DOCSLIB.ORG

Efforts to Improve Autism Spectrum Disorder Service Delivery Under the Autism CARES

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Efforts to Improve Autism Spectrum Disorder Service Delivery Under the Autism CARES The publication was produced for the U.S. Department of Health and Human Services, Health Resources and Services Administration, Maternal and Child Health Bureau, under contract number HHSH250201500010C. This publication lists non-federal resources in order to provide additional information to consumers. The views and content in these resources have not been formally approved by the U.S. Department of Health and Human Services (HHS) or the Health Resources and Services Administration (HRSA). Listing these resources is not an endorsement by HHS or HRSA. Efforts to improve autism spectrum disorder service delivery under the Autism CARES Act: Research, training, and State systems grants for FY 2014–17 is not copyrighted. Readers are free to duplicate and use all or part of the information contained in this publication; however the photographs are copyrighted and may not be used without permission. Pursuant to 42 U.S.C. § 1320b-10, this publication may not be reproduced, reprinted, or redistributed for a fee without specific written authorization from HHS. Suggested Citation: U.S. Department of Health and Human Services, Health Resources and Services Administration, Efforts to improve autism spectrum disorder service delivery under the Autism CARES Act: Research, training, and State systems grants for FY 2014–17. Rockville, MD: U.S. Department of Health and Human Services, Health Resources and Services Administration. Photography Credits: iStock.com/mixetto; iStock.com/FatCamera; ESB Professional/Shutterstock.com Acknowledgements Insight Policy Research thanks the Autism CARES grantees for participating in the range of activities needed to complete this evaluation. Efforts To Improve Autism Spectrum Disorder Service Delivery Under The Autism CARES Act, Final Report Contents Executive Summary .................................................................................................................................. i Chapter 1. Introduction ........................................................................................................................... 1 A. Overview of ASD and the Changing Healthcare Landscape .......................................................... 1 B. HRSA’s Implementation of the Autism CARES Act of 2014 ........................................................... 2 C. Report Overview ......................................................................................................................... 3 Chapter 2. Overview of Grant Programs .................................................................................................. 4 A. Training Programs ....................................................................................................................... 5 B. Research Programs ..................................................................................................................... 7 C. State Implementation Grants and Innovation in Care Integration Grants................................... 11 D. National Resource Centers ........................................................................................................ 12 Chapter 3. Study Design and Methods ................................................................................................... 14 A. Research Questions .................................................................................................................. 14 B. Data Sources ............................................................................................................................. 15 C. Analysis..................................................................................................................................... 16 D. Considerations .......................................................................................................................... 16 Chapter 4. Increasing Awareness of Developmental Milestones and ASD/DD Interventions and Resources ................................................................................................................. 18 A. The Need for Building Awareness of ASD .................................................................................. 19 B. Promoting Awareness of ASD Among Professionals .................................................................. 19 C. Promoting Awareness of ASD Among Community Members ..................................................... 22 Chapter 5. Training Professionals in ASD/DD Service Delivery ................................................................ 29 A. The Need To Train Professionals in ASD/DD Service Delivery ..................................................... 30 B. Increasing the Number of Professionals Trained To Provide ASD/DD Services ........................... 30 C. Enhancing Didactic Instruction About ASD/DDs ......................................................................... 33 D. Ensuring Access to Clinical Training Opportunities..................................................................... 36 E. Building a Cadre of Strong Leaders ............................................................................................ 39 Chapter 6. Building the Evidence Base for ASD/DD Care and Services .................................................... 42 A. The Need for Research on ASD/DDs .......................................................................................... 43 B. Conducting Research on ASD and Translating Research Into Practice ........................................ 43 C. Mentoring New Investigators .................................................................................................... 50 D. Developing Manuscripts and Presentations............................................................................... 51 E. Developing Medical and Behavioral Treatment Guidelines ........................................................ 53 Efforts To Improve Autism Spectrum Disorder Service Delivery Under The Autism CARES Act, Final Report F. Developing Assessment Measures and Toolkits ......................................................................... 54 G. Collaborating With Grantees and Other Stakeholders ............................................................... 56 Chapter 7. Building and Improving Systems of Care for Individuals With ASD/DDs ................................. 57 A. The Need for Improving Systems of Care for Individuals With ASD/DDs .................................... 58 B. Improving Access to Early Developmental Screening, Diagnostic Evaluation, and Intervention Services ..................................................................................................................... 58 C. Building More Comprehensive, Coordinated Systems of Care ................................................... 64 D. Engaging Families and Self-Advocates ....................................................................................... 66 Chapter 8. Improving Services for Youth With ASD as They Transition to Adulthood .............................. 74 A. The Need for Focus on the Transition to Adulthood .................................................................. 75 B. Building Awareness About Transition Issues .............................................................................. 75 C. Training Providers To Deliver Transition Services ...................................................................... 78 D. Building the Evidence Base on the Needs of Transition-Aged Youth .......................................... 80 E. Improving Systems of Care for Youth as They Transition to Adulthood ...................................... 81 Chapter 9. Supporting Collaboration and Coordination Through the National Resource Centers ............ 85 A. The Need for Supporting Collaboration and Coordination Among Grantees .............................. 86 B. Engaging Grantees in Collaborative Technical Assistance .......................................................... 86 C. Supporting the Annual Autism CARES Grantee Meetings ........................................................... 90 D. Providing Informational and Training Resources ....................................................................... 90 Chapter 10. Autism CARES Grantees’ Progress, Remaining Challenges, and Opportunities ..................... 92 A. HRSA’s Progress, 2008 to 2018 .................................................................................................. 92 B. Remaining Challenges and Opportunities .................................................................................. 93 Abbreviations and Acronyms ................................................................................................................. 95 References ............................................................................................................................................ 98 Appendix A. Data Sources Included in Evaluation..................................................................................A-1 Appendix B. Autism CARES Grantees .................................................................................................... B-1 Appendix C. Logic Model ...................................................................................................................... C-1 Appendix D. Evaluation Research Questions by Data Source ................................................................ D-1 Appendix E. Research Program Studies ................................................................................................
Load more

Recommended publications
  • Parents Guide to ADHD
    Parents Guide to ADHD Copyright 2016. Child Mind Institute Parents Guide to ADHD Children with attention-deficit hyperactivity disorder (ADHD) find it unusually difficult to concentrate on tasks, to pay attention, to sit still and to control impulsive behavior. This guide offers parents the information you need to understand the behaviors associated with the disorder and make effective decisions for your child about diagnosis and treatment. What Is ADHD? Attention-deficit hyperactivity disorder, or ADHD, is a condition that makes it unusually difficult for children to concentrate, to pay attention, to sit still, to follow directions and to control impulsive behavior. While all young children are at times distractible, restless and oblivious to parents’ and teachers’ instructions, kids with ADHD behave this way much more often than other children their age. And their inability to settle down, focus and follow through on tasks in age-appropriate ways makes it very hard for them to do what’s expected of them at school. It can also lead to conflict at home and difficulty getting along with peers. Symptoms of ADHD Symptoms of ADHD are divided into two groups: inattentive behaviors and hyperactive and impulsive behaviors. Inattentive symptoms of ADHD: — Makes careless mistakes — Is easily distracted — Doesn’t seem to be listening when spoken to directly — Has difficulty following instructions — Has trouble organizing — Avoids or dislikes sustained effort — Is forgetful, always losing things Child Mind Institute | Page 2 Parents Guide to ADHD Hyperactive or impulsive symptoms of ADHD: — Fidgeting or squirming, trouble staying in one place or waiting his turn Kids who have inattentive — Excessive running and climbing symptoms may start to — Trouble playing quietly struggle in the middle of — Extreme impatience elementary school, when — Always seems to be “on the go” or “driven by a motor” it becomes increasingly — Excessive talking or interrupting, blurting out answers difficult for them to Some children exhibit only the first group of symptoms, and some exhibit keep up.
    [Show full text]
  • Measuring the Effectiveness of Play As an Intervention to Support
    Measuring the Effectiveness of Play as an Intervention to Support Language Development in Young Children with Autism Spectrum Disorder: A Hierarchically- Modeled Meta-Analysis by Gregory V. Boerio Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Education in the Educational Leadership Program Youngstown State University May, 2021 Measuring the Effectiveness of Play as an Intervention to Support Language Development in Young Children with Autism Spectrum Disorder: A Hierarchically- Modeled Meta-Analysis Gregory V. Boerio I hereby release this dissertation to the public. I understand that this dissertation will be made available from the OhioLINK ETD Center and the Maag Library Circulation Desk for public access. I also authorize the University or other individuals to make copies of this thesis as needed for scholarly research. Signature: _______________________________________________________________ Gregory V. Boerio, Student Date Approvals: _______________________________________________________________ Dr. Karen H. Larwin, Dissertation Chair Date _______________________________________________________________ Dr. Patrick T. Spearman, Committee Member Date _______________________________________________________________ Dr. Carrie R. Jackson, Committee Member Date _______________________________________________________________ Dr. Matthew J. Erickson, Committee Member Date _______________________________________________________________ Dr. Salvatore A. Sanders, Dean of Graduate Studies Date ii © G. Boerio 2021 iii Abstract The purpose of the current investigation is to analyze extant research examining the impact of play therapy on the development of language skills in young children with autism spectrum disorder (ASD). As rates of ASD diagnoses continue to increase, families and educators are faced with making critical decisions regarding the selection and implementation of evidence-based practices or therapies, including play-based interventions, to support the developing child as early as 18 months of age.
    [Show full text]
  • Public Law 109-416
    PUBLIC LAW 109–416—DEC. 19, 2006 120 STAT. 2821 Public Law 109–416 109th Congress An Act To amend the Public Health Service Act to combat autism through research, screen- Dec. 19, 2006 ing, intervention and education. [S. 843] Be it enacted by the Senate and House of Representatives of the United States of America in Congress assembled, Combating Autism Act of SECTION 1. SHORT TITLE. 2006. 42 USC 201 note. This Act may be cited as the ‘‘Combating Autism Act of 2006’’. SEC. 2. CENTERS OF EXCELLENCE; IMPROVING AUTISM-RELATED RESEARCH. (a) CENTERS OF EXCELLENCE REGARDING RESEARCH ON AUTISM.—Section 409C of the Public Health Service Act (42 U.S.C.284g) is amended— (1) in the section heading, by striking ‘‘AUTISM’’ and inserting ‘‘AUTISM SPECTRUM DISORDER’’; (2) by striking the term ‘‘autism’’ each place such term appears (other than the section heading) and inserting ‘‘autism spectrum disorder’’; and (3) in subsection (a)— (A) by redesignating paragraph (2) as paragraph (3); and (B) by striking paragraph (1) and inserting the fol- lowing: ‘‘(1) EXPANSION OF ACTIVITIES.—The Director of NIH (in this section referred to as the ‘Director’) shall, subject to the availability of appropriations, expand, intensify, and coordinate the activities of the National Institutes of Health with respect to research on autism spectrum disorder, including basic and clinical research in fields including pathology, developmental neurobiology, genetics, epigenetics, pharmacology, nutrition, immunology, neuroimmunology, neurobehavioral development, endocrinology, gastroenterology, and toxicology. Such research shall investigate the cause (including possible environmental causes), diagnosis or rule out, early detection, prevention, serv- ices, supports, intervention, and treatment of autism spectrum disorder.
    [Show full text]
  • Sensory Processing Disorder and Occupational Therapy
    Running head: SENSORY PROCESSING DISORDER AND OCCUPATIONAL 1 Sensory Processing Disorder and Occupational Therapy (Persuasive Essay) ENGL 2201 East Carolina University SENSORY PROCESSING DISORDER AND OCCUPATIONAL THERAPY 2 Sensory Processing Disorder is a condition that causes hyposensitivity and hypersensitivity among its victims. Many people who suffer from Sensory Processing Disorder (SPD) also have other disabilities such as autism, ADHD, and other cognitive disorders. According to The Professional Counselor, approximately 5-17% of the population has symptoms of SPD (Goodman-Scott & Lambert, 2015. p. 274). There has been an ongoing debate among medical professionals on whether SPD should be considered its own disorder. Currently in the DSM-V, SPD is not classified as its own disorder because these symptoms are often accompanied by other cognitive disorders. Even though SPD is not in the DSM-V it is still imperative that these individuals seek treatment for their symptoms. For the last 50 years, occupational therapists have been studying this disorder, and formulating treatment plans to help relieve symptoms (Goodman-Scott, & Lambert, 2015. p. 274). Occupational therapists goal is to improve a patient’s quality of life by using individualized, evidence based treatment plans. According to the American Academy of Pediatrics, occupational therapy is considered the main form of treatment for symptoms of SPD because it is noted in the DSM-V as a symptom of autism (Critz, Blake, & Nogueira, 2015. p. 711). Some of the treatment plans occupational therapists use to relieve symptoms of SPD among their patients are sensory integration programs, sensory diets, floortime therapy, and self-management programs. This article argues for the effectiveness of the treatment methods implemented by occupational therapists on individuals with symptoms of SPD.
    [Show full text]
  • State of Research on Potential Environmental Health Factors with Autism and Related Neurodevelopment Disorders
    S. HRG. 111–1248 STATE OF RESEARCH ON POTENTIAL ENVIRONMENTAL HEALTH FACTORS WITH AUTISM AND RELATED NEURODEVELOPMENT DISORDERS HEARING BEFORE THE SUBCOMMITTEE ON CHILDREN’S HEALTH OF THE COMMITTEE ON ENVIRONMENT AND PUBLIC WORKS UNITED STATES SENATE ONE HUNDRED ELEVENTH CONGRESS SECOND SESSION AUGUST 3, 2010 Printed for the use of the Committee on Environment and Public Works ( Available via the World Wide Web: http://www.fdsys.gov U.S. GOVERNMENT PUBLISHING OFFICE 23–574 PDF WASHINGTON : 2017 For sale by the Superintendent of Documents, U.S. Government Publishing Office Internet: bookstore.gpo.gov Phone: toll free (866) 512–1800; DC area (202) 512–1800 Fax: (202) 512–2104 Mail: Stop IDCC, Washington, DC 20402–0001 COMMITTEE ON ENVIRONMENT AND PUBLIC WORKS ONE HUNDRED ELEVENTH CONGRESS SECOND SESSION BARBARA BOXER, California, Chairman MAX BAUCUS, Montana JAMES M. INHOFE, Oklahoma THOMAS R. CARPER, Delaware GEORGE V. VOINOVICH, Ohio FRANK R. LAUTENBERG, New Jersey DAVID VITTER, Louisiana BENJAMIN L. CARDIN, Maryland JOHN BARRASSO, Wyoming BERNARD SANDERS, Vermont MIKE CRAPO, Idaho AMY KLOBUCHAR, Minnesota CHRISTOPHER S. BOND, Missouri SHELDON WHITEHOUSE, Rhode Island LAMAR ALEXANDER, Tennessee TOM UDALL, New Mexico JEFF MERKLEY, Oregon KIRSTEN GILLIBRAND, New York ARLEN SPECTER, Pennsylvania BETTINA POIRIER, Staff Director RUTH VAN MARK, Minority Staff Director SUBCOMMITTEE ON CHILDREN’S HEALTH AMY KLOBUCHAR, Minnesota, Chairman TOM UDALL, New Mexico LAMAR ALEXANDER, Tennessee JEFF MERKLEY, Oregon DAVID VITTER, Louisiana ARLEN SPECTER, Pennsylvania JAMES M. INHOFE, Oklahoma (ex officio) BARBARA BOXER, California (ex officio) (II) CONTENTS Page AUGUST 3, 2010 OPENING STATEMENTS Klobuchar, Hon. Amy, U.S. Senator from the State of Minnesota .....................
    [Show full text]
  • Cambridge University Press 978-1-108-41059-5 — Autism and Pervasive Developmental Disorders Edited by Fred R
    Cambridge University Press 978-1-108-41059-5 — Autism and Pervasive Developmental Disorders Edited by Fred R. Volkmar Index More Information Index AAC, see alternative follow-up/outcome studies APA, see American Psychiatric communication in adulthood, 225 Association (APA) strategies (AAC) future directions, 238–40 applied behavior analysis AAP, see American Academy quality of life and mental (ABA), 197 of Pediatrics (AAP) health, 231–8 growth in United States, 199 ABA, see applied behavior trajectories of development multi-state program to ASD analysis (ABA) from childhood to insurance, 210–12 ABC Hyperactivity subscale adulthood, 226–30 applied research, 193 (ABC-H subscale), advocacy, 192, 195, 198, 204, ARBD, see Alcohol-Related 164–5 210, 212–13, 215 Birth Defects (ARBD) ABC Social Withdrawal sub- AEDs, see Antiepileptic drugs aripiprazole, 159–60 scale (ABC-SW), 167 (AEDs) ARND, see Alcohol-Related Aberrant Behavior Checklist– afective disorders, 232 Neurodevelopmental Irritability subscale Afordable Care Act (ACA), Disorder (ARND) (ABC-I subscale), 159 198, 211 articulation development, 94 ACA, see Afordable Care Act AFIRM, see Autism Focused AS, see Asperger syndrome (ACA) Intervention (AS) adaptive behavior, 65–7, 179, Resources and ASD, see autism spectrum 228 Modules (AFIRM) disorder (ASD) impairments, 67 age-appropriate language ASHA, see American Speech- informant ratings of work- forms, 98 Language- Hearing ing memory, 64 AIR-B, see Autism Association (ASHA) patterns of change in, 226 Intervention Research Asperger syndrome
    [Show full text]
  • Autism CARES Act of 2014’’
    PUBLIC LAW 113–157—AUG. 8, 2014 128 STAT. 1831 Public Law 113–157 113th Congress An Act To reauthorize certain provisions of the Public Health Service Act relating to autism, Aug. 8, 2014 and for other purposes. [H.R. 4631] Be it enacted by the Senate and House of Representatives of the United States of America in Congress assembled, Autism Collaboration, SECTION 1. SHORT TITLE. Accountability, This Act may be cited as the ‘‘Autism Collaboration, Account- Research, Education, and ability, Research, Education, and Support Act of 2014’’ or the Support Act ‘‘Autism CARES Act of 2014’’. of 2014. 42 USC 201 note. SEC. 2. NATIONAL AUTISM SPECTRUM DISORDER INITIATIVE. 42 USC 280i (a) IN GENERAL.—The Secretary of Health and Human Services note. shall designate an existing official within the Department of Health Consultation. and Human Services to oversee, in consultation with the Secretaries of Defense and Education, national autism spectrum disorder research, services, and support activities. (b) DUTIES.—The official designated under subsection (a) shall— (1) implement autism spectrum disorder activities, taking into account the strategic plan developed by the Interagency Autism Coordinating Committee under section 399CC(b) of the Public Health Service Act (42 U.S.C. 280i–2(b)); and (2) ensure that autism spectrum disorder activities of the Department of Health and Human Services and of other Federal departments and agencies are not unnecessarily duplicative. SEC. 3. RESEARCH PROGRAM. Section 399AA of the Public Health Service Act (42 U.S.C.
    [Show full text]
  • The Joy of Autism: Part 2
    However, even autistic individuals who are profoundly disabled eventually gain the ability to communicate effectively, and to learn, and to reason about their behaviour and about effective ways to exercise control over their environment, their unique individual aspects of autism that go beyond the physiology of autism and the source of the profound intrinsic disabilities will come to light. These aspects of autism involve how they think, how they feel, how they express their sensory preferences and aesthetic sensibilities, and how they experience the world around them. Those aspects of individuality must be accorded the same degree of respect and the same validity of meaning as they would be in a non autistic individual rather than be written off, as they all too often are, as the meaningless products of a monolithically bad affliction." Based on these extremes -- the disabling factors and atypical individuality, Phil says, they are more so disabling because society devalues the atypical aspects and fails to accommodate the disabling ones. That my friends, is what we are working towards -- a place where the group we seek to "help," we listen to. We do not get offended when we are corrected by the group. We are the parents. We have a duty to listen because one day, our children may be the same people correcting others tomorrow. In closing, about assumptions, I post the article written by Ann MacDonald a few days ago in the Seattle Post Intelligencer: By ANNE MCDONALD GUEST COLUMNIST Three years ago, a 6-year-old Seattle girl called Ashley, who had severe disabilities, was, at her parents' request, given a medical treatment called "growth attenuation" to prevent her growing.
    [Show full text]
  • Entire Issue (PDF 2MB)
    E PL UR UM IB N U U S Congressional Record United States th of America PROCEEDINGS AND DEBATES OF THE 116 CONGRESS, FIRST SESSION Vol. 165 WASHINGTON, WEDNESDAY, JULY 24, 2019 No. 125 House of Representatives The House met at 10 a.m. and was They grew up in families of very portunities for mentorship, profes- called to order by the Speaker pro tem- modest means. While working full sional development, and scholarships. pore (Mr. CUELLAR). time, Ralph began a one-man security The society invites members who are f business in 1963. What started as Lake dedicated to education in different Norman Security Patrol, Inc., ex- fields, both active and retired, to build DESIGNATION OF SPEAKER PRO panded into two of the most successful up future leaders at the local level. As TEMPORE businesses in North Carolina and the we all know, the local level is where The SPEAKER pro tempore laid be- country: Security Central and the best practices and policies in edu- fore the House the following commu- AlarmSouth. cation come from. nication from the Speaker: Ralph learned the importance of se- Knowing that young educators in the WASHINGTON, DC, curity while serving as a U.S. Army po- Fifth District have such talented and July 24, 2019. liceman and turned his knowledge into locally engaged women behind them I hereby appoint the Honorable HENRY security and patrol services for homes makes me very proud. These women CUELLAR to act as Speaker pro tempore on and commercial entities. are shining examples of the powerful this day.
    [Show full text]
  • Key Findings from an Evaluation of the Autism CARES Research Program
    Building the Evidence Base: Key Findings From an Evaluation of the Autism CARES Research Program Autism CARES Act Legislation and Funding Autism spectrum disorder (ASD) is a range of developmental disabilities (DDs) affecting an estimated 1 out of 59 children.1 Individuals on the autism spectrum vary widely in their symptomatic presentation, sometimes exhibiting impairments in social communication and interaction and repetitive patterns of behavior, interests, and activities. Once diagnosed, individuals face numerous challenges accessing recommended health, education, and related support services. In 2014, the U.S. Congress passed the Autism Collaboration, Accountability, Research, Education, and Support (CARES) Act.2 Under the act, the Health Resources and Services Administration’s (HRSA) Maternal and Child Health Bureau (MCHB) supports grant programs that advance professional training, research, and the development of comprehensive, coordinated State systems of care for ASD and other DDs. HRSA has provided autism-related funding for programs since 2008. This document is one of four describing the activities and successes of the following types of grants: Autism Intervention Research Programs, including five research networks and two research grant portfolios: (1) Field-Initiated Innovative Research Studies, known as Autism-FIRST grants; and (2) Secondary Data Analysis Research, known as Autism-SDAR grants—as highlighted in this document Leadership Education in Neurodevelopmental and Other Related Disabilities (LEND) training programs
    [Show full text]
  • GAO-17-352, YOUTH with AUTISM: Federal Agencies Should Take
    United States Government Accountability Office Report to Congressional Requesters May 2017 YOUTH WITH AUTISM Federal Agencies Should Take Additional Action to Support Transition- Age Youth GAO-17-352 May 2017 YOUTH WITH AUTISM Federal Agencies Should Take Additional Action to Support Transition-Age Youth Highlights of GAO-17-352, a report to congressional requesters Why GAO Did This Study What GAO Found Research suggests that youth with According to GAO’s nationwide survey of school district special education ASD are less likely than youth with directors, GAO estimates that about 85 percent of districts in school year 2015- other disabilities to be successful in 16, provided youth with Autism Spectrum Disorder (ASD) services such as transitioning to work and instruction on life, social, and behavioral skills, as they transition from high postsecondary education and school to adulthood. ASD is a group of complex developmental disorders therefore, they may face a lifetime of characterized by difficulties with social interactions, communication, and reliance on public assistance. GAO repetitive behaviors. Districts provided these services as part of the planning for was asked to examine services the transition to adulthood required by the Individuals with Disabilities Education provided under IDEA to assist youth Act (IDEA). Fewer, though still a majority of, districts reported providing certain with ASD in transitioning to adulthood. types of employment-related supports. For example, GAO estimates that 69 For this report, GAO examined (1) services and supports provided to percent provided work experiences and 63 percent provided job coaching. While assist youth with ASD in transitioning the majority of districts reported providing transition services to students with to adulthood, (2) key challenges in ASD, the services provided varied by factors such as the size and poverty level successfully transitioning, and (3) the of the district, according to GAO’s analysis of survey responses.
    [Show full text]
  • Sensory Issues for New Diagnosis and New Residents on Cleveland’S West Side
    Connecting for Kids: Resource Guides Sensory Issues For new diagnosis and new residents on Cleveland’s west side Whether your child is newly diagnosed, you have recently moved to the west side, or you are looking for more information to augment your child’s services, we’re here to help. This resource guide will help you connect with some of the most critical information, services, and support you’ll need when dealing with sensory issues. TIP: Click the links or globe icons to go directly to provider web pages. About Sensory Issues Local Medical Resources Typically, our senses (touch, taste, smell, sight, Sensory issues are often treated by licensed hearing, vestibular and proprioceptive) work occupational therapists (OT), but the treatment together to give us all the information we need to team may include physical therapists (PT) and live, work and play. But in some people, certain speech/language pathologists (SLP) as well. senses are too intense (hyper-sensitive) or not When choosing an OT to work with your child, be intense enough (hypo-sensitive). The result of sure to ask if s/he has experience with SPD and one or more senses being over or under-tuned how that experience drives the therapy plan leads to problems processing sensory (often called a “sensory diet”). information. The SPD Treatment Directory Children with hyper or hyposensitivities can have Online directory of professionals and services problems with some of the following: maintained by The SPD Foundation. Also includes OTs who have completed the SPDF mentorship Over-sensitive to touch, noise, smells, program. other people 1-303-794-1182 Difficulty dressing, eating, sleeping www.spdfoundation.net and/or toilet training Clumsy; poor motor skills; weak Frequent or long temper tantrums Easily distracted, fidgety, craves Organizations movement; aggressive SPD Foundation Easily overwhelmed World leader in research, education and Always on the go; impulsive; awareness for sensory processing disorder.
    [Show full text]