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Regional Center Services
Services
and supports provided by Regional Centers
Download
a Regional Center Services checklist
For
all regional center clients the Lanterman Act
Recent Cases: Regional Centers
Regional Centers
#2008060041, Jasmine S. v. Frank D. Lanterman Regional Center. Decision granted in favor of the Claimant, a 22 year old woman who had never been identifed as a Regional Center client. Claimant, represented by A2Z, prevailed as being eligible under the "5th Category". Found in CCR Section 54001(a)(1) & (2) it defines persons with "Substantial Disability" and then lists how to qualify by being substantially disabled in 3 of 7 categories. The categories are communication skills; learning; self-care; mobility; self-direction; capacity for independent living; and/or economic self-sufficiency. The 5th category is a last resort effort to qualify an individual who could otherwise fall through the cracks. It is appropriate for people on the autism spectrum who don't actually have a pure autism diagnosis but, for all intents and purposes, are otherwise substantially handicapped.
Claimant v. Westside
Regional Center
Summary: A2Z represented 9 year
old boy with autism against WRC in a fight for
a Relationship Development Assessment (RDA). The
claimant has had significant services since the age of
3, from both the school district and the regional center.
None of these services have addressed the core deficit,
and the child continues to have difficulties with social
interactions, building relationships, critical thinking,
problem solving, and abstract language comprehension.
Recently, he was dismissed from his social skills class
due to disinterested and disruptive behaviors. Relationship
Development Intervention was sought because it addresses
the motivations and "functions" of building
a relationship, not merely skills. The Administrative
Judge ordered the WRC to perform a Relationship Development
Assessment. Read
more, including a full copy of the decision, on our website... |
OAH: 20021020585:
A2Z negotiated a confidential settlement with a local regional
center. The case involved specialized supervision hours, respite
hours and reimbursement for camp.
OAH: 2003030129:
A2Z negotiated a confidential settlement with a local regional
center. The agreement provides for extensive services for
a 3 year old with autism, to include
OT and gym services. Reimbursement for services that were
previously approved was also included.
RESPITE:
WHAT IS IT? WHERE CAN I GO TO GET IT? HOW CAN I USE IT
WITHOUT FEELING GUILTY?
• WHAT IS RESPITE?
• You're "on" 24/7 & need some relief. You want to
maintain your child in your home, keep your family intact,
& avoid crisis.
• WHERE CAN I GO TO GET IT?
• Call your local regional center intake worker &/or
service coordinator to see if your child qualifies for services.
• Respite agencies can come to your home (or you can
hire a babysitter); you can send your child to a group home;
or, you can place your child in a structured "day care",
with socialization activities under staff supervision. Look
to your local school for personnel.
• HOW CAN I USE IT WITHOUT FEELING GUILTY?
• Recognize that you need a break; otherwise, you may
do something counter-therapeutic. Parents may have good
intentions which aren't always in the best interests of
the child. In the long-term you will not always be around.
• HOW CAN I MAKE THE MOST OF MY RESPITE CARE
(AND KEEP MY CHILD THE HAPPIEST?)
• Structure your respite to work with all other therapies.
Personnel need training, based on the total therapeutic
plan. You want consistency, & you want to avoid manipulation.
• Make a personal preference list for your respite
care provider & post it prominently.
• WHAT SHOULD GO INTO MY CHILD'S PERSONAL PREFERENCE
LIST?
• List emergency numbers where you can be reached,
as well as doctors/hospitals and medical equipment maintenance
instructions. Make sure personnel are trained in CPR, &
CPR instructions are clearly posted. Put "911" reminders
at all phones.
• Look for idiosyncrasies (routines, foods, inside
activities [e.g., favorite TV programs],communication style,
outdoor activities, etc.). Remember to be consistent & to
observe regular routines. Look for patterns.
• Make sure basic needs are being met & communicated:
look for pain, illness, environmental problems, emotional
distress, etc.
• Remind your respite provider to watch & follow your
child, while offering support, but not to relentlessly question:
"Where are you going? What do you want?". Instead, try to
find out unobtrusively through observation what is being
communicated. Offer to help overcome a perceived hurdle.
• Build off activities that cause perseveration. This
may be a control issue, or a request for you to join in.
Humor, re-direction, re-explaining expectations, & reassurance
are all helpful.
• Make necessary activities such as grocery shopping
into pleasurable learning opportunities. Discuss behavioral
consequences. Be assertive. Minimize attention toward negative
behaviors. Communicate disapproval non-verbally. Be flexible;
let it go.
• Physical restraint should only be used as a last
resort when all other attempts to change behavior have been
unsuccessful AND imminent danger exists. You may need to
physically regroup individuals who are not getting along
in close proximity or leave the site altogether. You may
have to interposition yourself between the child & the source
of trouble. Remove any targets of property destruction.
Everyone deserves & needs to be treated with respect & dignity.
LET
US ANSWER YOUR QUESTIONS. Call 888 IDEA-ADA (888-4332-232), or
email us at inquiry@a2zedad.com
for more information.
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