Curricula designed for use in high school

Foreword

As parents and educators, we know the significance of teaching our students important health and

safety lessons. We tell them to, “Look both ways when crossing the street,” “Wash your hands before

eating,” and “Never smoke.” However, in the last decade, medical research has shown that there is

another threat to the health and well-being of our children, one not as obvious. This threat is caused by

a tiny and often overlooked deer tick. This small creature can be the carrier of the serious and

debilitating Lyme disease that can affect our children both cognitively and physically.

This curriculum was designed through the collaboration of medical experts, educators and parents of

children with Lyme disease. It provides awareness and education as well as proactive, prevention

strategies that students can use to help protect themselves from this disease. Interactive materials

provide educators and students age appropriate goals, activities and measurable guidelines. They

include lessons on tick awareness, prevention tips, proper tick removal and signs and symptoms of Lyme

disease.

These curricula are designed for use in elementary (grades K and 3) middle, (grade 6) and high schools

(grade 9). The elementary level programs provide an introduction to ticks, their habitats and personal

safety. The 6th grade program includes a 20 minute film, Lyme Disease: A Guide to Prevention. This film,

narrated by Meryl Streep, outlines comprehensive personal and environmental strategies for prevention.

The 9th grade program introduces the psychological, emotional and social ramifications of Lyme disease,

which are poignantly addressed in the real life stories of students living with this disease in a 20 minute

film, Living the Lyme Life.

Our hope is that education will prevent Lyme disease in those who are well, and promote empathy,

understanding and compassion for those who are struggling to overcome their illness. We also look

forward to the day when we can find a cure for everyone afflicted by this disease.

-Sandra Mond, PhD – Educational Consultant Former Principal, Parkway School

Greenwich, CT

The enclosed information and materials are provided for information purpose only. The material (a) is not nor should be considered, or used as a substitute for, medical advice, diagnosis, or treatment, nor (b) does it necessarily represent endorsement by or an official position of Lyme Research Alliance, Inc. or any of its directors, officers, advisors, or volunteers. Advice on the testing, treatment or care of an individual patient should be obtained through consultation with a physician who has examined that patient or is familiar with that patient’s medical history.

Lyme Research Alliance, Inc. Lyme Disease Curriculum

Terms of Use

Lyme Research Alliance, (LRA) provides the information and materials in this Lyme Disease Curriculum (the “Curriculum”) under the following terms and conditions. By using the Curriculum, you indicate your acceptance of these terms and conditions. Introduction The Curriculum contains learning materials for use inside and outside the classroom. These Terms of Use are designed to help pupils, parents, schoolteachers and other educators make maximum use of the Curriculum, while still observing LRA’s rights in the Curriculum. Copyright The Curriculum is, unless stated otherwise, the property of LRA and is protected by copyright and other intellectual property laws. The Curriculum is for informational, research or teaching purposes only. The information is not to be copied for the purposes of re-sale or to be used for commercial use without prior written consent by LRA. The pages are not to be distorted in any way. Any copy of a substantial part of these pages must include a statement as to copyright ownership. The name of LRA is not to be used in advertising or publicity without specific prior written consent of LRA. Use of Curriculum Teachers, pupils, and parents may make a copy, including a print-out or photocopy, or any part of the Curriculum for their own personal, non-commercial use, including for private study or research. Any other use, unless specified below, requires the prior written permission of LRA. Teachers may print and make multiple copies of the pages described in this manual as “Handouts” for use in the classroom or for in-school teacher training. Students may also take home the copies provided to them in the classroom for their own private use or study. Disclaimer This Curriculum is provided “as is” without any warranty of any kind, either express or implied, including, but not limited to the implied usefulness of the publication as a source of reference and as a teaching aid. The material in the Curriculum may include views or recommendations of third parties that do not necessarily reflect the views of LRA or indicate its commitment to a particular course of action. While every effort will made to ensure that information contained in the Curriculum is accurate and up to date, it may include technical inaccuracies or typographical errors. Changes may be made to the Curriculum without notice at any time. Limitation of liability LRA and its affiliates, Officers, Directors, Members, Employees, Agents, Consultants or Licensors thereof shall not be liable to any Curriculum user, or third person for the accuracy or completeness of the information, nor for any direct or inconsequential losses, special or consequential damages, or costs arising from or occasioned by use of the Curriculum, or from the reliance on the information contained in the Curriculum.

Acknowledgements

This education program is dedicated to Lauren F. Brooks for her longstanding and steadfast commitment to education, personal support and community awareness about tick borne diseases. Special Thanks Greenwich Public Schools — For establishing Health and Safety Curriculum Goals for Lyme disease Colleen Morey — Program Coordinator for Health, Greenwich Public Schools Kim Gillick — Health Teacher, Greenwich Public Schools Julie Ricciardi — President, Neighbor to Neighbor — Greenwich, Connecticut Dr. Sandra Mond — Former Principal of Parkway School and author of Program Foreword Dr. Maria Melendez — Former Deputy Superintendent, Greenwich Public Schools LRA would also like to express our thanks to the following dedicated team of contributors: Professional Consultants Caroline Baisley — Director of Health, Greenwich Department of Health Sandra Berenbaum, LCSW, BCD — Clinical Social Worker,

Family Connections Center for Counseling, Brewster, NY Jody-Lynn M. Breakell — Director Health & Safety Services, Greenwich Chapter American Red Cross Brian A Fallon, MD, MPH — Assistant Professor — Department of Psychology Columbia University College of Physicians and Surgeons; Director — Columbia Lyme Disease Research Center Sandra Mond, Ph.D. — Former Principal, Parkway School Leo Shea III, Ph.D. — Clinical Neuropsychologist and Asst. Professor of Rehabilitation Medicine, Rusk Institute of Rehabilitation, NY Patricia Smith — President, Lyme Disease Association, Inc. Kirby Stafford III, Ph.D. — Vice Director, Chief Entomologist, State Entomologist Department of Entomology, Connecticut Agricultural Experiment Station Editorial Board Diane Blanchard, BS, MBA, LRA Co-President Lauren Brooks, BS — LRA Co-Vice President, Education Karen Gaudian, BS — Ridgefield Lyme Disease Task Force Fran Herzog, BS — LRA Treasurer David Hunter, BS, MBA, CFA, Committee for Education Reform for Children with Lyme Disease Harriet Kotsoris, MD — Diplomate American Board of Psychiatry and Neurology Maggie Shaw, RN, ADN — Newtown Lyme Disease Task Force Contributors Julie Dumond, BS, MS Reading Barbara Edwards, BS, MS Ed — LRA Member-at-Large Deborah Siciliano — BS — LRA Co-President Dawn Wilson, BS — LRA Co-Vice President, Education Creative Design Mahshid Ehsani, BS, MS, MA — LRA Vice President, Communications Film Producer Mary Shanahan, LCSW — Dunraven Productions

This program was generously funded by Newman’s Own Foundation, The Herzog Foundation and Lyme Research Alliance, Inc.

Copyright © 2013 Lyme Research Alliance, Inc.

LYME DISEASE

NINTH GRADE

CURRICULUM

©2009 Lyme Research Alliance, Inc. | www.LymeResearchAlliance.org

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9th Grade Lyme Disease Curriculum

Goal: To promote student knowledge and skills regarding

transmission, course of illness, and prevention of Lyme

disease.

OBJECTIVES:

1. List the signs and symptoms of Lyme disease and explain the course of Lyme disease from its onset to treatment.

2. Describe the actions to take to prevent Lyme disease and identify steps to take if a tick is found on one’s body.

3. Describe the social, emotional, and educational ramifications of Lyme disease.

Third Edition


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Topics of Discussion

OBJECTIVE 1

Lyme Disease

Infectious disease caused by a corkscrew shaped bacterium called a spirochete (Borrelia burgdorferi).

Transmitted by the bite of a deer tick (Ixodes scapularis or Ixodes pacificus found in the Western region of the country). The tick is a parasite because it relies on other animals for food. Since it carries and transmits bacterium from one animal to another, it is also called a vector (a carrier).

Lyme disease was first discovered in the US in Lyme, Connecticut.

Lyme disease has been reported throughout the United States, but is most prevalent in the Northeast, Upper Midwest, and Northern California into Oregon and Washington. However, it continues to spread through migratory birds (over 50 species carry ticks), deer overpopulation, and the reforestation of the suburbs which have allowed ticks in your own backyard.

Over 100 strains of the bacteria have been identified in the US, 300 strains worldwide. Some strains are more virulent and may cause varying severity of illness.

A single tick bite may simultaneously transmit Lyme disease, as well as co-infections such as Babesiosis and Anaplasmosis (Ehrlichiosis). Future research may uncover other co-infections.

Early diagnosis and adequate treatment reduce the risk of long term illness.

Surveys have found that up to a quarter of residents in Lyme disease endemic areas have been diagnosed with the disease (CT Agricultural Experiment Station—Tick Management Handbook, published 2004).

You cannot catch Lyme disease from other people.

Symptoms

Symptoms may appear days, weeks, months or even years after an infected tick bite. They may vary over time.

Erythema Migrans (expanding red rash) is a definitive symptom of Lyme disease.

Rash may present in many forms (the expanding red rash is the most widely recognized) and may vary in size and shape. NOT everyone with Lyme disease gets a rash.

Common Early Symptoms may include rash, flu-like symptoms such as fevers, stiff neck, stomachaches, headaches, migratory pains in joints and muscles, and fatigue (fatigue can be severe requiring vast amounts of sleep).

Physical Symptoms (at any stage of the disease) may mimic Bell’s palsy (facial paralysis) and may include motor or sensory problems, meningitis, encephalitis, various heart problems, conjunctivitis and other eye problems, dizziness, motor tics, stabbing and shooting pains, numbness, tingling and swollen joints.


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Psychiatric and Cognitive Symptoms may include trouble with attention and concentration, planning and organization, memory problems, changes in sleep patterns (often dramatic) and behaviors (violent outbursts, irritability). Psychiatric problems could also include OCD (Obsessive Compulsive Disorder), anxiety, depression, panic attacks, eating disorders and psychosis.

Testing

According to the International Lyme and Associated Diseases Society (ILADS) guidelines, currently the blood tests widely used, ELISA and Western Blot, are not always reliable to make a definitive diagnosis of Lyme disease.

The accuracy of testing to support the Lyme diagnosis depends on a number of variables including the specificity and sensitivity of the tests and the types of tests used.

Most tests currently available are indirect detection tests (the immune system’s response to the disease), and look for antibodies to Lyme disease spirochetes, not the bacteria.

The diagnosis should be a clinical one based upon symptoms, tick exposure and evaluation of test results.

Currently, no tests can rule out Lyme disease. A person can test negative, but still have Lyme disease.

Treatment

Treatment protocols vary due to duration of undetected infection, presence of co-infections and individual’s immune system response and genetic predisposition.

Oral and Intravenous medications may be used in the treatment of tick-borne illness.

Prophylactic (preventive) treatment should be considered when bitten by a tick in a Lyme endemic area because left untreated the bacteria can cause severe, multi-system manifestations including cardiac, arthritic and neurologic abnormalities as well as meningitis.

It is important to note that: o Up to 40% of ticks tested in some areas of Connecticut are positive for Lyme disease

(CT Agricultural Experiment Station—Tick Management Handbook, publilshed 2004). o Because the nymph tick is difficult to detect due to its tiny size, most Lyme disease

cases are associated with the bite of a nymphal stage of the blacklegged tick, of which 10-36% may be infected with Lyme disease spirochetes. Adult ticks are larger and thus easier to find, but do have a higher infection rate, up to 60% in Lyme endemic areas (CT Agricultural experiment—Tick Management Handbook, published 2004).

The enclosed information and materials are provided for information purpose only. The material (a) is not nor should be considered, or used as

a substitute for, medical advice, diagnosis, or treatment, nor (b) does it necessarily represent endorsement by or an official position of Lyme

Research Alliance, Inc. or any of its directors, officers, advisors, or volunteers. Advice on the testing, treatment or care of an individual patient

should be obtained through consultation with a physician who has examined that patient or is familiar with that patient’s medical history.


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OBJECTIVE 2

Prevention

Wear light colored clothing, so ticks are more visible to you.

Wear long sleeves, tucked in shirts and long pants tucked into your socks to prevent ticks from attaching to your skin.

Avoid tall grassy, moist, wooded, leaf littered areas where ticks love to hide.

Use tick or insect repellent on clothing, and use appropriate repellents on skin, under adult supervision.

Perform frequent tick checks on both yourself and your pet after exposure to possible tick environment. o Ticks love to hide in warm moist places, such as the groin, back of the knees, armpits,

the back of the neck, navel and ears, but the ticks will feed anywhere on the body, so look carefully.

o The nymph is only the size of a pinhead and may be missed during your daily examination. Be sure to feel skin for any tiny bumps that might indicate a tick, especially on the scalp. If a bump is found, do not squeeze or press the bump.

If tick is attached to your skin, try to get help from an adult who is experienced at proper tick removal. It needs to be removed properly and promptly using fine point tweezers or special tick removal tweezers as close to the skin as possible and gently pull straight out (the Red Cross tick removal kit is available for purchase through the Red Cross or www.LymeResearchAlliance.org). DO NOT SQUEEZE THE BELLY OF THE TICK, AS IMPROPER REMOVAL INCREASES RISK OF INFECTION.

Generally the longer the tick is attached the greater likelihood of transmission of disease.

Place tick in a zipper type plastic sealed bag with a blade of grass and bring to your local health department for testing. The blade of grass provides moisture to keep the tick alive. Both dead and live ticks may be tested but live ticks yield quicker test results.


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OBJECTIVE 3

Social, Emotional and Educational Ramifications of Lyme Disease

Social & Emotional

Lyme disease is a serious, complex, multi-system illness that affects individuals

differently. Many factors are involved, including the strain of the bacteria,

presence of co-infections, duration of the illness (particularly prior to diagnosis),

and the immune-response of the individual. It is therefore difficult to predict a

pattern, particularly in adolescents, when hormonal factors can influence

symptoms.

Many with Lyme do not look sick, particularly those for whom the neuropsychiatric systems are the primary ones.

Fluctuations in personality may occur, such as irritability, hostility, extreme sensitivity, anxiety, panic attacks, even extremes of behavior such as combativeness and oppositionality. Female adolescents often have extreme PMS symptoms.

Fatigue and depression are very common and stem from the illness itself, as well as the situation of the patient.

Cognitive problems, such as problems with attention, concentration, executive functioning (planning, organization, prioritizing and multitasking, concentration and working memory), short term memory and word retrieval can occur with people who have been diagnosed with Lyme disease.

Eating disorder symptoms, though not common, can be seen in both male and female adolescents, and adults with Lyme disease.

Sound and light sensitivity can impact a student’s ability to tolerate the noise and fluorescent lighting of most school settings.

Abilities to perform well and consistently, in the academic, athletic and social arenas can be seriously impacted, and the student with Lyme loses confidence in him/herself. Sound and light sensitivity can impede a student’s involvement in social activities (sporting events, school dances).


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The effect of Lyme disease on the brain and body can even impact a gifted athletes ability to perform: o Spatial perception may suffer, thus an athlete may lose the ability to judge

distances o He/she may lose the ability to recall and execute plays, as well as understand

and follow directions o Reduced speed of processing can inhibit the ability of an athlete to compete

at his/her pre-Lyme potential o Extreme sensitivity to light and sound might impact performance (even

watching an athletic event can be difficult for a student who has late-stage Lyme)

o Finally, physical symptoms that impact performance include: intermittent fatigue, muscle and joint pain, dizziness, loss of balance, strength, coordination, and flexibility, asthmatic symptoms often worsened by Lyme

Part of the pattern of this illness is that symptoms may come and go, or become more or less severe, from day to day, both due to the illness itself, and the response to treatment.

Given the above, Lyme patients often are met with doubt from those around them who have difficulty accepting that they are suffering from a serious, debilitating illness. Lyme disease is often an invisible disease.

Students who are ill with Lyme may respond in different ways, partially due to their gender. Female students may be more likely to display emotion, some having tearful “melt-downs”, when they feel overwhelmed. Male students are more likely to withdraw, exhibiting the bravado common to adolescent males, perhaps denying the illness, appearing angry and belligerent. Adolescence, a time of change, and pressure on several fronts, is far more difficult for students struggling with Lyme disease.

Some students with Lyme are truly isolated, missing school for long periods of time, not being able to predict when they will be well enough to return to school and remain there.

Non-acceptance by peers and the isolation that comes from long periods of time out of school can lead to feelings of alienation and loneliness. This can result in a tendency on the part of the student to further withdraw and isolate, some feeling embarrassed about an illness they cannot control.

Returning to school after absences may be a problem, as the student struggles to catch up, on all levels. Returning to the social arena can be particularly difficult.


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Educational

Loss of school time o Too sick to attend school at all o Too sick to attend full day o Frequent absences o Late mornings/start of school

Interrupted school day o Falling asleep in class o Frequent visits to nurse

Cognitive Impairments (often dramatic) o Word-finding deficits o Impairment memory, short and long term o Forgetfulness o Reduced processing speed o Impaired auditory and visual processing o Impaired visuospatial ability o Inability to multi-task o Impaired attention and concentration (ADD-like symptoms) o Difficulty planning and organizing school work o Reduction in IQ, sometimes dramatic o Inconsistent performance across all aptitude, achievement and functional tests o Poor concentration o Distractibility o Difficulty organizing schoolwork

Other Impairments that impact learning: o “Brain fog”, described as the inability to think, remember or articulate clearly o Profound fatigue, as well as other physical symptoms (see symptom checklist) o Vision problems (floaters, blurred vision, etc.) o Sensitivity to light and sound

Despite the student’s best efforts, the above can impact academic performance in all areas, resulting in: o Low or inconsistent test scores o Poor or inconsistent class participation o Poor or incomplete homework assignments

Standardized tests o A dramatic lowering of IQ can be seen on tests o Other standardized tests can give a false (negative) impression of the student’s

potential (including college entrance exams)


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MATERIALS:

Teacher Resources: Topics of Discussions

Video: Living the Lyme Life

Handouts: Symptom List, What EM Rashes Could Look Like, Different Stages of

the Blacklegged Tick, Tick Checklist

Assessments: Teacher observation, class participation, Symptoms of Lyme

Disease Word Search

OBJECTIVE & SUGGESTED ACTIVITIES:

Objective 1: List the signs and symptoms of Lyme disease and explain the

course of Lyme disease from its onset to treatment

A. Symptom List B. What EM Rashes Could Look Like C. Video: Living the Lyme Life (9th grade curriculum video)

Objective 2: Describe the actions to take to prevent Lyme disease

A. Different Stages of the Blacklegged Tick B. Tick Checklist C. Video: Learn About Lyme for Teens

Objective 3: Describe the social, emotional, and education ramifications of

Lyme disease

A. Video: Learn About Lyme For Teens B. Symptoms of Lyme Disease Word Search

Some of the 200 other diseases Lyme symptoms may mimic include:

Alzheimer’s Infectious Mononucleosis Attention Deficit Disorder Lou Gehrig’s Disease (ALS) Autism Multiple Sclerosis Chronic Fatigue Syndrome Parkinson’s Fibromyalgia Rheumatoid Arthritis Guillain-Barre Syndrome Systemic Lupus


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OBJECTIVE 1 – Symptom List SOME OF THE MANY SYMPTOMS OF LYME DISEASE ARE: Head, Face, Neck: Headahce Facial paralysis (like Bell’s palsy) Tingling of nose, check, or face Stiff neck Sore throat, swollen glands Heightened allergic sensitivities Twitching of facial/other muscles Jaw pain/stiffness (like TMJ) Change in smell, taste Digestive/excretory System: Upset stomach (nausea, vomiting) Irritable bladder Unexplained weight loss or gain Loss of appetite, anorexia Respiratory/Circulatory Systems: Difficulty breathing Night sweats or unexplained chills Heart palpitations Diminished exercise tolerance Heart block, murmur Chest pain or rib soreness Psychiatric Symptoms: Mood swings, irritability, agitation Depression and anxiety Personality changes Malaise Aggressive behavior/Impulsiveness Suicidal thoughts (rare cases of suicide) Overemotional reactions, crying easily Disturbed sleep: too much, too little, difficulty falling

or staying asleep Suspiciousness, paranoia, hallucinations Feeling as though you are losing your mind Obsessive-compulsive behavior Bipolar disorder/manic behavior Schizophrenic-like state, including hallucinations Cognitive Symptoms: Dementia Forgetfulness, memory loss (short or long term) Poor school or work performance Attention deficit problems, distractibility Confusion, difficulty thinking Difficulty with concentration, reading, spelling Disorientation: getting or feeling lost Reproduction and Sexuality Females: Unexplained menstrual pain, irregularity Reproduction problems, miscarriage, stillbirth,

premature birth, neonatal death, congenital Lyme disease, extreme PMS symptoms

Males: Testicular or pelvic pain Eye, Vision: Double or blurry vision, vision changes

Wandering or lazy eye Conjunctivitis (pink eye) Oversensitivity to light Eye pain or swelling around eyes Floaters/spots in the line of sight Red eyes Ears/Hearing: Decreased hearing Ringing or buzzing in ears Sound sensitivity Paint in ears Musculoskeletal System: Joint pain, swelling, or stiffness Shifting joint pains Muscle pain or cramps Poor muscle coordination, loss of reflexes Loss of muscle tone, muscle weakness Neurologic System: Numbness in body, tingling, pinpricks Burning/stabbing sensations in the body Burning in feet Weakness or paralysis of limbs Tremors or unexplained shaking Seizures, stroke Meningitis Poor balance, dizziness, difficulty walking Increased motion sickness, wooziness Lightheadedness, fainting Encephalopathy (cognitive impairment from brain

involvement) Encephalitis (inflammation of the brain) Meningitis (inflammation of the protective

membrane around the brain) Encephalomyelitis (inflammation of the brain and

spinal cord) Academic or vocational decline Difficulty with multitasking Difficulty with organization and planning Auditory processing problems Word finding problems Slowed speed of processing Skin Problems: Benign tumor-like nodules Erethyma Migrans (rash) General Well-being: Decreased interest in play (children) Extreme fatigue, tiredness, exhaustion Unexplained fevers (high or low grade) Flu-like symptoms (early in the illness) Symptoms seem to change, come and go Other Organ Problems: Dysfunction of the thyroid (under or over active

thyroid glands) Liver inflammation Bladder & Kidney Problems (including bed wetting)


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OBJECTIVE 1

What EM Rashes Could Look Like

Photos of rashes courtesy of Dr. Charles Ray Jones, Dr. Emilia Eiras, Dr. John Drulle (deceased) and the Lyme Disease

Association


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NAME: _____________________________ DATE: _________________________

OBJECTIVE 1

Symptoms of Lyme Disease

The above list contains only some of the possible symptoms of Lyme disease. Most people do not experience

all the symptoms. Symptoms can range from subtle to severe, can come and go over time, and vary from

person to person.

R G N I T N O I S S E R P E D X F R A G I R R I T A B I T B R U S P A Z S C C O N F U S I O N S S E N Y T I Z R O R A S G R I H S A R E B U I A S H A N N A I U I M D S I U T L G R S A X E F T C S D E N E A R B L U M R O O B G U A L N P I R G I A T E O O I R S X N E I U O I D Z A E S U M R S T E S L I S X M I Z A A Z N A O T H N A T X A G S N S S Z N P D I R T A T I B H Y W N E A E I R X A T D N N R E Z I R T A I N I P V S O R E N X E S R Z L O E R R I N K Y G X M I Z I L S O O I A I D S D M C R I A S E N Z O M S R T T X H U O O A R T N S O R G I J O R Y S N T F O S D U A Z I O O T V I O L E N A I N M N A L F Z H E A D A C H E S I R W O E I E B L U R R Y S S E N I S M U L C D

DIZZINESS A.D.D. FATIGUE RASH

ANXIETY HEADACHES RINGING EARS BLURRY VISION INSOMNIA SORE THRAOT

CLUMSINESS IRRITABILITY TREMORS CONFUSION JOINT PAIN VIOLENT OUTBURSTS DEPRESSION MOODINESS WITHDRAWAL


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OBJECTIVE 2

DIFFERENT STAGES OF THE BLACKLEGGED TICK


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OBJECTIVE 2

TICK CHECKLIST Tick Removal

Take the time to remove the tick properly because improper removal can increase your risk of infection

o Grasp the tick close to the skin o Pull the tick straight out o Disinfect the tick bite site o Disinfect the tweezers o Wash hands thoroughly

Do not panic and remove the tick with your fingers Do not burn or smother a tick Do not grasp, squeeze or twist the tick body Contact physician for information on testing and treatment

Tick Testing

Keep the tick alive, if possible (not necessary for testing) Place tick in an airtight container or zip lock bag Place a moist cotton ball or a few blades of grass in the container Have a tick identified and tested by a lab, health department, or veterinarian if that service is

available in your area

Prevention

Perform frequent and thorough tick checks; the longer the tick is attached, the greater the risk of infection

Wear light-colored clothes Tuck pants into socks Spray insect and tick repellent on skin and/or clothing, following directions carefully Put clothes in the dryer on high for thirty minutes to kill ticks

Get the Facts

You can test negative and still have Lyme disease You can contract many tick-borne diseases simultaneously from the same tick bite If you have an erythema migrans (EM) rash, then you have Lyme disease; NOT EVERYONE

infected with Lyme disease gets a rash Lyme disease is a clinical diagnosis, based on a patient’s symptoms and history Lyme symptoms can develop within days, months or years of a tick bite Once you’re bitten and already diagnosed with Lyme disease, you can be re-infected a second

time. This can make you sicker, even if you’re still on medication.

Get Involved…


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ASSESSMENT 1

1. Lyme disease was first identified in 1975, thirty years ago when a handful of children in Lyme, Connecticut were thought to be suffering from a mysterious form of ____________.

2. The blacklegged tick also known as the “deer tick”, is the main ____________ of Lyme disease. 3. The bacteria that causes Lyme disease enter the body through the bite of an infected

blacklegged tick and then ____________ to many parts of the body and can cause many different symptoms.

4. The corkscrew shaped bacterium that causes Lyme disease is known as a ____________ (Borrelia burgdorferi).

5. A large, red, expanding rash is a definitive symptom of Lyme disease and means that immediate ____________ care is needed.

6. Many people do not display the telltale ______ ______ rash. This rash may be the most classic but it is not the most common.

7. Early ____________ and easy ____________ prevent later stage complications that may be costly and debilitating.

8. Common early symptoms may include ____________ symptoms such as fever, stiff neck, stomachaches, headaches, swollen lymph nodes, migratory pains in joints and muscles, and fatigue.

9. The ELISA and Western Blot are the most widely used ____________ but are not always reliable to make a definitive diagnosis of Lyme disease. Currently no tests can rule out Lyme disease.

10. The diagnosis of Lyme disease should be a ____________ one based on signs and symptoms, tick exposure and evaluation of tests.

11. ____________ is a paralysis of the face and can cause the face to droop. It is a sign that Lyme disease has spread to the nervous system.

12. The main treatment for Lyme disease is the use of ____________, both oral and intravenous. 13. ____________ in symptoms and the severity of these symptoms from day to day are part of the

pattern of Lyme, due to both the illness itself and, the response of the treatment. 14. Psychiatric problems associated with Lyme disease may include ____________ and

____________. 15. Sound and light ____________ can make it difficult for a student with Lyme to tolerate the

lighting and noise in most school settings. 16. Students with Lyme are not able to predict how they will feel from day to day and long periods

of time out of school may lead to feelings of ____________ and ____________. 17. Lyme disease is a major public health threat that is grossly ____________.

WORD KEY

Alienation Diagnosis Medical Antibiotics Diagnostic tests Sensitivity Anxiety Disseminates Spirochete Arthritis Erythema Migrans Treatment Bell’s palsy Fluctuations Under-reported Clinical Flu-like Vector Depression Loneliness


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ASSESSMENT 2

What Would You Do?

1. Playing in football field, soccer field, cheerleading etc. and you see your friend has a tick on him or her. You’re having a great time, and don’t want to interrupt the game, but you know that the longer the tick is attached to your friend, the greater chance that your friend might develop Lyme disease. What would you do?

2. You are at lunch and you see a rash on your friend’s arm. You ask about the rash and your friend tells you that it is from a bug bite. What would you do?

3. You are feeling like you have the flue and some joint pain. It seems like everyone is sick with a cold or a flu lately, so you figure it will work its way out. However, as you think about it, you realize that you were out in the woods about ten days ago. What would you do?

4. You and your friend are planning an overnight into the woods. What do you need to do to prepare for your trip?

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funds cutting-edge research into the prevention

diagnosis and treatment of Lyme disease in a

relentless campaign to end Lyme and other tick-

borne diseases

Documents

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