Analyzing a Facebook-fueled anti-vaccination attack: ‘It’s not all about autism’


An analysis of Facebook profiles for people who posted anti-vaccination sentiments reveals four key subgroups that are interconnected by various themes.Image appears with compliments from Elsevier

 Social media has given those espousing anti-vaccination sentiments an effective medium to spread their message. However, an analysis of a viral Facebook campaign against a Pittsburgh pediatric practice reveals that the movement isn’t “all about autism.” Instead, the research from the University of Pittsburgh Center for Research on Media, Technology, and Health finds that anti-vaccination arguments center on four distinct themes that can appeal to diverse audiences.

The research, published today in the journal Vaccine, suggests a framework that pediatricians can use to open a conversation with parents who are hesitant to immunize their children, while also “inoculating” those parents with skills to resist anti-vaccination messages on social media.

“If we dismiss anybody who has an opposing view, we’re giving up an opportunity to understand them and come to a common ground,” said senior author Brian Primack, M.D., Ph.D., director of Pitt’s Center for Research on Media, Technology, and Health, and dean of the Pitt Honors College. “That’s what our research is about. We want to understand vaccine-hesitant parents in order to give clinicians the opportunity to optimally and respectfully communicate with them about the importance of immunization.”

Vaccines are hailed as one of the greatest public health achievements of modern medicine and have prevented more than 100 million cases of serious childhood contagious diseases. However, in the U.S., only 70 percent of children ages 19 to 35 months receive all recommended immunizations, and, so far this year, hundreds of children in a dozen states have contracted measles, a disease that was declared eliminated in the U.S. nearly two decades ago due to high vaccination rates. In Europe, tens of thousands of children have been diagnosed with the vaccine-preventable disease, and dozens have died in the past year.

In 2017, Kids Plus Pediatrics, a Pittsburgh-based pediatric practice, posted a video on its Facebook page featuring its practitioners encouraging HPV vaccination to prevent cancer. Nearly a month after the video posted, it caught the attention of multiple anti-vaccination groups and, in an eight-day period, garnered thousands of anti-vaccination comments.

Elizabeth Felter, Dr.P.H., assistant professor of community and behavioral health sciences at Pitt’s Graduate School of Public Health, connected Kids Plus Pediatrics with graduate student Beth Hoffman, B.Sc., and scientists at the Center for Research on Media, Technology, and Health. Hoffman led the team in partnering with the pediatrics practice to perform a systematic analysis to better understand the people behind the comments and how they cluster in the digitally-connected world of social media.

Hoffman’s team analyzed the profiles of a randomly selected sample of 197 commenters and determined that, although Kids Plus Pediatrics is an independent practice caring for patients in the Pittsburgh region, the commenters in the sample were spread across 36 states and eight countries.

The team also found that the majority of commenters were mothers. In those for which it could be determined, the top two political affiliations of the commenters were divergent, with 56 percent expressing support for Donald Trump, and 11 percent expressing support for Bernie Sanders.

By delving into the messages that each commenter had publicly posted in the previous two years, the team found that they clustered into four distinct subgroups:

  • “trust,” which emphasized suspicion of the scientific community and concerns about personal liberty;
  • “alternatives,” which focused on chemicals in vaccines and the use of homeopathic remedies instead of vaccination;
  • “safety,” which focused on perceived risks and concerns about vaccination being immoral; and
  • “conspiracy,” which suggested that the government and other entities hide information that this subgroup believes to be facts, including that the polio virus does not exist.

“The presence of these distinct subgroups cautions against a blanket approach to public health messages that encourage vaccination,” Hoffman said. “For example, telling someone in the ‘trust’ subgroup that vaccines don’t cause autism may alienate them because that isn’t their concern to begin with. Instead, it may be more effective to find common ground and deliver tailored messages related to trust and the perception mandatory vaccination threatens their ability to make decisions for their child.”

Todd Wolynn, M.D., chief executive officer of Kids Plus Pediatrics and a co-author of the research paper, said that although the negative comments in reaction to the practice’s video were disheartening, he’s glad it turned into a learning experience that may benefit other clinicians.

“We’re focused on keeping kids healthy and preventing disease whenever possible. In this age of social media disinformation, evidence-based recommendations from a trusted health care provider are more important than ever,” he said. “We’re thrilled to play such a key role in research that empowers pediatricians worldwide to meet parents where they are, appreciate their concerns, and communicate the incredible power and value of vaccination.”

Some children can ‘recover’ from autism, but problems often remain To me this seems very off but what do you think?


Professor of pediatrics and interim director, Rose F. Kennedy Children’s Evaluation & Rehabilitation Center at Albert Einstein College of Medicine and Montefiore Health System

Research in the past several years has shown that children can outgrow a diagnosis of autism spectrum disorder (ASD), once considered a lifelong condition. In a new study, researchers at Albert Einstein College of Medicine and Montefiore Health Systemhave found that the vast majority of such children still have difficulties that require therapeutic and educational support. The study was published online today in the Journal of Child Neurology.

“It’s certainly encouraging to confirm that a subset of children with early ASD diagnosis accompanied by developmental delays can in essence recover from the disorder and go on to have typical social and cognitive functioning,” said lead author Lisa Shulman, M.D., professor of pediatrics at Einstein and interim director of the Rose F. Kennedy Children’s Evaluation and Rehabilitation Center (CERC) at Montefiore. “But by and large, these children continue to struggle with daily life. Almost all of them still have to contend with language and learning disabilities and a variety of emotional and behavioral problems.”

In the study, Dr. Shulman and her colleagues reviewed clinical records of 569 patients who were diagnosed with ASD between 2003 and 2013 at CERC, a university-affiliated early intervention program in the Bronx for children with developmental disabilities. Their mean age was 2½ years at initial diagnosis and 6½ years at follow up. The vast majority had received early intervention services, a mix of speech and occupational therapies, special instruction, and applied behavioral analysis (the main evidence-based treatment for ASD).

At follow-up, 38 children (seven percent of the original 569 patients) no longer met the diagnostic criteria for ASD. Of these 38 children, 68 percent were diagnosed with language or learning disabilities; 49 percent with externalizing behavior problems (attention-deficit/hyperactivity disorder, oppositional defiant disorder, or disruptive behavior disorder); 24 percent with internalizing behavior problems (mood disorder, anxiety disorder, obsessive compulsive disorder, or selective mutism); and 5 percent with a significant mental health diagnosis (psychotic disorder not otherwise specified).

Only three (8 percent) of the 38 children recovered from ASD and had no other problems. Follow-up cognitive testing (available in 33 of the 38 participants) showed that none of the children was intellectually disabled.

“Our findings beg the question, what is going on with these children who no longer have an ASD diagnosis?” said Dr. Shulman. “Was autism initially over-diagnosed? Are some children better able to respond to intervention? Does the specific intervention the child receives contribute to outcome? Our sense is that some children with ASD respond to intervention while others have unique developmental trajectories that lead to improvement. Those children who evolve in a positive direction generally have the mildest symptoms to begin with.”

The current study is the largest of its kind with the most rigorous diagnostic follow up. “The message from our study is that some of our kids do amazingly well, but most of them have persistent difficulties requiring ongoing monitoring and therapeutic support,” said Dr. Shulman.

Ten Essential Life Skills for Autistic Students From Trisha Katkin




10 Essential Life Skills for Students with Autism By Trisha Katkin

10 Essential Life Skills for Students with Autism
By Trisha Katkin




Life skills are vital for everyone. These are the important life lessons that teach a child how to be independent. For students with autism, these skills are invaluable. Autistic students may not acquire basic life skills passively. They need a more direct route to be taught life skills. For many students, learning life skills will be more important than the dreaded common core.

  1. Safety Skills

Safety skills include rudimentary understandings of impending danger. Some children with autism do not understand that they shouldn’t run into a street or go off with a stranger. These are VERY important things for a student to learn. Safety skills include understanding of safety signs such as stop signs and street lights, but also what to do in an emergency.

In order for a student to be independent in the long term, they must know how to keep themselves safe. Staying indoors during a thunderstorm, calling 911 in an emergency, and how to properly shut off the oven or stove are just a few of the safety skills that a student would need to know before true independence.




Where to start? Take it slow. Start where the student is at. Teach safety awareness in a variety of settings.

At recess?

-Teach the student how to stay safe maneuvering around the playground equipment or how to swing without falling off.

In the classroom?

Trisha Katkin

Trisha Katkin

-Teach how to sit properly in a chair, not to rock back, and not to climb on desks or tables.

In the hall?

-Practice walking calmly, with hands by the side, and a quiet mouth.

Taking a walk?

-Practice learning the safety signs such as stop or turn it into a game by playing “Red Light, Green Light.”

 

  1. Communication

For me, I cannot imagine not being able to communicate. The frustration, the anger, and the yearn to be understood would otherwise consume me. Providing your students with a means of communication is critical. Find a communication tool that works for your student and is on their level. This can be gesturing to a desired object, a vocalization, use of PECs, or a AAC device. Start slow and work with the most important things to your student. If it is motivating to them, it is more likely to be communicated to you. Be open and discerning. Be observant.

 

 

 

  1. Self-Regulation

Self-regulation is tough. It is the idea that a student check in with themselves and see where they are at. It’s the idea that a student can think about one’s thoughts and understand how to cope with overwhelming situations and emotions. It’s sometimes called meta-cognition and is something that many neurotypical adults have a hard time with. Believe me, if you sat me in front of a plate of nachos and told me I had to wait to eat them, I wouldn’t last but 30 seconds. Teach the art of self-control. Help your students by teaching emotions and coping mechanisms directly. Discrete trial sessions are a good time to introduce new materials that you can then generalize to the rest of the day. Social stories are a perfect way to teach self-regulation skills throughout the day or as a group during morning meeting. If you need help getting started with social stories, check out my FREE Course HERE!

Predictors of Success for Adults with Autism

Predictors of Success for Adults with Autism

 

  1. Health

Health life skills include learning how to brush one’s teeth and hair and know how to follow through and complete a bathroom routine. This includes helping your student create healthy habits such as teaching them nutrition and healthy eating. The importance of exercise also falls into this category. Facilitate this by working in regular exercise into your day. Find time for stretching in the morning, yoga in the afternoon, or extra walks throughout the day. Exercise is fantastic for reinvigorating the body and mind. It’s also a nice way to take a break after a hard task. Make exercise fun by finding games and movement activities that your students like. Other health habits include bathing, clipping nails, and remembering to use soap.

 

  1. Self-Advocacy

Learning how to keep one’s body healthy is important, but also teaching what to do when one’s body is not healthy is another thing. You must teach both sides of this coin. Teaching self-advocacy will do just that. A student needs to know how to express what they need and when. The ability to ask someone for assistance is a necessary life skill. Help your students learn how to ask for help when they need it. Learning how to ask a teacher for help will be invaluable to them in the future when they are presented in situations that they be unaccustomed to.

 

  1. Independence

Becoming independent is the hope and dream for many parents and individuals with autism. Becoming independent includes activities of daily living. This means one’s ability to prepare, cook and feed one’s self, but also aspects such as washing, drying and folding laundry. Simple tasks such as sweeping or vacuuming the floor or folding small towels is a great place to start.

Adding jobs to your classroom is a great place to start. Practicing running the lunch choices down to the office or wiping down the desks at the end of the day are perfect options for integrating these skills.

 

  1. Self-Esteem

Self-esteem is the way your student views him or herself. It is important to foster self-esteem with your students in order to prevent shut down. Show respect for your students and in return, they will for you. Build self-esteem by using a student’s natural interests to motivate them, encourage along the way, and build trust. If you need help building self-esteem in your students, read my post, 10 Ways to Increase Self-Esteem in Your Students with Autism.

 

  1. Time-management

Executive functioning skills are typically hard for students with autism. Time management is one of these skills. The idea of breaking down a task, learning priorities and estimating how long a task may take is a hard one. Practice time-management skills by breaking down tasks for your student. As your students learn routines, their time-management skills will increase. As they become better at following certain routines you can teach them how to estimate how long a task will take them and practice breaking down easy tasks.

You could even double-dip a bit here. Tackle time-management and some independence skills by practicing making simple dishes. You could have your student practice breaking down the task of making a sandwich, trail mix, or some other small snack or meal.

 

  1. Money management

Understanding the basics of money management is important in everyday life skills. This includes paying bills, balancing checkbooks, and clipping coupons. Need ideas on where to start? Turn your math activities into life skills activities. Practice having a budget, paying for pretend bills or using coupons. In the long-term, a student will need to have these skills to buy their own groceries or pay their own rent.

 

  1. Decision-Making Skills

Becoming independent includes the ability to make decisions. We make hundreds of decisions a day. From simple to complex, decision making is something everyone does. Some students with autism have a hard time with decision making as it requires a multi-step process.

Teach your student how to make good decisions in three steps:

Think about the future. (Will this decision help further your student to their future goals?)

Stick to the facts. (What are the facts surrounding this decision?)

Weigh the pros and cons. (Do the pros outweigh the cons? Choose that one.)

 

Now you know the skills that need to be taught. But you may be wondering how exactly do I teach them?

 

Click HERE to get the HOW TO TEACH LIFE SKILLS CHECKLIST

 

XO,

Trisha

 

If you enjoyed this post, please visit my site! If you really liked the post, let me know! Zip me an email at theautismquilt@gmail.com, and if you REALLY REALLY like me, let’s join forces! Follow me on Twitter @TRISHAKATKIN, Pinterest, or Facebook. I would love to connect!

 

The Revised DSM-5 Diagnostic Criteria for the Autism Spectrum – Find up more about the updates here




Revised DSM-5 Diagnostic Criteria for Autism Spectrum Disorder




Revised DSM-5 Diagnostic Criteria for Autism Spectrum Disorder

Over the last few years we have covered the various discussions about the DSM-5 Diagnostic Criteria for Autism.

So we thought we would share this fascinating talk by Dr Themba Carr. It goes into the issues in some detail and we would be delighted to get your feedback!