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Pediatric PT > Early intervention and school based services under IDEA > Flashcards

Early intervention and school based services under IDEA Flashcards

1
Q

What is IDEA? Part B vs. Part C?

A

Individuals with Disability education Act
Part B: special ed for kids 3-21
Part C: special ed for kids birth-3

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2
Q

What are characteristics of IDEA Part B?

A

Individualized education program
Free and appropriate public education
Least restrictive environment: maximum extent appropriate, children with disabilities are educated with children who are not disabled
Appropriate evaluation
Parent and teacher participation
Procedural safe guards: document outlining parent’s child’s rights
Due process: if parent doesn’t not accept IEP they have right to appeal and obtain an independent, impartial hearing

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3
Q

What are related services?

A

Provided to assist a child with disability benefit from special education.

Includes but not limited to PT, OT, SLP, transportation, audiology, counseling services, and nursing services

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4
Q

What is assistive technology device and AD service?

A

Device: any item, piece of equipment, or product system, whether acquired commercially off the shelf, modified, or customized, that is used to increase, maintain, or improve functional capabilities in children with disabilities.

Service: service that directly assists a child with disability in the selection, acquisition, or use of an assistive technology device

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5
Q

What are characteristics of an IEP?

A

Meets the unique educational needs of the child in the least restrictive environment appropriate to the needs of that child

When a child qualifies for services, and IEP team is convened to develop an education plan

Legal document

Reviewed and rewritten yearly

Be easily understood and free of professional jargon

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6
Q

Who makes up the IEP team?

A

Parent/guardian
Regular education teacher, special ed teacher
Related service providers
Representative from local educational agency- administer
Someone who can interpret evaluation reports
Student
Others

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7
Q

What are the components of the IEP?

A

Present level of academic achievement and functional performance.
Measurable annual goals including academic and functional goals.
Description of how progress toward the annual goals will be measured and when periodic reports on child’s progress will be provided.
Statement of special education, related services, supplementary aids and services (specify services to be provided and number of minutes.
Transition plan: post secondary transition plan beginning at first IEP, to be in effect when child is 16.
Explanation of extent to which child will NOT participate in regular education and the reason.
Statement of accommodations necessary for state and district wide assessment.
Modifications/accommodations.
Projected date for beginning/ending of services, frequency, location, and duration of services.

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8
Q

What is PT role in the IEP development?

A

Write gross motor sections of present level of academic achievement and functional performance, write measurable annual functional goals, determination of duration and frequency of services, recommendations for AD/adaptive equipment, input on accommodations and modifications, attend IEP meeting and present your section, resource to parents and team

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9
Q

What are parts of the IEP evaluation in the school based setting?

A

Evaluation done by team.
Conducted to determine eligibility for special ed and services.
Conducted to determine if a child has a disability.
Standardized assessments and observation reports.
Must be comprehensive, multidisciplinary and timely.
Reevaluation required every 3 years.

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10
Q

T/F: reevaluation for and IEP is required every year?

A

False: required every 3 years

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11
Q

What is the evaluation process when determining if a child needs services? (part B)

A

Areas of concerns are identified.
Parent consent signed.
Testing notice/evaluation request sent to team when parent consent is received.
Evaluation meeting: findings shared with parents and team
Eligibility determination made based on evaluation.
IEP is developed if child qualifies for services.

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12
Q

Is a standardized instrument required for PT evaluation by IDEA part B?

A

No, not required.

Main evaluation tool is an evaluation/functional motor assessment: should include info on how strengths and deficits affect school function and performance

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13
Q

Does education or medical diagnosis make child eligible for services under IDEA part B?

A

Medical diagnosis does not automatically make a child eligible.
Eligibility is determined based on evaluation and determination that it’s educationally relevant.

Educational diagnosis: based on results of eval and team consent, student can be eligible for special ed under one of 13 disability categories.

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14
Q

What are the 13 disability categories used to see if child is eligible to receive special ed and related services?

A 
Autism
Deaf-blindness
Deafness
Emotional disturbance
Hearing impairments
Intellectual disability (mental retardation)
Multiple disabilities
Orthopedic impairment
Other health impairment
Specific learning disability
Speech or language impairment
TBI
Visual impairmnet
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15
Q

What is the developmental delay category?

A

Broad disability category for children with general delays in physical, cognitive, communication, social, emotional, or adaptive equipment.

Children ages 3-9 at discretion of state and local educational agency.

Varies by state

Changed to one of 13 categories by end of kindergarten (varies by state)

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16
Q

What is CP classified as (medical diagnosis vs. disability category)?

A

May be eligible for special ed and related series under orthopedic impairment, multiple disabilities, or other health impairment

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17
Q

What is the regulation, therapy, philosophy, and eligibility for educational services versus medical services?

A

Education: regulated by education law (IDEA), therapy provided to assist child to benefit from special ed, educationally relevant, kids must have educational disability and demonstrate a need for the special expertise of PT

Medical: regulated by health care law and insurance policies, therapy provided to assist child to be as functionally independent as possible, medically necessary, any child may receive services

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18
Q

What is required PT documentation for Part B?

A

Evaluation
IEP
PT session notes
Data on goals (for progress reports)
Progress reports (quarterly or at semester)
Record of any parent/guardian communication (in notes and in IEP)
Billing

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19
Q

PT goals/objectives should….??

A

Relate to functional goals.
Enhance the child’s activities and participation
Prevent secondary impairments
Increase child development and achieve independence
Be easily understood and free of jargon
Be realistic and achievable within time frame of plan

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20
Q

What are components of a well written goal?

A

Name
Direction (increase, decrease, maintain)
Statement of skill or behavior to be achieved
Under what conditions
Criteria to be used to determine progress

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21
Q

What is a contextualized goal versus decontextualized goal?

A

decontextualized: behavior being learned/taught occurs in isolation, separate from its functional use

Contextualized: behavior being taught/learned occurs in everyday experiences, enables child participation in interactions with people and objects

22
Q

What is the frequency/intensity of service delivery for PT with Part B?

A 
Determination made based on eval and extent of impact of motor problems on educational program.
Minutes: average 30-90 minutes/week
Frequency: 1-3 times/week
Periodic (monthly or less)
Consultative/as needed
23
Q

What are the 5 models of service delivery?

A 
Direct
Integrated
Consultative
Monitoring
Collaborative:
24
Q

What is IDEA part C- early intervention?

A

Early intervention services for eligible infants and toddlers, birth to 3 years of age and their families.

Services are developmental and involve family collaboration.

Natural environments

Family centered

25
Q

What is natural environment?

A

Settings that are natural or normal for child’s same age peers who have no disabilities.

Any place where children participate in activities and routines that promote development.

Setting where children participate in their everyday lives and natural occurring routines and rituals

26
Q

What are key elements of family centered care?

A

Recognize family as a constant in a child’s life.
Facilitate family to family networking.
Promote parent-professional collaboration.
Incorporate developmental needs of children into health care.
Implement programs and policies that provide emotional and financial support to meet the needs of the family.
Honor diversity
Design services that are accessible, flexible, and responsive to family’s needs.

27
Q

What are goals of family centered care?

A

Enhance growth/development of child
Support child: acknowledge strengths, offer choices, support child initiated activities, support their role as family member, promote positive interactions between child and environment and participation.
Support the family: promote quality of life, protect family integrity, enhance family competence

28
Q

What are examples of information sharing with family centered care?

A

Listen and learn from family
Acknowledge and respect family’s goals, priorities, and reality
Make recommendations realistic and functional
Incorporate into ADLs and family routines
Ask families what format they prefer info presented to them
Take time to provide thorough explanations
Ask for feedback

29
Q

What is role of evaluation and assessment with part C?

A

Evaluation: used to establish eligibility, comprehensive, multidisciplinary

Assessment: ongoing process to identify child’s strengths/needs, appropriate services to meet the child’s needs, family concerns/priorities, and supports/services to meet the family’s needs

30
Q

What is eligibility for Part C?

A

Developmental delay or disability in one or more of following areas of development: physical, cognitive, communication, social or emotional, adaptive

Varies by state

31
Q

What is eligibility for part C in the state of Kansas?

A

Eligibilty: child between birth and 2 must have: developmental delay or diagnosed mental or physical condition that has high probability of resulting in developmental delay

32
Q

What does developmental delay mean in the state of Kansas?

A

Developmental delay= 25% or more than 1.5 s.d. below mean in one area, 20% delay or more than 1 s.d. below mean in 2 areas, clinical judgement

33
Q

What is eligibility for part C in Missouri?

A

Child between birth and 36 months must have one of the following: developmental delay, diagnosed mental or physical condition associated with developmental delay or that has a high probability of resulting in developmental delay

34
Q

What is does developmental delay mean in the state of Missouri?

A

50% delay in at least 1 area

Clinical judgement

35
Q

What is included in the IFSP?

A

Present level of development
Family’s resources/priorities/concerns
Measurable outcomes (criteria, procedures, timelines)
Early intervention services (frequency, intensity, method)
Natural environments where EI services will be provided
Other services
Projected dates for initiation/duration of services
Identification of service coordinator
Transition plan

36
Q

What is IFSP?

A

Individualized family service plan

37
Q

When is the IFSP reviewed?

A

every 6 months

38
Q

When is the IEP updated?

A

Every year

39
Q

What are the outcomes for IFSP?

A

Focus on activities and participation
Based on family needs/concerns
Determined by family in collaboration with service provider
Goals should be discipline free
Child or family focused
Written to be achieved within 6 months-1 year
May develop a supplementary plan including short term PT goals/objectives for best practice

40
Q

What should IFSP goals include?

A

Statement of behavior to be achieved
Under what conditions the behavior will be achieved (specific details, context)
Criteria used to determine achievement

Who, What, Under What Condition, Criteria for Success, By When

41
Q

What are SMART objectives that fit a ROUTINE?

A

Specific, Measurable, Attainable, Routine based, Tied to functional priority

Routine based, Outcome related, Understandable, Transdisciplinary, Implemented by teacher/family, Non judgmental, Evidence based

42
Q

What are PT contributions to IFSP?

A

Must be family centered
Recommendations must be consistent with info obtained in family interview, focus on strengths, use lay language, and be flexible.

43
Q

T/F: IFSP outcomes are discipline specific?

A

FALSE.

Outcomes are determined by the family and based on what is important to the family- these ARE NOT discipline specific goals

44
Q

What is a multidisciplinary models?

A

Service providers work independently, recognize and value contributions from team members but maintain professional boundaries

45
Q

What is a interdisciplinary model?

A

Multiple service providers collaborate by merging goals and care plans into a unified program for the child

46
Q

What is a transdisciplinary model?

A

One service provider, team members provide joint evaluations, work together to develop goals, and carry out interventions, one primary service provider

47
Q

What is involved in transdisciplinary teaming?

A

Includes using primary service provider (PSP)
Coaching model- sharing discipline specific info, cross training of discipline specific strategies (role release)
Services integrated into child’s routines
Services must be family centered

APTA says delegation is not allowed for evaluation, intervention planning and supervision. But we may teach other activities or intervention strategies (implementing specific activities NOT providing PT)

48
Q

What should early intervention include?

A

Interventions must support family outcomes.
Should be routine based: address play, socialization, caregiving, self care, assistive technology, environmental adaptations.
Should balance adult directed learning opportunity (family/caregiver education) and child directed activity

49
Q

How do you handle transition from part C to part B?

A

Transition meeting at age 2.5
Part B program holds an initial IEP meeting with Part C team just before child’s 3rd birthday
Child transitions to Part B program on his/her 3rd birthday

50
Q

What are differences between Part B and Part C in terms of age, eligibility, documentation, outcomes and interventions, PT?

A

Part B: 3-21 years old, categories of disability defined by federal law, IEP, educationally relevant, related service

Part C: birth-3 years old, varies by state, IFSP, family centered, primary service

Pediatric PT (13 decks)

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