Executive Functioning Solutions Individually Tailored for your Child
Service Delivery Model
The intervention model of Executive Functioning Coaching helps students sustain their attention and employ goal-directed persistence for life and academic tasks that they find cumbersome or tend to avoid. Interventions target the deconstruction, integration, and reproduction of information. Some students struggle to distill the most salient aspects of lessons and organize the main themes, despite their ability to comprehend the information. Our students require support in the process of learning, rather than the content. The goal of EXFX coaching is to help a student “learn smarter, not harder.” We want to encourage a more efficient learning approach that works best for students’ individual neuropsychological needs. We find that the more individualized, the better, which requires an in-depth understanding of the interplay between cognitive abilities, attention, the Executive System, and social-emotional challenges.
Unleash your Potential
Services Available
IN-PERSON COACHING SESSION with support integrated into students classroom assignments
VIRTUAL COACHING SESSION using a Zoom platform
IEP MEETING ATTENDANCE remote attendance and advocacy of your child’s Executive Functioning needs
CONSULTATION WITH MEDICAL AND EDUCATIONAL PROVIDERS to ensure collaboration of interventions and generalization of skills
Client Testimonial
“At first I was not at all excited that I was going to have a tutor my junior year because I thought I didn’t need one. However, I could not have been more wrong because, to my surprise, I enjoyed working with Katie. Not only was I, by far and away more productive in the two hours that I worked with her each week than any other time, I also had fun during that time period. I think it worked great for me because Katie has the ability to make jokes with me and listen to me talk about whatever was going on in my day, but also at the same time keep me focused on work.” – Brett (Former Executive Functioning Coaching Client).
ICCD is excited to announce the launch of a new service to assist families navigate what can be a long, confusing and often emotional process of transitioning a child from Special Education to Adult Services. While often characterized as “dropping off a cliff,” a successful transition can happen with advance knowledge and individualized planning. Liz Fahey joins ICCD as a Transition Coach, who will work with families at all points of the transition process. With a full team of clinicians and a long history of understanding developmental needs, we at ICCD are eager for our families to tap into her wealth of knowledge.For families preparing to enter Transition (age 12-14): Learn what Transition really means and what the beginning of the process should look like. Prepare for the realities when Special Education ends and about the difference between an Educational Entitlement and Adult Eligibility. Know the laws defining the Transition process under IDEA, what a Chapter 688 referral is, and when it should happen. Review what a good Transition Planning Form (TPF) looks like and know that it’s not a copy and paste from the IEP. Discover the types of assessments your child should have and ensure they are ongoing as they play a crucial role in advocating for appropriate services.
Transition Process (age 14-18)
For those already in the Transition Process (age 14-18): Together we will break down what adult services really means. DDS, MRC, and DMH are some of the State agencies that provide services when school ends, and it is important to know what agency may make sense (or, that you can work with more than 1), as well as how the referral process works and what it really looks like after school ends. Learn about other resources and public benefits such as AFC, PCA, SSI, Guardianship, Food Assistance, and Housing programs, just to name a few, that are all available to help fund your child’s adult life once school ends (and many that can begin now). Take time to think forward — will your child work, attend a day program, live at home, or are there other options available. Determine what your child’s vision is and what strengths and challenges will allow your child to achieve their/your vision. Along with your child’s Team, host a Future’s Planning Party to gather and brainstorm on these short and long term goals. Examine if your child’s school placement is appropriate based on that vision. For all this and much more, we want to help prepare you for what lies ahead and be a trusted resource during the process.
Transition Process (age 18-22)
For students in the final phase of Transition (age 18-22): We work quickly to ensure families are up to speed on the many topics mentioned above. We then coach parents and prioritize the process. Knowing time is ticking, having an idea (or at the very least, discussions) about what’s next, both short and long term, becomes imperative at this phase. It is then crucial to maximize the final years of your child’s education, teaching skills to align with their goals. Parents play a key role by working with the Team to ensure compliance with transition laws that aim to ensure students will live, work and attend post-secondary education as independently as possible when they leave school. During the final two years of special education the school system makes a Chapter 688 Referral. This process sets in motion the creation of an ITP (Individualized Transition Plan) and alerts the adult service agencies about your child’s needs once school services end. Although your child’s team may agree and make a 688 Referral to an agency, there is no guarantee that eligibility will be granted for adult services, or that funding and/or space will be available. While appeals are an option, preparing for uncertainty presents challenges we can guide you through. We work closely with families to explore traditional and non-traditional adult service options, included but not limited to: Community Based Day Programs, Employment Agencies, Group Homes, Social and Recreation Programs, and Transportation options.
Feeding therapy focuses on helping a child learn how to eat and/or expand the variety of developmentally appropriate foods in their repertoire. A therapist will first evaluate your child’s feeding skills including chewing, drinking, and ability to self-feed, as well as food preferences. The therapist will collaborate with your family in order to provide feeding strategies that make mealtimes successful and positive for everyone.
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Would my child benefit from feeding therapy?
The more questions you answer yes to, the more likely your child is to benefit from feeding therapy.
Is your child:
Not eating a variety of foods from all food groups or avoiding entire food groups?
Not eating an appropriate volume within a reasonable timeframe?
Refusing foods and engaging in avoidance behaviors (e.g., tantruming, throwing food, screaming, won’t sit at the table)?
Not growing well?
Gagging or vomiting while eating?
Only eating certain textures of food (e.g., purees, crunchy solids, fluids)?
Eating less than 20 foods consistently?
Eliminating foods previously eaten consistently and not replacing them?
Not self-feeding (e.g. drinking from a cup, using utensils) as would be expected for his/her age?
Having difficulty transitioning from tube to oral feeding?
Aspirating, coughing or choking while eating or shortly after eating?
Having difficulty weaning from a bottle to solid foods?
Feeding therapy can address a variety of issues, including:
Improving sensory tolerance to various food textures
Developing chewing skills
Increasing variety and volume of nutritional intake to include all food groups and textures
Reducing avoidance behaviors during mealtimes
Teaching self-feeding skills including drinking from a cup and using utensils
Our feeding therapists work with families to promote home generalization of skills by including parents in therapy sessions, modeling strategies to use in the home environment, and making recommendations specific to each child’s skills and goals.
The earlier you begin working with a feeding therapist, the faster you will see changes. It is much easier to change a 2-year old’s relationship to food than a 12-year old’s. However, feeding therapy can make mealtime more enjoyable for people of all ages, even adults!
Methodology
The SOS (sequential-oral-sensory) Approach to Feeding developed by Dr. Kay Toomey uses play, steps to eating and research to guide therapy. The SOS Approach focuses on increasing a child’s comfort level with food by exploring and learning about the different properties of food. There are many steps to eating, it does not begin at the mouth, but starting with our eyes and being able to look at a food (or be in the same room). Then we learn to interact with it without directly touching it, like using a utensil. Next, we smell it, then we touch it with our fingers, hands, body and mouth. Tasting involves touching food with the tip of our tongue, full tongue lick, biting and spitting out and finally biting and chewing. The SOS Approach allows a child to interact with food in a playful, non-stressful way that is comfortable for them.
Clinicians
Nicole Zwiep – Occupational Therapist, Feeding Specialist Nicole Zwiep has completed extensive training in the SOS Approach including advanced workshops in reflux, infants and toddlers, children on the autism spectrum, food scientist for older children, and children with severe developmental impairments. In addition, she has completed the advanced-level SOS Mentorship course. With the SOS Approach, eating does not begin at the mouth, first a child must tolerate the physical presence of food, next interacting without touching the food, then managing the smell, touching with hands, body and mouth. Finally, tasting and then chewing and swallowing.
For more information or to discuss your child, please complete the Feeding Questionnaire and email to Caroline Brinkert – Director of Speech-Language and Occupational Therapies at Leanne Holland, M.S. CCC-SLP at lholland@iccdpartners.org.
AAC stands for augmentative and alternative communication. AAC is an acronym that includes all of the ways an individual may communicate without using verbal speech.
Clients with speech and language disorders, may need AAC to help them communicate effectively. Some clients may need to use AAC all the time and others may only use it during certain instances: communicating with a new person who cannot understand them, communicating in a stressful situation, in order to expand the length of their message etc.
AAC can be used across a variety of settings with a variety of communication partners in order to increase effective, functional communication for a child/person.
Types of AAC:
Most children/people who use AAC use a combination of AAC types to communicate.
Unaided Systems (do not require use of anything)
Gestures
Body language
Facial expressions
Sign language
Aided Systems (requires use of some sort of tool/device)
Includes both high and low tech
Low Tech: pictures, pen and paper, topic boards
High Tech: voice output speech-generating devices, applications on iPads
Services We Offer:
Evaluations:
Comprehensive evaluations are conducted by speech-language pathologists who has extensive AAC experience
Evaluations are conducted in order to examine the client’s communication profile across multiple environments
Includes parent/caregiver interview, communication with members of the client’s educational team, extensive device trials in order to assess which device or application may be the best fit for the client, exploring and explaining options for funding and providing thorough recommendations for AAC implementation across settings
Direct Speech-Language Therapy Services utilizing AAC:
Our qualified and knowledgeable speech-language pathologists utilize evidence-based practices during direct therapy sessions with clients in order to teach them skills in the four competencies of AAC while involving the parent/caregiver and familiar communication partners into the therapy experience for best practice
Operational Competence: the skills required to use the AAC device
Functional/Social Competence: social skills involved in communication: initiating, maintaining and terminating communication interactions in a socially, culturally and contextually appropriate manner
Linguistic Competence: the receptive and expressive language development and knowledge of language that is needed to use the AAC system
Strategic Competence: ability to gain listener’s attention before selecting a symbol on the device, checking for partner comprehension, repairing communication breakdowns
Emotional Competence: development of emotional vocabulary and utilizing that vocabulary to relay feelings, beliefs and thoughts
Consultation
training for families, caregivers and educational team members regarding programming and daily use of the client’s AAC device
promotes carryover of skills learned in therapy and generalizes learned skills across environments
consultation needs based on client and family’s familiarity with the AAC device
consultation includes information regarding: device operation, programming, technical support and suggestions for incorporating the device in the client’s day
Contact Caroline Brinkert , Director of Speech and Language Services, at cbrinkert@iccdpartners.org to schedule a more comprehensive intake conversation and determine the appropriate next steps for your child.
References: Light, J.C., Beukelman, D.R., & Reichle, J. (Eds.). (2003). Communicative competence for individuals who use augmentative and alternative communication. Baltimore: Paul H. Brooks Publishing Co.
Blackstone, S.W. and Wilkins, E.P. (2009). Exploring the Importance of Emotional Competence in Children with Complex Communication Needs. In: Perspectives on Augmentative and Alternative Communication, 18, 78-87.
Apraxia of Speech is a disorder of the sequencing of the motor movements for producing speech sounds.
Articulation (Speech) Disorder is difficulty with the production of speech sounds. Articulation disorders are due to incorrect placement of the articulators (tongue, lips, velum) within the oral cavity.
Oral Motor Disorder occurs when a child has difficulty controlling muscles of the articulators (lips, tongue, etc.). Therapy focuses on improving strength and functioning for the purposes of speech.
Phonological Disorder occurs when children continue to produce immature patterns of speech sounds. Therapy focuses on replacing these patterns with appropriate production of sounds.
Selective Mutism occurs when a child speaks easily with specific people, but struggles or may not speak at all with others. Therapy focuses on gradual exposure to increasingly difficult tasks.
Stuttering is a disruption in the fluency of speech, either by repetition, prolongation, or block on sounds, words, or phrases. Therapy focuses on both stuttering modification and fluency shaping strategies. Voice Disorders are characterized by the voice sounding breathy, strained, having an odd pitch, or other unusual qualities.
Common Language Disorders
Language Delays are when a child is otherwise developing typically (in play, non-verbal social skills, etc.), but is producing and understanding speech at a lower level than is to be expected for his or her given age.
Expressive Language Delays/Disorders occur when a child is developing typically in his or her understanding /comprehension of speech, but is producing speech at a lower level than is to be expected at his or her given age.
Receptive Language Delays/Disorders are characterized by difficulties specifically with comprehending language.
Social/Pragmatic Communication Disorders include trouble with a variety of skills such as eye contact, understanding facial expressions and body language, understanding conversational turn-taking, perseverating on topics, maintaining topics of conversation, and a range of other skills.
Written Expression Disorder involves struggling to express thoughts and ideas effectively through writing.
Common Disorders with Related Language Components
High-Functioning Autism Children with high-functioning autism may have trouble with pragmatic communication skills. They may have difficulties maintaining eye contact, understanding facial expressions and body language, and understanding figurative language.
Attention Deficit Hyperactivity Disorder is characterized by inattention, hyper- or hypo-activity, and impulsivity. Children with ADHD may benefit from therapy focusing on executive functioning skills such as impulse control and whole body listening techniques.
Auditory Processing Disorders occurs when there is a breakdown in the process of recognizing interpreting speech sounds, despite normal hearing. Children with APD may benefit from therapy focusing on auditory, visual, and context discrimination techniques ranging from the single-sound level to conversational speech.
Autism Spectrum Disorders: Therapy varies greatly based on the needs of the child. For children with autism who have little to no language, therapy may include the introduction of a non-verbal form of communication (e.g. pictures, sign language) as well as strategies to encourage the child’s speech production. Language therapy for autism often also targets pragmatic skills such as eye contact and understanding facial expressions.
Phonological Processing Disorders/Dyslexia Difficulties with decoding are often due to trouble matching the sounds of speech to the letters that represent them in written language. Improving phonological awareness skills can strengthen reading abilities.
Executive Function Difficulties occur when a child has trouble with planning, abstract thinking, flexibility, and self-regulation. Difficulties with planning and organizing can often present in writing, initiation of work, and time management.
Language-based Learning Disabilities include weaknesses with reading comprehension, writing, and spoken language, which have a negative impact on success in the classroom.
Nonverbal Learning Disorder presents as difficulty interpreting nonverbal communication, such as body language, tone of voice, and facial expressions. Children may be very literal, miss subtle cues, and have trouble understanding and relaying the most important information.
Red Flag Questions
Preschool: Does your child…
Have trouble comprehending concepts or vocabulary?
Have trouble describing feelings, ideas, and experiences?
Have trouble listening, following directions, or answering questions?
Have trouble interacting or playing with others?
Have trouble pronouncing words or being understood?
Speech-Language therapy for preschoolers often is play-based. Skilled therapists will work with your child in engaging activities and encourage understanding and production in a very natural way.
School-Age/Adolescent: Does your child…
Have difficulty with schoolwork or forget to turn in assignments?
Have trouble making or keeping friends or “fitting in” socially?
Have difficulty listening, following directions, or answering questions?
Have difficulty reading or understanding what he or she reads?
Have trouble with written expression?
Have trouble using vocabulary or expressing feelings, ideas, and experiences?
Have trouble producing language that is organized and intelligible?
Speech-language therapy for school age children focuses on individual needs within a broad range of areas to support academic and social growth. With school-age children, these skills are often directly taught and then reinforced while playing games or doing other activities.
Caroline Brinkert – Director of Speech and Language Therapy at cbrinkert@iccdpartners.org to schedule a more comprehensive intake conversation to determine the appropriate next steps for your child.
A multidisciplinary team at ICCD offers consultative services in support of children, families, and systems using a tailored and individualized approach. ICCD’s consultants have extensive experience and are skilled at identifying accommodations, modifications, interventions, and instructional strategies necessary for learners to meet with successful outcomes.
Individual School Program Review – This service is often requested when a family or school Team is concerned about whether the child is accessing instruction and if the educational services, accommodations, and curriculum align their individual needs. In addition to conducting an observation in the school setting, the consultant will review relevant background information, as well as interview caregivers and educators in order to offer comprehensive recommendations about what is necessary for the child to make effective progress.
On-going School Based Consultation – ICCD consultants work closely with school teams to evaluate the needs of the child or program and provide continued guidance to support the development of programming and intervention strategies.
System-Wide Program Review–A team from ICCD can provide a comprehensive review of the services offered by a school or school district. Through a review of relevant documents, classroom observation, interview, and questionnaire, the consultants will objectively analyze the instructional model, curriculum, and service delivery and provide recommendations formulated to address identified areas of concern.
Training and Professional Development– ICCD consultants, who come with a broad range of expertise, offer trainings designed for professionals and families. Current trainings focus on behavior management, emotional and behavioral interventions for the inclusion setting, and reading support for dyslexia, adaptive literacy, and reading comprehension.
In-home consultation – This service is often requested when a family is seeking support in the home setting to address behavioral concerns and related challenges the child is having engaging in everyday activities. The consultant will work closely with caregivers to evaluate the needs of the child and provide guidance as recommended interventions are implemented.
ICCD offers expert speech-language assessment and therapy for children from pre-school through adolescence in a variety of disorder areas. A speech and language evaluation entails formal and informal assessment of skills and areas of particular concern. Following an evaluation, the speech-language pathologist will determine areas of weakness as well as a plan for intervention. Speech-language therapy is offered to children with fundamental communication difficulties as well as children with more subtle language challenges that may undermine verbal expression or the development of written language. Speech and language therapy occurs weekly and is tailored to the individual, focusing on targeting specific goals and improving below-average skills.
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Speech Disorders: A speech disorder is when a person is unable to produce sounds correctly or fluently or has trouble with his or her voice. Examples include stuttering or difficulties producing certain sounds (articulation disorders).
Language Disorders: A language disorder is when a person has trouble understanding others (receptive language) or has difficulties sharing wants/needs, thoughts, ideas, and feelings (expressive language). This also can include weaknesses with social communication (pragmatic language).
Augmentative & Alternative Communication Support: Augmentative and alternative communication (AAC) can be described as a multi-modal communication system that promotes understanding and use of language by means of personalized tools. An AAC device is recommended and customized to fully support the communicator’s needs. AAC includes both low tech (e.g. picture symbol communication, communication books) and high tech (e.g. tablets or devices that are dynamic and generate speech) to promote functional communication in everyday life.
Feeding Therapy: Feeding therapy performed by a speech-language pathologist addresses a variety of issues, including increasing oral feeding to wean from reliance on gastrostomy and nasogastric tubes, improving sensory tolerance, developing chewing skills, increasing variety and volume of nutritional intake, and reducing avoidance behaviors during mealtimes. Feeding therapy begins with an evaluation of feeding skills, in which the therapist gathers background information, history of feeding difficulties, and medical history. The diagnostic evaluation is used to assess whether your child presents with a feeding disorder (dysphagia) by looking at your child’s feeding skills and profile, including progression from purees to solids, chewing skills, food preferences, avoidance and refusal behaviors, sensory profile, drinking skills, and variety and volume of food intake.
Speech-language therapy can also improve the skills of those diagnosed with:
Autism Spectrum Disorders
Language-based Learning Disabilities
Non-verbal Learning Disorder
Attention Deficit/Hyperactivity Disorders
Developmental Delays
Executive Functioning weaknesses, particularly as related to poor written expression
Auditory Processing Disorders
Dyslexia, phonological processing impairments, and poor reading comprehension
An abbreviated speech-language evaluation is used to assess a specific area of communication, typically to establish a starting point to set goals and measure progress for weekly therapy. A score report is provided with an outline of scores and highlighted areas of strength and weakness. If applicable, broad recommendations for speech-language therapy are given.
A pragmatic (social) language evaluation focuses specifically on social communication skills including perspective-taking, identifying and interpreting nonverbal cues, initiating and maintaining conversations, figurative language, and problem-solving. The assessment utilizes the Social Thinking Dynamic Assessment Protocol developed by Michelle Garcia Winner, as well as standardized measures. Many children who achieve average scores on language tests still present with social language deficits, and would benefit from a more targeted evaluation.
A comprehensive speech-language evaluation assesses many aspects of communication to determine if a speech-language disorder is impacting functioning in the home, school, or community. It provides detailed information on students who are having difficulty with language-based tasks. Testing is highly individualized based on parent and professional reports of current concerns, as well as a review of completed testing to date. Areas of focus may include:
Receptive language (phonological awareness, listening skills, reading comprehension)
Expressive language (grammar and syntax, formulation and organization, narrative language, and writing)
Speech production (articulation and oral motor skills)
Fluency (stuttering)
Social communication (perspective-taking, conversation skills, problem-solving, flexible understanding/use of language)
The report accompanying a comprehensive evaluation will include a thorough review of previous testing, an overview of current test results, a summary and analysis of findings, functional goals and speech-language treatment plan, recommendations for related services, and suggested educational accommodations (all as appropriate). Reports can be shared at team meetings and used for implementing appropriate goals and related services in the school setting or privately.
Are you unsure if speech-language therapy is right for your child? An evaluation with a qualified speech-language pathologist is always the best place to start. See the linked list of developmental milestones and our list of red flag questions to determine if your child might benefit.
A neuropsychological evaluation uses the assessment techniques of clinical psychology and neuropsychology to assess learning and developmental challenges; to identify their underpinnings; to offer a diagnosis; and to make recommendations for treatment and for management.
What is the focus of this evaluation?
A neuropsychological evaluation will take a holistic focus and will assess multiple aspects of a child’s or an adult’s functioning. It will include intellectual assessment, academic testing, emotional assessment, and assessment of a broad range of neurological domains (such as memory, language, visual-spatial skills, and executive functioning).
What can you expect at the conclusion of the evaluation?
At the conclusion of the neuropsychological evaluation, parents need to be given more than a label. Parents should gain a better understanding of their child’s developmental profile: their strengths and challenges, and how their child experiences the world. Parents should also expect to be supported in translating this understanding into a plan for helping their child with whatever challenges have prompted the evaluation. The same results can be expected of our adult clients.
What happens next?
In addition to direct assessment, neuropsychologists at ICCD are available to collaborate with families in the long term. A family may choose to bring the clinician into the special education process by inviting them to observe the child in school or to participate in a team meeting. They may also wish for the clinician to consult with other professionals involved in the care of the child: teachers, therapists, and health care professionals. Again, our adult clients can expect the same level of long term collaboration.
Occupational therapists build skills at each stage of development to promote participation in play, learning, and activities of daily living. Occupational Therapist’s engage in play-based therapy, providing “just right challenges” to encourage development towards goals established by the family and occupational therapist.
Who do we serve?
ICCD offers occupational therapist assessment and therapy for children from birth through adolescence. Although not all children have a formal medical diagnosis, ICCD occupational therapists have expertise in evaluating and treating:
Autism Spectrum Disorder
Developmental Delays
Sensory Processing Disorder
Learning Disabilities
ADD/ADHD
Fine and Gross Motor Coordination Disorder
Genetic Disorders
Other Psychological and Neurological conditions
How do we serve?
Every child receives a screening evaluation and then an individualized treatment plan is created in conjunction with the therapist and family. Examples of skills that occupational therapists can address include:
Fine and Gross Motor Skills
Sensory Processing/Integration
Self-Care Skills
Handwriting
Feeding Therapy
Visual-Motor/Visual Perception
Self-regulation/coping skills
Play Skills
Executive Functioning
Unsure if occupational therapy is right for your child? View a list of red flags that might indicate your child would benefit from occupational therapy. If you have any questions about occupational therapy or our services, please contact Leanne Holland, Director, at lholland@iccdpartners.org
Red Flags
If you indicate yes to any of these areas, your child may benefit from an occupational therapy evaluation and intervention.
Delayed fine motor skills (skills using small muscles of the hand): For example, has difficulty playing with age-appropriate toys with small pieces, poor handwriting, difficulty with self-feeding, and poor hand-eye coordination.
Delayed Gross Motor Skills (skills using large muscles): delayed or skipped developmental milestones such as rolling, sitting, crawling, walking, jumping or climbing stairs, decreased balance, difficulty catching or kicking a ball, and difficulty with riding a bike.
Lack of Attention/organization: has difficulty maintaining attention in class or a conversation, difficulty remembering things, poor organization skills
Hyperactivity: impulsive, difficulty keeping hands off people and things
Visual Scanning Problems: difficulty reading without skipping to another line, difficulty copying information from a board at school, slow to find hidden objects in a picture or word search
Visual-Perception Problems: difficulty with puzzles or copying shape designs
Sensory Concerns: responds too much or too little to sounds, movement, heights, touching and being touched, and types of clothing. Becomes distressed with self-care tasks like hair washing, teeth brushing, or nail cutting.
Poor Body Awareness: may be seen as “clumsy”, fall frequently, bumps into furniture and people, may have trouble judging the position of body in relation to others and space, uses an inappropriate amount of force with siblings or pets.
Feeding Problems: picky eater, difficulty chewing or swallowing, sloppy or clumsy eater
Delayed Self-Care Skills: difficulty with age-appropriate dressing, feeding, personal hygiene, or toileting.
Transitions: difficulty with transitions or change of plans. Prefers routines and can be rigid or controlling.
Motor Planning: has difficulty learning new motor tasks; needs more practice time to master new tasks, difficulty imitating actions or movements.
The Medical Services Department at the Integrated Center for Child Development offers a comprehensive medical approach to special needs. Dr. Susan Manea, our Medical Director, is a Board certified pediatrician and pediatric neurogeneticist specializing in the diagnosis and treatment of children with Autism Spectrum Disorders, as well as genetic, neurologic, and developmental disabilities.
Our medical department provides a variety of services including diagnostics and treatment for a variety of genetic and developmental disabilities as well as comprehensive evaluations for Autism Spectrum Disorders. A full neurodevelopmental evaluation will define possible underlying medical etiologies and determine appropriate laboratory studies and evaluations. Comprehensive medical care includes extensive recommendations for treatment and educational programming that can be utilized to advocate for therapeutic needs. Follow-up care will address specific patient needs in the realm of behavior, sleep, nutrition, and general health with monitoring of developmental progress and continued recommendations for educational programming and home-based interventions.
Psychopharmacologic modalities can be utilized as needed in patients whose family function is significantly altered and in children whose developmental progress or well being is impacted heavily by behaviors. A number of strategies are utilized to address these behaviors including ruling out underlying medical etiologies such as seizures or gastrointestinal symptoms, outlining behavioral strategies, maximizing educational programming, and helping families establish home-based strategies. Once these strategies are in place, pharmacologic agents then can be considered if the patient’s overall function does not improve. The number of medications and options that are available to families can be overwhelming; Dr. Manea feels it is important to take time to talk with families, observe children, and target specific aspects of behavior that may benefit from psychopharmacologic intervention. More importantly when prescribing medications open lines of communication and accessibility must be established to prevent untoward effects and determine efficacy.
Medicine today has evolved into multiple doctors managing specific aspects of a patient’s care. In children with special needs and disabilities, it only makes sense to look at the child and family as a whole as each system impacts all others. In understanding the whole child and their family, one can provide more comprehensive care that better suits the needs of the child and the family.
