Signatures 14892 total

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1. 14051
   Name: Jay Levin on Oct 19, 2012

   Affiliation: ACA

   Are you a mental health professional? : Yes, a Mental Health Counselor

   Comments:

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2. 14052
   Name: Carl Jacobs on Oct 20, 2012

   Affiliation: NPAP

   Are you a mental health professional? : Yes, Other

   Comments:

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3. 14053
   Name: Julia Dilamono on Oct 21, 2012

   Affiliation: SEPT

   Are you a mental health professional? : Yes, Other

   Comments:

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4. 14054
   Name: Anonymous on Oct 21, 2012

   Affiliation: Marriage and Family Therapist Intern #62234

   Are you a mental health professional? : Yes, Other

   Comments:

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5. 14055
   Name: Andy Britton on Oct 21, 2012

   Affiliation: British Psychological Society

   Are you a mental health professional? : Yes, a Psychologist

   Comments:

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6. 14056
   Name: Deborist Benjamin on Oct 22, 2012

   Affiliation: Now I See A Person Institute

   Are you a mental health professional? : Yes, Other

   Comments:

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7. 14057
   Name: KImberlie Glasco on Oct 24, 2012

   Affiliation: Psychology

   Are you a mental health professional? : Yes, a Mental Health Counselor

   Comments:

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8. 14058
   Name: Stefano Candellieri on Oct 24, 2012

   Affiliation: Studio Associato Candellieri Favero

   Are you a mental health professional? : Yes, a Psychiatrist

   Comments:

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9. 14059
   Name: Lisa Brady on Oct 24, 2012

   Affiliation: Special Educator

   Are you a mental health professional? : No, I am not a mental health professional

   Comments:

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10. 14060
    Name: Lucie Nalletamby on Oct 25, 2012

    Affiliation: Trainee Clinical Psychologist - BPS

    Are you a mental health professional? : Yes, Other

    Comments:

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11. 14061
    Name: Diana Randall on Oct 26, 2012

    Affiliation: ANZATA

    Are you a mental health professional? : Yes, Other

    Comments:

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12. 14062
    Name: Jessica Haddon on Oct 27, 2012

    Affiliation: MARP

    Are you a mental health professional? : Yes, Other

    Comments:

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13. 14063
    Name: Nicole on Oct 27, 2012

    Affiliation: Pepperdine University, M.A. student

    Are you a mental health professional? : Yes, Other

    Comments:

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14. 14064
    Name: Barbara Chalifoux on Oct 28, 2012

    Affiliation: Ordre des psychologues du quebec

    Are you a mental health professional? : Yes, a Psychologist

    Comments:

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15. 14065
    Name: Barbara Chalifoux on Oct 28, 2012

    Affiliation: Ordre des psychologues du quebec

    Are you a mental health professional? : Yes, a Psychologist

    Comments:

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16. 14066
    Name: Anonymous on Oct 28, 2012

    Affiliation: British Psychological Society

    Are you a mental health professional? : Yes, a Psychologist

    Comments:

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17. 14067
    Name: EVA KARNEOL on Oct 28, 2012

    Affiliation: SVENSK

    Are you a mental health professional? : No, I am not a mental health professional

    Comments: GÖR SLUT PÅ PSYKIATRINS FÖRMYNDAR- OCH ÖVERGREPPSTILLSTÅND,TILLSTÅNDET AGERA MOT INDIVIDENS EGEN VILJA.SÄTT UPP INTERNATIONELL TRIBUNAL O STÄLL PSYKIATRIN TILL SVARS FÖR ALLT VÅLD OCH ALLA ÖVERGREPP,BROTT MOT MÄNSKLIGA RÄTTIGHETEN BESTÄMMA ÖVER EGET LIV OCH FRIHET

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18. 14068
    Name: Morgan Hinton on Oct 29, 2012

    Affiliation: student-- Person with Autism/Asperger's Syndrome

    Are you a mental health professional? : No, I am not a mental health professional

    Comments:

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19. 14069
    Name: Anne D. Müller on Oct 29, 2012

    Affiliation: ...

    Are you a mental health professional? : Yes, a Psychologist

    Comments:

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20. 14070
    Name: Justyna Ziółkowska on Oct 29, 2012

    Affiliation: Warsaw School of Social Psychology

    Are you a mental health professional? : Yes, a Psychologist

    Comments:

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21. 14071
    Name: D Cloutier on Oct 30, 2012

    Affiliation: none

    Are you a mental health professional? : Yes, a Social Worker

    Comments:

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22. 14072
    Name: John P. MacCllum on Oct 30, 2012

    Affiliation: Life Fellow, APA

    Are you a mental health professional? : Yes, a Psychiatrist

    Comments: I STRONGLY support the revision of the proposed DSM-V. The real insanity lies in vain efforts to over-codify behavior at the service of the pharmaceutical industry, disregarding the obviously broad range of human behavior the need for respecting individual differences.

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23. 14073
    Name: Marcos Portela on Oct 30, 2012

    Affiliation: crp 08-04002

    Are you a mental health professional? : Yes, a Psychologist

    Comments:

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24. 14074
    Name: Anonymous on Oct 30, 2012

    Affiliation: CDC Student

    Are you a mental health professional? : Yes, Other

    Comments:

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25. 14075
    Name: Daniel R. Branco on Oct 31, 2012

    Affiliation: Universidade Estadual de Maringá

    Are you a mental health professional? : Yes, a Psychologist

    Comments:

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26. 14076
    Name: Nicole Rist on Oct 31, 2012

    Affiliation: student

    Are you a mental health professional? : No, I am not a mental health professional

    Comments:

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27. 14077
    Name: Gloria Labrador on Oct 31, 2012

    Affiliation: MISS Foundation

    Are you a mental health professional? : Yes, a Nurse

    Comments: bereavement lasts through a person's lifetime.... you can not put or measure in time the sadness one feels

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28. 14078
    Name: Kenneth M. Stoltzfus on Oct 31, 2012

    Affiliation: LCC International University

    Are you a mental health professional? : Yes, a Social Worker

    Comments:

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29. 14079
    Name: Anonymous on Oct 31, 2012

    Affiliation: n/a

    Are you a mental health professional? : Yes, I am a Psychiatric Mental Health Nurse Practitioner

    Comments:

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30. 14080
    Name: Anonymous on Oct 31, 2012

    Affiliation: n/a

    Are you a mental health professional? : No, I am not a mental health professional

    Comments:

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31. 14081
    Name: David Klempererer on Nov 1, 2012

    Affiliation: University of Applied Sciences Regensbug

    Are you a mental health professional? : No, I am not a mental health professional

    Comments:

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32. 14082
    Name: Rose Jenson on Nov 4, 2012

    Affiliation: human being

    Are you a mental health professional? : No, I am not a mental health professional

    Comments:

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33. 14083
    Name: Delphine Dumortier on Nov 4, 2012

    Affiliation: psychology student

    Are you a mental health professional? : Yes, a Psychologist

    Comments:

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34. 14084
    Name: Janet E Smith on Nov 5, 2012

    Affiliation: APA

    Are you a mental health professional? : Yes, a Psychologist

    Comments: The thoroughly researched and carefully written concerns in this open letter on the DSM-5 are essential to be considered and accepted as a foundation for any and all future definitions of reasons for psychological and or psychiatric treatment. To not consider this document would be irresponsible as so many mistakes about people's psyches are made in the DSM-5; it has, in fact worsened the possibility of harms done through treatment. With respect,

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35. 14085
    Name: Noah Stupka on Nov 5, 2012

    Affiliation: Catholic Worker Movement

    Are you a mental health professional? : Yes, a Social Worker

    Comments: Very soon we will have no more psychiatrists, instead we will have integrative holistic TPNEI (Theo-Psycho-Neuro-Endo-Immunologist) practitioners who will empower folks with life changing skills from diet and outdoors exercise to contemplative practices and simple positive thinking, to maybe some teas and supplements. All kidding aside, my senior thesis expressed the desire that we find legitimate physical evidence to support the long held DSM "bible" of mental health diagnostics. I believe we are embracing as a species, how much our mind is more like malleable plastic. Let us open our physical bodies, especially our minds to this mysterious creative healing gift of life, itself. We cannot rely on labels when every moment our bodies, the world, the Universe is in constant flux; gyrating like a slinky, every once in awhile, biting its own tail. Be it fast and slow, Buddha believed our thoughts create reality.

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36. 14086
    Name: Ricardo Amaral Rego on Nov 5, 2012

    Affiliation: IBPB

    Are you a mental health professional? : Yes, Other

    Comments:

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37. 14087
    Name: Anonymous on Nov 6, 2012

    Affiliation: no affiliation

    Are you a mental health professional? : No, I am not a mental health professional

    Comments:

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38. 14088
    Name: Anonymous on Nov 6, 2012

    Affiliation: cours universitaire

    Are you a mental health professional? : Yes, a Psychologist

    Comments:

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39. 14089
    Name: Anny Molnar Mafra on Nov 6, 2012

    Affiliation: UNIGE

    Are you a mental health professional? : Yes, a Psychologist

    Comments:

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40. 14090
    Name: Gary D. Cox on Nov 7, 2012

    Affiliation: none

    Are you a mental health professional? : No, I am not a mental health professional

    Comments: The DMS need to be stopped from being published, it is pure fraud!!!

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41. 14091
    Name: Nick Pollard on Nov 7, 2012

    Affiliation: Sheffield Hallam University

    Are you a mental health professional? : Yes, Other

    Comments:

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42. 14092
    Name: Amanda Lord on Nov 8, 2012

    Affiliation: University of Maine at Farmington Psychology Department

    Are you a mental health professional? : No, I am not a mental health professional

    Comments:

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43. 14093
    Name: Posie Boggs on Nov 8, 2012

    Affiliation: me

    Are you a mental health professional? : Yes, Other

    Comments: Comments on Proposed DSM5 Criteria for Learning Disabilities Jack M. Fletcher, Ph.D. University of Houston G. Reid Lyon, Ph.D. Southern Methodist University Lynn Fuchs Vanderbilt University Marcia C. Barnes University of Texas Health Science Center‐ Houston Sharon Vaughn, Ph.D. University of Texas‐ Austin Overview We compliment the work group on its efforts to align the DSM5 classification of learning disabilities with research. Moving the DSM5 away from the IQ‐achievement discrepancy model and permitting better alignment with IDEA 2004, which was explicitly aligned with research, is a major strength. The use of the term dyslexia is also a major benefit of the proposed changes because it can be operationally defined on the basis of substantial converging evidence; individuals identified with dyslexia can benefit from specific treatments (Fletcher, 2009). We are researchers with backgrounds in neuropsychology and cognitive neuroscience, education, and intervention research who have been involved in research and practice on learning disabilities for an average of 30 years. We apologize in advance for identifying multiple issues with the proposal, and don’t intend to be negative or argumentative about what is clearly a thoughtful and research‐aligned product. Our suggestions are provided with the intention of supporting the committee’s fine work and providing criteria that are predominantly aligned with research and also to provide practitioners with methods of communicating more effectively with individuals with learning disabilities, and parents and teachers. To achieve what we know is a shared goal, we offer the following recommendations. Overall Recommendation The overall issue is what we perceive as a classification of learning disabilities that is unnecessarily restrictive. A classification should identify a set of classes (disorders) that can be operationally defined with distinct cognitive and neurobiological correlates and most importantly, treatments that extend directly from membership in a class. For learning disabilities, the number of disorders for which cognitive, and to a lesser extent, neurobiological correlates can be defined, is more extensive than is reflected in the proposed DSM5. This narrowness in the proposed DSM5 classification reflects a need to expand beyond difficulties in the acquisition of basic skills and consider research on meta‐cognitive strategy development and self‐regulation difficulties, especially as these difficulties manifest in reading comprehension, written expression, and mathematics problem solving difficulties. Our interpretation of the research provides evidence for six academic classes of learning disabilities, each of which has distinct cognitive correlates and for which there are specific evidence‐based interventions: word reading (dyslexia), reading fluency, reading comprehension, written expression, mathematics calculations (dyscalculia), and mathematics problem solving. We reviewed the evidence for learning disabilities in these six domains in Fletcher et al. (2007). The converging evidence for math problem solving and written expression is weaker than for the other four disorders, but the key issue is that for each class, there are distinctive evidencebased interventions. Including the six categories within a classification of learning disabilities in the DSM5 reflects concurrence with the scientific literature in this area. We categorically agree with the decision to exclude disorders of oral expression and listening comprehension from the definition and diagnostic criteria for learning disabilities. We had advised the Department of Education during the reauthorization of IDEA 2004 to consider excluding disorders of oral and listening comprehension, but the Department is bound by the statutory definition of learning disabilities. On the other hand, IDEA 2004 identifies basic reading, reading fluency, reading comprehension, written expression, mathematics calculations, and mathematics problem solving as domains in which a learning disability may occur, so our proposal is aligned with IDEA 2004. Convergence between IDEA 2004 (which was an explicit attempt to align with research) and DSM5 would have positive implications for research and practice. Wording Changes For the overall definitional template, it is not clear why the definition is restricted to “basic academic skills.” In fact, learning disabilities occur for higher level skills involving reading comprehension, written expression, and mathematics problem solving in isolation of other academic and language problems (see below). Disabilities in these domains have significant implications for one of the main inclusionary criteria for learning disabilities in DSM5 – that a disturbance in these skills significantly interferes with academic achievement or activities of daily living. In addition, the reference to “average intellectual abilities” obscures the attempt to move away from an IQ‐ discrepancy criteria, and it is unclear what constitutes “average” intellectual abilities. Finally, it seems that reference to some traditional exclusionary criteria should be maintained. We recommend the following revision for a template: “A group of disorders characterized by difficulties in learning academic skills (currently or by history), that are not consistent with the person’s chronological age or educational opportunities, and that cannot be explained by the presence of an intellectual disability, sensory disorder, or emotional disorder. Multiple sources of information are to be used to assess academic skills, one of which must be an individually administered, culturally appropriate, and psychometrically sound norm‐referenced measure of academic achievement.” In terms of the rationale for the wording change, we added “intellectual disability” instead of “at least average abilities” because it is not clear what constitutes “average” intelligence in children with LD. Researchers use a variety of different cut points that range from 70‐ 90. In addition, IQ test performance is determined in part by many of the same cognitive processes that impact the development of academic skills. The primary diagnostic distinction should be between academic disorders that are due to intellectual disability versus other academic disorders, such as learning disabilities, which may have a variety of sources. This is the only reasonable distinction that can be made on the basis of the evidence because any other attempt to subdivide the IQ dimension is inherently arbitrary (Francis et al., 2005). Likewise, with respect to the definition, we recommend that the different academic domains be coded as manifestations of this common definition, i.e., as subtypes in a classification of learning disabilities as opposed to separate disorders. Additional Supporting Comments 1. The suggestion that disorders of written expression do not occur independently of reading disorder (dyslexia) seems to understate the evidence for written language disorders and the interventions that can be applied. Although it is certainly true that individuals with dyslexia typically have a written language (spelling) disorder, there is also evidence that such disorders occur in the absence of impairment in reading. Specifically, disorders of written expression are also associated with problems involving self‐regulatory skills that affect many children with LD even in the absence of a reading problem. In the proposed diagnostic nomenclature, where would one code the written expression problems seen in a child with ADHD (Re et al., 2007)? Such coding may be essential to obtaining services and/or accommodations and evidence‐based interventions exist for handwriting, spelling, and text generation (Berninger & Amtmann, 2003; Graham & Harris, 2003)? In addition, young children sometimes have written expression problems because of motoric impairments as their only area of impairment (i.e., dysgraphia; Berninger, 2004). Even spelling is impaired in some people with no impairment in other domains, usually as a milder phonological or orthographic processing problem. The literature on written expression disorders per se does not adequately identify co‐occurring disabilities, but we believe that there is support for disorders of written expression that are not explained by reading disorders. 2. Including accuracy and fluency in a definition of dyslexia is reasonable and some consideration should be given to referencing the International Dyslexia Association definition of dyslexia (Lyon, Shaywitz, & Shaywitz, 2003), which is widely accepted in the research community. However, the DSM5 definition of dyslexia begs the question of reading difficulties in which fluency, but not accuracy, is impaired, which occur with and without word level difficulties (note Wolf’s double deficit model; Wolf & Bowers, 1999). Given the interests of the DSM5 in aligning diagnostic criteria with languages other than English in which fluency difficulties in the absence of deficits in accuracy (and spelling) are often issues (Wimmer & Mayringer, 2002), it would seem reasonable to propose isolated disorders of reading fluency. This is especially appropriate for older individuals across languages in which the primary reading difficulty resides in the ability to read words, sentences, and passages with sufficient fluency to enable reading comprehension. There are also situations where successful remediation has significantly reduced deficits in word reading accuracy without improvement in reading fluency and spelling. This frequently results in the removal of the diagnosis of dyslexia for the individual who continues to be dysfluent or a poor speller. Unfortunately, because of the persistent difficulties in reading fluency and reading comprehension, adaptive functions will be significantly compromised as these individuals confront expanded content level text in the third grade and beyond. In addition, accommodations are often requested for people who have never had trouble with accuracy or spelling who are simply slow readers. 3. We do not think research supports eliminating reading comprehension as a specific category of learning disabilities because of the common co‐occurrence with oral language disorders. Diagnostic criteria and cognitive phenotypes underlying communication disorders and comprehension disability, while sharing some features for some children, are more distinct than they are similar. The extent of non‐overlapping phenotypes in these disorders has been used to argue against their combination (Bishop & Snowling, 2004). Although the causal underpinnings of disability in reading comprehension are not yet fully understood, the same discourse‐ or text‐level skills are implicated in typical development of reading comprehension and in reading comprehension disabilities, and these are also the targets of effective interventions (reviewed in Fletcher et al., 2007; Vaughn & Klingner, 2004). Inference making and integration, comprehension monitoring and metacognitive knowledge about reading and repair strategies, and sensitivity to text/narrative structure (Oakhill, Cain, & Bryant, 2003; Perfetti, Landi, & Oakhill, 2005; Storch & Whitehurst, 2002) distinguish development and disabilities in reading comprehension from the cognitive correlates of word reading disability and from the core features of speech and language disorder. These difficulties can occur in the absence of problems in reading fluency and sentence‐level comprehension (Long, Oppy, & Seely, 1997), and separately from or in addition to difficulties in vocabulary and syntax (Cain & Oakhill, 2007). Part of the issue here may involve the definition of oral language disorders. We read the concerns from the committee as indicating that reading comprehension problems are due to speech and language or decoding problems. We agree that any reading comprehension impairment may also be apparent in oral language, including discourse comprehension, but the discourse level difficulties per se are not explained by speech and language impairment. 4. We understand and appreciate the use of the term “dyscalculia.” However, some children display difficulties in mathematics that go beyond the concepts of numeracy and beyond arithmetic. Intact numeracy and arithmetic skills are a necessary but not sufficient factor in successful math performance (Fuchs et al., 2009). Indeed, it is mathematics problemsolving capabilities that are critical for success in school and the workplace, and numeracy is an incomplete means toward that end. The correlates of math disorders involving problem solving are clearly distinct from the correlates of a computational disorder (e.g., Fuchs et al., 2008; Fuchs et al., in press), and difficulty in math problem solving occurs without concomitant difficulty with calculations in approximately 25% of all students with mathematics learning disabilities at third grade (Fuchs et al., 2008). More importantly, for people with math problem‐solving difficulties, there are well‐validated interventions that do not focus on calculations (e.g., Fuchs et al., 2009), and Hart, Petrill, Thompson, and Plomin (2009) found that mathematics problem solving has different genetic and environmental influences than mathematics calculation. In addition, recent studies suggest that an intervention focused on problem solving can address difficulties with more fundamental computational difficulties (Fuchs et al., 2009, 2010). Concluding comments If useful, we could provide more extensive references for these recommendations; Fletcher et al. (2007) represents an extensive review and discussion of the scientific evidence relevant to the topics we are addressing in this letter. The review of evidence in this book was conceptualized within the context of a classification perspective that impacted the revision of IDEA 2004 and is also the basis for the classification we are suggesting. Perhaps the most compelling issue to consider is the range of interventions available for children with LD. There is a direct link from identification of academic disorders to cognitive functions and interventions, as well as to neurobiological factors in some reading and math disorders. A classification should link with evidence‐based interventions. Since the DSM tends to shape identification as well as service delivery, a more inclusive, intervention‐linked framework is encouraged. References Berninger, V. (2004). Understanding the graphia in developmental dysgraphia: A developmental neuropsychological perspective for disorders in producing written language (pp. 189‐ 233). In D. Dewey & D. Tupper (Eds.), Developmental motor disorders: A neuropsychological perspective. New York: Guilford. Berninger, V.W., & Amtmann, D. (2003). Preventing written expression disabilities through early and continuing assessment and intervention for handwriting and/or spelling problems: Research into practice. In H. L. Swanson, K. R. Harris, & S. Graham (Eds.), Handbook of learning disabilities (pp. 345–363). New York: Guilford Press. Bishop, D.V.M. & Snowling, M.J. (2004). Developmental dyslexia and specific language impairment: Same or different? Psychological Bulletin, 130, 858‐886. Cain, K. & Oakhill, J. (2007). Reading comprehension difficulties: Correlates, causes, and consequences. In K. Cain & J. Oakhill (Eds.), Children’s Comprehension Problems in Oral and Written Language: A Cognitive Perspective. New York: Guilford Press. Pp. 41‐75. Fletcher, J.M. (2009). Dyslexia: The evolution of a scientific concept. Journal of the International Neuropsychological Society, 15, 1 – 8. Fletcher, J.M., Lyon, G.R., Fuchs, L.S., and Barnes, M.A. (2007). Learning disabilities: From identification to intervention. New York: Guilford Press. Francis, D.J., Fletcher, J.M., Stuebing, K.K., Lyon, G.R., Shaywitz, B.A., & Shaywitz, S.E. (2005). Psychometric approaches to the identification of learning disabilities: IQ and achievement scores are not sufficient. Journal of Learning Disabilities, 38, 98‐108. Fuchs, L.S., Fuchs, D., Craddock, C., Hollenbeck, K.N., Hamlett, C.L., & Schatschneider, C. (2008). Effects of small‐group tutoring with and without validated classroom instruction on atrisk students’ math problem solving: Are two tiers of prevention better than one? Journal of Educational Psychology, 100, 491‐509. Fuchs, L.S., Geary, D.C., Compton, D.L., Fuchs, D., Hamlett, C.L., & Bryant, J.V. (in press). The contributions of numerosity and domain‐general abilities to school readiness. Child Development. Fuchs, L.S., Powell, S.R., Seethaler, P.M., Cirino, P.T., Fletcher, J.M., Fuchs, D., Hamlett, C.L., & Zumeta, R.O. (2009). Remediating number combination and word problem deficits among students with mathematics difficulties: A randomized control trial. Journal of Educational Psychology, 101, 561‐576. Fuchs, L.S., Powell, S.R., Seethaler, P.M., Cirino, P.T., Fletcher, J.M., Fuchs, D., & Hamlett, C.L. (2010b). The effects of strategic counting instruction, with and without deliberate practice, on number combination skill among students with mathematics difficulties. Learning and Individual Differences, 20, 89‐100. Fuchs, L.S., Fuchs, D., Stuebing, K., Fletcher, J.M., Hamlett, C.L., & Lambert, W.E. (2008). Problem‐solving and computation skills: Are they shared or distinct aspects of mathematical cognition? Journal of Educational Psychology, 100, 30‐47. Graham, S., & Harris, K.R. (2003). Students with learning disabilities and the process of writing: A meta‐analysis of SRSD studies. In H. L. Swanson, K. R. Harris, & S. Graham (Eds.), Handbook of learning disabilities (pp. 323‐344). New York: Guilford Press. Hart, S.A., Petrill, A.S., Thompson, L.A., & Plomin, R. (2009). The ABCs of math: A genetic analysis of mathematics and its links with reading ability and general cognitive ability. Journal of Educational Psychology, 101, 388‐402. Individuals with Disabilities Improvement Act of 2004, Pub. L. 108‐466. Federal register, Vol. 70, No. 118, pp. 35802‐35803. Long, D.L., Oppy, B.J., & Seely, M.R. (1997). Individual differences in readers’ sentence‐ and text‐level representations. Journal of Memory and Language, 36, 129‐145. Lyon, G.R., Shaywitz, S.E., & Shaywitz, B.A. (2003). A definition of dyslexia. Annals of Dyslexia, 53, 1–14. Oakhill, J.V., Cain, K., & Bryant, P.E. (2003). The dissociation of word reading and text comprehension: Evidence from component skills. Language and Cognitive Processes, 18, 443‐468. Perfetti, C.A., Landi, N., & Oakhill, J. (2005). The acquisition of reading comprehension skill. The science of reading: A handbook, (pp. 227‐247). UK: Blackwell. Re, A.M., Pedron, M., & Cornoldi, C. (2007). Expressive writing difficulties in children described as exhibiting ADHD symptoms. Journal of learning Disabilities, 40, 244‐ 255. Storch, S.A., & Whitehurst, G.J. (2002). Oral language and code‐related precursors to reading: Evidence from a longitudinal structural model. Developmental Psychology, 38, 934‐947. Vaughn, S., & Klingner, J.K. (2004). Teaching reading comprehension to students with learning disabilities. In C.A. Stone, E.R. Silliman, B., Ehren, B. & K. Apel (Eds.), Challenges in language and literacy: Handbook of language and literacy: Development and disorders (pp. 541‐555). New York: Guilford Press. Wimmer, H., & Mayringer, H. (2002). Dysfluent reading in the absence of spelling difficulties: A specific disability in regular orthographies. Journal of Educational Psychology, 94, 272‐ 277.

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44. 14094
    Name: Anonymous on Nov 8, 2012

    Affiliation: N/A

    Are you a mental health professional? : No, I am not a mental health professional

    Comments: Thank you for speaking these critical truths in an attempt to protect the health and safety of the public.

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45. 14095
    Name: Mehdi on Nov 9, 2012

    Affiliation: assesment

    Are you a mental health professional? : Yes, a Psychologist

    Comments: no dsm-5

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46. 14096
    Name: Nxhhpsehvy on Nov 9, 2012

    Affiliation: YcZMIXEQJYqODjVZctN

    Are you a mental health professional? : Yes, a Nurse

    Comments: dDzowg bgrdnxoutspo, ewyutwwsvwpj, qujbnlnyrykz, http://qqrbtvfmkrht.com/

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47. 14097
    Name: Dr. Luzmarie Rondon Rios on Nov 9, 2012

    Affiliation: psychologist

    Are you a mental health professional? : Yes, a Psychologist

    Comments:

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48. 14098
    Name: Debbie Tropiano on Nov 10, 2012

    Affiliation: Bereaved parent

    Are you a mental health professional? : No, I am not a mental health professional

    Comments: After the loss of my infant daughter, both my primary care physician and psychologist pushed antidepressants on me as a way to deal with my grief. I was not depressed, I was in grief! Antidepressants are not a solution to grief and I'm concerned that changing the DSM wrt grief will cause more professionals to inappropriately push medications for those in grief.

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49. 14099
    Name: Danielle Baxter on Nov 12, 2012

    Affiliation: humanity

    Are you a mental health professional? : No, I am not a mental health professional

    Comments: As a bereaved parent I am appalled by the proposed reduction to the bereavement exclusion. Reducing it from a year to two months was bad enough, but to two weeks?! There is no sound argument or evidence to support it, and it is arrogant, gravely lacking in compassion and ethically suspect.

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50. 14100
    Name: Keith R Perry on Nov 12, 2012

    Affiliation: Srategic Policy Unit, on Mental Health, Alcohol, Tobacco Nd other Drugs. Directorate, QLD Government Dept of Health, Mental Health

    Are you a mental health professional? : Yes, Other

    Comments: Please consider not the cost in terms of the almighty dollar but in that of your service to those people you endeavour to heal

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