DOCSLIB.ORG

Developmental Disabilities Demystifying a New Population

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Developmental Disabilities Demystifying a New Population NOW SERVING: DEVELOPMENTAL DISABILITIES DEMYSTIFYING A NEW POPULATION A presentation for the Region 10 Autism Conference July 30, 2016 Developed By Emily Helmb o ld t , LBA, BCBA, LPC VCU Autism Center for Excellence Presented by Justin Creech, PBSF and Darcy Creech, PBSF PARTICIPANT OBJECTIVES 1. Be familiar with the federal definition of developmental disabilities. 2. List at least 3 developmental disabilities 3. List the 3 most common developmental disabilities 4. Have a better understanding of required supports for various developmental disabilities WHO’S HERE? LET’S REVIEW SOME POINTS BRIEF HISTORY OF WAIVERS Waiver services first began in early 1991 through what was known as the Mental Retardation Waiver. This was eventually renamed the Intellectual Disabilities (ID) Waiver. The Individual and Family Developmental Disability Waiver (IFSDD/DD) was established in 2000 to serve individuals with Developmental Disabilities not meeting the diagnostic criteria for the ID Waiver The Day Support Waiver was started in 2005 to allow individuals on the Statewide Waiver waiting list at least day support services while continuing to wait on the Statewide Waiting list for services. Source: DBHDS, My Life, My Community: Waiver Redesign Informational Series for Providers, Presentation Powerpoint, 4/1/2016 Source: DBHDS, My Life, My Community: Waiver Redesign Informational Series for Providers, Presentation Powerpoint, 4/1/2016 WHAT IS THE OFFICIAL VIRGINIA APPROVED DEFINITION OF DD? Federal definition developed by the AAIDD: "Developmental disability" means a severe, chronic disability of an individual that (i) is attributable to a mental or physical impairment, or a combination of mental and physical impairments, other than a sole diagnosis of mental illness; (ii) is manifested before the individual reaches 22 years of age ; (iii) is likely to continue indefinitely; (iv) results in substantial functional limitations in three or more of the following areas of major life activity: self-care, receptive and expressive language, learning, mobility, self-direction, capacity for independent living, or economic self-sufficiency; and (v) reflects the individual's need for a combination and sequence of special interdisciplinary or generic services, individualized supports, or other forms of assistance that are of lifelong or extended duration and are individually planned and coordinated. DD DEFINITION CONTINUED An individual from birth to age nine, inclusive, who has a substantial developmental delay or specific congenital or acquired condition may be considered to have a developmental disability without meeting three or more of the criteria described in clauses (i) through (v) if the individual, without services and supports, has a high probability of meeting those criteria later in life. Also, Traumatic Brain Injury incurred up to age 22 Source: DBHDS, My Life, My Community: Waiver Redesign Informational Series for Providers, Presentation Powerpoint, 4/1/2016 Source: DBHDS, My Life, My Community: Waiver Redesign Informational Series for Providers, Presentation Powerpoint, 4/1/2016 Source: DBHDS, My Life, My Community: Waiver Redesign Informational Series for Providers, Presentation Powerpoint, 4/1/2016 SUPPORTS INTENSITY SCALE Supports Intensity Scale Source: DBHDS, My Life, My Community: Waiver Redesign Informational Series for Providers, Presentation Powerpoint, 4/1/2016 SIS LEVELS LEVEL 1 Score 116 or more Less impact Level 2 Score 100-115 Level 3 Score 85-99 Level 4 Score 84 or less More impact Intermittent Limited Extensive Pervasive Source: DBHDS, My Life, My Community: Waiver Redesign Informational Series for Providers, Presentation Powerpoint, 4/1/2016 FACTS ABOUT DEVELOPMENTAL DISABILITIES Over 6 million people have a developmental disability 15% of children in the US ages 5 to 17 have one or more developmental disabilities. Autism is a developmental disability Intellectual Disability is not necessarily a developmental disability (Look at areas of functioning…) TRENDS IN DD 1997-2008 CDC and HRSA study of 119,367 children ages 3–17 found: Increased 17% over this period Prevalence of autism increased 289.5% Prevalence of ADHD increased 33.0% Prevalence of hearing loss decreased 30.9%. EXAMPLES OF DEVELOPMENTAL DISABILITIES Cerebral Palsy Fragile X Fetal Alcohol Syndrome Learning disabilities Hearing loss Autism Visual impairment Attention Deficit Hyperactivity Disorder Spina bifida Intellectual Disability Downs Syndrome Brain Injury MOST COMMON DEVELOPMENTAL DISABILITIES As of 2014, according to the Centers for Disease Control: Intellectual Disabilities 1 in 120 Cerebral Palsy 1 in 323 Autism Spectrum Disorder 1 in 68 children . (1 in 42 boys and 1 in 189 girls) . What about Down Syndrome?? 1 in 1000 THREE MAIN CRITERIA originated at birth or during childhood is expected to continue indefinitely substantially restricts the individual's functioning in several major life activities. DD DETERMINATION ID- Psych Eval Cerebral Palsy- Medical Evaluation Autism- Pediatrician, Diagnostic Clinic, Developmental Ped, etc. Down Syndrome- Pediatrician, Geneticist, etc. How to determine: “substantial functional limitations in three or more of the following areas”? . Vineland Adaptive Behavior Scales . Other adaptive behavior scales 2 TYPES OF DD ELIGIBILITY NEEDED Diagnostic eligibility Functional eligibility . Disability diagnosis . Virginia Individual Dev . Adaptive Behavior Disability Eligibility Survey Assessment “VIDES” . Vineland . DABS (in development) . Adaptive Behavior Assessment System (ABAS) . Adaptive Behavior Evaluation Scale (ABES) – similar to the ABAS, but used only for children . Scales of Independent Behavior-Revised (SIB-R) ADAPTIVE BEHAVIOR ASSESSMENT Conceptual skills—language and literacy; money, time, and number concepts; and self-direction Social skills—interpersonal skills, social responsibility, self - esteem, gullibility, naïveté (i.e., wariness), social problem solving, and the ability to follow rules, obey laws, and avoid being victimized Practical skills—activities of daily living (personal care), occupational skills, healthcare, travel/transportation, schedules/routines, safety, use of money, use of the telephone VINELAND Covers the full spectrum of adaptive behavior Three domains— . Communication, . Daily Living Skills, . Socialization . correspond to the three broad domains of adaptive functioning specified by the American Association on Intellectual and Developmental Disabilities and by DSM-5. QUALIFICATIONS TO ADMINISTER VINELAND II QUALIFICATION LEVEL B: A master's degree in psychology, education, occupational therapy, social work, or in a field closely related to the intended use of the assessment, and formal training in the ethical administration, scoring, and interpretation of clinical assessments. OR Certification by or full active membership in a professional organization (such as ASHA, AOTA, AERA, ACA, AMA, CEC, AEA, AAA, EAA, NAEYC, NBCC) that requires training and experience in the relevant area of assessment. OR A degree or license to practice in the healthcare or allied healthcare field. OR Formal, supervised mental health, speech/language, and/or educational training specific to assessing children, or in infant and child development, and formal training in the ethical administration, scoring, and interpretation of clinical assessments. DIAGNOSTIC ADAPTIVE BEHAVIOR SCALE “DABS” In development by AAIDD Comprehensive assessment of adaptive behavior CLOSER LOOK AT THE TOP 3 Intellectual Disability . Intellectual disability is a disability characterized by significant limitations both in intellectual functioning (reasoning, learning, problem solving) and in adaptive behavior, which covers a range of everyday social and practical skills. This disability originates before the age of 18. HOW IS ID DIAGNOSED? . Measurement of IQ Stanford-Binet, Wechsler, Woodcock Johnson . Measurement of Vineland Adaptive Behavior Adaptive Behavior Scale, Woodcock Johnson Scales of Ind Behavior, Diagnostic Adaptive Behavior Scale AUTISM SPECTRUM DISORDER Characterized, in varying degrees, by difficulties: . social interaction . verbal and nonverbal communication . repetitive behaviors. SPECTRUM- varying levels of impact, functioning, comorbidity LEVEL OF AUTISM Level 1 . Requiring support Level 2 . Requiring substantial support Level 3 . Requiring very substantial support WHY ALL THE TALK OF AUTISM?? FASTEST growing developmental disability in world The cost of lifelong care for someone with Autism can be reduced by 2/3 with early diagnosis and intervention Persons with ASD have poorer community integration and employment outcomes than any other developmental disability. HOW IS AUTISM DIAGNOSED? MCHAT (Modified C h e c k l i l s t for Autism in Developmental Screening Toddlers) 16 - 3 0 m o n t h s CAST - (Childhood Autism Spectrum Test) - 4 -1 1 Comprehensive Diagnostic y e a r s , “ A s p er g e r s ” idendification Evaluation CARS (Childhood Autism Rating Scale): For > 2 yrs. old; 15 - item, direct observation; 5 - 10 . Multidisciplinary m i n u t es . Developmental ADOS (Autism Diagnostic Observation Schedule): For toddlers to adults; direct Pediatrician observation, 30 - 4 5 m i n u t es . Pediatric Neurologist ADI - R (Autism Diagnostic Interview): For mental age > 2 yrs.; structured interview; 1.5 . Geneticist – 2.5 hours. Best for older . Audiologist adolescents/adults. GARS(Gilliam Autism Rating Scale) 3 to 22 . Developmental y
Load more

Recommended publications
  • Navigating the Developmental Disability Waivers: a Guide for Individuals, Families, and Support Partners
    Navigating the Developmental Disability Waivers: A Guide for Individuals, Families, and Support Partners Department of Behavioral Health and Developmental Services Division of Developmental Services Sixth Edition Updated June 2019 Introduction Introduction: A Guide for Individuals, Families and Support Partners Following the redesign of Virginia’s Developmental Disability (DD) Waivers in 2016, individuals, and families requested to have information made available that would be easy to follow and understand. The 2017 update to the Navigating the Waivers workbook has been designed to do just that. The purpose of this book is to guide individuals, families and support partners through Virginia’s Home and Community-Based Developmental Disability Waivers (otherwise known as the DD Waivers). While the DD Waivers have the most support options of any of the Virginia Waivers and offer opportunities for flexibility and creativity, the process for obtaining and utilizing the waivers can be challenging to navigate. We hope that you will use this guidebook to not only become familiar with the DD Waivers, but also to become empowered to be an even better advocate for yourself or someone you are supporting. How to Use This Book In this guidebook there are nine sections. The first section is the Table of Contents. In Sections 2-5 you will find these sections split into three parts: In One Page; The Basics; and The Details. In One Page — This one page description is for individuals. The Basics — This two paged Q&A is for families. The Details — This section is for the individual, family member, or any other interested party who is looking for the regulations regarding the information in that section.
    [Show full text]
  • Dual Diagnosis.” This Term Is Used When a Person with a Developmental Disability Also Has a Mental Illness
    Diagnosis DiagDiagnosisnosis A Guidebook for Caregivers healthytransitionsny.org Susan Scharoun, Ph.D. is the author of this guidebook. She is the current Chairperson of the Department of Psychology at LeMoyne College where she teaches undergraduate courses in Brain and Behavior, The Psychology of Disabilities, Motivation and Emotion, Human Lifespan Development and Disorders of Childhood. Dr. Scharoun is also a Psychologist with the New York State Office for People with Developmental Disabilities. She has over twenty years of experience working with children and adults who have developmental disabilities in residential, vocational, academic and home settings. She is also a sibling of a person with a developmental disability. Dear Caregivers, I am a psychologist who helps people who have “dual diagnosis.” This term is used when a person with a developmental disability also has a mental illness. It is often hard to diagnose a mental illness in a person who has a developmental disability. However, in order to provide effective treatment, it is very important to differentiate symptoms of a mental disorder from behaviors associated with the developmental disability. Many people who have a developmental disability have a difficult time conveying accurate information at the time of assessment. Parents, siblings, or even direct support staff and other service providers can be valuable resources in defining the symptoms and identifying behaviors of concern. This guidebook gives caregivers the tools they need to understand how mental illness might look in a person with a developmental disability, and information on what to do and where to go for help. It was written in order to help caregivers to partner with health care providers.
    [Show full text]
  • Intellectual Disability
    University of New Hampshire Institute on Disability/UCED Intellectual and Developmental Disabilities Overview Jill Hinton, Ph.D. Clinical Director Center for START Services 2015 Jill Hinton, Ph.D. 1 University of New Hampshire Institute on Disability/UCED Developmental Disability Federal Definition • Developmental Disability means a disability that is manifested before the person reaches twenty-two (22) years of age, • is likely to continue indefinitely, • results in substantial functional limitations, • is attributable to intellectual disability or related conditions which include cerebral palsy, epilepsy, autism or other neurological conditions, and • reflects the individual’s need for assistance that is lifelong or extended duration that is individually planned and coordinated. University of New Hampshire Institute on Disability/UCED Developmental Disabilities may include: • Intellectual Disability • Autism Spectrum Disorder • Muscular Dystrophy • Cerebral Palsy • Fetal Alcohol Syndrome • TBI • Some genetic disorders (Down Syndrome, Prader- Willi, Fragile X) 3 University of New Hampshire Institute on Disability/UCED Intellectual Disability • Intellectual disability is a disability characterized by significant limitations both in intellectual functioning and in adaptive behavior, which covers many everyday social and practical skills. • Generally an IQ score of around 70 or less indicates a limitation in intellectual functioning • adaptive behavior includes three skill types: Conceptual skills—language and literacy; money, time, and number concepts; and self-direction. Social skills—interpersonal skills, social responsibility, self-esteem, gullibility, naïveté (i.e., wariness), social problem solving, and the ability to follow rules/obey laws and to avoid being victimized. Practical skills—activities of daily living (personal care), occupational skills, healthcare, travel/transportation, schedules/routines, safety, use of money, use of the telephone.
    [Show full text]
  • Practice Guidelines for the Assessment and Diagnosis Of
    Practice Guidelines forthe Assessment and Diagnosis of Mental Health Problems in Adults with Intellectual Disability Practice Guidelines In the last decade the professional knowledge concerning the problems for the Assessment of mental health among persons with intellectual disability has grown significantly. Behavioural and psychiatric disorders can cause serious and Diagnosis of obstacles to individual’s social integration. Clinical experience and research show that the existing diagnostic Mental Health systems of DSM-IV and ICD-10 are not fully compatible when making a psychiatric diagnosis in people with intellectual disability. This may be Problems in Adults one of the reasons why the evidence-based knowledge on the assessment and diagnosis of mental health problems in people with intellectual with Intellectual disability is still scarce. Disability This is the reason for the European Association for Mental Health in Mental Retardation (MH-MR) supporting the current project to Shoumitro Deb, produce a series of Practice Guidelines for those working with people Tim Matthews, with intellectual disability, to encourage and promote evidence-based Geraldine Holt & Nick Bouras practice. This is the first publication of the series. ISBN 1-84196-064-0 Practice Guidelines for the Assessment and Diagnosis of Mental Health Problems in Adults with Intellectual Disability Practice Guidelines for the Assessment and Diagnosis of Mental Health Problems in Adults with Intellectual Disability Shoumitro Deb, Tim Matthews, Geraldine Holt & Nick Bouras Practice Guidelines for the Assessment and Diagnosis of Mental Health Problems in Adults with Intellectual Disability © Shoumitro Deb, Tim Matthews, Geraldine Holt & Nick Bouras Shoumitro Deb, Tim Matthews, Geraldine Holt & Nick Bouras have asserted their rights under the Copyright, Designs and Patent Act 1988 to be recognised as the authors of this work.
    [Show full text]
  • Determination of Intellectual Disability (DID): Best Practice Guidelines
    Determination of Intellectual Disability: Best Practice Guidelines April 1, 2016 revised March 1, 2018 This document is also available at: https://hhs.texas.gov/doing-business-hhs/provider-portals/long-term- care-providers/local-intellectual-developmental-disability-authority- lidda/did-best-practice-guidelines Contents Purpose and Scope .................................................................................................................. 1 1. Diagnosis of Intellectual Disability ................................................................................... 1 a) General guidelines ....................................................................................................... 1 b) Guidelines for children ................................................................................................ 2 2. Selection of Assessment Instruments and Tests ................................................................ 3 a) General guidelines ....................................................................................................... 3 b) For individuals with blindness or other visual impairment ......................................... 4 c) For individuals with a motor impairment .................................................................... 5 d) For individuals with a communication impairment ..................................................... 5 e) Use of brief assessment instruments and tests ............................................................. 6 f) When a standardized intellectual assessment
    [Show full text]
  • Dementia in People with Intellectual Disability: Guidelines for Australian
    Faculty of Medicine, The Department of Developmental Disability Neuropsychiatry 3DN Dementia in people with Intellectual Disability: Guidelines for Australian GPs. Elizabeth Evans Research Fellow Department of Developmental Disability Neuropsychiatry School of Psychiatry, Faculty of Medicine University of New South Wales, Sydney [email protected] Professor Julian Trollor Chair, Intellectual Disability Mental Health Head, Department of Developmental Disability Neuropsychiatry School of Psychiatry, Faculty of Medicine University of New South Wales, Sydney [email protected] © Department of Developmental Disability Neuropsychiatry UNSW 2018 1 Contents Summary of key recommendations ................................................................................................ 3 Short summary version: ................................................................................................................. 4 Literature Review – Dementia in ID ................................................................................................ 8 Prevalence and incidence of dementia in ID. .............................................................................. 8 Risk factors for dementia in people with ID ................................................................................. 8 Presentation of dementia in people with ID ................................................................................. 9 Assessment of dementia in people with ID ................................................................................
    [Show full text]
  • NCI Data Brief: Dual Diagnosis
    National Core Indicators™ DATA BRIEF OCTOBER 2019 What Do NCI Data Reveal About People Who Are Dual Diagnosed with ID and Mental Illness? By Valerie Bradley, Dorothy Hiersteiner and Jessica Maloney, Human Services Research Institute; Laura Vegas and Mary Lou Bourne, National Association of State Directors of Developmental Disabilities Services The understanding that people can be dually diagnosed with intellectual disability (ID) and mental illness is relatively recent. Up until the last 30 to 40 years, it was assumed that people with ID could not also have a mental illness,1 and behavioral challenges were seen as a consequence of cognitive limitations rather than possible symptoms of underlying psychiatric conditions. This view shifted as people with ID increasingly resided in and received supports in the community, as they exercised their rights in communicating and representing themselves, and as realization grew about the widespread and long-term impacts of trauma and abuse on health, mood, and behavior. The understanding of how to provide services and supports to people who are dual diagnosed continues to deepen and expand. In this data brief we examine National Core Indicators™ (NCI™) data from 2017-2018 to explore the characteristics and outcomes of people with dual diagnoses with the hope that it will add to a growing body of knowledge. 1 Background Prior to the 1980s and 1990s, it was assumed that people with intellectual disabilities could not also have a mental illness,2 and behavioral challenges were seen as a consequence of cognitive limitations. At the time, restraints, medication, and punishment were meted out to control behavior, with medications viewed as a means to restrain rather than as treatment for a condition.
    [Show full text]
  • Intellectual Disability Among Children
    Intellectual Disability Among Children The Centers for Disease FACT: About 11 to 15 of every 1,000 school-aged children Control and Prevention in metropolitan Atlanta have intellectual disability. (CDC) conducts the Intellectual disability is characterized by significant limitations both in intellectual functioning and in adaptive behavior, which covers many everyday social and practical Metropolitan Atlanta skills. This developmental disability originates before a child is 18 years of age. For most Developmental Disabilities children with intellectual disability the cause is not known. The average lifetime cost associated with intellectual disability was about $1,014,000 per person in 2003 dollars. Surveillance Program MADDSP monitors the number of 8-year-old children living in the five-county (MADDSP), which is one metropolitan Atlanta area who have one or more of the following five developmental of the few programs in the disabilities: intellectual disability, hearing loss, vision impairment, cerebral palsy, and autism spectrum disorder. For monitoring purposes, MADDSP defines intellectual world that conducts active, disability among 8-year-old children by the presence of a score on the most recent test of intellectual functioning that falls in the significantly below average range (standard ongoing monitoring of the age score of 70 or below). In 2006, an estimated 11.4 per 1,000 8-year-old children in number of children with metropolitan Atlanta, or 1 in 91, had intellectual disability. Of these children, 48% also had one or more of the other developmental disabilities monitored by MADDSP. intellectual disability in MADDSP provides opportunities for special studies through which CDC staff members a large, demographically can identify risk factors for these disabilities and determine whether programs to diverse metropolitan area.
    [Show full text]
  • People with Intellectual Disabilities and Dementia Considerations for a Dementia Friendly Community Description
    People with Intellectual Disabilities and Dementia Considerations for a Dementia Friendly Community Description Intellectual Disability (ID) Developmental Disability (DD) – Below normative – Manifests before age 22, intellectual functioning, due – Is attributed to a mental and/or to cognitive impairment physical impairment, – Results in substantial functional (organic or functional) limitations in 3 or more major life present since birth or activities including: infancy (NB: Before age 18) • self–care, – • receptive and expressive Not a mental illness or language, psychiatric impairment • learning, – Varies in degree and co- • mobility, impairment • self–direction, – Compensated by training, • capacity for independent living, and education, remediation, • economic self–sufficiency, habilitation, supports for – And requires special & individualized life activities services over the lifespan Dementia in adults with ID • People with ID are growing older • ‘Early onset’ dementia in Down syndrome (DS) • Challenges to diagnosis and care (DDS) – Key: loss/change from previous level of function • Assessments • Care guidelines- Shift Philosophy • Life Story-Importance The link between Alzheimer’s Disease and Down syndrome • 3 copies of chromosome 21 in DS (trisomy) • Amyloid precursor protein (APP) is coded on 21, and is associated with a protein that leads to senile plaques • Other genes on chromosome 21 may contribute to increased genetic risk of AD Epidemiology of Alzheimer’s Disease in Down Syndrome • Alzheimer’s disease is NOT inevitable in adults with DS • Estimates have historically fluctuated and research has been flawed by variability in diagnostic methods, characteristics of patients studied, etc. • Average age of onset: between 50-55 y.o. • Incidentally…older adults with non-DS ID are not felt to be at higher risk of developing AD (risk is same as general population) • Majority of adults with Down syndrome who develop Alzheimer’s disease (on average) have a life expectancy between 4 - 7.5 years.
    [Show full text]
  • Chapter 3 Depressive Disorders in People with Intellectual Disabilities
    Chapter 3 Depressive disorders in people with intellectual disabilities Tonye Sikabofori and Anupama Iyer Overview This chapter presents an overview of the presentation and manifestation of depressive disorders in people with ID. It explores the challenges facing practitioners in diagnosing and assessing depressive disorder across the range of cognitive abilities, and reviews risk factors for people with ID. Learning objectives Q To understand the phenomenology of depressive disorders. Q To understand the presentation of depressive disorders in people with ID. Q To understand the various classi!cation categories and the determinants and risk factors in people with ID. Q To review the assessment instruments for depressive disorders in people with ID. Introduction The occurrence of depressive disorders in persons with ID was described as early as the 19th century, and Wilber (1877) described melancholia and mania separate from mental retardation. Hurd (1888), meanwhile, described a range of depressive phenomenon including suicidal behaviours Anxiety and Depression in People with Intellectual Disabilities © Pavilion Publishing and Media Ltd 2012 51 Chapter 3: Depressive disorders in people with intellectual disabilities in persons with ID, and ID was acknowledged as a possible risk factor for the development of depression by Clouston (1883). However, there were continuing conceptual doubts concerning the occurrence of syndromal affective disorders, especially in persons with severe ID (Earl, 1961; Sovner & Hurley, 1983). The 1980s saw a resurgence of interest in affective disorders in people with ID, when Reiss et al (1982) identified untreated emotional disorders as a significant unmet need in this population and Sovner and Hurley (1983) reviewed the existing studies and concluded that persons with ID experience the full range of affective disorders.
    [Show full text]
  • Communications Guide on Behavioral Health and Intellectual/Development Disabilities
    A Communications Guide on Behavioral Health and Intellectual/Development Disabilities TABLE OF CONTENTS Introduction 1 General Best Practices 2 General Interaction Etiquette 3 For the Media: Interview Etiquette General Etiquette 4 Person using Mobility Aids 5 Person with Vision Impairments 5 Person with Speech Impairments 5 Person who is Deaf or Hearing Impaired 5 Person with Autism or Intellectual/Developmental Disability 6 Unacceptable Terminology 7 Using Person-First Language 9 Appendix A: Glossary of Terms Intellectual and Developmental Disorders 12 Mental Health 14 Alcohol/Drug Use 15 Other Terms 16 Appendix B: Sources 21 Introduction Mental health diagnoses, substance use disorders and intellectual/development disabilities are conditions that are diagnosed regularly and impact almost everyone, whether directly or indirectly. This guide was compiled from a number of credible sources including the managed care organizations of North Carolina that work directly with this population. It was created to be a resource for journalists, advocates and any individuals interacting with people with disabilities. The information found in this guide can help provide direction and “best practices” on often misunderstood topics. At its core, the information in this guide is intended to educate all people on acceptable terminology in an effort to reduce the stigma surrounding these disabilities. Individuals with disabilities are just like everyone else. For that reason, it is important to use inclusive, person-first language, which is described in greater detail within this resource. We encourage you to utilize the information included in this guide—from the glossary to special considerations for interviews or interactions—to make a lasting impact on the future of conversations about mental health, intellectual/developmental disabilities and substance use.
    [Show full text]
  • Autism Spectrum Disorders and Public Safety Considerations: Guidance for Families, Caregivers, and Self-Advocates
    Autism Spectrum Disorders and Public Safety Considerations: Guidance for Families, Caregivers, and Self-Advocates T.C. Williams High School in Alexandria, VA 6 April 2016 Presented by Scott Campbell © 2011 by the Virginia Public Safety Workgroup What is an Autism Spectrum Disorder? • Autism Spectrum Disorder is a developmental disability. • Autism impacts the normal development of the brain in the areas of social communication impairment and restricted interests/ repetitive behaviors, including hyper- or hypo-reactivity to sensory input or unusual interests in sensory aspects of the environment. • New category added in the Diagnostic and Statistical Manual of Mental Disorders (DSM)-5 of Social Communication Disorder, which will allow for a diagnosis of disability in social communication without the presence of repetitive behavior. • Autism is a broad-spectrum neurological disorder that causes the brain to process information differently. • It is not a mental or psychological disorder. • Affects persons in varying degrees, symptoms & severity. • Specific cause is unknown, & there is no definitive cure. Prevalence Autisms! • No racial, ethnic, or social boundaries. • Income, lifestyle and education levels have no effect. • Affects over about one million Americans! • America’s fastest growing developmental disability at -1 in 45 children from 2015 CDC Report on 3 to 17 year- olds surveyed in 2011/14. -1 in 50 children from 2013 CDC Report on 6 to 17 year- olds surveyed in 2011/12. -1 in 68 children from 2014 & 2016 CDC Reports on 8 year-olds surveyed in 2010 & 2012. • 4 to 5 times more prevalent for boys than for girls! • Fastest growing developmental disability with 10-17% annual growth.
    [Show full text]