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Pseudo-angelman syndrome
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Recommended: Pseudo-angelman syndrome
Background Information: Briana is a bright & energetic little girl who was referred to the Wylie Center’s ASIP program by her Inland Regional Center Case Service Coordinator Stacy Shearer-Rivas. Briana currently lives at home with her parents and younger sister Mackenzie (age 3). Briana currently receives 22 hours per month of one to one behavior modification therapy in the home setting. Briana has been receiving these services since January 2012. Barriers to Progress: Possible barriers to progress include a diagnosis of Angelman syndrome, Epilepsy, and physical barriers attributed to these diagnoses. Transition to Insurance: Briana currently has a diagnosis of Angelman Syndrome and therefore does not qualify for ABA services through the
One of the cases assigned to me by Eggleston Family Services was of 12 year old boy that was having a difficult time adjusting to his new placement. He had difficulty controlling his
Intervention options include trauma focused substance abuse treatment and parenting with children present. Barriers to this plan include financial issues, maslows hierarchy of needs, if she is unable to keep housing then she will not be able to address psychological well-being. May need a mezzo intervention to ensure. Macro intervention to affordability and transportation etc. Affordability of quality care and transportation/price to travel. Progress will be evaluated through her maintained sobriety, and tracking of skills through the parenting program as well as a parenting stress index, scl 90-r, and
In 1980, the first reported case of Angelman disease was reported in America. As more and more children were being diagnosed with Angelmans disease, a professor from the University of Florida, Dr. Charles Williams, started researching the disease. Years went by with no progress, but then in 1987 Dr. Williams discovered that a code was missing from chromosome 15. This new information was a breakthrough, but it would still until 1997 to figure out that the UBE3A gene on chromosome 15 was mutilated or missing in patients diagnosed with Angelman disease. Since 1997 doctors and scientists have been able to find that Angelman disease is a neuro-genetic disorder which means that Angelman disease is very complex and attacks the nervous system. They have also been able to determine that the disease is rarely inherited and that the mutilation of the UBE3A gene occurs during sperm and egg formation.
Kaitlyn last annual ARD was conducted on December 17, 2015 at which time the ARD committee determined that Kaitlyn continued to meet the eligibility criteria as a student with a specific learning disability in the areas of written expression, reading fluency skills, reading comprehension, mathematics problem solving, and basic reading. Katilyn’s ARD committee appropriately determined that placement in the general education at Kaitlyn’s neighborhood school was Kaitlyn’s least restrictive environment (“LRE”). The ARD committee developed a program that allowed Kaitlyn to remain in her general education classroom with in-class “push-in” supports for 30 minutes twice a week in the area of math and 30 minutes twice a week in reading/language arts. The ARD committee developed goals in Kaitlyn’s areas of need including reading and mathematics. Numerous accommodations were developed to assist
Focus: Aaliyah will adjust to the home and community. Ms. Smalls (MHP) and Ms. Smith (MHS) discuss Aaliyah’s treatment goals and complete the Child Adolescent Needs and Strengths (CANS) assessment.
Education: Benny continues to attend South Amboy Elementary School in South Amboy. He is currently in the third grade regular education. When Benny was first placed in the Rodriguez home. He was not enrolled in school when he resides with his biological parents. Benny struggle with writing and did not have the opportunity to develop healthy peer relationships because this youth’s mother reported that she “home schooled him” without the approval of the school district they resided in. Since Benny has been enrolled into the South Amboy Elementary School his academic progress has improved but he is still below average for his grade level. Mrs. Rodriguez has requested for Benny to be evaluated by South Amboy Special Service. CM will follow up with
Ms. Means is assigned to work with Carolyn from Family Enhancement Center. The worker meets Ms. Means once a week to discuss communication skills and different way of discipline. Ms. Means will continue to work with in home parenting education.
I wanted to follow up with you about Hannah's IEP. I have looked through the draft the below are my concerns and suggestions.
Poverty, addictions and mental health all contribute to this frightening social problem in the United States. Childhelp has a unique three step approach to helping end, as well as treat child abuse and neglect. First, programs exist to prevent the cycle of abuse. This is important because 30% of abused and neglected children will go on to be an abuser. Second, Childhelp has an intervention program that is dedicated to interceding and removing children from abusive and dangerous situations. Childhelp states that 80% or more of children who die from child abuse or neglect are younger than age five and therefore unable to remove themselves from living in danger. Lastly, Childhelp has a treatment program designed to give children a safe place to fall, with love, while equipping them with the tools needed to move forward from their hurtful pasts (Childhelp,
Background/history: Margaret is a 38 year old woman who lives in Conway Massachusetts. Margaret’s primary disability includes ADHD and a Processing Disorder, which impacts her focus and concentration. She experiences a secondary disability of Fibromyalgia and Ehlers Danlos Syndrome. Margaret stated during the evaluation that she too suffers from PTSD, General Anxiety Disorder, Major Depression and a sleep disorder and is presently taking medication. She went on to say she has arthritis in both her hands and her shoulders pop out of socket easily.
The client is 10-years old, African American female referred to Mental Health Services at Ettie Lee Youth and Family Services by the DCFS 174 wraparound team after presenting with the following symptoms; the client has a history of being bullied and presents to be sad and withdrawn, aggression towards other, sad affect, and difficulties with schoolwork and peers.
Jake is an 18 year old male who lives with his mother in Southampton, Massachusetts. Jake’s primary disability includes epilepsy, idiopathic mycarditis and there are concerns of a mitochondria disorder. He has a history of febrile seizures and is being medically managed for that disorder. In fourth grade, Jake experienced a grand mal seizure; he was placed on medication; and an IEP was developed in school for this medical condition. Jake also experiences allergic rhinitis and asthma, which is brought on by environmental factors. Jake has not been diagnosed with ADHD, but has confided with the ATS that he has a difficult time staying focused and struggles with concentration. He continued to say at times he experiences anxiety, especially
Ryan is a 7-year-old boy who has been in foster care, in the same foster home, for nearly 3 years. CPS became involved in Ryan’s life when he was 2 years old, following reported concerns of domestic violence in the home of his biological parents. Police had responded to the home on several occasions, both before and after Ryan’s birth. CPS first attempted to stabilize the home placement of Ryan and his siblings by providing in-home services. Family preservation services were offered to the family with little success. Ryan’s parents continued to abuse drugs and alcohol. They remained engaged in an unhealthy and violent relationship, impacting the children.
The individual is a nine-year-old African American female who presents with Oppositional Defiant Disorder, Moderate. The individual displays symptoms of oppositional defiant behaviors in the home, school, and community (daily) as evidence by her engaging in verbal and physical altercations with her peers and siblings (daily), and does not want to be bothered by anybody (2-3x weekly); displaying defiant, disruptive and aggressive behavior (3-5x weekly) weekly as evidence by her not complying with the rules in the home and school setting (daily), negative attitude towards authority figures (daily); often loses her temper (2-3x weekly); argues with her teachers (2-3x); and will refuse to comply with simple rules and request (daily). In the home
The program I selected to discuss is The Incredible Years Program which “is a comprehensive curriculum for parents, teachers, and children that is designed to promote emotional and social competencies and prevent conduct problems in young children.”(DeLisi, M. (2013). The goals of this program are to prevent delinquency, violence, and drug abuse, provide treatment / prevention of early onset ADHD or conduct problems, and develop a community based and cost effective program. This program targets children ages 2 to 10 who show high risks to aggressive, oppositional and defiant behavior. Group sessions are held that last between 2- 2.5 hours with food, child care and transportation provided to each session. The sessions focus on praise / encouragement, building positive relationships, incentives, social skills, problem solving, proactive strategies and discipline, and emotional