| Loveland Academy News, Accomplishments and Messages |
New York Times , 19 January 2012, by Benedict Carey
New Definition of Autism Will Exclude Many, Study Suggest
New York Times , 19 January 2012, by Benedict Carey
Proposed changes in the definition of autism would sharply reduce the skyrocketing rate at which the disorder is diagnosed
and might make it harder for many people who would no longer meet the criteria to get health, educational and social services,
a new analysis suggests.
New Definition of Autism Will Exclude Many, Study Suggest New York Times , 19 January 2012, by Benedict Carey
This morning's *New York Times* includes an article: "New Definition of Autism Will Exclude Many, Study Suggests" by
Benedict Carey.
Here are some excerpts:
Proposed changes in the definition of autism would sharply reduce the skyrocketing rate at which the disorder is diagnosed
and might make it harder for many people who would no longer meet the criteria to get health, educational and social services,
a new analysis suggests.
The definition is now being reassessed by an expert panel appointed by the American Psychiatric Association, which is
completing work on the fifth edition of its Diagnostic and Statistical Manual of Mental Disorders, the first major revision in 17
years.
The results of the new analysis are preliminary, but they offer the most drastic estimate of how tightening the criteria for
autism could affect the rate of diagnosis.
The psychiatrists' association is wrestling with one of the most agonizing questions in mental health -- where to draw the line
between unusual and abnormal -- and its decisions are sure to be wrenching for some families.
At a time when school budgets for special education are stretched, the new diagnosis could herald more pitched battles.
Tens of thousands of people receive state-backed services to help offset the disorders' disabling effects, which include
sometimes severe learning and social problems, and the diagnosis is in many ways central to their lives.
Close networks of parents have bonded over common experiences with children; and the children, too, may grow to find a
sense of their own identity in their struggle with the disorder.
The proposed changes would probably exclude people with a diagnosis who were higher functioning.
"I'm very concerned about the change in diagnosis, because I wonder if my daughter would even qualify," said Mary Meyer of
Ramsey, N.J. A diagnosis of Asperger syndrome was crucial to helping her daughter, who is 37, gain access to services that
have helped tremendously.
"She's on disability, which is partly based on the Asperger's; and I'm hoping to get her into supportive housing, which also
depends on her diagnosis."
The new analysis, presented Thursday at a meeting of the Icelandic Medical Association, opens a debate about just how many
people the proposed diagnosis would affect.
The changes would narrow the diagnosis so much that it could effectively end the autism surge, said Dr. Fred R. Volkmar,
director of the Child Study Center at the Yale School of Medicine and an author of the new analysis of the proposal.
"We would nip it in the bud."
Experts working for the Psychiatric Association on the manual's new definition -- a group from which Dr. Volkmar resigned
early on -- strongly disagree about the proposed changes' impact.
Disagreement about the effect of the new definition will almost certainly increase scrutiny of the finer points of the psychiatric
association's changes to the manual.
The revisions are about 90 percent complete and will be final by December, according to Dr. David J. Kupfer, a professor of
psychiatry at the University of Pittsburgh and chairman of the task force making the revisions.
At least a million children and adults have a diagnosis of autism or a related disorder, like Asperger syndrome or "pervasive
developmental disorder, not otherwise specified," also known as P.D.D.-N.O.S.
People with Asperger's or P.D.D.-N.O.S. endure some of the same social struggles as those with autism but do not meet the
definition for the full-blown version. The proposed change would consolidate all three diagnoses under one category, autism
spectrum disorder, eliminating Asperger syndrome and P.D.D.-N.O.S. from the manual.
Under the current criteria, a person can qualify for the diagnosis by exhibiting 6 or more of 12 behaviors; under the proposed
definition, the person would have to exhibit 3 deficits in social interaction and communication and at least 2 repetitive
behaviors, a much narrower menu.
"Our fear is that we are going to take a big step backward," said Lori Shery, president of the Asperger Syndrome Education
Network. "If clinicians say, 'These kids don't fit the criteria for an autism spectrum diagnosis,' they are not going to get the
supports and services they need, and they're going to experience failure."
In the new analysis, Dr. Volkmar, along with Brian Reichow and James McPartland, both at Yale, used data from a large 1993
study that served as the basis for the current criteria.
They focused on 372 children and adults who were among the highest functioning and found that overall, only 45 percent of
them would qualify for the proposed autism spectrum diagnosis now under review.
The focus on a high-functioning group may have slightly exaggerated that percentage, the authors acknowledge.
The likelihood of being left out under the new definition depended on the original diagnosis: about a quarter of those identified
with classic autism in 1993 would not be so identified under the proposed criteria; about three-quarters of those with
Asperger syndrome would not qualify; and 85 percent of those with P.D.D.-N.O.S. would not.
Dr. Volkmar presented the preliminary findings on Thursday.
The researchers will publish a broader analysis, based on a larger and more representative sample of 1,000 cases, later this
year. Dr. Volkmar said that although the proposed diagnosis would be for disorders on a spectrum and implies a broader net, it
focuses tightly on "classically autistic" children on the more severe end of the scale.
"The major impact here is on the more cognitively able," he said.
New Definition of Autism Will Exclude Many, Study Suggest
New York Times , 19 January 2012, by Benedict Carey
Proposed changes in the definition of autism would sharply reduce the skyrocketing rate at which the disorder is diagnosed
and might make it harder for many people who would no longer meet the criteria to get health, educational and social services,
a new analysis suggests.
New Definition of Autism Will Exclude Many, Study Suggest New York Times , 19 January 2012, by Benedict Carey
This morning's *New York Times* includes an article: "New Definition of Autism Will Exclude Many, Study Suggests" by
Benedict Carey.
Here are some excerpts:
Proposed changes in the definition of autism would sharply reduce the skyrocketing rate at which the disorder is diagnosed
and might make it harder for many people who would no longer meet the criteria to get health, educational and social services,
a new analysis suggests.
The definition is now being reassessed by an expert panel appointed by the American Psychiatric Association, which is
completing work on the fifth edition of its Diagnostic and Statistical Manual of Mental Disorders, the first major revision in 17
years.
The results of the new analysis are preliminary, but they offer the most drastic estimate of how tightening the criteria for
autism could affect the rate of diagnosis.
The psychiatrists' association is wrestling with one of the most agonizing questions in mental health -- where to draw the line
between unusual and abnormal -- and its decisions are sure to be wrenching for some families.
At a time when school budgets for special education are stretched, the new diagnosis could herald more pitched battles.
Tens of thousands of people receive state-backed services to help offset the disorders' disabling effects, which include
sometimes severe learning and social problems, and the diagnosis is in many ways central to their lives.
Close networks of parents have bonded over common experiences with children; and the children, too, may grow to find a
sense of their own identity in their struggle with the disorder.
The proposed changes would probably exclude people with a diagnosis who were higher functioning.
"I'm very concerned about the change in diagnosis, because I wonder if my daughter would even qualify," said Mary Meyer of
Ramsey, N.J. A diagnosis of Asperger syndrome was crucial to helping her daughter, who is 37, gain access to services that
have helped tremendously.
"She's on disability, which is partly based on the Asperger's; and I'm hoping to get her into supportive housing, which also
depends on her diagnosis."
The new analysis, presented Thursday at a meeting of the Icelandic Medical Association, opens a debate about just how many
people the proposed diagnosis would affect.
The changes would narrow the diagnosis so much that it could effectively end the autism surge, said Dr. Fred R. Volkmar,
director of the Child Study Center at the Yale School of Medicine and an author of the new analysis of the proposal.
"We would nip it in the bud."
Experts working for the Psychiatric Association on the manual's new definition -- a group from which Dr. Volkmar resigned
early on -- strongly disagree about the proposed changes' impact.
Disagreement about the effect of the new definition will almost certainly increase scrutiny of the finer points of the psychiatric
association's changes to the manual.
The revisions are about 90 percent complete and will be final by December, according to Dr. David J. Kupfer, a professor of
psychiatry at the University of Pittsburgh and chairman of the task force making the revisions.
At least a million children and adults have a diagnosis of autism or a related disorder, like Asperger syndrome or "pervasive
developmental disorder, not otherwise specified," also known as P.D.D.-N.O.S.
People with Asperger's or P.D.D.-N.O.S. endure some of the same social struggles as those with autism but do not meet the
definition for the full-blown version. The proposed change would consolidate all three diagnoses under one category, autism
spectrum disorder, eliminating Asperger syndrome and P.D.D.-N.O.S. from the manual.
Under the current criteria, a person can qualify for the diagnosis by exhibiting 6 or more of 12 behaviors; under the proposed
definition, the person would have to exhibit 3 deficits in social interaction and communication and at least 2 repetitive
behaviors, a much narrower menu.
"Our fear is that we are going to take a big step backward," said Lori Shery, president of the Asperger Syndrome Education
Network. "If clinicians say, 'These kids don't fit the criteria for an autism spectrum diagnosis,' they are not going to get the
supports and services they need, and they're going to experience failure."
In the new analysis, Dr. Volkmar, along with Brian Reichow and James McPartland, both at Yale, used data from a large 1993
study that served as the basis for the current criteria.
They focused on 372 children and adults who were among the highest functioning and found that overall, only 45 percent of
them would qualify for the proposed autism spectrum diagnosis now under review.
The focus on a high-functioning group may have slightly exaggerated that percentage, the authors acknowledge.
The likelihood of being left out under the new definition depended on the original diagnosis: about a quarter of those identified
with classic autism in 1993 would not be so identified under the proposed criteria; about three-quarters of those with
Asperger syndrome would not qualify; and 85 percent of those with P.D.D.-N.O.S. would not.
Dr. Volkmar presented the preliminary findings on Thursday.
The researchers will publish a broader analysis, based on a larger and more representative sample of 1,000 cases, later this
year. Dr. Volkmar said that although the proposed diagnosis would be for disorders on a spectrum and implies a broader net, it
focuses tightly on "classically autistic" children on the more severe end of the scale.
"The major impact here is on the more cognitively able," he said.
 |
| |
 |
| |
 |
| |
 |
| |
 |
| |
 |
| |
 |
| |
 |
| |
 |
2010 TLP (See Accreditations) The program started November 2007.
Therapeutic Living Program- Marcus House-Licensed by the Department
Of Health.
Therapeutic Living Program- Marcus House-Licensed by the Department
Of Health.
2009 NIPSA (See Accreditations)
Loveland Academy achieved two major milestones for grades PK-9
Loveland Academy achieved two major milestones for grades PK-9
2007
A major Goal completed in 2007; New Computer Lab, with Mac desk tops.
That a child will be able to use the computer and technology in every day life. To accomplish tasks like writing letters, resumes, to
search the Internet for information and for fun activities like making music, working with photos and to become aware of the many
ways technology and computers can assist in life, at home, at work, and for fun. Loveland Academy will provide the foundation to
provide this learning experience and provide instruction to the students at all grade levels.
Accomplished
The new computer lab consists of new PC's, Macs, multimedia equipment, music production equipment, and various software
programs. It is used for individual assignments, online classes, group computer classes, multimedia production, and music
production.
Designed and built by our staff and students, the lab is painted in a rich royal blue (our school color), is decked out with custom
floating shelves, a sleek metallic decor, centered by a one of a kind DVD clock. The space also serves as a black and white gallery,
displaying many photos of our students and staff.
The students are really enjoying their new lab that they helped create. Overall, the reaction from students, parents, and visitors has
been very positive. There are still plans for upgrades and improvements over time.
A major Goal completed in 2007; New Computer Lab, with Mac desk tops.
That a child will be able to use the computer and technology in every day life. To accomplish tasks like writing letters, resumes, to
search the Internet for information and for fun activities like making music, working with photos and to become aware of the many
ways technology and computers can assist in life, at home, at work, and for fun. Loveland Academy will provide the foundation to
provide this learning experience and provide instruction to the students at all grade levels.
Accomplished
The new computer lab consists of new PC's, Macs, multimedia equipment, music production equipment, and various software
programs. It is used for individual assignments, online classes, group computer classes, multimedia production, and music
production.
Designed and built by our staff and students, the lab is painted in a rich royal blue (our school color), is decked out with custom
floating shelves, a sleek metallic decor, centered by a one of a kind DVD clock. The space also serves as a black and white gallery,
displaying many photos of our students and staff.
The students are really enjoying their new lab that they helped create. Overall, the reaction from students, parents, and visitors has
been very positive. There are still plans for upgrades and improvements over time.
2008
New Class Curriculum: Introduction To Computer Information
About The Class
This class will invite students into the knowledge about three basic applications that are
bundled into Microsoft Office for Windows 2000. The applications are Microsoft Word, Microsoft
Power Point, and Microsoft Excel. The students will learn the basic functions of each application
and be able to create projects and work on assignments inside and outside of this class.
Word
The students will learn how to perform the basic functions in Word, making it faster and easier to
use. The students will learn how to use shortcuts on the keyboard, copy and paste, write a letter,
address an envelope, develop a résumé, and much more.
Power Point
The students will learn how to perform the basic functions in Power Point, making it faster and
easier to use. The students will learn how to use different slide themes, slide layouts,
transitions between slides, add animation to each slide, insert a picture on a slide, and much
more.
Excel
The students will learn how to perform the basic functions in Excel, making it faster ad easier to
use. The students will learn how to add cells, columns and rows, adjust the width of a column,
insert functions such as sum, average, max/mm, create graphs such as bar, line, pie, and much
more.
New Class Curriculum: Introduction To Computer Information
About The Class
This class will invite students into the knowledge about three basic applications that are
bundled into Microsoft Office for Windows 2000. The applications are Microsoft Word, Microsoft
Power Point, and Microsoft Excel. The students will learn the basic functions of each application
and be able to create projects and work on assignments inside and outside of this class.
Word
The students will learn how to perform the basic functions in Word, making it faster and easier to
use. The students will learn how to use shortcuts on the keyboard, copy and paste, write a letter,
address an envelope, develop a résumé, and much more.
Power Point
The students will learn how to perform the basic functions in Power Point, making it faster and
easier to use. The students will learn how to use different slide themes, slide layouts,
transitions between slides, add animation to each slide, insert a picture on a slide, and much
more.
Excel
The students will learn how to perform the basic functions in Excel, making it faster ad easier to
use. The students will learn how to add cells, columns and rows, adjust the width of a column,
insert functions such as sum, average, max/mm, create graphs such as bar, line, pie, and much
more.
| News |
| Messages |
Loveland Academy Students Fund Raiser Projects
http://www.midweek.com/loveland-academy-students/
Posted on February 15, 2012 by Christina O’Connor | Good Neighbors • Lifestyle
http://www.midweek.com/loveland-academy-students/
Posted on February 15, 2012 by Christina O’Connor | Good Neighbors • Lifestyle
| 2012 MID Week, Loveland Academy Students-Fund Raiser Projects, Posted on February 15, 2012 by Christina O’Connor. See News or FOR STORY CLICK HERE |
2011 CARF (See Accreditations)
Loveland Academy awarded three-year CARF (Commission on
Accreditation of Rehabilitation Facilities) accreditation, continuous since
2001.
Loveland Academy awarded three-year CARF (Commission on
Accreditation of Rehabilitation Facilities) accreditation, continuous since
2001.
2011 NIPSA Level III Therapeutic Certification (See Accreditations)
| PROGRAM GOAL ACCOMPLISHMENT |
|
| ||||||||||
2013 See Upcoming Events.