a handbook for parents of children with autism spectrum disorders

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APPENDIX C: DIAGNOSTIC CRITERIA – PERVASIVE DEVELOPMENT DISORDER/PDD-NOS Give the people around you time to accept your child’s diagnosis— once they seem receptive, give them information. Pervasive Developmental Disorder Not Otherwise Specified (including Atypical Autism) This category should be used when there is severe and pervasive impairment in the development of reciprocal social interaction or verbal and nonverbal communication skills, or when stereotyped behavior, interests, and activities are present, but the criteria are not met for a specific pervasive developmental disorder, schizophrenia, schizotypal personality disorder, or avoidant personality disorder. For example, this category includes “Atypical Autism” — presentations that do not meet the criteria for autistic disorder because of late age of onset, atypical symptomatology, or subthreshold symptomatology, or all of these. - Page 32 -
APPENDIX D: GLOSSARY Autistic Spectrum Disorders: Term that encompasses Autism and similar disorders. More specifically, the following five disorders listed in the DSM-IV: Autistic Disorder, Asperger’s Disorder, PDD-NOS, Childhood Disintegrative Disorder, and Rett’s Disorder. BHRS/Behavioral Health Rehabilitation Services: Community-based mental health treatment available to children with mental health needs in Pennsylvania. BSC: Behavior Specialist Consultant, refers to an advanced degree behavioral specialist providing services through BHRS. DSM-IV-TR: The official system for classification of psychological and psychiatric disorders prepared by and published by the American Psychiatric Association. You play an extremely important role in helping your child to develop. Like other children, kids with Autism learn primarily through play. So, it’s important to join your child in play that you both enjoy. Discrete Trial Training: A short, instructional training which has three distinct parts, (e.g., a direction, behavior, and consequence). Many discrete trial programs rely heavily on directions or commands as the signal to begin the discrete trial. Early Intervention (EI): A state-funded program that is designed to identify and treat developmental problems or other disabilities as early as possible. Evaluation Report (ER): The comprehensive evaluation completed by 3-5 services through the Intermediate Unit (IU) and forwarded to the school district upon the start of school to formulate the IEP. This may include an IQ test and/or an assessment of your child’s current abilities to determine whether he or she is meeting appropriate developmental milestones. IEP/Individualized Educational Plan: A plan that 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 plan for the transition to postsecondary education or the workplace, and help the student live as independently as possible in the community. - Page 33 -
Page 1 and 2: A HANDBOOK FOR PARENTS OF CHILDREN
Page 3 and 4: INTRODUCTION Developmental delays c
Page 5 and 6: What should I do first? Where do I
Page 7 and 8: How can my child qualify for Medica
Page 9 and 10: How does the verification process w
Page 11 and 12: As the parent of a child with Autis
Page 13 and 14: Which types of professionals delive
Page 15 and 16: As a parent, what is my role in the
Page 17 and 18: How might I approach my son or daug
Page 19 and 20: What happens if BHRS is recommended
Page 21 and 22: Who determines if my child will rec
Page 23 and 24: What happens after I file a First L
Page 25 and 26: What if I still don’t like the de
Page 27 and 28: Can I have someone else help me wit
Page 29 and 30: How do I ask for a Fair Hearing? Yo
Page 31 and 32: What happens if my child’s doctor
Page 33: APPENDIX B: DIAGNOSTIC CRITERIA - A
Page 37 and 38: APPENDIX D: GLOSSARY PT: Physical T
Page 39 and 40: APPENDIX E: LEVELS OF CARE/ TREATME
Page 41 and 42: APPENDIX F: COMPLAINT PROCESS If yo
Page 43 and 44: APPENDIX F: COMPLAINT PROCESS You m
Page 45 and 46: APPENDIX H: COMMUNITY CARE CONTACT
Page 48 and 49: Community Care Behavioral Health Or
Page 50 and 51: Laurel Creek 336 Chestnut Street Mi
Page 52 and 53: Laurel Behavioral Health 520 Ruah S
Page 54 and 55: BLaST IU 17 (Serving Bradford, Lyco
Page 56 and 57: Autism Connection, www.autism-conne
Page 58 and 59: National Autism Association, www.na
Page 60 and 61: Communication Assistance The Commun
Page 62 and 63: Early Intervention contact numbers,
Page 64 and 65: Incidental Teaching, http://www.spi
Page 66 and 67: Autism toolkit for physicians, http
Page 68 and 69: Heather Van Artsdalen Hoover, PHD G
Page 70 and 71: Safety Safety in the home, http://w
Page 72 and 73: State Departments/Agencies/Programs
Page 74 and 75: State Mental Health Agency Charles
Page 76 and 77: Sunbury Support Group Julia Robinso
Page 78 and 79: Religion and Autism http://www.auti
Page 80: Transitioning Transitions for you a

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