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 ServicesSchools 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