Diagnosis:

Autism:
Autism Spectrum Disorder (ASD) or autism is a developmental disability considered the result of a neurological condition affecting normal brain function, development and social interactions. Children and adults with autism find it difficult or impossible to relate to other people in a meaningful way and may show restrictive and/or repetitive patterns of behavior or body movements. While great strides are being made, there is no known cause, or a known singular effective treatment for autism.
Autism is a baffling, life-long disorder. And while there is no cause or cure, it is treatable. People with autism -- at any age -- can make significant progress through therapy and treatments, and can lead meaningful and productive lives.
However, experts agree that early diagnosis and early intervention are critical - because the earlier people with autism get help, the better their outcomes will be in the future.

Asperger’s Syndrome:
Asperger's Syndrome sometimes considered a milder form of Autism, Asperger’s is typically diagnosed later in life than other disorders on the spectrum. A child with Asperger’s will show deficits mainly in social areas, such as interpreting nonverbal cues and engaging in interpersonal interaction, while maintaining their intelligence and language skills. They may exhibit repetitive behaviors similar to that of autism. People with Asperger's syndrome usually function in the average to above average intelligence range and have no delays in language skill.

PDD-NOS (Pervasive Developmental Disorder Not Otherwise Specified):
Pervasive Developmental Disorder Not Otherwise Specified (PDD-NOS) -- includes children that do not fully meet the criteria for the other specific disorders or those that do not have the degree of impairment associated with those disorders. PDD-NOS is also sometimes referred to as Atypical Autism, High Functioning Autism or Mild Autism.

Rett’s Disorder:
Rett’s Disorder is a pervasive developmental disorder that is characterized by loss of specific developmental skills following a period of normal development after birth. The child develops characteristic hand wringing or washing following a period of purposeful hand movement. The child becomes more disinterested in the social environment and has significant delays in expressive and receptive language skills. The child’s gross motor development worsens and the rate at which his head grows in size slows down.

 

Interventions:

 

DDA (Developmental Disabilities Agency):
An agency which provides developmental disabilities services on an inpatient, outpatient, residential, clinical or other programmatic basis, including community rehabilitation programs and developmental. These agencies are the employers for most therapists that provide services in the state of Idaho.

DS (Developmental Specialist):
Developmental Specialist (DS) is a person qualified to conduct developmental evaluation and therapy. The DS is responsible for creating the Individual Program Plan (IPP) for the individual receiving services. DS supervises the Developmental Therapist (DT) who then implements the plan the DS originally developed. The DS is required to meet with the DT on a weekly basis or more often, if necessary, to give instructions, review progress, and provides training on programs and procedures. Also, they must observe and review the work performed by the DT at least once a month. The DS must assure that the DT has adequate training and demonstrates skills to correctly implement the program. The DS should keep in contact with the parents and make sure that the DT is working efficiently and effectively on all the parts of the Individualized Program Plan.
The Idaho Department of Health and Welfare currently has a certification program that all Developmental Specialist must complete in order to work in the State of Idaho as a Developmental Specialist.

DT (Developmental Therapy):
Developmental Therapy (DT) is designed to assist children and adults that are diagnosed with a developmental disorder and help those individuals to meet their developmental milestones and live in the community as independently as possible. The DT is required to follow the Individual Program Plan that was developed by their Developmental Specialist (DS). They do this by working with individuals to develop their skills for daily living, socialization, self-help and communication. Developmental Therapist can work in a center based program (depending on what their particular DDA offers) or in the community or home of the individual receiving services. All DT are required to document all instructional activities and the results that occurred from implementing those instructions. All Developmental Therapist must be supervised by a Developmental Specialist.
Currently Idaho Department of Health and Welfare does not require any certifications for an individual to become a Developmental Therapist. The only requirement for an individual to become a DT is that they must have a high school degree. The Developmental Disability Agency (DDA) is required to provide training of a minimum of 12 hours a year. However, the DT does not have to have any form of training prior to starting work with children with special needs.

IBI (Intensive Behavioral Intervention):
IBI (Intensive Behavioral Intervention) is a very intense approach to therapy that focuses on the reduction of maladaptive behaviors and the increase of adaptive skills. Children must be found eligible by Health and Welfare before they begin to receive the IBI services and while they are receiving the services they must be evaluated every six months for continuing eligibility. IBI is a one-to-one service that is individualized for each child. The services are only available for up to 3 years in an individual’s lifetime. This program assists the child in decreasing the behaviors that interfere with learning and increase those behaviors necessary for learning and communication.
The main difference between developmental therapy and IBI services is the intense training received in how to work with challenging behaviors and methods of reinforcement. IBI places emphasis on behavior programs and prerequisites to learning while developmental therapy works on functional skills necessary for independent living.
IBI professionals are certified by the Idaho Department of Health and Welfare and have to have completed at least 1000 hours of working with children with special needs and passed a state test.

ABA (Applied Behavior Analysis):
Applied Behavior Analysis (ABA) is the science of applying experimentally derived principles of behavior to improve socially significant behavior. ABA is a style of teaching which uses a series of trials to shape a desired behavior or response. Skills are broken down into their simplest components and then taught to the individual through a system of reinforcement.
Applied behavior analysis is one of the most common and most evidence-based methods used to treat Autism. ABA has been shown to be an effective means of intervention for adults and children with PDD, and is one of the most widely used within this population. The ABA approach teaches social, motor, and verbal behaviors and reasoning skills, and can also be effective in managing challenging behaviors.
Applied Behavior Analysis therapy is especially useful in teaching behaviors to children with Autism who do not otherwise “pick up” on these behaviors on their own as other children would. Applied Behavior Analysis teaches these skills through use of careful behavioral observation and positive reinforcement or prompting to teach each step of a behavior.

Sensory Integration Therapy:
Sensory integration occurs when our brains organize the information from our senses for our use. For some people, sensory integration does not develop as it should. Sounds and sights may seem stronger, more chaotic and more distracting or disorienting than they do to other people. People with sensory integration dysfunction may have trouble with balance and coordination. Occupational and physical therapists who are also trained in sensory integration techniques offer a range of activities designed to help the child process the information he receives from his senses in a more typical manner. Many individuals with PDD are either hypo or hyper sensitive to different stimuli. For example, they might be very aversive to the noise that scissors make when a barber cuts their hair. Sensory integration therapy is usually given by an Occupational therapist. The therapist attempts to de-sensitize the individual to aversive stimuli by systematically introducing aversive stimuli to him.

Service Coordination:
Service Coordination helps families and children with developmental disabilities. A Service Coordinator is both empowering and educating the family and acts as an advocate for the family and the child. Their main purpose is to find, arrange and assist families with services. They should be well verse in all possible services that may benefit their clients. Service Coordinators should be monitoring the child’s IEP and working with the Developmental Disability Agency on the child’s IPP to make sure that everyone is working together for the best interest of the child. The Service Coordinator should be attending the school meetings including the annual IEP to help advocate on behalf of the family and the child. The Coordinator is to continue to monitor and coordinate services and make sure that all services are carried out with the utmost professionalism.
Idaho Department of Health and Welfare require Service Coordinators to have a bachelor's or master degree in special education, early childhood development, speech and language pathology, applied behavioral analysis, psychology, physical therapy, occupational therapy, social work or therapeutic recreation.

PSR (Psycho-Social Rehabilitation):
Psycho-Social Rehabilitation (PSR) is a one on one private instruction on social skills. The PSR specialist works directly with their clients in the community to deliver treatment plans. This program is an individual, community based service for adults and children with mental illness. The goal of this psychiatric intervention is to aid participants in symptom management as it relates to work, school, family, community, or other areas of their lives. PSR assists clients in developing appropriate skills for living independently.
Idaho Department of Health and Welfare require that a PSR specialist hold a minimum of a bachelor’s degree in Social work, behavioral science, Special Education, or Psychology. They are required to have ongoing training of a least 20 credit hours a year.

CSE (Community Supported Employment):
Community Supported Employment (CSE) is a qualified individual also known as a (Job Coach) working directly with an individual with disabilities in training or placement of employment. By using structured techniques to help the employee learn both how to perform job tasks to the employer's specifications and the interpersonal skills necessary to be accepted as a worker at the job site.  By placing an individual with disabilities directly in the work place with a hands-on assistant gives the worker the ability to receive immediate feedback, assistance and follow-up so they can be more successful in their employment opportunities.

RDI (Relationship Development Intervention):
Relationship Development Intervention (RDI) is a parent-based clinical treatment that addresses the core social problems of autism, such as friendship skills, empathy and the desire to share personal experiences with others. RDI tries to help children interact positively with other people, even without language. When children learn the value and joy of personal relationships, according to RDI, they will find it easier to learn language and social skills. RDI is based on the idea that children with autism missed some or many of the typical social development milestones as infants and toddlers. They can be taught these skills through play and other activities, according to RDI.

 

Program Plans:

 

IEP (Individualized Educational Program):
Individualized Educational Program (IEP) is a program that is implemented in the school and developed by a special education teacher. It identifies the student’s specific learning expectations and outlines how the school will address these expectations through appropriate special education programs and services. It also identifies the methods by which the student’s progress will be reviewed. For students 14 years or older, it must also contain a program for the transition to postsecondary education, or the workplace, or to help the student live as independently as possible in the community.

IPP (Individualized Program Plan):
Individualized Program Plan (IPP) is a goal-directed plan developed and carried out by a person receiving services and others who are providing services in the person’s life. This Plan is usually developed by the Developmental Specialist that is working for a DDA who is providing services to those receiving special needs services. The purpose of an IPP is to ensure that each person receiving state-funded services participates in a goal-directed plan. The IPP should address skills that allow the person to function as independently as possible at work, at home, and in the community. As much as possible, the IPP must be carried out in integrated community settings.

PCP (Person-Centered Plan):
Person-Centered Plan (PCP) is based on comprehensive information about a person, starting with personally expressed goals. The PCP attempts to empower the person towards self-directed goals that build on strengths and aspirations, not weaknesses or deficits. The support team, consisting of family members, friends, co-workers, and service provider, assists the person by discovering capacities, exploring change, generating strategies, and making commitments. The heart of the PCP is usually an action plan, which is written statement of the resources and supports that the person has available to achieve future plans. Some Developmental Disability Agencies use a PCP process to help develop an IPP.

IFSP (Individual Family Service Plan):
Individual Family Service Plan (IFSP) is an acronym that stands for Individual Family Service Plan. This is the name given to the individual education plan for children under three years old