Transcript Services for Individuals with Developmental Disabilities

Services for Individuals
with Developmental
Disabilities
which Coincide with
Other Home Programs
Presented by: Steven Camp M.A. BCaBA
Presentation Overview
• Adaptive Skills Training Programs
• Behavior Respite
• Adult Day Programs
• 1:1 School Services
• Questions
Adaptive Skills
AST program is to enable persons with disabilities
to prepare for living and interaction in their
communities and home environment. Throughout
the AST process, the emphasis is on skills
necessary for independence in the natural
community. Through a partnership and
collaboration with individual consumers, families,
care providers, and community members.
Learning Domains
• Independent Living Skills
• Self-Help Skills
• Communication
• Social Skills
• Functional Academics
• Purchasing Skills
• Community/Safety
• Leisure
Independent Living Skills
• House hold chores
• Cleaning their rooms
• Washing Dishes
• Loading the Dishwasher
• Meal Preparation
• Using the Microwave
• Making a Sandwich
• Simple Meals/Snacks
Self Help Skills
• Toilet Training
• Menstrual care
• Hygiene
• Brushing Teeth
• Showering
Communication
• Mand Training (e.g. Requesting desired items)
• Speak using sentences with a noun and a verb
• Reciprocal conversations (e.g. taking turns
during a conversation)
• How to end conversations appropriately
• Give verbal instructions to others that involve
two or more steps.
Social Skills
• Sharing
• Eye contact
• Cooping skills
• Sportsmanship
• Identifying emotions
• Making Friends
Functional Academics
• Math
• Addition, Subtraction
• Reading
• Sight words
• Spelling
• Writing
• Writing your name, address, phone number
• IEP Goals
• Homework Assignments
Purchasing Skills
• Identifying coins & bills
• Making a purchase at a store
• Making a shopping list
• Price matching
• Locate item in a store
• Waiting in the checkout line
• Using the dollar more method
• Identifying the change from purchase
• Balancing a checkbook
• Writing checks
Community/Safety
• Kitchen Safety
• Learning Emergency contact information
• Street signs
• Directions to different locations
• Public transportation
• Bus schedules
Leisure
• Introducing the consumer to new activities
• Learning the rules for a new sport/activity/hobby
Title 17 Regulations
• Adaptive Skills Trainer - Service Code 605. A regional
center shall classify a vendor as an adaptive skills trainer
if the vendor possesses the skills, training and education
necessary to enhance existing consumer skills. An
adaptive skills trainer may also remedy consumer skill
deficits in communication, social function or other
related skill areas and shall meet the following
requirements:
• (A) Possess a Master's Degree in one of the following:
education, psychology, counseling, nursing, social
work, applied behavior analysis, behavioral medicine,
speech and language, or rehabilitation; and
(B) Have at least one year of experience in the design
and implementation of adaptive skills training plans.
IRC Vendors
• Best Services Inc.
• # PJ3242
• In-Roads Creative Programs
• #PJ3257
• Specialized Psychology
• #PJ3323
• Sunny Days Early Childhood
• # PJ3620
• Unlimited Potential
• #PJ0545
Behavioral Respite
• Tri County Regional Center defines as
• Enhanced respite care is provided by staff who have
advanced training in behavioral management. Behavioral
respite allows caregivers a chance to take a break from
care-giving, knowing that the respite worker will
implement a pre-existing behavior plan for children who
have an extreme level of severe, maladaptive behaviors.
• North Los Angeles County Regional Center
• Vendor this service under 062 Personal Assistance
Cal- Psych Care
• In 2000 California Psych Care developed B.R.I.A.
(Behavior Respite In Action)
• BRIA’s Behavior Respite Services are a combination of
educational and respite services are designed to...
•
•
•
•
•
Provide temporary relief to parents
Teach independence
Promote community integration
Teach self-help skills
Teach domestic skills (preparing simple meals, carrying out
chores, etc.)
• Manage minor behavioral excesses such as physical and/or verbal
aggression.
• Teach the individual to generalize their social communication
skills to their natural environment
TOTAL PROGRAMS
• Behavior Respite Program
• The behavior respite program is designed to help families in their
home environment by providing relief so they can attend to their
own needs. Our staff is trained to provide optimal care
and supervision to ensure the individual’s safety especially in the
absence of family members. The staff is trained to use research
based interventions that are based on Applied Behavior Analysis and
the individual’s current behavior plan. The focus of the program is to
help individuals improve their ability to take care of their own needs
and perform daily living skills, such as communications, socialization
and daily routines that would normally be performed by family
members. This program is goal-oriented and the staff focuses on
strengthening the individual’s self-help and daily living skills every
session.
Day Programs
• Center Based
• Geared toward severely handicap adults
• Typically Focus on
•
•
•
•
Arts/Crafts
Sensory Therapy
Computer Games/Classes
Cooking Workshops
Day Programs
• Community Based
• Volunteer Work
• Library
• Parks
• Mall
• Community Hikes
• Shopping
1:1 School Services
IEP Teams are to develop IEPs for students that
include “supplementary aids and services.”
Supplementary aids and services are defined as “aids,
services, and other supports that are provided in
regular education classes, other education-related
settings, and in extracurricular and nonacademic
settings, to enable children with disabilities to be
educated with nondisabled children to the maximum
extent appropriate...” 34 C.F.R. §300.42. Thus the idea
of “supplementary aids and services” is to enable the
student to be successful in a less restrictive setting.
Notice that the regulation refers to “aids” rather than
“aides.” However, an “aide” can be an “aid.”
1:1 School Services
Schools assign dedicated aides to support the education of
students in numerous situations. As noted above,
supplementary aids and services are required, “to enable
children with disabilities to be educated with nondisabled
children to the maximum extent appropriate...”
Some of the most common reasons for this support
include: (1) protection/safety of the student, (2)
instructional support, (3) transition, and (4) reduction of
anxiety for the student.
The underlying requirement is for the school district to
provide the student with a free appropriate public
education.
Protection & Safety
• Does your child have a health or medical condition that requires
the need of 1:1 support.
• Seizure disorder
• Tractotomy
• Your child requires non-medical specialized health care support
• feeding,
• assistance with braces
• Your child requires positioning or bracing multiple times daily.
• Your child requires health-related interventions multiple times
daily.
• Your child requires direct assistance with most personal care.
Protection & Safety
• Behavioral Issues
• Does your child present serious behavior problems with ongoing (daily)
incidents of injurious behaviors to self and/or others or student runs away
and student has a functional behavioral assessment and a behavioral
intervention plan that is implemented with fidelity.
• Parents should request:
• Positive Behavior Support Plans
• Functional Behavior Assessments
• You have the right to request an IEE
• Parent should:
• Keep records of Incident reports (e.g. child coming home with bruises or other
injuries), request documentation when child is suspended or called to pick child
up from school.
• Make frequent classroom observations tracking maladaptive behaviors.
• Traveling home-to-school communication notebook