Refresher on potential reactions to vaccines from patients with IDDs

Refresher on potential reactions to vaccines from patients with IDDs

Refresher on Potential Reactions to Vaccines from Patients with IDDs

Canadian Healthcare Network, March 2021

Refresher on potential Reactions

DR. CRAIG ESCUDÉ

People with more significant levels of intellectual and developmental disabilities are less likely to use words. Bevahiours that could be perceived as ‘acting out’ may be the only sign that they are experiencing arm soreness, nausea, fatigue, body aches, chills or generalized discomfort due to a recent vaccination.

 

Feature originally published by The Medical Post.

How to Listen to Patients Who Cannot Talk

How to Listen to Patients Who Cannot Talk

How to Listen to Patients who Cannot Talk

Psychiatric Times, June 2021

How to Listen to Patients Who Cannot Talk

Patients with intellectual or developmental disabilities need psychiatrists to learn some special skills.

More than 2% of the population has an intellectual or developmental disability (IDD). This population often has difficulty accessing health care, and consequently individuals with IDD have lower life expectancies. They need medical professionals, including psychiatrists, who understand their unique needs and ways of communicating.

Patients with IDD may present with behaviors that suggest a psychiatric condition, but in this Mental Health Minute, Craig Escude, MD, FAAFP, talks about how to distinguish between genuine mental health problems, behaviors that are associated with a particular IDD, and other possible causes of troubling symptoms.

Dr Escude is a fellow of the American Academy of Family Physicians and of the American Academy of Developmental Medicine. He is also president of IntellectAbility.

How do you help patients with intellectual or developmental disabilities? Share comments with your colleagues by emailing PTEditor@mmhgroup.com. Comments may be shared online pending review and editing for style.

 

Feature originally published by Psychiatric Times.

Disturbing Personal Stories from Nurses About Doctors’ Treatment of People with IDD Just Released in a New Study

A new, must-read survey reveals details about nurses’ difficult experiences with physicians in working to get appropriate healthcare for people with IDD they support. 1 The study published in EC Nursing and Healthcare in February of 2021 can be an emotionally difficult read.

“Learning about current attitudes and perceptions about people with IDD that many physicians have is heartbreaking.,” Says Dr. Craig Escudé, a physician and president of IntellectAbility. “It’s commonly known by family members, nurses, direct support professionals and people with disabilities that finding a clinician who understands the unique needs of people with disabilities is challenging. The harrowing experiences of the nurses related in this survey explains why.”

Some of the quotes in the study provided by these nurses include:

“During a consultation with an ER physician, the doctor stated that people like my patient aren’t meant to live that long and have no quality of life.”

“Physician uncomfortable with treating individuals with IDD. Appeared either scared or annoyed.”

“They don’t listen to the nurse or direct support provider that knows the client.”

“I’ve had a number of physicians, instead of treating our individuals, recommend hospice because of a ‘poor quality of life.’”

“I had a doctor totally ignore what I was saying and started the individual on psych meds.”

These comments further emphasize the need to improve how medical schools educate their students about the fundamentals of providing healthcare for people with disabilities.

“It’s more than just learning about how to treat medical conditions commonly seen in people with IDD like aspiration pneumonia and bowel obstruction,” says, Dr. Escudé, who conducted the nursing survey, “Physicians should be taught about the support structure for people with IDD, how to facilitate better communication and, most importantly, about the often-missed direct relationship of various adverse behaviors to treatable, underlying medical causes.”

“So often, people with IDD are started on psychotropic medications to treat “behaviors” that are actually due to unrecognized, treatable causes such as a dental abscess, gastroesophageal reflux disease or silent aspiration. When physicians learn about these relationships, they are better prepared to not only reduce the risk of medication side effects from unnecessary drugs, but also reduce unnecessary suffering and improve the quality of day-to-day life for their patients with disabilities.”

Physicians’ Own Attitudes

A survey of 714 practicing physicians revealed that only about 40 percent of physicians were very confident about their ability to provide the same quality of care to patients with a disability and 56% strongly agreed that they welcomed people with a disability into their practices. 2 The study published in February of 2021 also related that 82% of physicians believed that people with a significant disability have a worse quality of life than those without a disability.

Comorbidities are Not the Only Reason for Higher Death Rates from COVID

Several studies have shown that people with IDD have a greater likelihood and getting COVID and of Dying from COVID. The most recent one notes that people with an intellectual disability have a 5.9 times greater risk of dying from COVID which makes the second only to age as the greatest risk factor. 3

“These studies focus on the reason for the greater rate of death to be because people with IDD have a higher number of comorbid risk factors. While this is true, what’s missing from the list of reasons is the fact that physicians are not trained to provide healthcare for people with IDD. Lack of training in any field of medicine will result in poorer outcomes. It’s clear to me that this is part of the reason for higher death rates from COVID,” states Dr. Escudé.

Fresh Solutions to Combat this Problem

Until recently, it has been very challenging for medical and other health professional schools to be able to provide this training. The lack of physicians with expertise in the field, particularly relating to adults with IDD, makes it difficult to find those who are qualified to teach about this field. But, there are new tools and initiatives that can help.

Online Training for Doctors

The most recently developed program to train clinicians is IntellectAbility’s Curriculum in IDD Healthcare.4 It’s a 6 module, online course that teaches the fundamentals of IDD healthcare to both medical students and practicing clinicians, alike.

“Online learning programs make it easy to learn from experts in various fields without having to hire new school teaching staff or attend live lectures,” says Dr. Escudé.

The effectiveness of the Curriculum in IDD Healthcare eLearn course has been studied by professors at William Carey University College of Osteopathic Medicine, and the results will be presented at Educating Leaders 2021, the Annual Conference of the American Association of Colleges of Osteopathic Medicine (AACOM). Dr. Melissa Stephens, Associate Dean of Graduate Medical Education and Population Health at the College said, “The results of our pilot showed overwhelmingly that medical students believed the course to be excellent with 94% of them strongly agreeing that the course provided information that they were previously unaware of in the field of IDD healthcare and 81% strongly agreeing that it increased their confidence in treating people with IDD.”

StationMD, a company that provides IDD-specific telemedicine services,  utilizes the course to train their physicians. “StationMD has employed this training in order to ensure that our doctors provide high quality care for this population,” states Dr. Matt Kaufman, CEO of StationMD.

The course can be accessed by an individual physician wanting to take the course or can be licensed by agencies and health professional schools to teach the fundamentals of IDD healthcare to community physicians and medical students.

Hardcover or eBook Resource

Another resource from IntellectAbility is the book Clinical Pearls in IDD Healthcare. The book contains 55 “Clinical Pearls” or small bits of helpful clinical information, to help physicians, nurses, direct support staff, families, and anyone that supports people with IDD better understand the healthcare needs of people with IDD. “I appreciate the concise information written to all levels of understanding. I am a RN Care Manager and notice some topics extend our common information on preventable risks such as aspiration and constipation,” says Kevyn Burn, RN, Lead RN Care Manager for Wall Residences. Marcy Nelson, Special Projects Coordinator for Ray Graham Association adds, “ Clinical Pearls is a great resource for our medical advocacy project attempting to inform doctors that serve people with developmental and other intellectual disabilities. It is clear and easy to read and understand for everyone from direct care professionals to family members to our medical providers.”

Education Saves Lives

“When we educate clinicians, we save lives,” says Dr. Escudé. “The efforts being made to improve IDD healthcare education, while overdue, will undoubtably have a tremendously positive impact on the lives of millions of people with intellectual and developmental disabilities in the US.”

References:

  1. John P Bartkowski and Courtney K Barrie. “Enhancing Care for Patients with Intellectual and Developmental Disabilities: A Critical Assessment Based on Nurses’ Experiential Reflections”. EC Nursing and Healthcare 3 (2021): 200-211.
  2. Physicians’ Perceptions Of People With Disability And Their Health Care, Lisa I. Iezzoni, Sowmya R. Rao, Julie Ressalam, Dragana Bolcic-Jankovic, Nicole D. Agaronnik, Karen Donelan, Tara Lagu, and Eric G. Campbell, Health Affairs 2021 40:2, 297-306
  3. Gleason, Ross, Fossi, Bolonsky, Tobias, Stephens. “The Devastating Impact of Covid-19 on Individuals with Intellectual Disabilities in the United States” NEJM Innovations in Care Delivery, March 5, 2021
  4. https://hrstonline.com/hrsu/idd-training-curriculum/

To read the study referenced above, click here. Warning. It may be difficult and disturbing to read, especially if you have worked in this field or have a family member with IDD.

Are you a non-profit that would be interested in applying for a grant to deliver IDD healthcare training to physicians in your area? Here’s an opportunity to apply for one from the WITH foundation.

Attention: For providers or clinicians in the state of Georgia who are interested in utilizing the Curriculum in IDD Healthcare to train healthcare providers in the state, please contact: statewide.clinicaloversight@dbhdd.ga.gov at the Department of Behavioral Health and Developmental Disabilities. If you are a state official or agency administrator from a state other than GA and would like to provide the course to clinicians in your state, contact IntellectAbility at inquiries@ReplacingRisk.com.

Disability Advocates: Increase Provider Support, HCBS Access

Disability Advocates: Increase Provider Support, HCBS Access

InsideHealth Policy, July 2022

disability advocates increase provider support

Advocates are pushing to advance health equity for people with intellectual and developmental disabilities through policies like COVID-19 vaccine prioritization, increased access to home- and community-based services and better coverage and delivery of care.

Stakeholders say both policy changes and a mental shift in health care providers’ perceptions of people with IDD are needed.

“In my mind, the first thing that we need to do, the biggest mindset change that we need to understand, [is] that people with disabilities are people first,” said Craig Escudé, president of IntellectAbility, which provides tools to support caregivers of people with IDD.

The COVID-19 pandemic has shone a bright light on health disparities for people with IDD. In 2020, advocates had to convince federal policymakers to clarify that people with IDD can have a non-medical support person visit or stay with them in the hospital during the pandemic.

Groups also fought for disabled adults to be fairly considered for ventilators. Many people with IDD weren’t considered for ventilator access at the beginning of the pandemic because their quality of life was considered less valuable, said Allen Wong, president of the American Academy of Developmental Medicine and Dentistry.

Despite these efforts, advocates say pandemic response is still far from equitable for people with IDD. AADMD and other groups, including The Arc and the American Network of Community Options and Resources, have asked the federal government to prioritize people with IDD who do not live in congregate settings for COVID-19 vaccines due to their high risk of poor outcomes from COVID-19.

People with IDD are three times more likely to die from the virus, a November analysis from FAIR Health found. Some states have included people with developmental disabilities in earlier phases for vaccine priority, but there’s no standard practice across the country.

The system of care for adults with IDD wasn’t working well prior to the pandemic, said Shannon McCracken, vice president of government relations for ANCOR. The pandemic offers an opportunity to make a better, more sustainable system.

Organizations specifically are lobbying policymakers to make some CMS waivers permanent after the pandemic, like telehealth flexibilities, allowing electronic signatures on support plans for people with IDD and paying family caregivers.

Reimbursement for family members who care for a person with IDD during the pandemic has also helped address a critical shortage of support staff — a challenge IDD advocates have been working on since before the pandemic began.

Continuing and expanding site-of-care flexibilities after the pandemic is also important, McCracken said. Through CMS waivers, some states are allowing Medicaid to reimburse for services done at home during the pandemic that were previously done outside the house, like skill-building programs. Other adults are allowed to work at home, so it makes sense to offer that option to disabled adults even after the pandemic, McCracken said.

Increasing coverage of and access to home- and community-based services is a crucial priority for disability advocates. McCracken was glad to see the increase in federal Medicaid matching funds for HCBS in the American Rescue Plan.

Molly Burgdorf, senior director of rights policy for The Arc, said her group wants to see HCBS access expanded and Medicaid’s institutional bias broken down. The organization is championing a new bill, released as a discussion draft earlier this month, that would require state Medicaid plans to cover HCBS and eventually get rid of waiting lists for the services, among other things.

AADMD also wants to see people with IDD classified as a medically underserved population, which would open up access to federal programs and funding. The HEADs UP Act, introduced by Reps. Seth Moulton (D-MA) and Brian Fitzpatrick (R-PA) in the last Congress, would earn people with IDD this classification. Rep. Moulton’s office said he plans to reintroduce the bill this year.

Burgdorf also said strengthening Medicaid in general is key to advancing health equity for adults with IDD. The Arc is an ardent supporter of strengthening the Affordable Care Act, she said.

Medicaid “is crucially important for people with IDD and their families. But we also support Medicaid expansion, because especially for low wage, direct support professionals — we want to be sure that they also have access to adequate care,” she said.

Advocates also feel the medical community does not have enough training on how to care for adults with IDD.

“It’s widely known that people who go to medical school, dental school, allied health professional schools, nursing schools, receive little, if any training at all about understanding the healthcare needs of people with disabilities,” Escudé said.

Self-advocate Barbara Coppens said having a doctor who understands and respects her as a patient is important. Recently, she’s helped lead sensitivity trainings for doctors.

“They need to listen to what you need to say to them,” Coopens said.

The problem is compounded by few people going into the disability medicine field, Wong said. He worries who will take care of his patients when he eventually retires as a disability-serving hospital dentist, but lawmakers can help tackle this problem by devoting federal funding to loan forgiveness programs and otherwise incentivizing advanced training to care for disabled adults, he said.

Additionally, nurses who specialize in caring for developmentally disabled adults need a seat at the policymaking table, said S. Diane Moore and Kathy Brown of the Developmental Disability Nurses Association.

Burgdorf hopes policymakers emerge from the pandemic having learned the importance of including people with IDD in their decisions.

“We’re part of every city, we’re part of your state, we’re part of the nation,” she said. “So when we’re thinking about [COVID-19] response, I think a lot of the gaps … or even frankly, failures — folks just weren’t thinking along those lines.” — Maya Goldman (mgoldman (at) iwpnews.com).

IDD Healthcare Fundamentals for Doctors

ELearn course designed, created, and delivered by a physician, for physicians and other clinicians

  • For physicians, nurse practitioners, nurses, and phsyician assistants
  • Earn 5 CME/6 CEU Credits
  • Duration: 4.5 hours

Clinician Education in IDD Healthcare

The Disability Tribune
By Craig Escudé, MD, FAAFP, FAADM

A storyline I’ve heard recounted many times in my work as a physician in this field is that doctors just don’t understand the healthcare needs of my loved one who has a disability.

“They were rude.”
“The doctor just wanted to start him on a behavior medication.”
“He didn’t listen to what I had to say.”
“She told me that we should just put him on hospice because he didn’t have any quality of life.”

These and other disheartening comments by clinicians make my profession look insensitive and incompetent in regards to providing healthcare for people with intellectual disabilities. And as much as I hate to say it, there’s some truth to it.

Person-centered Oath

The reason goes beyond that healthcare providers are just plain insensitive to the needs of people. I would even suggest the opposite. In fact, we take an oath at the beginning of our career, the Hippocratic Oath, that includes statements like these as excerpted from the modern version of the oath:

  • “I will remember that there is art to medicine as well as science, and that warmth, sympathy and understanding may outweigh the surgeon’s knife or the chemist’s drug.”
  • “I will not be ashamed to say ‘I know not,’ nor will I fail to call in my colleagues when the skills of another are needed for a patient’s recovery.”
  • “I will remember that I do not treat a fever chart, a cancerous growth, but a sick human being, whose illness may affect the person’s family and economic stability.”
  • “I will remember that I remain a member of society, with special obligations to all my fellow human beings, those sound of mind and body as well as the infirm.”

It’s not a lack of compassion, it’s a lack of understanding

Facts:

  • There are numerous incorrect assumptions and stereotypes about people with dis­abilities made by healthcare providers.1
  • Physicians report a lack of experience with the IDD population and the training nec­essary to provide healthcare to individuals with IDD. 2
  • Medical students who do not receive any training on or experience with the IDD population have been found to exhibit poorer performance caring for patients with IDD in tasks varying from taking a medical history, conducting physical exams and ordering laboratory tests. 3
  • There is evidence that early and frequent experiences with people with disabilities can improve medical students’ knowledge and attitudes about disability, thereby increasing their comfort level in providing care to people with disabilities. 4

Humble beginnings

People with intellectual and developmental disabilities (IDD) have health disparities including reduced rates of cancer screenings and dental care. And unfortunately, many healthcare providers have received little training in how to meet the healthcare needs of people with IDD. I was one of them.

After I began working at a regional center for people with severe and profound levels of IDD, I quickly learned that my medical school and residency training did not provide me with the necessary skills and experience to provide adequate healthcare for people with disabilities. What I learned, I learned from the nurses and direct support professionals that had been working there for years. It wasn’t that the disease conditions were any different, it was that they presented in a different way, with different frequencies and that communication of symptoms was largely non-verbal. I had to learn to understand the language of behavior and how subtle changes in a person’s behavior were often the sign of a brewing health condition and not “just because they have a disability.” Unfortunately, these things aren’t taught in medical school or most other health professional schools, for that matter.

On-the-job training

I’m proof that it’s possible to teach an old dog new tricks! Here are some bits of information called “Clinical Pearls” I’ve learned along the way…

  • Just because someone has a disability doesn’t mean that their life is less worthy of good healthcare and life opportunities. A different quality of life does not equal a lower quality of life.
  • Disruptive or aggressive behavior is less likely to be “just because a person has a disability” and more often because there is an underlying reason that can be improved upon. I might be that a person is experiencing pain from a dental abscess or an ingrown toenail, for instance. It could be that they are in a restrictive environment that does not foster independence and personal choice. Or it could be because they are experiencing side effects from a mediation, and it might even be a medication that they should not be taking in the first place. There are many reasons for untoward behavior. The last thing that should be done is to start someone on a medication “to reduce their behavior” without evaluating every other possible cause. Unfortunately, this is often first-line treatment.
  • Never, never refer someone to hospice or make them a “Do Not Resuscitate” on the basis of their disability alone. This decision may be appropriate under certain circumstances, but never just because they have a disability.
  • Constipation is a MAJOR problem in this field of healthcare. I would have never though that constipation could cause all of the things it does, or that I would be treating people for this condition to the degree that I did in clinical practice. I emphasize this issue so much in my lectures that I’ve been called “the Constipation Doctor” more than once. What an honor!
  • There are physical, positioning and movement techniques that can aid in swallowing, digestion and bowel elimination. Feeding tubes and medications are not the only solutions.
  • The overuse of medications, especially psychotropic medications, is rampant in this field of healthcare. Along with it comes increased potential for side effects and interactions. Sometimes taking people off medications actually leads to improvement.
  • Pica behavior can be a sign of undiagnosed gastrointestinal issues including gastroesophageal reflux disease.

And the list goes on and on and on….. There are so many of these, that I’ve compiled them into a book.

Resources for people with intellectual and developmental disabilities

In the past, families and supporters who had frustrating healthcare experiences could do little more than grumble about the lack of availability of clinicians who understood their loved one’s needs. That’s no longer the case. Here are a few newly available resources.

  • The Clinical Pearls in IDD Healthcare. Is a book that contains 55 “Pearls” learned “the hard way” so other clinicians, supporters and family members of people with IDD don’t have to. It’s written in a format that each “Pearl” is a separate page of cardstock arranged in a binder format so that you can take one out and share it with healthcare providers and others when they are in need of a bit more information about a particular topic.
  • For more in-depth clinical education, a revolutionary online training program called the “Curriculum in IDD Healthcare” is now available. This six-module course teaches clinicians, especially physicians and nurses, the fundamentals of IDD Healthcare. It’s interactive and includes continuing education credits for both doctors and nurses.
  • The Vanderbilt Kennedy University Center For Excellence in Developmental Disabilities has developed an IDD Toolkit to assist clinicians in providing better healthcare for people with IDD. There are several important and useful forms to aid clinicians in meeting the healthcare needs of people with disabilities.
  • The American Academy of Developmental Medicine and Dentistry is an organization supporting healthcare professionals in learning how to improve the quality of healthcare for people with IDD. They are a tremendous resource for clinicians looking for ways to grow their skills in providing healthcare for people with disabilities.
  • The Developmental Disabilities Nurses Association is an organization dedicated to educating, empowering, and advocating for nurses practicing in the specialty of developmental disability nursing. Nurses can connect with the organization to further their skills and knowledge in this field of medicine.

When we educate clinicians, we save lives

Families and supporters of people with disabilities now have important and effective resources that they can offer, recommend, or directly provide to healthcare professionals to improve their knowledge and understanding of this important facet of medical care. Tell your physicians, nurses, hospital emergency room staff dentists and others about these resources. You might even want to provide them access. For those that have loved ones that are supported by agencies and organizations, let them know about these materials. Advocate to your local nursing and medical schools to include these offerings to their students.  Better training equates to better healthcare and better outcomes.

Right, not privilege

Healthcare is a right. And, everyone has the right to receive basic healthcare that alleviates suffering and improves quality of life. People with disabilities should have access to the same quality of healthcare that everyone does. I firmly believe that everyone, with or without a disability, should be able to present to any clinicians’ office or hospital and receive a basic level of capable, compassionate, and appropriate healthcare. If you’re a clinician, you owe it to yourself and to your patients to become educated in this area of medicine. If you’re a family member or supporter, you now can do more than just lament about the need for better trained-clinicians.

Remember: When We Educate Clinicians, We Save Lives

About the author:

Dr. Craig Escudé is a board-certified Fellow of the American Academy of Family Physicians and the American Academy of Developmental Medicine, and is the President of Health Risk Screening, Inc. He served as medical director of Hudspeth Regional Center in Mississippi and is the founder of DETECT, the Developmental Evaluation, Training and Educational Consultative Team of Mississippi. He has more than 20 years of clinical experience providing medical care for people with IDD and complex medical conditions and is the author of Clinical Pearls in IDD Healthcare and the Curriculum in IDD Healthcare.

1 (National Council on Disability. The Current State of Health Care for People with Disabilities 2009)

2 (Reichard and Turnbull, 2004)

3 (Brown, Graham, Richeson, Wu, and McDermott, 2010)

(Brown, Graham, Richeson, Wu, and McDermott, 2010; Jackson, 2007; Larson McNeal, Carrothers and Premo, 2002; Long-Bellil et al., 2011; Rose, Kent and Rose, 2011; Thistlethwaite and Ewart, 2003; Tracy and Iacono, 2008)

Mental Health Risks Associated With Social Distancing for People With Disabilities

Mental Health Risks Associated with Social Distancing for People with Disabilities

News Channel 8, August 2020

Clinical Education

Family Physician Dr. Craig Escudé, MD, FAAFP discusses the mental risks associated with Social distancing for people with disabilities with BLOOM guest host, Gayle Guyardo. 

BLOOM is Tampa Bay’s 1-hour daily health and lifestyle TV show and with her own health and wellness journey, Gayle is focused on helping viewers navigate health issues that are important to them. 

Click here to watch the interview! 

Tampa Bay Physician Discusses Return To School For Children With Disabilities

Tampa Bay Physician Discusses Return To School For Children With Disabilities

TAMPA BAY, Fla. (CW44 News At 10), July 2020

 Discusses Return To School For Children With Disabilities
Tampa Bay Physician

TAMPA BAY, Fla. (CW44 News At 10) – As some Tampa Bay school districts roll out reopening plans, most include virtual and in-classroom options for parents. When choosing to send your child back to the classroom, district officials like those in Pinellas County say, when in the classroom, and due to the nature of a student’s disability, staff members can wear masks and face shields instead. But as Dr. Craig Escude, President of Health Risk Screening, Inc. says the decision involves multiple factors.

“It has been shown that people with intellectual and developmental disabilities are at greater risk from a significant infection and actually at a greater risk of dying,” said Dr. Escude, “People with disabilities tend to have increased incidents of other conditions such as respiratory conditions or gastrointestinal conditions.”

Click here for CW44 Tampa Bay Video Interview of Dr. Craig Escudé

Dr. Escude, a family physician who spent most of his career focusing on those with intellectual and developmental disabilities, has been working with his company to identify risks that are often missed in individuals with mental health disabilities. He says there are ways around deciding what’s best for your child come August.

“Many people with disabilities receive additional services at schools that they are not able to receive if they’re at home,” said Dr. Escude. “Adequate nutrition, behavioral health support, behavioral health services at school, they may receive speech and occupational therapy at school that they are not able to receive if they are at home in the same way.”

“So first, list the reasons “why” it’s important for them to go to school. You know, is this actually the best thing,” said Dr. Escude.

He says to compare it; Can you achieve the same outcome or provide the same support and services in a virtual environment?

“Not just whether you think they are able but have they demonstrated the ability to wear a mask? Are they able to participate in appropriate hand washing and hand sanitizing? It’s also important to look at the overall infection rate in your community,” said Dr. Escude.

Before deciding against it, he’s says to consider the effects of the student not returning.

“We hear a lot about isolation and isolation can lead to depression, it can lead to anxiety,” said Dr. Escude.

Most of all, he says to practice patience; not only in your decision making, but with health and education officials as research continues.

“What we know about Coronavirus changes almost every day. And it’s important understand that, while we would like to have all of the information and all of the data, immediately, it’s simply not possible,” said Dr. Escude. “In order to understand how the virus spreads, we have to observe how it spreads. In order to understand which drugs work best to treat it or prevent it, we have to test those.”

Finally, if you’re still unsure if you’re making the right decision for your family, Dr. Escude says your child’s healthcare provider can help in the decision making process.

Back to School? Consideration to Reduce COVID-19 Risks


July 17, 2020
By Craig Escude, MD, FAAFP, FAADM

Many parents of children, with or without disabilities, are wondering about whether or not their kids should go back to group school settings in the fall. With the numbers of cases of COVID-19 on the rise, that’s a valid concern. One of the biggest problems with making this decision is the lack of hard evidence as to the risks and benefits of either choice. Uncertainty creates fear, and fear creates anxiety. If only we had a crystal ball and could predict the future!

What do we know about COVID-19?

  • COVID-19 is easily spread to others.
  • At the time of the writing of this article, while the number of total cases has been on the rise, the number of deaths has been declining.
  • People with disabilities (such as kids with cognitive disabilities) are potentially at greater risk of serious illness and death should they get a COVID-19 infection.
  • The risk of death varies greatly depending on the presence of co-occurring health conditions like lung disease, diabetes, immune deficiencies and others.
  • It’s uncertain when a vaccine will be available.
  • When a vaccine is available, it’s unclear how effective it will be at preventing illness or how long the immunity will last.
  • There are negative effects associated with social distancing and isolation, as well.

How to decide if it’s safe to return to school?

Carefully weighing the risks and benefits to any choice is the best way to make a decision on what path to take. The weight of different factors will be different for each child and parent. Here are a few things to consider when deciding what to do:

  1. List the reasons why you think your child should return to school (or other activity). Reasons may include furthering educational goals, socializing with others, lack of daytime supervision, etc. This may seem like a silly question, but it’s important that we have good reasons WHY we do something, not just because it’s what everybody’s always done.
  2. Is the activity available in a virtual environment? Can your child attend school through an online platform?
  3. Evaluate the current level of infection in your local community.
  4. Evaluate whether or not your child can comply with currently recommended protective measures. (Can they wear a mask, keep social distancing guidelines and wash or sanitize their hands when necessary? Do they have difficulty managing oral secretions?)
  5. List other risks. (Will others at school comply with distancing, face covering and hand-washing? What’s the school’s policy on sanitation? Do they have a behavior where they put objects or their hands in their mouth that can increase risk?)
  6. What medical conditions does your child have? (Lung problems, a heart condition, obesity, diabetes, kidney problems, etc.)
  7. What are the negative effects of not returning to school in a live, group setting? (Loss of social skills, missing out on services that they usually receive at school besides education, etc.)
  8. What does your child’s primary health care provider think about them returning to school?

Attending school safely amid COVID-19

Once you’ve taken a look at all of these things, make the best decision you can with the latest information available as to whether or not to return to a group setting for school or other activity.

If the answer is: “I’ve weighed the risks and benefits for my child and it’s a YES,” here are some things to consider to keep everyone as safe as possible:

  • Follow the standard guidelines to reduce risk of contracting and spreading the disease. These include:
    • Hand washing
    • Social distancing
    • Face coverings when social distancing cannot be achieved
    • Sanitizing of objects and surfaces regularly, including desks, writing utensils, computers, etc.
  • Stay home if you have fever greater than 100.0 or any symptoms of illness.
  • Stay home if you’ve recently been exposed to someone with COVID-19.
  • Learn more from the CDC by visiting FAQs on COVID.

Other COVID-19 considerations

  • Make sure anyone who might need to contact you has at least two ways to contact you, such as by phone, text or email, and also add another friend or family member’s contact information.
  • Keep a list of people you can call to help you in the event you need to pick your child up from school or need help with longer-term support in case you become ill.
  • Ensure an adequate supply of medications, necessary cleaning supplies and basic food items at all times.
  • Practice hand washing, not touching their face and wearing a mask. Teach these skills before sending them back to school.
  • Use a HEALTH PASSPORT to provide detailed information to others about your child’s health AND social supports that may be needed. A health passport is a great way to let others know about medical, environmental, behavioral, communication and other support needs a person has at a glance. You can download a free one here (at the bottom of the webpage). I designed this one personally for this purpose, and it’s available in English and Spanish. Physicians, nurses, support staff, teachers and others can benefit from having this information available in a concise document.

Whatever decision you make, go forward with confidence that you thought it out well, are taking the necessary precautions and that you made the best decision for you and your child.

Dr. Escude is a board-certified fellow of the American Academy of Family Physicians and one of the few Fellows of the American Academy of Developmental Medicine. He is the president of Health Risk Screening, Inc. which specializes in risk identification and mitigation in people with intellectual or developmental disabilities (IDD) and other vulnerabilities. HRSTonline.com. He is the author of Clinical Pearls in IDD Healthcare and the Curriculum in IDD Healthcare, an online course for physicians, nurses and other clinicians that teaches the fundamentals of IDD healthcare.

A Second Wave? How Parents of Kids with Cognitive Disabilities Can Prepare

A Second Wave? How Parents of Kids with Cognitive Disabilities Can Prepare

Disability Tribune, July 2020

A Second Wave? How Parents of Kids with Cognitive Disabilities Can Prepare

By Dr. Craig Escudé, MD, FAAFP, FAADM

Should we fear a second wave of COVID-19? I’d suggest preparing but keeping fear to a minimum. There are a few good reasons why we may be less likely to have an intense second wave than we were in past pandemics:

  1. Near instantaneous transfer of information. The lightning speed at which new cases can be identified, pinpointed and contacts traced will help reduce the likelihood of a quick spread to a large group.
  2. The widespread availably of testing will help to identify cases rapidly and isolate them.
  3. Better sanitation procedures including hand washing and the availability of hand sanitizers. The importance of cleanliness and the availability of cleaning supplies and sanitizers compared to past pandemics will certainly help.
  4. Greater understanding of the disease itself, the early symptoms and the risks of transmission will help to focus our efforts to stay healthy where they have the most benefit.

Remember that numbers can be misleading. When looking at the numbers of cases that are being reported, focus on the trends and not just the number itself, because the more testing that’s done, the higher the number of positive cases that will be reported. It’s a better indicator to look at the percentage of positive tests rather than just total number of positive ones.

Kids with a cognitive disability and COVID-19

Nonetheless, people with cognitive disabilities, also known as intellectual and developmental disabilities (IDDs), are at greater risk of death from a COVID-19 infection according to a new study. People with IDD had higher prevalence of specific comorbidities associated with poorer COVID-19 outcomes. Distinct age-related differences in COVID-19 trends were present among those with IDD, with a higher concentration of COVID-19 cases at younger ages. In addition, while the overall case-fatality rate was similar for those with IDD (5.1%) and without IDD (5.4%), these rates differed by age: ages ≤17 – IDD 1.6%, without IDD <0.01%; ages 18–74 – IDD 4.5%, without IDD 2.7%; ages ≥75– IDD 21.1%, without IDD, 20.7%. The study concluded that, though of concern for all individuals, COVID-19 appears to present a greater risk to people with IDD, especially at younger ages.

What can you do to stay healthy?

  1. Practice good hygiene. Wash your hands regularly and teach your loved ones to do the same. Modeling behavior that we want others to do is an important, non-verbal way to communicate healthy practices.
  2. Have a supply of hand-sanitizer available. Use ones that are at least 60% alcohol and use them regularly. Take care to prevent ingestion by those who love to “sample” new things.
  3. Ensure an adequate supply of a person’s medications in the event that trips to a pharmacy become difficult.
  4. Fortify supplies of household items, personal care items and cleaning supplies before a shortage might present itself.
  5. Encourage appropriate mask-wearing. For those that might have difficulty wearing one, there are a few tips below.
  6. Strengthen your support network to provide assistance with daily life in the event that members of your usual support system become ill or affected by a new quarantine.
  7. Expand the availability of activities and entertainment should the need for social distancing or quarantine become necessary. This might include online visits with friends, web-based group activities and outdoor activities that can be done during these times.

Masks can play a role in reducing the spread of infection. They seem to be better at keeping someone who is infected from unknowingly spreading disease than the other way around. Regardless, some places require a mask to be worn and some people with disabilities may be strongly resistant to the practice.  Here are a few ways to encourage mask-wearing:

  1. Model it. When people see others wearing a mask, they are more likely to feel comfortable doing it themselves.
  2. Make it fun. Let them help in either picking out or designing their own mask. If a person likes superhero movies, find one that wears a mask and show them that it can be pretty cool! Many old western movies show mask-wearers, as well.
  3. If they have a favorite stuffed animal, put a mask on them, too!
  4. Let them carry a mask around, even if they don’t want to wear it. It may help them feel comfortable having one around and later they may decide it’s OK to wear.

For more mask-wearing tips check this out.

Many of the suggestions in this article are good practices regardless of the presence of a pandemic. They could come to serve you well for pandemics, natural disasters or other emergency situations. Remember the old Boy Scout motto: Be Prepared!

Dr. Escude is a board-certified family physician and one of the few Fellows of the American Academy of Developmental Medicine. His is the president of Health Risk Screening, Inc. which specializes in risk identification and prevention in people with IDD and other vulnerabilities

Published by the Disability Tribune 

Dr. Craig Escudé of Health Risk Screening: “5 Things We Must Do To Improve The US Healthcare System”

“It’s important that we teach healthcare providers the needed skills to meet healthcare needs of people with disabilities so that anyone with any condition can walk into any office and receive competent healthcare.”

As a part of my interview series with leaders in healthcare, I had the pleasure to interview Dr. Craig Escudé.

Dr. Craig Escudé is a board-certified Fellow of the American Academy of Family Physicians and one of the very few Fellows of the American Academy of Developmental Medicine. He is also the president of Health Risk Screening, Inc. He served as medical director of Hudspeth Regional Center in Mississippi and is the founder of DETECT, the Developmental Evaluation, Training and Educational Consultative Team of Mississippi. He has more than 20 years of clinical experience providing medical care for people with IDD and complex medical conditions and is the author of “Clinical Pearls in IDD Healthcare” and the “Curriculum in IDD Healthcare.”

Thank you so much for doing this with us! Can you tell us a story about what brought you to this specific career path?

After completing my residency in family medicine at the University of Mississippi Medical Center, I began practicing family medicine at a Federally Qualified Health Center in a small town in Mississippi. There was a need at a nearby state mental hospital for nighttime, on-site call coverage. I started working there in 1997 and found that providing healthcare for people with serious mental illness and with intellectual disabilities was my calling. I transitioned to full-time work at the hospital and became the medical director of Hudspeth Regional Center, a residential program for people with severe and profound levels of intellectual and developmental disabilities (IDD).

I quickly learned that medical school had not prepared me for providing healthcare to people with disabilities and began efforts to educate practicing healthcare providers about this important field of medicine. That led to the creation of a program in the state called DETECT; the Developmental Evaluation, Training and Educational Team of Mississippi. I provided education to hundreds of healthcare providers and administrators in the state through this program.

In 2017, an opportunity to work in the field on a national level presented itself. I became president of Health Risk Screening, Inc. (HRS) in 2018. HRS is the sole developer and distributor of the Health Risk Screening Tool (HRST), the most widely used, validated screening instrument for people with disabilities. At HRS, I focus on public relations and the development of educational tools for healthcare providers and supporters of people with disabilities.

Can you share the most interesting story that happened to you since you began leading your company?

How about heartwarming? I gave a lecture to a large group of nurses who work in the field of IDD healthcare about how behaviors can be an underlying sign of illness in people with IDD. A year later I was invited again to speak to the same group. I had a nurse come up to me and tell me about one of her patients. The patient’s support team was “at their wit’s end” regarding his challenging and disruptive behavior….