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Medicaid: Know Your Child's Rights Information Session 10-22-14

10/7/2014

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MEDICAID: KNOW YOUR CHILD’s RIGHTS A federal law requires Medicaid to provide all medically necessary health care services to Medicaid-eligible children. Understanding EPSDT The Early Periodic Screening, Diagnosis, and Treatment (EPSDT) Program is the child health component of Medicaid. Medicaid benefits and rules can vary from state to state, but EPSDT is mandatory in all states. E arly Identifying problems early, starting at birth. Periodic Checking children's health at periodic, age-appropriate intervals. Screening Doing physical, mental, developmental, dental, hearing, vision, and other screening tests to detect potential problems. Diagnosis Performing diagnostic tests to follow up when a risk is identified. Treatment Treating the problems found. Please join us October 22nd at 10:00 at ATECH, 57 Regional Drive in Concord for a free workshop with a question and answer segment. Rebecca Whitley and Karen Rosenberg, staff attorneys from the Disability Rights Center, will provide an in depth overview of EPSDT. This workshop will provide an opportunity for parents, caregivers and professionals to learn about what Medicaid is required to cover for children up to age 21 under federal law. You will also learn about the recent announcement from the Centers for Medicare and Medicaid Services (CMS) on treatment of children with Autism, including Applied Behavior Analysis. Space is limited so please RSVP to funkyplanet@comcast.net or call 226-2900 ext 23

Simple strategies to make recess more fun, social and independent for students

10/7/2014

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Author: Danielle Cotti, M.Ed., BCBA Social Skills Coordinator Recess can typically be a troublesome time for many school-age children; there may be little structure, many options, and little adult guidance. For children diagnosed on the spectrum, the lack of structure can result in lack of initiation, making poor play choices, or a tendency to avoid socializing. Research indicates that the most effective way to target social skills during recess is to make the abstract concrete by utilizing visual schedules or checklist, defining appropriate behavior, and creating rules for interacting during the recess period (Krasny, et. al., 2003). A visual recess schedule can be utilized for those students that work well with a visual list of items that need to be completed. This schedule can be broken into increments of time and presented to the child prior to the recess period. McKinnon and Krempa (2002), the authors of Social Skills Solutions, have detailed effective strategies in utilizing visual schedules and lists to increase independence during recess. The book includes examples of how to structure the visual supports, how to implement this accommodation, and data collection systems to assess the effectiveness of the intervention. A prerequisite to utilizing a schedule or checklist is the ability to self-monitor one’s own behavior. Self-monitoring is defined as the ability to observe one’s own behavior and collect data on the target behavior’s occurrence or nonoccurrence (Cooper, Heron, & Heward, 2007). This technique is especially effective for the increase of social skills, because it is a monitoring system that does not require prompting from another person; therefore, it is easier to fade intervention. Research has demonstrated that the use of self-monitoring interventions result in a reduction in adult intervention (Rock, 2005). These factors make it ideal for recess, given the lack of adult availability during recess times, and the need to utilize social skills.  An intervention that requires no prerequisite skills is the use of a social narrative to define appropriate social behavior during recess. A social narrative can be composed either to describe how the learner should interact at recess or can be presented as a list of rules to follow during recess. Creating a concrete description of expected behavior increases the likelihood that a child diagnosed with autism will interact successfully during recess. Expected behaviors for recess should include ideas regarding what to play, how to join in play with others, and who the child can look to for assistance when needed. More information of the effectiveness of, and ways to implement social narrative, can be found at: http://autismpdc.fpg.unc.edu/sites/autismpdc.fpg.unc.edu/files/SocialNarratives_factsheet.pdf Proactively planning for recess will result in an enjoyable social experience and increased independence for the learner; creating a concrete plan, with the input of the learner, will increase the likelihood of successful implementation of the recess plan. Resources are available to assist in this process, including http://autismpdc.fpg.unc.edu/, which provides clinicians and educators effective, research-based intervention and Social Skills Solutions (McKinnon & Krempa, 2002), a manual for teaching social skills for children on the autism spectrum. Resources: Cooper, J.O., Heron, T.E., Heward, W.L., (2007). Applied Behavior Analysis, Second Edition. Pearson Education, Inc: Saddle River, New Jersey.  Krasny, L., Williams, B.J., Provencal, S., Ozonoff, S. (2003). Social skills interventions for the autism spectrum: essential ingredients and a model curriculum, Child and Adolescent Psychiatric Clinics, 12, 107-122. McKinnon, J. & Krempa, K. (2002). Social skills checklist. Social Skills Solutions: A Hands-on Manual for Teaching Social Skills to Children with Autism. DRL Books, Inc: New York, NY. Rock, M.L. (2005). Use of strategic self-monitoring to enhance academic engagement, productivity, and accuracy of students with and without exceptionalities. Journal of Positive Behavior Interventions. 7(1), 3-17.