OMS Manual/Chapter 10

CHAPTER 10 - STANDARD THERAPIES FOR OMS WARRIORS

Description

Most OMS patients are impaired due to the intensity of the disease and require a variety of therapies. This chapter is intended to outline common therapy protocols for OMS patients.

Based upon the guidelines of your state, your OMS child may qualify services including Physical, Occupational, and Speech therapies. Services offered may vary depending on age of the child and the state you reside in. Most states will use a standard battery of tests to determine services required. Tests such as the Battelle Developmental Inventory (BDI-2) may be employed to determine eligibility of the child.

* Battelle Developmental Inventory Information:

http://mentalmetrix.com/early-childhood/bdi-2-an-inventory-of-advantages/

It is important that these services include a written plan with measurable results. This is not only important for parents to track progress with their children, but also serves as an "agreement" between the service provider and parents. This can become extremely valuable when the state and local agencies are suggesting that services be terminated at some point. While these governmental agencies do want to provide service to your child, caution must be taken to ensure the immediate and long term needs of the child do not conflict with the government agencies budgetary constraints that are encouraging efforts to move the child out of the program before developmentally ready.

A measureable plan should include:

• Specific tasks designed to improve a specific deficiency
• A brief summary of the course of action to be taken
• A date when the desired objective should be met
• An agreement on the frequency of reviewing the plan
• Signatures by the parents, case worker (or service representative), and the specific care provider(s)

Copies should be kept with the agency and also be given to the parents.

Developmental Milestones of Children

Attached are developmental milestones defined by the state of Texas.

* Typical Developmental Milestones for Children ages 3 to 36 months

http://www.dars.state.tx.us/ecis/resources/developmentmilestones.shtml

Physical Therapy

Mobility of the OMS patient is extremely important because most of these recently diagnosed patients are toddlers in the early stages of development. After an initial assessment of the child's current developmental state, a physical therapy (PT) program should focus on achieving milestones to get the child's full mobility on track with their peers. Physical therapists teach kids exercises designed to help them regain strength and range of motion. The PT program should focus on specific measurable goals to allow the child to improve their gross motor skills (walking, running, jumping) and functional mobility skills.

IMPORTANT PHYSICAL THERAPY LINKS:

* American Physical Therapy Association:

www.apta.org 

* Phyical Therapists Guide to Developmental Delay (of Toddlers):

http://www.moveforwardpt.com/symptomsconditionsdetail.aspx?cid=0cb9916b-6b09-44ab-8708-cfc52eb351f5 

* Kids' Health - Physical Therapy

http://kidshealth.org/parent/system/ill/phys_therapy.html

Speech Therapy

A treatment program of speech therapy is very crucial in the development of most OMS children due to the nature of the disease. It is not uncommon for a child suffering from OMS to lose some or most of their ability to communicate. This can be extremely difficult for the child and parents as they attempt to communicate with their child on specific needs and problems they are encountering.

After an initial assessment of the child's current developmental state, a speech therapy (ST) program should focus on achieving milestones to get the child's communication skills on track with their peers. Speech therapists may determine a short term plan for the child to encourage immediate results as well as a longer term plan to mainstream he child into school and society. Short term plans may include some basic sing language (baby sign language) to get key communications principles in place for both child and parent. Longer term, the approach will likely be typical speech therapy encouraging pronunciation and primary principles of speech.

IMPORTANT SPEECH THERAPY LINKS:

* American Speech Language Hearing Association:

http://www.asha.org/ 

* Kid's Health - Speech Therapy:

http://kidshealth.org/parent/emotions/behavior/not_talk.html 

American Academy of Private Practice in Speech Pathology and Audiology :

http://www.aappspa.org/

State Speech Therapy Associations :

http://www.travelforce.com/speech-therapy-association.html

Occupational Therapy

Typical growth and development of OMS children can be a tremendous challenge. Some of the issues include the need to address motor and sensory conflicts, and the teaching of social skills. Occupational therapy addresses these issues and strives to meet the needs to help children to participate in meaningful life events.

After an initial assessment of the child's current developmental state, an occupational therapy (OT) program should focus on achieving milestones to get the child into a mainstream environment at school and home. Occupational therapists address the psychosocial needs of children and youth to enable them to participate in meaningful life events. These occupations may include: normal growth and development, feeding, play, social skills, and education. They likely will also help families address specific motor and sensory issues that plague OMS children. These may include sensitivity issues to light, sounds, taste, touch, and comprehension.

IMPORTANT OCCUPATIONAL THERAPY LINKS:

* Wikipedia Definition - Occupational Therapy:

http://en.wikipedia.org/wiki/Occupational_therapy 

* American Occupational Therapy Association:

http://www.aota.org/ 

* Kids Health - Occupational Therapy:

http://kidshealth.org/parent/system/ill/occupational_therapy.html

* Therapy Street for Kids:

http://therapystreetforkids.com/

* Kid's Can Do:

http://www.kidscando.org/occupational.html

* OT Plan:

http://www.otplan.com/

* Toddler Activities at Home:

http://www.toddler-activities-at-home.com/fun-toddler-activities.html

* Pinterest - Occupational Therapy Ideas:

http://pinterest.com/amandaalice/occupational-therapy-ideas/

* AOTA slide Presentation on The Role of Occupational Therapy With Infants, Toddlers, and Families in Early Intervention:

http://projects.fpg.unc.edu/~eco/assets/pdfs/AOTA_slides_on_role_9_22_09.pdf

Early Childhood Information by State and Federal Agencies

A treatment program of speech therapy is very crucial in the development of most OMS children due to the nature of the disease. It is not uncommon for a child suffering from OMS to lose some or most of their ability to communicate. This can be extremely difficult for the child and parents as they attempt to communicate with their child on specific needs and problems they are encountering.

After an initial assessment of the child's current developmental state, a speech therapy (ST) program should focus on achieving milestones to get the child's communication skills on track with their peers. Speech therapists may determine a short term plan for the child to encourage immediate results as well as a longer term plan to mainstream he child into school and society. Short term plans may include some basic sing language (baby sign language) to get key communications principles in place for both child and parent. Longer term, the approach will likely be typical speech therapy encouraging pronunciation and primary principles of speech.

GENERAL FEDERAL INFORMATION:

* Early Learning Initiative:

http://www.ed.gov/early-learning

GENERAL STATE INFORMATION:

* Children's Defense Fund

http://www.childrensdefense.org/child-research-data-publications/data/state-data-repository/children-in-the-states.html

* Alabama:

http://children.alabama.gov/pages/?pageID=10

* Alaska:

http://www.eed.state.ak.us/

* Arizona:

http://www.azed.gov/early-childhood/

* Arkansas:

http://humanservices.arkansas.gov/dccece/Pages/default.aspx

* California:

* California Deptartment of Education:

http://www.cde.ca.gov/sp/ai/ec/

California Disability Rights

http://www.disabilityrightsca.org/connect/what.htm

* Colorado:

http://earlychildhoodcolorado.org/

* Connecticut:

http://www.sde.ct.gov/sde/cwp/view.asp?a=2678&Q=320780

* Delaware:

http://www.doe.k12.de.us/infosuites/students_family/earlychildhood/earlycare.shtml

* Florida:

http://www.fldoe.org/earlyLearning/

* Georgia:

http://decal.ga.gov/default.aspx

* Hawaii:

http://hawaiikeiki.org/

* Idaho:

http://idahoaeyc.org/

* Illinois:

http://www.isbe.state.il.us/earlychi/default.htm

* Indiana:

http://www.doe.in.gov/achievement/curriculum/early-childhood-education

* Iowa:

http://educateiowa.gov/index.php?option=com_content&task=view&id=681&Itemid=1571

* Kansas:

http://www.ksde.org/Default.aspx?tabid=2284

* Kentucky:

http://education.ky.gov/educational/pre/Pages/Early-Childhood-Resources.aspx

* Louisiana:

http://www.louisianabelieves.com/early-childhood

* Maine:

http://www.maine.gov/education/fouryearold/guidelines.html

* Maryland:

http://www.marylandpublicschools.org/MSDE/divisions/child_care/

* Massachusetts:

http://www.mass.gov/edu/government/departments-and-boards/department-of-early-education-and-care/

* Michigan:

http://michigan.gov/mde/0,1607,7-140-6530_6809-127146--,00.html

* Minnesota:

http://education.state.mn.us/MDE/StuSuc/EarlyLearn/index.html

* Missouri:

http://dese.mo.gov/eel/el/

* Montana:

http://www.dphhs.mt.gov/hcsd/childcare/

* Nebraska:

http://www.education.ne.gov/oec/index.html

* Nevada:

http://doe.nv.gov/Standards/CareerTech/earlychildhood.htm

* New Hampshire:

http://www.education.nh.gov/instruction/curriculum/early_learning.htm

* New Jersey:

http://www.state.nj.us/nj/education/parents/early/

* New Mexico:

http://www.ped.state.nm.us/seo/preschool/index.htm

* New York:

http://www.health.ny.gov/community/infants_children/early_intervention/

* North Carolina:

* North Carolina Department of Health:

http://www.ncdhhs.gov/

OMS families in North Carolina can get a tax credit for your special needs child.

http://blogs.edweek.org/edweek/speced/2011/07/new_tax_credit_for_parents_of.html

* North Dakota:

http://www.dpi.state.nd.us/title1/earlychild/index.shtm

* Ohio:

http://education.ohio.gov/GD/Templates/Pages/ODE/ODEPrimary.aspx?page=2&TopicRelationID=467

* Oklahoma:

http://ok.gov/sde/early-childhood-and-family-education 

* Oregon:

http://www.ode.state.or.us/search/page/?id=533

* Pennsylvania:

http://www.pde.state.pa.us/portal/server.pt/community/pennsylvania_department_of_education/7237

* Rhode Island:

http://www.ride.ri.gov/OSCAS/earlychild/

* South Carolina:

http://ed.sc.gov/

* South Dakota:

https://doe.sd.gov/oess/sped_earlyIntervention619.aspx

* Tennessee:

http://www.tennessee.gov/education/ci/earlychildhood/

* Texas:

http://www.tea.state.tx.us/index2.aspx?id=2147495267&menu_id=2147483718

* Utah: http://www.schools.utah.gov/sars/Disability-Information.aspx

* Vermont:

http://education.vermont.gov/new/html/pgm_earlyed.html

* Virginia:

http://www.doe.virginia.gov/special_ed/early_childhood/index.shtml

* Washington:

http://access.wa.gov/topics/education/earlychildhood

* West Virginia:

http://wvde.state.wv.us/osp/earlychildhoodtransition.html

* Wisconsin:

http://dcf.wisconsin.gov/childcare/default.htm

* Wyoming:

http://www.health.wyo.gov/ddd/earlychildhood/index.html