-autism/mzl-eobzretc-320x480-75/\">\u003cimg class=\"aligncenter size-full wp-image-4715\" title=\"mzl.eobzretc.320x480-75\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2010/12/mzl.eobzretc.320x480-75.jpg\" alt=\"\" width=\"480\" height=\"480\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2010/12/mzl.eobzretc.320x480-75.jpg 480w, https://ww2.kqed.org/app/uploads/sites/23/2010/12/mzl.eobzretc.320x480-75-400x400.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2010/12/mzl.eobzretc.320x480-75-320x320.jpg 320w, https://ww2.kqed.org/app/uploads/sites/23/2010/12/mzl.eobzretc.320x480-75-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2010/12/mzl.eobzretc.320x480-75-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2010/12/mzl.eobzretc.320x480-75-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2010/12/mzl.eobzretc.320x480-75-128x128.jpg 128w, https://ww2.kqed.org/app/uploads/sites/23/2010/12/mzl.eobzretc.320x480-75-75x75.jpg 75w\" sizes=\"(max-width: 480px) 100vw, 480px\">\u003c/a>\u003c/p>\n\u003cp>Adding to \u003ca href=\"http://ww2.kqed.org/mindshift/2010/11/apps-a-breakthrough-for-autism-too/\">our report of apps for autism\u003c/a>, here's a list of 10 useful applications for iPhone and iPads, \u003ca href=\"http://www.gadgetsdna.com/10-revolutionary-ipad-apps-to-help-autistic-children/5522/\">as listed by Gadgets DNA\u003c/a>.\u003c/p>\n\u003cp>The key to the value of all of these tools is communication. Creating pictures, flashcards, voice recordings, and being able to express feelings with the use of these tools is thought to help autistic children learn to communicate more effectively.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1291319140,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":5,"wordCount":67},"headData":{"title":"10 More Useful Apps for Autism | KQED","description":"Adding to our report of apps for autism, here's a list of 10 useful applications for iPhone and iPads, as listed by Gadgets DNA. The key to the value of all of these tools is communication. Creating pictures, flashcards, voice recordings, and being able to express feelings with the use of these tools is thought","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"10 More Useful Apps for Autism","datePublished":"2010-12-02T18:39:37.000Z","dateModified":"2010-12-02T19:45:40.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"4714 http://blogs.kqed.org/mindshift/?p=4714","disqusUrl":"https://ww2.kqed.org/mindshift/2010/12/02/10-more-useful-apps-for-autism/","disqusTitle":"10 More Useful Apps for Autism","path":"/mindshift/4714/10-more-useful-apps-for-autism","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca rel=\"attachment wp-att-4715\" href=\"http://ww2.kqed.org/mindshift/2010/12/10-more-useful-apps-for-autism/mzl-eobzretc-320x480-75/\">\u003cimg class=\"aligncenter size-full wp-image-4715\" title=\"mzl.eobzretc.320x480-75\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2010/12/mzl.eobzretc.320x480-75.jpg\" alt=\"\" width=\"480\" height=\"480\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2010/12/mzl.eobzretc.320x480-75.jpg 480w, https://ww2.kqed.org/app/uploads/sites/23/2010/12/mzl.eobzretc.320x480-75-400x400.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2010/12/mzl.eobzretc.320x480-75-320x320.jpg 320w, https://ww2.kqed.org/app/uploads/sites/23/2010/12/mzl.eobzretc.320x480-75-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2010/12/mzl.eobzretc.320x480-75-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2010/12/mzl.eobzretc.320x480-75-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2010/12/mzl.eobzretc.320x480-75-128x128.jpg 128w, https://ww2.kqed.org/app/uploads/sites/23/2010/12/mzl.eobzretc.320x480-75-75x75.jpg 75w\" sizes=\"(max-width: 480px) 100vw, 480px\">\u003c/a>\u003c/p>\n\u003cp>Adding to \u003ca href=\"http://ww2.kqed.org/mindshift/2010/11/apps-a-breakthrough-for-autism-too/\">our report of apps for autism\u003c/a>, here's a list of 10 useful applications for iPhone and iPads, \u003ca href=\"http://www.gadgetsdna.com/10-revolutionary-ipad-apps-to-help-autistic-children/5522/\">as listed by Gadgets DNA\u003c/a>.\u003c/p>\n\u003cp>The key to the value of all of these tools is communication. Creating pictures, flashcards, voice recordings, and being able to express feelings with the use of these tools is thought to help autistic children learn to communicate more effectively.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/4714/10-more-useful-apps-for-autism","authors":["180"],"categories":["mindshift_195"],"tags":["mindshift_134","mindshift_184","mindshift_22"],"featImg":"mindshift_4715","label":"mindshift"}},"programsReducer":{"possible":{"id":"possible","title":"Possible","info":"Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. 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And you join us on the journey to find the answers.","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Bay-Curious-Podcast-Tile-703x703-1.jpg","imageAlt":"\"KQED Bay Curious","officialWebsiteLink":"/news/series/baycurious","meta":{"site":"news","source":"kqed","order":"4"},"link":"/podcasts/baycurious","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/bay-curious/id1172473406","npr":"https://www.npr.org/podcasts/500557090/bay-curious","rss":"https://ww2.kqed.org/news/category/bay-curious-podcast/feed/podcast","google":"https://podcasts.google.com/feed/aHR0cHM6Ly93dzIua3FlZC5vcmcvbmV3cy9jYXRlZ29yeS9iYXktY3VyaW91cy1wb2RjYXN0L2ZlZWQvcG9kY2FzdA","stitcher":"https://www.stitcher.com/podcast/kqed/bay-curious","spotify":"https://open.spotify.com/show/6O76IdmhixfijmhTZLIJ8k"}},"bbc-world-service":{"id":"bbc-world-service","title":"BBC World Service","info":"The day's top stories from BBC News compiled twice daily in the week, once at weekends.","airtime":"MON-FRI 9pm-10pm, TUE-FRI 1am-2am","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/BBC-World-Service-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.bbc.co.uk/sounds/play/live:bbc_world_service","meta":{"site":"news","source":"BBC World Service"},"link":"/radio/program/bbc-world-service","subscribe":{"apple":"https://itunes.apple.com/us/podcast/global-news-podcast/id135067274?mt=2","tuneIn":"https://tunein.com/radio/BBC-World-Service-p455581/","rss":"https://podcasts.files.bbci.co.uk/p02nq0gn.rss"}},"code-switch-life-kit":{"id":"code-switch-life-kit","title":"Code Switch / Life Kit","info":"\u003cem>Code Switch\u003c/em>, which listeners will hear in the first part of the hour, has fearless and much-needed conversations about race. 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