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AUTHORTITLE

-..INSTITUTIONSPONS AGENCY

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DOCUMENT RESUME

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girt, Jack. . , I y,1 ' ' ' w P

The Infant Development cepter.,

-'Infabt Development Center, 'Mission, Kanel . ,

-Social and hellabilitatiOn Siervice (DHEW), Washington, cYD.C. Dior. ot-Devel9pmental Disabilitie..

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,48p.; Charts will flproduce pooE,ly dup to legibility .

of brigi.nal doCument i .,, \ . ,

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EDRS PRICE # MF-$0:76 c'HC-t1-.95;PLUSLPOSTAGE*" -4.

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Cerpbra Palgy; Exceptional. Child'Edutation;/ EIqptional Child Services; *Anfa'ncy4 .Nlentallfflandicappld; *Parent,EducatiOn;,*Program ,.,

..._ Descriptions; *StimUlation A

`IDENTIFIERS,.

...21,DevelOp7ntaliDisabilities,

.. ..,ikBSTRACT , : , - .

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. Reported- are serviceS:proiided -Eo,developmefitali-y orbehavioraliy:d4turbed children (0-to-3-years-vld) and _their parents ..,

by the Infaht Development Center (IpC) inMission,,KaWsas. AutlinediS information such.as,the IDCIs primary activities (infant ,.

develOpmegtal stimulation and parental,trainintand-suppbrt),secondary activities (such as infottation exchange) , orgaiiimat o(St ,and faciYitie's), process flow, -research ,activities;,

,orgabizational and fiscal history. The second half of-t4 docuient.,consists of sample pre- and posttest scores, to ind'icat'e developmentalprogress of 19-childrenind bzief descriptions of sptvics providedto 11; 'children. ,(I,S)

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:DESCRIPTORS

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U S OEPARTMENT OF HEALTH"EOUCAT IONA WELFARENATIONAL INSTITUTE OF

EOUCATIONTHIS DOCUMENT HAS BEEN REPROOULED EXAM'' AS REGEIVED FROMTHE PERSON OR ORGANIZiT ION ORIGINATINGiT POINTS OF VIEW OR OPINIONSSTATED Do NOT NECESSARILY REPRESENT OF4iCiAL NATIONAL INSTITUTE OFEDUCATION POSITION OR PEDBICY

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This report was prepared pursuant to a grant from theDivi'sionof"De el'opmental Disabilities Uhited StaterDepartment of Hearth,' ,Edueation and Welfare. Grantees

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undeftaking tivh projects under government spohsor-shi,p-areoencouraged to express freely :their judgmentin professjonal and eLhnical MAtters. Points ,of-viewor opithions db not therefore necessarily representofficial DIYA,gRW or $P4 S posltion or polity. This pro:-jact is supported, in part by SRS Grant. No. 56-P 35180/7-0J for Social and Rehabilitation Services, Developmental,Disaiilities Administravion, William M. Ferguson,Regional DD Consultant.

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THE INFANT DFVFLQPMENT CENTE7

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lis reporOdescrihes an infant center. It noes riotretend to desc'r.ibe - the'decisi,ons necessary ffill the

fveLopmont of:eacyhild and their; parents.

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Pr '.rary P.articir,ani(s)

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'Kr",.-r-nt Center (1"C

Infant Seirmlation, Pit rpntalmoo , ~motional Support;

..Occilaatigna 1 /Dhysical Therapy, FollowPlacemen*

a,., 1 c41 e r ,2-h, -rarn-11 v of Children

0 IV, Primary AcAIvity(s) a.:--rnfant Pgvelopmental ,Stimulafion- h. fai3nta1 T-rainin'g and support

V. cecondaryActivit(s)..) --a. Information Fxchanne ,

1. libr4ry functions (in organization),

, , Toyi.1

A' . 1.-.2. Literature,2, meetinos (in.? outside communities)

. ., 3. worl,shoos (outside communities)h. Paby-sitHno rfooperafiwe

. C. Follow (11bnod. Transoortation,e . cervice Tlacerent,

Its

..,f. Research

: xq. nutreaci

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a. Chnological---'0-3 years of ageh. Pioloni.cal: no limits,full' rangec.: Rehavior: no behavior

problems admittedPinance:° ro -fee to na..licipants '

2, Jlon.i,tions acCepte'dP : ,r;eooraohical:, open'to Kansas

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)41. /1d-mittance Limits.

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Organiiati op." '.of Time Ofrinc

ctaff Speech Pathologist (0 ieector.).. .' 100 %. , ,

,* nccuria t i °nal. Therapist . 100/r

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Peclistpred "urse . : . 50'Teacher (1-) [Farl:v Childhoperydue ,Ifippi 100/Teacher, (2) [far Childho6d racationl . 50% 1

Social Worker , . , . . '25/ -.,Administrative Assitallt (Secretary)~' 1190?'

tipport ,Staff- Pediat,rictAn [ nsu.1 ttantil. .

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1?hysical .Thera 1 st 4 Chns'ul tani- ..,.

I' Volunteer '

LocatioR: 5408 West '58th' Ter ace 'Mission, Kansas -66202

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Building: Contemporary, 8 rick v (1she ffOok*, 1---R-M-s"., approximate.,. .rea 1000 5o". ft. . .4.- t ; '

g.'..- . / of Area

Room liti 1 ization: MU:4 C)knferenc'e, ,testing, pirectpr .office 10/ .

'MU '".c;duca.tional room , -10/.M :1J; Therapy. vorkroom . 1. l 25/.t.P.I, Library, Fntrance, eva lua fion" room 2 "-

A i secretary's office )5

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Kitchen 12°''Bathroom' 7 %'s I

Hallway 4/. .

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'.Financial Resources UtilizedJ

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A... TitlI? 1, Nbtic Law 89-313, elementary an'd Stcondary.* Education%. . .,

Public .aw 91-517,-Developmental Disabilitic's Assistance Act

',C. 'Johnson County purchaSe of sertite-egeeement and Rev4uei

,, Sharing

D. Donations"'

° Administering Agency ,-United Cerebral Palsy3914 WashingtonKapsas City, Missouri q..1.11

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Process blow

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kEFERR /(C'RITERIANFOR

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1INTAKEINTERVIEW

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Referral,Services:

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,Criteria for entrance: : chi dl---.41f 0;3 -yk,wrNofade with .parents who

;have decided that,,,

the child.is develoOmenfallY or behAiorably dis-

to'bed.

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staff)Intake Interview: (conducted by staff)-a.'. Releaie of information form signedb. Record transferred from referralc. ;Case histo'ry filled, out by mother

:d. Documtnt parent's primary concern,

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r_STAFF'MEETING.

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INDIVIDUALSESSION.

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ORASSIGNMENT

4$I GROUP-I 'PLACEMENTACTIVITY -411- NEXT SERVICE

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University AffiliatedUniversi4yjedical Center.Local P,e4atritiansPediatHc'NeurologistsParents who have beenprogram nowMepare 4Tepa,rtsmentSocial_WcirOrsNewspaper Aqiclesnp service r- .eFral

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Kansas

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ADULTMEETINGS

Facilietat

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to be used for basis of beginning treatmente.l.Take photographic record of

use"Nj 2.Get clearance signed' for use of ptctureSf. Setting of Developmental, gbalt for ctrid

. Staff Meeting: Staff meets for ass.iltningparents.,:and4hild toindividual sessions sand group seSsio6s. Parentis

, .C,seen as RrUnary programmer of ghilds devel-.t

opment,_ .

Assignment Criteria-'. k6

Indivtdu.al:. The child and'paient goes. tOspecific professional) for prelithinary intensive instructionGroup:. ParenArAind.child_zte matclig4 with existing groups in

relttion to devqoPtmental 0*-oblems if child, and inkeeping wifW the'amoUnt,of'parents.knowledge and emo-tional ke\vel ofrinvolyemedt'

. Control: -4evelopment'al tgs.t ate giventom periodic basis, amongA ' those used;

o (Denver) DepVeit Developmental Screening Test-(Bayley) Bayier--6cales'of Infant Developmental

- (Par), ,,Preschool Attainment Record -((Reel) Receptive-Expressive .Ergergent Language Scale(Vineland) Vineland Social Maturity Scale(Mecham) ,Mecham test of Listening Accuracy(Portage) `Portage Guidt to Early Education

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Group Spinoff: Paren1294groUp for inter*ctton.b.etween-parentswithout childreilpresent

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Process Goal: The child by five years of age will have normaldevelopment

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Termination.Criteria: Treatment limited by chronological age

Placement: Each child is placed in the next serviceindicatedby the childs development i.e. Crippled Children's

.'. Nursery School, Head Start, and pre-s,chools

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Each child is continued until placement is assuredin other service

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-The following text, for the Most part, has been excerptedfrom "1974 Evaluation of the Infant Development Center.'"by Lee Ann Britain, Directoriaof I.D.C. ,The following-will'give depth to the preceding outline of service.-

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"The ultimate prognosis for any hand4caOped child is asmuch dependent on(thefunctional effectiveness of tkefamily in dealing with the prbblvms such a child createsas in .stile child's ow p capabilities. Direct involvemtntof the family as th,e4rapists in a specific program devel-oped by ttle professionals for their child is in'itself.an-.

. effective way of mobilizing the family's Tmergies towardscetstructive,effoKts."

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Pau) H., Pearson in PhysicalSheraply Services in the-alelmental

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The primary activities of the Infant Development tenterare centered around the child and, parent).

The objectives of the Infant Development Centercontinue to be to provide a program of compre-hensive service including:

Emotional support to the parents, andspecific instructional techniques ofdevelopmental education for both fam-ilies and children.

(Within the service, there are suPPlementary activities to .

aid the'primary participants; Along with the' instruction tothe child and parent there is extensive'informatlon ex-

.change);;;

A library of currett books and materials is main-.

tained for use by the parents and an equipment,,pocil of adaptive equipment is available.

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Throughout the child's involvement the InfantProgram we strive to make the famify aware ofcommunity services svch as, publitc schools' spe-cial education programs, lectures and seminars,parent groups related o their child's exception-.ality, Kansas Cripn1-. Zhildren's Comiission, gene-tic counseling s.

In addition to serving Children and their families,another objective ts to share our expertise_ withother agencies and communities 'interested in serv-ing hd) very young child. The center director isavailable for presentations to grodps, workshops. etc.,and the center is open to visitors. Philosophy,test and intake. fdrms, equipment' sources and speci-fications etc.; are shared with interested individ-

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uals and groupsupon request. Moti'vating interestin the concept of early intervention\and aiding po-,fential new centers across the state ,and country is.an important function of our local program.

(There are Friday morning meetings with mothers and weekly even-ing meeting -with the parents without the children present).

At the parents'- request, a Friday'morning Parent,Diotcussion Group was initiated,. This ti-a-s been.ratherinformal but structured to some degree by the pro-gram director serving as group.leader.. 'Feelingiand concerns have .been freely exprested [in these'sessions] allowing staff to gain much insight intofamilies actions and reactions. .These-group ses- -

Oons have served much asia catalyst to circumventcrisis, correct misinformation, alleviate feelingsof guilt and isolation; and to motivate 'program

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change. *P. sti

A Babysittiro Coop has been formed by the mothers.For the most part, homes are used but the centerisavailable%for this pUrpose each Thursday.

(Follow along)..

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A mintmum of. one home, visit by the staff nurse 'is a

routifle service for each.family at some point dur-ing.their involvement in the program. Her goal isto) offer parental support, determine possible pro-b ms, assess the child's developmeutal level Lashe ften functions at a higher level in the home thanin stranpisurroundings) " explore her area of

..,,expertise,such as nutr! gigne, medication etc.-,*.

,,Car pools, are arrang-4 for families without trans-portatiop And families who live close to one an-tther ard4Often sched4led together to promote net,frienOships%

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', (Serviie placeMent and follow along - ,The I.D.C. assures' that the.e.

''c 16.. chiletwill' be placed in the next appropriate service,i.e., pre:.-.. sc.ti0O-1: 'Head Start; rippled Children's School etc.).

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(ReseatCh jt,turrently.involved with three researchacttNities;

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A. Study of pacerit attitudes, tie target population willbe motheretAattending'the 1_,D.C. and will compare attitudes'between.`-mothers in_the Friday morning meetings and thosenot attending the, grml. .

B. A second,p'roji,t will show pre and post test scoresin thirty children consisting of ten acwn's Syndrome,ten Cerebral Palsied, and ten delayed deVelopment child-ren [mentally Pitarded but notphysiologycally limited]

-.with thirty children with the same,probrems'without for-hal intervention program such.as theI.D.C. The study

1 allow' arc evaluation of. such; an early interventionogram.

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C. T4e I.D.C.'is'also a membey orthe National Colla-bbrative Rroject on.ComprehenOve Service to Infants andTheir Families'. *This 'national project is spongoned by

. United gerebr.al Palsy of .New `York and is funded throughthe'Bureau for the Education of the Handicapped._ Thereare lwenty'such projects throughout tM cn states deig-natet as ."ipplel Centers. Their projects are involvedin P.qtearch involving extensive: collection and compilation).

Computer4 d ,

'eomouter printouti to date 1;tave revealed that ofthe twenty, infett pre§ramsP the Kansas prograMerv.e'3: ,.

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'1) T6e youngest child [,refered atearly 'age by,. M.D.'t in Kansas] 7----___

2) The ciargtst perOnt of intact families .:-----

'; s3) ,The greitest number of children and families -----,

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(Admittance Limits - The I.D.C. has/e6Wly one limit to the ad-mittance of a child and that is the age of the child. Thefollowing are examples showing the range of children served).

CaseNo. Descri fion

EstimatePotential

own s yn rome car lac .e eCt traina e

010 Down's Syndrome trainable007 bilateral cleft lip 81palate, visual prob. normal023 Premature, 'visually impaired educable,029 Down's Syndrome036 severe C.P., hydrocephalic-018 severe C.P., hydrocephalic034 Down's Syndrome038 severe C.P.041 cerebral hypotonia052 cleft lip & palate, mild O.H.053 battered child064 severe C.P:, sensory deprived066 cerebral pals6f, mild067 chromosome abnormality071 microcephalic, cataracts072 severe C.P.073 Mehingomylocele,hydrocephalic077 Down's Syndrome .

... 083 post encephalitisgik 084 post meningitis'11IF. 086 Prader Willies syndrome

087 delayed speech, hyper- -eve

f092 enviromental_deprivation, neglect105 severe C.P.106 hydrocephalic,108 microcephalic, C.P.1.O9 mild C.P.112 Meningomylocele, hydrocephalic113 cerebral palsy114 premature, developmental delay16- Doan `s Syndrome167' Microtephalic, hard of hearing168 .cerebral-palsy, M.R.169 delayed speech170 M.R., moderate-'to severe171 p.remature001 sei,zures, behavior172 pos-meningitis, blind, over-all delay173 severe brain damage174 mild behavior problem175 premature, blind176 mild, C.P.177 mild orthopedic. prpblem

. 180 environmental Ileprivption181 cerebral palsy

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trainable 2

res. placement 2

res. placement 2

trainable 2

res. placement deceasedtrainable 3

educable 2

L.D. classsub-tainable 2

educable 2

educable 2

trainable 2

sub-trainable 2

educable, 00. 2 t

educable 5-trainable 3

educable 2

trainable 2

educable 3

regular class 1

sub-trainable 1

educable 2

educable 2

regular or L.D. 3educable, 0.H. 2

educable, 0.H. 3'

L.D. class 2

trainable 1

educable 6 monthseducable. 2

normal 2

trainable 8 mont0L.D. 7 monthsL.D. 3

educable 2

profoundL.D.educaFre, high 5 monthseducabl\e, high 1

nonrrl- 8 fionthsaormal 1 eeducable 2

Case EstimatedNo: description Potential Age

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182 premature, mild delay L.D. 1-

183 C.P., abus§, developmental delay . L.D. 1

184 delayed spdecb, mild C.1, L.D.. 3186 gross motor delay 4 normal 1

187 mild overall delay L.D. 1

188 Hurler's'Disease . educable 2

189 Down's Syndrome, cardfaC defect trainable 1,

185 DOwn's Syndrome $ trainable 1

190 .:mild CO,. L.D. 1

191 post-meningitit normal 2

192 M.R., behavtor'Oroblem trainz.ble.

193 M.R., educable', 2

194 gross motor delay' , normal 9 months

195 meningomylocele educable 2

196 M.R. trainable 2''

197 diagnosis deferred normal. 2

198 C.P. an0 M.R. trainable 1

116 ,. cerebral palsy educable 2

. 118 ceraebral palsy ' trainable 2.120 battered child,blind educable, 0.H. 2

121 cerebral palty, seizures edudable, 0.H. 2

9,24 Down'$-Syndrome trainable 2

gli 14. Down ' "s Syndrome educable 2

lovi 129 left hemiple9ia, mild .-egUlar QP L.D. 2

133 .epileptIc . ' . regular or classl134 delayed speech,,mtld 0,:H. L.Q. class 3'

135 hypoglycemia, mod, delay E.M.R. deceased

1136 cerebral .palsy, percep-motor defect L.D. class 3.

137 strokes at 8 mo's; mild gross motor delay L.D. class 2

138,, Meningomylocele, hydrocephalic , E.M.11%, 0.H. 2

140. over-all developmental delay, mod. E.M.R. 2

141 delayed speech normal 3

143 brain damage % profound 1

146 delayed speech )educable, high 3

149; hydroCephapc trainable 2

''' 151 Cornelia de, Lange Syndrome trainable, low' 1

152 seizure disorder, blind trainable 5 monthS

155 spastic quad. - -"` trainable, low 8 months

1.56 brain.stem'only, deaf-blind profound 6 -months

157 athetoid, C.P. severe educable 2

158 Hirshsprung's Disease trainable 3

159 cerebral palsy, blind severe. 2

160 ;Down's Syndrdme trainable 3

161 Cystic Fibrosis normal 1

162 behavior problem L.D. class 2

163 delayed speech normal 3

164 delayed speech: L.D. classe ' ' 3

165 Epileptic educable.

10 months

199, Diagnosis deferred. educable 1,

'200 deaf . normal. 6 months

201 behavior problem' normal .2

202 -cerebral,palsy trainable 4 months...

203 M:R., educable 3

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. ORGANIZATIONAL HISTORY

$18,810.

$12,810Jan. 72

$30,359.

Jan. 73

$34,251.

Jan. 74

$50,000.

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*Start program: FEB'72Location: SCHOOLTime:ONE DAY A WEEK

Staff:____(-1) SPEECHPATH.

(4 TEACHER

(2 R.N.(3 O.T.

(5) SECRE-TARY.

Min

Continuing ,program: JUNE'72IVocation: MOVED TOCHURCH NEAR SCHOOL

Operating time: ONEDAY A WEEK

Staff: added PT

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Continuing program: SEPT.'72Location: CHURCH 4%Operating time: EXPAND-

ED TO TWO DAYS A WEEKStaff .4 SAME (

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Continuingproaram44,-PAILY173

Location: MOVED FROM s,

CHURCH TO RENTEDHOUSE .,/

'Operating tike;1EX- ,_

PANDED TO fOUlt,DAYS. 11

Staff: SAME .

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06ntinuiri program:iLtEPT.'Location: HOUSEOperating time: FOUR

DAYS A WEEK ('

Staff, added;PEDIATRIC CONSULTANTTEACHER 50%SOCIAL WORKER 25%

Staff, departed: 'PT

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The Center is open .fro 9:00 a.m. to' 34:00 p.m. each week

day except.Thursday.

Monday

Tuesday,Wednesday andFriday

Thursday

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:30 to 11:00, ',mothers' Grpup

11:00 to 12:00 New Children

'12:00 to -2:00 Staffing

7:00 to 3:00 Children

9:30 to 3:00 Children

Babysi tting Coop

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FISCAL HISTORY

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Fys 73

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Original grant ,. .$18,810

Late start - expenditures - 1.2,8104;$ 6,,000

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Ffom Fy'72 $ 6,000

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,Grant, Title I.

Additional 'monies from State of KansasAdditional monies from Title I

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18,810.3,0002' 549

$30059 '

Fy'74 2 Gra9t, Title I $18,810kdd4tional Monies ,from Title I 5,441Additional monies from State of Kansas 10,000

$34,251

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Fy' 75 grant, Tale I 524,000'

Additional State of Kansas Funds 7,000

DO Funds' 12.000Revenue Sharing 7,000

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REPRESEtITIVEBLIDT

."!:: $34,25{,00Fy ' 74 % .

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Sal1i.ries (jitcl cill consnulnni's), ..,...... 24,00.0.00 S'

0 , -,.. . ,, :/-V:Equipment' . ._

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.. ,' (i'f. f i* c. e . . . . ., ......... \I

-,

4. - . - N It S.. /,Trans.portSt4bn

. '%Plant -op'erlti on , utilities etc.

.R4trt and' m,a..tc1/1 ng

liteninCe e.4

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Fy. 75 , A. \

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5

0* somewhat high due to move 'to unfurnished',,,

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nted house

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100100-

I 65:00

9.78.06\

j3,540.00

40 ,.00.$2,394.00

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'PROCESS

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(Referrals for the most part,, come- from sources within- thecommunity i .e. , doctor, pediatricians, ho'spitalst etc.However, ylis is not, a prereiluisite for admission).

N'however, fami 1 es yleed met have 'a fo,rgiaff 'referralbut may merely telephone the cente f4Onfor-,mation and/or, aji appointment. InitiO NOntact;may be either a home visit by the stet. nurse oran intake inteyvew and. assessment in the center".

-,,4 : b .,. Ag,i. P ) %. .Intalse interview

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The intake irftery iew it conducted Ay the -director ki. I.,..,

and staff at initial eontact in' the center, The '', '."paent (or parent lurrogate- or eptirk'eflimilyY.fik. _,, ..

given a tour ot th4 fici i ftfLand an eipWati.bn bf,.,:

the program. The I .D. sheet.;, screen A0 form .andre-lease forms are completed and the Pateht is given k '

the case' histoerlorm to be completed at home,And" ,

returned the following week. .0The parent is uestiOned, at intake, as to the pri- ' -:-Ae.

r-r.. mary concerti and this expressed aancern will formN the basis for the, child's program. , hte believe'. that

the parents knovv th4ir .chi ldren better than any one.else dpes so we do not ''olictaf, the ftrogyam but,' 4

rather, encaurage thv .1:went to, be an active par- ,,,_,

ticipant in goal -Set.,-.Ih ftg. F, 'example? if a motheri s concerned about hcr .0i ld is inability to chewtol id foods or -sleep through the night, it would'be foolish, for staff to ignore this and work, perr-harps -, on pulling to stand.

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A- snapshot is taken of each child 'at intake and re-pleated at oppr9ximately three mohtth. '',Atervals.

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These phoito4 bdcome a permanent Wetle ttie child 'sfile and ,aid An recording his proOrts. 'Duplicatesare often made and given to the faMilds. Picturesare, usedlofor pUlcq icity without t release signedb;/- th -p-aren-t-i- , .: ;Ii', -,..e.- /

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,A release of information'iform is also tighed at intake Ao that the child's physician may be infkrmtd,that his patiAlt hak,enterec the Infant Programi.He is aSkedito share perttn,ent information and re'-commendations wAh us. A. report 'As thenl:retvwd 'tohWat terminatlIon. mega-d419 the-child 's prOgrgssWI le 'in the progrv; TO s ,4erVi,s a two-fold 'pUt-'-.pose of total communisation and fhsurance of cdmpre-hensive service to the ,child and ,hji families ./c...,

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An appointment for thet followivl week will he arrang-:ed and the child will be discussed in staffing thatsame afternoon,

-5taff ,Meetings At staff neeti,ngs a number of decisions willbejliade regarding the child and parent basedon the intakeinterview. If the cht1.4 needs individual attention, then, itwill be scheduled. During the intake, interview, The parents'feelings and understanding of the problem are explored togive us a, clue as to degree of realism; acceptmiceetc.Expectations and long and short term coals are also,discussed"This will form the'rationale,for placement in a group of similarchildren and parentsY.

Generally, a new Child is worked with on a one:to-one\ basis for several sessions.

Children who are working toward simil'r developmental. goals and mohers who seem compatible are often sche-,.

duled'In small groups of three,.four,.and

This eases.staffad, provides stimulation for theand nd promotes 'new frieWdshipsand incidental

counseling for the parents.

Emphasis is placed on the instructional categories of:cbgnitive, personal-social, fine-motor adaptive, lang-.4age and gross motor, skills with progress being curre.nt-

7

recorded.N

.1 ,

I.

4p/ (VaAevelomental program the results of this program aremeasurable. The child's development is subjected to a numberof tests and tlye data.cdllected is also used to. improve the.project and to'beiused by others who are involved with InfantDevelopmen(t). . ...

'Dotumeqation,ris_beneficfal in an effort to provetheivalidfty-of a rationale for a program for 0 to

' 3 xearolds with Cielayed'Alevelopment. Data is col-lecte4 to reflect progress, Individel lesson,plans'are'formylated wind updated for the benfit oftire *child, parent, and staff. A further objectiveinvolves c6Mpilattft of clear and concise curriculumand other materials for.diSsemination outside oftrfie I.D.C.

% (at aboilt the age 0T-2. 1/2 theI.DC. initiates the search .forfurtUYe placement).

,

'Prior tothe chil.A's tjriltd birthday, we explore

11; 4ftiture;program,POssibflities with the family.Once the apro.0-iate program is selected, theI.D.C. shares all into5mation and mafptains con-.tact unefl the child eAters the next situation.;Poljow-ue-ais, of course, an integral part of theIn6nt DRyelopment-refitkr.

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'ir ?r follr)vino ACE' some examples- of prr: and prst test scores e

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TO DATE:

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(Two hundred and thirty-five children have been servedincluding 72 children presently'in the prdgnam. The.'Center's success canbe attributed'to 'a number of factors,i.e., dynamic staff, funding availabilities, etc. 'One ele-ment of note is that immediate environment of the service.Although, open to the whole of Kansas, the predominate pop-illation served comes from the surrounding community. Theservice is located in Mission, Kansas, which is 'a city withinJohnson County. Johnson County is a part.of,the GreaterMetropolitan Kansas City area. Johnson,County-represents'17% of the total metropolitan population. 1),ohnsOn County, .

statistics reveal a white; highly educated population in'the ''1970 census was 217,662 with .5% blak population. There .

were 57,748 families with 53,625 being husb'and.rwife families.Of the 115,462, people over 25 yrs. of age 79;6% were highschool graduates, and 23% had four years or more of..college.

The median income was in 1969, 313,384 and the mean incomefor '69 was $15,762. Although, within the area, '2.9% ofthe families were considered poverty level.

,,

Another important factor for success is thetrelation between--/

the I.D.C. and other agencies and organi?ations.within thefield of Health Delivery).,

Inter-relation with other progr=am - The infantDevelopment Center enjoys an extremly closerelationship with the Kansat University MedicalCenter. Our Pediatric Consultant' ts alSo on staffat the Medical Ce ter. The Growth and. DevelopmentClinic refers.c01 ren to our programs quite f

Llre-.quently and we,-i turn, refer families to K,U.:1Medical.Egnter for such supplemental services asformal' audiological evaluations and genetic coun-seling.

Eight Infant Develdment Center.ehildren weeoffered hearing tests and psychological testing ;

at no charge recently as ,,a training experience for )

graduate students. K.U. Medical Center studentsutili7e the Infant Development Center'foT observationby appointment.

An excellent relationship exists'between the In-fant Development Center and local programs such asCrippled Children's 'Nursery School, Pre-School forthe Visually Handicapped, Chdren's Specia) Ed-ucation Center, Sh:awnee.Missron SpecW Services ,

Clinic, Johnson County Mental, RetardatioNCenter,Kansas City-Association for Retarded titizens,Pre-School, and the Deaf -Blind Program.'

4v%

Kansas Neurological Institute - has been extremely'cooperative in working with ourprogram and has /provided Crisis Care for two of our familes thi$year. /

(There is also an advisory board consIsting of parents, pro-fessionals and consumer organization members). /

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A sample of ten children has been selected to further illu-strate program procedures, techniques and services. These

,illustrations clearly show the-total impact of serviceson the children and their families. These sample cases aredescribed on the following several pages.

1. This little boy was diagnosed as a "high risk infant"with rigidity in the lower extremities and suspectedCerebral Palsy. Pe and-his mother attended regular ses.-flons &t the Infant Development Center and the child wasre-evaluated at the age of 1 year. He is functioning atage level in all areas of.development. He was releasedby both the Neurologist and Orthopedist with the report:"No evidence of Cerebral Palsy."

Joe says a few word, follows commands, walks holdingonto furniture, demonstrates no lower'extremity rigidityand is most alert and personable. The child is re-checkedperiodically and the mother continues to attend the weeklyMoZhers'Group meetings.

7. This little girl is a severely involved multiply handi-capped child who entered tile program at the age of 3 months.She has made some definite gains and contractures and de-forinities have been prevented.

The parents are totally involved in the program and areactive in all phases,

When the question of residential placement,was raised bythe physician, we arranged for the parents to talkwithanother parent whose child.is in Placement and they'wereaccompanied (by the I.D.C. Director) on a tour of K.N.I.Much counseling was extended to help the parents withtheir feelings.

Their decision to keep the child at home was supportedby our staff and the family's improved coping skills is a

direct result of close contact with staff and Infant Pro-gram.

3. This little girl spent a week in the Intensive CareUnit at K.U. Medical Center this Spring. She was desperatelyill and in a coma for several days. Staff ,was in constantcontact with the family, both personally and by telephone.The illness ,left the child with seizures and partial paralysis.The Center provided & protective helmet for Marion and physi-cal therapy. She has regained complete use of the affectedleg and partial use of the hand. Continued support is ex-tended to this family on a 24 hour per day basis whichthe mother states has "saved her sanity."

4. In April, this family failed to keep two appointmentsand did not telephone a cancell?tion. This seemed mostunusual and follow-up revealed a devastated mother whose

husband had left her.

She returned to the Center and began talkinh,with theDirector and Social Worker. She was he2p.ed to locateemployment as an Inhalation Therapist. The Social Workertook her to Crippled Children's Nursery School to visitand implement the recommendation lor Joe to be enrolledat age 3. Legal advice was secured for her in terms ofcustody, child support etc. Both mother and son survivedthis traumatic period quite well due, in part, to the ableassistance of our Social Worker.

5. This mother asked, at intake, if we could "teach herhow to play with her child." He was, at that time, a non-verbal, hyper-active youngster who was functioning between6 and 8 months behind his chronilogical age level.

Newton and his mother have attended'Weekly sessions duringthe past year. Newton attends well, participAtes in groupactivities and talks in sentences[

The mother feels secure in her role and truly enjoys herlittle son now.

To insure objectivity, we referred Newton to K.U. MedicalCenter for psychological evaluation in May. They agreedwith our findings and stated that Newton is now functioningat age level (36 months) and should attend regular pre-school in September.

6. This little girl is the youngest of four and, had beenbadly pitied, and indulged. Due to her excessive screamingbehavior, our therapist worked with Patricia in her homeweekly -until a relationship had been established. A be-havior management approach was.utilited until Patricia wouldwalk on the parallel bars without screaming. She was alsoplaced in a Toddler Class,

In-February,.the mother stated that her husband had beenoffered a substantial promotion contingent upon a transferto Tulsa Oklahoma.. The mother planned to refuse thetransfer due to her fears about'finOing a program forPatricia%

We contacted agencies in Tulsa and were able to compile alist of available programs with costs, addresses and eligi-bility requiremehts.

We, of course, shared our knowledge of Patricia with thepre - school in Tulsa and the family made the move withoutincident.

7. This little Spanish-American boy is a severely involvedmultiply handicapped child who presented a severe feedingproblem for his parents. It took more than an hOur to feedhim each meal and he was still on bottles and strained babyfoods.

46

The mother expressed a desire for Roberto to eat table foods.

We initiated a program of desensitization,"walking thetongue"ito prevent the gag reflex and proper cup drinkingto prevent the bite reflex.- The mother held the child'ina selpireclining position and "poured" in the food. Robertowas epositioned in all upright position with his head inmid-line and the mother was taught proper feeding techniques.

8. This little boy was running 'and'talking at age 2 yearsacrd then suddenly contracted meningitis.,

The child was referred to us p'ior to hs rele4se froi theho!-)ital. 'Support was extended to the mother as well asseveral treatment and training sessions with Carl beingheld in his home.

At initial contact this little boy mild "do less than a -

. normal newborn" (mother's description He had no head con.-Arol and appeared to be totally blip ."I

CurrentVy, Carl sits alone, stands and takes a few stepiwith help and vocalizes. He responds appropriately tobothvisual and auditory stimuli. The "road back" is a long-andarduous one but we believe Carl will "make it." -

9. At intake, this child demonstrated a mild developmental '

-delay 'across the board" with a signigicant lag in grossmotor skills.

She has been in the programmore than a year and talks insentences and is ambulatory with cable braces. She isfunctioning at age level (35 months) in all areas exceptambulation.

It is noteworthy that this mother (plus several others)was. instrumental in developing the expanded concept of aPre-School for children like Gretchen for whom there is noappropriate referral source at age 3 years.

10. The maternal grandmother of this little,boy telephoned.the Center stating that her daughter and grandson had come fora visit and the child had: "destroyed her house in 15 minutes."She expressed concern that "something may be wrong" withRichard and requested and evaluation.

The.Ce-ter Director observed and tes d the child the follow-ing day, The mother and grandmolher were given specificsuggestions'in terms of behavior management; self-feeding,development of backward parachute reflex and language stim-ulation.

They were reassured regarding the child's behavior anddevelopment and encouraged to follow the written home pro-.

gram.S'

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This was a one-contact situation for this little boy and afollow-up phole call revealed a greatly improved over-allsituation.

11. This family resides on'a farm in Fredonia, Kansas,. andcontacted the Center regarding their 3 year old daughter1who had no expressive speech.

At ihtake,,this child was totally non-verbal-but demon-strated good receptive languag skills.

We outlined a structured_ home ogram and demonstratedspecific techniques to the parents.

6 months, Christy was able to name objects and picturesand verbally respond to a direct question. The parentswere encouraged to continue working with her and to enrollher irLa,regular pre-school it September.

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