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Inland Regional Center

Objectives

History and Philosophy

Who Qualifies for Services

Overview of Developmental Disabilities

What Types of Services

Role of Regional Center and the Consumer Service Coordinator (CSC)

History and Philosophy

Who Qualifies for Services

Types of Services

Overview of Developmental Disabilities

Role of the Regional Center Consumer Service Coordinator (CSC)

Service Coordinator

• Prior to legislation, individuals with developmental disabilities lived at home with no supports, were often segregated and hidden from society. More commonly, they were institutionalized in early childhood.

• 1961 – JFK – “Proposed Program for National Action to Combat Mental Retardation”

• 1969 – Lanterman Mental Retardation Services Act signed.

  • "...we shall build a comprehensive system..."
  • This legislation was pioneered by parents dissatisfied with the quality of care their loved ones were receiving in an institutionalized setting

• 1975 – The Developmental Disabilities Assistance and Bill of Rights Act was passed requiring every state to develop a protection and advocacy system. (last amendment was in 2000)

• 1977 - Lanterman Act was amended to include; "people with developmental disabilities to be given the same legal rights and responsibilities as all others under the Constitution"

• A person is eligible for Regional Center Services if they have a “substantial developmental disability,” that originates before the age of 18 and will likely continue indefinitely.

Intellectual Disability

Autism

Epilepsy

Cerebral Palsy

Disabling condition closely related to Intellectual Disability

Early Start 0-3

School Age 3-15

Transition16-22

Adult 23-57

Seniors 57+

Intermediate Care Facilities (ICF)

Intellectual Disability

Autism Spectrum Disorder

Cerebral Palsy

Epilepsy

Payor of Last Resort

Causes

About 1/3 of causes are unknown

Genetic conditions - i.e. Down Syn., Fragile X, Williams Syn.

Intellectual Disability

Pregnancy - Substance abuse, illness,

malnutrition, environmental toxins

Birth - Traumatic, oxygen deprivation, LBW

Early Start

The Lanterman Act

Significant functional limitations in three or more of the following areas:

Role of the Regional Center Consumer Service Coordinator (CSC)

Childhood - Diseases, infections, lead or mercury

exposure, near drowning, shaken baby, poison

IQ of 70 or below

U.S. average IQ is 98

Prevention

Immunizations - protect against at least 6 diseases which can lead to brain damage.

Injury prevention - helmets, car seats, seat belts, drowning, preventing against abuse

Protection from poisons, lead, mercury, and certain medications

This law dictates how the Regional Center system will be set up and WHO we are able to serve. Additionally, it was a springboard for legislation aimed at improving the treatment of people with developmental disabilities.

Free Service!

ELIGIBILITY

1. Any child 0-36 months old with a 33% delay in one or more areas of development (Cognition, Language, Fine Motor, Gross Motor, Adaptive, Social/Emotional)

2. A child with an Established Risk condition

3. A child with a High Risk for developmental delay:

Transition to School District and Lanterman Services at age 3 pending Lanterman Eligibility

Anyone can refer!

Significant limitations in adaptive behaviors

• CSC is the term the Lanterman act uses to define the Social Worker who works with the consumer

• CSC is assigned to a case load in a specific geographic region

• Advocates on behalf of the consumer with various community agencies.

• Responds to emergencies. Investigates problems, complaints and possible abuse.

• Meets with the consumer as often as necessary to monitor consumer progress on their IPP outcomes and assists with procurement of services

• Inform consumers of cost effective public and community resources and services.

Self-care

Receptive and expressive language

Learning

Mobility

Self-direction

Capacity for independent living

Economic self-sufficiency

Diminished ability to reason, plan, solve problems, think abstractly, comprehend complex ideas, learn quickly, and learn from experience

Mild ID

Levels of ID

85% of the ID population have an IQ score 50-70 (Normal IQ is 90-110)

Profound - IQ <20; 1-2% of ID population. Very limited communication, round the clock care, usually physical impairments

No unusual physical characteristics

Attain reading and math skills up to 3-6th grade level

Severe - IQ 20-34; 3-4% of ID population; limited communication, cannot perform self care independently

Able to live independently and blend in socially

Many have driver's licenses and community employment

Often off the radar

Moderate - IQ 35-49; 10% of ID population fair communication, difficulties with social cues, needs assistance with self care

Not uncommon for these individuals to want to hide their disability

These levels are very noticeable

Easily manipulated

Autism Spectrum Disorder

NO SINGLE KNOWN CAUSE

The Lanterman Act

Several theories are being investigated, ranging from brain development and genetics, all the way to vitamin-D deficiency in utero; however, there is not enough evidence completely support any 1 theory.

Person Centered Planning

Developmental Disability vs. Mental Health

No evidence that immunizations cause ASD!!

Autism Spectrum Disorder

Types of Services

ASD Statistics

1/60 children have ASD

Parents with 1 child with ASD have a 1/5 chance of having another child with ASD

Occurs in all races, ethnic backgrounds, and socio- economic backgrounds

Almost 5 times more likely in boys (1/42) than in girls (1/189)

46% have average to above average intelligence

Mental Illness

DD

Individualized Program Plan (IPP)

Takes into account the needs and preferences of the individual…promoting community integration, independent, productive, and normal lives, and stable and healthy environments”

Self Determination - new program

Autism Spectrum Disorder

Recent Changes

Our Understanding of ASD is changing constantly

For a diagnosis:

  • symptoms must occur in early childhood
  • must significantly impair social and occupational skills
  • must not be better explained by ID (although they may co-occur)
  • symptoms must be exhibited as deficiencies in all of the following 3 categories:

County Mental Health System

Dept. Developmental Disabilities (DDS)

3 Common Threads

Repetitive/Restrictive Behaviors

Social Skills

Communication

Limited eye contact

Insistence on sameness/routine

Non verbal, limited verbal skills, or completely verbal

Lack shared enjoyment and/or lack of social-emotional reciprocity

Repetitive play/fascination with rotation

Difficulty reading sarcasm, jokes, sub-text

Difficulty transitioning activities

Unable to read social cues/limited boundaries

Abnormal pitch, intonation, rhythm, or stress while talking

Ritualistic/Compulsive behavior patterns (sniffing, licking, rubbing, stemming, humming)

Abnormal social approach and failure of normal back-and-forth conversation

Honest, inappropriate observations

Emotional outbursts and self injurious

May take things literally

Residential Care

Day Programs

Respite

Transportation

Behavior Modification

Infant Stimulation and Therapies

Talks excessively about topics

Extreme phobias for no apparent reason

Facial Expressions/Body Lang.

Unusual attachments to objects

Overly Trusting

Deficits in non-verbal communication used for social interaction

Difficulty sensing time

DSM IV versus DSM V

Prefer to be alone/minimal acknowledgment of others/difficulty maintaining friendships

Echolalia

- The same rights as any other individual

- Treatment & habilitation services in least the restrictive environment

- Dignity, privacy, and humane care

- Participation in public education regardless of severity of disability

- Prompt medical care and prompt investigation of alleged abuse

- Freedom of religion, recreation, and participation in community activities

- Freedom to make choices in THEIR OWN LIVES

- Essentially, The same rights as any other individual!

Can occur at any time during life

Begins at birth or early childhood

IV

V

PDD

Autistic Disorder

Autism Spectrum Disorder

ASD

Aspergers

ASD can also present with sensory issues...

PDD-NOS

Episodic

Permanent

RETT Syndrome

Severity Level

Sensory

Childhood Disintegrative Disorder

3) Requires very substantial support (Severe)

Extreme sensitivity, OR lack of sensitivity to: touch, sound, smell, taste and sight, and movement

Unusual high or low pain tolerances

Overwhelmed with too much verbal direction

2) Requires substantial support (moderate)

Calmed by external stimulation (sounds, brushing, rocking, pressure, etc)

May need to be left alone to release frustration and/or tension

1) Requires support (mild)

Independence

Inclusion

Empowerment

Cerebral Palsy

Causes:

Developmental Disability vs. Mental Health

Training Unit

We are dedicated to providing services and supports that increase our consumer’s acceptance into community-based lifestyle.

We believe each individual or their care taker is the primary decision maker and creator of their desired lifestyle.

BRAIN INJURY DURING UTERINE DEVELOPMENT, BIRTHING, OR IN THE FIRST TWO YEARS OF LIFE

Genetic syndromes/chromosomal abnormalities

Intrauterine infection/teratogens

Preterm delivery and related complications

Adverse conditions during labor and delivery

Traumatic brain injury to healthy child

Cerebral Palsy

We support and encourage individuals and their families to be the primary decision makers in their lives.

Mental Illness

DD

Cerebral Palsy

Other Risk Factors:

Jaundice

Blood type incompatibility

Multiple births

Artificial reproduction therapy

Schizophrenia

Bi-Polar

Depression/Anxiety

PTSD, OCD, ADD/ADHD

ASD

ID

CP

EP

Cerebral Palsy is a neurological movement disorder characterized by the lack of muscle control and impairment in the coordination of movements.

Cerebral Palsy is NOT progressive.

Cerebral Palsy is NOT contagious.

Motor disability does NOT necessarily signify cognitive disability.

  • Community Events
  • CAC Casino Night
  • IRC Harvest Festival
  • Consumer Advisory Committee (CAC)
  • Winter Dance
  • CAC Valentine Day Dance Barstow
  • Voters Registration
  • Voters Training
  • CAC Annual Elections
  • Outreaches

  • Trainings (New and Ongoing)
  • IRC Topics
  • Sex Education
  • How to Talk to Your Child About Sex
  • Feeling Safe Being Safe
  • Handling Stress
  • Bullying Stops Here!
  • New Family Orientation
  • New CSC training
  • All staff CEU’s
  • Parent and Sibling Support Groups
  • Social Skills
  • Money Management
  • Soft Skills - Employment

Dual Diagnosis is possible; conservative statistic - 33%

Epilepsy

Epilepsy denotes a predisposition for unprovoked seizures.

A seizure is a simple random event where abnormal brain activity can cause uncontrolled movement and/or varied levels of consciousness.

Two seizures that occur more than 24 hours apart qualify for a diagnosis of epilepsy

Diversion

Penal code 1001.20-1001.34

“When the court suspects that a defendant may have a cognitive developmental disability, and the defendant consents to the diversion process and to his or her case being evaluated for eligibility for regional center services, and waives his or her right to a speedy trial, the court shall order the prosecutor, the probation department, and the regional center to prepare reports on specified aspects of the defendant’s case. Each report shall be prepared concurrently.” (PC 1001.22.)

Regional Center Consumers

Questions?

Offense charged at or reduced to a misdemeanor

Cannot be used if diverted within last 2 years

Regional Center provides court with IPP explaining conditions of Diversion; i.e. treatment/habilitation

Jonathan Eckrich, M.A.

Program Manager

jeckrich@inlandrc.org

(909) 382-4693

Useful for consumers who might have been

manipulated into committing a crime, or

who were unaware they were committing a crime

ASD

Intellectual Disability

2012 - estimate .9% of the population has ASD, yet 4.4% of prison population may meet criteria for ASD diagnosis

4-10 times more likely to be victims of crime

For Autism and Intellectual Disability:

In judicial system, may be seen as cold and remorseless

<3% of the population has ID, however, they represent 10% of the prison population

Ineffective treatment (continued offenses)

Suspect

Victim

Don't make assumptions!

Try to hide disability

Easily Targeted

Pretend to understand rights

Less likely or able to report

Question of competency

Act upset, attempt to flee/run away

Easily influenced by/ eager to please others

Use concrete rather than abstract language

Don't understand commands/instructions

Think their victimization is normal

Say what they think officers want to hear

Think perpetrator is a friend

Overwhelmed by police presence

Unaware of how serious or dangerous a situation is

Difficulty describing facts/details

Growing # of diagnosis = need for further research

Consider using pictures/visual images

Not considered credible witness*

First to flee and get caught

Few Resources

Confusion leads to false confession

Allow them to speak for themselves

Do not be condescending or patronizing

If you suspect an individual has an Intellectual Disability...

Use role playing/modeling/rehearsing

If you suspect an individual has ASD...

Use short, concise instructions

Condense lengthy directions into steps

Use very clear, specific language and adjust speech pace; speak slowly if they get lost

Don't presume they understand; provide clarification

Be aware of personal space

- advise BEFORE touching

Be aware of environmental and sensory overload

- sounds, smells, flashing lights

Use direct language and instruction

- limit sarcasm

Don't get offended!!

Take your time when communicating; allow more time for action

Listen carefully and let them finish; do not finish their sentence or thought unless they look to you for help

Rephrase using different words or phrases

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